This document provides an overview of sensory learning stations and their value in early childhood education. It discusses how sensory learning addresses multiple developmental domains including social, physical, emotional, cognitive, and language. Examples are given of how sensory play experiences can help achieve learning outcomes across different subject areas. Guidelines are provided for choosing appropriate sensory materials and potential opportunities for assessment through observation, products, and conversations. The document concludes by encouraging participants to explore setting up their own sensory stations and sharing ideas.
Each child is uniquely gifted, yet parents and educators cannot clearly identify a child’s talents. Today, dermatoglyphics analysis can easily reveal our intrinsic qualities and talents. Dermatoglyphics, the study of the pattern on fingers and hands, has been proven that our fingerprints are uniquely intertwined with an individual’s genetic composition and central nervous system
Fingerprint analysis: Implications of genetic identifiers on the learning potential
While the scientific communities all over the world are still in awe of the potential of the Dermatoglyphics Multiple Intelligence Test (DMIT) in mapping human development potential, it has quietly made headways into academics. Based on the tenets of the seminal theory of Multiple Intelligences by Dr. Howard Gardner, the Dermatoglyphics Multiple Intelligence Test (DMIT) maps a scientifically accurate trajectory of skill-development and talent augmentation for individuals.
Based on the advanced, scientifically proven discipline of Dermatoglyphics, Dermatoglyphics Multiple Intelligence Test (DMIT) studies the unique developmental potential within an individual, by studying the ridges and undulations on his/her palms, toes and skin.
Each child is uniquely gifted, yet parents and educators cannot clearly identify a child’s talents. Today, dermatoglyphics analysis can easily reveal our intrinsic qualities and talents. Dermatoglyphics, the study of the pattern on fingers and hands, has been proven that our fingerprints are uniquely intertwined with an individual’s genetic composition and central nervous system
Fingerprint analysis: Implications of genetic identifiers on the learning potential
While the scientific communities all over the world are still in awe of the potential of the Dermatoglyphics Multiple Intelligence Test (DMIT) in mapping human development potential, it has quietly made headways into academics. Based on the tenets of the seminal theory of Multiple Intelligences by Dr. Howard Gardner, the Dermatoglyphics Multiple Intelligence Test (DMIT) maps a scientifically accurate trajectory of skill-development and talent augmentation for individuals.
Based on the advanced, scientifically proven discipline of Dermatoglyphics, Dermatoglyphics Multiple Intelligence Test (DMIT) studies the unique developmental potential within an individual, by studying the ridges and undulations on his/her palms, toes and skin.
This presentation provides an introduction to the Habits of Mind with activities to support participants as they process the Habits. Also includes teacher-created posters which are great examples.
The information in these slides was shared by Amudha Mahendiran and Terry Evans, members of the Early Childhood team at The Source for Learning, Inc., during VAECE's 2017 Annual Conference in Hampton Roads, VA, on Saturday, April 1, 2017.
PRESENTATION OVERVIEW
Participants in this session learned about different methods to observe children and how to use their observations to assess a child’s progress and guide their curriculum.
ABOUT EARLY CHILDHOOD AT THE SOURCE FOR LEARNING
SFL’s Early Childhood Education Division includes PreschoolFirst--a research-based, online child assessment system that has proven effective in early childhood classrooms -- as well as a wide range of professional development and management services for the early childhood community. The Division’s PD webinar series features cutting-edge and trending topics presented in a one-hour format by SFL’s early childhood education team, with guest appearances by ECE industry experts.
Best School in India, Shanti Hopskotch Best Preschool In India, Best Nursery in India, Best Play House in India, Best Kindergarten In India, Best Day Care in India, Best CBSE School in India, Shanti Educational Initiatives Limited
This presentation provides an introduction to the Habits of Mind with activities to support participants as they process the Habits. Also includes teacher-created posters which are great examples.
The information in these slides was shared by Amudha Mahendiran and Terry Evans, members of the Early Childhood team at The Source for Learning, Inc., during VAECE's 2017 Annual Conference in Hampton Roads, VA, on Saturday, April 1, 2017.
PRESENTATION OVERVIEW
Participants in this session learned about different methods to observe children and how to use their observations to assess a child’s progress and guide their curriculum.
ABOUT EARLY CHILDHOOD AT THE SOURCE FOR LEARNING
SFL’s Early Childhood Education Division includes PreschoolFirst--a research-based, online child assessment system that has proven effective in early childhood classrooms -- as well as a wide range of professional development and management services for the early childhood community. The Division’s PD webinar series features cutting-edge and trending topics presented in a one-hour format by SFL’s early childhood education team, with guest appearances by ECE industry experts.
Best School in India, Shanti Hopskotch Best Preschool In India, Best Nursery in India, Best Play House in India, Best Kindergarten In India, Best Day Care in India, Best CBSE School in India, Shanti Educational Initiatives Limited
Using Less Paper In the Classroom - Ideas to Shareshunter
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I cannot believe what I have been able to accomplish in just six days! Finally, I can see the basement floor, boxes are organized and the junk is gone!
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1. D O M A I N A N D A S S E S S M E N T –
R I C H , P O R T A B L E A N D P O T E N T I A L L Y
P E R M A N E N T !
