This article is about children’s perspective and how to get valid meaningful information from the child’s perspective about their learning experiences. This paper focuses on a sociocultural perspective of children as learners in their own right and co-constructers of their own meaning of learning (Smith, Duncan, & Marshall, 2005). This article also looks at how children can contribute to and make meaning of their learning and how they express that. Children use meaning-making to make sense of their world through and by the experience of narratives (Wright, 2012, p. 26). By using a sociocultural view of children, they are seen in a positive light that sees them as competent confident learners who can contribute and have a voice.
Indicators of effective curriculum that my program will align to are: children are active and engaged and curriculum builds on prior learning and experiences. Through the use of the hands-on activities, physical education and relevant material, students will be able to be active and engaged during their time at my program. With various means of communication with parents and collaboration with other educators, children in my program will be able to build on prior learning and experiences. Taking what they know and have recently learned and building on that will ensure children fully grasp concepts and understating of what they are being
Play is a primary learning tool that allows children to develop, and is the key pedagogy used by early childhood educators to support and enhance development (DEEWR, 2009). These principles acknowledge the child as a capable, resourceful learner who plays a critical role in directing their own play (Kearns, 2010). Curriculum for infants and toddlers should be open ended and flexible so as to enable changes initiated by the children. When educators value play’s ability to encourage and combine a wide range of young children’s intellectual, physical, social and creative abilities, they follow the EYLF aims of empowering children to view themselves as competent and resilient learners (DEEWR, 2009). The framework is underpinned by the principles that play is a critical tool in promoting learning, children as producers of their own learning and educators as facilitators (Kearns, 2010).
As mentioned previously children learn by observation, so when educators display these dispositions they help promote children 's own development of them. The EYLF also helps to show the importance of teachers possessing positive dispositions. Within the document the outcomes are broken down to show how they are evident in children and how educators can promote the their development, through out the suggested strategies for educators it expresses an importance in them role modelling and exposing the children to the skills they need to develop. Educators are asked to display “delight, encouragement and enthusiasm for children’s attempts... model care, empathy and respect...” (DEEWR
The purpose of observations is to enable practitioners to plan appropriate activities and learning to meet the full range of needs of all children within the setting. Practitioners will observe children to find out: What is interesting and motivating them as individuals or groups How they have joined in with a particular activity, experience or area of provision Factors that influence their involvement and sense of well-being during the day or session How the children's skills are developing What they know and understand in terms of the Foundation Stage areas of
Playing can also teach children acceptable ways to resolve problems like taking turns, and ideas to help children have a positive play experience. However, children learn by testing their own social skills, developing their unique way of dealing with social situations and experiencing what is acceptable and unacceptable to their peers. One of the most important things a child care provider can teach children is how to get along with others. No matter how gifted a child is physically or mentally, that child 's happiness and success in life will also depend on his ability to get along with people. There are many ways to help children develop
These aspects are, inclusion in the early childhood education service, the impact of social interactions on a child’s learning, and the importance of providing a safe and stimulating environment for children. I will be reflecting on how my own beliefs and values are connected to the three aspects of my personal statement. Also, linking these aspects to the theories
“Play is developmentally appropriate for primary-age children and can provide them with opportunities that enrich the learning experience” (Copple & Bredekamp 2009). Early childhood education holds two main focuses; a child-based focus and a family-based focus. Early childhood education has positive outcomes on the child through their learning experiences, and their growth and development. Based on the family, the results of early education happen through the communication that the family has with the educators and by the encouragement they get from within themselves, and also from the educators. Children learn most of what they know through play.
Play is how children learn to socialize, to think, to solve problems, to mature and most importantly, to have fun. Play connects children with their imagination, their environment, their parents and teacher and the world. Play is the most powerful, productive and efficient way to learn the information young children
The learning process for a child can be traced back as far as their environment during the early stages of life. Play is imperative for the reason that it assists in the education of a child and their world in an approach that is natural. Play education allows educators to go with