Dramatic Play Area for Children Between 8 and 10

Dramatic Play Area for Children Between 8 and 10

Question 1: Dramatic play area for children between 8 and 10

Dramatic play is an effective strategy for the development of children in early childhood education. It is a strategy that can best be used in combination with other evidence based strategies. Dramatic play has been researched and found to have positive effect on the development of children. Children love to play and this helps them in various ways positively impacting their psychosocial, cognitive, and physical development. One of the primary concerns for setting up a dramatic play area for children is arranging the area. Basically, arrangement requires management of space in a classroom. Dramatic play area can also be set outdoors if there is not enough room for indoors setting. Whether the space is arranged for either younger or older children, the most important things to consider is how the arrangement will meet the choice, order, and routine of children’s activities. Safety is another primary concern for the setting of a dramatic play area. In order to ensure that the dramatic play area is safe for the children one first needs to have the materials and equipments in good condition. Broken toys and equipments should be repaired or removed. Secondly, the arrangement of furniture and equipments needs to allow for supervision. The furniture will be arranged in a manner that allows the instructor to supervise all activities through vision and hearing. Thirdly, storage of the equipments and materials need to allow the children to independently use and return the materials safely after use.

The arrangement will take consideration several issues of prime importance to children aged between 8-10 years. There is need to consider the space for every child to allow them to work in groups as well as individually. For the older children, several ideas would be of interest to them. This includes setting up an ice cream store, camping site, movie theatre, post office, and a grocery store. For instance, the set up for the ice cream store needs to use empty ice cream buckets and scoops. Other simulative equipments needed include dishes, money, and cash registers. The store may also provide a variety of ice cream flavors.

Question 2: Communication among teachers

Meeting the individual needs of the children is one of the essentials for early childhood development. This can best be achieved through consultations with caretakers or parents. Additionally, it can also be achieved through close collaboration with colleagues involved in ECD. Firstly, gathering of information is key. Every worker in the program needs to use a wide range of techniques to gather information about each individual child. The information should be gathered in the context of the child’s home environment and ECD setting. This will enable my colleagues and I to have a comprehensive picture of every child. while gathering information, critical areas to take into account include the level of development of the child, the child’s cultural and family background, the level of familiarity with the events and routines of EC service, characteristics and personality, the relationship they have with peers and adults, and other basic needs such as emotional health and hunger. By collaborating with parents, one can be able to understand specific situations or experiences that a child has undergone or is undergoing. For instance, a child may fail to respond as intended because of a previous traumatic experience he or she may have gone through.

Secondly the team needs to define behavior of each individual child. The observations made by the team as well as the parents of the child should be used to define the behaviors of the children. The observations will be used to understand how each child responds to different situations within the early childhood setting. Additionally, the observations are also important to understand the way the children respond to adults and to peers.

On a daily basis, my colleagues and I will be communicating amongst ourselves regarding the observations made with each child. This is important because behavior changes can be noted over time. There can be improvements or deteriorations in behaviors which need to be noted and communicated to other teachers and care givers. Teachers will also be communicating with parents to assess the individual development progress of their children. Communication can be done in various means including through writing and through word of mouth.

Question 3: literacy development and the school-age child

Putting together a presentation requires one to follow some basic steps. In a workshop setting, the presentation can best be put up using technological applications such as power point. The power point slides should be kept as clean and simple as possible in order for the presentation to be effective. Diagram, charts, and pictures should be used in the presentation as this would help to illustrate and clarify the points. The use of diagrams makes it easy for one to understand the points being put across. On the day of the presentation, the presenter will have to develop a structure for the introduction, the middle section, and the end. By taking note of the audience, one needs to know the length of the presentation and how to make it.

The process of literacy development in a child is one important topic that will be demonstrated and explained in the presentation. It is important for the parents to know that language development in their children is a process that began at infancy. This process remains crucial until the child is around eight years old. Whatever skill they children learn during these first eight years will support their school development and later life. It is also important for the parents to know the age at which their children are expected to be able to read a few words and sentences. At the age of six or seven, most children should be able to begin developing reading skills.

In addition, some important topics that the parents need to know in regard to literacy development include: phonological awareness, print motivation, print awareness, letter knowledge, narrative skill, and vocabulary development. Segmentation and blending are the central aspects of phonemic awareness. In blending, students listen to a series of spoken phonemes before joining them into one word. In segmentation, the instructor helps students break simple words into their phonemes.

Pupils have the ability to use language to speak their mind and to understand their peers in class. In relation to linguistics intelligence, the teacher needs to use various teaching strategies such as collaborative and cooperative learning to execute the lesson and encourage literacy development through speech. Segmentation assists in spelling of words while blending assists in reading words.

