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About this free course

This free course is an example of a Level 1 study in the natural sciences.

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Head of Intellectual Property Department, The Open University Introduction and Instructions Introduction and Instructions Deze gratis cursus Basisonderwijs: luisteren en observeren duurt 24 uur, with 8 sessies. Elke sessie duurt ongeveer 3 uur. The eight sessions are linked together in a logical way in which the course is guaranteed. This is the following: The course is intended for all the knowledge of the basic school sector and ethical practices in the onderwijs. The cursus bestaat uit a reeks practical courts lezingen and observationele lezingen. The small-scale onderzoek in the basic school and the observation of the children's games and learning in the class, and the interviews with the school staff and children are also carried out. There is also cyber pests in the basic school curriculum.

You can test your knowledge in the interactive quizzes, you can earn a badge in sessions 4 and 8 and never have any latency. You can read more about the cursus and badges in the following sections.

After the course, the course is in the state of: In the 'Samenvatting' aan het one of the other sessions will have a link to the following session. As soon as you want to start the course, click on 'Full course description'. The hieruit kun je naar elk deel van de cursus navigeren.

It is also a good use to open a link in a new window or tab if you open it from a course page (including links to the tests). That way you can easily return to where you came from without having to use the return button of your browser.

The Open University would appreciate it if you gave us a few minutes of your time to tell us something about yourself and your expectations for the course before you start, in our optional survey at the start of the course. Your participation is completely confidential and we will not pass on your data to others.

What is a course with badge?

During your primary education study: listening and observing you have the opportunity to achieve a digital badge.

Courses with a badge are an important part of the open University's mission to promote the educational wel l-being of the community. The courses also offer a different way to help you go from informal to formal learning.

You need about 24 hours of study time to complete a course. However, you can follow the course at any time and at your pace.

Qualified courses are available on the OpenLearn website of the Open University and do not cost anything to follow. They differ from courses from the Open University because you do not get support from a tutor, but you do get useful feedback from the interactive quizzes.

Hva er Et Badge?

Digital badges there and Ny Måte Å Vise På Nettet at Du Har Tilegnet DEG and Ferdighet. Høyskoler OG Universiteter Sam worker Med labor givere Og Andre Organisasjoner to Å utvikle Åpne Badges Som Hjelper Elevene Med Å få Anerkjennelse for Ferdighetene sine, Og Som Hjelper Laborgivere Mednne den Rette Candidates Til and Jobb.

Badges Viser Hva du Har Gjort OG Oppnådd I Løpet AV Kurset. Du can be Dine Prestasjoner Med Venner, Family OG Labor Givere, OG På Sosiale Medier. Badges there and God Motivasjon, OG Hjelper Deg Med Å Nå Slutten av Kurset. Å få et badge gir ofte Økt selvtillit når det gjelder ferdighetene og evnene sum beam til grunn for vellykkede study. Så hvis du fullfører dette kurset, can det opmuntre de til Å tenke på Å ta andre kurs.

Hvordan Få et Badge

A few Å få et badge! Hva du Må gjøre:

For all quizzes, you have three attempts at most questions (for true/false questions, you usually only get one attempt). Getting the answer right the first time will earn you more points than getting it right the second or third time. So be aware that for the two badge quizzes, it is possible to get all the questions right and not get 50% and qualify for the badge on that attempt. If you get one of your answers wrong, you will often get useful feedback and suggestions on how to find the right answer.

For the badge quizzes, if you don't get 50% the first time, you can try the whole quiz after 24 hours and come back as many times as you like.

We hope that as many people as possible will get an Open University badge - see it as a chance to reflect on what you have learned, not as a test.

If you need more help with getting a badge and what you can do with it, take a look at the OpenLearn FAQs. If you have been awarded a badge, you will receive an email to notify you and you will be able to view and manage all of your badges in My OpenLearn within 24 hours of meeting the criteria for receiving a badge.

Session 1: Observing and Listening to Primary School Children Introduction

Would like to join this free course for the first time, which will introduce you to primary school observation.

