{"id":241,"date":"2019-06-04T05:11:20","date_gmt":"2019-06-04T05:11:20","guid":{"rendered":"http:\/\/hsp10.epgpbooks.inflibnet.ac.in\/?post_type=chapter&p=241"},"modified":"2019-06-04T05:17:08","modified_gmt":"2019-06-04T05:17:08","slug":"designing-teaching-learning-material-in-ecce","status":"publish","type":"chapter","link":"https:\/\/ebooks.inflibnet.ac.in\/hsp10\/chapter\/designing-teaching-learning-material-in-ecce\/","title":{"rendered":"Designing teaching learning material in ECCE"},"content":{"raw":"
\"epgp<\/a>\r\n<\/span><\/div>\r\n \r\n\r\n \r\n\r\n \r\n\r\n \r\n
\r\n\r\nA few guidelines about developmentally appropriate practices. The first practice is about\r\n\r\n \r\n\r\n1. Creating a caring community of learners\r\n\r\n \r\n

A.The early childhood setting functions as a community of learners in which all participants consider and contribute to each other\u2019s well-being and learning.<\/p>\r\n \r\n

B.Relationships are an important context through which children develop and learn. Children construct their understandings about the world around them through interactions with other members of the community Opportunities to play together, collaborate on investigations and projects, and talk with peers and adults enhance children\u2019s<\/p>\r\n \r\n

C.Social relationships are an important context for learning. Each child has strengths or interests that contribute to the overall functioning of the group. When children have opportunities to play together, work on projects in small groups, and talk with other children and adults, their own development and learning are enhanced. Interacting with other children in small groups provides a context for children to operate on the edge of their developing capacities. The learning environment enables children to construct understanding through interactions with adults and other children.<\/p>\r\n \r\n

D.The learning environment is designed to protect children\u2019s health and safety and is supportive of children\u2019s physiological needs for activity, sensory stimulation, fresh air, rest, and nourishment. The program provides a balance of rest and active movement for children throughout the program day. Outdoor experiences are provided for children of all ages. The program protects children\u2019s psychological safety; that is, children feel secure, relaxed, and comfortable rather than disengaged, frightened, worried, or stressed.<\/p>\r\n \r\n

E.Children are experience an organized environment and an orderly routine that provided an overall structure in which learning takes place; the environment is dynamic and changing but predictable and comprehensible from a child\u2019s point of view. The learning environment provides a variety of materials and opportunities for children to have firsthand, meaningful experiences.<\/p>\r\n \r\n\r\nLet\u2019s now understand how Teaching can be used to enhance development and learning<\/strong>\r\n\r\n \r\n

Adults are responsible for ensuring children\u2019s healthy development and learning. From birth, relationships with adults are critical determinants of children\u2019s healthy social and emotional development and serve as well as mediators of language and intellectual development. At the same time, children are active constructors of their own understanding, who benefit from initiating and regulating their own learning activities and interacting with peers. Therefore, early childhood teachers strive to achieve an optimal balance between children\u2019s self-initiated learning and adult guidance or support.<\/p>\r\n\r\n<\/div>\r\n

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Teachers accept responsibility for actively supporting children\u2019s development and provide occasions for children to acquire important knowledge and skills. Teachers use their knowledge of child development and learning to identify the range of activities, materials, and learning experiences that are appropriate for a group\/or individual child. This knowledge is used in conjunction with knowledge of the context and understanding about individual children\u2019s growth patterns, strengths, needs, interest, and experiences to design the curriculum and learning environment and guide teacher\u2019s interactions with children.<\/p>\r\n \r\n

Let\u2019s see what is the role of teachers in making decisions about practice:<\/p>\r\n \r\n

A.Teachers respect, value, and accept children and treat them with dignity at all times.<\/p>\r\n

B.Teachers make it a priority to know enhance children\u2019s each child well.<\/p>\r\n \r\n

1.Teachers establish positive, personal relationships with children to foster the child\u2019s development and keep informed about the child\u2019s needs and potentials. Teachers listen to children and adapt their responses to children\u2019s differing needs, interests, styles, and abilities.<\/p>\r\n \r\n

2.Teachers continually observe children\u2019s spontaneous play and interaction with the physical environment and with other children to learn about their interests, abilities, and developmental progress. On the basis of this information, teachers plan experiences that enhance children\u2019s learning and development.<\/p>\r\n \r\n

