1.1 Physical, social and intellectual development and characteristics of students
Graduate-level: Demonstrate knowledge and understanding of physical, social
and intellectual development and characteristics of students and how these may affect learning.
Children are all unique individuals. Once children get involved in the school settings, they expose their interests in various things, group with different friends and behave differently from one another (Duchesne & McMaugh 2018, p. 31). The essay to the side is one of the assignments I did in the university course ‘EDUC 5261’. This evidence demonstrates my knowledge and understanding of the physical, social and intellectual development of learners.
This essay explained Vygotsky’s sociocultural theory and analysed how these factors affect children’ learning and development. It highlighted that the differences in children’s cognitive development are influenced through social, historical and cultural factors (Vygotsky 1978). For example, private speech is typically observed in children’s language learning process. It is a tool for thinking, particularly for logic thought, self-monitoring and self-direction, and it will have been intensively used when children encounter a cognitive challenge that requires them to stop and think (San et al. 2011, p. 216). Furthermore, I also discussed the role of sociodramatic play and how does it impact on children’s cognitive, social and emotional development. The essay also mentioned how it benefits children learning in understanding rules in society (Bluiett et al. 2009).
To better develop children’s social and intellectual learning, teachers should first understand children’s prior knowledge, interests, abilities, beliefs and learning styles, and identify children’s physical, social and intellectual learning needs. And more importantly, teachers need to make adjustments to meet individual students learning styles and needs.
Reference
Bluiett, T, Sunal, S, Shwery, C, Coleman, J, Kuntz, A & Sekeres, D 2009, Socialdramatic play and the potentials of early language development of preschool children, ProQuest Dissertations Publishing.
Duchesne, S & McMaugh, A 2019, Educational psychology for learning and teaching, 6th edn, Cengage Learning, South Melbourne.
San MC, Boada, H & Feigenbaum, P 2011, ‘Private and inner speech and the regulation of social speech communication’, Cognitive Development, vol. 26, no. 3, pp. 214-229.
Vygotsky, LS 1978, Mind in society: The development of higher psychological processes, Cambridge, MA: Harvard University Press.
Evidence 1.1: screenshot of the essay
1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Graduate-level: Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.
Cultural influences on children’s behaviours and teachers’ own teaching practice and beliefs are tremendous. Gay (2002) suggested that pre-service teacher preparation should include cultural knowledge and skills that will enable them to work more effectively with young children who are not part of the mainstream in Australia. Cultures strongly influence attitudes that teachers bring to the instructional process (Wasonga 2005, p. 70). Therefore, teacher preparation requires knowledge of specific cultures of diverse groups, how they affect learning behaviours, and how classroom interactions and instruction can embrace these differences (Price 2002). As an early childhood teacher, we ensure that no child is excluded from others, and strive to develop and implement strategies to make sure all children are heard and included (Bennet et al. 2017). Moll (1992) argued that bilingual children need to be able to use the strengths that have come to them within their first language community to overcome the limitations they experience in their second-language community.
The evidence shown demonstrate how I met this standard is a piece of a recording of a Chinese girl’s drawing. During my last placement in a Preschool, we have been talking about some interesting facts about water. This child does not know much English, so I helped to record and translate her response into English about what she had leant and known about water. While the other educator was teaching the facts of water, I spent time with the child and made sure she can understand what the teacher was saying. I ensured that each child has equal access to the resources and knowledge, and make sure every child’s voice is heard and valued. I’ve attached the drawing of the child with her responses in Chinese and my translation.
When I undertook the course ‘Foundations of Learning and Development: A Child-Centred approach’, I created a web page shows how low socio-economic background impact children’s learning and development regarding health, cognition, emotion and social wellbeing. Click on the web page to find more information.https://sherryyliu0613.wixsite.com/living-in-poverty/implications
Another evidence that shows my understanding and knowledge about teaching children with diverse backgrounds is an assignment I wrote that talk about ways to understand different cultures in a classroom (as highlighted in the assignment).
References
Bennett, SV, Gunn, AA, Gayle-Evans, G, Barrera, ES & Leung, CB 2017, ‘Culturally responsive literacy practices in an early childhood community’, Early Childhood Education Journal, vol. 46, no. 2, pp. 241–248.
Gay, G 2002, ‘Preparing for culturally responsive teaching’, Journal of Teacher Education, vol. 53, no. 2, pp. 106-116.
