Cathy A Malchiodi Case Study

The notable framework that I have chosen to use is the Mosaic approach (Farrell, Tayler, Tennent, and Gahan, 2002), introduced by Clark and Moss (2001). The framework was established as part of a project that was investigating ways to increase methods on listening to young children who are under 8 years of age. The foundation for the framework is the use of multiple techniques that support all children with diverse abilities. The Mosaic approach (Clark and Moss, 2001) uses a range of techniques and methods that are aimed to provide choice to young children to how they wish to express their experiences. Some of the methods include the use of child friendly cameras, where the children take photos to signify their view and experiences, map-making, where children represent their experiences through drawing and leading a tour of their surroundings, role play, and ‘child conferencing’ (Clark and moss, 2001, p.26) where children have the freedom to voice their opinions alone or in groups.

Through working with 0-2 year olds it has provided me with opportunities and experience to acknowledge children’s needs by finding ways to communicate through body language. By having opportunities to extend by knowledge via different courses has allowed me to extend my knowledge. Although I have gained a

To enable the children’s voices to be heard, I explored various tools to engage the children from the Mosaic approach (Clark & Moss 2001). I disregarded using questionnaires as the children were unable to read and write so this would have been inappropriate. I disregarded role play as I didn’t feel I would get the responses I needed as directly, and I decided not to use tours as not all the children were confident communicators and they may have found this difficult. I wanted to be as inclusive as possible and ensure the technique was age and development appropriate. Therefore I chose to gather documentation by enabling the children to use cameras to take photos outdoors of what they liked and didn’t like. To ensure confidentiality of the photos taken I kept them in my private locked filing cabinet that only myself and my manager had access to. As my research required the children’s perceptions this technique ensured it was child led as were the later discussion where we came together in a quiet area to talk about why they took their particular images. This discussion enabled me to interpret what they were trying to say to me through the photos. As we looked at the photos it prompted their memory of why they had taken the picture. It was an interactive way to engage the children, and by the children taking their own photos helped lead the

According to the textbook, brain based research states that child’s brain is two-and-a half times as active as an adult’s and it creates an estimated one trillion synapses during the first three years of infant’s life. In addition, young children have really powerful learning. They learn through quality experiences and relationships. There are some ideas that teachers of young children need to to keep in mind. From birth to age 4, teachers have to include all the senses in a child’s exploration in order for them to have a healthy and enriched environment. Children from age 4 to 8, teachers have to provide a lot of opportunities to use stories, explore ideas and master activities than using worksheets in order to have rich stimulating activities. In terms of all ages, teachers have to develop a curriculum that promotes collaboration, cooperation and teamwork.

Working with children requires us to build positive relationships with them quickly, but also in ways that are professional.

The child is able to follow straightforward instructions after demonstrating tasks of drawing a horizontal line, using child safe scissors illustrating up and down motion, and properly holding a pencil while drawing. The child had difficulty with a slight

Throughout the fieldwork experience I create two portraits. The first one of an infant or toddler who was between 0-30 months old and the second portrait of a child between the ages of 3 and 8. In order to create the portraits I observed and interview the children’s parent at their homes. Based on the observations and interviews I created the portraits and had the opportunity to learn about each child. The portrait written based on the children consisted of a general description of the child, a description of the child’s social-emotional being, child’s physical/motor skills, child’s adaptive skills and children’s language development. In addition, to a summary analysis and any suggestion I made to parents.

First of all, the first aspect of the presentation on Children’s art that seemed significant to me, is confidence. The reason that I said like this because it shows to me of how confident that children are by their presentation of art. One more, it lets me see their capacity. As we may or may not know that for all the children have their abilities which haven’t the same as each other. Thus, by their art it might reveal to me know about credence of the children. Next, my aspect of the presentation on Rhoda Kellogg’s studies that seem significant for me is development of the children’s drawing. Her studies that I can see, was focused on the children’s art. More than this, I get to see more that she believes of the art by children which it can

Easel painting supplies opportunities for kids to experiment with one of these components that are aesthetic. It offers an avenue for teachers to scaffold loaded experiences. This will help each child in getting their smock, putting all stuff in the easel and then create an image. Put the children’s name and date on their art and hang it in the classroom to dry, in addition these actions help the kid to express feelings and emotions.

During free play time were various children sitting at a table doing arts & crafts. They had; markers, grid paper, crayons, color pencils, and construction paper. B.V got a piece of grid paper, a yellow crayon, a black crayon, a red crayon, and a pink crayon. He drew a picture of a yellow figure. I asked him “what did you draw.” He said “Pikachu”. Various children came up to him and were astonished by his drawing. This helped him with his fine motor skills, his creative skills, and his social development. According to the Developmental Checklist a child at four years old should be able to draw a person with arms, legs, eyes, nose, and

To conclude, despite the challenges project approach face, it is a great way to develop in-depth thinking while engaging the heart and minds of young children. Project work offers a wide variety of opportunities for young children’s ideas to be appreciated, their creativity to be encouraged, their interests to be fostered, and for their learning needs to be met in order to develop a life-long love of learning and understand the interconnected relationship of all things. These are the unique characteristics of project

When working with young children, you have to understand creativity and be skillful enough to help and encourage you young students to express creativity. The ability to do this is important because often times children may have blocks that they have to break through to express their creativity. As a teacher we have to be able to recognize when there is a need for help, foster the students creativity, and bring their creativity to life in the classroom (p. 3).

(Ya-Huei,2014) also stated that children naturally enjoy drawing. There drawings are typically simple and straightforward which reflects their psychological condition. At the early stages of childhood, children’s drawings are equivalent to their language, and

They are given paper and the crayons to fill it. Instruments and instruction to play them. A voice and encouragement to sing. Children’s lives are a blank canvas waiting to be filled, because they believe they can and should create art. When they find a passion for something, anything, they hone in on it. Children are sharks that never stop swimming.

Children’s art can tell their perspective on themselves, of their area, and of other people as well. Research articles such as as use methods such as children’s drawing to understand children’s self perception (Morgan, 2001; Rübeling, Keller, Yovsi, Lenk, Schwarzer, & Kühne, 2001) Other studies use children’s drawing of their family to understand how they interact with them (Bannon, Tirella, & Miller, 2016). Some studies also look at children’s drawings of their community to learn about what places impact them the most (Quiroz, Milam-Brooks, & Adams-Romena, 2014). Researchers also use children photography as a way to engage the children and learn about their environments as well (Alaca, Rocca, & Maggi, 2017; Quiroz,