Educational Approaches in the ECCE Sector Ireland

Educational Approaches in the ECCE Sector Ireland Marie Grey Aistear the Early Childhood Curriculum Framework. Aistear is the national curriculum framework set in place all around Ireland. It is for early education from birth-6yrs. There is not one specific programme or curriculum to follow. It was put in place to help in schools, pre-schools, crà ¨ches, and within the home. By working closely with parents, teachers and practitioners Aistear provides a safe and enjoyable learning experience. Aistear is all about learning through play. Its four themes are as follows: Well-Being- This is about the overall well-being of the child. Such as physically, mentally, spiritually, and emotionally. I have used this aim as an example of what Well-being is. Aim 3: â€Å"Children will be creative and spiritual.†(National Council for Curriculum and Assessment (NCCA), 2009). Identity and Belonging- Is to know themselves as a unique individual, to belong as part of a group and part of the world. Not to feel left out, to feel accepted and equal. I found this aim explains Identity and Belonging very well. Aim1: â€Å"Children will have strong self-identities and will feel respected and affirmed as unique individuals with their own life stories.†(NCCA, 2009) Exploring and Thinking- Feeling confident to explore, try new things, be curious, use imagination, have a mind of their own, own opinions, views and thoughts. Learn to solve problems using their own initiative. This aim shows how this particular theme can be used. Aim 4: â€Å"Children will have positive attitudes towards learning and develop dispositions like curiosity, playfulness, perseverance, confidence, resourcefulness, and risk taking.† (NCCA, 2009) Communication- Being able to communicate openly/freely. Language development, listening skills. To socialise as part of a group. By taking a look at the aims you can see how they are used. Aim 2: â€Å"Children will use language† (NCCA, 2009) HighScope The HighScope curriculum was developed for day-cares, play groups, nurseries and crà ¨ches. It involves a lot of free play. Learning through play. It’s not as structured as others. Children have their own choices about the activities they wish to do, adults have to make sure they follow through on their decisions. By using recyclable materials and labelling shelves and areas where everything goes, they learn to tidy up when they’re finished and gain confidence by making their own decisions. Children learn about science, maths, technology, reasoning, language and the world around them. HighScope offers support for parents and lots of involvement from them. Using methods like plan-do-review, HighScope offers the children opportunities to plan their activity, proceed with it and come back to review and reflect with the adult. The child can express what they did, how and why, if they enjoyed it, or if doing art they show the adult what they made and can feel proud of their hard work. â€Å"HighScope teachers arrange and label classroom interest areas and stock diverse materials to give children a broad range of experience and help them begin to understand how the world can be organised.† (Epstein, pg13, 2007) Aistear and HighScope Aims and Goals. Aistear vs. HighScope Similarities. Aistear has four themes- HighScope has fifty eight Key Developmental Indicators. (KDIs). They both have learning goals. For example a learning goal from Aistear’s Well-being- Aim 1: Be confident and self-reliant. Example of HighScope’s five ingredients of active participatory learning or learning goals- Choice: Children are free to use the materials however they choose when doing plan-do-review. They both plan for the same overall outcome to support the child’s holistic development and also the best interest of each child. They both centre their curriculums on learning through play and the environment. Differences. Aistear’s four themes are: Well-being, Communication, Identity and Belonging, Exploring and Thinking. Here are a few of HighScope’s (KDIs): Initiative, Social Relations, Creative Representation, Movement Music, Language Literacy, and Mathematics Science. HighScope is a more structured curriculum than Aistear. There is a lot more Aims and goals in HighScope than Aistear. Aistear is an Irish founded curriculum HighScope is an American founded curriculum. Aistear’s themes can be very easily incorporated into the HighScope curriculum. By using the main four themes and knowing the aims and learning goals the HighScope method can then be reviewed alongside Aistear. That way a new or updated curriculum can be conducted. For instance when using plan-do-review in HighScope, Aistear’s theme of Thinking and Exploring can be used. How I would do this in an Early Childhood Care and Education (ECCE).By letting the children go and plan their own activities and use their intuitive to explore the world around them. They would be then using both curriculums together. Any or all aspects of Aistear’s four themes can be used or incorporated into HighScope’s method of plan-do-review. Another example would be if the child planned to do art. This would cover Aistear’s identity and belonging, Thinking and exploring and communication. Why I say communication, the child would be