Types of Learners
Posted on | November 18, 2008 | No Comments
Try to ask a person a question that he/she can’t give you an immediate answer and take note of their eye movements.
If a person looks up: Active Learner
They must get involve in things they learn, must have hands on activities.
If a person looks down: Visual Learner
Attractive props for learning can be prepared, there must be step by step instructions, differences must be made clear, reading materials must be available.
If a person looks sideway: Audible Learner
There should not be interruption, must hear the right information, do not confused them. Usually has low self-esteem.
Children Must Be Developed…
Posted on | November 17, 2008 | No Comments
Physically
Sample activities: action songs, finger play, pantomime, games, exercise, bicycling, swimming, throw & catch.
Emotional/Psychological
Sample activities: role playing, dance, sand/water play. drawing, singing
Creative
Sample activities: arts/crafts, music/movement, pantomime/drama
Social
Sample activities: pantomime, playing in group, passing message
Intellectual
Sample activities: reading, sorting/matching/comparing, puzzles, blocks
Spiritual(believeing something that is bigger than them exist)
Sample activities: moral, religion
Various Children with Various Movement Activity Needs
Posted on | November 15, 2008 | No Comments
Children with special needs
- Movement can improve a special child’s self concept.
- Help the child discover each body parts and fit the whole schema of a human body. Indirectly will help define his/her image.
- Improve confidence and realised that he/she is part of a group, he/she is not alone.
- Not easy for them to follow imposed rhythm.
- Doing activities that involves parents and therapists will have better effect.
- Activities such as blinking eyes, twitching the fingers
Children with Physical Challenge
- With physical disabilities such as spine bifida, celebral palsy, arthritis, deformed body parts
- Mobility is restricted
- Sample activities such as movement of arm and shoulder, move the neck
Children with Hearing Impairments
- Problem with semicircular canals
- Good in visual and kinesthetic skills
- Normally have balancing problem, refrain from balancing activities
- Place the children in front when having activity
- No background music or other distraction sounds
- Face the children when speak
- Speaking in low tone
- Make effort to learn sign language otherwise use body language or facial expression
- Activities such as place hand on record to feel the vibration, laying on the floor to feel the vibration with their body, ask the children to imitate whatever you are doing
Children with Visual Impairments
- Totally or partially blind
- Good auditorial and tactile skills
- Encourage movement to alleviate fear
- Introduce statement or feedback when doing movement such as “you are bending your arm”
- For partially blind, use big and bright colours props and equipments
- Activities such as “touching” activity(hold hand with other child moving from one place to another)
Children with Emotional Disabilities
- Hyperactive, aggressive, lack of self-control, refusal to participate in activities
- Usually lags behind physical and motor skill
- Give praise and positive encouragements to get desired behaviour
- Shun songs with lyrics with disturbing association e.g. Rock a Bye Baby
- Intorduce soothing, soft music
- Introduce balancing activities, locomotor and non-locomotor activities
Children with Learning Disabilities
- Usually posses average or above average intelligence
- Problem with writing and spoken language
- Problem with motor skill, difficulty with body and spatial awareness, coordination
- Problem in following instructions/directions
- Shorter attention span, easily discourage
- Like to be given attention, follow and immitate
- Sample activities that require multi-sensory apporach(eye, body, ear, voice, music), repeat activites
Creativity in Children
Posted on | November 13, 2008 | No Comments
Creativity is very important in children life. A child who is given as much opportunity to be creative will have the ability to:
- Have sensitivity to problems
- Better fluency in all aspects by producing large number of ideas
- Be flexible in adapting to any situation with various ideas or variety of approaches
- Have originatlity in whatever she/she is doing by producing new, unsual, innovative ideas
- Elaborate about something by filling in details when not given
- Redefine something so that it is different from the intended way
Every childcare professionals should let children express, recognise, and nurture his/her own creativity potential especially those in the range of 3-5 years old.
Creativity in movement can be foster by:
- Emphasizing on devergent
- Problem solving
- Discovery
- Self expression
There is definitely no two movements that will be same. Their creativity need to be acknowledged as there is no right or wrong. This will ensure that there is no competition among each other and indirectly increase their confidence and imagination.
Personality traits of a creative child:
- Self-discipline about work
- Preseverance even when frustrated
- Independence
- Tolerance for unclear situation
- Nonconformity to society’s stereotypes
- Ability to wait for rewards
- Self-motivation to do excellent work
- Willingness to take risks
Children & Adult Rights
Posted on | November 12, 2008 | No Comments
As this subject is very subjective and everyone got different beliefs and views so it is not easy. Anyway, we covered this topic last week. It’s not my conclusion but it’s more of the summary of the notes that we got.
