Pedagogical Principles for Teaching and Learning Coursework

Pedagogical Principles for Teaching and Learning - Coursework ExampleTo some children it might be their first experience in a group setting although to other who possibly might have attended toddler groups, day care, or unconstipated home setting but with a childminder to name but a few, it might be a continuation of a group experience. Whichever the case, a practician is an heavy person in a childs learning at this stage. A practitioner in this case might include a teacher, health visitor, portage workers, speech therapist, or a district nurses among other cadres along those lines. Practitioners cheer a very important role in the children learning and should thence draw on a range of teaching strategies and child development knowledge. If anything children deepen their knowledge through playing, planning, observing, questioning, testing, experimenting, reflecting, repeating, and reacting to adults and as well as to each other. In this case, practitioners ought to plan the highe st tint learning experiences, putting into consideration the learning needs and achievements of the children and the scope of their learning experiences that will enable them progress. ... There are a number of important lessons that should be leant from plays as far as childhood education is concerned. Play should be child-centered where the teacher sets the activities, but also allows children to explore and engage in the tasks making up these plays in order to develop their learning, if anything, learning is not always about setting out tasks but most importantly, making sure that children have create these tasks or seeing whether they have met the learning objectives as set-out by the practitioner as part of the learning process. This has been reinforced by Fromberg (2002), when he points out that when a teacher asks children to do a task with them, they automatically label this as an activity. This therefore shows just how important it is for a practitioner to strike a isotr opy between play and tasks for children. It is important for the practitioners not to separate pedagogy, learning and behavior through play, but to integrate this into a curriculum, as adult intervention is important as organized play places a great contribution to childrens learning and development. The quality of adult interaction in planning childrens play and organizing the play environment all has a part in the contribution towards childrens learning and in enabling them to learn how to function successfully inwardly and out of the classroom environment (Samuelsson & Carlsson 2008). This adult intervention is particularly important in that it establishes the childrens relationships with children while planning the both the learning environment and the curriculum. It is also the role of childhood education practitioner to not only support but also extend children play, learning and development, while assessing their