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Learning Story-2015年4月

                                             PRESCHOOL LEARNING STORY
                                                          
April 27-May 1, 2015
                                                             
 

 

Shortly before afternoon snack Sophia saw that Jade was upset and crying.  She walked over to her and immediately started hugging and comforting her. (Sophia is aware that other people have feelings and emotions too!)

 

Children begin to associate their own feelings with the feelings of other by the time they are four years old.   The best teachers for empathy are the children’s parents!  If you show empathy to your child when he/she is hurt or sad then the child will pick up on this and begin showing empathy to others as well

 

                   

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The teachers will practice and model empathy in the classroom.  They will discuss feelings with the children and teach them to recognize emotions by using a list of feeling words i.e. mad, sad, happy and tired.  They will read a book on feelings and help the children label what they are feeling, for example “You are smiling, that means you are happy!”

 

 

Outcome

 

1.         Children will be aware of their own feelings and emotions and begin to talk about how they are feeling

 

2.         Children will build friendships and enhance their social skills

 

 

PRIMARY SKILLS DEMONSTRATED IN THIS OBSERVATION

 

Social (1.4 - Helping Skills)  (1.7 - Empathy)

(1.1 - Making Friends)

 

Emotional (2.4 - Recognizing and expressing emotions)

 

Communication, Language and Literacy

(3.1 - Using Verbal and Non-Verbal Communication)

 

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(Early Learning for Every Child Today - Framework)

 

                                               RESCHOOL LEARNING STORY
                                                           
April 13-17, 2015
                                                

 

Clarissa approached the teacher in the preschool room and whispered: “I want to dance!”  Shopana turned on the music and Clarissa immediately started dancing in the middle of the room.  Shortly afterward Aisling joined in and started dancing as well.

 

Introducing dance to preschool children helps to increase their co-ordination and body awareness. It also helps them gain strength and endurance, build self esteem, enhance listening skills as well as social growth and development

                   

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The teachers will continue using music to encourage self-expression, creativity and imagination through creative movement’

 

 

Outcome

 

1.         Children will express their emotions and deepen their understanding of rhythm and song.

 

2.         Children will have the freedom to move in a way that reflects their uniqueness.

 

3.         Children will have a feeling of accomplishment when they stretch the bodies

 

 

PRIMARY SKILLS DEMONSTRATED IN THIS OBSERVATION

 

Social (1.1 - Making Friends) (1.9 - interacting) Cognitive (4.22 - Using Spatial Relations)

 

Emotional (2.3 - Self-Esteem) (2.2 - Identity Formation)

(2.4 - Recognizing and expressing emotions)

 

Communication, Language and Literacy

(3.10 - Phonological Awareness) 

 

Physical (5.4 - Auditory skills and Music)

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(Early Learning for Every Child Today – Framework)

 



                                           PRESCHOOL 
LEARNING STORY
                                                           
April 6-10, 2015
                                                          

 

The girls are playing house and pretending the blocks are dishes.  Ava is having a conversation with them about who is going to shop, cook and clean.

 

As young children take part in drama, they gain many benefits

  • Improved literacy skills - reading, writing, and speaking.
  • Development of imagination and aesthetic awareness.
  • Independent and critical thinking and increased ability to solve problems.
  • Social growth and the ability to work with others.

·        A healthy release of emotion

                   

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The teachers will build on the interests the children express through dramatic play. For example, ask open-ended questions such as:  ‘What are you going to cook?’

 

Include reading and writing material in the dramatic play areas to increase literacy during play

 

Outcome

 

1.         Children will re-enact other common everyday experiences.

 

2.         By asking open-ended questions the teacher allows the child to direct dialogue and ideas, but supports the play by developing the program activities initiated by the child

 

 

PRIMARY SKILLS DEMONSTRATED IN THIS OBSERVATION

 

Social (1.3 – Peer Group) (1.6 –Co-operating)

Cognitive (4.3 - Representation)

 

Communication, Language and Literacy

(3.3 - Vocabulary) 

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(Early Learning for Every Child Today – Framework)

 














TODDLER LEARNING STORY
Mar 30 - April 3, 2015