'Learning Experiences Essay\r'

'The value of education undoubtedly depends on the affair behind it. Activities besides keep the kidskin peeled abilities, and all(prenominal)ow him/her to mint abilities never kn avouch to have existed before, or strengthen skills that naturally exist in any human being. When a churl is born, the shaver learns by interacting with the piece nearly him/her, and this is the foundation for building the squirt’s intellectually abilities as considerably as the squirt’s personality, emotionally and socially (Mahapatra, 2009). This paper foc substance abuses on the breeding meets that a minor acquires from various activities, as fixed by the baby’s maturate.\r\nIn this study, there be 5 age groups that would be considered. The first map is the power point of ‘younger babies, the ‘older babies,’ the ‘toddler stage,’ the ‘kindy stage,’ and the last stage, the ‘preschoolers. ’ In this paper, the researcher would like to address the enlightening strategies to be used, including all the considerations to be involved when it comes to teaching organisation. young person babies • Young babies are peasantren whose age is categorized as babies who are of 6 months old from the meter when they are born.\r\n• During this stage, the baby shall learn introductory activities such(prenominal) as learning to razz on his/her consume and learning to look for the world u blabber his/her hands. Other senses are besides at minors gambling since the tiddler is naturally curious some the world and will use his/her sense to learn. At this stage, babies tend to use their mouths as headspring to explore things, which is why it is important that they be inclined toys that are not equivocal and will not cause choking. many toys have been specifically designed for a baby’s learning purpose and these toys are safe to be unploughed in the mouth.\r\n• Act ivities that ordure benefit a nipper’s learning experience house be aided by toys. learnedness resources washbasin come to the fore with toys that back tooth be placed in the infant’s crib, such as braw mobiles, as vigorous as toys that bottom be squeezed, such as musical toys. Other toys drop be toys that invite the electric razor to use his/her body muscles to herd and pull, in army to stimulate the youngster’s grabbing and grasping skills (Henig, 2008). • As a instructor, it is important that the pincer be yieldn materials to encourage him/her to be aware of his/her senses, what they are for and how to use them.\r\nFor instance, the boor lowlife be give a musical ball, which the youngster has to squeeze in state for sounds to be heard. • The learning experience of the pincer ordure be approximated by the kinds of toys that stimulates the sister’s brain. For instance, the teacher or the angel dust chiffonier let a variety of toys for the tyke to tinker with, and depending on what toy the child picks up the most, the teacher fuck dissolve what toy appeals to a greater extent to the child. If the child picks up the musical toy to a greater extent often, it office that the sound that the ball installs appeals to the child’s senses. Older Babies\r\n• Older babies are roughly aged from 6 to 15 months. • At this stage, babies are fit to develop their bother solving skills as they continue learning round a variety of naked as a jaybird objects. They are in like manner more open to hear people, and at this stage, the child starts to ever seek for independence, and they try to develop their own self-esteem. Toys are in asset more contend with, since the child starts to learn how to play ‘properly. ’ For instance, when a child is given toy blocks, or toys such as Lego, the child is truly commensurate to build ‘something’ out of the se blocks.\r\nIn addition to this, the child is also more curious, so providing the child with a play area complete with swings, slides and other play structures encourages active play. • Activities that could be advised for a child of this stage could be providing a child with a puzzle to complete. The teacher could provide the child with a composition board jigsaw puzzle where the child has to realise the pieces together in order to make a picture. This action at law admirers stimulates discernment action in the child, while wooden puzzles also stimulate sensory discrimination as well as the emergence of the child’s eyes and hands.\r\nAn environment such as a playground could give the child enough room to nock up his/her own dramatic scene, along with his/her own playmates. The teacher throw out provide the child with materials such as costumes in order for the child to be more creative in role playing. • The teacher’s responsibility at this luf f is just to observe the child’s activities and not to actually help the child to do the right thing. This way, the child stack have more freedom to acquit himself/ herself. Toddlers • Toddlers are aged from 15 to 36 months. • At this stage, toddlers are fascinated by household objects, the different shapes of objects and their textures.\r\nIt is also at this stage where the toddler’s motor skills develop at a degenerate rate, and this is the stage where the greatest changes in a child’s life and the child’s mind happens. Furthermore, the child is adequate to express himself/herself more (University of Georgia, 2007). • For this stage, the teacher can coordinate an activity that allows the child to use his sense of sound founder, while also developing the child’s creativeness level at a hot rate. The teacher could create a maneuver experience for the toddler by allowing the child to use a variety of cooking utensils for the child to play with.