3.Understanding that children develop and learn in the context of their families and communities, teachers establish relationships with families that increase their knowledge of children\u2019s lives outside the classroom and their awareness of the perspectives and priorities of those individuals most significant in the child\u2019s life.<\/p>\r\n \r\n

4.Teachers are alert to signs of undue stress and traumatic events in children\u2019s lives and aware of effective strategies to reduce stress and support the development of resilience.<\/p>\r\n \r\n

5.Teachers are responsible at all times for all children under their supervision and plan for children\u2019s increasing development of self-regulation abilities.<\/p>\r\n \r\n

C.Teachers create an intellectually engaging, responsive environment to promote each child\u2019s learning and development.<\/p>\r\n \r\n

1.Teachers use their knowledge about children in general and the particular children in the group as well as their familiarity with what children need to learn and develop in each curriculum area to organize the environment and plan curriculum and teaching strategies.<\/p>\r\n \r\n

2.Teachers provide children with a rich variety of experiences, projects, materials, problems, and ideas to explore and investigate, ensuring that these are worthy of children\u2019s attention.<\/p>\r\n \r\n

3.Teachers provide children with opportunities to make meaningful choices and time to explore through active involvement. Teachers offer children the choice to participate in a small-group or a solitary activity, assist and guide children who are not yet able to use and enjoy child-choice activity.<\/span><\/p>\r\n\r\n<\/div>\r\n

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4.Teachers organize the daily and weekly schedule and allocate time so as to provide children with extended blocks of time in which to engage in play, projects, and\/or study in integrated curriculum.<\/p>\r\n \r\n

D.Teachers make plans to enable children to attain key curriculum goals across various disciplines, such as language arts, mathematics, social studies, science, art, music, physical education, and health (see \u201cConstructing curriculum,\u201dpp.20-21).<\/p>\r\n \r\n

1. Teachers incorporate a wide variety of experiences, materials and equipment, and teaching strategies in constructing curriculum to accommodate a broad range of children\u2019s individual differences in prior experiences, maturation rates, styles of learning, needs and interests.<\/p>\r\n \r\n

2. Teachers bring each child\u2019s home culture and language into the shared culture of the school so that the unique contributions of each group are recognized and valued by others.<\/p>\r\n \r\n

3. Teachers are prepared to meet identified special needs of individual children, including children with disabilities and those who exhibit unusual interests and skills. Teachers use all the strategies identified here, consult with appropriate specialists, and see that the child gets the specialized services he or she requires.<\/p>\r\n \r\n

E. Teachers foster children\u2019s collaboration with peers on interesting, import enterprises.<\/p>\r\n \r\n

1. Teachers promote children\u2019s productive collaboration without taking over to the extent that children lose interest.<\/p>\r\n \r\n

2. Teachers use a variety of ways of flexibility grouping children for the purpose of instruction, supporting collaboration among children, and building a sense of community. At various times, children have opportunities to work individually, in small groups, and with the whole group.<\/p>\r\n \r\n

F. Teachers develop, refine, and use a wide repertoire of teaching strategies to enhance children\u2019s learning and development.<\/p>\r\n \r\n

1. To help children develop their initiative, teachers encourage them to choose and plan their own learning activities.<\/p>\r\n \r\n

2.Teachers pose problems, ask questions, and make comments and suggestions that stimulate children\u2019s thinking and extend their learning.<\/p>\r\n \r\n

3. Teachers extend the range of children\u2019s interests and the scope of their thought through presenting novel experiences and introducing stimulating ideas, problems, experiences, or hypotheses.<\/p>\r\n \r\n

4. To sustain an individual child\u2019s effort or engagement in purposeful activities, teachers select from a range of strategies, including but not limited to modeling, demonstrating specific skills, and providing information, focused attention, physical proximity, verbal encouragement, reinforcement and other behavioural procedures, as well as additional structure and modification of equipment or schedules as needed.<\/span><\/p>\r\n \r\n

5.\u00a0 Teachers coach and\/or directly guide children in the acquisition of specific skills as needed.<\/span><\/p>\r\n \r\n

6. Teachers calibrate the complexity and challenge of activities to suit children\u2019s level of skill and knowledge, increasing the challenge as children gain competence and understanding.<\/span><\/p>\r\n \r\n

7.Teachers provide cues and other forms of \u201cscaffolding\u201d that enable the child to succeed in a task that is just beyond his or her ability to complete alone.<\/span><\/p>\r\n \r\n

