Effective Pedagogy for Early Childhood

Effective Pedagogy for Early Childhood For the purpose of this study an activity has been planned by the author and introduced within the authors own work setting. Any learning intentions will be evaluated and consideration given to any learning opportunities offered to establish the successfulness of implementation of the activity. All planning will be developed using the guidance of the Early Years Foundation Stage (DCFS, 2008), consideration given to the differentiation of children`s needs and variety of pedagogical approaches required. Research will be undertaken to establish the considerations given in planning to the Early Years Foundation Stage Principles, themes and commitments supported by relevant theory and research findings . Research will be undertaken into different theorists and how their findings may influence current practice within the workplace. A video recording will be made to capture all interactions and opportunities utilised for shared, sustained thinking. Opportunities for the development of language, and diversity of learning will be evaluated and assessed with the help and guidance of the settings manager. The Early Years Setting The area used for the planned activity is within the main room of a Foundation Unit which caters for children who are aged three to five years old. The area chosen is within the creative part of the setting allowing access to all materials and equipment available. The area has been prepared for the activity, all resources have been prepared and organised adhering to the health and safety guidance of the setting. The aim of the activity is to establish a child`s ability to handle tools and objects safely and effectively, this has been achieved through the provision of a variety of equipment and materials supported through the interaction of the early years practitioner. Planning has been differentiated allowing for children of lower abilities to be included within the activity, and different strategies implemented in order to cater for individual developmental needs. This is in line with the aims and principles of the EYFS approach to learning. Good planning is important for effective practice in order to give a varied and progressive approach to learning. It enables practitioners to build on their own personal skills and knowledge and enhance development within practice. The EYFS (DCSF, 2008) recognises the significance of planning and observation as a method to inform practitioners, building on experiences of children and enhancement of any learning opportunities. Activity `Bubble Balloons (Appendix a) Planning implemented to develop an activity that would support the existing theme of work within the setting ` Transport; In the Air , and previous week`s observations was developed . Consideration was given to the development of different levels of learning ,with the inclusion of a lesson plan to support the original theme. A copy of the lesson plan was then given to the manager who will observe the activity and make notes which will evaluate the success of implementation, development of language and any other relevant information . This activity was planned for implementation within the main room of the setting. A mixture of six children aged three to five years old were invited to participate. The children were given aprons to protect their clothes and the activity introduced by the practitioner. Different techniques, materials and processes were modelled, and encouragement given to make independent choices. The purpose of the activity was explained, describing any learning intentions and relevance of the activity to the settings main theme. An example of a finished product was shown to aid visual awareness of children present. Opportunities to discuss the activity allowed the children to establish clarity of the adult`s expectations. Following safety guidelines a cup and jug of water were placed on top of the table and each child given a straw. Children were asked to initially blow through a straw into a cup of water to establish their ability to blow and not suck. Following this assessment the practitioner was able to ascertain which children required the alternative strategies for the activity. The differentiation of planning enabled less able children to access finger paints and decorate balloon templates instead of bubble painting. It is the responsibility of early years providers to focus on each child`s individually learning development through the differentiation of planning and ensuring positive attitudes to diversity, as stated in the EYFS Statutory Framework (DCSF, 2008). The children were encouraged to experiment by individually blowing through the straws into pots of coloured paints, pressing a blank paper balloon template onto the pot observing the various patterns created. This process was then repeated building up the density of paint onto the paper. This is an activity that is supported by the EYFS Early Learning goals for Knowledge and Understanding (DCSF, 2008), which encourage children to explore and investigate materials using all their senses as appropriate. Opportunities for the practitioner to observe the childrens reactions to the stimuli and note any `wow moments enabled evidence to be collected and reflect on the outcome of the activity. Throughout the activity encouragement was given to talk about changes of textures, colours and different techniques used. When finished, children offered ideas and suggestions to what they could do next to improve or extend the activity. Guidance and support of the practitioner was offered when required, enabling