N O T T O M E N T I O N L O A D S O F P L A Y
P O T E N T I A L F U N ! !
Welcome to Sensory Stations!
2. Learning Intentions
Position sensory learning as valuable in the K Programme
planning process by:
Briefly taking an overview of theoretical background.
Examining Sensory learning through the Domains of
learning.
Linking DEVELOPMENTAL DOMAINS, LEARNING
AREAS and BIG IDEAS or INTENDED OUTCOMES and
sensory play experiences.
Exploring ideas for sensory stations .
Co-planning and then SHARING ideas for future sensory
stations for YOUR classroom!
3. What’s the Value in Sensory Learning?
Start with an example:
How do children learn their colours?
What senses do we rely on to teach
‘colour’?
4. What Domains does Sensory Learning Address?
Social
Physical
Emotional
Cognitive
Language
5. Linking it all Together
Areas of Learning Developmental
Domains
INTENDED
OUTCOMES or BIG
IDEAS
Personal and Social Development Social, Emotional Children are connected to others
and contribute to their world
Language Language/Emotional/
Cognitive
Children are effective
communicators. Children have a
strong sense of identity and well
being.
Mathematics Language/Cognitive Young children have a conceptual
understanding of mathematics
and of mathematical reasoning
and thinking
Science and Technology Cognitive Children are curious and connect
prior knowledge to new contexts
in order to understand the world
around them
Health and Physical Activity Physical Children make healthy choices
and develop physical skills.
The Arts Language/Emotional/Cognitive/
Physical
Young children have an innate
openness to artistic activities.
6. Choosing Materials for Sensory Learning
Rationale or Purpose of
Materials
Possible
Observation
Points and
Strategies
Motivation and Response
i.e. an experience, a
book, a developmental
need, an observation
If we look at the concept of the colour “purple”, purple is not simply learned by naming things. It begins with comparing and contrasting things that are purple and NOT purple. A sorting scheme starts to develop but still if it is simply about the visual of purple, the concept is weakened. Add muli-sensory experiences of purple such as the taste of grapes, or the smell of grape jello or jelly and children have a strong reference point for the concept of ‘purple’Mulisensory experience not only reinforces cognitive concepts but also address other domains in development. In the process of learning the concept of ‘purple’ through a multi sensory experience, the child is also developing socially through interaction with materials and other children as well as in the domain of language where terms like shades, different, same, lighter, darker etc are acted upon rather than passively received .
At any given time, a sensory experience can address one or all of the domains of early learning development. For example, a sand or water experience may give a child a chance to interact with others at the same table as they negotiate use of manipulatives and therefore, it is a chance to develop socially, language is also developed as
This is the first or outer layer to everything that happens in K. By seeing the interconnectedness of Domains of Development, Areas of Learning and Intended Outcomes or BIG IDEAS, we have a roadmap to navigate where we go in our planning and provision of experiences for our young students. Think about how sensory experiences are intricately woven into all of this and offer a rich vehicle for addressing Domains, Areas of Learning and Intended Outcomes.An example will follow shortly.
Choosing materials is an important part of planning. Educator decisions about the materials may be connected to an experience, a book, an observation or a developmental need. How the children use the materials in their play provides further information for further planning.An example followsSee also pg. 37 Playing is Learning ETFO RESOURCE
It’s is learning centre time and the educator explains the new activities and materials available that day. He might ask who would like to use the props (rock mice) for the story Mouse Paint which the children know well. Two children ask because they are excited to make the props and tell the story along with the book at the centre. Next, the teacher asks who would like to join him at a colour mixing experiment. The children will add different coloured food colouring in clear plastic bottles. The teacher wants the children to observe what happens when different amounts of colouring are added. The experiment may take 3-4 days as different groups of children show interest and participate. The educator noticed that a few children were gripping pencils for dear life and thought this would be an opportune time to have them roll and shape plasticine into mouse shapes that could be used to not only strengthen their fine motor skills but could also extend conversations about colour and introduce language such as short and long –as well as comparative language eg shorter/longer, shortest, longest,.This is just a vignette to show how sensory learning can be extended from a read-aloud into various learning areas while addressing development domains.
Since K is play-based, the teacher needs to balance standing back and allowing play to unfold and stepping in to participate in play and guide it to another point. So, depending on where you are at any given time in this fluid relationship, you will be collecting observations of children at purposeful play on their own or perhaps in a conversation as you step into the play with guiding questions or you may capture a product either finished or in process. A product or process can be captured digitally by photo or a conversation can be capture in voicethread or recorded. The point is that what you collect needs to serve you in talking about a child’s learning in relation to the programme’s expectations and to know where you might want to nudge the learning forward.
The cyclical nature and recursive nature of assessment and instruction is shown here. These are the educator’s actions in listening, watching, etc. and responding to these things in order to change instruction.
We have a number of materials collected together in various bins that could form the basis of a sensory station in your classroom. These are just some ideas. We suggest that you use this time to plan a station by assembling some materials from these resources, using the planning sheet provided and then pictures will be taken so that we can share with one another as a catalogue of ideas you may want to use in the future.