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1. Why is observation important in Early Childhood ?

2. What are the different observation methods and how it helps the teachers to gather the relevant data about the children.

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Instructions:
Watch this video to help you answer the questions posted below.

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Dear teachers, please share your thoughts and opinions (either positive or not) about the Sparkletots Curriculum for teaching and learning in your classrooms. You may post your feedback under this column.

(You may consider the iTeach Principles when keying in your thoughts and feedback.)

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Dear teachers, please share how you feel about the Marshall/Cavendish portal or application for our Literacy Programme. The post may include:

(a) What you have done / will be doing once the Literacy Programme commences in Term 2.

(b) Existing Language & Literacy activities found in your L&L Learning Centre.

(c) How did you find the application in terms of navigation, variety of activities / stories etc?

(d) Any other thoughts on the MCavendish application.

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In general,
- it's been a smooth and improved experiences for all
- the learning objectives and the lessons are clear, and easy to follow through.
- Suggested extension activities are helpful for us as they also involved outdoor learning, intergenerational and tech toys activities thus providing different experiences for the children.
- the 'notes' column is helpful for us to indicate any thoughts or modification that are being made
- More enjoyable M&M lessons as the lesson objectives are clearly stated, the instructions given are clear and easier to follow since the materials needed for the lessons such as soundtracks and charts are provided.
- M&M is more structured and progressive so children are also able to follow through the lessons and enjoys them.
- A lot more of integration of learning domains in ITF which makes it better than previous curriculum.
- Teachers did peer sharing among their levels with regards to the lessons.
- Teachers from BK118 delegate in preparing of the materials for the lessons termly.

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-some of the QR codes are not working
-some difficulty with teaching high-frequency words. We discussed ways and activities to help teach high frequency words to the children. (e.g building high frequency words activity, teaching the children a few words at a time etc)

-some lessons get quite repetitive. for example about the numeracy lesson on big and small.

-Conversation starters a good addition as it allows us to get to know the children better. It also keeps morning message short and holds the attention of the children.

-Lesson plans are well integrated and there is extension outdoor activities.

-Getting the hang of teaching l&l and numeracy on a different schedule and day.

-Music lessons are more fun. New songs for the children to learn. The environmental audio also makes it engaging.

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In General,
- teachers felt that the keying in the WAP was straight forward. Objectives are typed out for us for the e-WAP.
- Lesson plans were direct, clear and focused on the concepts to be taught.
- Teachers made use of peer teaching/learning during lessons to facilitate teaching.
- Objectives were age-appropriate and simple which most children were able to achieve.
- Materials required are readily available and easily accessible.
- Ideas are provided for extension of lessons (e.g. Tech toys - beebot, STEMIE, intergenerational activities)
- Some teachers may face insufficient time for certain lessons when we have a larger class size, such as when we want to provide all children with the opportunity to present their knowledge or when doing certain lessons such as Art & Craft.
- Outdoor learning is sometimes done indoors (e.g. MSD lesson) instead due to certain constraints (such as manpower issues). Teachers do the necessary groupings or arrangements required before bringing children outdoors.

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Challenges shared:
- adapting to the flow from previous curriculum (DAP 1 - 3 (L&L) DAP 4 - 5 (NUM))
to new curriculum (L&L DAP 1- 5, NUM DAP 1 - 5)

- for those who do not have the tech toys needed for the NUM extension activities, we did not have the opportunity to conduct those extension activities for the children.

- no number page indicated in the lesson plans so it can get confusing for the teachers to photocopy in order because of the high possibility in getting the pages mixed up.

- preparation of new materials especially the new high frequency words

- for the numeracy lessons because receiving the lessons a bit late (P.S would better if received earlier to prepare the materials)

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The modified curriculum is more attainable, direct, and comprehensive .

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You may post pictures of activities of :

(1) Learning Centre activities or resources

(2) Teaching resources / delivery method for specific DAPs

(3) Completed works done by children

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Literacy Program

- The teachers focused more on revision of phonics, alphabets and HFW, therefore most of us have not fully started with the new literacy program.

-Teachers shared about their literacy corners and the kind of activities in their classroom. We received feedback and inspiration from each other. Some activities include HFW race, letter formation using pop-its, and many more.

-Teachers shared ways to assess the children’s abilities while they are engaged in learning corner activities.

