Pedagogical Practices - Intentional Teaching, Learning through Play - Essay Example

Pedagogical Practices Name Institution Tutor Date Introduction Effective teaching is a fundamental aspect in early childhood education. High-quality teaching is concerned with what the children bring to their learning. Most educators view children as able and competent learners. They foster their perseverance and independence and expect the children to make considerable decisions and choices. The educators also promote the learning of the children by encouraging them to solve and investigate problems. They listen to the different ideas of children and extend the thinking of the children. The educators use different strategies in order to create interaction through positive feedback and modeling (Georgeson et al, 2013, p 2). This paper explores pedagogical practices such as; intentional teaching, learning through play and learning through the environment. The paper also examines the relationship between effective teaching and improved learning outcomes of young children. Intentional Teaching Intentional teaching is a new pedagogical practice to early childhood educators in Australia. This concept was developed due to the discontentment with previous strategies that required early childhood educators to facilitate learning without taking time to plan and arrange for the learning and teaching of the children (Fleer, 2010, p 1).The EYLF defined intentional teaching as an approach that does not just happen, but rather it is a purposeful, thoughtful and even planful organization of learning experiences for learners (Epstein, 2007, p1). In the past, adults and children built discussions of ideas and concepts. Today, children and adults can create imaginary situations through play that can be understood across the whole community of the players. In both situations, the educator takes more active roles in the learning of children by designing and implementing different experiences of child-teacher interactions that creates pedagogical strategies that impacts high level of thinking skills (Fleer, 2010, p 1). The Significance of Intentional Teaching Intentional learning leads to the creation of a learning environment that is rich in interactions and materials. Effective teachers that have adopted intentional learning deliberately choose material and equipments and place them in places where the children can notice them and use them. The teachers also plan their programs for even a day or a weak in order to choose the specific learning activities and materials that learners are to be exposed to. Through such initiatives, children get the opportunity to practice thinking, choosing, negotiating, taking risks and problem-solving. The children are therefore encouraged to explore experiences, materials ideas and relationships through varieties of open-ended materials (Epstein, 2007, p 3). Intentional learning also creates an opportunity for inquiry. The children can investigate, ask questions, consider different possibilities, gather information, form tentative conclusions and justify them. The educators can join actively in the children’s play and respond to their ideas and views. The teachers are to model the thinking and problem solving of the children. They challenge their existing ideas about how things operate. This will enable the children to learn effectively (Epstein, 2007, p3). A study conducted by Maita et al (2014, p401) discloses that intention teaching has the ability facilitate comprehension and the use of a symbolic objects among young children. The study involved employing a search task whereby the children had to use a map in order find a toy. The sample group involved children between the ages of 3-10. The study examined the role of direct intentional teaching on the early understanding of symbolic objects such as a map. The findings disclosed that many of the 3-10 year olds instinctively understood what was represented by the map. The children between 3-6 showed a divided performance while the 3-0 were not aware of what the map presented (Maita et al, 2014, p412). Although the young children between 3-0 lacked the ability to understand the map, the findings of the study showed that intentional teaching has the ability to facilitate comprehension and use of symbolic objects among young children. How intentional learning leads to outcomes Using intentional teaching can assist a child to develop a sense of identity. Intentional learning provides learners with an environment rich in several learning resources. They practice thinking, negotiate, solve different problems and take risks as they interact with one another. Through this, the children will realize their sense of ability. Children can develop confident and knowledgeable self-identities (Georgeson et al., 2013, p, 206). Intentional learning can also enable the children to realize that they contribute to their world and they are connected with the world they leave in. The learners can inquire, ask questions, consider different possibilities, gather information, form tentative conclusions and justify them. Through this, the learners can have a sense of belonging to the communities and groups. In addition, they can realize their rights and responsibilities which can enable them be active participants in the community. This will make the learners understand their role in the community and how they are connected to it (Karen, 2010, p 42). Intentional learning can enable children to have a strong sense of wellbeing. This is because intentional learning provides an environment rich with interactions. The child will try out task, solve different problems, make mistakes and correct the mistakes. They can also relate with other children effectively. This will enable the children to have strong emotional and social wellbeing (Georgeson et al 2013, p. 206). Children are always involved and are confident learners when intentional teaching is used. In the intentional learning, the children have opportunities to practice thinking, choosing, negotiating, taking risks and problem-solving. The children explore experiences, materials ideas and relationship through varieties of open-ended materials. This will enable children to develop different learning dispositions such as cooperation, confidence, curiosity, commitment, creativity, enthusiasms, reflexivity and imagination (Georgeson et al., 2013, p. 206). Intentional