EChldEdu

 

14 June 2017

Module 4 focus on Becoming – when is the right time to introduce children into formal learning, literacy and numeracy are skills to be acquired gradually and as children are different, this issue is controversial, for some children it may be suitable to start early and for others not so, it also depends on the family environment. Literacy can be introduced at home through children books but also magazines and other books with images. Children love songs and rhymes and the predictability of them.

Optimism – children are naturally optimistic, they are very resilient. So parents and adults should avoid to address children’s mistakes with a negative and destructive language, but rather saying something like «Oh, this doesn’t sound you, you usually do it right, but accidents happen and you can do better…» This is a way to promote their self-esteem and make the effort to do better. The words one uses are very powerful and should empower children with optimism.

Multiple Intelligences – when we think of «becoming» we usually think of what will be the future of a child, studies, career… Each person learns by different ways and some learn best reading, others watching, others doing, etc. The multiple intelligences theory of Howard Gardner addresses the ways we learn – http://infed.org/mobi/howard-gardner-multiple-intelligences-and-education/

Language development – The first vocalizations of children are much alike around the world, only later on they start to copy sounds of people and environment around.

Behaviour guidance – growing up means to adapt in social terms and control emotions. At a small age, children are very egocentric and they have to adjust. It’s advisable to offer choices for them to decide and not impose what they are not willing to do. Showing a certain behaviour will influence the child to adopt it, adults are role models and if the model is a negative one the child will respond the same way.

Moral development – adults have a duty to be positive role models and show what is right or wrong to children, show the boundaries of what is acceptable or not, what actions may have negative or positive consequences, adults need to focus on children strengths and foster empathy and compassion, instead of inducing a guilt feeling for their unvoluntary mistakes. As they develop, chidren acquire the sense of right or wrong.

Inclusion and diversity – diversity can have diferente dimensions such as:

diversity scheme

Inclusion is about how to remove the barriers so that everyone is included, physical and environment barriers, need to adapt materials, etc.

Module 4 resources

9 June 2017

Module 3 focus on «Being»
Children learn through discovery, through trial and error, through sensory experiences, through observation, through role playing. When children discover something they will become engaged. This engagement will balance between the challenge and the skill to reach the challenge, if a child’s skill is low and the challenge too high he/she will become frustrated, if the skill is high and the challenge low he/she will become bored, so some balance has to be established for the child to succeed.
Project based learning is a method for pre-schoolers to get involved in research, real world observations that the child may question and want to know more about it. They must observe in detail what is going on and interpret the facts, by any means, drawing, writing, explaining and asking an adult to write for them. With this method children will learn more deeply and remember for many years to come.

Children will learn any way.

PBL-Cycle

Project Based Learning Cycle

Project-Based-Learning-image_1_-_diagram

Risk taking and resilience – as children discover they take risks and what should be an adult reaction? to prevent the child to take risks and protect them or let them find out for themselves? Risk taking is part of life, is part of the challenge, within a certain measure. To take risks is a way to trest our strengths and know our limitations. The trial and errors we make help to buid resilience. A resilient child feels good about him/herself, both alone or with others. They know they have the strength to face the world. How can adults support children to gain resilience? Each one has to decide what risks to take, but adults can’t be always so protective that make the child too dependent and afraid. Children have to practice decision, so that later on when they have more serious decisions to make, namely in adolescence they are stronger with better judgement.

Imagination and Creativity – children play roles of other people, pretending they are a doctor, or a cook, or a hairdresser, etc. Imagination is crucial to create something new. Children will look at alternative ways of doing things, allow them time to work on, the process is more important than the result.

Indoor environment – when children play indoors make it simple, for a toddler to access a kitchen cupboard to take the pans and pots may be exciting. There’s no need for expensive toys because they can use the what exists in the natural environment to play.
Adults can’t/shouldn’t control what children learn, but can provide the conditions and resources for their free imagination and creativity.

Outdoor environment – in spite of the potential danger of out of a home it’s important to expose children to the outside environment, they might get dirty, or wet, to run and fall, but it’s important to have those sensory experiences for his/her development. It’s important for their physical well being and activity.

Being free to be a child:
Be there (depend)
Tune in (need)
Love me (trust)
Interpret (supported)
Understand me (wise)
Be patient with me (control)
Let me explore (discover)
Help me (learn from you)
I’m capable (self-direct)
Want mastery (still learning)

Module 3 resources

5 June 2017

In module 2 aspects of cognitive and social-emotional development were addressed, issue of «belonging»

It was referred that the brain of na infant is underdeveloped because the connections of neurons are starting.

Children also experience stress that may be caused by separation, by picking adults’ emotions, by being rejected by other children or bullied, by reason of abuse, accident or trauma, be death of someone close, etc.

Children gain awareness of emotions and as they develop they are able to control them.

For an infant trust or mistrust have oposite reflections on self-esteem, exploration of the world around and relationships.

For a toddler, it’s important the positive support of adults to develop autonomy  instead of shame or dout and to develop initiative instead of guilt.

socialisation

Children tend to follow role modells and imitate acts and language, they build empathy and compassion

prosocial behaviours

Module 2 Resources

1 June 2017

In the first week were detailed the different stages of development of a child: cognitive, physical, emotional and language.

To sum up, a mindmap – https://coggle.it/diagram/WTEgJCIjogAB9S15

 

social emotional development

Social and emotional development – interactive image in https://www.kidsmatter.edu.au/mental-health-matters/social-and-emotional-learning

 

 

30 May 2017

Topic 1 – the uniqueness of the children

Resources Topic 1

29 May 2017

«Early Childhood Education» MOOC was launched on the 29th May 2017 in the Open Universities Austrália platform – https://www.open2study.com/courses/early-childhood-education

Objectives:

  • The stages of child development from birth to five years and some important milestones
  • The different domains in which children develop, and how care givers can support the development in each domain
  • Laws and regulations that guide the care and education of children in Australia and internationally
  • The belonging, being and becoming framework for understanding children’s developmental needs
  • How children’s brains develop, and the importance of interactions with care givers in this process
  • The importance of play in child development and learning
  • The concepts of attachment and reciprocity, and their importance in early childhood education
  • Why taking risks is a essential part of children’s learning and development
  • Positive forms of behaviour guidance, especially for toddlers
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