Early Childhood Education. Workshop #1. Agreement Share practices of Early Childhood Education Increase the understanding of the development needs of children in Early Childhood Education. Overview:. Primary Resource : Thinking it Through- Teaching and Learning in the Kindergarten
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Share practices of Early Childhood
Increase the understanding of the
development needs of children in Early
Primary Resource: Thinking it Through-
Teaching and Learning in the Kindergarten
Session One: Introduction and The
Session Two: Play and Learning Centres
Session Three: Assessment & Planning
On chart paper use
symbols, pictures, words
to represent experiences,
successes, challenges etc.
Thinking it Through, ETFO
Each person in round-robin fashion
speaks to these points:
Go the corner that has a
Statement with relevance
for you and discuss
What do we value about
Record thoughts and post
ideas on chart paper
Teaching Practices vs.
Image of the child
What do you think?
Teaching and learning
in the kindergarten
This resource is focused on teaching the
“whole child. In order to plan developmentally
appropriate programs for young children, all
educators must understand the areas of
development. Each area has implications for
practice with regard to organization,
materials, learning experiences and even how
groups are organized.
Number off 1, 2, 3, 4, 5
Remember your number and their home group
Group # 1-Social Development, pages 10-14
Group # 2-Emotional pages 14-16
Group # 3-Communication, Language and
Group # 4- Cognitive pages 21-26
Group # 5- Physical pages 26-29
Meet in your number groups read and select
five-ten key points that you find relevant to
Possible Questions to guide thinking:
What are the implications for practice?
What are the planning considerations in
relation to this area?
How might this information help you in
planning an aspect of your program?
Other considerations in relation to your area...
Materials; room organization; groupings; learning
Share Jig saw, your
area of child
development, with the
Read ‘What is Play’ section, Playing is Learning pages 5-8
“Play does not stay neatly in categories, but knowing and watching for the broad types helps sensitize teachers and parents to the shifting landscapes children create. It also provides a tool for assessing whether a playful kindergarten is providing adequate opportunity and materials for all types of play.”
Specific: A specific goal addresses as many descriptor questions as possible (Who, What, When, Where, Why and How). It has a greater chance of being met if a specific plan is made for its completion.
Measurable: This involves deciding what will measure when the goal is attained; a finish line has to be set before it can be crossed.
Attainable: To properly set a goal, you must set the steps that are necessary to reach it. This scaffolding ensures that the goal actually is attainable, and therefore produces motivation as the goal’s completion has become a reality.
Realistic: A goal must be set in the spirit of desiring its completion. In setting a goal, one can determine if it’s realistic by asking the following questions; am I capable of attaining this goal? Am I willing to work for this goal? Setting an unrealistic goal will often result in a decrease in motivation over time.
Timely: Setting the goal within a time frame helps to motivate; without an end goal, there is no set limit to help drive the goal’s completion.