EDF 3034 AT 1 by https://padlet.com/nbin0011/EDF3034_AT1_TashAishah Done by: Siti Nor Aishah Binte Mohamed Nizamudin & Nurnatasha Binte Akhbar en-us 2018-08-14 12:05:10 UTC 2025-11-18 10:55:10 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Babyhead.png 3 Focus Area(s): nbin0011 https://padlet.com/nbin0011/EDF3034_AT1_TashAishah/wish/273217107 1. Drawing/Scribbling
-> The concepts are on fine motor skills and eye-hand coordination.

2. Letter-like forms & Symbols
                          +
     Random letters/Letter strings
-> The concept is on alphabet   knowledge.

3. Writing with invented & conventional spelling
-> The concept is on sentence building.
 
]]> 2018-08-15 09:32:31 UTC https://padlet.com/nbin0011/EDF3034_AT1_TashAishah/wish/273217107 1. DIY Easy Catching Game! https://padlet.com/nbin0011/EDF3034_AT1_TashAishah/wish/273217906 This resource encourages children to participate in a game of scoop, throw and catch. 
This game is related to the concepts of fine motor skills and eye-hand coordination; especially in the development of their elbow joints.
 It also allows him to position a hand tool, such as a pencil or scissors, at the most comfortable distance from his body and to hold it at the best angle for its use (Benbow, 1999, p. 9). 
When their elbow joints are well-developed, it will aid children in maneuvering their arm comfortably when it comes to writing. 
This is supported by Nurturing Early Learners (NEL) Guide - Motor Skills Development, Learning Goal 3: Demonstrate control and coordination in fine motor tasks (Ministry of Education, Singapore, 2013, p. 28). ]]> 2018-08-15 09:40:14 UTC https://padlet.com/nbin0011/EDF3034_AT1_TashAishah/wish/273217906 2. Threading Foam Beads Activity https://padlet.com/nbin0011/EDF3034_AT1_TashAishah/wish/273219954 This resource encourages children to thread foam beads on yarns. 
This activity is related to the concepts of fine motor skills and eye-hand coordination; especially in the development of their thumb and wrist. 
The thumb pad can be made to touch any of the finger pads to hold or to manipulate objects within the fingertips (Benbow, 1999, p. 9). 
When their thumb and wrist are well-developed, it will aid children in grasping writing materials by using their fingers. 
This is supported by Nurturing Early Learners (NEL) Guide - Motor Skills Development, Learning Goal 3: Demonstrate control and coordination in fine motor tasks. (Ministry of Education, Singapore, 2013, p. 28). ]]> 2018-08-15 09:56:49 UTC https://padlet.com/nbin0011/EDF3034_AT1_TashAishah/wish/273219954 3. Playing with Play Dough! https://padlet.com/nbin0011/EDF3034_AT1_TashAishah/wish/273219957 This resource encourages children to manipulate the Play Dough.
This activity is related to the concepts of fine motor skills and eye-hand coordination; especially in the development of their wrist and fingers. 
For mature dexterity and strength, the wrist must stabilise the hand in a slightly extended position. The ability of the child's fingers for precise manipulation and for strength. (Benbow, 1999, p. 16).
When their wrist and fingers are well-developed, children will be able to hold writing materials, such as, jumbo crayons, with ease.
 This is supported by Nurturing Early Learners (NEL) Guide - Motor Skills Development, Learning Goal 3: Demonstrate control and coordination in fine motor tasks. (Ministry of Education, Singapore, 2013, p. 28). ]]> 2018-08-15 09:56:52 UTC https://padlet.com/nbin0011/EDF3034_AT1_TashAishah/wish/273219957 4. Big Scribbling https://padlet.com/nbin0011/EDF3034_AT1_TashAishah/wish/273219960 This resource encourages children to scribble over a large piece of paper, using jumbo crayons or markers.
This activity is related to the concepts of fine motor skills and eye-hand coordination; especially in the development of their cylindrical/digital grasp. 
Motor and muscle development begin to dominate the head, neck, arms, abdomen and legs in a gradual progression. He gains greater and greater voluntary control over his movements, speech organization, and thinking. This theme of voluntary control is important to understanding the transformation of growth or energy forces (Ogletree, 1997, p. 31).
This activity also focuses on children's overall body movements, for example, the need to stand up, bend over and manoeuve the jumbo marker around the big piece of paper. 
This is supported by This is supported by Nurturing Early Learners (NEL) Guide - Motor Skills Development; Before they learn to write conventionally, they need to develop their fine motor skills and eye-hand coordination so as to hold and use writing tools (Ministry Of Education, Singapore, 2013, p. 11).  ]]> 2018-08-15 09:56:54 UTC https://padlet.com/nbin0011/EDF3034_AT1_TashAishah/wish/273219960 5. Letter Hunt https://padlet.com/nbin0011/EDF3034_AT1_TashAishah/wish/273220139 This resource encourages children to identify and match letters of the alphabet as well as a platform for educators and parents to gauge children's level of understanding.
This activity is related to the concept of alphabet knowledge.
An important advantage of assessing children's performance on all the letters is that it enables comparisons on a letter-by-letter basis (Worden, Boettcher, 1990, p. 279).
This treasure hunt inspired game enables children to recap on their alphabet knowledge in a lighthearted manner. 
This is supported by National Association for the Education of Young Children/International Reading Association (NAEYC/IRA) -  The research of Gibson and Levin (1975) indicates that the shapes of letters are learned by distinguishing one character from another by its type of spatial features. Teachers will often involve children in comparing letter shapes, helping them to differentiate a number of letters visually (NAEYC, 1998, p.4).]]> 2018-08-15 09:58:49 UTC https://padlet.com/nbin0011/EDF3034_AT1_TashAishah/wish/273220139 6. Shaving cream letters https://padlet.com/nbin0011/EDF3034_AT1_TashAishah/wish/273220142 This resource encourages children to write the letters of alphabet in shaving cream. 
This activity is related to the concept of alphabet knowledge. 
An intention is a representation of a future course of action to be performed (Bandura, 2001, p. 6). This means that if the intention of an educator or parent is to encourage children to reflect on the alphabet letters and an attempt to write independently; this will give children a platform to practice and remember the strokes of letters. This is supported by National Association for the Education of Young Children/International Reading Association (NAEYC/IRA) -Children acquire a working knowledge of the alphabetic system not only through reading but also through writing (NAEYC, 1998, p. 4).]]> 2018-08-15 09:58:52 UTC https://padlet.com/nbin0011/EDF3034_AT1_TashAishah/wish/273220142 7. Chalkboard Painting (letters of alphabet) https://padlet.com/nbin0011/EDF3034_AT1_TashAishah/wish/273220144 This resource encourages children to hold a brush and paint over letters of the alphabet, drawn on the chalkboard beforehand. The use of ABC or Phonics song is a recommended addition to this activity as children will be able to link the sound to its individual letter of the alphabet.
This activity is related to the concept on alphabet knowledge.
This is supported by National Association for the Education of Young Children/International Reading Association (NAEYC/IRA) -Engaging children in choral readings of rhymes and rhythms allows them to associate the symbols with the sounds they hear in these words (NAEYC, 1998, p. 4).