-Preparations for literacy program: Teachers prepared a corner with puppets, materials, and related activities to the book of focus. Teachers scan the book, or project the story onto a large screen for children to be able to see easily.

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From Teacher Cheryl - Bk 178

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Literacy Programme Sharing by Parul Agarwal from Blk 118  

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Literacy Programme Sharing by Parul Agarwal from Blk 118  

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children at the small group on MC literacy

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children at the small group on MC literacy

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- all of the centres have yet to start since the literacy program is to start in Term 2.
- BK206 at the moment by including the storybooks at our library corner. The children were grouped into 3s and 4s and in small groups, they tried out the online activities such as flashcards and listening to the story. For example, in group of 3s, 1 child will be on the iPad while the other 2 children will do reading of the story.
- However, we have yet to receive the passcode for the online games and activities except BY207.

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a) What you have done / will be doing once the Literacy Programme commences in Term 2
- only some centres have explored using the program in Term 1. Trs have set up the literacy corner with flashcards and picture cards.
-teachers will be starting on setting up the corner.

(b) Existing Language & Literacy activities found in your L&L Learning Centre.
- using concrete materials such as playdough, letter tiles to mold letters and getting children to identify the letters.

(c) How did you find the application in terms of navigation, variety of activities / stories etc?
- application is quite engaging for children. straightforward. lesson guide given is very interesting.
- Lesson activities can be many for us to complete.

(d) Any other thoughts on the MCavendish application.
- fonts used in the readers is not appropriate  for children .
- books are not sturdy.

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1. Why are learning dispositions important and how does it benefit the children?

2. How do we facilitate learning dispositions (PRAISE) in the WAP?

3. Any challenges incorporating PRAISE in the daily lesson?

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CECE Early Childhood Videos at Eastern CT State U.

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https://docs.google.com/forms/d/1MYIis36bgJb541bZpkRSXuEJ-2XcUaxH-fCSmYeqIdE/viewform?edit_requested=true&fbzx=-8671808136404920226

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Breakout Room 4

Shena, Cristina, Lovelyn, Parul, Noraidha, Haley, Rowena and Mandy

1. Why is observation important in early childhood?

- To understand child and their behaviour and how we can help to further enhance their capabilities

- To know the strength and weaknesses of the children and how we can cater our activities to their abilities

- To know the child’s progress for their developmental milestones

- To know the children’s interests

- To find out specific learning needs to each child
- This all allows us to be able to update and communicate with the parents on the child’s progress accordingly

2. What are the different observation methods and how it helps the teachers to gather relevant data about the children?

- Checklist

- Anecdotal record

- Running record

- Photographs (Shows the progress of children being engaged in activity)

- Videos (especially for music and movement and motor skills development)

- Work samples (Language and literacy – e.g letter formation, art and craft)

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Group 3

Sharing/Refection

Teacher Fy

Having specific goals to have in place when observing children

Teacher Clark

Pre-planning child’s observation helps to give structure on the observation process

Helps to know each child better

Teacher Shanty

Helps to know their likes and dislikes

Teacher Krystel

Discovering new skills of children

Teacher Tina

To learn about the child, to know what ares to focus on

Teacher Rasyiqah

To observe children’s progress in different developmental area/s

Teacher Rosa

Pre-planning observation helps to prepare suitable activities for the children

2. What are the different observation methods and how it helps the teachers to gather the relevant data about the children.

Observation Methods :

- Checklist

- Anecdotal

- Photo Documentation

- Work Sample

- Video

- Helps teachers to record real-time events

- To observe if the child do it independently and grasp the skills taught

- Helps to assess and give activities suitable with their level of abilities

- Engage children meaningfully

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Break out Room 1: Cheryl, Rowena, Hidayu, Farah, Alyssa

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Break out Room 1: Cheryl, Rowena, Hidayu, Farah, Alyssa

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Group 1: Cheryl, Rowena, Hidayu, Farah, Alyssa

What is observation important in Early Childhood

·      Helps us understand the child so that we are able to plan developmentally appropriate activities to suit the developmental needs of the child

·      Also helps us identify the strengths of children and how we can further develop that potential

·      Helps teachers reflect on our practices and how we can refine that to suit the needs of children

·      To share with parents on how child is doing in school so as to strengthen home school partnership to further the interests of the child

·      Understand what children are interested in and how they learn (their learning styles)

What are the different observation records and how it helps teachers to gather the relevant feedback about children?

