Children 's Intent Observation And Participation

Teachers provide resources to assistant children’s learning and developing. The curriculum is emergent, meaning the teachers choose topics and projects based on careful listening and observations of their student’s interests, needs and inquiries. Children are encouraged to use materials and media to demonstrate their learning and understanding of a topic or project. Documentations and environment have direct influences in helping children’s learning. Parents and community also play a supportive role in children education (O.E.C.D, 2004).

Children are given the opportunity to grow and develop through their play experiences. Educators support the children by giving them the proper tools and materials, and modeling the behaviours and skills they would like the children to follow to develop appropriately. Children will learn to do many things with the help and guidance of their educators, but while the children are playing, the main focus is on them and how they will learn and interpret things. Children are continually growing and developing through many different ways. They grow physically, cognitively (mentally), and finally emotionally.

Children communicating with their peers help them in their thinking. It is how children communicate using their languages helps them in their thinking and how they master new skills. For e.g. a young child who watches an adult tidying up they in return eventually learn to have the skills how to do it themselves. Research states that the social influences and adults that support children’s culturally valued skills at a very young age and develop more skills as they grow older and every culture they develop different strengths in their learning.

As a future teacher in the Early Education department, I recommend that parents and teachers allow time for young children to explore themselves through play. I think that it is especially to promote a physical outlet for young children to expel energy while playing. Further, I believe that children will learn verbal and social skills by interacting with their peers. Children will learn what is acceptable behavior by being around other children. Many of them will also develop language, because they have to communicate.

The article uses photographs as a way to bounce information between the child and the researcher. This is a good example of children using meaning-making and narrative to make “sense of the world and of experiences” (Wright, 2012, p. 18).This allows the adult to see “through the eyes of the child” (Wright, 2012, p. 18). This helps the adult gain information about what is engaging and challenging about the children’s learning environments from the child (Smith, Duncan, & Marshall, 2005) to then make a difference in the children lives to make it more engaging and challenging. This is also seen in Childhood studies where children are seen as rights holders. Children need to have the opportunity to express their opinion and voice their thoughts on any subject/experience that interests or provokes them.

Teacher responses play a critical part in this environment by asking questions to stimulate thinking, and children become adept at generating their own questions and seeking answers. Peers also learn to make enabling responses in a literate community. Children need and deserve these responses; as well as, they need to hear the ideas o... ... middle of paper ... ...ncourages children to be able to use their learning skills of various disciplines and put to use these skills acquired. Also, it helps children in solving and resolving age appropriate challenges. In doing this, one hopes to instill confidence and foster the child?s ability to see how all aspects of education build up the learner equipping him/her with the necessary knowledge to more forth in education as well as life.

Firstly, children’s cognitive development is greatly enhanced through visual arts. In order for children to produce art, they have to think of an idea, an experience or feeling and construct symbols to express what they know (Isbell & Raines, 2007). Exploration of art materials help children build a knowledge of their physical properties which supports decision-making, evaluation and problem-solving (Edwards, 2010). Moreover, children will have many opportunities to work together in small groups and will then learn to value others’ ideas (Isbell & Exelby, 2001). Since visual arts is a form of self-expression, children can express their feelings through artworks and hence, learn emotional regulation.

Through the use of teacher directed and student initiated activities, students become more engaged in learning and therefore develop the skills necessary to become self-directed learners. By stimulating their interest and motivating a love for learning, teachers can use preschool curricula to build school- and life-related skills. There have been links between play and child development, especially in the areas of creativity, reasoning, executive function, and regulation of emotions (Bodrova, Germeroth, & Leong 2103). Active play is needed for healthy brain growth and not only strengthens muscles, but stimulates brain activity leading to higher levels of interest and curiosity. Through play children are able to try out different ways to handle and address stressful or hurtful situations and stand strong when facing challenging situations.

Study Methods & Procedures This child study report involved different approaches to observation and assessment. Play-based observation, an approach to assessment that involves observing a child in their natural environment and daily routine, was predominantly used to provide a personal report on a specific child 's development in the physical, cognitive, language/literacy, and social emotional developmental domains. Play-based learning uses a curriculum called hands on learning, "[involving] children as active participants, encouraging them to manipulate, investigate, experiment, and solve problems" (pg. 160). The goal of play-based observation, or hands-on learning, is to capture where the child is developmentally, where his strengths are

Thus suggesting practitioners should embrace and accept the approach enabling them to “adopt learning strategies that embed the acquisition of knowledge and skills into meaningful context” (Macleod-Brudenell and Kay, 2008, p.311). Moss and Petrie (2002) support this concept by stating “pedagogy can be used to refer to whole domain of social responsibility for children, for their well-being, learning and competence” (p.138). Pugh and Duffy (2006) suggest a pedagogue is the one who leads and educates children’s learning. This effectively impacts upon children’s learning and enables them to become confident learners. As well as encouraging children to be in control of their own interests and learning (Every child matters, 2004).