Basically what we had covered was about how children can use their rights to get what they want, how decision made during a child will affect his/her adult life, and how much intervention from the adults is needed to provide children with an acceptably good life in the future.
There’s one thing that children have the right to request for but not the adult which is to be loved. Adults cannot sue someone for not giving them love but children can because children need to be loved.
Children are allowed to make choices if they have enough knowledge and believe that it’s for their own best interest such as the consequences of not being granted with certain thing or otherwise. The court will listen to them and consider their requests if they have enough knowledge about what they want because they have the rights to be heard just like the adults. Weight is given in accordance to the age and maturity of the children.
It is surprising that many children in the US actually brought their parents to court because they couldn’t get what they want. For example, getting contraceptive because she wanted to have sex, or the parents did not give enough love to him or her and requested that he/she doesn’t want to live with his/her parents and instead live under the care of someone else.
Adults have the responsibility to provide the best they could for the children and also to protect the children from harm. However, the the adults should not forget about his/her own welfare which many parents tend put the children welfare first before themselves.
Children should be given enough choices so that they can develop well and face the adult world in the future. Parents should give as much options as possible for their children to discover themselves based on the capabilities of the parents especially financially.
Adults tend to make decision of behalf of the children based on their own knowledge and their liking. Usually what a child grow up into is most likely influenced by how they were brought up based on the parents preference. Implanting good values in children is very important however children should be given space to discover themselves by giving enough options for them in life. Adult must choose what is best for a child and not what some imagined adult version of the child would choose for him/herself.
Besides that, parents should treat every children under their care equally.
There is a problem that is widely affected everyone in this world which is “what’s best for the child in this culture is different from another culture”. However, there’s also some conflicts or disagreements within the culture itself for example canning of children. Therefore it is not easy to determine what is the best interest for the children. So at the end, we can only make sure that whatever decision we made or actions that we take for the child or on behalf of the child must be of the best interest of the child as what the children will choose if the child is an adult.
Children have the rights to grow up, this their developmental rights. If a child cannot grow up to be an adult due to sickness, they will not have the developmental rights but this child should be allowed to live his/her life to the fullest while he/she still can. They will not have the future but they should not suffer from harm during his/her lifetime and enjoy a certain standard of life just like any other healthy children especially in getting education because learning new things is what children should be doing.
When it comes to the above issue, there’s “wrongful life” comes into the picture. Example is like when a mother is pregnant and found out that the child isn’t going to develop well when he/she is born and will suffer for his/her lifetime but the mother did not want to abort the child in her womb and took the courage to give birth to the child. When the child is born, the child suffers from pain and misery throughout his/her lifetime. In this case, some people will think that this child shouldn’t be brought into this world to suffer, this child should not exist, this child is given a wrongful life. The worst thing is that, the parents decided to bring the child to this world and ended up not being able to care for him/her and some even “threw” them away!
Then again to some people, they will not agree with this “wronglful life” theory because to them abortion is wrong, no matter how the baby in the womb is, he/she must be born into this world as he/she also human beings. Abortion would mean killing another human being.
Still, at the end, it is up to the parents decision and how responsible they are.
So, that’s the summary of last Sunday’s class. Tired… Such subjective topics, there’s so many theories involved! How am I going to score? *LOL*
Semester 2 Result is Out
Posted on | November 8, 2008 | No Comments
Finally the result is out! Got two more A’s. YAY!
Anyway, this term’s subjects are pretty tough especially The Child, Family and Society as there is no definite answer for this topic, there’s a lot of arguments because it’s so subjective that everybody practically got different views regarding of the various issue that will be cover in this wubject.
Wonder will I get another straight A’s for this semester?
6 Elements of Movements
Posted on | November 6, 2008 | No Comments
- Movement
Personal space: Involves immediate area surrounding the body.
General space: Limited by the floor, wall, or ceiling.
There are 3 levels: Standing upright/high level, Middle level, Low level
Sample activity: Pose questions and challenges e.g Imagine you are in a bubble, move around in the bubble. - Shape
Relates to various body parts.
Sample activity: Mirror game - Time
Relates to how slowly or quickly a movement is performed.
Sample activity: Crawl like a turtle - Force
Relates to how strongly or lightly a movement is performed.
Sample activity: Float like a feather. - Flow
Free flow(uninterrupted): e.g. Eagle soaring in the sky
Bound flow(punctuated or halting): e.g. Hop-hop-stop. hop-hop-stop - Rhythm
Associates with elelment of time.
Sample activity: Say name out loud and clap by following the syllable.
