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Early Childhood Learning Sand and Water Table Early childhood learning is more than cognitive concepts. Cognitive strengths and weaknesses of young children are profiled as separate cognitive abilities. Young children know what kind and how much. They remember, evaluate, and understand convergent and divergent operations. A young childs multi-factor intelligence may be based on three dimensions, operations, contents, and products. Contents are figural, symbolic, semantic, and behavioral.
Products are units, classes, relations, systems, transformations, and implications. Additional assessments are available for assessment of gifted children and reading and cognitive style. All young children enter school not knowing what to expect. Students who come from less than ideal conditions need to have clear and consistent behavioral and academic expectations established, maintained, and understood by them.
Classroom rules must be visible for all students to see. Teachers need to set and maintain high expectations for academics and behavior. Children do what we expect of them. Consequences with an emphasis on teaching should be posted. Rules must be consistent, developmentally appropriate, and consider each individuals educational and social needs. One goal of early childhood education is to create a positive caring environment where children and adults are respected as valued members of the learning community.
The goal is a safe, creative, nurturing environment where students and staff are enthusiastic about learning and sharing ideas. Young children need to be prepared with positive listening and communication skills. We need to prepare students as compassionate and caring individuals who are proud of their school. It is imperative to create an environment in which children feel positive about themselves and their accomplishments.
Students need to be safe. They must learn to walk, not run. They learn to keep hands and feet to themselves. They must learn to stay seated. They learn to use furniture and supplies appropriately, and be careful with objects.
They learn to respect personal space. Young children are taught to be prepared and listen. They learn to bring materials they need to work on, like paper and pencil. They should learn to keep their hands clean and wait patiently. They must learn to listen quietly when the teacher begins speaking.
They must put their book bags away and get out everything they need. They must bring lunch money or snack to the cafeteria and to select healthy foods. Young children learn to show respect. They then learn to listen to the teachers direction and to use quiet voices if speaking. They must learn to complete their work.
They must listen to responsible adults, and raise a hand if they have a question. Polite words are encouraged. They must ask permission to use things. They must listen politely with their eyes on the speaker. Young children learn to be responsible and follow directions when they are given. Young children must accept consequences for actions without whining, arguing, or complaining.
Young children must learn to complete work assigned in the time given to do it. Young children learn to participate in group activities. Young children learn to be an active part of the class and use time wisely. Young children learn to work cooperatively with adults and peers towards common goals and interests. The sand and water table can play a major role in early childhood learning. Sand and water makes it amazingly simple for teachers to establish and maintain control of their classrooms and achieve uninterrupted instructional flow and peace of mind.
Children learn self respect which consists of being truthful, doing their best, being organized, using good manners, planning, sitting quietly, and doing their own work. Violations are playing with objects on the desk, not paying attention, bad manners, not able to repeat directions, therefore, unable to complete the task. Sensory integration is processing information obtained by the senses coming from within the body from interaction with the external environment. Sensory input may be from the eyes, ears, nose, mouth, and touch. Additional sensations are pain, glucose level, hunger, thirsty, warmth, or tired all of which is reported to the brain from receptors in the body.
There is a tendency to think of information from the senses as individual information. That is, we see a book or a picture. We see with our eyes. The emotion is sight.
The book or the title of the book invokes emotion, which when combined with information we have learned in the brain creates feelings or an emotional state within us. The emotional information from the sensation is returned to the organs, the limbs, the vascular system, and the rest of the body. The integrated sensory information gives us a reliable picture of ourselves, our relationship to others, and objects and places in the environment. Normal sensory integration creates a coherent picture or a comprehensive understanding. Meaning is associated with sensory experiences that youngsters learn to respond to. They learn socially acceptable behavior.
They know a foul smell from a sweet smell. They know warm from cool or cold. They will spend more time inhaling a pleasant smell than a foul smell. They may know where the scent originated. Walking through a kitchen, they know something is cooking.
