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People who do not know what you think of words do not stay. People with wider vocabulary are now accepted by everyone who thinks better, grasps and comments. In short, we have to have a vocabulary to understand and understand the lesson in order to learn. We also need to improve the brain functioning. This is the way to read the book.
The teacher teaches you verbally. When you are listening to a topic you do not know, it can be difficult to understand the subject. It is very important that you have knowledge about the lesson to better understand and interpret the lesson. The only way to do this is by reading the book.
Which parents do not want to have a creative child? Experts say parents are in the hands of children to be creative adults. But unconscious and wrong parent attitudes can kill the child’s creativity. This is a great creativity video film about this.
If you are 3 years old and still do not speak …
Children who are expected to complete speech development until 3 years of age have various psychological problems caused by disorders caused by various reasons.
Inability to use the age-appropriate language expected by the person himself. Speech development should be completed at 2, 5 years old. If a child is still unable to speak at the age of 3, this can be called delayed speech. If a child is 2 years old, if the individual can not use the word, the parent must suspect the situation. A speech delay can be a problem.
Arslan, who stated that another speech disorder is an articulation, said that this disorder is related to not being able to use oral symbols correctly and not producing sound. “The child can use some voices instead of each other. This is called speech rhythm disorder. For example, instead of ‘R’, the child can use ‘Y’. In this case, articulation is called phonological disorder. ‘said.
ORIGINAL SPEECH DISORDER
As for the specific speech disorder, expert psychologist Leyla Arslan said: “In some children language may have problems with the grammatical structure. Children use words instead of sentences. It uses words repeatedly and repeats those words. It makes word jump in sentence. They mix letters. It is seen as its own flaws. We call this group the original speech disorder. ‘
THE TEACHER !
“These people can mock their friends at school. Because children can not know how to respond to different conversations. When the teacher realizes this situation, he should talk to class. This conversation must be made at a time when that person is not. The school must tell children how to treat children with different characteristics. There should be suggestions about not being ridiculed with him, focusing on what he said rather than how he talked.
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Active learning is “a method of learning in which students are actively or experientially involved in the learning process and where there are different levels of active learning, depending on student involvement.” (Weltman, p. 8) It is a model of instruction that focuses the responsibility of learning on learners.
It was popularized in the 1990s by its appearance on the Association for the Study of Higher Education (ASHE) report (Bonwell & Eison 1991). In this report they discuss a variety of methodologies for promoting “active learning”. They cite literature that indicates that to learn, students must do more than just listen: They must read, write, discuss, or be engaged in solving problems. It relates to the three learning domains referred to as knowledge, skills and attitudes (KSA), and that this taxonomy of learning behaviours can be thought of as “the goals of the learning process” (Bloom, 1956). In particular, students must engage in such higher-order thinking tasks as analysis, synthesis, and evaluation.Active learning engages students in two aspects – doing things and thinking about the things they are doing (Bonwell and Eison, 1991). L. Dee Fink suggests a model for conceptualizing the learning process that might assist teachers in identifying meaningful forms of active learning (dialogue, observing, doing).There are diverse range of alternatives for the term “active learning” like learning through play, technology based learning, activity based learning, group work, project method, etc. the underlying factor behind these are some significant qualities and characteristics of active learning.
Active learning is the opposite of passive learning; it is learner-centered, not teacher-centered, and requires more than just listening; active participation of each and every student is a necessary aspect in active learning. Students must be doing things and simultaneously think about the work done and the purpose behind it so that they can enhance their higher order thinking capabilities. Many research studies have proven that active learning as a strategy has promoted achievement levels and some others say that content mastery is possible through active learning strategies. However, some students as well as teachers find it difficult to adapt to the new learning technique.
Active learning should transform students from passive listeners to active participants, helps the student understand the subject through inquiry, gathering and analyzing data to solving higher order cognitive problems. There is intensive use of scientific and quantitative literacy across the curriculum and technology based learning is also in high demand in concern with active learning. Barnes (1989) suggested principles of active learning:
While the first two years of a child’s life are spent in the creation of a child’s first “sense of self”, most children are able to differentiate between themselves and others by their second year. This differentiation is crucial to the child’s ability to determine how they should function in relation to other people. Parents can be seen as a child’s first teacher and therefore an integral part of the early learning process.
