chcpr502d

[silvana2009]

hi can u help me with this , i don't have any idea about it . due date on Friday and i don't have any information about it .

1: explain the statement ' the practitioners belief system will influence the way they see and interact with children '

2: list rang of personal attributes of the practitioner that might impact on perception of children .

3: how does specialist professional knowledge influence the practitioners perception of children ?

[fchaudari76]

Been answered for another user

[silvana2009]

thx for reply but i dont have the book and its due Friday .
what i can do

[fchaudari76]

Rule 1 of studying - always get the recommended texts, they are recommended for a reason, they help you answer questions and understand things!

1 has been answered and the other 2 are pretty much along the same lines.

write your answers and i am sure someone will correct you .... but you need to try to answer the questions at least

[silvana2009]

3:
The provisional will influence the practitioner of the children such as the speech therapist how will talk to their children frequently. They tried to be positive and told children about things. Also they gave children choices and listened to their children.

[silvana2009]

explain the concept of intentional teaching in the context of an early child hood setting ?

Intentional teaching does not happen by chance; it is painful, thoughtful, and purposeful. Intentional teachers use their knowledge, judgment, and expertise to organize learning experiences for children; when an unexpected situation arises (as it always does), they can recognize a teaching opportunity and are able to take advantage of it, too. It is intentional teachers who directly address both the ‘how’ to teach young children and the ‘what’ to teach them. Intentional teachers recognise and respond to all opportunities to engage in, and extend, children’s learning, whether that learning be child-initiated, teacher-initiated, routine, planned or unexpected. Intentional teachers provide the specialised curriculum that infants and toddlers require between child-initiated and teacher-initiated experiences (and curriculum).

[silvana2009]

explain the purpose of observe young children ?

Through observing and listening practitioners are able to gather
Evidence before and after children have been taught a skill and over
A period of time. This enables practitioners to assess how much
Progress the children have made and whether they need further
Opportunities to consolidate their learning.
By using a variety of teaching methods practitioners will be able to
Determine the learning preferences/styles of individual children. The
Practitioners will also receive information on how successful certain
Activities and opportunities have been.
The main purpose of observing children is to determine where they
Are on the learning continuum in order to move them along, and to
Identify any difficulties, misinterpretations or misunderstandings. Use observations and information to assess and monitor child’s play preferences, social interactions, communication and language, thinking styles, physical abilities and emotional status. Interpret information and observations to identify individual emerging skills, capabilities, potential, interests, preferences of child to guide program strategies to foster development. Monitor and interpret behaviour that is out of character for an individual child and respond appropriately. Demonstrate understanding and application of inclusive principles in interpreting observations

[silvana2009]

essay -vygotsky stressed the social and cultural context of learning and observed that these contexts directly impacted on learning and behavior . with ur essay write . introduction, middle, conclusion

Introduction:
The social cognition learning model asserts that culture is the prime determinant of individual development. Humans are the only species to have created culture, and every human child develops in the context of a culture. Therefore, a child’s learning development is affected in ways large and small by the culture–including the culture of family environment–in which he or she is enmeshed.
(Firefox, 2011)

Middle:
Culture makes two sorts of contributions to a child’s intellectual development. First, through culture children acquire much of the content of their thinking, that is, their knowledge. Second, the surrounding culture provides a child with the processes or means of their thinking, what Vygotskians call the tools of intellectual adaptation. In short, according to the social cognition learning model, culture teaches children both what to think and how to think.
Cognitive development results from a dialectical process whereby a child learns through problem-solving experiences shared with someone else, usually a parent or teacher but sometimes a sibling or peer.
(Firefox, 2011)

Initially, the person interacting with child assumes most of the responsibility for guiding the problem solving, but gradually this responsibility transfers to the child.
Language is a primary form of interaction through which adults transmit to the child the rich body of knowledge that exists in the culture.
As learning progresses, the child’s own language comes to serve as her primary tool of intellectual adaptation. Eventually, children can use internal language to direct their own behaviour.
Internalization refers to the process of learning–and thereby internalizing–a rich body of knowledge and tools of thought that first exist outside the child. This happens primarily through language.
A difference exists between what child can do on her own and what the child can do with help. Vygotskians call this difference the zone of proximal development.
Since much of what a child learns comes from the culture around her and much of the child’s problem solving is mediated through an adult’s help, it is wrong to focus on a child in isolation. Such focus does not reveal the processes by which children acquire new skills.
Interactions with surrounding culture and social agents, such as parents and more competent peers, contribute significantly to a child’s intellectual development.
(Firefox, 2011)

Conclusion:
Curriculum–Since children learn much through interaction, curricula should be designed to emphasize interaction between learners and learning tasks. Instruction–With appropriate adult help, children can often perform tasks that they are incapable of completing on their own. With this in mind, scaffolding–where the adult continually adjusts the level of his or her help in response to the child’s level of performance–is an effective form of teaching. Scaffolding not only produces immediate results, but also instils the skills necessary for independent problem solving in the future.
(Firefox, 2011)

Assessment–Assessment methods must take into account the zone of proximal development. What children can do on their own is their level of actual development and what they can do with help is their level of potential development. Two children might have the same level of actual development, but given the appropriate help from an adult, one might be able to solve many more problems than the other. Assessment methods must target both the level of actual development and the level of potential development.
(Firefox, 2011)

[fchaudari76]

Looks like you are just copy pasting from somewhere.
I am not even sure what question you are trying to answer.

For the future, get books, read and research questions - then answer them properly, having a good understanding of what the question is asking of you, not copy pasting off the internet

I am sorry but I am not willing to read through stuff just taken off the web....hopefully someone else will help you