Moll, LC 1992, ‘Funds of knowledge for teaching: using a qualitative approach to connect homes and classrooms’, Theory into Practice, vol. 31, no. 2, pp. 132-134.
Price, JN 2002, ‘Lessons from against the odds’, Journal of Teacher Education, vol. 53, no. 2, pp. 117-119.
Wasonga, TA 2005, ‘Multicultural education knowledgebase, attitudes and preparedness for diversity’, International Journal of Educational Management, vol. 19, no. 1, pp. 67–74.
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Graduate-level: Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities
Differentiated instruction evolves from the children before they came. Children who walk through the door of the classroom with hidden strength and special gifts gained from the lives they have lived so far, which enables them to learn. Each child is unique with different characteristics, dispositions and learning abilities. As early childhood educators, in preparing to differentiate, we have a significant advantage if we know who our learners are – what abilities, interests, and experiences have shaped them (Reys et al. 2017, p. 49). The differentiated class allows teachers to find out the best way to get the most useful information of children and create meaningful bridges between the children and the curriculum (Smutny & Von 2009, p. 18). Differentiation represents a board spectrum of strategies and opportunities and gives teachers ideas of the kinds of alternatives they can consider improving children’s learning journey (Gregory & Chapman 2002).
The evidence shown demonstrate how I met this standard is a piece of a recording of a Chinese girl’s drawing. During my last placement in a Preschool, we have been talking about some interesting facts about water. Moll (1992) argued that bilingual children need to be able to use the strengths that have come to them within their first language community to overcome the limitations they experience in their second-language community. This child does not know much English, so I helped to record and translate her response into English about what she had leant and known about water. While the other educator was teaching the facts of water, I spent time with the child and made sure she can understand what the teacher was saying. I ensured that each child has equal access to the resources and knowledge, and make sure every child’s voice is heard and valued. I’ve attached the drawing of the child with her responses in Chinese and my translation.
Another evidence shows how I differentiated teaching to meet the different learning needs of all children is a capacity experiment I prepared during my last placement in a Preschool. The experiment aimed to invite children to explore and compare different capacities of the boat by adding seashells into the boat and count how many seashells we need to sink a boat. During the play, I noticed that one child could count fluently until 73, whereas one child refused to count and can only count to 20. I always ask myself what changes I should make so that the struggling children can work on the same concepts as the other children but in a more accessible form. I changed my strategy by inviting children to place seashells on the table and comparing the quantities by simply looking and estimating. One child said, ‘my boat can hold more seashells because the gaps between the shells are smaller.’ Another child, who is good at counting, counted the shells together to get the final answer (problem-solving). I implemented differentiated strategies and ensured that each child’s learning need was met. I understand the importance of self-reflection and make timely respond to different needs. And I did notice that the use of seashells is not appropriate, and I need to use larger objects that are attainable by most children. I’ve attached my plan of the learning experience, pictures and children’s dialogue during play and a piece of comment from my mentor teacher.
Reference
Gregory GH & Chapman, C 2002, Differentiated instructional strategies: one size doesn’t fit all, Thousand Oaks, CA: Corwin.
Moll, LC 1992, ‘Funds of knowledge for teaching: using a qualitative approach to connect homes and classrooms’, Theory into Practice, vol. 31, no. 2, pp. 132-134.
Reys, RE, Rogers, A, Bennett, S, Cooke, A, Robson, K & Ewing, B 2017, Helping children learn, 2nd edn, John Wiley & Sons Ltd, Milton, Qld.
Smutny, JF & Von, SE 2009, Differentiating for the Young Child, SAGE Publications, Thousand Oaks.
1.2 Understand how students learn
Graduate-level: Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
To get to understand how students learn, It is important for us teachers to first understand children’s interests and prior knowledge and actively listen to children’s voice. Children have different learning styles, some children may need more scaffolding whereas some may prefer to work independently. As an early childhood educator, knowing the children and how they learn should always be put in the first place, and it is responsible for us to adopt various teaching approaches to help children meet their achievable potentials.
When I undertook the course “Mathematics and Science Education (Year R-2)” during my master’s degree, I wrote an essay demonstrated how children's mathematical and scientific knowledge is developed as well as implications of teaching. It highlighted that children explore things interested them and they are capable of elaborating and investigating surroundings using five senses (Feasey 2005). Children's curiosity drives them to seek solutions and be mindful about the interrelationships between known and unknown (Milne 2010; Fried 2001). For example, taking children to go on an excursion is always considered more valuable and educatable than indoor learning. The outdoor experience provides children with rich learning resources and materials related to science and maths. Therefore the inquiry learning approach is the most privilege strategy that enables young children to find their answers by undertaking investigations. Teachers, in this case, need to stand aside with the children and ask open-ended questions to scaffold and stimulate their thinking.