children to input their own ideas encouraging independent thinking, confidence and development of cognitive skills. Following this discussion the children began to independently decorate square pieces of card using a variety of materials of their own choice. With support from the adult the children attached the balloon template to the `basket with a variety of methods of their choice. Opportunities at the end of the activity were given to discuss as a whole the different methods used, and opportunities given for the children to share their finished `balloon. This allowed the children to share in their own creativity, thoughts, feelings and ideas with their peer group. This activity was observed, recorded and assessed throughout by the manager of the setting. Notes were made of actual interactions for accurate study. Use of appropriate language and expansion of language was recorded and suggestions made to alter or support the pedagogical approaches used. An opportunity to discuss the findings with the manager at a later date allowed a collaboration of ideas to be shared, and any advice given to be built upon and implemented in future practice. Pedagogical Approaches Throughout the activity consideration was given to the language used and opportunities for children to interact freely through exploration and experimentation. An introduction to the activity giving clear, positive instructions and expectations helped the children to follow a clear guideline of the task ahead. This` modelling is identified in the Effective Early Learning (EEL) Project (Pascal and Bertram, 2001) in the three key parts of adult interaction which impact directly in a child`s learning; effective interactions, sensitivity and freedom to learn and explore independently. The introduction of a finished product gave the children a visual aid to illustrate what was required. Visual aids illustrates a different approach that will support communication together with the spoken word. Bruner(1983) describes the relationship between adult scaffolding, learning and a child`s level of language development. However Trevarthan (1998) describes that without a child`s own desire to learn or participate, progress will be impaired requiring practitioners to develop an awareness into supporting these needs, giving opportunities for children to freely express their individual intentions. Visual aids, body language, sharing and communication all illustrate a holistic approach to learning and is encouraged within the main principles of the EYFS Framework (DCFS, 2008). This is shown in the differentiating of planning for the activity for children who have identified barriers to learning and whom may require more adult support . Through utilising a mixed and multi-sensory approach to learning, various pedagogical approaches have been illustrated. Using visual, auditory and tactile resources allow the children to fully participate in the activity in a calm, safe and structured environment. This can be shown through the child`s enthusiasm and interest illustrated. This process is described as `VAK; Visual, Auditory and Kinaesthetic aids. (DfES , 2004) Evaluation Of Manager (Appendix b) As shown in appendix b, the manager has bullet pointed many positive aspects for competent teaching and an ability to deliver a clear, precise but informative lesson was identified. The delivery of the lesson was highlighted and described as fun and exciting, with children eager to learn and participate. The use of this type of communication is described as `conversational scaffolding, the importance of the practitioners role in supporting and motivating the children is reinforced through stimulating the children`s interests and empathy shown to their feelings and interactions. A belief illustrated in the Effective Early Learning (EEL) project (2001). The manager was able to identify that a deep understanding into the methods and resources for the activity had been achieved through the introduction of the lesson plan, resources and ability to deliver a clear, but informative introduction to the activity. The use of different techniques and skills introduced to the children were identified allowing the children to explore freely within their own creativity. Language was used to expand the children`s ideas and children given encouragement to experiment at their own level of learning through adult scaffolding, and open- ended questions. The targets identified to improve pedagogical approaches within practice were to give the children more freedom to answer, using their peers to discuss their work and during this discussion to focus more on the questions given to the children in order to allow more child led learning. Reflective Evaluation Following this activity I was able to stand back and reflect on my professional capabilities and approach to the pedagogical methods used. I feel that I had successfully researched data, implementing my own learning skills and knowledge into the lesson plan. The EYFS guidelines (DCFS, 2008) were followed during the planning process, and developmental guidance taken into the provision of age related targets for planning. A deep understanding of any learning intentions was acquired in order to plan accordingly for a child`s individual developmental needs by following the EYFS framework. Through discussion with colleagues the effectiveness of the activity was evaluated and different pedagogical approaches discussed in order to develop professionally with the workplace. Throughout the activity an holistic approach to learning ensured that all the children could freely communicate, think about