communicating their feelings through their cr eativity and individuality. Here are some of the learning goals that Aistear and HighScope use: â€Å"Well-being Children will show good judgement when taking risks. Identity and Belonging Children will appreciate the features that make a person special and unique (name, size, hair, hand and footprint, gender, birthday)†. (ncca.ie 2014). In my opinion these two curriculums work very well together, and support the teachers and practitioners in their understanding of why they need to provide these opportunities for children. â€Å"Basic Principles and Goals of the High/Scope Approach Communicating Children will develop counting skills, and a growing understanding of the meaning and use of numbers and mathematical language in an enjoyable and meaningful way. Exploring and Thinking Children will gather and use information from different sources using their increasing cognitive, physical and social skills. In partnership with the adult, children will demonstrate growing confidence in being able to do things for themselves make decisions and take increasing responsibility for their own learning Act on their curiosity, take risks and be open to new ideas and uncertainty†. (ncca.ie 2014). It is in my opinion very important to support each individuals learning opportunities and experiences at this early stage in their lives. â€Å"The High/Scope program strives to develop in children a broad range of skills, including the problem solving, interpersonal, and communication skills that are essential for successful living in a rapidly changing society. The curriculum encourages student initiative by providing children with materials, equipment, and time to pursue activities they choose. At the same time, it provides teachers with a framework for guiding children’s independent activities toward sequenced learning goals†. (Education.com High Scope: A Constructivist Approach 2009). 3. Theorists views linking with HighScope and Aistear. Margaret McMillan Known for her theories on free-play and outdoors, she links to most of the day to day outdoor activities children experience in an ECCE setting such as exploring the garden, seeing different types of bugs and exploring the outdoor environment. Also playing freely in nature. Which cover Aistear’s themes communication, identity and belonging, well-being, thinking and exploring. It also covers most of HighScope learning goals of exploring the environment and world around them and also risk taking and problem solving. â€Å"McMillan believed that children learn by exploring, first-hand experience and active learning. Also they learn through free-play, especially with craft and water activities.† Early learning (2014) she cared for children from 18 months to 7yrs old. â€Å"The best classroom and the richest cupboard is roofed only by the sky†. â€Å"Inspirational Posters† Early learning (2014) Jean Piaget’s Cognitive Theory of Play: Play is in a relaxed environment where learning can occur easily. Play is not the same as learning, cognitive development requires both assimilation and adaption, and play is assimilation without accommodation. Piaget is mostly known for this four stage theory: Sensory-Motor Stage birth – 2yrs. Pre-operational Stage 2yrs-7yrs. Stage of Concrete Operations 7yrs -11yrs. Stage of Formal Operations 11yrs -16yrs. Both curriculums support the development of this theory in HighScope children have the choice to choose their own learning. Thus giving them independence and free thinking at a young age. By using Jean Piaget’s theory of Cognitive play each child will have great benefits in their learning combined with the support and independence HighScope is providing and the freedom and support of their identity and well-being Aistear is providing. Overall the three used together would give great support and work well to help the child holistically within their development. While also giving them a better understanding of themselves and the world. Although Piaget suggests in his theory play is not the same as learning I disagree, children learn through play. Piaget suggests Children have real understanding only of that which they invent themselves, and each time that we try to teach them something too quickly, we keep them from reinventing it themselves. (The Century’s Greatest Minds, Time, 1999) Jean Piaget Quotes Piaget’s other theories are: Play and Imagination, Play and Reason, Piaget suggests there are four types of play: For example symbolic play and doing puzzles which promotes thinking and exploring and communication which are two of Aistear’s themes. As for HighScope problem solving is one of their learning goals so as you will see in the quote below children use their imaginations to replay something they may have witnessed or experienced, maybe even seen on a T.V show through their play or role play. At this time they may be resolving the conflict or situation in a way that they would have liked it to be resolved. Which again is using both curriculums and the theories of Piaget. Sensory- Motor or physical, play When the child repeats an action like swinging their legs/arms just for the fun of it. Symbolic Play Imagination â€Å"It is primarily affective conflicts that appear in symbolic play. If there is a scene at lunch, for