Learning styles, according to Howard Gardner, are the ways in which an individual approaches a range of tasks. The following provides information on Gardner's learning styles.
Sensory Play is an early childhood educational approach that allows children to use all their senses when exploring their learning environment. The following article provides the benefits of sensory play and how you can incorporate it into the learning environment.
Routines and rituals are an integral aspect of growing up. They not only teach young children the skills needed to function in the adult world but impart a measure of control over their immediate environment. The following article provides strategies for using rituals and routines in an early childhood setting.
Empathy can be understood as the experience of understanding another person's condition from their perspective. The trait is considered one of the most important life skills that children can learn since it not only nurtures interpersonal relationships, thereby making for a strong support network in adulthood but has been linked to positive life outcomes too. The following article provides strategies for promoting empathy in children.
Project-based learning is an educational approach in which students acquire knowledge and skills by working for an extended time on a project or task. The following article provides information on What Is Project Based Learning, the Key Elements of Project Based Learning and the fundamentals of project-based learning and how you can use it in the learning environment.
While the function of a learning curriculum is to lay out what is going to be taught to children, pedagogical approaches covers all the ways how such a curriculum can be taught. In the early childhood context, the most effective pedagogical approaches are learner centered, active and permit a scaffolding of learning. The following article provides information on key pedagogical approaches.
Effective communication is key to building positive relationships with children and facilitating their learning. However, if our words are to have the desired impact, they need to be adequately complemented with non-verbal cues. This is even more pertinent in the early childhood contexts when young children are yet to fully acquire language. The following article provides strategies for using non-verbal communication with children.
When children are confident, it means they can recognise the things they are good at and are happy to try out new things. Confidence is so important that it forms part of two learning outcomes in the EYLF Outcome 1.3: “Children develop knowledgeable and confident self-identities” as well as Outcome 4: “Children are confident and involved learners”. The following article provides strategies that Educators can use to build confidence in children so that they can achieve the best life and learning outcomes.
As part of their educational programmes, early education and care services may be situated in or travel to bush environments where it is known that snakes may be active and present. Although they are more common in the spring or summer, snakes can be found throughout the year, especially on sunny days. The following article provides information on What Attracts Snakes Into The Outdoor Area or Early Childhood Service, How Can We Snake-proof Our Service, Strategies to Implement To Minimise The Risk Of Snakes and more.
Children are naturally curious about their surroundings; this is most often expressed in the way they tinker with things, explore what happens next and ask questions about the world. Such innate inquisitiveness provides the ideal base to build hands-on exploration activities so that children not only have fun discovering but learn concepts and theories by applying them in real life. The following article provides information on leading children in hands-on exploration.
