Hot Potato Evaluation

Social skills - By playing independently of adults, children have the chance to practise their social skills. They might squabble or raise their voices at times, but most children from 3 years or so are able to work things out themselves. Learning to take turns and cooperate helps children’s social skills.

Children are encouraged to communicate their needs, feelings and thoughts. They are given opportunities to choose and use reading materials.

While some children were playing “house” others were taking part in constructive play. In this stage, toddlers have a deep understanding of what various objects can do and will now try to build things with the toys and everyday objects they find around them. One child had a box of blocks and was building a train track. Once he finished he assembled a line of trains to ride along the track he had just built. He repeatedly made noises that trains usually make such as “choo-choo.” Other children were interlocking Lego blocks and creating various structures while some were playing with play-dough and sculpting

Making relationships: children play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children.”

When they were doing the activity I was watching them how to do the activity. Sometimes I asked them some questions to make sure that they understood completely. I observed all pupils in my group loved to play with the colourful shapes and they separated them in the right circle. This activity was very simple but through that the pupils can recognise the all type of shapes. When we finished Miss B suggested each group should check other group work and they should find if there is any mistake. While my group were checking other groups work I was with them and supported them with explaining more.

For Preschoolers 3-5 years of age, I would use pictures from the book to help children see and associate the actual name with the feeling. I would help them understand the explicit theme of this

[ ] In order to build on the children’s understanding and content knowledge, lesson one’s purpose is to engage the children through making a prediction based on the text, pictures, and title. Lesson two builds on the language and literacy by continuing with using the mentor text, “Fancy Nancy” and using the rich academic language associated with the central focus of predictions. For example, each lesson has a distinct objective in which the activities are built on but all three lessons build on each other by incorporating similar academic language and literacy. The children start out in a whole group setting and are actively engaged through discussions and sharing activities. The children are then scaffolded into independent reading and activities to assess their understanding of the content objectives. They then use their prior knowledge and rich vocabulary to successfully complete the objective of each lesson through verbal discussions, independent work, and physical movement. In lesson one, the children are actively engaged through participating in a gallery walk. This gallery walk is done with the children’s table groups and encourages community and social interactions. During this activity, the children will work together to activate their prior knowledge of predictions and record through writing what they

Literacy is a vital part of all later learning. Because of this, the children will engage in hands on activities that relates to what they have read and give them opportunities to make up their own versions, as well as make up their own stories. They will have a large group story time and a partner reading time. An ample variety of books will be available at all times. Signs with words and pictures will be posted around the classroom showing, daily activities, objects that are used daily, and the placement of toys and

This toy is connected to information processing because this theory states that memory grows with age and experience. The more the child hears the noises associated with the picture of the animal, the more likely it will be permanently stored in their long-term memory. Core-knowledge theorists believe that language is a specialized domain of knowledge therefore, it comes more naturally to children. So, one thing a parent could suggest to enhance their child’s cognitive development is to have the child repeat the sound out loud and then say what animal it is associated with. Due to the fact that language comes more easily to children, talking out loud can help the child learn the noises each animal makes and keep it in their long-term

In the nursery, I examined toys aimed at the sensorimotor stage of cognitive development. This stage includes actions based on reflexes and the transition to actions based on intentions. Actions that are satisfying are repeated by the child through a process called primary circular reactions. Soon after this first stage, the child moves on to the secondary circular reactions or actions that have an effect on the environment. After experiencing both of these kind of reactions, the child then advances into more intentional actions. The child begins to have goal-directed behavior and curiosity which leads to experimenting. Lastly, the child will begin to understand symbolic problem solving and object permanence.

This allows the child to read the book and understand the content without being confused or over stimulated with information. From this analysis, the content of the book is effective and should be used because it is accurate and in the correct scope. It is easily understood without being too simple that children dismiss it because it is for earlier aged children. Although the content is a main piece of the puzzle, the way the content is organized is significant as

In the experiment, when you call two objects by the same name, the child will try to identify the similarities between the two. Since the paired objects only shared similarity in terms of their shape, the child will understand that forks are “fork-shaped” throughout time. In the middle of the play session, the foreign object shown will reemphasize the point that it does not belong to the previous category because it does not share the same shape. These play sessions will help children focus on what they should pay attention to when they are learning the name of an

The book is intended to bring adults to the same level as the children, and children to the same level of adults. This is expected to be the happy meeting ground where both can feel comfortable and non-threatened by each other. Adults can use these methods in the book to improve the daily quality of their relationships and interactions with children. It will also bring about more cooperation from children without arguing, yelling, or having to punish the children. It also guides you against turning a simple conversation into an argument and making the time you spend with a child more enjoyable for both of you.

The program Hot Potatoes allows teachers to create interactive, Web-based exercises that students can access from any computer which is connected to the Internet and which has standard Web browser installed.

Hot Potatoes (https://hotpot.uvic.ca) is a popular software consisting of 6 different educational applications. Each program enables users, especially teachers to generate different teaching exercises.