example, one can be sure that an hour or two afterward it will be recreated with dolls and will be brought to a happier solution. If the child has been frightened by a dog, in a symbolic game things will be arranged so that dogs will no longer be mean or children will become brave†. Jean Piaget quotes (2014) 4. Learning Opportunities and Holistic Development. In my opinion Aistear offers each child the opportunity to fulfil their potential as an individual learning about themselves, where they belong within their family, community and the world. What I mean by this, by exploring their environment and having fun, safe and fulfilling learning experiences in a fun, child orientated with support from adults but not over powering or controlled by adults and a friendly, stimulating environment. They will learn how to socialise, make decisions, solve problems, and build strong bonds or relationships. They will also benefit holistically in their development by doing fun and age appropriate, challenging and inspiring activities which will support them in their physical, intellectual, language, emotional and social development. (P.I.L.E.S).Aistear’s approach is one that allows the child to lead their own activities with support of adults only when the child needs or requests it. The adults are mostly there to ensure the materials provided are appropriate to support each child’s needs. Also to provide a warm, safe, hygienic, stimulating and challenging environment for each child to reach their potential and their own natural learning pace. Nothing is forced or a child does not have to be able to do a certain thing, they learn at their own pace. Saying that the adult is there to observe and ensure the child is meeting or reaching their developmental milestones. If a delay is identified the adult will observe further and suggest but not the child to do different activities to suit their learning needs. HighScope on the other hand give children the opportunity to learn symbols or letters as everything is labelled, children begin to recognise letters or markings and understand these symbols are the names of the materials or items. As the HighScope method gives more opportunities for children to learn with natural or realistic materials such as within the home area real kettles or pots and utensils are provided for learning. This offers the children the learning opportunity of life skills. Which I feel is beneficial for children especially this day and age as many parents are always working children need to learn skills such as pouring themselves a drink. This can be used at home as well children can use mathematic skills in the shopping centre with parents or at home packing the shopping away or the washing counting stockings or pegs. HighScope also recommends parental involvement and although Aistear does require observations HighScope is stricter on observations and record keeping as daily observations are required in some cases. I do however feel both curriculums offer lots of different learning aspects, goals and opportunities. Both together can work extremely well and cover the child’s holistic environment and also support them in other factors of their environment such as culture and social also family and community. In my opinion either Aistear or HighScope would benefit a child’s holistic development if used properly, correctly and to its full potential. Using them combined would in my opinion offer more learning opportunities for each child and offer a lot more freedom and exploration learning opportunities for the children. As Aistear will support HighScope in the areas of the children’s overall well-being. HighScope will support Aistear offering the children with more choice and independence which will also support the child’s thinking and exploring and their identity and belonging, alongside their holistic development by doing activities and exploration. As both curriculums link to each other and are similar in many ways most of the learning goals are the same Aistear does however encourage lots more involvement from parents. HighScope offers lots of opportunities for independence, growth for confidence, self-esteem and decision making. Using the KDI’s as guidelines for learning opportunities as Aistear uses its four themes, aims and learning goals or outcomes. â€Å"Both sets of KDIs are arranged to correspond to the National Goals for Education in the USA. They equally relate to Aistear, the early childhood curriculum framework in Ireland†. ‘The High Scope Approach to Early Learning’. Geraldine French. (2012) (arrow.DIT.ie) References and Bibliography National Council for Curriculum and Assessment (NCCA). (2009). ‘Principles and Themes’. NCCA: Epstein, Ann S. (2007). ‘Essentials of Active Learning in Preschool Getting to know the HighScope Curriculum’. HighScope Press: Michigan, USA. National Council for Curriculum and Assessment (NCCA). (2009). ‘Principles and Themes’. NCCA: Epstein, Ann S. (2007). ‘Essentials of Active Learning in Preschool Getting to know the HighScope Curriculum’. HighScope Press: Michigan, USA. ‘Aistear: the Early Childhood Curriculum Framework’ cited on: http://www.ncca.ie/en/Curriculum_and_Assessment/Early_Childhood_and_Primary_Education/Early_Childhood_Education/Aistear_Toolkit/Activity_Exploring_Aistears_learning_goals_.pdf