DIPLOMA PENDIDIKAN AWAL KANAK-KANAK

SEMESTER 2 / SEPTEMBER 2022

HDP3103

TEACHING AND LEARNING PRINCIPLES OF EARLY CHILDHOOD

EDUCATION

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IDENTITY CARD NO. : 871111 – 03 – 5198
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E-MAIL : farah5411@oum.edu.my
LEARNING CENTRE : KUANTAN LEARNING CENTRE
TABLE OF CONTENT

N Details Page
o

PART I

1 WRITTEN ASSIGNMENT 1

2 DAILY LESSON PLAN 8

PART II

1 ONLINE CLASS PARTICIPATION 11

PART I

QUESTION 1: WRITTEN ASSIGNMENT

Selecting the subject Creating content for the web typically requires two processes:
coming up with ideas (also known as brainstorming) regarding a subject and organising those
thoughts into some sort of order. Some teachers integrate the two steps, while others view
them as separate stages. The initial step—generating questions and ideas with the children
covered by this lesson planning tool. The associated lesson planning tool focuses on
structuring the students' subject web.
After the children have had a chance to share a variety of experiences with the topic,
such as doing memory sketches, hearing or telling tales about it, or looking at any pertinent
objects the teacher has brought in and teachers advise putting the children' topic into a web.
Usually, group time is used to develop the student’s topic web. The students' opinions and
"wonderings" about the subject are solicited from them by the teacher. The teacher takes
notes based on the comments and questions the students ask (sometimes in a condensed form)
and posts them online for everyone to view as they "brainstorm" or contribute their ideas and
suggestions (picture below).

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 In preschool classes with more than one adult present, it's common for one teacher to
write while the other encourages the students to take turns speaking aloud their thoughts and
inquiries. The teacher can examine what the students comprehend, what they don't, what
interests them about a topic, and what questions they have previously thought of about it by
having the students create a topic web. The number of thoughts and questions the students
come up with as well as how much prior knowledge they appear to have of the subject can
also provide the teacher an idea of whether or not the subject is viable and worthwhile
exploring with the class. The topic web can also be an aid to getting organized and
developing the directions in which the project might go.
The ability of children who are not yet reading to "get anything out of" creating
subject webs is a common concern among teachers who have not utilised them in project
work. However, according to many teachers with project experience, toddlers are typically
able to understand the webbing process and that many of them are able to relate the teacher's
words to the thoughts that their classmates and they have expressed. During the webbing
process, some people might seek for assistance with writing their own words, while others
might choose to create the words independently. A child who is a strong writer may wish to
play a larger role in developing ideas for the web.

THEMATIC-BASED APPROACH

Theme-based teaching is only one way to interdisciplinary learning, and it is generally

defined as the contrast of topic areas that results in the creation of a common theme within
the instructional material. These arranged themes are regarded as a multidisciplinary
approach that connects several elements of learning to a certain subject that is mentioned in
the lesson or unit. Through the mixing and combining of many curriculum areas, a theme-
based approach has the potential to improve students' thinking, social, and study skills.
[ CITATION Lam12 \l 17417 ]
Only when teachers have the ability to include many topic areas into classes in order
to aid students in making links between subjects can theme-based teaching and cross-
curricular planning be conceptualised. Subject-based curricula may be seen as being overly
burdensome and as having no link to real-world learning. [ CITATION Tud14 \l 17417 ]
If you are a kindergarten teacher, you can utilise the theme-based teaching to get the
students interested in learning about a variety of disciplines, such as science, math, music and
the arts. The same theme may cover a broad concept, but the students will likely concentrate

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on certain knowledge and skills as a whole. Thematic-based teaching is the ideal method for
child integration of several areas or parts. By transferring and meaningfully using the
knowledge they have learned, it aids them in making the link.
Enhancing students' prior knowledge and capacity for making connections through
shared themes is another aim of theme-based classes. These ideas have been compared;
however, they differ when applied to integrated education versus curriculum that is focused
on a particular domain. [ CITATION Neu13 \l 17417 ] A theme-based approach can help
students learn more effectively, according to a recent study by Pop,[ CITATION Pop14 \l
17417 ] on the adoption and application of an interdisciplinary curriculum and theme-based
lessons.
Teachers are crucial to the success of a theme-based approach because they must
develop integrated teaching skills. Although the principles of combining subject knowledge
to create an overarching theme appear feasible and can have positive impacts, educators need
be suitably prepared and skilled to successfully teach necessary abilities. [ CITATION
Saf15 \l 17417 ]