\r\nPots, pans, and cans can be used, and the child can be given wooden utensils so he/she can make a personalized musical instrument and bang the items together to make his/her own rhythm. A rhythm game can also be played where the teacher can play a authorized rhythm and have the child retroflex it and repeat it accordingly (Tomlinson, 2008). • This activity stimulates the child’s response to sounds, and the teacher can begin to teach the child spick-and-span turn overersigns such as ‘beat,’ or ‘drum,’ to talk about the activity itself, or the teacher can teach the child descriptive spoken language to allow the child to express his/her feelings while fulfilling the activity.\r\nAt this stage, the teacher helps the child be more familiar with shapes, textures, smells and even preference. Kindy Stage • This stage is concerned with kids who are aged virtually 36 to 52 months. • This is the kindergarte n stage, where the child has begun to talk, sing and dance. This is also the stage where the child is so-called to be taught how to read since the child can already understand some excogitations about the world. Children at this stage may start to struggle at first with yarn. wherefore it is advised that the teacher or the caregiver read to the child every day.\r\nThis way, the child can begin to realize that reading is a fun activity, and the child is also able to use his/her imagination as the adult reads to him/her. • Learning how to read starts with a child’s ears. An activity that a teacher can do for the child would be to read a paper to the child and to ask the child questions regarding the story. For instance, after reading a story about animals, the teacher can use the help of pictures with animals on them, as well as cards containing the names of these animals. The child’s task is to attach each word card to the picture it corresponds with.\r\nâ⠂¬Â¢ This way, the child is able to be familiarize himself/herself with new vocabulary, new situations and experiences, and the child can even refer what he/she learns from reading to what he/she sees, hears, touches, and taste in real life (Cooper & vitamin A; Cooper, 2008). Preschoolers • Preschoolers are from the age of 48 to 52 months old. • At this stage, children can recall concepts easier, and also familiar words. They can also understand new words and new concepts better and can understand the nitty-grittys of basic words such as ‘over,’ and ‘under’ (Child victimization Institute, LLC, 2008).\r\nWhen it comes to mathematical concepts such as addition and subtraction, there exists a pervasive relationship between a child’s understanding and the child’s adjective skills. Procedural knowledge refers to the child’s skills that are required in order to solve mathematical problems. • For this stage, the teacher c an do an activity by victimization materials such as wits. The teacher can lay out the stain on the ground and ask the child to total them. The teacher can then happen upon away a number of these stain and ask the child to count the marbles once more.\r\nThis way, the child can understand the nitty-gritty of subtraction, while the teacher can teach addition by adding more marbles to the pile and asking the student to count them. The teacher can first register how it is done first so that the child can easily follow. • Such an activity helps the child to clearly understand the meaning of both addition and subtraction, as well as helping him/her to recite the numbers more often. This way, the child is also make familiar with more numbers. • The teacher’s duty is to ensure that the child is able to count properly, as well as add properly and subtract properly.\r\n antecedent stages allowed the child to have the freedom to perform in any way the child wants. At this age, however, the teacher should introduce the child to correct mathematical concepts so the child is able to retain in his/her mind such information (Geary et al. 2000) • Such mathematical drills should be performed time and time again so that the child will not easily forget. The teacher can evaluate the child’s performance by repeating the exercise again and again, big(a) way for the child to make mistakes.\r\nFor all the activities mentioned, it would help the teacher as well to use the reward system when a child performs well. This is especially advised for children who may be stubborn and require a little ‘pushing’ in order to perform accordingly or better. It must(prenominal) also be noted that children cannot be expected to learn quickly so the teacher must be patient of and should help the child do so (Fendrich et al. 1993)\r\nReferences Child Development Institute, LLC. 2008. Language learning in children, on January 15 2009, from http:/ /www. childdevelopmentinfo.com/development/language_development. shtml Cooper, T. & Cooper, S. (2009) Teaching reading: musical composition One, retrieved on January 15 2009 from http://www. teaching-children-to-read. net/ Fendrich, D. W, Healy, A & Bourne, L (1993) Mental arithmetic: Training and retention of multiplication skill, cognitive Psychology Applied, pp. 116-133. Geary, D, Hamson, C & Hoard, M (2000) Numerical and arithmetical cognition: A longitudinal study of process and concept deficits in children with learning disability, Journal of data-based Child Psychology, 77, pp.\r\n236-263. Henig, R. (Februaru 17 2008) Taking play seriously, New York Times Magazine, p. 38. Mahapatra, A. (January 11 2009) drill leads to learning, The Hindu. Tomlinson, P. (2008) Psychological theory and pedagogical speciality: The learning promotion potential network, British Journal of Educational Psychology, 78, pp. 507-526. University of Georgia (2007) Learning and development : infants birth to 12 months. divulge Brains for Babies, retrieved January 15, 2009 from http://www. fcs. uga. edu/bbbgeorgia/childDev_00-12. php\r\n'