Reflection Journal:
My Placement Observations/Four Significant Events:
1. When children are frightened by an unfamiliar face in their environment in age group 0-3 I keep my distance so that I do not make them feel unsafe, unsecure and unsupported
As discussed by O’Connor et al (2014 p.592) the teacher–child relationship is an emotionally salient relationship, within which children may seek feelings of safety and security. It is characterized by closeness and conflict. Within close relationships, children may use the teacher as a secure base, and form positive working models of the social world that encourage their seeking out supportive interactions with others. Furthermore, within close relationships, teachers optimally provide children with …show more content…
How do children and their teachers may create meaningful learning situations by focusing on children as active learners. According to Carr, a social view of learning and teaching is difficult to combine with assessment limited to individual skills irrespective of the context, as learning is more than personal knowledge. This view is connected to Bruner , Rogoff , Vygosky and Wertsch cited in Grindheim et al (2010 p.77) who combine individual development to participation in social practices in cultural and situated contexts. Children are looked upon as active constructers of knowledge, and teachers, social communities and contexts as co-constructers of …show more content…
Children are presented as active and competent learners, and we exemplify how teachers may work and scaffold children’s learning processes.The way children’s voices are revealed connects to a mosaic approach which gives a range of strategies for listening to young children’s perspectives on their lives and represents a way of revealing children’s learning processes.(Clark,2005;Clark&Moss,2005 cited in Grindheim et al 2010 p.75)
Learning dispositions are of great importance when outcomes of learning are of interest.
These dispositions include skills, knowledge, intent, social partners and practices, tools and motivation as an accumulated continuum of complexity of learning (Carr 2001, p.5). Carr
(2001) introduced domains of learning dispositions in five sequences of a learning story:
“taking an interest, being involved, persisting with difficulty or uncertainty, communication motivation as an accumulated continuum of complexity of learning (Carr 2001, p.5). Carr
(2001) introduced domains of learning dispositions in five sequences of a learning story:
“taking an interest, being involved, persisting with difficulty or uncertainty,
My Placement Observations/Four Significant Events:
1. When children are frightened by an unfamiliar face in their environment in age group 0-3 I keep my distance so that I do not make them feel unsafe, unsecure and unsupported
As discussed by O’Connor et al (2014 p.592) the teacher–child relationship is an emotionally salient relationship, within which children may seek feelings of safety and security. It is characterized by closeness and conflict. Within close relationships, children may use the teacher as a secure base, and form positive working models of the social world that encourage their seeking out supportive interactions with others. Furthermore, within close relationships, teachers optimally provide children with …show more content…
How do children and their teachers may create meaningful learning situations by focusing on children as active learners. According to Carr, a social view of learning and teaching is difficult to combine with assessment limited to individual skills irrespective of the context, as learning is more than personal knowledge. This view is connected to Bruner , Rogoff , Vygosky and Wertsch cited in Grindheim et al (2010 p.77) who combine individual development to participation in social practices in cultural and situated contexts. Children are looked upon as active constructers of knowledge, and teachers, social communities and contexts as co-constructers of …show more content…
Children are presented as active and competent learners, and we exemplify how teachers may work and scaffold children’s learning processes.The way children’s voices are revealed connects to a mosaic approach which gives a range of strategies for listening to young children’s perspectives on their lives and represents a way of revealing children’s learning processes.(Clark,2005;Clark&Moss,2005 cited in Grindheim et al 2010 p.75)
Learning dispositions are of great importance when outcomes of learning are of interest.
These dispositions include skills, knowledge, intent, social partners and practices, tools and motivation as an accumulated continuum of complexity of learning (Carr 2001, p.5). Carr
(2001) introduced domains of learning dispositions in five sequences of a learning story:
“taking an interest, being involved, persisting with difficulty or uncertainty, communication motivation as an accumulated continuum of complexity of learning (Carr 2001, p.5). Carr
(2001) introduced domains of learning dispositions in five sequences of a learning story:
“taking an interest, being involved, persisting with difficulty or uncertainty,