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Early Childhood Development Module 2

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Future Managers
Future Managers

This slide show accompanies the learner guide NCV 2 Early Childhood Development Hands-On Training by Melanie Vermaak, published by Future Managers Pty Ltd. For more information visit our website www.futuremanagers.net

EducationTechnology
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Early Childhood Development
Module 2: Learning in the early years
Module 2: Learning in the early years ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
SECTION 1: DISCUSS HOW CHILDREN DEVELOP AND LEARN IN THE EARLY YEARS ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Introduction ,[object Object],[object Object],[object Object]
Introduction ,[object Object],[object Object],[object Object],[object Object],[object Object]
Introduction ,[object Object],[object Object],[object Object],[object Object],[object Object]
Activity 1 ,[object Object],[object Object],[object Object]
Brain wiring ,[object Object],[object Object],Neurons in the brain
Critical and sensitive periods of development 25 days 30 days 40 days
Critical and sensitive periods of development 50 days 100 days
Critical and sensitive periods of development Five months Six months
Critical and sensitive periods of development Seven months Eight months
Critical and sensitive periods of development Nine months
Antenatal development of the brain ,[object Object]
A baby can use its sensory organs from a very early stage during pregnancy ,[object Object],[object Object],[object Object],[object Object],[object Object]
How the senses and feedback from movement develop early learning ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Non-verbal communication
Activity 2: Class debate ,[object Object],[object Object],[object Object],[object Object],[object Object]
The role of walking, talking and pretending in developing early learning ,[object Object],[object Object],[object Object],[object Object]
How to get a toddler talking ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
The importance of early stimulation including peers, older children and adults ,[object Object],[object Object],[object Object],[object Object]
2. DISCUSS HOW PLAY STIMULATES LEARNING ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Different forms of play Block play Sand and water play Fantasy play
Categories of children’s play Mediated play Cooperative Play Guided play Free play
Categories of children’s play Parallel play Solitary play
Social stages of play
Social stages of play
Examples of play in relation to the domains of development ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Examples of play in relation to the domains of development ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Examples of play in relation to the domains of development ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
 
Examples of play in relation to the domains of development ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Activity 3: Identify appropriate toys or play activities that will develop children ,[object Object]
Name and briefly explain the toy / play activity that will assist in physical development Why did you choose this toy / play activities Age group aimed at Name and briefly explain the toy / play that will assist in intellectual or cognitive development Why did you choose this toy / play activity? Age group aimed at Name and briefly explain the toy / play activity will assist in emotional development Why did you chose this toy /play activity? Age group aimed at Name and briefly explain the toy /play activity that will assist in social development Why did you chose this toy /play activity? Age group aimed at
Principles involved in making and selecting play products ,[object Object],[object Object],[object Object],[object Object],[object Object]
 
Activity 4 ,[object Object]
Activity 4 Area of development Answers: Skills that this toy will encourage
Play groups ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Activity 5: Observe a child at play ,[object Object]
 
3. DISCUSS HOW TECHNOLOGY STIMULATES EARLY LEARNING ,[object Object],[object Object],[object Object]
Examples of technology that can stimulate learning ,[object Object],[object Object],[object Object],[object Object]
Factors that need to be taken into account ,[object Object],[object Object]
Technology stimulates learning by introducing the child to important skills ,[object Object],[object Object],[object Object],[object Object],[object Object]
How children in different categories of early childhood use technology to learn ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Potential problems associated with children and technology ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Activity 6: Technology and early learning ,[object Object],[object Object]
Activity 7: Case study ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
4. DISCUSS HOW PERCEPTUAL ABILITIES INFLUENCE EARLY LEARNING ,[object Object],[object Object],[object Object],[object Object]
Definition of perception ,[object Object],[object Object]
Main areas of perception ,[object Object],[object Object],[object Object],[object Object],[object Object]
Tactile perceptual skills ,[object Object],[object Object],[object Object],[object Object],[object Object]
Visual perceptual skills ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Auditory perceptual skills ,[object Object],[object Object],[object Object],[object Object],[object Object]
Examples of how children in the different categories of early childhood use perceptual abilities to learn
Stregnosis ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
 
Tactile perception ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Colour concepts ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Shape concepts ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
 
Visual closure ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
 
Visual conceptualising ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
 
Visual memory ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
 
Auditory closure ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
 
Auditory discrimination ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
 
Auditory conceptualising ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
 
Some examples of household musical instruments ,[object Object],[object Object],[object Object],[object Object],[object Object]
Auditory memory ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Activity 9 ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
5. DISCUSS HOW LEARNING STYLES STIMULATE EARLY LEARNING ,[object Object],[object Object],[object Object],[object Object]
5.1 Definition of learning styles ,[object Object],[object Object],[object Object],[object Object]
5.2 Different learning styles ,[object Object],[object Object],[object Object]
5.2.1 Visual learners ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Auditory learners ,[object Object],[object Object],[object Object],[object Object]
Kinesthetic learners ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Activity 10: Mind map ,[object Object]
5.3 The different types of learning stimulated by learning styles in the various stages of early childhood ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Activity 11 ,[object Object],[object Object],[object Object]
Summative assessment ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

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