Lesson Of A Lesson Analysis

The lesson plan was designed by Cassandra, Xiaotong, Amber, Daisy and myself to educate ten children between four and five years old who live in Parramatta. These children are assumed to be mixed gender, from low-average socio-economic families and different backgrounds: five of them are Australian born children who are English native speakers, two of them are Chinese, one of them is Japanese, one is a Korean and one is from Sudanese family. The three values that incorporated in the class are honesty, respect and responsibility. Although preschoolers have limited capacity to understand these values, the topic is considered as an important lesson for them. It is due to the fact that children should develop their awareness of respect and responsibility.

According to Piaget’s cognitive development theory, children in our centre are four to five years old which means they have passed the sensorimotor stage (Nixon & Aldwinckle, 2005). Therefore, they are assumed to show some characteristics including their representational, symbolic thought has developed, object permanence has developed, language use has appeared (Nixon & Aldwinckle, 2005). Children in the centre are at the preoperational stage (Nixon & Aldwinckle, 2005). Children in this stage are assumed to be egocentric, so they may have difficulty to see from other people’s point of view (Nixon & Aldwinckle, 2005). They are struggling to have the complicated abstract thought (Nixon & Aldwinckle, 2005). Therefore, educate children to respect others could help them understand others and think from other’s point of view. According to Kohlberg’s theory of moral development, parents and other authorities such as teachers should teach children about the knowledge of “good” actions and bad “actions” (Moshman, 2011). For example, adults should educate children to be polite. Therefore, the three values are important to be passed on to children. Furthermore, as children are four and five years of age, their long term memory has developed and they are able to actively use their language in daily lives based on the

As we considered children were from different backgrounds, we asked children to greet each other in different languages in the circle time purposely to make them feel welcomed. The song we chose has repeat “Please” and “Thank you” many times that children would be able to remember these words and learn them easily. The strengths of the planned lesson are good exemplified the learning environment, and ensure the inclusion of children from all cultures. However, the biggest weakness of our planned lesson was the audience interaction. Due to time limitation, the questions that are planned in the lesson and prepared to ask were not asked in the presentation. Moreover, the song was supposed to be played at the beginning in the circle time, but we played it at the end of the lesson as we were afraid of running out of time. Accordingly, peers were not engaged in the our presentation as they did not have opportunity to express their