Here are some of the advantages of thematic learning;

1. Students learn more effectively when they apply what they learn to a wider context.
They start to recognise links and linkages that span disciplines, locations, and eras.
2. Learning about broader themes and associated ideas and information more closely
resembles what is encountered in the real world.
3. Students' needs, interests, and viewpoints can all be taken into account when selecting
contemporary, student-centred themes.
4. Teachers can reduce the overwhelming amount of information in any discipline by
carefully choosing topics and material that are related to a theme.
5. Thematic instruction is consistent with current popular techniques and principles,
such as place-based education, project-based education, and cooperative learning.
[ CITATION Bro98 \l 17417 ]
6. The benefits of combining topic education with cooperative learning are as follows:
i. Activities for cooperative learning that are thematic encourage genuine
communication.
ii. The learner engages in classroom discussion and expresses ideas.
iii. Interaction helps create effective group learning teams by fostering the virtues of
respect and cooperation.

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 iv. The teacher lessens the function of learning presenter and instead acts as a
facilitator.[CITATION The \l 17417 ]

When you engage curriculum and materials that are related to a topic, you are using
thematic units of learning. We refer to these subjects as themes. The themes may be very
particular or broader. Themes might be based on occasions, times of year, or a single subject.
For instance, a kindergarten teacher may spend a month teaching about volunteer work. The
time dedicated to a single theme can vary. Themes can be covered in class for a week, a
month, or even the whole semester.
However, the objective is to include a number of topics, skills, and activities within
the unit. For example, when educating about farm animals, you can sing music, read
informational texts, describe artwork, and so on.
Thematic learning allows you to focus students' attention on specific topics and skills
while also motivating them more effectively. According to research by Robin Penna
Baskinger, "participants noticed a notable correlation between the level of involvement and
prior knowledge abilities," and as students were more involved in the lesson, they were also
able to use their other content area skills. Like we said, the evidence supports it.[ CITATION
Rob18 \l 17417 ]

THEME WEB(S)

An early childhood webbing curriculum is one of several methods for developing

lesson plans for a early childhood school. A web takes into account the thoughts and interests
of the students rather than seeming like a conventional, linear instructional plan.
The web starts off with one very large central idea and then branches out into several
smaller subjects. The number of branches that can grow out of each of these branches is
limitless. These branches can each develop more branches in turn. To put it another way, as
long as the kids are interested, the lesson plan can change constantly.
It is frequently simplest to execute an early childhood web curriculum when you are
well informed of the children's interests and developmental stage. Make sure to solicit input
from the students when developing your web-based programme. [ CITATION UKE18 \l
17417 ]
Start with a significant central theme or concept. For instance, the major theme
"Animals" can be fairly broad. Draw lines outward from the central concept to a number of

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smaller circles. Ask students to suggest some animal species that belong to smaller groupings.
You might need to start by pointing the students in the direction of the kinds of things you are
looking for. Animals in the Wild and Animals at Home are two examples of animal sub-
circles. Dogs, cats, birds, reptiles, and possibly a larger circle for "Farm Animals" might
branch out from the "Animals at Home" circle. The children's knowledge of the numerous
farm animals can be branched out to include all farm animals. The web is limitless and can
continue to grow as long as there are some worthwhile ideas to add.
What do you do with your simple yet idea-filled web now? Even if it doesn't seem
much like a typical lesson plan, you can still use it as a guide when creating new lessons. If
you discover that there are numerous branches emanating from the "Farm Animal" subject,
you might be able to use an entire day or week of the academic year to focus on the in-depth
study of farm animals. Students will have a stake in what they study because they helped you
plan the web, which will give them motivation to learn.
It might be essential to build another web at this point. Make "Farm Animals" your
main theme and explore as many concepts as you can inside it. Include activities like field
trips, special projects, and guest speakers. At this point, your only restriction is your
imagination. As many suggestions as you can for your lesson plan's farm animal topic should
be noted down. Make sure to tie the primary theme into each and every learning centre in
your classroom. For instance, include farm animals and a barn in your sensory table, read
stories about farms during circle time, sing songs about farms, and transform your living
space into a grocery store or a garden. [ CITATION ill22 \l 17417 ]