]]> 2018-08-15 09:58:53 UTC https://padlet.com/nbin0011/EDF3034_AT1_TashAishah/wish/273220144 8. Clothes Pin Words https://padlet.com/nbin0011/EDF3034_AT1_TashAishah/wish/273220147 This resource encourages children to pin the letters of alphabet according to its word, for example, pin c a t for 'cat'; at the same time enabling children to recap on the sound of each letter and make up the whole word.
This activity is related to the concept of alphabet knowledge.
Teaching is vastly facilitated by the medium of language, which ends by being not only the medium for exchange but the instrument that the learner can then use himself in bringing order into the environment. The nature of language and the functions it serves must be part of any theory of cognitive development (Bruner, 1966). This means that language serves as a foundation, in this case, when children are equipped with the knowledge of letter sounds, they are then able to combine the sounds to form short, simple words.
This is supported by National Association for the Education of Young Children/International Reading Association (NAEYC/IRA) -Phonemic awareness refers to a child's understanding and conscious awareness that speech is composed of identifiable units, such as spoken words, syllables, and sounds (NAEYC, 1998, p. 4). ]]> 2018-08-15 09:58:55 UTC https://padlet.com/nbin0011/EDF3034_AT1_TashAishah/wish/273220147 9. Stamp & Match Upper/Lower Case Letters https://padlet.com/nbin0011/EDF3034_AT1_TashAishah/wish/273220178 This resource offers an activity of stamping and matching upper to lower case letters; vice versa for children.
This activity is related to the concept of alphabet knowledge. 
As a result, there is a displacement of energy from gross motor control to the finer motor control of speech (Ogletree, 1997, p.32).
This means that as children retrieve the stamps using their hands to match, for example, a lower case 'g' to an upper case 'G'; at the same time, they are verbalising the letter sounds in order to recall the letters, which often comes with a variety of shapes.
This is supported by Nurturing Early Learners (NEL) Guide - Language and Literacy Development: Letter-name knowledge; understanding that a letter is a symbol and that it has both an upper case and lower case form (Bradley & Jones, 2017, as cited in Ministry of Education, Singapore, 2013, p. 9).]]> 2018-08-15 09:59:17 UTC https://padlet.com/nbin0011/EDF3034_AT1_TashAishah/wish/273220178 10. Connecting Cubes (name recognition) https://padlet.com/nbin0011/EDF3034_AT1_TashAishah/wish/273220180 This resource enables children to recap on the shapes and sounds of the letters of alphabet first before stringing them together to form their names.
This activity is related to the concept of alphabet knowledge.
For the learning of a new task to be successful, the learner's actions must be driven by the critical attributes of the task. In identifying these critical attributes, the learner has to deal with a variety of elements that might orient him/her within the task in a more or less appropriate way (Bodrova, Leong, 1997, p. 15).
This means that children must be equipped with the understanding of left to right orientation, recognition of letters and its sounds before attempting to form their names; which is of a higher level to what they have already known.
This is supported by National Association for the Education of Young Children/International Reading Association (NAEYC/IRA) - Some researchers (Adams 1990; Roberts 1998) have suggested that the key to these critical concepts, such as developing word awareness, may lie in these demonstrations of how print works. Children also need opportunity to practice what they've learned about print with their peers and on their own (NAEYC, 1998, p.4). ]]> 2018-08-15 09:59:19 UTC https://padlet.com/nbin0011/EDF3034_AT1_TashAishah/wish/273220180 11. Alphabet Fishing https://padlet.com/nbin0011/EDF3034_AT1_TashAishah/wish/273220181 This resource encourages children to work in a pair or as a team; recognising the letters of alphabet in random order as an aid for them to attempt and write the letters with the correct strokes.
This game is related to the concept of alphabet knowledge. 
This type of spontaneous remembering is governed by the laws of association: children only remember things when they are repeated over and over or continually practised in a fun and engaging activity (Bodrova, Leong, 2001, p. 12). 
