Discussion
Discuss the self-review process as a tool to evaluate and improve Learning and Teaching, Collaboration and Governance and Management practices, to ensure quality early childhood education. Outline the similarities and differences between program planning and internal self-review, and in your discussion, provide evidence of these practices in order to highlight the difference in the processes.
Teaching and children development has been one of the vital tasks in the globe and demands a special approach for their success. This is very key especially in the early child development as this acts as the foundation of the child. For quality to be maintained, there are certain things that can’t be ignored and one of them is the children’s interest. When interest is mentioned that a child must have an interest in wanting to learn about a certain topic, it means that having an interest in the topic in question will facilitate easier learning to the child. This makes the pursuit of wanting to know the interest of a child a very important thing since it can be a helpful tool in learning. It has been observed that young children will always opt for what excites them. Blending children’s interests with learning bring a long-lasting effect in that the children cannot forget the concept in any way. The children also tend to enjoy learning in a big way hence creating a good atmosphere in the classroom. However, for this to be a success, a keen observation is demanded from the student so as to know each child’s interest. This is because interest varies from one child to another. The main objective of this report will be to know how these interest can be observed and applied and how they have an impact on the learning of the student. The importance of this strategy will also be clearly shown.
Notice of the Child’s Interest
After doing an observation in one of the schools in New Zealand, there were some behaviors that were made in a number of students. They seemed to have a common interest and this was games. This was evident because of the enthusiasm they displayed in the field (Arthur, Beecher, Death, Dockett, & Farmer, 2015). It also extended to the classroom too since they loved so much talking of their experiences in the playground. When given a random chance to give a narration, the majority could flow in the line of games. Another interest was in the superpowers being displayed in the fi9ction movies. Most of the children could take their roles during their games. These beings are such as the dragon, and many others. When asked what they would wish to become, the majority could mention the names of this beings. These two seemed to be the most dominant area of interest in the majority of the kids.
Recognition
The significance of the children’s interests in the learning process.
These interests were identified to significance in the learning process of the student. They facilitated the whole process to be of ease. The total number of this kids was 80 and their ages ranged from 4 years to 7 years (Gronlund, & James, 2013). In concepts that seemed to be hard for these students, the teachers found out that using examples related to their interest simplified everything. For example, one student had a problem with additions and subtraction. The teacher noted that despite the struggle, the student had a great interest in playing football. The teacher used an example of balls in doing the calculation and the boy seemed to understand the concept even better. It was also possible in eradicating boredom in the classes (Kostelnik, & Grady, 2009). At times learning can be hard especially for the developing minds and this causes the children to switch off. Consideration of their interest, however, changed the whole atmosphere since they could find something that was captivating and they could identify with (Gonzalez-Mena, 2013). Putting in mind that this period is very important as it acts as a foundation of all other learnings, accommodation of their interest helped the respective topics to stick in their minds.
Resources and teaching strategies used in the implementation of the children’s interests
Teaching needs to be approached with a special care to ensure that in any case, the student’s benefits to the maximum. These interests vary from one student to another but still need to be treated accordingly (Hollowell, Middaugh, & Sibolski, 2006). One of the most important steps is to acknowledge these interests. Is best when done by use of positive feedback to the student. The student at this level needs attention and the teacher can be there to observe and at the end of it all, he/she is motivated. Another strategy that closely relates to this step involves encouraging the student to continue with the effort in the area of his/her interest, all this really have an effect on the student learning process as they act as a suitable accompaniment. It is a good understanding that students are different and have different learning abilities. Another powerful tool used in safeguarding the student interest at this period is the use of models and illustration that he/she can understand and relate to easily (Gordon-Burns, & Campbell, 2014). This helps in the creation of an accommodative environment in the learning process. There are however other more strategies that can be used so as to ensure the student’s interest are taken care of. If these interests are however ignored, learning can be a problematic activity.
Response
An assessment of the children learning and the ideas for feature planning that may further support the children’s interest.
Having established the importance of children interest in the learning process, it is evident that more still needs to be done so as to make the whole process a success (Isaacs, 2012). One way will be to take children interests seriously. Ignorance of their rights can make the whole learning process a hard process. Teachers are therefore responsible for being keen even to the minute interest because of they all matter. Another point of interest is in the school environment. Teachers should always ensure that the environment is always engaging to the children. This stars in the classroom arrangement among others (Hadley, 2012). The environment beyond the classrooms is also important and can be made appealing and engaging enough for the student. It would also be important to know that this period of learning takes more of vision. This should cause the teachers to pursue the strategy of marking learning a visual thing. This calls for the intensive use of charts, photographs, and other related materials. Kids also tend to show a special interest in outdoor activities as they seem to be more enthusiastic in such activities (Neaum, 2010). The curriculum should, therefore, involve a good fraction of such activities in order to make the whole process easy.
