https://padlet.com/darseni_rengasamy4/1kb83bnb93gjsqev Important concepts in curriculum planning en-us 2023-10-18 11:34:08 UTC 2023-10-18 11:39:26 UTC hello@padlet.com https://padlet.net/icons/png/1f4a1.png darseni_rengasamy4 https://padlet.com/darseni_rengasamy4/1kb83bnb93gjsqev/wish/2752536707

Children learn by connecting new information to something they already know (prior learning)

Activities that help: Rereading stories, using examples that children are familiar with, using items they have used before

e.g. using their knowledge about the texture and taste of fruits to make various types of fruit kebabs

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Children use their personal understandings or experiences to comprehend other people's perspectives better.

Children need to understand how a concept relates to them before they can generalise their knowledge to understand others, especially in social situations.

Activities that help: Independent learning centre activities, individual tasks

e.g. playing feeling charades and slowly introducing social stories

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Children can better discriminate the specifics when they have already developed a general concept of things. They perceive the world in integrated, unified ways, moving from whole to parts and general to specific understandings.

Activities that help: Children develop impressions and concepts through rich, multisensory experiences.

e.g. narrowing the focus in a story (characters, plot, etc.) 

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Tasks are presented to children in the simplest manner first. It helps the children with their comprehension.

This principle is a summary of all the other principles.

Activities that help: Writing without any rules first, learning 2D shapes before 3D

e.g. In art, children learn to draw a plain figure before moving to explore drawing objects in the 3-D form

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Children initially learn through first-hand experiences, then progress to learning through visualisation (imagination).

Activities that help: nature walks, science experiments, field trips

e.g. exploring parts of the fish using a real fish then move drawing and labelling the parts

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Enact =  to act out or dramatise

Symbolic = pictures, symbols, and words

Opportunities to enact experiences help children move to more symbolic representations

Activities that help: pretend play, art supplies, construction materials

e.g. sequencing the story through dramatisation, then move on to sequence the picture story cards

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Children should be allowed to explore materials, movements, and behaviours before being given specific directions since they learn by doing.

Activities that help: Guided reading, playdoh words, free play to structured

e.g. before using the utensils to bake a cake, children should be given experience to understand what and how of the tools

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Children learn through trial and error.

Children often make inaccurate deductions but adjust their thinking with new experiences, eventually leading to more accurate understanding. 

Activities that help: provide experiences and supports that help children revisit their misconceptions, such as asking questions, getting them to make predictions, and giving them opportunities to experiment.

e.g. science experiments, puzzles

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