Experience centres
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This document discusses planning for play experiences in early childhood education centers. It emphasizes responsive environments that evolve based on children's expressed interests. Programming is developed through observations of children's interests, questions, and engagement with materials. Planning tools like webbing diagrams and flow charts can be used to map out potential experiences and connections between activities to support children's learning.
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Teacher's notes
The document discusses the importance of art in early childhood education. It states that art allows children to express themselves through non-verbal communication before they can use words. It also encourages hands-on learning through drawing, painting, music, dance and other art forms. Art experiences help reinforce other areas of learning and develop skills like problem solving and visualizing. The document recommends exposing children to a variety of art materials, media and tools to foster creativity and allow different ways of expressing ideas and thoughts.
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Constructivism
Vygotsky's theories focus on social learning and the zone of proximal development (ZPD). The ZPD refers to tasks that a child cannot complete alone but can complete with guidance from more knowledgeable others (MKO), such as teachers or parents. Scaffolding is the process of providing support to help a child achieve tasks within their ZPD. Vygotsky argued that social interaction and culture impact cognitive development, and that learning occurs through social interactions where children are assisted by more skilled partners within their ZPD.
Scaffolding Thinking Skills HK2
1. Scaffolding refers to temporary support provided to learners during the learning process, allowing them to complete challenging tasks they couldn't otherwise do alone.
2. The document discusses different types of scaffolding including reception scaffolds to help understanding, transformation scaffolds to guide thinking, and production scaffolds to organize information.
3. It provides examples of scaffolds and recommends assessing places scaffolds could help learners in one's own web-based activities.
Disaster relief
The document discusses different types of disasters including natural disasters like earthquakes, floods and hurricanes, environmental emergencies caused by industrial accidents, complex emergencies from conflict situations, and pandemic emergencies from disease outbreaks. It also covers different phases of disaster management such as prevention, preparedness, response, relief and recovery. Several examples of major disasters from across the world that caused large loss of life are provided such as the 2010 Haiti earthquake, 2008 Sichuan earthquake in China, and the devastating 2004 Indian Ocean tsunami.
Microfinancing
Plan Canada supports microfinancing to help people lift themselves out of poverty. Microfinancing provides small loans and financial services to those without access to capital. This allows people to start small businesses and become financially independent to support their families. Plan works with partners around the world to facilitate microfinancing programs and village savings groups. These programs allow people to invest in each other through small loans and build community support systems.
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Teacher's notes
The document discusses the importance of art in early childhood education. It states that art allows children to express themselves through non-verbal communication before they can use words. It also encourages hands-on learning through drawing, painting, music, dance and other art forms. Art experiences help reinforce other areas of learning and develop skills like problem solving and visualizing. The document recommends exposing children to a variety of art materials, media and tools to foster creativity and allow different ways of expressing ideas and thoughts.
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Este documento não continha nenhum conteúdo além da data "02/06/09" repetida seis vezes.
Constructivism
Vygotsky's theories focus on social learning and the zone of proximal development (ZPD). The ZPD refers to tasks that a child cannot complete alone but can complete with guidance from more knowledgeable others (MKO), such as teachers or parents. Scaffolding is the process of providing support to help a child achieve tasks within their ZPD. Vygotsky argued that social interaction and culture impact cognitive development, and that learning occurs through social interactions where children are assisted by more skilled partners within their ZPD.
Scaffolding Thinking Skills HK2
1. Scaffolding refers to temporary support provided to learners during the learning process, allowing them to complete challenging tasks they couldn't otherwise do alone.
2. The document discusses different types of scaffolding including reception scaffolds to help understanding, transformation scaffolds to guide thinking, and production scaffolds to organize information.
3. It provides examples of scaffolds and recommends assessing places scaffolds could help learners in one's own web-based activities.
Disaster relief
The document discusses different types of disasters including natural disasters like earthquakes, floods and hurricanes, environmental emergencies caused by industrial accidents, complex emergencies from conflict situations, and pandemic emergencies from disease outbreaks. It also covers different phases of disaster management such as prevention, preparedness, response, relief and recovery. Several examples of major disasters from across the world that caused large loss of life are provided such as the 2010 Haiti earthquake, 2008 Sichuan earthquake in China, and the devastating 2004 Indian Ocean tsunami.
