Describe How The Five Processes Of Inquiry Relate To Young Children's Learning

1.3. Explain why early years frameworks emphasise a personal and individual approach to learning and development.

These learning activities help students make connections between what happens in and out of the classroom. They also help children begin to informally develop their concept of spatial sense through such observations as "close" and "far away." Giving students opportunities to practice developing their spatial sense will increase their awareness and application of geometric concepts in different areas of mathematics and other disciplines, including art, science, and social studies.

1. Explain in detail how you would support and advance the learning of children and young people in your class:

Describe how the physical environment in which you are teaching supports the active and multimodal nature of children’s learning. (If, in your view, the physical environment in which you are teaching does not adequately support the active and multimodal nature of children’s learning, please describe the changes you would

The Early Years Learning Framework is broken into 3 main areas, the principles, the practices and the outcomes. Outcome 4 of the framework describes how Children are Confident and Involved Learners. Section 2 of outcome 4 askes educators to identify Children as developing a range of skills and processes such as problem solving, inquiry, experimentation, hypothesising, researching and investigating (DEEWR, 2009. p.35). Below are the 11 ways an educator can promote this type of learning:

Questioning strategies is the main focus of the article. Mr. Reinhart wanted to implement questioning strategies into his teaching style. He found that children did not feel comfortable sharing their ideas and engaging with peers. It is important that a teacher teaches a couple new skills before moving forward, allowing students to accept and adjust to the next expectations being established. “Improving questioning skills is difficult and takes time, practice, and planning” (Reinhart, 2000). Mr. Reinhart explains making a list of strategies and practice different techniques in daily

Describe how the physical environment in which you are teaching supports the active and multimodal nature of children’s learning. (If, in your view, the physical environment in which you are teaching does not adequately support the active and multimodal nature of children’s learning, please describe the changes you would make.)

When an educator uses constructivist, and inquiry learning approaches students can express their questions with one another allowing them to build on their knowledge. This then assists the students to implement their critical and creative thinking, personal and social capability and intercultural understanding to take effect (School Curriculum and Standards Authority Government of Western Australia, 2015). Offering different experiences are essential when planning for early childhood student’s as this is a vital part of their learning

Mrs. Thomas pulled an assignment Know as, “Due Now” for a student to pass out to the entire class. The first assignment given to the students required them to recall the past lesson learn. The Due Now assignment reinforce the past lesson to help the student retain and recall the lesson learned. Mrs. Thomas give the children thirty minutes to complete the assignment and those that had not will complete later. Next she introduced the “Reading time on the carpet. The book of the day was< “Sherman Crunchy”. The reading is to promote the student to engage in the listening, recall, comprehension, and incorporate new words. The student were asked question throughout the residing and required to respond

Which section of the lesson allowed students time to explore their ideas? Observe one group of students and describe what is happening during this time. (If possible, list a few student comments.)

Visual-spatial issues: This may cause the children to have a issues with telling where the objects are located. This includes the distances of objects. Which can also cause the child to have a hard time reading maps, estimating distances and understanding time.

Location and transformation is a concept taught in the early years of school, children are taught simple concepts such as under, over or next to. Exploring location and movement of objects provides children a way to describe their environment and give directive to their surroundings. Location progresses with the introduction of directions and distances travelled such as moving forward or backward, this is further developed into directions such as north, east, south, and west which is explored through movement (DoEWA, 2013). Learning about location provides an opportunity for children to build mathematical concepts such as that of positive and negative numbers and skills connected to other subjects, such as map skills

Children acquire more understanding through personal experience, and as Vince Gowmon once said: “you cannot make people learn, you can only provide the right conditions for learning to happen.” (Basic skills assessment and educational services, 2018). The notion of an educator scaffolded environment for quality application over quantity of knowledge dispensed is an important aspect of the inquiry approach to learning. Inquiry learning ensures that students receive a quality education through carefully scaffolded lessons using investigation and exploration as students pose and answer questions to build and cement personal understandings. This essay will define inquiry learning, and how the implementation of this particular teaching approach

In Year 1 for Measurements and Geometry/ Location and Transport, students should be able to ‘Give and follow directions to familiar locations’ (ACARA, 2016). According to the curriculum, the students should also understand the importance of directional words and their meanings, such as forward, backward, under, right turn and also left turn. Additionally, students should understand the reason why people give and follow directions from one place to another. Following directions can also include turns, as well as distances. One example would be directing a person to the nearest school location. Without prior knowledge or a set of directions, there is

There are many benefits to teaching kids how to make a map or plan, and apply it to a project that they want to work on. Over the past few years, many families have started planting their own gardens in their yard during the spring months. A garden map is a great way to plan out your spring garden, so that it looks just the way you want it to. There are some plants that can not be planted to close to each other. For example cucumbers can easily overtake anything they are planted next too. They can grab onto the plants next to them and also block out sunlight. That is why a map is certainly a good idea. For your lesson plan have each of your children, draw a picture of your yard. If the weather is nice outside, why not take them out in the yard and allow them to draw a sketch first hand. After your children have finished drawing, their picture of the garden, sit down with them and decide where you want the garden to go. If you have more than one child, why not give each of them a small patch of land. Each of your kids can pick where they want their patch of land to go. Have them indicate this on their garden map. They can even set up how and where they want to plant the seeds in the garden. A good way to incorporate math into this lesson is measure the distance between each plant. Look up what the right distance between each plant should be. Most of this information can easily be found online. If they write the measurements down on the map, when it is time to plant they can