Accessed online [7th of June 2014] ‘High Scope: A Constructivist Approach’ Excerpt from Early Childhood Education Today, by G.S. Morrison, 2009 edition, p. 149-155. Cited on: http://www.education.com/reference/article/high-scope-constructivist-approach/ Accessed online [7th of June 2014] Melanie Klein project (2014) â€Å"Play Therapy† [Online], available at: https://sites.google.com/site/melaniekleinproject/work/play-therapy accessed online [17th January 2014] Early learning HQ (2014) â€Å"Inspirational Quotation Poster† [Online], available at: http://www.earlylearninghq.org.uk/latest-resources/inspirational-quotation-poster-margaret-mcmillan/ accessed [17th January 2014] About psychology (2014) â€Å"Jean Piaget Quotes† [Online], available at: http://psychology.about.com/od/early-child-development/a/jean-piaget-quotes.htm accessed [20th January 2014] ‘The High Scope Approach to Early Learning’ Geraldine French (2012) http://arrow.dit.ie/cgi/viewcontent.cgi?article=1010context=aaschsslbk Accessed online [7th of June 2014] Marie GreyPage 1

Use Electronic Message Systems

Please find below some guide questions to help you when writing a statement for this unit, (if you would prefer, you can make notes on these points and we can have a taped discussion at our next visit)General Knowledge for using electronic message systems:Describe what the main types of electronic message systems are (for example, emails, instant messaging, text messaging etc) In our company we are using two of the main types of electronic message systems are as follows: †¢E-mails, these work by the message leaving your inbox, it is then transferred to a number of servers before it reaches the other persons inbox. During this time it passes through a few servers, some of which save the email for future reference.†¢Faxes are another type of electrical message system, this works by drawing the documents through it, scanning them and saving digital images into memory. The machine dials the number, waits for acknowledgment from the fax machine on the other end then transfers th e images using different frequency tones to translate varying shades of dark and light.Describe what the different features of electronic message systems are Emails are more superior then Faxes as you can attach things, and they can be used for a variety of things. Signing up to websites, they can also be used for video conferencing. You are not limited to how long the email is you are sending, however when you are using a fax machine you are charged by how many pages you send. This can be costly if it is used on a regular basis, whereas emails are free and readily available.Explain the purpose of keeping an electronic message system up to date The purpose of keeping an electronic message system up to date is that I know which messages I dealt with also to avoid miscommunication. It also allows me to have more clear view at other messages. For example every day when I’m coming to work first what I do is checking my email to find what task I have  to do. As soon as I replay I am moving them to folders or delete if are not important.Describe how to use an electronic message system to check and delete or discard messages On our computers we are using Microsoft Outlook.   First what I need to do is log in to my account by using login and password then I can see all emails what been send to me directly or to address group where I’m included. When I get an email, my computer displays an envelope in the task bar area, plays a sound and also pops up on my screen to let me know that I have mail.All new massages are bold font so are easy to spot. Enough if I click on message it will show on right site of my desktop and automatically sender will receive message that I have read his email. After read and respond I moving massages to adequate folder to keep information for case I’ll need it (for example attached forms) or delete if are finish and not needed any more. To delete message I need highlight message and click â€Å"Delete† button w hat move the message to â€Å"Delete items† then if I want remove permanently I need right click and choose â€Å"Empty bin†Explain the purpose of leaving clear messages for othersThe purpose of leaving clear messages for others is that we can make sure that the point we want to get across is received and hopefully understood. This can also minimize potential conflict that could come from misunderstanding.Now show me how you use electronic message systems and give me some examples of the following (you can use screen shots and explanations to illustrate your answers)Give me an example of a message that you have responded to within suitable timescale, show the message from someone and your message that you sent backTwice a week we send packaging to Spain.First what we receiving are details about transport from trays control department: Who, when and what will be collected.Then we are receiving a list of packaging from packaging planers:When everything is ready I sending back list with quantities prepared to let know planers what exactly was send and what left in our stores.Show me how you delete messages once they have been dealt withNext click on â€Å"Delete Items† folder by right click open menu and chose â€Å"Empty folder†.