8.To strengthen children\u2019s sense of competence and confidence as learners, motivation to persist, and willingness to take risks, teachers use various strategies that encourage children to reflect on and \u201crevisit\u201d their learning experiences.<\/span><\/p>\r\n\r\n<\/div>\r\n

\r\n\r\n \r\n\r\nG.\u00a0\u00a0\u00a0 Teachers facilitate the development of responsibility and self-regulation in children.\r\n\r\n \r\n

1.Teachers set clear, consistent, and fair limits for children\u2019s behavior and hold children accountable to standards of acceptable behavior. To the extent that children are able, teachers engage them in developing rules and procedures for behavior of class members.<\/p>\r\n \r\n

2.Teachers redirect children to more acceptable behavior or activity or use children\u2019s mistakes as, learning opportunities, patiently reminding children of rules and their rationale as needed.<\/p>\r\n \r\n

3.Teachers listen and acknowledge children\u2019s feelings and frustrations, respond with respect, guide children to resolve conflicts, and model skills that help children to solve their own problems.<\/p>\r\n \r\n\r\nPLANNING LEARNING FOR PRESCHOOLERS<\/strong>\r\n\r\n \r\n

When planning learning for young children, there are several ideas to consider. First, it is especially important to provide activities and themes suited to the age and individual needs of each child. Second, carefully think about each of the following elements while planning.<\/p>\r\n \r\n\r\nAge appropriateness<\/strong>\r\n\r\n \r\n

The curriculum should be suitable for the developmental level of each age group and should offer a range of activities. Set group goals after assessing the needs of a particular age group.<\/p>\r\n\r\n<\/div>\r\n

\r\n\r\n \r\n\r\nIndividual appropriateness<\/strong>\r\n\r\n \r\n

Children follow similar growth patterns, but the time frame for each child differs. Individual interests, abilities and family background must be understood before you can meet the needs of each child. Goals and objectives should be set for each child.<\/p>\r\n \r\n

Learning is best when new information builds on old knowledge. Planning should center on the child, the family and the child\u2019s everyday experiences. As the child develops and grows more independent, he or she becomes less self-centered. This leads to expanding teaching plans.<\/p>\r\n \r\n\r\nFamily and culture<\/strong>\r\n\r\n \r\n

Activities should be planned with respect to families and cultural background of children. Children should not be separated from their family and culture. Some families may choose to be very involved, and some may choose not to.<\/p>\r\n \r\n

Teacher values<\/strong><\/p>\r\n \r\n

Teacher must also plan considering her own policies, interests, values and personal philosophy.<\/p>\r\n \r\n

Transitions<\/strong><\/p>\r\n \r\n

Transitions are times that occur between activities and can disrupt the flow of play. Avoid too many transitions, and give children enough time to get involved in their play. A skillful teacher plans carefully to ensure that transition times are smooth.<\/p>\r\n \r\n\r\nModes of learning and teaching<\/strong>\r\n\r\n \r\n\r\nLearning through books<\/strong>\r\n\r\n \r\n

Phonological awareness or phonological sensitivity is the ability to recognize and distinguish the sounds and patterns of spoken language. When this awareness develops, children learn the separate sounds of spoken language that are blended in ordinary speech. For some children, distinguishing the parts of spoken language is difficult.<\/p>\r\n \r\n

Phonological awareness is an important skill in learning to read. Children typically begin to demonstrate this awareness by about age 3, and their skills improve gradually over many years (Snow, Burns, & Griffin, 1998). Phonological sensitivity is a strong predictor of later reading, writing, and spelling ability (National Early Literacy Panel, 2004, 2008). Instruction that strengthens children\u2019s phonological awareness has been shown to contribute to later reading success (Ehri et al., 2001; National Early Literacy Panel, 2008). Children become phonologically aware through experiences such as reciting poems, singing, and clapping the syllables of chanted words (Adams,\u00a01990, 2001; Carroll, Snowing, Hulme, & Stevenson, 2003; Strickland &Schickedanz, 2004). Phonological awareness skills are typically learned in a particular order (Anthony, Lonigan, Driscoll, Phillips, & Burgess, 2003). However, children acquire these skills in an overlapping sequence rather than by mastering one level before the next (Dickinson &Neuman, 2006). Children who are learning two or more languages must learn very different sound systems (Gonzalez, 1998). They must distinguish English phonemes that may not be part of their native languages. A child may therefore have difficulty hearing and\/or producing the sounds of English.<\/span><\/p>\r\n\r\n<\/div>\r\n

\r\n\r\n \r\n\r\nIt is important for young children to:\r\n