1. The educator was able to utilize the knowledge of the children’s interests and development in the selection of the paly resources because she added the tools which are used in the construction of the road which will only enhance the knowledge of the children as they will be fascinated by i. the educator has also created a sense of awareness about existing stereotype prevailing in the society.
2. The educator was able to use the prior knowledge of the children and set up a zoo keeping in mind the interest of the students. Although the educator was not able to address the issues of differences.
3. Renee has used the knowledge and development of interest of verity of mirror reflection by putting up a large panel mirror in the manipulative area. She was even able to evoke a sense of awareness of differences to the child with the help of a set of toys which showed the similarities and differences among the toys.
4. The educator was not fully aware about the interest of the children so he was not able to fully develop an interest of musical instrument among the students. Although the instruments he used such as finger cymbals, piano, Tibetan pepper balls are different form of instruments so therefore the selection of such instruments were helpful in creating a sense of awareness among the students about different types of musical instruments.
1. The educator was able to support any kind of child play because the child has a fear of stairs and Sandra has used a kind of resource to tackle the fear of Jati.
The educator has used the method of independent learning by providing a demonstration of how to climb stairs to Jati which maybe a bit complex for the child of 18months. The children develop the habit of role paly in their operational stage i.e. third stage of development.
2. The educator was able to support the child play through the use of homemade musical instruments which helps in enhancing the knowledge and interest of the children by giving them a chance to explore the sound and the play area.
3. The educator has not used any appropriate resource which could enhance the learning experience of the children. Though the resources she used gave a comfort and relaxing experience.
Encouraging the children to make decisions about their learning environment and everyday routines will lead to the development of the child which will help them to experiment, make choices and explore their environment from their perspective. This practice encourages the child to develop skills covering all the areas of development and growth. It also helps in developing the child’s confidence and self -esteem. The role of the teacher is to encourage the child which could be done by asking them to do small tasks, the educator can seek suggestions from the child such as ideas to arrange the toys in the classroom. By doing this, the teacher is encouraging the child by promoting and initiating a conversation with the child, he/she feels valued and appreciated (Didehbani et al,. 2016). All of these small acts contribute in encouraging the children and help them to learn about their environment and take decisions related to their everyday routine.
The learning environment should be safe and secure. It structures of a learning environment should reflect a sense of safety which could be designed such as the furniture should have rounded edges instead of sharp edges. Chairs should be sturdy. Cabinets containing cleaning materials or any kind of dangerous material should be kept out of reach from the child and should be kept locked (Justice et al., 2016).
Furniture of the play area should be geared towards the children like chairs should be of the right height with a gap of 6 to 8-inch between the table top and children’s knees while they are sitting to provide rest to their elbows.
The learning environment should have shelving units so that children can easily access materials from the shelves or throw in the bins without the help of the teacher.
Learning environment is all about communication and play because the tiny toddlers need to explore the world through talking to each other so the learning space should have elements that can foster the learning and exploration (Dweck & Bempechat, 2017). For example, building blocks which allow the child to link the objects through the trial and error method.
Arrival time – By greeting the students with a smile and good morning and asking them “how are you?”
Morning tea – By encouraging the students to feed themselves and ask them to share their food with each other.
Bathroom – Encourage the children to use the toilet independently by providing them with proper toilet training.
Packing time – Encourage the children to help each other which can be done by buddy system and assigning some duties to every child.
1. The teacher needs to create a sense of confidence and trust with in the children that he/she believes in themselves. They should be able to understand that you have faith in them about their ability to perform good which could be supported by appreciating them through the processes of reinforcement but the teacher should maintain a balance between reinforcements.
2. Learning with playing – The teacher can teach the student various social values and skills through a role play method as it is observed children learn a skill quickly by the play way method.
3. Opportunity to explore – The teacher needs to provide opportunities for the children to explore their surrounding environment, so that they can get an insight of the society they are living in, which help them in learning the culture of a country and values.
Didehbani, N., Allen, T., Kandalaft, M., Krawczyk, D., & Chapman, S. (2016). Virtual reality social cognition training for children with high functioning autism. Computers in Human behavior, 62, 703-711.
Domitrovich, C. E., Durlak, J. A., Staley, K. C., & Weissberg, R. P. (2017). Social‐emotional competence: An essential factor for promoting positive adjustment and reducing risk in school children. Child Development, 88(2), 408-416.
Dweck, C. S., & Bempechat, J. (2017). Children’s theories of intelligence: Consequences for learning. In Learning and motivation in the classroom (pp. 239-256). Routledge. United Kingdom
Justice, L. M., Jiang, H., & Strasser, K. (2018). Linguistic environment of preschool classrooms: What dimensions support children’s language growth?. Early Childhood Research Quarterly, 42, 79-92.
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