This is supported by Nurturing Early Learners (NEL) Guide - They may write the same letters in different ways as they refine the way they form the letters. They generally use upper case letters in their writing as lower case letters require more finger dexterity and are more difficult to form (Ministry of Education, Singapore, 2013, p. 14).]]> 2018-08-15 09:59:20 UTC https://padlet.com/nbin0011/EDF3034_AT1_TashAishah/wish/273220181 15. Letter strings https://padlet.com/nbin0011/EDF3034_AT1_TashAishah/wish/273220184 This resource offers an idea to children to think of objects, places or the names of people, sounding each letter, stringing it together, writing it down and allow their peers to unveil the 'secret' texts by painting over it.
 This activity is related to the concept of sentence building.
This is supported by National Association for the Education of Young Children/International Reading Association (NAEYC/IRA) - At about the time children are readily able to identify letter names, they begin to connect the letters with the sounds they hear. A fundamental insight in this phase of learning is that a letter and letter sequences map onto phonological forms (NAEYC, 1998, p.6).]]> 2018-08-15 09:59:21 UTC https://padlet.com/nbin0011/EDF3034_AT1_TashAishah/wish/273220184 14. Invented spelling to drawing https://padlet.com/nbin0011/EDF3034_AT1_TashAishah/wish/273220297 This resource offers an idea for children to attempt and spell out the words to each part of the big picture or drawing.
This activity is related to sentence building. 
Drawing allows for timely and appropriate intentional input from an adult to assist an already successful meaning maker to learn another way of self-expression (Mackenzie, 2014).
This means that as educators or parents, it is advisable to encourage children to attempt and spell out the parts of their drawings to enhance their learning even further.
This is supported by National Association for the Education of Young Children/International Reading Association (NAEYC/IRA) - Although children's invented spellings did not comply with correct spellings, the process encouraged them to think actively about letter-sound relations. As children engage in writing, they are learning to segment the words they wish to spell into constituent sounds (NAEYC, 1998, p. 5).]]> 2018-08-15 10:00:39 UTC https://padlet.com/nbin0011/EDF3034_AT1_TashAishah/wish/273220297 18. Spell Sight Words https://padlet.com/nbin0011/EDF3034_AT1_TashAishah/wish/273220300 This resource offers an idea for children to spell out sight words in the form of a scrabble game. 
This game is related to the concept of sentence building. 
The sound and word association tasks proved to be the most difficult, and were equally difficult. In spite of the common practice in our culture of teaching letters by associating them with whole words, there was no tendency for children to be able to link letters with whole words before they could produce isolated sounds (Worden, Boettcher, 1990, p.288).
This is supported by National Association for the Education of Young Children/International Reading Association (NAEYC/IRA) - Language experience charts that let teachers demonstrate how talk can be written down provide a natural medium for children's developing word awareness in meaningful contexts (NAEYC, 1998, p. 5).]]> 2018-08-15 10:00:42 UTC https://padlet.com/nbin0011/EDF3034_AT1_TashAishah/wish/273220300 13. Pincer Grip https://padlet.com/nbin0011/EDF3034_AT1_TashAishah/wish/273220308 This resource offers a method for children to hold their writing tool in a comfortable and appropriate manner by using a cut-out sock as guide.
This method is related to the concept on building a sentence through writing with a pincer grip.
The concept of 'Zone of Proximal Development' (ZPD) by Vygotsky mentioned that for any developments to be influenced by learning, there must be a mechanism that supports the progression of a newly learned/developed process from assisted to individual (Bodrova, Leong, 2001, p. 13).
This means that children may be able to shift to pincer grip with the aid of a mechanism, in this case, a cut-out sock and initial guidance from educator. After which, children will be able to hold the writing tool in the proper pincer grip and write independently. 
This is supported by Belonging, Being & Becoming - The Early Years Learning Framework for Australia (EYLF) - Outcome 4: Children are confident and involved learners: Children transfer and adapt what they have learned from one context to another (The Early Years Learning Framework for Australia, 2009, p. 39).