·      Anecdotal, work sample, checklist, Videos, photographs

·      Videos can help teachers observe children’s gross motor skills, music and movement, children’s speaking skills, speech and pronunciation

·      Checklist: comprehensive and straightforward, for parents easier for them to understand

·      Work samples and photographs act as good supporting evidence to anecdotal records.

·      Anecdotal records help teachers to provide a detailed observation of a specific skill. It can give insight of what a child can do and cannot do. Any possible delays can be reflected in Anecdotal records.

·      Anecdotal is an observation is ore organic because there is less interference from teachers, making their behaviours more authentic.

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The importance of observation in EC:
- To help the children improve their weaknesses.
-To plan for child developmental activities.
-To help maximize the children's potential strength.
-To check on the child's progress.
-To plan and support their weak areas.
-To keep track of their milestones.
-To ensure the children's safety.
-To ensure that the children are engaged in the activities that supports their learning development.
Observation methods and how it helps to gather information:
Pre-plan:
We use our observation log to fix the time and activities. and prepare the necessary tools needed to ensure that the children are meeting the objectives or goals intended.
Informal observation:
To further plan for activities that will help to support children's development.
Running record & anecdotal record:
To document the children's development and plan appropriately. We can also see what the child is capable of doing and how we teachers can help the child to reach their potential

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Group 1: Cheryl, Rowena, Hidayu, Farah, Alyssa

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Group 1: Cheryl, Rowena, Hidayu, Farah, Alyssa

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Why are learning dispositions important and how does it benefit the children?

·      It builds children’s character

·      Sets the stage for lifelong learning

·      Help builds a positive self concept

·      Builds children’s confidence

How do we facilitate learning dispositions (PRAISE) in the WAP?

·      Storytime

·      Larger age group: role play, dramatization

·      Lower age group: Through the use of puppets

·      During large group and small group interactions

·      During learning centres

·      Routine care: diaper change, serving food ->making learning intentional and incidental

·      Teacher’s open ended questions to help motivate children to persevere

Any challenges incorporating PRAISE in the daily lesson?

·      Time vs group size

·      Element of the teacher

·      Group dynamics of the pairing

·      The Home factor

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Group 2: Wani, Tara, Nurul, Purba Pal, Santhiya, Raphael, Jen-Jen & Loshi

1. Why are learning dispositions important and how does it benefit the children?

-Help to foster positive learning attitude in children.

-Helps children to put their knowledge and skills together.

-Helps in manging the children’s behaviour.

-Helps to plan meaningful experiences for the children.

-A life-long learning skills

-Help to enhanced their moral attitudes.

2. How do we facilitate learning dispositions (PRAISE) in the WAP?

-Asking them questions of how and why.

-Feedback from the children.

-Teacher model the disposition intended in the lesson.

-Design learning environment that promote PRAISE

-Encouraging children to share their thoughts and ideas.

-Highlighting the PRAISE found during the WA to promote the children to reflect  and model.

-Group the children by mixing those with stronger abilities to the weaker ones to

help one another.

-Provide activities that incorporate the learning dispositions.

3. Any challenges incorporating PRAISE in the daily lesson?

-Time

-Challenging behaviour

-Too many children in a class with various learning abilities and needs to cater.

-Objective of the lesson is too hard for the children to understand that the children are unable to make the connection of the learning dispositions.

-Environmental factors (space and noise)

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Shena, Cristina, Lovelyn, Parul, Noraidha, Haley, Rowena and Mandy

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Your Image of the Child : Where Teaching Begins

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Your Image of the Child : Where Teaching Begins

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Questions to Ponder On:

(1) Read the attached article titled " Image of the Child: Where Teaching Begins" and give some thoughts to these 2 questions

(2) What is your "image" of a child?

(3) Any pointer from the article which you can relate to your daily teaching practices.

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Topic for Discussion:

(1) Share your planning and implementation for small group learning for Language and Literacy

Write your points down below.

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MC readers will always be accompanied with dramatic tools or story-telling tools to encourage children to retell the stories in their own words or expressive manner. From there, children will be guided accordingly to help them improve on skills such as speech, using vocabulary or adjectives in a more effective manner etc.