Primary school observation is not a remote, “scientific” experience. You can be around that person, you can care for your children and be aware of them, but you can also be there for them, your person with your children's work and inform them with your speech, you can understand who they are thinking about. Zum Beispiel: Haben Sie jemals: In diesem Kurs, Sie diese Fähigkeiten auf bewusste Weise erweitern. Wenn Sie darüber nachdenken, in Zukunft Lehrer zu be, if wenn Sie vorhaben, in einer Schule zu work or hrennamtlich zu work, be Ihnen these Fähigkeiten zu work.

If you study children and listen to them, you will be able to learn more about them, so you will be able to enjoy them as a professional learner and develop them.

Am the end of the course sollten Sie dazu in der Lage sein: The Open University würde sich freuen, wenn Sie sich a few Minuten Zeit nehmen würden, um us in unserer optionalen Umfrage zu Beginn des Kurses etwas über sich and Ihre Erwartungen an den Kurs zu erzählen. The relationship is absolutely reliable and we are not going to date anywhere else.

1 Why observe in primary school? Figure 1 This is a photograph of a woman reading to children while another teacher observes.

Observation involves looking and listening carefully. The goal is to understand better. Observations in schools can take place in the daily routines when children are carrying out normal activities in or outside the classroom. It can tell you more about children as learners than observations of them in isolated or constructed situations. Observation and listening can tell you what children know and what they can do—not just what they don't know and what they can't do.

There are many aspects of children's learning that you can observe in a busy primary school. A single moment can be filled with a dozen events of behavior, learning, and interaction. Primary school teachers and educational staff carry out "in the moment" observations of children, individuals and groups, during the school day.

Pradinės sikkolos tārīgai stebi, kū vaakii sako ir daro, taip pat kiṅhānī sṛkujas ir kīnā sākā. Jie stebi kiken svättä klasseje, gejää sätsäje ir pietų salėje. Jie gali paprasyti sikku temąleti apie tam twimku temą, jos pomīkius ir nemeilę, draugystū, mokymasi sikula ir majesty bei mintis apie mokymo programma. Šio proceso metu svetsvetjeji tries to determine the children's supratimą ir jös nesusipratimus.

Stebti galima wienä vaiką arba sekke grupu, sättät säätä kaip jie bendrauja ir dirba ar jäya kartu. Vaikų stebėjimai säytų apima daugius nei oneyenų approach, for example, parents ar senelių, o sometimes ir kitų specialistų, for example, socialinių svetnių ar pediatrų, vaųių.

You need about 24 hours of study time to complete a course. However, you can follow the course at any time and at your pace.

2 Familiarize yourself with the pradinės mikolis vadovu

Markas Millinsonas yra Kembridžšyro pradinės sikkolos direktorius. Jis dirba mokytoju nuo 1987 m., o direktoriumi - nuo 1996 m. Jis sako, kad jei norite potati vaikams vaikma, više pirma turite būti geras klausytojas - ir net ejjan tiek „detektyvas“. The following video will explain what you are looking for.

Video 1 Mark Millinson when a volunteer comes to me to ask what they should be and what qualities they should have to be a person that a school will be interested in, in that role ... I immediately look at their body language and enthusiasm For what they ask for. We need people in primary school who are inspiring - we need people who are enthusiastic and exuberant. If I were to think of a reading and writing character, I might think a little about Tigergutt, without being overbearing. For the children must be interested in these people. They must be, more than anything, available. And when I meet someone who wants to volunteer, it is so important that I get the impression that the children will actually thrive in their company and learn something from them. It is a very important role in school, even as a volunteer, because you add something else. All adults who enter school have something to add to the children. And it is a great opportunity for the school to give the children a wide range of experiences, because we need it, and that needs the children. And then it's fun too. In order to really support a child in school, you must basically be a very good listener. And you have to be very accessible. It is very important that we get the children on where they are, instead of where they might be, or where they are expected to be, or where they are believed to be. And there is only one way to find it.

