At times students want to chorus the answers because the questions being asked are easy for everyone. To involve the participation of all, the learning methods should be flexible (Tizard, Hughes & Pinkerton, 2000). It may be because they do not know or they may just be lazy. While some children would not feel good for being pinpointed to do some things in class, others need it as they cannot do it on their own. This institution should therefore promote various ways of fostering the young child’s learning and development. ![]() Certain children will not answer questions if pinpointed, not because they don’t know but because they think the teacher is not friendly with them (Steiner, 1996) and they tend to develop a bad attitude towards the teacher. The questions they ask should also aim at improving the intellectual standard of the child and should be open for answering by any student by a show of hand. Their relationship with young learners should always be right to enable a smooth passage of information from them to the children. Teachers are encouraged to be as sensitive as possible to avoid a teacher-learner conflict. Careful selection and decision making are therefore important.Īnother thing is that emotions and socializing tend to be co-related. Running is much more breath-taking than playing chess. Also, the freedom to choose enables them to select what they can ably do. If for example, a child who loves badminton is taken to a basketball court, they are likely to fight with others if they are blamed for a lost ball or are run into by an opponent. The freedom to choose relaxes their minds as they don’t get annoyed for being forced to do what they don’t want and also reduces unwillingness to attend school. They make their own decisions as to the type of play ranging from sandpit play, hopscotch, slide, basketball, badminton, hula hoop, and planting. When children are allowed to go out and play in the afternoon, they can explore different types of games and plays because of the availability of play areas and different equipment. These constant checks enable the learners to grow as those areas that need to be revisited are noted.Ī careful evaluation of the different aspects of the center shows that they have succeeded in implementing the DAP. This work is reviewed by the teachers when the learners turn up for school the following day. They also learn to ask for support from other people (mother, father, and other members of the family or any person within their reach) apart from their regular tutors. Furthermore, students are given homework to boost their memory and independence as they work at home without the support of their tutors. The questions are not limited to the subject matter but are open to help them extend their way of thinking. Teachers also ask the children questions at the end of the lessons to gauge their understanding. Also, extra sheets are available to teachers for them to be able to give more support to these young ones if need be. The curriculum is in thematic format and the learning sheets are prepared according to the age of the learner so that it’s easier for them to learn, understand, and remember. I think the adoption of DAP has been successful since the teaching materials are made in a way that fits the learner. This enables them to remember what they have learned and expanded their memories. Before the start of any lesson during the day, children are taken through a brain training session by their teachers. The operator believes in a brain-training program and sets up the curriculum, to be used by the teachers, with the principal. There is an observation that I made from the school since it is just newly set up, the owner would not want the school to experience problems in lesson presentations given to the children and therefore monitors the curriculum closely. This also creates conflict between them which prompts conflict resolution amongst themselves. This enables them to share ideas and socialize thus pulling them closer. ![]() It is only on Fridays that students on each level are put together to study. All lessons from Monday to Thursday are carried out in individual classes. Outdoor games are done daily after classes in the evening. All these on Friday are introductions, explorations, investigations, and sensory. On Fridays, they take moral education, art and craft, and science. They are taught language explorations on Mondays and Wednesdays while mathematics explorations and investigations are done on Tuesdays and Thursdays. ![]() Their curriculum is conducted in a thematic form Mathematics and languages are taught alternately. The children enter the school as toddlers before joining Nursery 1 and 2 from where they graduate to Kindergarten 1 and 2. The center has a capacity of 27 in total. ![]() Two of these teachers are trained English teachers while the other is a Chinese teacher. The school is headed by a principal assisted by three teachers who are DPT trained.
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