From the last couple of days, Namik was showing his interest in talking and recognising different colours. To follow his interest and extend his knowledge, the kindergarten student teacher (Paramjeet) set up colour mixing experiment using milk, primary colours and the detergent liquid to show the chemical reaction. Paramjeet introduced the three primary colours (red, yellow and blue). She also explained that these primary colours could be used to make secondary colours. In order to assess Namik’s learning about the primary and secondary colours, Paramjeet asked him to remember the colours they used for the experiment. She also mentioned that carefully look for the other colours after the experiment.
Paramjeet started the experiment with the …show more content…
Namik replied, “We used red, blue and yellow colours. Now there is green, pink and purple too” (Outcome 5: Communication, EYLF, 2009. Paramjeet followed that discussion further by mentioning that yellow and blue make green colour; white and red make pink colour; blue and red make purple. Namik demonstrated great interest in learning about the colours and later he went to Paramjeet and asked to do the experiment again. Thus, Namik’s interest and curiosity demonstrated that he is a “curious and enthusiastic participant in his learning” (Outcome 4, EYLF, …show more content…
During the weeks of my full control of my planned curriculum, I used a number of teaching strategies to assist children in the learning process. First of all, I involve children in direct interaction with me and the other children during group times in the morning and at the end of the day, which is called co-operative learning.
Pratt asserts that co-operative learning creates a vibrant, interactive community in the classroom” (Pratt, 2003). By interacting with one another, students can improve their acquisition of knowledge and skills. I involve children in talking about the today’s day of the week, weather and the routine of the day. As involving children was a challenge with a few challenging children, I used a number of visuals to give an idea of the happening of the day at the kindergarten for children. I further involve them to stick the relevant picture on the board, which worked very
Paramjeet started the experiment with the …show more content…
Namik replied, “We used red, blue and yellow colours. Now there is green, pink and purple too” (Outcome 5: Communication, EYLF, 2009. Paramjeet followed that discussion further by mentioning that yellow and blue make green colour; white and red make pink colour; blue and red make purple. Namik demonstrated great interest in learning about the colours and later he went to Paramjeet and asked to do the experiment again. Thus, Namik’s interest and curiosity demonstrated that he is a “curious and enthusiastic participant in his learning” (Outcome 4, EYLF, …show more content…
During the weeks of my full control of my planned curriculum, I used a number of teaching strategies to assist children in the learning process. First of all, I involve children in direct interaction with me and the other children during group times in the morning and at the end of the day, which is called co-operative learning.
Pratt asserts that co-operative learning creates a vibrant, interactive community in the classroom” (Pratt, 2003). By interacting with one another, students can improve their acquisition of knowledge and skills. I involve children in talking about the today’s day of the week, weather and the routine of the day. As involving children was a challenge with a few challenging children, I used a number of visuals to give an idea of the happening of the day at the kindergarten for children. I further involve them to stick the relevant picture on the board, which worked very