CONCLUSION

The Complete Daily Lessons in Preschool Literacy & Numeracy Curriculum includes
everything you need to teach your preschoolers literacy and math in a fun and engaging way,
without all the tedious worksheets. To teach the essentials of reading and math, the
curriculum combines tried-and-true, methodical techniques. Preschoolers can use this
curriculum as a starting point and then add enjoyable activities based on themes.[ CITATION
Car05 \l 17417 ]
Teachers incorporate reading, science, social studies, math, music, fine motor skills,
and art into their themed unit plans. These subjects are all centred around the theme. Since
sharing experiences and taking part in shared experiences are crucial components of learning
in the preschool years, it is necessary to take the children's culture and environment into

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consideration. Ideas can come from the kids' insatiable interest about a subject, like dinosaurs
or the weather, or they might be developed around conversation themes like pets, families, or
the five senses that naturally come up in the classroom.
Theme units for preschool education that allow children to participate in the planning
process and ask questions tend to be the most effective. They feel ownership over the process,
which motivates them to learn. Bring along a few popular themes to choose from when you
ask your preschoolers to help you plan the upcoming preschool theme. After your students
have assisted you in narrowing the emphasis of your learning, you may proceed with
integrating the curriculum areas.

REFERENCES

Brooks, S. R. (1998). "Thematic Instruction in the Social Studies Classroom". . Teaching

With Themes, Social History through Primary Sources.

illinois early learning project. (2022). Retrieved from University of Illinois at Urbana-
Champaign: https://illinoisearlylearning.org/pa/project-planning/topicwebs1/

Lam, C. C.-M.-Y. (2012). Curriculum Integration in Singapore: Teachers' Perspectives and

Practice.

Neuenhaus, N. A. (2013). The Impact of CossCurricular Competencies and Prior Knowledge

on Learning Outcomes. International Journal of Higher Education, 2(4), 214-227.

Penna-Baskinger, R. (2018). Theme-Based Lessons: Teacher Perceptions of a Theme-Based

Approach and Its Influence on Student Engagement in Grades 3-8.

Pop, S. F. (2014). Cross-curricular Teaching Approaches Favouring the Active Learning of

Mechatronics at Secondary Level. Procedia-Social and Behavioral Sciences Sciences,.

Resor, C. W. (2017). "Thematic Integration" (PDF). Retrieved from www.paterson.k12.nj.us.

Safta, C. G. (2015). Cross-Curricular Competencies- Access Path to Professional

Development. Procedia- Social and Behavioral Sciences, 203, 348-354.

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Seefeldt, C. (2005). How to Work with Standards in the Early Childhood Classroom. Teachers
College Press.

study.com. (2003-2022). Retrieved from https://homework.study.com/explanation/what-is-

webbing-in-early-childhood-education.html

Tudor, L. S. (2014). Integration Patterns Practice. Procedia-Social and Behavioral Sciences,

127, 728-732. Perception of Teachers on Curriculum Integration.
UKEssays. (2018). Retrieved from https://www.ukessays.com/essays/education/a-thematic-
approach-to-teaching-education-essay.php?vref=1

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QUESTION 2: DAILY LESSON PLAN

Teachers create a daily plan for their students by considering their activities, creating
a positive environment, and determining how to support them. It is hoped that they would
lead a life rich with memories from childhood time in kindergarten and full of delightful
experiences. This is the most useful and tangible lesson plan because it provides a detailed
description of a kindergarten student's day.