This means listening to what your child is telling you and understanding the directions themselves. And then, probably, gently guide them to the path other than the one they originally started.

In this course you will hear Mark again.

Next, you will listen to part of the lecture read by a professor of childhood study.

3 Listen to the story of an early childhood teacher and watch the children.

In the previous section, Mark Millinson said that each child was different and unique. The lecture you will listen to is Priscilla Alderson, Professor of Childhood Studies at the University of London, gives us a convincing argument that when we watch and listen to children, we have to look at them as individual people.

In this audio record, Priscilla Aldersone tells us how we should treat children as people rather than "dolls". This is an important idea when thinking about observing and hearing children in order to understand their learning and needs. People are complicated and interesting, and sometimes unpredictable. It takes time to get to know and understand a person well and it is important not to make assumptions.

1. Operation focus focus on about 15 minutes.

Listen to Alderson's inauguration lecture fragment.

In de Lezing Pleit Alderson Voor een Einde Aan 'Verplicht' onderwijs. Denk Terwijl Je Luistert Na Over Haar Redenen Hiervoor. Maak wat aantekeningen in het vaccine hieronder.

Audio 1 PRISCILLA ANDERSON I would like to say that the main message of this lecture is, can we shut down the idea that children are puppets? They are not. They are human beings. As the great Italian pedagogue said: "They have a hundred languages, a hundred thoughts, a hundred ways of listening, wondering, loving, singing and understanding," and he added: "School and culture steal 99 of these and tell the child to listen and not speak, that it should understand without joy. But despite this," he added, "young children are strong and powerful. So why do we treat these remarkable people like they are puppets to be forced to go to school and forced to learn? I would like to argue that we need to rethink compulsory schooling. After all, most young people want to go to school. They work very hard and creatively. In one school we gave the children cameras and asked them to take pictures of the things they value most in their school and the way they think their rights are respected and one of the topics they created, were pictures that expressed their devotion to their teachers. We assume that adults work and learn better voluntarily than when they are forced to do so. Are children and young people so different? So in conclusion, I hope you agree that adulthood and childhood overlap in some ways; that many of the differences are far more due to the way we misunderstand and mistreat children than to children's actual abilities; that a rigid double standard regarding respect and

as has already been practiced in many previous centers and schools and universities all over the world. I hope that the program will examine the problems, the creative solutions and the many advantages of non-compatible schooling. This would reduce administrative levels. This would release resources for a better student-teacher relationship and better relationships. Then learners and teachers could help shape education much more. This would be based on the appreciation of the intrinsic rewards of learning instead of forcing or bribing people, but it would mean rethinking the importance and relevance of childhood, the competencies and rights of children, and it would be the attitude towards children change. Schools cannot do this just as a small islands in society, and the program will be based on the principle of the UN Convention that the respect of the innate value and dignity as well as the inalienable rights of all members of the human family the social progress and promotes a better standard of living in greater freedom and creates the basics of justice and peace in the world that we need so urgently. Thank you.

Когато децата в уAn у к олдърсъ ъ, те са потопени в свят, контролиран възрастни. Тя позоваbly налианскиges педагог лалагуци (1920-1994 г), който казва, че иецата матbit чина да слушат, д "удивляват, да обичат, д пеят и да разбират”. Олдърсън твърди, че често уилищата отнемат радостount . Олдърсън изтъква, че уset децата и въстните са еднакerved а учим доброволно, а не да ни принуblyses.

Олдърсън говори зова колко много децата ценят своите и и децата и уителитеe ато уителите се отнасят къ децата като хора, а не като къaction "марионетки". Съвместното създаване вклюlin сътрудничество, като децатhl ио-голям принос и вземат в решения ety. Възрастните, които изслушват децата, могат д "разберат какво разбират ч д децата, какво ° и к и и научат.

Малко вероятно е уилището д незадълелно зput ецата преевяват училището. Набдението и слушането могат д ви помогнат д станете по-ension.

