Planning play experiences
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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.
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Information about the four areas of development: physical, cognitive, social and emotional development. And the role of parents in the same.
Early learning and development del
The document discusses early childhood development from birth to age 8. It emphasizes that this stage is crucial for building brain architecture and lays the foundation for future learning, behavior, and health. Caregivers play a key role by nurturing the whole child, observing their development, and supporting their growth across all developmental domains through responsive relationships and active learning experiences. The document stresses the importance of healthy, safe environments as well as two-way communication between families and care providers to support each child's unique strengths and needs.
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The 4 areas of development in children (age group3 to 6 years)
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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.
Gender
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.
Play deprivation
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.
What is play
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.
Assistive technology
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.
Homesicknessandcultureshockforblog
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Anxietyandstressforblog
This document discusses anxiety, stress, and self-care. It defines anxiety as a normal feeling that helps us avoid danger but can range from mild unease to panic attacks. Stress is the body's reaction to changes, whether real or imagined. Both anxiety and stress cause physical symptoms like tension, fatigue, and headaches as well as mental/emotional symptoms such as worry, irritability, and depression. The document recommends self-care, such as reenergizing in healthy ways, as a necessity to manage stress and anxiety.
Individual differences
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.
Experience centres
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.
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.
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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Planning play experiences
- 1. Planning Play Experiences Why Do Early Childhood Educators Plan Play Experiences?
- 10. “ We learn in so many different ways – all of them valid – too few of them acknowledged.” (Chenfeld, 2001)
- 11. Information taken from: Early Education Curriculum by Hilda Jackman Foundation of Early Childhood Education by Beverlie Dietze Introduction to Early Childhood Education by Ingrid Crowther