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1. The mini market activity allows teacher to assess a range of skills like problem solving and social skills. Solving disagreements, making change and handling situations like running out of stocks shows the opportunities of problem solving meanwhile sharing, taking turn and following rules exposes the social skills.

2. Provide different level of supports. For example can offer one on one guidance to children who need it, while allowing other children to work independently.

3. Teacher can conduct group reflection with positive reinforcement. Can lead the discussion by focusing on positive aspects. For example, teacher can praise the children on their good teamwork to manage selling and in providing customer service.

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Skills Assessed:

1. Communication skills (speaking, listening)

2. Social interaction (negotiation, turn-taking)

3. Math skills (calculating prices, handling money)

4. Problem-solving and decision-making

5. Role-playing and imagination

Ensuring Inclusivity:

1. Provide visual aids and clear instructions.

2. Use differentiated roles based on abilities ( cashier, shopper, helper).

Methods for Effective Feedback:

1. Offer specific, positive comments and highlight strengths.

2. Provide constructive feedback in a supportive manner, focusing on improvement areas.

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1. First of all, the specific skill that the teacher can assess through this mini-market role-play activity is problem-solving skills. How children handle situations like running out of items or resolving price disputes. Second, communication skills. Verbal interactions between customers and shopkeepers and how they express themselves and listen to others. Third, numeracy skills. Counting money, giving change, and calculating total costs.

2. Moreover, clear instructions. Use simple, step-by-step guidance and demonstrate tasks to make expectations clear for all participants. Next, supportive tools. Provide visual aids like illustrated shopping lists, price tags with large numbers, or counting aids such as tokens for children who struggle with numeracy. Then, an accessible environment. Ensure that the market setup accommodates children with physical or sensory challenges, such as lower tables or tactile labels for visually impaired children.

3. The method that the teacher can use to provide effective feedback to the children after the activity is by conducting group reflection discussion. After the activity, hold a group discussion where children share their experiences, challenges, and what they learned. The teacher can acknowledge specific positive behaviors, such as effective problem-solving or teamwork. Furthermore, individualized feedback. Provide brief, personalized feedback to each child, highlighting their strengths (e.g., "I noticed you were great at helping customers find items!") and suggesting gentle improvements (e.g., "Next time, you can try to speak a little louder so everyone can hear you."). Use positive language to encourage growth.

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Question 1

Language skills

Cognitive

Social emotional skills

Fine & Gross motor skills

Question 2

There's a variable roles such as shopkeepers, customers and managers that can be use to kids abilities.

Question 3

Teacher can use group discussion after activities like asking students what they have learn.

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Skills the Teacher Can Assess:

Problem-Solving: Handling challenges like stock shortages or conflicts.

Communication: Expressing ideas, asking questions, and resolving misunderstandings.

Numeracy: Counting money, calculating totals, and managing prices.

Social Skills: Interacting, taking turns, and resolving disputes.

Organizational Skills: Arranging items and managing stock.

Ensuring Inclusivity:

Adapted Roles: Assign roles based on each child's abilities.

Visual and Verbal Cues: Use pictures, labels, and prompts for guidance.

Small Group Support: Pair children for peer assistance.

Scaffolded Challenges: Adjust task difficulty based on ability.

Effective Feedback Methods:

Reflection Circle: Discuss the activity, encouraging children to share their thoughts.

Specific Praise: Give immediate, focused praise for actions, such as counting money correctly or helping others.

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1. Teachers can assess problem-solving skills as children find solutions to challenges like insufficient items or pricing errors. Numeracy skills are observed in how they count money, calculate totals, and interpret price tags. Communication is evaluated through their ability to express needs, ask questions, and resolve conflicts, while teamwork is seen in their collaboration as shopkeepers, customers, or managers. Critical thinking is tested when making decisions about purchases or handling disputes, and organizational skills are demonstrated in arranging stock, labeling, and setting up the market effectively.

2. Based on individual strengths, with visual tasks for non-verbal children or simpler roles for those needing extra support. Visual aids like picture-based shopping lists, large-print price tags, or color-coded money can assist children with learning difficulties or visual impairments. Peer support encourages collaboration by pairing children with mixed abilities, and instructions can be adapted with one-on-one guidance or demonstrations for those who need additional help.

3. Effective feedback can be given through individual conversations where the teacher discusses each child’s performance, emphasizing their strengths and suggesting improvements in an encouraging manner. Additionally, group discussions during reflection allow the teacher to share specific examples of successful actions (e.g., neat arrangement of items) while gently guiding children on how to handle challenges differently in the future.

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1. Skills the Teacher Can Evaluate Through the Mini-Market Role-Play Activity

The teacher can evaluate several key skills, including:

a. Problem-Solving Skills:

- Addressing situations such as conflict resolution and handling inventory shortages.

- Making budget adjustments when the play money is exhausted.

b. Communication Skills:

- Using courteous language in interactions (e.g., customers asking for items, shopkeepers fielding questions, and the manager facilitating negotiations).

