Evaluation Of Children 's Learning Essay

This unit aims to enable learners to work independently and contribute effectively in a learning environment.

learning outcome 1: Understand how to provide environments and services that support children and people 's health and safety.

There are some considerations in terms of children’s intellectual development that teachers should keep in mind. First, education is exploration. This is where teachers allow children to interact with the environment by providing rich experiences and environment. Second, children do not think like adults. This is where children have

Centre Childcare and Early Education Centre Kindergarten features a highly engaging and flexible inside learning environment for children aged three to four. The teachers and educators have developed this learning environment to provide children with multiple opportunities to engage in a play based curriculum while achieving the Early Years Learning Framework and Kindergarten Learning Guidelines standards. The Australian Professional Standards for Teachers (AITSL) is used to ensure the learning environment is high-quality and effective for students (Ministerial Council for Education, Early Childhood Development and Youth Affairs, 2011). Teacher initiated activities and resources are provided

This paper is an observation of children and tying together what is observed in a minimum of eight hours in my 2310 Child Adolescence class. For my service learning hours I spent time babysitting my nephews Jayden and Eli. Jayden is four years old and Eli is two years old. This means the target group of my information I will be focusing on in my paper will be pertain to two and four years old. To obtain my full eight hours of service learning I babysat Jayden and Eli for a whole day from ten o’clock in the morning until they fell asleep, which for them was between nine thirty and ten o’clock. I spent the whole day with both of my nephews, it was raining so we had to stay inside. We did not do many activities throughout the day because it was raining so it seemed to be a good day to watch a movie or two. We watched Land Before Time after they had calmed down after their dad left and played with toys as well. In between naps and making sure their bellies were full, I was able to keep them content in the playroom area of my house. I have spent much time with my nephew, so I am able to give you a brief overview of their personalities. Jayden is a very extroverted child, not shy at all. He has a very big imagination and loves to make up little games with the oddest combination of toys. An example of this would be a contraption he made Jayden took a helicopter and Spiderman and tied Spiderman to the helicopter by a string. He played with this saying Spiderman was flying and saving

I believe having a healthy well-being is significant for everyone, whether be adults or children. From this course, I am learning that the importance of well-being is being recognise in the Early Childhood sector; which is why I aim to enhance my well-being. I am determining to accomplish this by delivering three goals for myself and identifying how I can achieve them.

Learning Outcome: Outcome 3: Children have a strong sense of wellbeing. Outcome 4: Children are confident and involved

The first lesson taught in kindergarten is usually summed in three words and has commonly transcended time, geography, and culture – sharing is caring. When I was young, I shared my toys at daycare, then my snacks at school. When I grew older, my father imparted to me invaluable lessons about giving, where I learned it was possible to share not just material things, but also time, attention, and even love.

Cramer, Hirano, Tentori, Yeganyan, & Hayes (2011) conducted a cohort study involving sixteen students between the ages of six and ten years old. The study focused on the interactive tool vSked used in a classroom based setting. Unlike some other studies in this systematic review, vSked focuses on the classroom as a unit rather than just the individual. The use of vSked encourages group practices within the classroom using visual schedules, choice boards, and a token-based reward system (Cramer et al., 2011). The study was conducted in two autistic classrooms over the course of a year. Focusing on a sense of classroom community, the screens in front of the classroom allowed students to see their progress throughout the day as well as seeing their classmate’s progress. By awarding them tokens as they complete specific tasks and displaying it in the front of the classroom, this encourages students to continue working diligently as well as encouraging their classmates. It is important to make children feel important and have a sense of community especially autistic children, and that is the main focus of vSked.

Anna Sparrmann (2005) when investigating the implications of using video-based techniques for children (6-8 year old) argues “Video-based data are used to illustrate arguments concerning how children use different interaction strategies while being observed with a video camera” (Sparrmann, A, 2005). Similar to this study (Dallis et al., 2011) Sparmann’s study also treated children as participants in construction of the vide-based research material and discuss Danile N. Stern’s (2002) “reflections of how technology allows researchers to examine splits seconds of small details in human behavior with make- up larger behavioral patterns”

I witnessed a parent trying to get a child to leave the park. The parent told the child shouldn’t we go get your brother from school? The guide is being Misuse because the child was given a question. The parent should have said we need to leave the park to go get your brother from school. When the parent asked the child should we go get your brother from school the Child said no. My example came from two weeks ago while at the park with my nephews.

Literacy is one the most fundamental learning areas of a child’s schooling, which is crucial to a child’s development, and is the key indicator in becoming successful within society. Literacy according to the Ministry of Education, 2003, is defined as “the ability to understand, respond to, and use those forms of written language that are required by society and valued by individuals and communities.” (pg.19) This definition clearly highlights the importance of skills and knowledge, which children must learn to help them not only develop their English language but to engage in all learning areas of the curriculum. “As language is central to learning and English is the medium for most learning in the New Zealand Curriculum, the importance of literacy in English cannot be overstated.” (Ministry Of Education, 2007, p.16)

I. Description of test components: A manual, test forms for child and teen, profile sheets for child and teen, scoring template for child and teen, audio CD, and handbook.

The behaviours identified in the student profile will also manifest them outside the classroom and parents should recognize, encourage and desired behavioural changes. It might be challenging for parents to see the assessment of the student being not the way they expect. As holistic education focus more on the skills, it might be difficult for parents to understand how the teachers have assess the skills. Therefore, parents need to be more aware and more educated regarding this as holistic education is a radical endeavour. As mentioned by Hare (2010), the educational journey starts the process of self- actualization and self-realization through relationships, and interconnectedness with other individuals, groups and the world around them is an integral

Learning stories are about children’s learning which are a form of assessment and documentation for the teacher and parents to know the child’s interests, achievements and progress. According to Hatherly (2006), The Learning Stories approach to assessment has been praised by a number of writers. As example, Smith (2003, p. 12), states: “Learning Stories seem to have extraordinary power to excite and engage teachers, parents and children. Parents have become much more interested in and convinced of the extraordinary learning achievements of children in their early childhood centres.” Some early childhood teachers have describe the value of Learning Stories for facilitating understandings of literacy (Hatherly, 2006) and for promoting communication between teachers, children, and families (Ramsey, Sturm, Breen,Lee & Carr, 2007). For a number of early childhood teachers in New Zealand, the Learning Stories framework has been a welcome revelation of the power of documentation to support children 's learning and enhance reciprocal, respectful relationships with families (Hatherly 2006).