their intentions and enhance any physical skills through their own creativity. Support and guidance was given when required encouraging the children`s own experimentation. This is a theory supported by Erikson (1963) whom believed that children would reach their full physical and intellectual potential allowing a balance of learning opportunities and adult intervention. Whereas Bruce (1991) identifies the importance of free play to enable a child to be in control without restrictions. I feel that through the provision of adult support and opportunities for experimentation, a happy, safe and secure medium has been achieved within this activity. The aims and objectives intended for the activity were reached effectively, the children competently handled all the necessary tools and materials safely. A diversity of learning was achieved through the differentiation of planning, complying with the principles identified in the National Curriculum (DFEE,1989) overcoming potential barriers to learning by responding and planning according to a child`s individual learning with the inclusion of suitable but achievable learning challenges. I found that the activity was successful, all health and safety issues were taken into consideration, children were individually assessed to ascertain developmental capabilities, and differentiation in planning enabled all children to participate in the activity according to individual levels of development. The activity seemed to flow along without any major alterations and I was able to respond and support all language and skills required. I have established that the process of planning, ability to identify certain developmental areas in need of focus, observation within practice, group collaboration and reflection vital to my own professional development. This method of reflection is described by Schon (1983) as reflection- in- action. Conclusion Pedagogical approaches in the Early Years are essential in the provision of effective practice. In order to promote pedagogy, a practitioner must be able to demonstrate a good knowledge and understanding into the principles, aims and content of the EYFS framework and successfully implement them within practice. Planning, observations and assessments are all influenced through the ability to adapt intentions according to the holistic approach encouraged by the EYFS. An ability to understand a child`s individual developmental needs and focus on appropriate learning objectives aid in the provision of appropriate pedagogical resources, activities and interaction within the setting . Different theorists and government legislations have influenced the delivery of the EYFS; the Effective Early Learning (EEL) Project (Pascal and Bertram, 2001), National Curriculum (DCFS, 1989) have impacted on the role of an early years practitioner through their different approaches to a child`s learning and development. A need for on- going development ensures that all early year practitioners need to be aware of current policies and procedures that may impact on practice within the workplace. It has been established that through collaboration with colleagues a better understanding into different strategies would improve practice within the workplace and steps to improve these factors will enhance any further professional development. Word Count; 2,200 References Department for Children, Schools and Families (2008) Practice Guidance for the Early Years Foundation Stage. Nottingham : DCFS Publications. Department for Children, Schools and Families (2008) Statutory Guidance for the Early Years Foundation Stage. Nottingham: DCFS Publications. Bruner,(1983) in Pound, L (2005) How Children Learn. London: Step Forward Publishing Ltd. Department for Education and Employment (1989) The National Curriculum. London: HMSO. Department for Education and Science (2004) Primary National Strategy Excellence and Enjoyment: Learning and Teaching in the Primary Years: Section 3- Diverse Learning Needs. London: DfES. Erikson, E (1963) Childhood and Society. Harmondsworth: Penguin. Pascal, C and Bertram, A (2001) The Effective Early Learning ( EEL) Project: Achievements and Reflections. London: House of Commons. Schon, DA(1983) The Reflective Practitioner: How Professionals Think In Action. New York: Basic Books. Trevarthan, C. (1998) The Child`s need to learn a culture in, Woodhead, M., Faulkner, D. And Littleton, K. Cultural Worlds of Early Childhood. London: Routledge/ Open University Press.

Silent Stars

Home. Finally. I turn off the heater, the lights, and then the engine. Work was difficult. Another 7-hour shift, completed. I grab my belongings, open the door, and walk to my house. The dogs are barking already. The ferocious bark of Reggie and the low, almost growling of Checkers can be heard from the porch. I open the door to find the addition lights on. Everyone else is asleep. The dogs greet me with their usual delight. Checkers sniffs my legs, and Reggie stars at me, wagging his little â€Å"nubbin.† Turning back to the door, I turn the lock. With a little push, I make sure the door is completely closed. I turn the knob once to make sure it is actually locked. You just never know if someone will come in your home in the middle of the night. I pull the cord, and turn off the light. I hate the dark. My parents snore so loudly. Creeping past their bedroom to my own room, I open the door slowly in an attempt to smother the inevitable screeching sound. â€Å"Erin? Is that you?† Dad asks the instant the door sounds. â€Å"Yeah, Dad. I'm home.