- Articulating reasoning, such as explaining the pricing of an item or requesting assistance when necessary.

c. Numeracy Skills:

- Performing tasks like counting money, computing totals, and providing accurate change.

- Recognizing and interpreting numerical values on price labels.

d. Social Skills:

- Practicing taking turns, sharing resources, and collaborating with peers within their roles.

- Effectively resolving conflicts with support from the market manager.

e. Organizational Skills:

- Keeping stalls tidy, correctly labeling items, and ensuring alignment with the shopping list.

2. Strategies for Ensuring Inclusivity for Children with Diverse Abilities

a. Simplified Roles for Children with Additional Needs:

- Assign easier tasks, such as organizing items or giving out pre-prepared change.

- Utilize visual aids, like images or color-coded price tags, to assist children who struggle with reading or math.

b. Supportive Tools:

- Provide calculators or money-counting devices to children needing math assistance.

- Pair children with different abilities to foster mutual support.

c. Flexible Role Assignments:

- Allow children to switch roles during the activity to match their interests and strengths.

d. Reduced Cognitive Demands:

- Limit the number of items on the shopping list for those who may feel overwhelmed.

3. Techniques for Delivering Effective Feedback

a. Group Reflection and Discussion:

- Facilitate a group discussion where children can share their experiences, challenges, and successes.

- Encourage peers to offer positive feedback and constructive suggestions to one another.

b. Personalized Feedback:

- Offer individualized feedback to each child, highlighting their strengths (e.g., "You did a great job organizing as the shopkeeper!") while gently suggesting areas for improvement (e.g., "Next time, try to double-check the change carefully").

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1. Skills Assessed through the Mini-Market Role-Play Activity

The teacher can assess the following specific skills:

a. Problem-Solving Skills:

Identifying and resolving issues such as stock shortages or managing disagreements.

Adapting when a customer's list item is unavailable.

b. Communication Skills:

How children interact with peers in different roles (e.g., shopkeepers and customers negotiating prices).

Using clear language to express needs or resolve conflicts.

c. Numeracy Skills:

Counting play money, calculating total costs, and giving correct change.

Understanding basic concepts of addition, subtraction, and recognizing denominations.

d. Social and Emotional Skills:

Collaborating and sharing roles with peers.

Managing emotions during disputes or unexpected challenges.

e. Organizational and Leadership Skills:

The market manager’s ability to ensure items are labeled and assist others effectively.

Shopkeepers' ability to arrange items and maintain their stall.

Ensuring Inclusivity:

Adjust roles based on abilities: Assign roles that align with each child’s strengths. For instance, children who are still developing numeracy skills can act as customers, while those more advanced can be shopkeepers.

Provide visual aids and supports: Use pictures or symbols on price tags, shopping lists, and currency to support children who struggle with reading or numbers.

Offer one-on-one assistance: The teacher or an assistant can help children with special needs participate fully.

Foster a supportive environment: Encourage teamwork and celebrate efforts, not just outcomes.

2. Methods for Providing Feedback

a. Individual Feedback Discussions:

After the activity, the teacher can sit with each child to discuss their performance in their role.

Highlight specific strengths (e.g., "You were great at counting the money accurately") and provide constructive suggestions for improvement (e.g., "Next time, try to ask for help if you're unsure about giving change").

b. Group Reflection and Peer Feedback:

Conduct a circle time where children share their experiences, challenges, and what they enjoyed.

Encourage peers to give positive feedback to each other, promoting a sense of accomplishment and camaraderie.

Use prompts like:

"What was easy or fun about your role?"

"What was a little tricky, and how did you solve it?"

Both methods ensure children feel supported and motivated to improve while reinforcing learning in a positive and engaging way.

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In a preschool classroom, the teacher sets up a mini-market role-play activity to assess children’s problem-solving, communication, and numeracy skills. The classroom is transformed into a small market with stalls featuring fruits, vegetables, snacks, and toy items. The teacher assigns roles to the children: some will act as shopkeepers, some as customers, and one child as the market manager who helps resolve any disputes or manages stock.

The customers are given a shopping list with 3–4 items and play money in various denominations. The shopkeepers are tasked with arranging items neatly, pricing them using provided price tags, and calculating the total cost of items purchased by customers. The market manager has to ensure that all items are available and properly labeled and assist customers and shopkeepers if they face difficulties.

The teacher observes the activity while taking notes on how children interact, communicate, and solve problems, such as counting money, handling unexpected scenarios (e.g., running out of an item), or managing disagreements between participants.

After the activity, the teacher conducts a group reflection, asking children about their roles, what they enjoyed, and any challenges they faced.

1. What specific skills can the teacher assess through this mini-market role-play activity?

2. How can the teacher ensure that the activity is inclusive and suitable for children with varying abilities?

3. Suggest two methods the teacher can use to provide effective feedback to the children after the activity.