They learn things are hot. They can recognize the smell of some foods. They know if a cake is in the oven as opposed to roast beef or meat loaf. Normal sensory integration occurs effortlessly without careful thought. We do things without thinking at times. Optimally functioning senses allow a person to complete more than one task at the same time.
A task goes much faster when it is something we enjoy. Husking corn goes much faster through laughter and conversation with a friend. Getting dressed requires deciding what to wear or knowing where ones clothes are. Getting dressed requires some conscious thought, which colors match, how to tie shoes. A child who can tie a shoelace has learned it in the past. One child finds it easier to pull a shirt over his or her head than to button a shirt or blouse.
Another child finds buttons or velcro easier than pulling a shirt over his or her head. A normal child uses sensory information in all aspects of social functioning. A child responds to strong sensory input, a slap on the hand, a familiar pet, or a sudden loud noise. The stress reaction is invoked if the child is frightened whether or not there is a real threat in the room. The childs senses are acutely focused. He or she is tense or more sensitive.
Most kids develop normally and are confident about their skills. They refine their skills and are able to perform increasingly complex tasks. They came into the world an object. Parents decided when and what the baby ate, when the baby went to bed.
They learn not to touch hot stoves by three or four years old. At twelve years old, do they accept a ride from a stranger in the pouring rain? As adults we know who we married, who are children are, and what career we pursued. Teenagers are developing into adults. If they understand themselves and their identities, they make better conscious choices and are more successful.
They chose vocation or further education. They think about relationships and who they will marry. Children develop their identities through sensory processing skills. Critical nervous system pathways develop.
They develop coping skills. Some children do not develop smoothly. Their senses do not give them correct information. Empathy for how he experiences his or her world is necessary to help a child with sensory issues (Biel & Peace, 2005).
They did not learn or do not know how to behave in a socially acceptable manner. They have difficulty learning. A young child with difficulty integrating touch input avoids unpleasant touch experiences. He or she does not want to get messy, or touch sand and glue.
With sensory dysfunction, every day tasks can be difficult or dangerous. Western Psychological Services sells moon sand which is like wet sand, but it is dry to the touch. It can be molded, squeezed, and sculpted without mess. Moon Sand offers resistance, feels soothing, and cleans up easily with a disinfectant. Moon Sand creates a variety of fun shapes, even castles. It repels water, and it floats well.
Moon sand is also used in play therapy and sensory integration activities. Moon Sand is safe, gluten-free, non-staining, and nontoxic (even edible! ) in eight vibrant colors. The cognitive strengths and weaknesses of young children are profiled as separate cognitive abilities. Young children know what kind and how much. They remember, evaluate, and understand convergent and divergent operations. A young childs multi-factor intelligence may be based on three dimensions, operations, contents, and products.
Contents are figural, symbolic, semantic, and behavioral. Products are units, classes, relations, systems, transformations, and implications. Additional assessments are available for assessment of gifted children and reading and cognitive style. Young children learn to be responsible and follow directions when they are given. Young children must accept consequences for actions without whining, arguing, or complaining. Young children must learn to complete work assigned in the time given to do it.
Young children learn to participate in group activities. Young children learn to be an active part of the class and use time wisely. Young children learn to work cooperatively with adults and peers towards common goals and interests. Western Psychological Services sells moon sand which is like wet sand, but it is dry to the touch.
It can be molded, squeezed, and sculpted without mess. Moon Sand offers resistance, feels soothing, and cleans up easily with a disinfectant. Moon Sand creates a variety of fun shapes, even castles. It repels water and it floats well. In addition to general cognitive assessment, learning disabilities can be diagnosed and educational interventions prescribed. Profiled strengths and weaknesses identify cognitive style and screens for gifted students.
Divergent production is an assessment of creative thinking. Measuring discrete cognitive abilities leads to specific educational interventions. The...
Free research essays on topics related to: socially acceptable, early childhood, sensory input, young children, cognitive abilities
Research essay sample on Cognitive Abilities Socially Acceptable
