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Introductory Statement | Early Childhood Learning

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Added on  2020-03-16

Introductory Statement | Early Childhood Learning

   Added on 2020-03-16

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PrepareanIntroductorystatementEarly childhood learning is one of the areas that have received considerableattention in the recent past. This is because children are beings that learn effectivelythrough use of striking events and most importantly concrete materials. The lessonsplans are basically about visual arts and media arts. Further, the lesson plans will bedivided into various sections that will guide in ensuring that the intention of the lessonis met. The lesson plans will put into considerations, the age, number of pupils, and alsothe learning activity for each lesson. The teacher plans the assessment first, employsvisual learning strategies, gives the kids choice without forcing them, and last use ofstrategies that go beyond the book. LESSON ACTIVITY PLAN – ICT learning (Drawing)AGE LEVEL0 TO 11 TO 22 TO 33 TO 44 TO 55 TO 6NUMBEROFCHILDREN 6OUTSIDEINSIDEThe first stage is done in computer hall from where the kids are introduced to computer and made to interact with the gadgets. Due to the fragile nature of the computers and ICT materials, the kids are LESSON DURATION (MINUTES)5 minute to interact with computers. The experience of ICT was carried for 25 minutes; children were required to draw
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guided and closely monitored. Moving to computer room introduces a new environment for the kids which reduce monotony. The reflective session is held at the class where kids are required to name one tool used during lesson.different images and letters on the computer gadget offered throughout the day. 10minutes will be utilized for recapitulationand reflective session to discuss different graphics.TITLE OF LESSON ACTIVITYTitle of lesson: ICT learning (Drawing) – The kids are given materials and equipment to draw various graphics and letters on the computer gadget platform. The pupils will reflect upon and share their experiences. EARLY CHILDHOOD FRAMEWORK LEARNING OUTCOMES:Learning Outcomes and specific purpose:IDENTITIYLearning Outcome 1.0 – Children acquire knowledge and skills on ICT drawing on the areas that interests them e.g. graphics and letters. Learning Outcome 1.1– Children develop skills to draw graphics, letters, and paint simple pictures. During this experience, the kids have the chance to show their prowess in drawing different letters, simple painting are done and the kids are allowed to exercise on
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what interests them. It is expected that during the reflective session, teacher to guidethe children in appreciating and becoming aware of their fellow experiences. Positive feedback is expected from all parties involved including parents. COMMUNITYLearning Outcome 2.0 - Children respond to technological gadgets with careThrough such experience the children develop the sense of grasping images of different items including living things and respond to them positively. Children havethe opportunity to notice differences and react positively through art and discussion.Prerequisite knowledge and/or links to previous/future lessons:The ICT drawing was made to complement the art drawing that was done in the previous session. This came as a result of the children showing interest in computersand technological devices introduced to them by their parents and relative. Kids had used computers to play computer games and so could switch on or off the gadgets. The pupils had the ability to open a new template (Laura Hetrick, 2010)..Resources required:Several pro wise computers for kids are required to draw images and letters.Equipment required:Pro wise computersPainting pens
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TableChairsASSESSMENTI assessed the kid’s involvement in the ICT drawing by observing their paintings and letterings. Apart from observation, the children will be assessed through parent’s ratings, computer tasks, drawings, tasks such as naming letters and images, artwork among others.The kids were eager to make their turns and it was really exciting. During the reflective session, kids shared their drawing templates saved on the pro wise computers and discussed how to arrive at each freely. The children exchanged the drawing templates and it was fun how each got excited by their fellow graphics, paintings and lettering. Every child wanted to take home their graphics or share amongst themselves (Justin P. Sutters, 2017). ACTUAL LESSON PLANSLesson Introduction (whole group focus)The children were introduced to the day’s programme of ICT drawing. Throughout the experience, each kid was given an opportunity to make their individual paintings, letteringon the computer template (Arthur, Barnes and Ortlipp, 2011).
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Main Component of LessonTwo computers were provided and two kids invited at a time to carry out their lettering and paintings on the template. Every child took part in the encounter with most expressing zest in their computer paintings and drawings. I closely guided and monitored the kind of graphics they were making. Children made the best out of themselves, with some drawing letters, other painting animal images etc.I guided the kids on how move to the next page when need arose.Each child took a maximum of 5 minutes. All kids had an opportunity to take their turn (Hopper, 2010).Lesson ConclusionDuring the reflective session, all the templates in thecomputer were printed and shared. The kids appreciated useof the computers and painting pens.
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LESSON ACTIVITY PLAN – Kids YogaAGE LEVEL0 TO 11 TO 22 TO 33 TO 44 TO 55 TO 6NUMBEROFCHILDREN4OUTSIDEINSIDEThe activity will take place on the playing field. The pupils will assume the nature of different animals e.g. hedgehog, porcupine, and rabbit. The reflective session is held at the class where kidsare required to name number legs the assumed animals haveLESSON DURATION (MINUTES)2 minutes to identify each kid with a given animal. The kids’ yoga to take place for 30 minutes with different kids playing the role of the various animals. 8 minutes will be utilized for reflective session andrecapitulation on the animals. TITLE OF LESSON ACTIVITY
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