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The study investigated the perceptions and challenges in using play activities as pedagogy in public kindergarten schools in the Ablekuma South Metro of the Greater Accra Region. Cross-sectional survey design was adopted for the study. Using the census sampling procedure, 164 kindergarten teachers were sampled for the study. A likert-type scale questionnaire was used to gather the requisite data for the study. The data were analysed using frequencies, percentages and the independent samples T-test. The study found out that teachers had positive perception about using play activities. It also came to light that lack of adequate funding; teaching learning resources, and inadequate qualified practitioners inhibited the use of play in kindergartens. There was ass statistically significant difference between male and female kindergarten teachers on the basis of the challenges encountered in the use of play activities. The study recommended that, the Ablekuma South-Metro, in collaboration with the educational directorate and schools organise in-service training on the significance of play activities to the holistic development of early learners. The educational directorate and the sampled school, with the support of the Parent Teacher Association should provide the basic teaching and learning materials required for children to engage in a meaningful and intellectual play.
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Psychological Foundation of Education Curriculum Development
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The study investigated the perceptions and challenges in using play activities as pedagogy in public kindergarten schools in the Ablekuma South Metro of the Greater Accra Region. Cross-sectional survey design was adopted for the study. Using the census sampling procedure, 164 kindergarten teachers were sampled for the study. A likert-type scale questionnaire was used to gather the requisite data for the study. The data were analysed using frequencies, percentages and the independent samples T-test. The study found out that teachers had positive perception about using play activities. It also came to light that lack of adequate funding; teaching learning resources, and inadequate qualified practitioners inhibited the use of play in kindergartens. There was ass statistically significant difference between male and female kindergarten teachers on the basis of the challenges encountered in the use of play activities. The study recommended that, the Ablekuma South-Metro, in collaboration with the educational directorate and schools organise in-service training on the significance of play activities to the holistic development of early learners. The educational directorate and the sampled school, with the support of the Parent Teacher Association should provide the basic teaching and learning materials required for children to engage in a meaningful and intellectual play.
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D evelopmentally appropriate assessment with infants and tod- dlers is an ongoing process teachers engage in daily, throughout the re- lationship with an infant or toddler, as they observe, document, reflect on, and then discuss with the family how to best support their child’s development (NAEYC 2003; Zero to Three 2010). Appropriate assessment often includes conversations with families, anecdotal observations, portfolios, and more structured assessment tools. Appropriate assessment of infants and toddlers is strengths based, identifying and building on children’s capabilities, not what they cannot do, and is not used to “label” them (Moreno & Klute 2011). Meaningful assessment helps teachers and families focus on children’s individual rates of development, temperaments, learning styles, interests, and preferences, while also taking into account families’ goals and expectations and the broader norms and values of communities and cultures (Gonzalez-Mena & Stonehouse 2008). Continuous assessment of infants and tod- dlers makes use of multiple and varied types of information. It is based on deep knowledge gained about the whole child in the contexts of early care and education settings and the child’s family (Dichtelmiller 2004; Moreno & Klute 2011). Teachers are creating something like a biographical documentary, addressing the questions, “Who is this child, and who has she become over time?” 22 www.naeyc.org/yc n Young Children July 2013 Using Documentation and Assessment to Support Children's Learning Appropriate and Meaningful Assessment in Family-Centered Programs James Elicker and Mary Benson McMullen Infants and Toddlers ® 3 , 4 © J ul ia L u ck en b ill A study guide for this article is available online at www.naeyc.org/ memberlogin. Regular, ongoing assessment occurs as a natural part of day-to-day life in the caregiving environment, as teachers interact with, observe, and celebrate the accomplishments of the infants and toddlers in their care (Dichtelmiller 2004; HighScope, n.d.). This article discusses elements that make up continuous assessment, including ways teachers can collect, document, organize, and maintain information; the importance of reflecting on this information in collabo- ration with colleagues and families; and how to use this information for setting goals and planning for individual children and groups. Collecting and documenting information It takes time and effort to record observations of infants’ and toddlers’ experiences and the interactions with the teacher and others in early care and education environ- ments. With careful advance planning, however, it can be something that fits easily into the daily routine. The follow- ing are some general ways teachers can collect and record information. Anecdotal observations Teachers have many ways to record details of caregiv- ing—small anecdotes and significant milestones i ...
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3 Inventive Toddler Program Mary Arterberry ECE 332: Child Development Catherine Norwood October 26, 2016 It has been studied as well as observed that Piaget's theory has had a most important influence on the assumption along with practice of schooling. Actually this has supported us to generate an outlook where the center of attention is on the thought of developmentally suitable schooling. It gives indication towards an educational by means of environments, set of courses, equipment as well as coaching that are consistent with student's bodily and cognitive capabilities as well as their societal and emotional requirements or desires. A theme-based developmentally suitable curriculum particularly targeted to early childhood program serving toddlers ranging in age from 14 to 26 months that is based on Piaget’s theory. Piaget’s stages of cognitive development aspect of his theory will be the most useful to us in our future career. Piaget’s sight of how children's minds work as well as develop has been very much powerful, above all in educational supposition. In addition to this, Piaget’s particular approaching was the job of maturation that is simply growing up in children rising capability to be aware of their humankind: children cannot undertake a number of tasks until they are sensitively mature sufficient to carry out so. However, his study has spawned a great deal further, much of which has destabilized the aspect of his own, however like a lot of other innovative researchers, he anticipated that children's philosophy does not build up completely easily: in its place, there are a number of points at which it "takes off" and moves into totally innovative areas along with some abilities. If we understand his theory completely than his theory would be very helpful for us in our future. After understanding his theory we can brought up our children more effectively and more successfully. In this way we can make our child philosophy. In short we can say that Piaget’s theory has contacted more the physical and psychological traits that change among each stage, despite the fact that this is obvious the growth of theoretical thinking and the acknowledgment of future results are of course a significant aspect in any ethical arbitration. I would like to at the present look at particularly how goodness develops according to Piaget’s theory, although recognizing, like Bee observes, that Piaget is better known for his job on “the early stages of moral reasoning in pre-school and elementary-school-age children”. Yes, definitely Piaget’s theory of cognitive development changed expectation for children now I can deal more effectively with my children. His theory is also very useful in our everyday work with children by understanding his theory being a parent I can make my children more successful or competent. When generating a theme-based developmental curriculum particularly designed to early childhood programs helping toddlers that are rangin ...
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