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K1 Group Sharing

Fixed Group

·      Children are split into 3 groups ( of different abilities) and go on a rotational basis termly to do different activities ( shared reading, high frequency words, class dictated story…etc)

·      Because of small class size, small groups is not conducted often

·      Children are divided into groups of the same abilities

Groups are not fixed

·      Children are divided into different groups in different weeks based on the activities

Challenges:

·      Ability to facilitate each group’s learning within a short amount of time

·      Ability of children to stay focussed during the small group learning process

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K1 Group Sharing

Fixed Group

·      Children are split into 3 groups ( of different abilities) and go on a rotational basis to do different activities ( shared reading, high frequency words, class dictated story…etc)

·      Because of small class size, small groups is not conducted often

·      Children are divided into groups of the same abilities

Groups are not fixed

·      Children are divided into different groups in different weeks based on the activities

Challenges:

·      Ability to facilitate each group’s learning within a short amount of time

·      Ability of children to stay focussed during the small group learning process

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- (MCE) At the start of the term, teachers will carry out a formative assessment to see how many high frequency words each child knows. From there, we will group the children into the three levels - high ability, middle ability, low ability. Each day we will assign different activities for each group to work on and meet their capabilities and needs.
Activities can be chosen from the MCE small group activities.

- At the end of the term, we will re-assess the children through another round of assessment. If child has shown improvement, teachers will then move them up accordingly to the level.

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Fixed Grouping of children is very helpful in identifying children's needs and interests according to their capabilities. All grouping activities that we do in the classroom are easier to facilitate since children are grouped accordingly. For those children in higher ability group, they would even offer their help which is a very good indication that they have the heart and willingness to help and learn from one another. And for those children who need more time, they develop the skill of asking help from their peers and learning from them as well in a more fun and engaging way.

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How our small group is done:
Based on our checklist, we group children into 3 and assign them to the traffic light colours (red, yellow, green).
We start with Communication Activities for large group which may include Show and Tell, oral presentation or role-playing.
For the rest of the days of the week, the red, yellow and green groups will be doing small group activities like MCE, PA, etc.
We make sure we use materials like word cards, storybooks, newspaper, etc.

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Group children based on their abilities
Some centres use the traffic light
Green - high ability
Yellow - medium ability
Red - low ability

Children engaged in different literacy task

CL teachers assist the EL teacher.

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Grouping the children based on their abilities. Focus on certain group while other group is doing different activities. 

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Grouping the children based on their abilities. Focus on certain group while other group is doing different activities. 

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During Large Group, main teacher will go through the objectives with children and then split the group into two (one grp with main teacher and one grp with asst teacher) Main teacher will brief about the lesson to Asst teacher and she/he will assist and facilitate the children.

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Firstly ,  a checklist is done to group the children according to the ability of knowing letters or words . Teacher will encourage the rest of the children to go the literacy corner while she takes the other group to do the literacy activities or small group reading .

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5 to 10 mon before session ends, I'll gather all the children and they will share what they have done within their ability group at the different station/language and literacy corner. From the sharing, I will be able to know if they are doing well or have challenges with the activities that I have provided aside from the group that I am focusing on.
- Ayu, BB 206

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MCE Reading Program - Formative Assessment to be accomplished prior to the commencement of the reading. Resources can be generated at the MCE website. Children are grouped according to their abilities (low ability, moderate ability and high ability) for the teacher to identify, plan activities and address their varied learning needs. Running record assessments are also conducted after one book is done to identify if children has met the objectives.

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We group the children according to their ability in language and literacy. After grouping , we guide them to do the task while the other group is doing other Literacy learning centre activities. The task given can be Phonemic awareness, Marshall cavendish, Writing letter activity. Teacher rotate from time to time to check if all children are doing their tasks properly.

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L&L small group learning is based on our Traffic Light. Based on the end of term checklist children can move up or down the traffic light.

How we actually group them:

1. Follow the schedule, and a checklist as a baseline then get to move up along the way
2. Grouping by the same group ability
3. Based on the traffic lights activity (red is need some help, yellow is middle, green is can do independently) ,
5. Large group is mixed ability.

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The Learning Environment as the Third Teacher

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The Learning Environment as the Third Teacher

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The Learning Environment as the Third Teacher

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- The environment supports learning.