Deretter Skal du reading to Casestudier Om Å observer og lytte til barn.

4 Casestudier AV Observasjon OG Lytting

In the mid-1970s came A Language for Life (Department for Education and Science, 1975), also known as the Bullock Report, which addressed the fundamental importance of language for our learning and our lives. The report surveyed 2, 000 schools and found results related to reading, writing, spelling and language, but it chose to highlight the language in the title, stating that many children need "opportunities to talk to a sympathetic adult" (p. 67) , and recommended that, in addition to teachers, there should be "extra adults" and "teaching assistants" to do this. Today, it is often teaching assistants, pupil support assistants and assistants with additional needs in primary schools who have this role as a conversation and listening partner for the children.

In the two case studies that follow, the adults exemplify the Bullock Report's idea of likeable "others" who allow the children to speak in an informal way. One of the examples concerns children learning English as a second language. The transcriptions provide practical examples of how adults in school can learn about children, for example by listening nearby while the children are working, or by working with the children and talking to them.

4. 1 Observing and listening: case study 1 Figure 2 This is a photograph of two children drawing.

Bij deze activiteit je stel je voor dat je luistern naar een verskoers tussen drie kinderen.

Activity 2 Observing how children make the drawing Lasts about 20 minutes

In the following transcript, Sarah, Mia and Michaela (5 and 6 years) are drawing aan het maken van regenwouddieren - een activiteit organized by hun leerkracht. They work independently. Hun leerkracht is in de buurt en listent, maar doet niet mee. While the girls work, they comment on the transformation of her drawing.

Pretend that you have listened to these conversations. What do you learn about the children by listening to them?

Sarah: Ik teken de boom zo [tekent].

Michaela: Oh, that's a nice boom. Je hebt er een boom naast signed.

Mia: I don't know the boom sign. I need a roof sign. There are the leaves. We hebben yesterday een kleinere gedaan.

Sarah: Je kunt het [een vogel] niet echt zien door de takken. It's hairy. In feite heeft het een vacht rondom... [gaat verder met tekenen] Dan een klein beteich wit.

Michaela: Dat ziet er een beeite gek uit. I got the paw completely wrong. Als je het inkleurt zie je dat piece niet.

Mia: I have a cat at home.

Sarah: Ik zou deze [vogel] in een lizardis kunnen mutrenden... hoe teken je luipaardpoten?

Michaela: [Laughs] I was going to do another, fifth phase!

Sarah: I made a jaguar, such a lizard and chameleon.

Mia: If you come home this summer, I won't be there. I will be in Serbia. My family is in Serbia and I speak Serbian.

(from Safford and Barrs, 2005, p. 71)

Girls give running comments when they see ideas in their heads turn into reality on paper, and it seems that talking together helps them do their job. They often provide evaluating comments about each other's work, and Mia also provides information about their family life, language and summer plans. Children focus on the technical requirements of the task and reveal that they know what methods they could use. They boldly correct any mistakes and know what is "right". They also rely on their previous learning. Children work independently - ask questions and answer them themselves without contacting the teacher. The inscription shows how much sel f-esteem, learning and reflection takes place in children playing, talking and working.

4. 2. Monitoring and Listening: 2 case investigation Figure 3. Figure 3. This is a photo in which a woman and a group of children draw.

Eine Gute Möglichkeit, Eine Sprache Zu Lernen und ihre anwendung Zu üben, Besteht Dar, Etwas gemeinsam myth anderen zu tun: Kochen, Spazieren Gehen, Bauen, Malhen, Zennen, Nähen, Basteln, Die Regies Enkaufen, Rollenspiele Odeer Geschichten Erzählen. And Ihnen Zu Haus Oder in Ihrer Gemeinde Sie Velleicht Dafür VerteWortlich, Solche Aktivitäten Für Kinder Zu Organisieren, and Denen Sie Die Möglichkeit Haben, Mit Ihnen und Unteteinander Zu Spread.