Phonetic awareness, as an approach to first grade reading instruction, significantly improves spelling and reading skills for students. Normally children are taught how to segment and blend sounds or phonemes in words. This is expected to be performed orally before associating phonemes with the letters. The teacher should be able to make use of these concepts and themes in an effective way based on the guidelines provided in literature.

Question 4: Incorporating Music and Movement for school-age children

Music and movement is important for early childhood development programs because it allows for physical development. Children in the society today spend a lot of time on computer screens and playing video games to the extent that they hardly move engage in any physical activity. Incorporating music and movement in the early childhood development program will not only give the opportunity to have fun but also develop physically. Music and movement can be used together or separately with sports as the strategies for fine motor development.

The activities for music and movement can be separated into various categories. This includes musical activities and dance activities. With regards to musical activities, the children can be given a wide range of materials and items to make their own noisemakers or musical instruments. Such materials can include but not limited to paper plates, dry cereal seeds, and empty paper towel rolls. The paper towel rolls can be taped together with the paper plates and filled with the cereal seeds to make the noisemaker. The children can then form a pattern which they can use to make musical sounds. For instance, they can move around the class in a circle while making different musical sounds with the noise makers. For the young school age children, a toy musical instrument can be used instead of allowing them to make their own noise makers. Musical toys that can be used include maracas, kazoos, or plastic flutes. The instructor only needs to allow the children to make their own music and enjoy themselves.

Dance activities will require the children to move to a beat as they play music. Alternatively, the children can play freeze dance which involves dancing to music when it starts playing and freezing at the point where the music stops. The game is fun since it allows children to dance all around the room. The music is then turned on to allow the children to continue dancing and then it is turned off. This is repeated severally until all the children understand how to freeze. The freeze dance can further be made interesting by making it as a competition. The children who fail to freeze when the music stops are eliminated. The last child to remain standing is declared the winner and awarded with a gift. This will encourage the others to participate in the game and to understand what it means to freeze. Another dancing activity can involve all the children sitting in a circular pattern and each takes up turns to dance before the rest at the center of the circle. Alternatively, the first child can make a dance move which every other child will be required to copy and perform. Each child does a dance move which is to be copied or repeated by rest.

Music and movement can also be incorporated in the program by playing recorded beats or music using music players. The teacher can come to the class with a cassette player, play music, and teach the children how to move to the beats. A piece of music can have numerous beats in it. The teacher can teach the children how to move to each of these beats. As they perform the various moves taught, they get to develop listening skills and coordination.

Question 5: training for new teachers

Training new teachers for the program would require a structured workshop session where the new teachers will be taken through the various requirements for dealing with school age children. Firstly, I will prepare for the work shop by developing presentations, materials, and setting up the room for the workshop. It is through the presentation that I will be able to use visual arts to explain about the program to the new teachers.

The training workshop will ensure that the new teachers are taken through the same physical activities that they will be required to teach the children. For instance, they will have to be engaged in body movement activities where the new teachers dance to music and perform a couple of exercises. Indoor plays and outdoor plays activities are a central part of the school age program. The new teachers will be taken through the activities for indoor and outdoor play; the same activities that they will be required to teach the children. For instance, one of the indoor play activities is the freeze dance. During the workshop, music shall be played and the teachers expected to dance to it. Once the music stops, everyone is expected to freeze. This activity can also be performed as a game where the teacher who fails to freeze when the music stops is eliminated.

In addition, the new teachers will also be told stories which they will be expected to tell the children during class. These teachers will be required to use body movement while telling stories to the children. I will demonstrate how this is done during the work shop. Similarly, the teachers will be required to use visual arts or pictorial presentations while telling stories to the children. This point will also be demonstrated effectively during the training workshop. For instance, while telling a story about a bear and a lion, I will use various pictures of both animals to illustrate different parts of the story.

Visual arts resource materials are the biggest learning materials for school age children. The centers for learning must have numerous resources that will help a child develop important skills such as communication, psychosocial, and affective. The new teachers will be taken through these resource materials to familiarize them with the use of the materials.

The school age program also has water plays. During water plays, there are numerous things that can be done with water. For instance, one can blow bubbles using soapy water. This activity will be demonstrated during the workshop and the new teachers expected to repeat it. Similarly, there are resources to create a distanced flow of water. Rivers and water pools can be created using some of the available equipment for the school age program.

Finally, during the workshop the new teachers will help to create some materials which will be used during teaching including the medium for drawing. Black plastic bags will be used to cover old magazines and used books to create a firm base for drawing and painting. Improvising materials is important since the school may not have enough money to purchase the materials. It also helps to reduce cost by using recycled materials such as plastic paper bags and old books and magazines.

Need More or Something Else?

Hire Writer