Tda 2.2 Supporting Teaching And Learning

The prep class for this lesson, the children work well on their own when it comes to table activities, this is something they have done from the start of the year, and they are familiar with this type of learning engagement. There are, however, a few students who have not developed this independent understanding and still need some support with this learning. However emotionally and socially the children all seem to be pretty spot on for their age. Within the classroom, there are a few more boys than girls but it is fairly even, within the classroom they don’t have too many behavioural issues, which is good. The children are fairly calm and listen well to what is instructed to them, very easy to maintain teacher and children friendship and

Through this lesson it has been factored in the interactions that will be involved and the promote of caring relationships and positive self-esteem, the results of the experiences involved and opportunities that are consolidate with the learning, providing new and exciting challenged, all within an activity that is familiar and regular, because this helps with the children’s comfort and promotes a sense of belonging and security (Acara, 2012). Pedagogy and the curriculum content are normally determined by the teachers based on what they have observed of the children’s ‘needs’ when then determines the children development stage, their strengths, weaknesses, and their interests. Turner, M. (2010) reflection from module 3 slide show, is something I enjoyed reading which was Gardner’s theory towards the curriculum and how it should be used for the children’s strengths, and to be used a basis for planning to interpret the potential intelligence, Gardner explains that learning should be made focused on providing opportunities for the children. Gardner, H. E. (2000), this is a reflection on how teachers should run a classroom I feel and I also believe through this lesson the

Strong, well-resourced Philosopher such as John Dewey and theorists, Piaget and Vygotsky have brought a whole new way of thought into our school-based education. Dewey addressed and explained his understanding of children and their development of learning as “anything but rational and orderly” and he wanted to give children experiences that made rigorous intellectual demands in the contexts of democratic social living (Lipton & Oaks, 2007). This highlighted the children’s access content through a way of pedagogical play and gained stronger relationships between children and teachers a basis for learning (Hatch 2010). Although play and freely chosen play opportunities are valued and important, the content knowledge and how this is co-constructed between teachers and children is also considered progressively important in early childhood education. However, the shifting importance of the nature of teacher and child interaction, in an early childhood setting suggest instead that the content needs to be more explicitly engaged by teachers for the pedagogical approaching of play to be realised as more an environmental learning (Fleer 2011). For children, it is important to have suitability of varied activities to help the children feel a part of their own learning as well as engagement in the importance of taking control of their own leaning through play. For