† I turn on my bedroom light, and close the door. There's no need to worry about the sound it makes now. Dad is already awake. My shoulder throbs from all the weight I'm carrying. I put my book bag down in the corner of the room. Placing my orange bag on my bed, I begin to take out all the clothes that need washed. First, my tennis shorts, then my shirt, then my socks, then my shoes. Yep, everything's there. Next, I take out my school clothes: my jeans, my shirt, and my shoes. Good, didn't forget anything. Finally, I take the clothes and put in them in the hamper. I'll never remember in the morning. I go to my closet to pick out my pajamas, choosing my undergarments first. Next, I choose a shirt to sleep in. The last article is my pants. Everything has to match. If they don't, I have to put them back. Another ten-minute process. Time to shower. The smell of grease, fries, and fat, fast food is overwhelming at night. I slowly slide the door closed, turn on the light, and open the hamper. Showering quickly, I make sure to wash my hair twice. I hate stiff hair. I turn off the water and dry myself. Then, I get dressed, and get ready to brush my teeth. I take my toothbrush out of the holder. The nice, shiny, pink cover needs removed. Taking off the cover and placing it to the left of the sink, I wet my toothbrush once and apply the toothpaste. I wet the brush again. Brushing my teeth slowly, I make sure to get every tooth perfectly clean. Last, I slowly make soft circles on my front teeth making sure to get them cleaned extremely well. I run the brush under the water again, and then rinse my mouth with the hottest water that will come out. Spit the water out, then rinse again. It's normal in my routine. Now my mouth is clean enough to talk. I sneak to the computer room, and quietly snatch the phone from its charger. Returning to my room is difficult. I have to slowly close the door to avoid waking my parents. I hold the phone under a pillow so my parents can't hear me dial. Placing my finger on the 9, I dial his number with ease even though I cannot see the buttons I am pushing. Memorizing the location of the numbers on the phone has made this action easier. I quickly cover my head before he answers the phone to drown out the sound of my voice. He picks up and we talk for a while. The floor creaks as the furnace turns on. The sound is reassuring to me now. We hang up after a half an hour and I sneak the phone back to the computer room. I'm almost ready to sleep. I walk back to my room and close the door for the final time. Turning on the radio to Q 102, I grab the pink dinosaur he bought me for Easter, and climb into bed. Quickly I pray for my family and my friends and thank God for all the days he has given me. When I am finished talking to God, I shut my mouth, and then my eyes. The excitement of the day runs through my head again. I wonder about the events that have happened. If I had said something differently, or acted in a different way, what would have happened? Thinking about the fun things that occurred at work and school today makes me smile. My friends are impossible to replace. My mind seems to jump around more quickly now. That's the sign I was looking for. I am getting close to sleep. As I begin to drift off, I listen to the radio. The words I hear begin to float in my head: â€Å"I probably wouldn't be this way. I probably wouldn't hurt so bad. I never pictured every minute, without you in it. Oh, you left so fast. Sometimes I†¦Ã¢â‚¬ 

The Secret to Categorize the Given Topics for a Literary Analysis Essay as Strong or Weak

The Secret to Categorize the Given Topics for a Literary Analysis Essay as Strong or Weak Up in Arms About Categorize the Given Topics for a Literary Analysis Essay as Strong or Weak? The prior is so obvious and can't be mistaken. Let's look at a good example. This analysis may cover all or just some elements of, for example, a poem or novel in regard to its style and its general contribution to the industry of literature. For example, the ring is a sign of evil power. Examining the different elements utilised in a book lets you understand literature broadly. Scroll down the page in order to look at extra essay samples which can help you in producing your very own literary essay. Sometimes you are going to be given an open-ended job and in this instance, you have the chance to explore your own question about the text. A superb introduction needs a strong thesis statement that is the previous sentence in your of this section. Since you can see in a sample book file, the m anner of your essay should be quite formal. The Principles of Categorize the Given Topics for a Literary Analysis Essay as Strong or Weak You Can Benefit From Starting Today The actors play the part of both male and female since it includes a stipulation that the actors want to be of the exact same sex thus ensuring cross-dressing. Don't hesitate to bring any background information if it's pertinent to a thesis and can assist the audience understand your preferred position. Sometimes it's up to you to pick what type of topic you give your priority to. You have the ability to understand unique scenes and character behaviors. Don't neglect to produce and use your literary analysis outline. Locate an ideal sample literary analysis outline before you begin. Bear in mind, you're analyzing a crucial element of the literature. Asking questions such as, what is the goal of a literary analysis essay can help you to create the basis of your essay. He seems to see that the things h e's done hurt men and women, and he regrets them. Don't claim you know everything and your opinion is the best truth. Exactly like Telemachus was aided by Athena on his search to find out