Microfinancing
Plan Canada supports microfinancing to help people lift themselves out of poverty. Microfinancing provides small loans and financial services to those without access to capital. This allows people to start small businesses and become financially independent to support their families. Plan works with partners around the world to facilitate microfinancing programs and village savings groups. These programs allow people to invest in each other through small loans and build community support systems.
Microfinancing
Plan Canada supports microfinancing to help alleviate poverty. Microfinancing provides small loans to those without access to capital, allowing people to start small businesses and become financially independent. Microfinancing has benefits like improved access to credit, higher loan repayment rates, better education and health outcomes, sustainability, and job creation. Plan Canada works with partners like Arariwa in Peru to facilitate village savings programs and bring microfinancing services to rural communities. Kiva and FINCA are also microfinancing organizations that provide loans and financial services to low-income entrepreneurs around the world.
Gender focus
This document discusses the importance of integrating a gender perspective into humanitarian assistance and development work. It argues that understanding gender differences is essential for accurately analyzing situations, ensuring all needs are addressed, and designing effective programs. A gender perspective highlights the different security concerns, work responsibilities, and capacities of women, men, girls and boys. It also draws attention to power dynamics and opportunities to promote equitable participation. Mainstreaming gender involves changing how contexts are analyzed rather than just adding a brief section on women. Providing assistance should not screen people but should be informed by their differing vulnerabilities and priorities as male or female in that situation.
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This document discusses gender and development. It outlines different approaches to gender and development such as women in development, women and development, and gender and development. It also discusses several gender issues including gender and education, resources, work, maternal mortality, declining sex ratios, migration patterns, and violence. The document emphasizes that gender is a social construct that varies by culture, rather than being biologically determined. It highlights the benefits of educating women for development outcomes like reduced infant mortality and improved child health. Overall, the document argues that addressing gender inequalities through policies and institutions is important for promoting economic growth and development.
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Children have a right to play according to the UN Convention on the Rights of the Child. However, early childhood is changing with more non-parental care settings, more structured activities before school, and an increasing focus on school readiness that can limit opportunities for spontaneous play. Negative influences like conflicts, disasters, and television violence as well as an overemphasis on accountability and professionalization in early childhood settings can negatively impact children's play development, which benefits from a balance of different types of play like exploratory, constructive, dramatic, and physical play.
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This document discusses various definitions and perspectives on play from notable thinkers such as Maria Montessori, John Dewey, J.E. Johnson, C. Garvey, M.J. Ellis, Fredrick Froebel, Jerome Bruner, Irenaus Eibl-Eibesfeldt, and Ralph Waldo Emerson. Key elements that emerge are that play is intrinsically motivated, freely chosen, pleasurable activity that is important for child development and brings out what is in a child's soul. Play is also described as a form of experimentation and dialogue with one's environment.
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Educators should support cultural diversity, gender equity, and individual differences through play. They should represent different cultures, religions, and values in the classroom without bias or stereotyping. While some children tend to prefer certain gendered toys like dolls or blocks, educators should provide diverse options and encourage all children to play in all areas. Educators also need to be aware of differences in family values and blend home and center experiences with respect and sensitivity for individual children.
Planning play experiences
Early childhood educators plan play experiences to support children's development, help them practice skills for later life, and gauge developmental progress. The planning process involves considering factors like group size and abilities, setting goals, choosing materials, implementing plans, observing children, and adjusting activities based on reflections. Educators ask questions about how spaces and community resources can enrich learning, the child's role in choosing activities, and using indoor and outdoor areas.
Programming approaches
The document discusses different approaches to planning early childhood education, focusing on the developmental approach. This approach organizes activities to help children develop skills in key areas including social, physical, language, intellectual, creative, and emotional domains. It encourages exploring children's interests while addressing multiple developmental areas through each activity. The document also briefly mentions emergent, project-based, and thematic programming approaches.
Planning play experiences
Early childhood educators plan play experiences to support children's development, help them practice skills for later life, and gauge developmental progress. The planning process involves considering factors like group size and abilities, setting goals, choosing materials, implementing plans, observing children, and adjusting activities based on reflections. Educators ask questions about how spaces and community resources can enrich learning, the child's role in choosing activities, and using indoor and outdoor areas.