]]> 2018-08-15 10:00:46 UTC https://padlet.com/nbin0011/EDF3034_AT1_TashAishah/wish/273220308 17. Journal Writing + Drawing nbin0011 https://padlet.com/nbin0011/EDF3034_AT1_TashAishah/wish/273411182 This resource offers an idea for children to unleash their creativity through drawings and translate their thoughts about the drawings through writing.
This activity is related to the concept of sentence building.
Intellectual subject matter, reading and writing, are transformed into an emotional-artistic experience. When imagination is heightened, experience is heightened, memory is heightened. Imagination breathes creative life into memory (Ogletree, 1997, p. 44).
This is supported by Nurturing Early Learners (NEL) Guide - Language and Literacy Development, Learning Goal 4: Use drawing, mark making, symbols and writing with invented and conventional spelling to communicate ideas and information (Ministry of Education, Singapore, 2013, p. 27).]]> 2018-08-16 05:03:31 UTC https://padlet.com/nbin0011/EDF3034_AT1_TashAishah/wish/273411182 12. Letter strings nbin0011 https://padlet.com/nbin0011/EDF3034_AT1_TashAishah/wish/273411468 This resource encourages children to use technology in order attempt and write letter strings along with their drawings.
This application is related to the concept of alphabet knowledge.
Using iPad apps to read, write, or communicate may facilitate the emergence of the roots of literacy in digital environments, similar to those that adults frequently use, and within which children will be expected to be able to use more conventionally as they become older (Beschorner, Hutchison, 2013, p. 18).
This shows that the use of technology is beneficial for children in promoting literacy skills, such as, writing or stringing letters together; as it gives them an exposure to the digital world and making use of it to learn.
This is supported by National Association for the Education of Young Children/International Reading Association (NAEYC/IRA) - Rather, good teachers bring into play a variety way of teaching strategies that can encompass the great diversity of children in schools (NAEYC, 1998, p. 3).]]> 2018-08-16 05:07:02 UTC https://padlet.com/nbin0011/EDF3034_AT1_TashAishah/wish/273411468 19. Sight Words Sentence Builder! nbin0011 https://padlet.com/nbin0011/EDF3034_AT1_TashAishah/wish/274676395 This resource offers an idea for children to construct a proper sentence in the right orientation, from left to right, in the form of an application.
This application is related to the concept of sentence building.
One of the potential benefits of the iPad was that many apps connect reading, writing, listening, and speaking naturally within one app. This was primarily evident when children used the iPad to read, or to listen to, digital texts, which were readily available in the app store (Beschorner, Hutchison, 2013, p. 22).
In this application, there is a range of levels that children can choose from, equipped with the sounds of each word, when pressed. This will enable children to use their listening, sight, touch and literacy skills almost systematically.
This is supported by National Association for the Education of Young Children/International Reading Association (NAEYC/IRA) - Children must also learn about the relation between oral and written language and the relation between letters, sounds and words (NAEYC, 1998, p. 6).

