What does bright look like?

.When children first start school it is likely that within weeks judgements can be made about how bright they are by teachers.

For example: Teachers will observe the body langauge of a child and decide based on the body language that the child is struggling to understand the lesson content.

The article states that a child's development is often impacted by the environment they have grown up in. "There are a host of experiences that could of nudged children into different behaviours. (Hart and Risley 1995, Meadows 2006).

The habitual ways in which carers scaffold, guide, interpret, comment on and evaluate children's activities will set up corresponding habits and expectations in the child, some of which may be education positive and others not.

For example: Family mealtimes, for example, are often the arena in which habits of debate and discussion are displayed, and a child's legitimate peripheal participation' as fledgling debaters may be invited and shaped - or not (Pontecorvo and Sterponi 2002).

Contrasting views: The article states that children's development in the early years of learning are often influenced by different factors. The environment created in the children's home is very important in planting the seed for the child's further development during the school years.

TGFU - ...the teaching games for understanding approach is a method that can be used with all ages, from beginners to elite. By manipulating time, risk and space elements of performance with questions to make participants think through the various aspects of performance, a rich understanding of the game is developed. (Australian sports commission)

to succeed with the teaching games for understanding the approach requires knowledge of techniques, common game concepts/principles of play and, skill and tactical progressions (Hopper et al, 2002).

Key questioning- lots of questions when playing lets them

Teaching how to make space allows for better understanding in winning invasion games. As many beginners don't know how to do this.

The game elements of time, space, flow and force combine with the principles of play to provide both a language and formula for the shaping of progression of skilled gameplay.

Main basis:

the belief underpinning this approach is that the cognitive challenge of playing games must be taught explicitly (Bell and Hopper, 2002) and together with the development of technique.

...territory games can be developed using guided discovery, critical questioning and critical conditioning that modifies games.

The whole article has the different headings on how to develop sessions to make them harder/easier.

Contrasting Views:

These show that the main areas of dealing with young players and teaching understanding can come from other parts, these being opposing teams, coping with parents and team issues. As appose to things like finding the space and more tactical knowledge.