The document provides guidance for early childhood educators on developing lesson plans, managing classroom behavior, building students' confidence, and conducting assessments. It recommends establishing consistent routines, using physical proximity and praise to address disruptions, giving opportunities for shy students to participate, and spending individual time with children through low-stakes conversations and picture descriptions to check understanding.

1. Professor Yusmely Ollarves

2. Behaviourism Total Physical Response Task-based Approach Communicative Approach Topic-based Approach Constructivism

3. Areas of development 3 - 6 6 - 9 Educational implications Control of muscular movements -Still developing so a great need for physical exercise -Muscles are stronger and more resistant -Control of body is greater -Activities should be varied and should help develop large motor movements and hand-eye coordination Emotions -Very unstable: can have sudden tantrums and whims -Does not know how to wait, which causes frustration -Begins to cooperate with others -Has greater control of emotional ambivalence -Activities should be short with lots of variety -Teacher should be warm, offering constant encouragement Intelligence -Symbolic thought begins -Thought is subjective and egocentric -Confuses fantasy and reality -Is more realistic and rational -Becomes more objective -Opens up to the outside world -Activities should use toys that imitate real life -Activities for 6 –9 year-olds should widen their minds and develop reasoning and logic, as well as creativity and imagination Language -Can express himself clearly in L1 by age 3 – 4 -Uses tenses correctly at age 6; understands them from age 8-9 -Activities should develop oral and writing skills Behaviour -Extremely keen to communicate, in order to differentiate himself from others -Does not always want to do suggested activities -Takes other children’s toys as a way of affirming himself -Interrupts activities to gain attention -Very active child starts to become calmer -Often admires teachers and thinks they know everything -Teacher should encourage communication -Teacher should monitor aggressive behaviour, without over-reacting -Teacher should try to be good role model for older children

4. Build up a set of material to use in your classroom for creative activities, storing items like books or pens and helping the children identify items that belong to them.

5. At the start of the school year, choose a few expressions of simple classroom language to teach your students. If you repeat the expressions every time you do a particular activity, the children will soon understand them. As the year progresses, you can gradually introduce new ones.

6. The layout of a classroom can influence the classroom atmosphere, by creating, for example, feelings of togetherness or isolation. It can also affect the effectiveness of your teaching.

7. It is important with young children to have a class routine. Young children have no sense of formal time, but a routine helps them to know what to expect and do and starts giving them a notion of time passing. Beginning the lesson: Always begin the lesson with the same routine. Bringing work to an end: If the children are working on something and the lesson is soon going to end, warn them. Tidying up: It is very important that children learn to look after their things and tidy up after themselves. Finishing the lesson: Always finish the lesson with the same routine so that the children realise that the lesson has finished.

8. When one child asks to go the bathroom or to get to drink, everyone else suddenly wants to go, too. With the very young, it is easier to get them all in a line in front of the toilet with you at the head of the line sitting on a small chair, as you will have to help them undress and them get dressed again. With five-to seven -year –olds, allow only one child out at a time

9. When a child has worked well or made a special effort, it is important to reward him to show that you value his achievement.

10. Don’t shout at them Use a well-established signal which means Children, be quiet and pay attention If the class is restless, use a favourite game as an incentive Some days are impossible. Forget your lesson plan and go outside and let the children play Remember to praise the children when they have been good.

11. Help them feel more self-confident through physical activities before trying to get them to speak in English Tell a colleague that you are going to send a specific child to her on an errand Place your shy child with children who are open but who won’t overwhelm him Give him opportunities to do things in front of others Shy pupils need time and lots of encouragement and opportunities to grow in self-confidence.

12. Always have extra activities to give them Make them feel that they are doing something useful and that they are helping, not annoying, you.

13. Just walk over to him and place your hand on his shoulder or head and continue with the lesson If two or three children are misbehaving, just place yourself physically in their midst If you are sitting on the floor while doing an activity with young children, place the disruptive child on your lap or right beside you.

14. You will need about five or ten minutes per child It’s a good idea two or three times during the school year It’s a good idea two or three times during the school year Take time while the children are busy doing something quiet Use a day when the class is excited and is unable to work, or when you yourself are having a bad day Spend a few minutes after the lesson with an individual pupil.

15. Show the child a picture on the subject you want to check and ask him to describe it Be sure to record faithfully what he says Do not worry about noting down every grammatical or lexical error.