Plans and implementations of the learning experiences linked to the sociocultural approach and learning outcomes based on Te WhaRiki
Te whariki serves as a good model that helps in child development in the midst of the various sociocultural effects. It helps in suggesting new learning strategies after a close assessment of what are the child’s interest and his/her progress (Naudeau, 2011). It is important to note that for a successful development of a child, one must consider the life of a child as a whole, both in the classroom and outside as they all have an input to a child’s personal life. This directly links with one of the most profound Te whariki principles that emphasize the holistic development of a child. This is because the child is vulnerable to factors such as culture and other more. You will also notice that this quest of a child development cannot be successful the family and the entire community are ignored. This goes in line with one of the principles of this framework which states that the wider community and the people around the child have much to say in his/her development. This principle closely relates to my plans and implementations that emphasizes relationships too. From the above scenarios and many other, it’s evident that the easiest way a child learns is out of their close relationships (Rokx, 2016). This curriculum, my plans, and implementation links very well since we both emphasize on the development of a good relationship with the child. My plans also links with this curriculum as they both value the interests of the child and gives them a priority. Te WhaRiki therefore becomes one of the curriculum that I will consider in my planning and implementation.
Evaluation
Influence of the Te Whatu Pokeka curriculum in the early development of a child
This another instrumental framework in the government of New Zealand that focuses on assessing the growth children learning by use of assessments of the set goals in the children’s learning. These assessments are further interpreted by use of reflections or discussion so as to determine whether the learning process is successful or not (McMullen, 2017). The main objective of this framework of assessment is to give important information concerning the children’s process of learning and development as they mature to adults. This framework leaves the teacher in a better understanding of the whole process of the child learning (Gordon-Burns, & Campbell, 2014). It also facilitates a better development process as it emphasizes on practical measures that can be taken for the success of the same. It’s also one of the frameworks that are known in amplifying the children voices since it also focuses on their interests and preferences. In many cases, this framework relates to the Te whariki framework.
Fundaments of the early years’ education.
For education to be termed as effective, the right curriculum is very important been accompanied by skilled instructors who have the ability to implement these curriculums. These instructors should have an understanding of the rapid growth children experience especially during the years of their lives (Sinno, Charafeddine, Mikati, Holt, & Veerapandiyan, 2013). During this period there is a great need for the child to feel appreciated, valued and a secured. Any action of seclusion and disadvantaging the child can be highly avoided as this endangers the kid who is very vulnerable at this stage. This curriculum should be well structured and should not only involve the activities planned by the instructor alone but should also give room for the children to develop their activities too.
Conclusion
Education acts as a medium for depicting the values present in a given society. It acts as a path through which we can achieve a sober economy as it serves as a production center. It is after students have gone through it that they come to the society. It right curriculum is applied by qualified practitioners therein, the society can be a good place. The early education and development become the most important of all as it is the basic foundation that all other forms of learning are built upon. If things are set well here, it then becomes easier even in the feature. Instructors in this area should be well equipped in a way that they can handle kids in the best way possible. It also very important to show the kid that much is expected of him/her and also show him/her that she is capable of making it. The interest of the students should always be known and be made a priority. The instructor also seems to have a big role in knowing what the students know already so as to fang ways of improving it.
References
Arthur, L., Beecher, B., Death, E., Dockett, S. & Farmer, S. (2015). Programming and planning in early childhood settings. South Melbourne, Victoria, Australia: Cengage Learning Australia.
Gonzalez-Mena, J. (2013). What Works? Assessing Infant and Toddler Play Environments. YC Young Children, 68(4), 22.
Gordon-Burns, D., & Campbell, L. (2014). Biculturalism in early childhood education in Aotearoa/New Zealand: A consideration of attitudes, policy, and practice. He Kupu: The word, 3(5), 23-27.
Gordon-Burns, D., & Campbell, L. (2014). Biculturalism in early childhood education in Aotearoa/New Zealand: A consideration of attitudes, policy, and practice. He Kupu: The word, 3(5), 23-27.
Gronlund, G. & James, M. (2013). Focused observations: how to observe young children for assessment and curriculum planning. St. Paul, MN: Redleaf Press.
Hadley, F. (2012). Early Childhood Staff and Families’ Perceptions: Diverse views about important experiences for children aged 3–5 years in early childhood settings. Contemporary Issues in Early Childhood, 13(1), 38-49.
Hollowell, D., Middaugh, M. & Sibolski, E. (2006). Integrating higher education planning and assessment: a practical guide. Ann Arbor, Mich: Society for College and University Planning.
Isaacs, B. (2012). Understanding the Montessori approach: Early years education in practice. Routledge.
Kostelnik, M. & Grady, M. (2009). Getting it right from the start: the principal’s guide to early childhood education. Thousand Oaks, Calif. Alexandria, Va: Corwin National Association of Elementary School Principals.
McMullen, M. B. (2017). Continuity of Care with Infants and Toddlers. EXCHANGE.
Naudeau, S. (2011). Investing in young children: an early childhood development guide for policy dialogue and project preparation. Washington, DC: World Bank.
Neaum, S. (2010). Child Development for early childhood studies. Exeter: Learning Matters Ltd.
Rokx, R. (Ed.). (2016). Te Reo Ma?ori : he taonga mo? a? ta?tou mokopuna : a teaching and learning guide. Auckland: New Zealand Tertiary College.
Sinno, D., Charafeddine, L., Mikati, M., Holt, R. & Veerapandiyan, A. (2013). Enhancing early child development: a handbook for clinicians. New York, NY: Springer.
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