Teaching kids in there first year of school? Easy – they’re just watered down version of Grade 6 Children. You treat them the same only water it down.
...als. Therefore, to apply this to the younger child it would be the connection that is identified between their action and what the teacher has instructed or how they reacted. Another aspect of the preoperational child how they use transductive reasoning, this involves the child to bring together unrelated facts and making an assumption, this could involves such theories that the tree make birds fly, the child should the progress in the concrete operation Stage. They are then to understand that if the tree is taller than I am and the building is taller than the tree that both the tree and the building are taller. Mentioned earlier was the notion of scaffolding which is a theory of Vygotsky and an example of the Zone of Proximal Development, a definition of scaffolding from Crede website is a teaching strategy in which instruction begins at a level encouraging students’ success and provides the right amount of support to move students to a higher level of understanding. Scaffolding can be used to allow student to create connections but allow enough support for the student. It is used as a form of collaborative of teaching and learning. It gives children a basis and enough support to allow students to gain individual learning and is very beneficial for the younger learner. Another ideology that Piaget explores that the younger learner in the preoperational stage does not classify thing in multiples (single classification) an example of this, they can not understand that their teacher might also be someone’s mother it is not until that they are old that they will be able to grasp the concept of a teacher also being a mother sister and netball coach. On the notion of assimilation, adaptation and accommodation, Piaget defines that children adapt their environment through the processes of assimilation and accommodation, which allows students developing schemes to respond in flourishing ways to their environment through the process of adaptation, which occurs through processes, which complement each other, called assimilation and accommodation. In assimilation, it allows the younger learner to connect processes with an existing scheme, to put this in context; it allows the student to understand that a jumper has to go over their head. Where as accommodation is where the child cannot connect this with a prior scheme in which they usually modify an existing scheme or form a new scheme to accommodate this new action such as putting a jacket on that goes around their body and on their arms not over their head. Also at the pre operational stage, the child also relies on their perceptions over logic. An example of this stated in (McDevitt & Ormond 2004, pp 148) is that even though a child hears a story of a girl whose uncle gives her a rattle. Even though the girl is sad about the age- inappropriate gift, the girl in the story smiles so she will not hurt her uncle’s feelings, the younger learner will still conclude that the girl feels happy about the gift because they have seen a smile on her face. This show that the students depend a lot, on what they see to draw their conclusions where as the older child would understand that the child is only putting on a happy front. Another aspect for the younger learning is the lack of conservation which is when something is reshaped or restructured the younger learner thinks it is a less or greater quantity. This can be evident when a child observes a glass of milk that is in a shorter wider glass poured into a taller, narrower glass the child will almost automatically say that there is more even though they saw that nothing had been added, whereas they will later move onto conservation in the concrete operational stage. Physical Development of the Younger Child “Physical movement is a hallmark of early childhood, and dramatic changes occur in both gross motor skills and fine motor skills” (McDevitt & Ormond 2004) Although it is named as Physical Development this area consists of tow components, which are the physical development and the motor development. Children at this stage obtain great development physically as they are very physically active, when stating physical activity it should not be quarantined to ballgames and the playground, there must be opportunity for movement and interaction within indoor play. When teaching at this age, you need to be able to implement play in many of the physical development opportunities as this relates to the level of cognitive thought and the egocentrism. An example of this is to stay away from team sports and to focus on the students own ability and implement individual skills. When describing Gross and fine motor skills McDevitt and Ormond describe gross motor skills as permit locomotion around the environment and fine motor skills involving more limited, precise movements primarily with the hands. The younger learner exhibits such gross motor skills as skipping, building blocks, running and throwing a ball and fine motor skills as cutting with scissors, pencil grip and also letter and number formation, by the age of 5 students should be able to draw pictures such as people and animals or what is called rudimentary pictures. These motor skills continue to develop up until the late stages of development and are quite obvious between these stages. With these motor skills, comes a lot of social interaction and play and there fine motor skills improve with experience and normal neurological development. There are many physical characteristics, which have to be in mind when accommodating for the needs of the young learner these are also their development of fine and gross motor skills, physical attributes and strength Even though the average size of a child can, range at this age is and this measurement can only be used as a guide it, this focuses on height and weight but Berk claims that even though this does contribute, so does the suggestion of body composition and composition also compares: Boys: Height- 102-120 cm Weight- 10- 23kg Girls: Height- 100-115cm Weight- 10-20 kg (NSW Health 2001) Due to the size of the younger learner activity’s need to be focused towards their limitations, thing that should be kept into consideration are the students gross motor skills and also the strength and endurance of the activity. Psychosocial/Emotional development of the Younger Child There are many significant changes happening with the psychosocial/emotional development of a younger learner. The apparent realisation of ones self and there self -concept takes centre stage of a younger leaner. However, it also has to be kept in mind that thing such Although it is greatly accepted that our social and emotional growth is often affected by our families and significant others also things such as gender differences, family and cultural differences and socioeconomic differences also play an important role in the developing child. The development of things such as self-concept, self-esteem, and self-efficacy also play an integral part in the developing younger learner. A summary of the main situations that affect the younger learner are such things as the introduction of significant persons for the younger learner are parents, siblings, peers; they have increasing independence and beginning to assert self, and like to boast and tattle. The younger learner also learns new tasks and acquires new skills, is able to live by rules, capable of sharing but also may be physically aggressive but along the way learns appropriate social manners. The idea of self-concept is defined by Berk as “the sum total of attributes, abilities, attitudes and values that an individual believes defines who he or she is”. The younger learner at this stage is only just beginning to work out who they are in comparison to others. Their definitions are quite concrete and positive, they will eventually become more abstract and less positive as further development occurs. It is from here that a teacher must focus on this positiveness to be able to help the child develop a healthy self-esteem. This is very important as the teacher is seen as a very significant almost divinitive role model. Another thing that the teacher of a younger leaner must address is a child’s self-efficacy, which is defined as a belief that one is capable of executing certain behaviours or reaching a certain goals in a particular task or domain (McDevitt & Ormond pp G-5). Even though the younger learner has a lot of belief in themselves due to egocentrism a teacher must instil this in a child to create a love of lifelong learning if this is not achieved the child will have not motivation to excel within there learning or belief in themselves. Eri...