Another evidence that shows how I have met this standard is a reflective journal that highlights the importance of knowing and understanding children's needs and learning styles. I have attached a copy of the reflective journal.
Reference
Feasey, R 2005. Creative science Achieving the wow factor with 5 – 11 year olds. London, David Fulton.
Fried, RL 2001, The passionate learner how teachers and parents can help children reclaim the joy of discovery. Boston: Beacon Press.
Milne, I 2010, ‘A sense of wonder, arising from aesthetic experiences, should be the starting point for inquiry in primary science’, Science Education International, vol. 21, no. 2, pp. 102- 115.
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
Graduate-level: Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds.
The Australian Curriculum and Assessment Reporting Authority (ACARA) (2018) highlights and acknowledges the gap in learning outcomes between Aboriginal and Torres Islander students and non-Aboriginal peers. As an early childhood educator, it is of our responsibility to incorporate Aboriginal and Torres Strait Islander Histories and Cultures into our class and encourage all children to engage in reconciliation, respect and recognition of the world’s oldest continuous living cultures (Harrison & Greenfield 2011). However, it is considered ineffective for young children to learn Aboriginal history and culture without linking to their prior experience, and most children could not understand the underlying meaning behind the lesson or learning experience. Teachers cannot deliver a learning experience just because they want to. For example, when a teacher prepared a provocation table about the dot painting, the teacher would need to consider the reason why I think dot painting is a proper provocation for children (e.g. whether it is based on children’s interests, your observation). Then the teacher would also need to decide whether the resource use is appropriate. This means whether the resources you choose must be highly pertinent to the resources Aboriginals people use in their real life. In the case above, the use cotton tips for the dot painting is not a good choice as this is not the way aboriginal people draw, even though it is a convenient tool for young children to use in order to get excellent dot paintings (Fasoli & Ford 2001). As an early childhood educator, we teach young children Aboriginal histories and culture, not just because we have to. It is the matter of teaching children how to respect the Aboriginal culture and offer authentic experience through various forms.
The evidence shows how I met this standard is a provocation table I prepared about sand drawing. The idea of sand drawing came from my observation of children’s prior experience at the Marine Discovery Centre. Children saw and noticed an Aboriginal educator draw on sand and use symbols to tell a story. Therefore, when we came back from the excursion, I provoke children’s prior experience and got children to talk about their findings during group time. Then I presented the provocation table with a tray with a layer of fine sand, printed storytelling symbols and photos of the Aboriginal educator to remind children of their experience. Children were engaged in using their fingers to draw different symbols on the sand, just like the Aboriginals normally do and asking the meaning of each symbol they drew. I’ve attached the detailed plan and photo of the provocation table and children’s engagement of sand drawing. This evidence shows that I take into consideration of children’s interests and prior knowledge and my ability to build on children’s knowledge of Aboriginal culture authentically.
Reference
Australian Curriculum and Reporting Authority [ACARA] 2018, Australian Curriculum F-10, Australian Government, viewed 14 November 2020, <https://www.australiancurriculum.edu.au/f-10-curriculum/>.
Fasoli, L & Ford, M 2001, ‘Indigenous early childhood educators' narratives: relationships, not activities’, Australian Journal of Early Childhood, vol. 26, no. 3, pp. 18–22.
Harrison, N & Greenfield, M 2011, ‘Relationship to place: positioning Aboriginal knowledge and perspectives in classroom pedagogies’, Critical Studies in Education, vol. 52, no. 1, pp. 65–76.
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
Graduate-level: Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds.
