Chronological understanding, which is an important yet challenging concept for young children, enables them to place events and periods within a correct time sequence and creates a mental map of the past, as well as, involving the use of historical terms, such as, decade, century, Medieval and Renaissance, to describe time, periodisation and dating systems. Hoodless (2008) states that chronology is challenging to teach, because of its abstract nature and the range of skills needed to gain a full understanding. Yet, from my observations, when carefully planned for and reinforced through fast-paced, fun activities, pupils can - and do - develop this important concept. Sequencing is a skill used to help with chronological understanding and when
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Knowing how to communicate in such ways is a valuable skill in which children can learn academically, socially and developmentally. What is more, Webster (2015) suggests that when a child is encouraged to communicate what they know in a variety of ways, then they usually present a more honest and reflective answer. An old Native American proverb was often quoted by my previous head teacher, “Tell me, and I'll forget. Show me, and I may not remember. Involve me, and I'll understand”. By involving children in their learning, by making them part of their learning rather than just observing, then teaching becomes real, allowing teachers to reach children who otherwise would be lost, and challenge students who are keen to extend their learning further. An example of this is when on placement, I taught Christianity to a class of year 3 children. As it was near Christmas, the children made puppets and acted out the story of Christ’s birth. Prior to beginning the lesson, a number of children were unsure how the events in the story unfolded and many were confused with who came to see baby Jesus. Due to the children being actively immersed in the lesson, and being encouraged to communicate in different ways, they all developed a clear understanding of the Christmas story in a creative and engaging
Knowing how to communicate in such ways is a valuable skill in which children can learn academically, socially and developmentally. What is more, Webster (2015) suggests that when a child is encouraged to communicate what they know in a variety of ways, then they usually present a more honest and reflective answer. An old Native American proverb was often quoted by my previous head teacher, “Tell me, and I'll forget. Show me, and I may not remember. Involve me, and I'll understand”. By involving children in their learning, by making them part of their learning rather than just observing, then teaching becomes real, allowing teachers to reach children who otherwise would be lost, and challenge students who are keen to extend their learning further. An example of this is when on placement, I taught Christianity to a class of year 3 children. As it was near Christmas, the children made puppets and acted out the story of Christ’s birth. Prior to beginning the lesson, a number of children were unsure how the events in the story unfolded and many were confused with who came to see baby Jesus. Due to the children being actively immersed in the lesson, and being encouraged to communicate in different ways, they all developed a clear understanding of the Christmas story in a creative and engaging