Early childhood attachment processes that occurs during early childhood years 0–2 years of age, can be influential to future education. With proper guidance and exploration children begin to become more comfortable with their environment, if they have that steady relationship to guide them. Parents who are consistent with response times, and emotions will properly make this attachment early on. If this attachment is not made, there can be detrimental effects on the child in their future relationships and independence. There are proper techniques that parents and caregivers can use to establish these relationships, which will in turn allow children to be more comfortable exploring their environment. Academic Journal Reference This provides experimental research on the emphasis on caregiving effecting attachment. Education for young students can help them excel academically and socially. With exposure and organized lesson plans children can learn anything they want to. The tools they learn to use during these beginning years will provide lifelong benefits to their success. Developmentally, having structure and freedom, children are able to reach their full potential.
Early childhood education often focuses on learning through play, based on the research and philosophy of Jean Piaget, which posits that play meets the physical, intellectual, language, emotional and social needs (PILES) of children. Children’s curiosity and imagination naturally evoke learning when unfettered. Learning through play will allow a child to develop cognitively. Thus, children learn more efficiently and gain more knowledge through activities such as dramatic play, art, and social games.
Tassoni suggests that “some play opportunities will develop specific individual areas of development, but many will develop several areas.” Thus, It is important that practitioners promote children’s development through play by using various types of play on a daily basis. Allowing children to help get snacks ready helps develop math skills (one-to-one ratio, patterns, etc.), leadership, and communication. Key guidelines for creating a play-based learning environment include providing a safe space, correct supervision, and culturally aware, trained teachers who are knowledgeable about the Early Years Foundation.
Kindergarten from German which literally means “garden for the children”) is a preschool educational approach traditionally based on playing, singing, practical activities such as drawing, and social interaction as part of the transition from home to school. The first such institutions were created in the late 18th century in Bavaria and Strasbourg to serve children whose parents both worked out of the home. The term was coined by the German Friedrich Fröbel, whose approach globally influenced early-years education. Today, the term is used in many countries to describe a variety of educational institutions and learning spaces for children ranging from two to seven years of age, based on a variety of teaching methods.In 1779, Johann Friedrich Oberlin and Louise Scheppler founded in Strasbourg an early establishment for caring for and educating pre-school children whose parents were absent during the day.]At about the same time, in 1780, similar infant establishments were established in Bavaria. In 1802, Princess Pauline zur Lippe established a preschool center in Detmold, the capital of the then principality of Lippe, Germany (now in the State of North Rhine-Westphalia).
In 1816, Robert Owen, a philosopher and pedagogue, opened the first British and probably globally the first infants school in New Lanark, Scotland. In conjunction with his venture for cooperative mills Owen wanted the children to be given a good moral education so that they would be fit for work. His system was successful in producing obedient children with basic literacy and numeracy.
Samuel Wilderspin opened his first infant school in London in 1819, and went on to establish hundreds more. He published many works on the subject, and his work became the model for infant schools throughout England and further afield. Play was an important part of Wilderspin’s system of education. He is credited with inventing the playground. In 1823, Wilderspin published On the Importance of Educating the Infant Poor, based on the school. He began working for the Infant School Society the next year, informing others about his views. He also wrote The Infant System, for developing the physical, intellectual, and moral powers of all children from 1 to seven years of age.
Countess Theresa Brunszvik (1775–1861), who had known and been influenced by Johann Heinrich Pestalozzi, was influenced by this example to open an Angyalkert (“angel garden” in Hungarian) on May 27, 1828, in her residence in Buda, the first of eleven care centers that she founded for young children.In 1836 she established an institute for the foundation of preschool centers. The idea became popular among the nobility and the middle class and was copied throughout the Kingdom of Hungary.
Friedrich Fröbel (1782–1852) opened a “play and activity” institute in 1837 in the village of Bad Blankenburg in the principality of Schwarzburg-Rudolstadt, Thuringia, as an experimental social experience for children entering school. He renamed his institute Kindergarten on June 28, 1840, reflecting his belief that children should be nurtured and nourished “like plants in a garden”.
Women trained by Fröbel opened kindergartens throughout Europe and around the world. The first kindergarten in the US was founded in Watertown, Wisconsin in 1856 and was conducted in German.