Assignment One EDE 3103 Essay

2102 Words Nov 15th, 2014 9 Pages
Teacher presence is an important facet of all areas of curriculum. Quality interactions between teacher and child form the foundation for a successful and effective early childhood program. This essay will discuss the use of scaffolding as one of the strategies of intentional teaching, and its importance in facilitating children’s play. It will explore various theories relating to scaffolding and show clear links between these theorists and how they view the teacher as an integral part of learning. It will go on to explore the term ‘Intentional Teaching’ and discuss its benefits in the early childhood context. Furthermore, it will show that a positive teacher presence improves learning outcomes for children.

Scaffolding is a strategy
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The teacher can make a significant difference to the learning outcomes for the child. According to the Early Years Learning Framework (Australian Government, Department of Education, Employment and Workplace Relations, DEEWR 2009), the term ‘Intentional Teaching’ describes instructive interactions between adult and child that are purposeful, thoughtful and deliberate. Within this framework, educators who engage in Intentional Teaching actively promote children’s learning through worthwhile and challenging experiences that foster high level thinking skills (DEEWR, 2009). Such educators recognise spontaneous teachable moments as they occur, and take advantage of these to extend the children’s learning of a particular task (DEEWR, 2009). This is one key important focus for teachers to be mindful of when utilising this teaching strategy. This framework goes on to explain Play as a context for learning that provides children with a means to express their own personality, enhance their curiosity and creativity (DEEWR, 2009). Personal expression during play can help children to make meaning of their world, and develop links between prior learning and experiences and new learning. Within the framework (DEEWR, 2009), children actively construct their own understandings during play, they recognise their agency, meaning their own capacity to initiate and lead learning. Curriculum in the early childhood context can mean all

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