The educator connected well with the children and early childhood educators during a project about birds. They observed the children to identify interests and shared observations. Activities were chosen based on a interest in birds. The educator was supportive, respectful, and used positive language. Open-ended materials and questions allowed children freedom to express their own ideas. The children still ask about the bird activities. Documentation was shared with parents but responses were limited. The project was motivated by emergent curriculum, Piaget, and Vygotsky with a focus on building knowledge from children's experiences and questions. Children learned about birds from different places and their role in the environment.
The primary objective of FUNDOO is to impart to children those skills that are essential for life, but not necessarily taught in school. The classes seek to teach children to love learning for its own sake, and to develop a scientific and questioning temperament. FUNDOO Concept is based on learning through experience and experimentation, and teaches students how to learn. These classes do all this in a fun filled manner, incorporating plenty of activities and games that engage the children and stimulate their minds.
The primary objective of FUNDOO is to impart to children those skills that are essential for life, but not necessarily taught in school. The classes seek to teach children to love learning for its own sake, and to develop a scientific and questioning temperament. FUNDOO Concept is based on learning through experience and experimentation, and teaches students how to learn. These classes do all this in a fun filled manner, incorporating plenty of activities and games that engage the children and stimulate their minds.
There are three things that matter in relation to a networked specific practice and media production. These three terms apply to the formal attributes of digital media, and so address the qualities that practice requires, and how we participate, use, and engage with networked media. There is no hierarchy amongst these three terms, and they may prove to be insufficient. The terms are porousness, granularity, and facets. The list does not include database, user, or interactivity, as these are not causes but consequences of this triumvirate of terms.
One School's Journey to Explore STEM with its Youngest StudentsCarrie Lynne Draper
The Children's Center at Caltech has been a STEM-focused early childhood center for infant, toddler, and preschool aged children for more than 16 years. We share our experiences in guiding children's knowledge toward a more scientifically-based and coherent view of engineering.
There are three things that matter in relation to a networked specific practice and media production. These three terms apply to the formal attributes of digital media, and so address the qualities that practice requires, and how we participate, use, and engage with networked media. There is no hierarchy amongst these three terms, and they may prove to be insufficient. The terms are porousness, granularity, and facets. The list does not include database, user, or interactivity, as these are not causes but consequences of this triumvirate of terms.
One School's Journey to Explore STEM with its Youngest StudentsCarrie Lynne Draper
The Children's Center at Caltech has been a STEM-focused early childhood center for infant, toddler, and preschool aged children for more than 16 years. We share our experiences in guiding children's knowledge toward a more scientifically-based and coherent view of engineering.
Communication Strategy for preschool Children in Early Childhood Care and Education. It mostly discuss on communication skills and strategy to be used in Early Childhood Development
1. Reflection
Curriculum: Project Development
I was strongly connected with children and ECE’s during the project in many ways. First,
I have observed children closely to find out their cues and interest and share my observation with
my ECE’s. According to children’s interest we have select our project topic ‘bird’. Second, I was
friendly, respectful and supportive with them. I have always used positive words to encourage
them and build up their self esteem. Third, I used open ended techniques and materials where
children had freedom to work with their own ideas. I have asked open ended question to help
children to express their own ideas. Some experience leave really good memory for children.
Most of the children still ask about the bird we have used in our science activity, like, ‘how is the
birdy? When they will come again?’ For parent participation I have sent our project rationale
home. I have also sent a letter for invite parents and share their ideas about our project, and to
share parents own experiences about bird with their children. However, I didn’t get any strong
response from them. When I have posted our documentation panel, I told some parents about our
project pictures, I have seen some parent took picture what are their child doing from our
documentation panel which gave me a positive feeling about our project.
In our project I was motivated by emergent curriculum (child centred theme), Jean Piaget
(independently exploring), and Lev Vigotsky (scaffolding, asking open ended question). I have
always started with children’s primary knowledge (what they have already learned) and tried to
connect with what they want to learn. In our project we talk about the bird from different
country, how and why bird migrates in winter, why bird is valuable for nature etc. I think the
information children have learned from our project will help them to build up their knowledge
about global environment, which is really important for a future citizen of the Earth.
