Teaching Strategies for Early Childhood Education and Care

This document explores effective teaching strategies for early childhood education and care. It covers topics such as art elements, displaying children's creative work, and teaching music concepts. The document provides resources and ideas for educators to create a positive learning environment for children. The subject is Early Childhood Education and Care, and the course code is not mentioned. The document type is an essay, and the assignment type is not mentioned. The author is not mentioned, and the university/college is not mentioned.

Running head: DIPLOMA IN EARLY CHILDHOOD EDUCATION AND CARE
DIPLOMA IN EARLY CHILDHOOD EDUCATION AND CARE
Name of the Student
Name of the university
Author’s note

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DIPLOMA IN EARLY CHILDHOOD EDUCATION AND CARE
Starry Night” by Van Gough, the art elements to be explored
The “Starry night is one of the most recognized painting of Van Gogh. The beauty of the
painting is universal and timeless.
Resources used:
Resources that are required are – a big duplicate of the Vangogh painting, a color pallet,
brushes, other paintings with similar tone, hue, brush strokes, texture and color combinations.
Setting up of the physical environment:
The physical environment of a class must match with the concept of a task or a particular
activity. An art classroom consists of those attributes that are opposite to that of a standard
classroom. There should be a lot of space with neutral or white tack board. Cabinet doors can be
used for displaying space. More space needs to be provided in the halls for a public view (Barrett
et al. 2015). A digital projector can be used to create ambient illumination over the skin. The
blinds in the room can be adjusted for allowing the desired amount of light to get inside.
Exploration of the art elements
Colour : The teacher would ask the students about the colors that are required for making the
starry night painting. The teacher would rectify any mistakes and would add the desired colors in
the pallet to produce the desired pattern of painting. The students can be asked and taught about
the brush strokes that has been used by Van Gogh, for making swirls with different shades of
blue, adding small brush strokes over the larger strokes.

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DIPLOMA IN EARLY CHILDHOOD EDUCATION AND CARE
Space: student can be taught about positive and negative space (Agoston 2013). For example, the
black cliff and the buildings to be the positive space and the background starry sky to be the
negative space.
Pattern of shape: The educator can ask the student to understand shapes and the patterns like the
swirls in the sky to depict the wind, the village at the base and the shape of the stars.
“Can you see the stars? But it does not look like the ones that you hang during the Christmas”.
Pattern of the line: Children can be taught about the line, such as a narrow mark made by the
brush, the brush strokes that are made to like the swirls of the clouds. Smaller strokes of light
blue over the bigger strokes.
Lines: The paintings of Van Gogh has several segments where children can be taught about the
lines. It involves, stroke of lines used for painting the buildings at the base of the night sky.
Things to be considered while displaying children’s creative work in a creative way
Children wants to understand that the work that they do is valued and hence there should
be a place to display share and store the work of children. It provides an opportunity to share the
work of the students with the parents and the other visitors present in the classroom. There are
certain unique ways by which children’s work needs to be displayed in the classroom. They are a
masterpiece wall, a colorful corner, a bravo board, mini-cork boards, personalized and
repurposed cupboards (Barrett et al. 2015). A master piece wall can be an excellent ways to
showcase the work of the student throughout the year, or a corner in the classroom can be turned
colorful to display the artwork of the students. Students will feel good and proud to see the eye
catching display of the work. Again, the nifty bravo boards can be used where the space is less
and it makes easy to swap out the artworks throughout the year. Resources such as stickers and

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DIPLOMA IN EARLY CHILDHOOD EDUCATION AND CARE
paints can be used to decorate the walls. A painting can be followed by a motivational quote.
Words of appreciation needs to be used while introducing the painting and child accompanied by
huge clapping (Russ and American Psychological Association, 2014). Being an educator, it is
necessary to keep a close watch that there is an equal swapping of every child’s work as that
would lead to an act of discrimination. Repeated display of the work of a single child might
create overconfidence in child and over confidence in children can have devastating
implications. A child might get egoistic and narcissistic in nature, often giving no chance to
his/her team members. It is the duty of the educator, that creative contents of children are as per
the age and has been exclusively done by their own. Additionally, it is also necessary to note that
cleanliness is maintained in the classroom and the artworks are preserved properly.
4.
a) It can be seen from the picture than Sydney harbor bridge is a suspension bridge that utilizes
cables or ropes spreading from the vertical suspenders for holding the weight of the bridge deck
and the traffic.
The resources that can be provided for the construction of the bridge are- A pitch board
for constructing the deck and strings for constructing the cables and of course a scale for
understanding how much weight can the bridge support.
b)
Sticks- The straws or the sticks can be used for the construction of the deck, that flat pat where
the pedestrians and the cars move across. The sticks can be glued for forming the deck.
Strings- The strings can be used for making the cables. These strings can be stuck firmly to one
side of the bridge and they can be wrapped underneath and secured by tying them to the

