N6 Educare Didactics

Educare Didactics Downloaded from hlayiso.com N6

Module 1: Observation (3-6 years) TERMINOLOGY • Evidence is a sign or indication of proof of something. • Observation is the process of watching a child at work or play without interfering in the activity. • Recording is the process of documenting the observed activity or behaviour. Although many teachers do this naturally, a systematic approach helps ensure that children are observed, participating in many different activities, over time. Downloaded from hlayiso.com www.futuremanagers.com

Module 1: Observation (3-6 years) (continued) METHOD OF OBSERVATION Observation is not an isolated event – it takes place during the whole day from arrival to departure. Observation can only be effective if the following guidelines are followed: • Observation is continuous and is not a separate activity. • The observer stays objective and does not judge. • All observations are recorded. Downloaded from hlayiso.com www.futuremanagers.com

Module 1: Observation (3-6 years) (continued) RECORD KEEPING Keeping records will ensure that information is not forgotten or left out. It gives a clear indication of activities the child is involved in and what his level of participation is. It serves as a guideline to plan future activities and identify possible problem. Teachers use a number of techniques to record and organise observations. Downloaded from hlayiso.com www.futuremanagers.com

Module 2: Educational play WATER, SAND, MUD AND SAWDUST Water play is a calming activity which uses all the senses of the young child and involves him in a holistic way. During sand play, the child gets the chance to use his imagination and different apparatus to build and play in the sand. Mud play is when children are allowed to play in mud with hands and feet. Sawdust is an interesting media for children to play with. Usually, the sawdust is mixed with coloured glue to make a dough. Downloaded from hlayiso.com www.futuremanagers.com

Module 2: Educational play (continued) FANTASY PLAY Young children make sense of the world around them by imitating adults and situations that they have observed. During this process, they use their imagination and reflect on situations at home and school that they are familiar with. The child makes sense of his own world and attaches meaning to people and object he has experiences with. Downloaded from hlayiso.com www.futuremanagers.com

Module 2: Educational play (continued) BLOCK PLAY Children learn best through hands-on experiences and block play is a valuable part of cognitive development in pre-schoolers. Using blocks, children can piece together shapes to create a bigger picture, whether it is a representation of something they have seen or from their imagination. Exploring with blocks also nurtures an understanding for maths, science, language and dramatic play. Downloaded from hlayiso.com www.futuremanagers.com

Module 2: Educational play (continued) EDUCATIONAL GAMES There is a wide variety of educational games and toys available, such as: • Construction; • Manipulation toys and activities; • Concept toys. Downloaded from hlayiso.com www.futuremanagers.com

Module 3: Environmental studies CRITERIA FOR SELECTION Children learn best if they are involved in activities. They should use all their senses – sight, hearing, touch, taste and smell. Activities should be carefully selected to ensure they are suitable for the specific age and developmental level of the group of children. Downloaded from hlayiso.com www.futuremanagers.com

Module 3: Environmental studies (continued) AIDS TO PROMOTE SCIENTIFIC DISCOVERIES The garden can be a valuable source of environmental and scientific discoveries. A vegetable garden gives your centre the reward of valuable nutrition lessons on the importance and joys of eating fresh foods. Children can be introduced at a young age to the wonders of nature by observing birds in and around the garden. Downloaded from hlayiso.com www.futuremanagers.com

Module 5: Movement activities INTRODUCTION Movement activities form an important part of the daily programme. During this time, the children get to use their muscles, and practise balance and coordination in a controlled way. Physical activity throughout the school day is necessary for children to re-energise themselves and to be able to maintain focus on their work. Downloaded from hlayiso.com www.futuremanagers.com

Module 5: Movement activities (continued) MOVEMENT DEVELOPMENT Movement can be divided into three categories: • Stability/non-locomotor. • Locomotor. • Manipulative. Downloaded from hlayiso.com www.futuremanagers.com

Module 5: Movement activities (continued) PLANNING LESSONS When planning a movement ring, the age and level of development should be kept in mind. The time and place of presentation should be considered carefully and individual preferences should be kept in mind. The practitioner must ensure that there is a balance of activities to allow development of the whole child: physically, emotionally, cognitively and socially. Downloaded from hlayiso.com www.futuremanagers.com

Module 5: Movement activities (continued) WRITTEN PLANNING AND PRESENTATION All lessons have the three elements: • Introduction. • Body. • Conclusion. Downloaded from hlayiso.com www.futuremanagers.com

Module 5: Movement activities (continued) WRITTEN RAINY DAY ACTIVITIES/INDOOR GAMES Different games and activities are suited to rainy days because they are inside. These include but are not limited to: • Freeze dance; • The Sleeping Song; • Indoor obstacle course; • Scavenger hunt; and • Yoga for children. Downloaded from hlayiso.com www.futuremanagers.com

