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concept map early years educationclass mgt.pptx
- 1. D C A B Early Years Conceptmap &Classroom Management plan By Soniya Perumal (1096489)& Sandeepa U(1101656) Department of Education and social sciences, Abu Dhabi University EDC 487 Method of Teaching Early Childhood Dr. Sharon Waller Due 21/03/2025
- 2. Introduction 01 Concept map 02 Key theories 03 Reflections 05 CONTENT ClassroomManagement approaches 04 Challenges &solutions 06 Conclusion 07 References 08
- 3. Introduction Classroom management is essential fora structured, effective learning environment Use differentiated strategies to meet the diverse needs of learners. A positive learning environment fosters safety, respect, and engagement. Strong teacher-student relationships build trust and guide behavior In early years, it supports foundational skills and social development. Clear routines and consistent expectations help children understand classroom norms
- 4. Concept Map Vygotsky’s Zoneof Proximal Development & Social Development Theory Family Engagement B.F Skinner’s Operant Conditioning. Positive Reinforcement Bandura’s Social Learning Theory Clear Expectations Engaging Environment Early years Classroom Management Piaget’s Constructivist Theory Routine and Predictability Collaborative play Bronfenbrenner’s Ecological Systems Theory. Teacher- Student relation John Dewey’s Experimental Learning Theory.
- 5. Emphasizes using praisesand rewards to encourage positive behavior. Reinforces learning through positive reinforcement, which increases the likelihood of desired behaviors being repeated. This aligns with Skinner’s theory which suggests that behavior can be shaped through reinforcement and feedback. 1953 B. F. Skinner Operant Conditioning
- 6. Focuses on establishingsimple, clear rules that are consistently reinforced. Uses visual aids and modelling appropriate behaviors to. help young learners understand what is expected of them This links to Bandura’s theory that children learn behavior by observing, intimating and modeling the actions of those around them. Clear expectations Bandura Social learning theory (1977)
- 7. (1952) Piaget Constructivist Theory Encourages creativity, curiosity, andhands-on learning, which is essential for young children’s cognitive development. Piaget emphasizes the idea that children construct their own knowledge through active interaction with their environment.
- 8. • Routine andpredictability Students learn best when they are at the zone of proximal development, where tasks are just beyond their current abilities but achievable with support. Predictable routines gives children a sense of security Scaffolding routines provide more support at the beginning and gradually reduce it. This will help students to feel confident Vygotsky’s Zone of proximal development ((1978)
- 9. Collaborative Play 02 Problem solving 03 Teamwork 04 Cognitive development 01 Fostersocial skills Vygotsky’s Social learning theory (1978)
- 10. Family Engagement Havinga strong communication with families emphasizes the role of home environment and community in the child’s learning process. Bronfenbrenner’s theory emphasizes the importance of external systems such as family and community in child’s development. Bronfenbrenner’s Ecological systems theory (1979)
- 11. • Teacher- studentrelationship John Dewey’s Experiential Learning Theory ((1938) Meaningful relationship with students will make them feel supported. Drawing to John Dewey’s theory, it emphasizes the role of a teacher who nurtures curiosity and engagement through active learning experiences. The theory of Vygotsky and Carl Roger’s Humanistic Theory prioritize the strategies to build trust, empathy and structured support. These theories underscore the importance of classroom climate where students feel safe to take risk and engage with challenging materials.
- 12. Approaches/Strategies 1 2 3 Clearexpectation Routine &predictability Interactive and engaging environment 6 Family engagement 5 Positive reinforcement 4 Collaborative play
- 13. Implementing collaborative playgrounded in Vygotsky’s social development theory fosters social skills and teamwork. Reflecting on our practice: D C A B Bronfenbrenner’s emphasis on family involvement reinforced the necessity of communication with families to ensure a holistic learning Positive reinforcement aligned with Skinner’s theory significantly improves behavior and confidence. We recognize the importance of clear, consistent expectations in managing an Early Years classroom. We recognize the importance of clear, consistent expectation in managing an Early Years classroom. Routine and predictability based on Vygotsky’s ZPD have also proven essential for reducing confusion and promoting smooth transitions E Finally, John Dewey’s experimental learning reflects my belief in the importance of creating a collaborative and supporting environment.
- 14. Encouraging collaborative play whenstudents have varying developmental levels Consistently applying positive reinforcement with diverse learners. Challenges Solutions Sustaining family engagement throughout the school year. Immediate and frequent feedback based on Skinner’s Operant Conditioning helped manage diverse behaviors. Scaffolding activities using Vygotsky’s Social Development Theory supported all learners in collaborative tasks. Regular parent-teacher communication, based on Bronfenbrenner’s theory, helped maintain family involvement.
- 15. Conclusion The concept mapprovides a clear structure for managing early years classrooms, integrating theories, approaches, and practical strategies. Research-backed methods support a positive, structured, and engaging learning environment.
- 16. References 1. Bandura, A.(1977). Social learning theory. Prentice Hall. 2. Bronfenbrenner, U. (1979). The ecology of human development. Harvard University Press. 3. Piaget, J. (1952). The origins of intelligence in children. International Universities Press. 4. Skinner, B. F. (1953). Science and human behavior. Macmillan. 5. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
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