Teacher Rowena: The learning corners help to stimulate their interest to get them ready for learning. Let the children explore these learning corners and facilitate children's learning as they go.

Teacher Cheryl :  put placemats on the floor to indicate that a big space in the classroom is not for running. Thus, this sets a boundary in the classroom and let the children know that there are certain rules to follow.

Teacher Gemma: more on hands-on activities to explore more and provide concrete materials to further children's learning about the lesson.  Classroom can be a space where they can learn and enjoy at the same time.

Our Takeaways from the Video

Teacher Cheryl: we must provide a classroom that promotes self-directed learning and children going on in their own pace.

Teacher Nurul: provision of open-ended materials to provide limitless learning to children.

Teacher Raphael: we need to keep in mind age-appropriate and child-friendly materials in the classroom to ensure classroom safety.

Teacher Rowena: we must provide age-appropriate and differentiated learning materials in our classroom environment.

Teacher Nurul: provide an environment that supports different learning style so that all learners are catered in the classroom environment.

Teacher Krystel: adults must be ready to facilitate children's learning especially in corners that tinkers children's interest. also, we must provide a classroom that promotes inquiry and critical-thinking. Play must also be intentional to promote children to think more.

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Group 3- T. Sri, T. Marie, T. Ayu, T. Ros, T. Ann, T. Lovelyn, T. Pal, T. Aidha

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Group 3- T. Sri, T. Marie, T. Ayu, T. Ros, T. Ann, T. Lovelyn, T. Pal, T. Aidha

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1)  How does the environment ‘teach’ the children?

-       They should be functional, intended and purposeful play

-       Children to be engaged with purpose

-       Promote critical thinking skills in children as well as give them opportunities to become more independent

-       Children to be engaged in different tasks such as at the different learning centres.

-       The use of loose parts as they are open ended materials, empowers creativity in children and can be used at different learning centres

-       We should also consider the colours used in the environment so that the children will not be overwhelmed.

-       Space to explore and learn for children

o   No need many tables

o   They can do their work at any space available

o   Class will be more enhanced with natural lightings

o   Displaying of children's work with children's voices/thoughts and to be respected such as using neutral colours/recycled materials so that their work is enhanced
For example, use cardboards as children’s work backup
- classroom should be able to provoke children's learning using materials

2)  Take away from the video

-       T. Sri- the technology enabled environment because we are moving towards digital lifestyle and the activity related to technology should be planned and purposeful with children’s interest (today’s era)

-       T. Ayu- From the video, I like where they have a family tree in which the children can post notes with their family photos. It can also be a form of parental engagement where parents and children can contribute their thoughts, as well as children, will have a sense of security.

-       T. Marie- likes T. Haziq's setup of his classroom environment. His classroom nature is calm and not overstimulating with the use of neutral colours as well

as his arrangement in his classroom is purposeful and organised.

-       T. Ros and Ann, like T. Haziq’s environment because of the questions asked for each learning materials. For example, questions posed on the cardboard, promotes inquiry based learning and promote language and literacy to the open-ended questions.

- T. Aidha- Materials should be accessible and self-directed for children to use.

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1. How does the environment 'teach' the children?

- Shanty : Provide a lot loose natural materials which invoke children's engagement.

- N : It allows critical thinking. Questions are posted in each learning centre and encourage exploration.

- Tina: Provided materials are open-ended. These encourage curiosity and creativity.

- Shan: Artworks and pictures of children doing their work are posted on the wall.

- Christina: There is a lot of room for exploration and creativity. It also focuses on children's interests.

- Claris: The learning environment also used technology as a variation for teaching & learning experience.

- Clark: The learning environment is relaxed and the materials provided were straightforward.

2. Share 1 takeaway from the video?

- Shanty: The children have the freedom to use the space in the class.

- N: The environment is relaxed and comfortable.

- Cristina: All materials in the class are functional, outdoors experience was brought indoors. Materials provided are age-appropriate.

- Clark: Plan and be intentional in setting up your learning materials and classroom environment.

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If you have any suggestions for your fellow colleagues, please feel free to post them under the post's comments section.

Please be mindful of the words and tone used when providing your comments and suggestions.

Let's be both kind and constructive to ensure this platform is beneficial for everyone!