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DIPLOMA IN EARLY CHILDHOOD EDUCATION AND CARE
underside of the bridge, by using the glue. The cables then can be attached to the first tower and
then to the second tower and then to the end of the bridge on the other side.
Both the resources would assist the students to apply their creativity and working with this
resources would require multiple assistance, thus a collaborative effort will be needed.
5. Tapping sticks can be used with children to teach them about the concept of beats and I has
also been found to develop many of the motor skills in children and develop their hand eye
coordination (Randle and Sullivan 2013). It can also be tapped on the floor go understand the
beats that they are making. It can be helpful to understand the whole realm of the sound.
Beat is the steady pulse that remains throughout the music. While teaching the song “Wake me
up “ by Avicii, an educator can keep the beat by patting on the lap.
For example:
Wake me up (tap), when its (tap) all (tap) over (over) before using the sound, the educator can
rhyme accompanied by generating the beats by tapping, then the same can be done with sounds
and other instruments.
 The Sorcerer’s apprentice is a perfect song to teach children about one of the element of
music- the Tempo. It is the speed at which a son is sung or the music is being played.
The words can be spoken or can be slowed down in several parts of the song. The rhythm
has a frequent changes in the Tempo, with a homophonic texture.
 The chosen age group for teaching this song is 4-5 years. The music of Sorcerer’s
apprentice should be made to listen for a number of times and the lyrics has to be written
on the white board. The music educator should give an outline of song, the singers and a
bit of information about the meanings of the song. Nest the students should be made to

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DIPLOMA IN EARLY CHILDHOOD EDUCATION AND CARE
learn the lyrics. Tempo can be taught by using tapping sticks and swaying them on the
air. The teachers can also sway the body and the hand to make them understand the temp.
 The music concept can be explore by using resources like tapping sticks. The tapping
sticks or the rhythm sticks can be used to teach the artistic perception of tempo in music
and the way to move the bodies and tap their sticks to the tempo of a particular musical
piece.
 The classroom can be decorated with various musical instruments like the violin, piano,
drums, the walls can be decorated with paintings of various musical notes.
 There are 25 different speeds in a music however, the four main speeds of those 25 ones
are- Adagio (slowest), Moderato (moderate speed), Allegro (fast), Presto (super-fast).
Initially, the first stanzas of the song can be written on the blackboard, so that they can
learn them up. Initially, the children can start out singing at Adiago, they can sing them
bit faster as “Modereto” is sung. The educator should wait for some time and then would
shout out “Allegro” so that they can sing faster. The song can be made to hear for a
number of times, so that they can understand which tempo needs to be followed in
different parts of the song. The rhythm stick can be swayed in air so that the children can
understand the temp.

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References
Agoston, G.A., 2013. Color theory and its application in art and design (Vol. 19). Springer.
Barrett, P., Davies, F., Zhang, Y. and Barrett, L., 2015. The impact of classroom design on
pupils' learning: Final results of a holistic, multi-level analysis. Building and Environment, 89,
pp.118-133.
Randles, C. and Sullivan, M., 2013. How composers approach teaching composition: Strategies
for music teachers. Music Educators Journal, 99(3), pp.51-57.
Russ, S.W. and American Psychological Association, 2014. Pretend play in childhood:
Foundation of adult creativity (pp. 45-62). Washington, DC: American Psychological
Association.
The Van Gogh Gallery, 2017.VINCENT VAN GOGH: STARRY NIGHT. Access date: 22.9.2019.
Retrieved from: https://www.vangoghgallery.com/painting/starry-night.html