Daily programme
The daily programme is carefully tailored to suite the needs of all learners especially immigrant learners. There are well balance periods of structured learning with creative activities such as art activities, themed discussion, ring time and free play. Snack time, music, stories and generous amounts of outdoor play also make up the programme.
The daily programme plays an important role in guiding learners from self-directed play to more focused, formal activities, paving the way for the transition to primary school. Learner’s social skills will also develop as they learn to share(Sharing is caring), take turns, compromise, communicate and co-operate within a group and in the overall class. Learner's develop into independent, confident,
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There is free play as children settle down. There are a variety of activities offered during this time. Learners can play together or individually. Children are encouraged to arrive before the morning bell so they have time to socialize, play and settle down.
•Morning ring
This is a daily activity involving the class which promotes group co-operation. It also builds confidence, memory, language and listening skills.
•Theme Discussion
We discuss the weekly themes such as Culture; People,places and environment; Time etc. The weather and news are discussed. The weekly theme is designed to expand the child’s general knowledge and raise awareness of social, environmental and world issues.
•Creative activities
There are many creative art and craft activities from which the children may choose daily . Children express themselves through their art. All learners are praised for their effort.
Being creative will allow children to experience a sense of achievement as they produce their own masterpiece.
They work in groups which promotes socialisation in the class or individually depending on the activity.
•Music and
He/she can cut and tear papers of their choice. Also, they can glue and create their piece of art without adult’s interference or directions. Dr. Laurel demonstrated the pros of the Process Art Experience as it supports many aspects of children’s development. For example, physical, language, and literacy, and social/emotional development. Those linked to each other as it will be presented through the child’s own work. In contrast, the child in the Product Art Experience will be restricted to follow adult’s instructions or directions to make a product that was determined previously. The Product Art Experience limits or restricts children’s imagination and creativity. The child will not have the opportunity to choose the material. He/ she should follow the educator’s steps to make any pre-determined product. The Art versus Craft example, which displayed by Professor Walton, was reliably linked to the aforementioned experiences. She promoted the significance of creative thinking by showing high regards toward children’s individual abilities in techniques and skill levels. I learned from the Walton’s perspective that in order to stimulate children’s creativity, we should focus on children’s works, skills, and
Teaching using creative methods can help develop the whole child. It can make learning experiences more exciting, more relevant, create different contexts for learning, al...
This same idea applies in the classroom. Teachers can foster achievement in students when a change in climate control creates the opportunity for possibility (Robinson, 2013). When each individual’s learning is cherished and valued, a lively education system flourishes and that’s where creativity thrives. Students entering schools today will enter into a workforce that none of us can visualise. Learning a specific skill set won’t help a child succeed, but learning to be more creative and thus adaptable, will.
Each year, as a new group of students enter my classroom, I will encourage them to be expressive of their imaginations in their favorite subjects, whether it will be art, literature, math or music. We all have rules and regulations to follow, and each student will know that there is no exception in the school or the classroom. Another goal in my classroom will be to keep the students excited about learning, not to treat school as a game or a social event, but to encourage a unique and fun atmosphere to learn.
The program I observed is interestingly, both child-centered and academic. The teachers in this program “structure children’s learning” (Berk, 2014), while also “[providing] a variety of activities from which children select [and some] learning [also] takes place through play” (Berk, 2014). When the children participate in the academic part of the combined program, they are separated by age groups, but when play occurs the children play together in a large group. There are play stations with blocks, coloring, books, dolls, make-believe kitchens, music, and computers. Outside of the building, there is a jungle-gym the students are supervised at when the weather permits them to be outside.
In the next moments i will explain my position and view on why i think children should not just only be provided with creative freedom but why it should be a combination of both organized activity and freedom to express creativity in a childs upbringing. The points i will tap into and explain are; the effects of structure and order, creative freedom with interactive expression, and the sense of one self while creating ones own identity. The first point i will go into is importance of creative freedom along with interactive expression. Creative freedom is in my opinion the most important aspect of a childs mind. Through being able to express their creativity in any form they can feel the sense of being accepted and begin to belong in the world.
Every child has his own way in creating any art, we need to give the opportunity to every child to create his own world the way he feels like, we need as an educator to provide the materials for them to be able to be creative. And I believe each child is a creative person in any way he creates his
Even though you are in charge of your classroom and you are the teacher some times you have to sit back and learn from other students. These students have young and creative minds that are constantly thinking in creative ways.
Social skills play a very crucial part in the existence of every individual. This is for the simple reason that the level unto which the social skills a person(s) has, generally describes the level of co-existence that prevail in that given environment (Sussman, 2012). The way a person describes scenarios, solves problems, analyzes situations as well as the overall communication, all form the basis of social skills. According to Jean Piaget’s theory of social (cognitive) development, it is expected that individuals should be mentally or physically prepared to face the realities of the world. It is also important to keep in mind that these skills would be effective when they are learned in early stages of life. Therefore, social skills should grow and develop when one is in the early years of life.
For example having a child with special needs follow the instructions the teacher has given the class. If a child sees what another student is doing then they will understand that those are the instructions they are supposed to follow. Successful learning requires students to interact closely with teachers and peers. In addition to their general importance for daily interaction, social skills can have a big impact on a child’s ability to succeed in an academic
According to Google, creativity is defined as “the use of the imagination or original ideas, especially in the production of an artistic work.” In his TED Talk, which is one of “the most popular talks of all time”, Sir Ken Robinson discusses how public education systems degrade creativity as an essential component within the academic growth of all students. Robinson is a creativity expert and an author who writes books about creativity in school systems. His expertise in the field of school systems and creativity justifies his opinion on the subject. Robinson concentrates on the significance of creativity by creating a variety of strong arguments. His main contention is that “creativity now is as important in education as literacy” (Robinson).
Herein lies the problem. The children that we are educated are and will be faced with new challenges that current education systems all over the world have been failing to meet. It would seem that structures of mass domain education suppress the innately imprinted creativity found in every living person and widely known specialist on the subject, Sir Ken Robinson, goes as far as saying that we are, “educating people out of their creativity” (Giang, 2013). But if the school system is to make adjustments to explore and cultivate creativity more how are they to do so without losing total structure? Robinson acknowledges this by saying that, “in every creative approach some of the things we’re looking for are hard, if not impossible to quantify. But that doesn’t mean that they don’t matter.”
... goal is for children to become productive citizens in the world. With this being said, it is easy to see why creativity in the classroom is essential to the development of the young child.
In early childhood, teachers guide children’s artistic learning, which is then supported by peers (Wright, 2003). This is known as the guided approach. In this approach, teachers reflect, explore and plan together possible way to extend children’s artistic knowledge and skills. Furthermore, activities are deliberately open-ended to foster divergent thinking and support the process instead of the product (Mills, 2014). Teaching creative arts provides children a mode of communication and a medium for representing the world (Wright, 2003). Since children learn through play, creative arts is a platform for children to interact socially, explore emotions and develop motor skills (Mills,