learning helps the children to be effective communicators. Through the interaction with the educator, the learners try to use symbols and patterns, and they can understand how the symbols and the patterns work. They are also able to communicate verbally and non-verbally with the educator (Karen, 2010, p 42). Learning through Play For the educators to effectively implement the EYLF, they need to describe and discuss their knowledge of the practice principles. The process should therefore consist of what teachers know concerning teaching and the manner in which the knowledge is used in a practical way (Wood and Bennett 2000.p636). Learning through play is the most commonly used practice in the early childhood sector. In the EYLF, play-based learning is a learning context through which children interact, organize and make sense in the social world. The children actively engage with objects, people and representations (Wood and Bennett, 2000.p 641). Play is described as active, child-directed with minimum rules. Play is seen as an exploratory process rather than the focused activity that achieves a given learning outcome. Play enables children to develop and test all types of motor skills. It gives the children good health and well-being benefits. Learning through play includes an active outdoor and indoor physical play. Music, movements and different creative expressions are also involved in the play (Wood, p35). Importance of learning through play Research has found that brain development takes place in infancy. Play shapes the brains structural design. Secure stimulations and attachments are important aspects of the development of the brain. Play provides increased exploration that builds and strengthens the brain pathways. Through play, the brain becames more flexible and improved for future learning in life (Wood, 2013.p, 2). Lev Vygotsky asserts that the development of a child is based on social interaction with the world (Eddy, 2010). Learning through play therefore promotes the development of the child based on the fact that the child is able to interact with other children and the environment. Consequently, the child is able to develop skills such as social skills, problem solving skills and even creative thinking. Through play, children can identify, explore, negotiate, create meaning and take risks. The cognitive and intellectuals benefits of play are well documented. Children who are involved in quality play are more likely to develop their language, memory skills, and are capable of developing and regulating their behavior (Fleer et al., 2009, p. 12). According to Piaget, play promotes assimilation (Platz and Arellano 2011, p. 60). The learners can consolidate newly learned behaviors. Froebel also believed that children can learn when they play and hence live in harmony with others and nature (Platz and Arellano 2011, p. 60). Playing is not the same as learning but can facilitate learning by exposing children to new possibilities and new experiences acting on the world (Wood, 2013, p 4). Play also helps in the development of social competence. In the play, children develop increased feelings of optimism and success. They can act as their agents and make different choices. Play relieves stress and is always linked to the well-being of the children. The learning dispositions such as openness, curiosity, optimism, concentration, resilience, and creativity are always developed during play. Playing is also linked to the resilience development and the start of empathy since the children begin to understand the different point of views. However, not all plays are of benefit to the children, educators should ensure that the children are involved in play that is not harmful to their life (Wood, 2013.p, 2). How Learning through play leads to efficient learning outcomes in Children BF Skinners (1957) theory of social learning emphasized the role of external stimuli in promoting behavior. According to Skinner, the habits that each individual develops are usually as a result of our unique operant learning experiences. It can be stated that the outcomes that can be derived from the social learning theory include attaining attitude skills (Shaffer, 2008, p45). Consequently, learning through play can result to attaining attitudes such as self-identity. Through play, children can understand themselves and develop self-understanding through interaction with other people. The children can experience positive and warm relationship with other children. They can realize how important and significant they are. This enables the children to acquire self-esteem and self-confidence. Playgroup gives the children excellent opportunity to interact with others and have a warm positive relationship from the family (Georgeson et al., 2013, p, 206). Children are also able to realize that they are connected and contribute to the world by learning through play. Through play, children can learn about traditions, values and practices of their community and family. Children play in the neighborhoods with their friends this enables them to learn their traditions. When children interact with other children in the community, they can understand their place as important members of the society. They also realize that all individuals are equally important and that diversity should be celebrated and respected. Playgroups equip children with different opportunities for them to experience connections to the community. Through the play groups, children can interact with other children from different communities. This will make the children be connected with the world (Karen, 2010, p 42). Learning through play can enable children to acquire strong sense of wellbeing. When they experience a sense of wellbeing, they acquire good physical and mental health, feelings of satisfactions and happiness. When children play and interact with other children, they can regulate their emotions. This will help in improving their mental health. Playgroups provide the learners with several opportunities. Playgroups enable the children to interact with families and adults who are sensitive, warm and provide opportunities for positive health and hygiene. They also provide healthy eating habits. This will enable the learners to have a strong sense of wellbeing within themselves (Georgeson et al., 2013, p. 206). Learning through play can enable the children to be confident and involved learners. When