NOTES :

Teaching Young Children

-Selecting Teaching Methods

Appropriate teaching methods, you need to know about
The ways children learn
The role of play materials
Factors to consider when selecting toys and play materials
How do children learn
From the environment- variety of manipulatives, interactive environment with
opportunities to explore and experiment
From a teacher- provides positive reinforcement, is a good role model for children to
imitate
From their experiences- sensory elements, trial and error, learn from mistakes, address
all areas of development

The Role of Play Materials

Play is the business of children

There are 2 parts of Play Materials

Open-ended: can be used in a variety of ways, with no one correct way to play with them
Develop independence
Learn to make decisions
Learn to solve problems
Use their imagination

Closed-ended: structured materials meant to be used in one way, with one intended
outcome
Learn to follow directions
Develop sensory perception
Help develop motor skills

Factors to Consider when Selecting Toys & Play Materials

Safety
Rounded, smooth edges
Nontoxic\
Durability
Easy to clean
Appropriate for different ages
Encourages cooperative play, not aggressive play
Number of children who can use at one time
 Storage space available
Multi-purpose
Encourages active involvement, not passive observation
Teaches basic concepts
Allows for sensory learning
Enjoyed by both boys and girls
Fun to play with

Planning lessons
Using teaching methods
Planning lessons
Teaching styles
Teaching techniques
Lesson Plan
A detailed written explanation of a learning activity
The only difference is that the teacher is both the architect and the builder

Purposes of Lesson Plans

Serves as an organizational tool
Forces teachers to think ahead
Enables teachers to think through what they want to do
Provides time to gather needed materials
Can be saved for future reference

Result of Teaching without Lesson Plans

Lessons flounder and fail
Time wasted
Children bored
Materials not ready
Things left out

Components of lesson plans

Target age group
Topic or theme
Purpose
concept s to be learned
Skills to be developed
Materials needed
Procedures
Questions
Follow-up activities
Evaluation
Target Age Group
Age or level of development of children
Ex. Three year olds
Purpose of Lesson
Stated as objectives
Things to aim for and reach
Targets
Ex. the learners will be able to (TLWBAT) recognize basic shapes

Concepts to be Learned
Skills to be Developed
List exactly the concepts and skills that will be learned/developed
Concept: objects can be counted one at a time
Skill: Counting from 1 to 10

Materials Needed
List all materials needed
State quantities
This serves as the teachers checklist for getting prepared
Ex. materials needed- 6 sets crayons, 1 4in. Paper square per child, 6 bottles white glue, yar,
assorted lengths, color

Procedures
Outlines steps for leading the activity
Put them in correct sequence
Be through
Ex. have children sit in a circle, introduction:, tell children they are going to learn about food that
makes their body strong and healthy

Lessons usually include these lesson functions:

Focus and review- an introduction to capture attention, focus on the topic, review
Statement of objective- to state what children will learn
Teacher Input- to introduce new information
Student guided practice- to give children a chance to use the new information
Independent practice- to see how well children can do things on their own
Closure- to summarize, bring the activity to an end
Closure may include transition to the next activity

Questions
To focus thinking and guide learning
Ex. what happens if we push just one button at a time?

Follow-up Activities
 To reinforce what was learned
To provide additional help for children who need it

Evaluation
To assess the effectiveness of the lesson
- Number of children who were successful
- Adaptations needed for different ability levels
- Ways to improve
- Would you use again
Ex. next time i will remember to work with a smaller number of children at a time

Transitions
Short activities that guide children smoothly from one activity to another
A transition serves as a bridge

Transition Signals may be

Visual or auditory

Transition Methods
Move a few children at a time while others do another activity
Sort children by colors of clothing worn (or other categories); move by groups
Have children move as though they were specific animals
To start an activity, use a prop or something special to capture interest
For clean-up transition, use a job board or a job jar
Use choice time to let children decide the activity they wish to do next

Teaching Styles- the ways in which teachers conduct their classes

The teachers expectations about behavior
The degree of structure in lessons
The degree of spontaneity in lessons
Spontaneous- teacher follows her impulses, lets things happen naturally
Factors affecting Teaching Style
The teachers personality
The teachers own learning style
The teachers beliefs about teaching and learning
Ways children respond to teaching styles
One style is not necessarily better
Children benefit from many different styles
Sensitive teachers are aware of their own teaching styles
Effective teachers know how to adapt their styles as needed
Teaching techniques
Arrange the environment
Provide adequate space
 Organize space so activity can be done safely and easily
Set the stage
Use an opener to catch their attention
Let children know what to expect
Help children get into the right frame of mind
Use a focus object- an item related to the activity that helps introduce it
Handle play activities
Serve as the facilitator, not the controller
Help children get the most out of play
Recognize teachable moments--- unplanned times when children are ready to learn
Group children appropriately
Factors to consider
- Number of children
- Age range
- Ability levels
Methods of Grouping
Chronological grouping- same age together
Developmental grouping same ability levels together
Family grouping- same age range together
Random grouping- grouping with no pattern in minf; each child has an wqual chance to
be in any group
Advantages/ disadvantages of grouping by age or ability
Advantage: easier to plan lesson
Disadvantage: children miss the opportunity to relate to children of other ages/abilities
Can you think of other advantages or disadvantages?

Advantages/Disadvantages of Family Grouping

Advantage: Individual children have a greater chance of learning
Advantage: Children have more opportunity to learn to relate with children of other ages
Disadvantage: the range of developmental needs is challenging for teachers
Can you think of other advantages or disadvantages?

Conditions under which smaller groups are needed:

1. When much personal attention is required
2. When learning new skills
3. When the activity is complex
4. With younger children
5. When children are prone to misbehave

Use concrete objects

Children understand best when they can see and touch
Descriptive words sometimes have little meaning for young children
Use open-ended questions
Require more than a yes or no answer
There is no right or wrong response
Encourage children to express themselves
Stimulate creativity and language development

Use other techniques effectively

Visuals can reinforce learning
Props can capture attention and add variety