Based on his observations of recurrent play themes around the world, Sobel articulates seven design principles that can guide teachers in
structuring learning experiences for children.
Not exact matches
Participating cities are launching ambitious plans
for change that include components of the Education Redesign Lab's strategy
for systemic change: creating student - centered, customized
learning experiences for students; integrating social, emotional, and health services with education; providing easily accessible, high quality expanded
learning and enrichment
experiences for all
children; and creating governance
structures that will support this integrated model of services.
• Highly skilled in providing direction to students and enable them to study independently • Well versed in utilizing various instructional equipment and Audio Visual Aids effectively to reinforce
learning in the classroom • Proficient in designing and implementing supportive
learning activities in collaboration with the teacher • Competent at handling and addressing behavioral problems in young learners and enhancing motivation to
learn • Thorough understanding of various cognitive and psychosocial developmental milestones connected with
child's age along with associated needs • Hands on
experience in activity moderation, teacher's assistance and progress record keeping • Substantial knowledge of various behavior control techniques and strategies • Efficient in designing and executing individualized correctional programs • Proven ability to devise need based
learning strategies
for physically or mentally challenged
children • Demonstrated skills in classroom organization, testing and evaluation • Track record of conducting reinforcement lessons in small groups, covering core subjects including English, math and basic sciences • Excellent skills in analyzing and evaluating the effectiveness of designed program and changing the instructional strategies based on the learner's response and progress • Expert in maintaining updated and fully
structured classroom bulletin boards to facilitate
learning • Adept at determining Individualized
learning goals
for each student and gauging progress in
learning • Well practiced in communicating home assignments to students, answering their queries regarding the same and marking the work done • Effective listening skills along with profound ability to communicate clearly with students, parents and teachers involved
In early childhood, it is particularly important that
children have the protections afforded by attachment bonds with competent and loving caregivers, the stimulation and nutrition required
for healthy brain development, opportunities to
learn and
experience the pleasure of mastering new skills, and the limit - setting or
structure needed to develop self - control.
Although the existing research suggests diverse outcomes, scholars have documented that young
children exposed to trauma (
for example, maltreatment and other forms of violence) are more likely than
children who have not been exposed to trauma to
experience physiologic changes at the neurotransmitter and hormonal levels (and perhaps even at the level of brain
structure) that render them susceptible to heightened arousal and an incapacity to adapt emotions to an appropriate level.21 This emotional state increases their sensitivity to subsequent
experiences of trauma and impairs their capacity to focus, remember,
learn, and engage in self - control.22
ECD programmes can take many forms, including promotion of good health and nutrition, support
for safe and stimulating environments, protection from risks such as violence or abandonment, parenting support and early
learning experiences, media, preschools and community groups.4 Poverty is the key underlying cause of poor
child development;
children living in poverty are exposed to many negative influences, including poor physical environments, inadequate nutrition, parental stress and insufficient cognitive stimulation.5 Undernutrition can influence brain development directly by affecting brain
structure and function, or indirectly via poor physical or motor development, in addition to other pathways.6 — 8 Exposure to multiple co-occurring risks most likely contributes to greater disparities in developmental trajectories among
children with differential exposure.9 — 12 This paper focuses on associations between specific aspects of
children's physical environments — access to improved water and sanitation (W&S)-- and childhood development as measured by performance on a test of receptive language.
Preparing
children for the transition will help everyone adjust to the increased levels of activity,
structure and expectations, which will help kids have a positive attitude and
learning experience throughout the year.