children experience social and playful events, their learning is enhanced and supported. Playgroups help children to be confident and be more interested in learning since they provide the learners with authentic and natural environments that they can explore, and use their imaginations when playing with other children (Karen, 2010, p 42). The Learning Environment The learning environment is one of the major aspects from propagated by the EYLF. According to EYLF, an environment that supports learning is an environment with flexible and vibrant spaces that responds to the abilities and interests of every child. The environment can cater for different learning styles and capacities and can invite families and children to contribute their ideas, questions, and interests (Victoria Early Childhood strategy Division, 2009, p10). The early childhood education has recognized the natural environment and has constructed an environment for teaching opportunities and learning. As indicated by the EYLF play spaces in Australia invites open interactions, risk-taking, spontaneity, discovery, exploration and connections with nature (MacNaughton et al , 2008, p 2). The outdoor learning spaces in Australia offer the learners with a variety of possible outcomes that are not available indoors. The play place includes tree, plants, water and other nature elements. The places enable open interaction. The spaces also offer appreciation for the natural environment, development of environmental awareness and create a conducive environment for learning. Outdoor and indoor environments provide all aspects of learning and encourage conversation between the educators, children, families, and the community at large. The environment provides different opportunities for collaborative learning and shared thinking. (Broadhead and Burt, 2012, P. 45). How Learning Environment Leads To The Learning Outcomes In Children Learning through the environment is often linked to behaviorist theories such as those propagated by BF skinner and Bandura in 1977. According to the theorist the environment is a significant factor in the promotion of learning (Shaffer, 2008, p45). Learning through the environment can make learners to have a strong sense of ability. As the children interact with those in the environment, they can converse with their families, the educators, and other children. They are hence able to learn how to interact with empathy, care, and respect. This creates a strong and high sense of ability in the children (Georgeson et al., 2013, p. 206). Children can also realize that they are connected and they contribute to the world they live in. Through the creation of a conducive environment, children are socially responsible and show great respect to the environment they live in. The learners are trained on how to care for their environment and how to relate to others in their environments (Karen, 2010, p 42). Another outcome of learning from the environment is that it can help children to be involved and confident learners. They can converse with the educators, families and members of the community. They can connect with other people, places, different technologies and processed or natural materials in the environment. This will make the learners to be confident and involved learners in the environment (Georgeson et al, 2013, p 206). Conclusion The use of EYLF in early childhood education in Australia provides the best opportunity to enhance professionalism in early childhood education. Early childhood educators are vital to the success in future learning of the children. The educators should review critically the traditions and different practices that bring great understanding to the children. The three pedagogical practices discussed help the teacher to be effective in teaching the children. The learners can achieve different learning outcomes using different strategies. They provide children with enough time to express their feelings and emotions. The learners’ views and ideas are listened to by the educator and corrected appropriately. The educators find it a success using the three pedagogical practices. References . Broadhead, P. (2004) Early Years Play and Learning: Developing Social Skills. Choosing the best strategies for young children's learning. National Documentary. Deewr. (2009). Belonging, being and becoming: The Early Years Learning Framework for Australia. Canberra: DEEWR. Eddy, S., (2010). Theories of cognitive development: Lev Vygotsky. Retrieved from http://psychohawks.wordpress.com/2010/11/03/theories-of-cognitive-development-lev- vygotsky/ Epstein, Ann S. (2007). Introducing intentional teaching. In, The intentional teacher. Washington, National Association for the Education of Young Children. Fleer, M. (2012). Using ‘Slow motion’ for intentional teaching in Early Childhood Centers: Possibilities and imaginings.Retrieved from file:///C:/Users/rt/Downloads/Fleer,M.%20%282012%29.pdf.htm Fleer, Marilyn, Tonyan, Holli A., Mantilla, Ana C. and Rivalland.. (2009). Play and learning in Australia: International perspectives . Springer. Retrieved from (pp.51-80). file:///C:/Users/rt/Downloads/Fleer,%20M.%20%282013%29.pdf.htm Georgeson, J and Payler, J. (2013).International Perspectives On Early Childhood Education And Care.UK: McGraw-Hill Education (UK).P.206 Karen, K. (2010). Frameworks for Learning & Development. Melbourne: Pearson Higher. Education AU MacNaughton, G and Williams, Gillian. (2008). Positioning equipment and materials. Techniques for teaching young children: choices in theory and perspectives. Sage pp.21-43). Platz, D and Arellano, J. (2011). Time tested early childhood theories and practices. Education, vol132, iss1, pp 54–63. Shaffer, D .(2008). Social and Personality Development. Cengage Learning, 2008 Victoria Early Childhood strategy Division.(2009 ). Victorian Early Years Learning and Development Framework for Children from Birth 12 to Eight Years . Victoria s Early Childhood Department. Wood, E. (2013). Understanding children's learning: contemporary theoretical perspectives. In Play, learning and the early childhood curriculum - 3rd ed. (pp.21-43). Retrieved from file:///C:/Users/rt/Downloads/Wood%20E%20%282013%29.pdf.htm Wood, E. and Bennett, N. (2000). Changing theories, practice: exploring early childhood teachers' professional learning. Retrieved from file:///C:/Users/rt/Downloads/Wood,%20E.%20Bennett,%20N.%20%282000%29.pdf.ht   Read More