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Counting lesson Reflection:

The second lesson was about counting from 1 to 5, I was pleased because I saw
children were so engageable to come in front of class to dance and present the five little
monkeys song song. I think the areas that went very well are supported children to
achieve the LO by applied (ZPD) through implanted two ways which are given
instructions for the activities to assist children in completing the activities and encourage
cooperation learning method by planned for group work to support children help each
other and develop their language through discuss and talk. For instance, in matching
activities I saw Latifah say for Ibrahim this is 4, not 3, and she held his hand and
counted the point with him so, this is a great example of cooperative learning.
Furthermore, I think I was effective with developed children in fundamental learning area
of EYFS which is communication and language areas by implemented ZPD strategy to
providing opportunity to support children to build up vocabulary that reflects the breadth
of their experience by talk and discuss with group members. According to Vygotsky, he
sees the Zone of Proximal Development as the area where the most sensitive instruction
or guidance should be given - allowing the child to develop skills they will then use on
their own (McLeod, 2012). In addition, I believe that I was able to show student
accountability and make learning visible by document children work through used
checklist, take photos, observe their skills and writing notes about their understood and
achieved LO. According to Reggio Emilia documentation principals, it's believed that
teachers use documentation to identify strengths, ideas, and next steps to support
learning. ("What Is the Reggio," 2018).

There are aspects request attention in next lesson which are avoid overusing
physical stimulation because I was given children chocolate for every answer but when
the chocolate finished I was really shocked because nobody wants to answer if there is no
chocolate result of that my MST advise me to apple moral stimulation instead of physical
so, in next lesson I will praise children by saying excellent, good boy and so in . . .
According to Pavlov, he believes that links unconditioned stimulus with the
unconditioned response. (McLeod, 2013). Also, my MST advise me to use timer to
manage the lesson time because I took 5 minutes.

Overall, from this experiment, I realize how essential to plan for differentiation
because as we all have a unique fingerprint, each student has an individual style of
learning; therefore, I planned for a different level of activities involved low, middle and
high level. Also, I was enforcement the VAK learning style. For instance, I applied
auditory styles when children listen to the five-little monkey song, visual when I show
them pictures of five monkeys and kinetical when they copy the movement happened in
the song. (The VAK Learning, n.d.).


McLeod, S. (2013). Pavlovian conditioning. Retrieved from

McLeod, S. (2012). Zone of proximal development. Retrieved from

Service, G. D. (2016). Early years foundation stage. Retrieved from

The VAK learning system. (n.d.). Retrieved from
What is the reggio emilia approach? (2018). Retrieved from