]]> 2018-08-22 18:15:37 UTC https://padlet.com/nbin0011/EDF3034_AT1_TashAishah/wish/274676395 20. Sago Mini Doodlecast nbin0011 https://padlet.com/nbin0011/EDF3034_AT1_TashAishah/wish/274680425 This resource offers an idea to children in using technology to express their thoughts through drawings, based on the given sentences.
This application is related to the concept of sentence building.
The children in this class clearly viewed themselves as writers as they created varying forms of writing in the digital environment of the iPad. Children used different writing tools (ie. a paint brush of varying thickness, a thin marker-like tool, or a spray paint) to write (Beschorner, Hutchison, 2013, p. 20). 
This is supported by Belonging, Being & Becoming - The Early Years Learning Framework for Australia (EYLF) - Outcome 5: Children are effective communicators: Children use information and communication technologies to access information, investigate ideas and represent their thinking (The Early Years Learning Framework for Australia, 2009, p. 47). ]]> 2018-08-22 18:30:26 UTC https://padlet.com/nbin0011/EDF3034_AT1_TashAishah/wish/274680425 16. Mystery Box nbin0011 https://padlet.com/nbin0011/EDF3034_AT1_TashAishah/wish/274721733 This resource offers an idea for children to make a guess of what is inside the mystery box with the verbal cues given by the educator, draw out their guess and attempt to spell out their drawing.
This activity is related to the concept of sentence building.
In a world that is ever ready to categorise and standardize, it may be difficult to think about teaching and planning for children in terms of potential and capacity, and possibilities. Yet our lives with children, if we are open to possibility, hold surprises, those moments when a child exhibits understanding, a skill, or mastery we had not imagined he or she possessed (Cuffaro, 1995, p. 16). 
This is supported by Belonging, Being & Becoming - The Early Years Learning Framework for Australia (EYLF) - Outcome 4: Children are confident and involved learners: Children develop a range of skills and processes such as problem solving, inquiry, experimentation, hypothesising, researching and investigating (The Early Years Learning Framework for Australia, 2009, p. 38).]]> 2018-08-22 22:12:35 UTC https://padlet.com/nbin0011/EDF3034_AT1_TashAishah/wish/274721733 Assessment tool 1 sbin0014 https://padlet.com/nbin0011/EDF3034_AT1_TashAishah/wish/275282681 Authentic Assessment
(Checklist)
Checklist is an easy and hassle-free assessment tool that many educators use to assess children's learning. 