A Life In The Day Of (creative writing)

My mother knocks. The door opens. Bright light blasts into my consciousness; I cannot see. I leap out of bed to reduce the longing to return and the cold hits me like a slap. As you can probably tell, I am not a morning person – I never have been. I have learnt to hate them over the years. We have never had heating on until Mid-November because my parents insist that they can't afford to heat the whole house. This makes mornings a nightmare! Once I'm up, I can just about manage. I dress and eat breakfast to music. Music is a significant thing for me. My parents used to be in a band together and my mother is still trying to get a record-deal. She always likes to think of herself as a young and trendy mum. She is really into the house and garage music scene, but me†¦I'm a different story. Everyone in my family has opposite views on music. My mother and one of my little sisters, Heidi, like pop and garage music. My father, my youngest sister, and I like rock and Heavy Metal. This causes terrible arguments over what to listen to in the car or whilst eating dinner. However, the one band that we all agree on is Nirvana. I am a massive fan of Nirvana and have flags and posters of them all over my room. This is why I listen to Nirvana in the mornings – because nobody minds. By the time I get to school, I am (almost) fully awake. I have to walk to the station and get the train to school so I arrive at school feeling like I've been up for ages. Once I get my brain in gear it doesn't slow down. I constantly think – about everything! I occasionally come out with a random comment, completely off the subject because I've been thinking about it while everyone else is speaking. People have therefore got the impression that I'm slightly mindless because I never know what people are talking about. Although I don't like to admit it, I am fascinated by Philosophy. It takes up much of my precious thinking time. How can anyone not be fascinated by everything around them? Everyone takes so much for granted – like life. What is it? What is reality? Even simple things like how do I know that the table in front of me exists – how can I prove it? All this fascinates me. When I am an adult, I want to work with people's minds. I would like to be a phyciatrist or a therapist. I don't believe that anyone is born evil or with a mental disorder. If they are, I believe that their condition can be resolved. Everyone is capable of leading a perfectly normal life if they have a fully functional brain. Maybe I could help a lot of people solve their problems and make life more enjoyable for them. As I sit in my lessons, I try to comprehend everything I'm told. I think the best method of revision is not to have colourful post-its on every page. I refuse to use anything like that because no matter how exciting you try to make a boring subject – it will still be boring. Instead I go through the year trying to understand what I am taught as I am taught it. If you read through the textbook before the exam and try to understand everything it says, it is a lot better than frantically trying to memorise a list of words and numbers. Lunchtime approaches and I anticipate the bell. Lessons can be enjoyable but I'm starving. Lunchtime symbolises a period of time where I have no excuse but to socialise. That is one of the few things in life I find really hard because I lack self-confidence. People find it strange that I always have a tissue with me. My parents think it is like a comfort blanket for me. I think so too. My life at the moment is torn between work and play; it is really hard to juggle both. In order to keep your friends, (if friends they are) you have to seem as if you don't care about work – even if you do. In lessons when they try to disrupt you, you can't tell them to be quiet because that will show that you are really interested. Instead, you have to grit your teeth and pretend you are listening to both teacher and friend. I've found that if you nod occasionally to your friend, they will get bored after a while. Actually during the lunch break there is another crisis. How can you ever know what to talk about? I am fine when I'm in a one to one – but in a group, like at lunch, I panic! However, I can often be an extrovert. I survive in crowds by encouraging them to laugh