Early Childhood Education Project - Plan & Implication
Introduction
Continuous Professional Development should be essential for every early childhood practitioner. Every setting which promotes early childhood education essentially need to plan activities for children, short term, medium term and long term, but predominantly according to children’s interest. Consistent with Aistear (2009) the author agrees that planning is an on-going process, which requires early years workers to think about short-term, long term and medium term plans. It is vital to be organised, but also to be reflective and flexible with mind always opened to plan activities together with children for short term purposes to reinforce their abilities to create and learn. Therefore it can be suggested that good planning builds on children’s prior learning and development, and accommodates each child differences (National Council for Curriculum and Assessment [NCCA], 2009).
Appropriate environment should fulfil the main objectives and aims of long term plan; to support children’s learning in creative representation, language and literacy, mathematics and science, movement, social relations, initiative and independence. I linked my medium term planning to previous observations and including elements of children’s interest I set the short term plan which was focused to support children in recognizing size and shapes, but between these two elements I engaged children to communicate, explore, and think and to be creative.
Two topics I planned and carried on for children in preschool were called transport and movement. Children enjoyed activities, but more importantly, I kept all children at all times without stress and unnecessary examination, I tried to ask philosophic, open-ended questions, I left children to explore given equipments/materials and when they were ready to talk, I listened to them. The High/Scope’s small-group time always has beginning, middle and end followed by transition time, which can be very valuable for supporting
Continuous Professional Development should be essential for every early childhood practitioner. Every setting which promotes early childhood education essentially need to plan activities for children, short term, medium term and long term, but predominantly according to children’s interest. Consistent with Aistear (2009) the author agrees that planning is an on-going process, which requires early years workers to think about short-term, long term and medium term plans. It is vital to be organised, but also to be reflective and flexible with mind always opened to plan activities together with children for short term purposes to reinforce their abilities to create and learn. Therefore it can be suggested that good planning builds on children’s prior learning and development, and accommodates each child differences (National Council for Curriculum and Assessment [NCCA], 2009).
Appropriate environment should fulfil the main objectives and aims of long term plan; to support children’s learning in creative representation, language and literacy, mathematics and science, movement, social relations, initiative and independence. I linked my medium term planning to previous observations and including elements of children’s interest I set the short term plan which was focused to support children in recognizing size and shapes, but between these two elements I engaged children to communicate, explore, and think and to be creative.
Two topics I planned and carried on for children in preschool were called transport and movement. Children enjoyed activities, but more importantly, I kept all children at all times without stress and unnecessary examination, I tried to ask philosophic, open-ended questions, I left children to explore given equipments/materials and when they were ready to talk, I listened to them. The High/Scope’s small-group time always has beginning, middle and end followed by transition time, which can be very valuable for supporting