more regarding his father, there are those in the society today eager to lend a hand. The Pain of Categorize the Given Topics for a Literary Analysis Essay as Strong or Weak Despite how it's deceptively easy, just answer the question. Ensure everything you do is supporting your response to the question. There are not any incorrect answers so long as you make rational points which you are able to support. Write the thesis in your words. Every fantastic essay ends with a very good conclusion. The thing is the fact that it may appear difficult to select a topic for your essay. There are various elements involved with writing an effective essay. Comparable to all other essays the layout follows the identical rule. The biggest weakness of humanity is the ability to create terrific societie s and destroy them if they're not delighted. Your conclusion will find a way to solve the problem you identified. Lots of people concern themselves with acquiring wealth whatever the lengths they must go to receive it. He sees his lineage for a burden. These types all have distinct features and it's possible you will want to analyze them from an international perspective if you are supposed to finish your essay in the simplest way possible. Additionally, it gives proof of the means by which the theme supports the central idea. Don't underestimate how valuable it's to understand the way your work is going to be judged. All literary works are challenging and confusing since they are similar yet different in various ways. However, it would be hard to argue that Tom would not make several of the very same choices all over again. The good thing is that it is easy to get our effective on-line assistance from a group of competent, dependable, and skillful writers. Your objecti ve is to carefully examine a sheet of literature. I understand this is a fundamental step, but my point here is you need to actually readthe material. See the image below for an invaluable example that may guide your response. We don't need to be correct. If you just don't have enough time to get this done, or whether or not it seems too tough to finish the task before the due date, skip to the previous paragraph. Rubrics can be a bit different and sometimes, a student won't have accessibility to the rubric chart that pertains to their task specifically. You ought to have a set of important skills to be successful. If you've got an assignment to compose a literary essay, you can face issues on the very start of the task completion. These effective ideas can help you produce the ideal outline. The tradition of writing essays also develops critical thinking that is highly needed in any upcoming job. The Hidden Gem of Categorize the Given Topics for a Literary Analysis Essa y as Strong or Weak A sample literary analysis essay of Romeo and Juliet, you can incorporate the simple fact that the stars and the planets aren't utilised to convey the part of symbolism rather, they serve as witnesses. The introduction needs to be geared toward catching the reader's imagination. On another level, it's the story of all of the actual damage that may result from seemingly innocent adventures. Thuc Ky Tam's character is a superb instance of a guy who owns the two of these characteristics. Categorize the Given Topics for a Literary Analysis Essay as Strong or Weak and Categorize the Given Topics for a Literary Analysis Essay as Strong or Weak - The Perfect Combination They're prepared to aid you with your analysis 24 hours each day. Tom even goes to lengths to produce the people he's hurt feel far better.

Positive Effects Of A Stable Biological Parents On...

Positive Impact of Two Stable Biological Parents on Children The debate on the type of family structure that has a positive influence on children has been widely contentious. In the recent years, the family structure has continued to change. Many people in the modern society have continued to change their attitudes when it comes to matters of marriage and raising children. There are more single parents in the society today as a result of divorce and separations. Consequently, this has contributed to an increase in the number of children brought up by single parents. The current changes in family structure have become an issue of public concern because of the effect it has on both the parents and children. It is evident that children who are brought up by two biological parents do well as compared to children raised by single parents. Biological parents in this case refer to married couples who relate to their children through blood (Bachman et al., 2012). The single parent can be a biological father or mother who takes care of the needs of his or her children. Two biological parents play an important role in providing the children with necessary support during younger age by employing various parenting styles and practices. Marriage is a social norm and the idea of raising children should be a combined effort of both parents. Children raised by single parents lack good parental care and support which impact on their lives years later. This paper discusses why two biologicalShow MoreRelatedNegative Effects Of Guardianship1745 Words   |  7 Pagesresort for many parents. There are many reasons it is used. Drug use and inability to parent as well as military service are common reasons. Effects are drastic on children in these situations when being taken from their biological parents. Psychological hell can be wreaked upon children in these situations. Most are put into a better and more stable environment while others are not. 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