Module 6: Expressive studies: Art CREATIVITY Creativity is not about doing something better than others: it is about thinking, exploring, discovering, and imagining. Creativity focuses on the process of forming original ideas through exploration and discovery. In children, creativity develops from their experiences with the process, rather than concern for the finished product. Downloaded from hlayiso.com www.futuremanagers.com

Module 6: Expressive studies: Art (continued) DEVELOPMENT OF CHILDREN’S ART Stages of development can be defined as: • The scribble stage; • Pre-schematic stage; • The schematic stage; • The dawning realism; • The pseudo-naturalistic stage; and • The decision Downloaded stage. from hlayiso.com www.futuremanagers.com

Module 6: Expressive studies: Art (continued) POSTER MAKING AND LETTER FORMATION Posters should be neat and add to the overall feeling of the playroom. It is important not to overcrowd the available space. Posters and materials should be changed at regular intervals. It is an important pre-reading and prewriting skill to read the material in the playroom, and therefore all these materials should be neat and easy to read. The correct letters should be used. Downloaded from hlayiso.com www.futuremanagers.com

Module 6: Expressive studies: Art (continued) ASSESSING CREATIVE ACTIVITIES The practitioner should assess aspects, such as: • Outcomes reached for all activities. • Creativity and open-ended media. • Fine motor skills. • Group participation and social interaction. • Availability of materials and resources. • Activities presented at different levels. Downloaded from hlayiso.com www.futuremanagers.com

Module 6: Expressive studies: Art (continued) OUTINGS Outings are part of any quality early childhood programme and can play an important role to make learning more realistic and fun for young children. Children learn about the wider community around them. They experience known and unknown situations. Outings stimulate curiosity and promote learning in a way that is fun. Downloaded from hlayiso.com www.futuremanagers.com

Module 6: Expressive studies: Art (continued) ART IN THE DAILY PROGRAMME Art is an effective medium to promote creativity and free expression. Art ideas can be found in everyday events, for example, nature, weather, outings and special events. In the same way, art techniques can be taught and promoted in an integrated way where it makes sense. Children are creative by nature and the practitioner will often take the role of a facilitator rather than an instructor. Downloaded from hlayiso.com www.futuremanagers.com

Module 6: Expressive studies: Art (continued) AESTHETIC APPRECIATION AND BALANCE IN ARTISTIC EXPRESSION Artistic expression enables the child to explore alternative ways of communicating with others. Composition refers to the organisation, arrangement, and combination of objects within the borders of a drawing space. Proportion refers to the relative size and scale of the various elements in a design. Downloaded from hlayiso.com www.futuremanagers.com

Module 7: Expressive studies: Music RHYTHMIC MOVEMENT ACTIVITIES Rhythmic means that any movement or activity that corresponds to the beat, for example, moving to music. Movement can be any locomotor or non- locomotor activity that involves using the muscles of the body. Downloaded from hlayiso.com www.futuremanagers.com

Module 7: Expressive studies: Music (continued) SINGING While singing, children develop listening and cooperative skills, coordination of the tongue and lips, gross and fine motor, self-control, concentration skills and memory. Singing fosters the growth of the imagination, that essential part of a child’s mind that is being increasingly impinged upon by the prevalence of TV, videos, computer games and busy schedules. Singing develops a child’s sense of accomplishment and self-confidence. Downloaded from hlayiso.com www.futuremanagers.com

Module 7: Expressive studies: Music (continued) INSTRUMENTS Instruments will be used during the following activities: • Musical experimentation during free-play where children make their own discoveries and use their own creativity. • To accompany singing if suitable – not all instruments are. • To accompany movement – especially tambourine, drum and sound blocks to indicate different rhythmic movements. Downloaded from hlayiso.com www.futuremanagers.com

Module 7: Expressive studies: Music (continued) PLANNING, PRESENTATION AND EVALUATION OF MUSIC ACTIVITIES The first step in the planning process is to decide on the relevant outcomes, aims and objectives to be reached during activities. Written planning helps to keep a record of presentation and to indicate ideas for improvement and reflection. Downloaded from hlayiso.com www.futuremanagers.com

Module 7: Expressive studies: Music (continued) PARENT INVOLVEMENT Parental involvement with children from an early age has been found to equate with better outcomes (particularly in terms of cognitive development). Different ways to involve parents include: • Informal talks; • School visits; • Videos and DVDs; • Newsletters; • Parent evening; • Posters; and • Notice boards; • Workshops; • Fundraising/donation. Downloaded from hlayiso.com www.futuremanagers.com

Module 7: Expressive studies: Music (continued) ANNUAL CLOSING FUNCTION The end-of-year function is often a good way to conclude the activities for the year and to showcase to parents the development of their young ones. The staff of the school or centre should decide what the format of this function will be and whether that will fit in with the aims for musical education in the early years. The focus should be on getting together in an informal way and showing parents the skills and abilities of the children. Downloaded from hlayiso.com www.futuremanagers.com