Subjective – Objective Exercise
This document contains a series of statements and asks the reader to identify whether each statement is subjective (S) or objective (O). The statements describe people's behaviors, emotions, and opinions. Subjective statements express personal feelings, views, or beliefs, while objective statements are factual descriptions that can be observed or proven.
Observations
There are three main types of observations for early childhood education: anecdotal records, event sampling, and checklists. Anecdotal records involve writing short narratives about specific observed incidents, with the goal of documenting a child's growth and behavior over time. When taking anecdotal records, educators should record details like the date, child's age, developmental characteristics, and happenings, and keep the record factual, objective, and concise. Educators then review observation information to identify themes, examine needs, and develop individualized education programs that support each child's development.
Quality Outdoor Play Environments
The document discusses creating quality outdoor play environments for children. It emphasizes including natural elements, flexible play structures, and loose parts to encourage inclusive physical activity. The practitioner's role is to plan experiences based on children's skills, consider individual learning styles, and manage safe risks to support active outdoor play.
Planning play experiences
Early childhood educators plan play experiences to support children's development, help them practice skills for later life, and gauge developmental progress. The planning process involves considering factors like group size and abilities, setting goals, choosing materials, implementing plans, observing children, and adjusting activities based on reflections. Educators ask questions about how spaces and community resources can enrich learning, the child's role in choosing activities, and using indoor and outdoor areas.
The planning cycle
The document discusses different approaches to planning early childhood education programs. It describes the developmental approach, which focuses on developing the whole child across social, physical, language, intellectual, creative, and emotional domains. It also outlines the curriculum area approach, which is organized by subject areas, and the thematic approach, also called an integrated curriculum, which allows children to explore topics in depth through related activities across subjects. Finally, it discusses the project approach or emergent curriculum, where children explore real topics of immediate interest through applying their skills creatively.
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The document discusses assistive technology and how it can help students with disabilities. It defines assistive technology as any equipment that helps increase efficiency, maintain function, or improve capabilities for those with disabilities. Assistive technology can take a compensatory approach to bypass issues or a remedial approach to improve areas of deficiency. Examples of assistive technologies mentioned include text-to-speech, mind mapping software, and voice recognition. The document also discusses challenges students may face in using assistive technologies and strategies to address them.
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Educators should support cultural diversity, gender equity, and individual differences through play. They should represent different cultures, religions, and values in the classroom without bias or stereotyping. While some children tend to prefer certain gendered toys like dolls or blocks, educators should provide diverse options and encourage all children to play in all areas. Educators also need to be aware of differences in family values and blend home and center experiences with respect and sensitivity for individual children.
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This document contains a series of statements and asks the reader to identify whether each statement is subjective (S) or objective (O). The statements describe people's behaviors, emotions, and opinions. Subjective statements express personal feelings, views, or beliefs, while objective statements are factual descriptions that can be observed or proven.
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Experience centres
- 1. Planning for Play Experience Centres ED 120
- 2. Responsive Environments Children’s experiences develop from their expressed interests. The program is fluid, evolving and flexible. Experiences and projects remain part of the program as long a child and children are interested. Programming is based on observations, interests, or questions stemming from the children
- 3. Hooking Strategies Placing interesting and varied material into the play space Deitze, B. (2006) p. 186
- 4. Hooking Materials Offer the children choice of play opportunities. Provide opportunities for active learning. Allows time to make connections. Provides opportunities for scaffolding.
- 5. Planning forms Webbing Flow Charts Activity plans (will be covered in HS 180 Curriculum Planning).
- 6. Webbing Forms Language and Literacy Manipulative Math Interest Science Centre Dramatic Art Experience Music and Sensory Movement Jackman, H. (2001). p. 61
- 7. Flow Chart Forms • Dramatic • Dramatic • Blocks • Blocks • Math • Math • Science • Science • Sand/Water • Sand Water • Special interest • Special Interest • Art • Art • Carpentry • Carpentry • Music • Music Expressed interests of the children Potential Experience indoors and outdoors to Support Children’s Interests
- 8. Reference Dietze, B. (2006). Foundations of early childhood education. Toronto: Pearson Canada. Jackman, H. (2001). A child’s connection to the world. Albany: Delmar Thomson Learning. Created by Joanne McDonald, 2011