According to Clay, the developmental route of very young writers involves trying to understand what written language is about as they look at books, become aware of environmental print, and put pencil to paper (Clay, 1982). Then children try to relate their experiences in writing using invented spelling. As they begin to construct little stories they explore spelling patterns and develop new language patterns. Clay (1979, 1993) recommends a simple rating scale for emerging writing skills that focuses on language level (from only letters to sentences and paragraphs), message quality, and directional principles (Figure 2)

An example from Clay checklist is attached below.

Language Level
Record the highest level of linguistic organization used by the child:
1. Alphabetical
2. Word (any recognizable word)
3. Word group (any two-word phrase)
4. Sentence (any simple sentence)
5. Punctuated story (of two or more sentences)
6. Paragraphed story (two themes)

Besides checklists, educators can also use rating scales and rubrics.


]]> 2018-08-24 23:18:59 UTC https://padlet.com/nbin0011/EDF3034_AT1_TashAishah/wish/275282681 Assessment tool 2 sbin0014 https://padlet.com/nbin0011/EDF3034_AT1_TashAishah/wish/275282690 Authentic assessment
(Observation)
Learning takes place anywhere for children. Accessing children can be tricky and biased depending on the tool used to access. Some children might be very uncomfortable if they are being accessed individually. Thus, another way to access children effectively is through their natural setting which is learning corner time. 
Observing them through anecdotal and running record while they are engaged in an activity at the learning corner will help the educator to observed how the child holds the pencil, draw a picture and if the child is able to draw with context and slowly form letters of words to explain their work.
While  observing, educators should record what they see and hear and at a later timing, educators will then interpret and compare their findings with the developmental milestone for the particular age.  

]]> 2018-08-24 23:19:23 UTC https://padlet.com/nbin0011/EDF3034_AT1_TashAishah/wish/275282690 What is an assessment? sbin0014 https://padlet.com/nbin0011/EDF3034_AT1_TashAishah/wish/275348596 As an educator there are so many things that we are supposed to teach the children. That being said, writing is on of the most important skill we would like our children to be able to pick up.  In order to achieve that it is important for an educator to ensure they are equipped with various assessment tools to assess the children's development. When the educator is able to identify the areas the child needs assistance then the educator will teach that specific skills and strategies in response to student needs, and giving careful feedback that will reinforce newly learned skills and correct recurring problems.]]> 2018-08-26 03:29:51 UTC https://padlet.com/nbin0011/EDF3034_AT1_TashAishah/wish/275348596 Assessment tool 3 sbin0014 https://padlet.com/nbin0011/EDF3034_AT1_TashAishah/wish/275373167 Standardized assessment Readiness and Achievement Test

 Test and preschoolers there are many issues for and against the topic. Test are often scary and intimidating for the older age group what more to preschoolers. The need to answer a series of question at a short time frame might not be ideal.
Perhaps, there could be a different approach in carrying out a test.

These tests are often made to assess the child on their performance if its on par to a certain standard. Test also helps assess what the child has learn and to what extent has the child acquired information or mastered a certain skill taught.]]> 2018-08-26 14:49:37 UTC https://padlet.com/nbin0011/EDF3034_AT1_TashAishah/wish/275373167 nbin0011 https://padlet.com/nbin0011/EDF3034_AT1_TashAishah/wish/275455839 2018-08-27 06:37:33 UTC https://padlet.com/nbin0011/EDF3034_AT1_TashAishah/wish/275455839 References (in PDF format) nbin0011 https://padlet.com/nbin0011/EDF3034_AT1_TashAishah/wish/275467722 2018-08-27 07:59:25 UTC https://padlet.com/nbin0011/EDF3034_AT1_TashAishah/wish/275467722