at me. If I intend for them to laugh at me, it can't humiliate me but if I try to get people to laugh with me, I could be confronted with an uncomfortable silence. I enjoy making people laugh now and I have acquired an image with some people as being almost like a comedian or a clown. I enjoy this image and it boosts my self-confidence. I don't mind being laughed at if I am hoping that my thoughts will be funny to someone. Some people laugh at me because I feel so strongly about things that don't matter to many others. I find now, in secondary school, people don't often laugh cruelly and make fun of you. I don't have to worry as much about what people think of me. I like that. I am usually in a good mood when I start the afternoon of lessons. That is, if my confidence hasn't failed me during lunch and I ended up sitting alone. The afternoon lessons usually shoot by and it's three-thirty before I know it. I pack my bag to go home with eagerness and set off for the station. Usually, all the way home we get caught up in one debate or another. Once, we started discussing the theory of relativity and what it was. That debate didn't finish until nine o'clock that night because one of us had to look it up in Britannica. I am usually the loudest member of these debates because I have an opinion on almost everything. When I get home and I've finished my homework, I usually start reading. I have always enjoyed reading and have now become quite fast at it. This is not only a chance for me to relax, but also a chance for me to get lost in a different world where I shrink into insignificance. I love to read fantasy books where there are exciting adventures. ‘Lord of the Rings' by J.R.R. Tolkein is probably my favourite. There are four adventures all rolled into one and a completely new world is created where even the people are different. Without reading and music, I could never switch off. They give me new things to think about. I am a very emotional person and I let myself become totally involved in any task at hand. When I read a book, I am really there. When I listen to music, I can do whatever I like. My life becomes unimportant and I can forget about my problems and concentrate on other things. I get ready to sleep, and wonder what my life will become. My one ambition is to go to Africa or Brazil, and help disadvantaged families there get themselves out of the well of poverty. Why does it really matter if a good friend of mine decides that she doesn't care about me any more? Who cares about my self-confidence levels? I just hope that I can make a positive difference in the world somewhere. I know I will someday, nothing else matters. I can't just sit and pray for people because I am an atheist. At last, I drift off into mindless slumber, in my safe and insulated world of duvet.

Woza Moya Organization is an NGO - 616 Words

THE NGO THAT I HAVE CHOSEN IS THE WOZA MOYA ORGANISATION 1. DISCUSS THE REASONS FOR THE FORMATION OF THE ORGANISATION Woza Moya was initiated by Sue Hedden who in 1998/9 was called to assist when the running of the kitchen at the Buddhist retreat centre which was assisting the Buddhist and Zulu speaking and so the workers would go to her for advice in helping them with problems they faced in their work place. They mentioned their desire to learn to speak English. Sue had been trained in adult literacy and decided to take this to another level. The classes soon became the highlight of the week. She soon became aware of other issues such as HIV Aids. Sue had a school friend contact who was also an executive director of the Aids foundation of South Africa, her response was immediate and laid out some guidelines to follow and she contacted the stakeholders in the Ufafa community such as: counsellors, traditional healers and parents to find out what issues people were facing and how to respond. They began meeting with the various communities. Kitti Soro and Thani Saro Weinberg who were resident teacher s said they would raise funds to initiate the project. They also used friends in the USA and the fundraising events began. Five years later the Woza Moya community centre was birthed in 2005. The centre was relocated to the community of Ufafa. The name Woza Moya came into being from her personal experience, which was when her fiancà © Dave Everett took his own life, he was a