Wait a second!
More handpicked essays just for you.
More handpicked essays just for you.
The importance of teaching strategies
Importance of effective teaching
Significance of teaching strategies
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Understanding the world is a specific area of learning within the Early Years Foundation Stage (EYFS). According the EYFS framework “Understanding the world involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment”. It provides children will the tools, knowledge and skills needed to resolve real life problems .Understanding the world is broken down into three aspects - people and communities, the world and technology. This allows the children to engage with a wide range of experiences, enhancing their skills and understanding which aid in developing themselves as individuals with a wider understanding of the context in which they live.
Early Years Matters (2012) outlines the following aspects of Understanding the world; exploration and investigation; the children investigate objects and materials, learning about changes and patterns whilst looking for similarities and differences. This improves their questioning of how and why things work. Design and making where children learn about the construction process and the tools and techniques used to assemble materials. ICT is used so that the children learn how to use appropriate technology such as computers and programmable toys that are supporting and enhancing their learning. Time is when children find out about events that have occurred in the past or present which are relevant to their own lives or those of their families. Place is when the children become aware of and show an interest in the natural world. Beginning to find out about their local area, knowing what they like and dislike about it. Finally, communities is about how children begin...
... middle of paper ...
... with fewer cross-curricula links. Structurally the difference between the lessons of understanding the world in EYFS and Geography and History in key stage one and two can be difficult for many children to adapt to. With more specific guidelines to follow and more set and specific criteria to meet with Key Stage one and two it can tend to leave less room for interpretation in these sessions. The focus heavily lies on ensuring the children are meeting the expected outcomes.
The Department for Education (2012) states that “a high-quality geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Teaching should equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key
In this assignment I will justify the place of the following subjects within the primary national curriculum: Geography, History, Physical Education, Religious Education, Drama and Music. The reason I have chosen these subjects is because I have had an experience of them within my teaching placements and within seminars at university. In addition to this, I will analyse the use of cross-curricular learning in primary education and I will aim to explore the benefits and challenges of the approach.
The Early Years Foundation Stage (EYFS) curriculum in England differs greatly in structure and content to the Te Whariki curriculum in New Zealand; this therefore makes for an interesting comparison. The EYFS was introduced in England, in 2008, by the DfE as a framework that ‘sets the standards for learning, development and care of children from birth to five’ (DfE, 2012). Alternatively, Te Whariki was founded in New Zealand, in 1996, based on the aspirations for children ‘to grow up as competent and confident learners and communicators, healthy in mind, body, and spirit, secure in their sense of belonging and in the knowledge that they make a valued contribution to society’ (Ministry of Education, 1996). Throughout this essay, the EYFS and Te Whariki curriculums will be compared and contrasted to give a greater understanding of the similarities and differences between England and New Zealand regarding their beliefs about young children’s needs.
Children can greatly benefit from having chances to create connections to the real world in their play space, waiting for the fruit on the fruit trees to ripen or continuously checking to see if their seeds have sprouted all provide both connections to the real world ,as well as expanding developmental skills and knowledge. An ideal learning environment for children does not necessarily need to cost a lot of money to establish and maintain, using items found out the natural environment can often spark creativity and connections with children. Children don't need to always be surrounded by the newest and fanciest plastic toys, natural ideas such as wood blocks can but used instead of lego pieces or rocks for painting on, items such as those can be cheap easily found and yet still provide children with the same if not more developmental skills and learning. From young age children need to be presented with opportunities to take safe risks in order for them to grow and
II. People with only a high school diploma will more than likely get paid less than someone with a college degree.
The Early Years Foundation Stage (EYFS) curriculum is a government backed scheme run by local authorities to ensure that children from disadvantaged backgrounds have as much chance as advantaged children when they reach school age.
Smith, P., Cowie, H. and Blades, M. (2003). Understanding children’s development (4th ed.). UK: Blackwell Publishing.