The Australian Curriculum and Assessment Reporting Authority (ACARA) (2018) highlights and acknowledges the gap in learning outcomes between Aboriginal and Torres Islander students and non-Aboriginal peers. As an early childhood educator, it is of our responsibility to incorporate Aboriginal and Torres Strait Islander Histories and Cultures into our class and encourage all children to engage in reconciliation, respect and recognition of the world’s oldest continuous living cultures (Harrison and Greenfield 2011). However, it is considered ineffective for young children to learn Aboriginal history and culture without linking to their prior experience, and most children could not understand the underlying meaning behind the lesson or learning experience. Teachers cannot deliver a learning experience just because they want to. For example, when a teacher prepared a provocation table about the dot painting, the teacher would need to consider the reason why I think dot painting is a proper provocation for children (e.g. whether it is based on children’s interests, your observation). Then the teacher would also need to decide whether the resource use is appropriate. This means whether the resources you choose must be highly pertinent to the resources Aboriginals people use in their real life. In the case above, the use cotton tips for the dot painting is not a good choice as this is not the way aboriginal people draw, even though it is a convenient tool for young children to use in order to get excellent dot paintings (Fasoli and Ford 2001). As an early childhood educator, we teach young children Aboriginal histories and culture not just because we have to. It is the matter of teaching children how to respect the Aboriginal culture and offer authentic experience through various forms.
The evidence shows how I met this standard is a provocation table I prepared about sand drawing. The idea of sand drawing came from my observation of children’s prior experience at the Marine Discovery Centre. Children saw and noticed an Aboriginal educator draw on sand and use symbols to tell a story. Therefore, when we came back from the excursion, I provoke children’s prior experience and got children to talk about their findings during group time. Then I presented the provocation table with a tray with a layer of fine sand, printed storytelling symbols and photos of the Aboriginal educator to remind children of their experience. Children were engaged in using their fingers to draw different symbols on the sand just like the Aboriginals normally do and asking the meaning of each symbol they drew. I’ve attached the detailed plan and photo of the provocation table and children’s engagement of sand drawing. This evidence shows that I take into consideration of children’s interests and prior knowledge and my ability to build on children’s knowledge of Aboriginal culture in an authentic way.
Reference
Australian Curriculum and Assessment Reporting Authority (ACARA) (2018)
Fasoli, L & Ford, M 2001, ‘Indigenous early childhood educators' narratives: relationships, not activities’, Australian Journal of Early Childhood, vol. 26, no. 3, pp. 18–22.
Harrison, N & Greenfield, M 2011, ‘Relationship to place: positioning Aboriginal knowledge and perspectives in classroom pedagogies’, Critical Studies in Education, vol. 52, no. 1, pp. 65–76.
1.6 Strategies to support full participate of students with disability
Graduate-level: Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.
By considering the range of diversity of learners at the initial planning stages, teachers will be able to come up with a holistic approach which ensures access to educational experiences for all children. However, it can be determined that children with disability need additional support and time from teachers and families, compared to those without disability (Cross et al. 2009). Therefore, explicit planning and extra assessment are required to support the participation of children with disability. Dinnebeil et al (1998) found that it is challenged for teachers as they would continue to report considerable challenges in developing learning activities for children with disabilities. Substantial modifications and reflections of planning would be made once teachers get to know more about the children. Frequent sharing and communication between educators and parents are essential in order to develop mutual goals that support children in achieving their full potentials. Informed caregivers and educators can better prepare to make decisions and find resources to overcome obstacles in seeking the most appropriate services for their child’s special needs (Division of Early Childhood [DEC] 2007). For instance, active collaboration with other service providers such as physical therapist and speech can help to identify and create appropriate materials for learners with disability (Cross et al. 2009, p. 4).
The evidence that demonstrates my knowledge and understanding of teaching strategies that support participation and learning of students with disability is an explicit plan I completed during my last placement. I was lucky to be invited to attend an Early Years Educator’s Hub, and I was taught to write a ‘One Plan’ for children with disability. This plan is based on my observation of a child who has been diagnosed as both Attention deficit hyperactivity disorder (ADHD) and autism spectrum disorder (ASD). This plan includes all the details about the child, including barriers to learning, functional needs, adjustments made, and goals achieved. I consulted with other teachers and parents and seek advice from them in order to support his learning. I’ve attached the plan below which shows all the efforts I put to support this child.
Reference
Cross, L, Salazar, MJ, Dopson-Campuzano, N & Batchelder, HW 2009, ‘Best practices and considerations: including young children with disabilities in early childhood settings’, Focus on Exceptional Children, vol. 41, no. 8, p. 1.
Dinnebeil, L, Mclnerney, W, Fox, C & Juchartz-Pendry, K 1998, ‘An analysis of the perceptions and characteristics of childcare personnel regarding inclusion of young children with special needs in community-based program', Topics in Early Childhood Special Education, vol. 18, no. 2, pp. 118-128.
Division of Early Childhood, Council for Exceptional Children (DEC) 2007, Promoting positive outcomes for children with disabilities: Recommendations for curriculum, assessment, and program evaluation, Missoula, MT: Author.