Principal Areas of Child Development in Movement (Physical Education)
Posted on | November 5, 2008 | No Comments
Physical Domain
Children automatically acquire some motoskills when their bodies develop e.g crawling but the children continue to develop the motor skills to refine their movement.
The advantages of movement:
- Promote positive self confidence
- Benefit the child socially, emotionally and physically
- Promote fitness
Movement activities must take place in both classroom and playground. They must be low-intensity but high volume(long duration).
Sample activities: Rabbit & ‘Roo, marching with the beat, Giddy-up
Social/Emotional Domain
- Social play, the ability of the children to interact with others.
- Emotional development, how children feel about others or things (empathy)
- Enable the children to adjust socially and emotionally
How?
Incorporate activities specifically emphasizing cooperation.
-
Learn about tolerance of other’s ideas
Learn to accept similarities and differences
Balance between child-centered and teacher-centered activity
Have creative, problem-solving approach
Sample activities: poems/songs about animals(Old McDonald has a Farm), nature activities(weather), occupation(pantomime)
Cognitive Domain
Read: 10%
Hear: 20%
See: 30%
Hear+See: 50%
Hear+See+Say: 70%
Hear+See+Say+Do: 90%
Children must play, experience, explore and discover. The 4 important modalities are:
- Auditory(Hear)
- Sight(See)
- Tactile(Touch)
- Kinesthetics(Doing & Moving)
Sample activities (more suitable for older group): up and down activities, Bridge+Tunnels, Body Parts
Children’s Rights
Posted on | November 3, 2008 | No Comments
Children are:-
- young human beings
- small human beings
- below 18 (depending on different country)
Rights are:-
Legal and moral entitlement of human being for exmaple, voting, education, medical, religion… When too many rights are given away, the rights will devalued.
Right holders are:-
People with rights.
Privileges are:-
Benefit given to certain people, some are given and some don’t based on certain criterias. It can be stripped off anytime.
Do children have rights?
There’s two answers for this, YES and NO. It is something people kept debating about especially when it comes to legal and moral issues regarding children.
No matter what, children have the rights to have their “best interest” be a primary consideration in all actions concerning them. Adult’s duty is to protect the important interest of the children. Both rights and duties are correlative.
No: Children cannot make their own decision because they have not enough knowledge or unable to voice out what they want especially babies.
Yes: They are human beings. They have the right to grow up, to be heard, given benefits and privileges to protect their interest so that they can grow up properly.
There are also arguments such as human beings are right holders; if they are not right holders, they are not human beings.
Positive rights
Rights considered as positive rights may have include other civil and political rights such as police protection of person and property and the right to counsel, as well as economic, social and culturals rights such as public education, heatlh care, social security, and a minimum standard if living. A positive right is a right to be provided with something through the action of another person or the state.
Moral rights
Based on religious/cultural concept of morality. The most popular one would be the abortion issue.
Both positive and moral rights are at odds with each other and the debates continue.
Will/Choice Theory
Sees a right as the protected exercise of choice.
E.g Right to education
“Have the option of enforcing the duty of some other person to provide me with an education or discharge them from the responsibility of doing so”
Welfare/Interest Theory
As the protection of an interest of sufficient importance to impose on others certain duties whose discharge allows the right-holder to enjoy the interest in question.
E.g. Right to education
“Is for me to have an interest in being educated which is so important that others are under an enforceable duty to provide me with an education”
“that others”
Are people or entity that provide the services such as doctors/hospital and teachers/school.
Types of Physical Education
Posted on | October 29, 2008 | 1 Comment
Locomotor skill / Travelling skill
Transport the whole body from one point to another. Children develop locomotor sckill automatically but they need encouragements and instructions to reach the mature stage of locomotor skills. It must be according to their developmental level.
E.g Crawling, walking, running
Sample activity: Hop from one hola hoop to another hola hoop that are placed on the floor.
Non locomotor skill / No travelling skill / Axial movement / Non manipultive skill
Movement perform in place that enhances stability. The axis of the body rotation around the fixed point. It is not easy to judge the progress of the child.
E.g Stand, bend, sit, squat, kneel, twist
Sample activity: Jumping up and down.
Manipulative skill
Involves locomotor skill and an entirely different object.
E.g
(category 1)Pushing, pulling, lifting
(category 2)Kicking, catching, throwing, bouncing, dribbbling
Sample activity: Pull a robe with both hands.
Educational gymnastic skill
Body management skill which teaches strength, stamina and flexibility. Done on the floor with either big or small aparatus. Transferring weight skill is required.
E.g Rolling, balancing, climbing, hanging
Sampel activity: Climb on the monkey bar.
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