LESSON THEME: FARM ANIMALS

Class / Years 5 years old

Date 01 November 2022 (Monday)
Name of Teacher Puan Aina Ali
No. of Students 15 (8 boys & 7 girls)
Curriculum / The students have prior knowledge of different animals through their
Student’s Prior daily interactions of children’s books.
Knowledge
Lesson Objective As a result of this lesson, students will be able to:
 To gather a definition of a Farm and understand what it does.
 To identify the types of animals that live on Farms.
 To make a sound of animal noises and saying farm animal’s name
Target Vocab farm, cow, moo, dog, woof, sheep, baa, duck, quack, chicken, kook
etc.
Materials Flash Card, Plastic Farm Animal Toys, Printable Activity Work Sheet,
Book Reader, Songs/YouTube Video, Colored Crayons / pencils,
Scissor and Glue
Songs Old MacDonald

Books Old MacDonald's Farm Animals

Notes This lesson builds up to the song "Old MacDonald" and uses
the farm animals and their sounds as the basis of the lesson.

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NEW LEARNING AND PRACTICE:

1. Use farm animal plastic toys for "play time"

If you have a small class, begin by having everyone sit down and play together with the
farm toys and any accompanying farm animals (buildings and barns, tractors, pens, other
animals, etc.). If there are enough sets, you can divide the class into groups and provide
the students with the animal toys to play with in larger classes. At this point, just play
with the animals and have fun; there's no need to directly teach them anything.

2. Introduce the vocab

Start uttering the vocabulary and animal sounds as you are playing. Such as, "This is a
cow - moo, moo!" Explain the English names and sounds of the animals to your students
while you and they interact with the animals.

3. Teach & practice the vocab

Keeping the cow, dog, sheep, duck, and pig away, gather all the toys after some time of
play. The matching farm animal flashcards are also required. the floor with the
flashcards. Hold up one of the plastic animals while you repeat the vocabulary:

Teacher: "cow, cow, cow"

Students: "cow, cow, cow"
Teacher: "And a cow says Moo. Moo, moo, moo”
Students: "Moo, moo, moo"

Then, ask which flashcard (on the ground) represents the cow. Ask your students to touch
or point at the correct flashcard. After that, put the animal on the matching flashcard. Do
it for all the animals.

4. Play "Put the animal on the flashcard"

Right now, there are five animal figurines placed on the flash cards. Each animal toy
should be removed and thrown away someplace else in the classroom. To pick up an
animal and put it back on its matching flashcard, call up different students.

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5. Play "Flashcard touch" and "The missing flashcard" game
Put the stuffed animals away. Maintain the floor with the flashcards. To sit around the
flashcards on the floor (or a table), ask your students to raise their hands. Students must
immediately tap the matching flashcard after you say anything like "cow." Play some
games. Tell your students to close their eyes and cover them after that. Lay one of the
cards face down. "Open your eyes," you say. The missing card must be yelled out by the
students.

6. Sing "Old MacDonald"

On the board, either use the Old MacDonald song poster or attach the flashcards in the
song's order. Play the song after that, and then encourage your students to perform the
actions while singing along with you.

7. Read classroom reader "Old MacDonald's Farm Animals"

Let's continue the song with a reader who will continue Old MacDonald's tale. As you
flip each page, make the correct animal noises for the animal that is hidden there.
Encourage everyone to join in and call out the animal they believe is hiding and making
the noises, then turn the page to check if they were correct. For instance:

Teacher: "What's that sound?". Yes, what is that sound coming from the barn? ... (points
at the barn) ... "Moo! Moo!"
Students: Cow!
Teacher: Really? What sound does a cow make?
Students: Moo!
Teacher: Ok, let's check. Yes! It's a cow. Well, done everyone!

Ask a lot of questions and asking the students to identify the animals from the sounds to
engage them in the story.

8. Do "Match up the Animals 2" worksheet

Give out the worksheets to close out this lesson's part. Ask questions (such as, "What
animal is that?" and "What noise does it make") as your students are working on the

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 worksheets.

PART II

ONLINE CLASS PARTICIPATION

Question 1

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Question 2

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13
ONLINE ACTIVITIES

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