-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.

- 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. 

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)

·      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)

 

 

·      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. 

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 

·      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 

 

 

 

 

       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)

 

 

(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.

·      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

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

·      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

·      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

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

·      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

-       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.