Panagiotaki, G., Nobes, G., & Banerjee, R. (2006). Children’s representations of the earth: a methodological comparison. British Journal of Development Psychology, 24, 353-372. doi: 10.1348/026151005X39116
Awareness of history and geography is essential within any society. Acquiring knowledge of these two aspects of humanities is fundamental to understanding ourselves, others and the world in which we live. Through effective teaching of history and geography students begin to develop an understanding of ‘societies, events, movements and developments that have shaped humanity from earliest times’ (Australian Curriculum, Assessment and Reporting Authority [ACARA], n.d.). As well as understanding the ‘characteristics of the places that make up our world, using the concepts of place, space, environment, interconnection, sustainability, scale and change. (ACARA, n.d.)’ All of which aims to nurture positive outcomes for later life.
This essay will attempt to clarify why it is significant that early years practitioners retain knowledge of the historical and philosophical influences on early years policies. It will look at many pioneers, their philosophy and how their ideas have developed, it will look at how their work, historical influences and events of the past have shaped the early years foundation stage (EYFS). It will then detail why it is important for practitioners to learn about the contribution of the pioneers and history influences to improve their practice when working in an early years setting the penultimate section will then talk about the term practitioner and then will finish with a conclusion.
The National Council for Curriculum and Assessment (NCCA) has developed Aistear, a curriculum framework for children from birth to six years of age. This framework establishes principles and themes that are relevant in early childhood education and all early childhood services in Ireland work towards these principles and themes. Aistear was devised to support parents, early childhood practitioners and teachers in planning and providing enriching and enjoyable learning opportunities for children. Emphasising the fact that most children learn a number of different things at the same time, the Framework uses four themes to describe children's learning and development: these themes are, Well-being, Identity and Belonging, Communicating, and Exploring and Thinking. Aistear highlights the importance of play and the role of play, in relationships and language in young children's learning. In doing this, it provides a guide to using play, interactions, and partnerships with parents, and assessment to help children progress in their learning and development. In doing this, it provides a guide to using play, interactions and partnerships with parents and assessment to help children to progress in their learning and in their development. - See more at: http://www.ncca.ie/en/Curriculum_and_Assessment/Early_Childhood_and_Primary_Education/#sthash.wYiffawr.dpuf
What the Early Years Learning Framework believes in when it comes to Culture - The Early Years Learning Frame work believes that educators who are culturally competent respect ways of knowing, seeing and living and have the ability to understand and honour differences. It is about the will and action to build understanding between people and to respect people from different cultures. The Early Years Learning Framework has 5 Principles and practices that are critical to the development of cultural competence - Learning that is engaging. Relationships that are affirming, Resilience with a strong sense of wellbeing, Curriculum that builds success for life, Confidence and strengths in personal and cultural identity. Culture is the fundamental building block and development of a strong cultural identity is essential to a child’s health.
The introduction of the Early Years Foundation Stage (EYFS) brought in radical changes to early years education when it was first introduced in 2008. With being revised and updated in 2012, making significant changes to the curriculum. Opening the curriculum, the government delivers principles and standards for all practitioners working with children aged zero to five (Hutchin, 2013). Defining the curriculum as a ‘comprehensive framework which sets the standards for learning, development and care of children from birth to five’ (Dfs, 2012). The aim for this curriculum was to ensure and offer legal requirements to providers to ensure children’s safety, health, learning and development, to meet the high quality standards outlined in the government
Children make sense of their world by thinking and communicating in different ways and by expressing their understanding using a range of creative and critical thinking processes and strategies. Teaching the whole child requires an understanding of the interests, disposition and prior knowledge developed within the child’s social and cultural context and individual stages of development. Focussing on children’s strengths, t...
hardy, E. F. a. C., 2013. Early Childhood Curriculum. Hume Avenue Park West Dublin 12: Gill and Macmillan.
People in too days’ world can’t figure things out because all they have to do is shout across the house or read the basic simple step by step instructions that are designed for year 2’s. Now that means from the start of our basic learning, in kindergarten, we do not improve very much at all, we may learn a bit in a special area where