Aktivität 3 Beobachtung von Kindern, Die Englisch Als Zusätzliche Sprache Verwenden Etwa 20 minutes

Im Folgenden Transkrip Malen Eine Lehrerin und Kinder der classes 6 (10-11 jahre) gemeinsam bauernhoftiere un d-landschaften. Die Vier Kinder (Zwei Jungen und Zwei Mädchen) Sind Erst Vor Kurzem Aus Portugal Angekommen und Befinden sich Noch in der Anfangsphase des Lernens und der Anwendung der Englischen Sprache in der Schule. Schreiben Sie ihre Beobachtungen auf.

JUNE 1: GAB EU FRüher Schon Farb?

Lehrerin: Ja, Aber Sie Wurde Immer Aus Natürlichen Materialien Hergestellt.

Mädchen 1: Meine Mutter Hat Einen Bauernhof in Portugal, Sie Hat Ein Schwein und der Boden ist Ganz Schmutzig.

Jung 2: Als Ich Nach Portugal Fuhr, Hatten Wir Ein Schwein, Ich Hielt Diene Fest und das sali riss. Ich Musste das Messer Nach ihm Werfen!

Lehrerin: Was! Two Hast Ein Schwein Gehalten? Warum Hast two das getan?

Jung 2: UM EU Zu Töten.

Lehrerin: Oh, Ich Weiß Nicht, ob ich das tun könnte!

Girl 2: My grandmother has a donkey in her farm, behind her home she cultivates grapes. Everyone knows my grandmother and me! One morning I got up early and gathered grapes and corn.

Teacher: I love grapes.

Boy 1: My grandmother has a horse. Do you know why?

Boy 1: To put the cart [mimics the horse and the cart, shaking the bridles].

Teacher: Professor: And do you think you prefer the city [here] or the countryside like Portugal?

Boy 1: I like the countryside.

(by Safford and Barrs, 2005, pp. 72-3)

In this discussion, the adult does not direct the children and does not speak "to them", but works at the same time and talks to them. The activity itself (agricultural painting) maintains a discussion where children talk extensively about something that is directly interested in- they do not answer "closed" ("yes" or "no") questions, so they have opportunities to produce and use oral English in a noun, relative way. Collaborative activity creates a place where children and adult can ask questions to each other and learn about each other. Notice that the boy 1 asks if there was a paint on the "old" days. He learned this English word in narrative sessions in the classroom.

The teacher in this text later said:

Praten Er Så Styrt I Klasserommet. Det er først når du snakker med dem [barna] at du finner ut hvor de er. Ellers Vet du Aldri Hvor de Er. Det er ved Å lyret til dem at du finner ut hvordan de lærer, hva de trenger Å vite.

NÅR DU Observerer og Lyter, Kan du Få Spevikk Informasjon Basert Direkte På Hva Barna Sier Eller Gjør. Fra Transkripsjonen Vet Du for Eksempel at Moren Til Jente 1 Har en Gård I Portugal.

Du Kan Også Trekke Slutninger, Eller Komme Med Kvalifiserte Gjetninger, Basert På Observasjonene Dine. Når du Leser Transkripsjonen, Kan du for eksempel Slutte at alle Fire Barna Har Erfaringer Fra Livet På Landsbygda.

Nå Skal du lære om to Viktige aspekter Ved Voksnes Arbeid I Gunnskolen: Beskytelse Av Barn Og etisk Atferd.

5 Barnevern og Ivaretakelse

People who work in schools and do volunteer work have the legal duty to protect children. Every school has a clear policy for the protection of children and makes this available to visitors. See 'Protection' as the general concept or plan to keep children safe and cared for, and see 'child protection' as the specific steps or actions within the general plan. Schools also have explicit processes for reporting concerns about children and a designated person, usually a senior staff member who is responsible for protection.

You have met director Mark Millinson in activity 1. He says that everyone who wants to work at a school or do volunteer work must undergo a formal control of his identity and background. That is right, because primary school staff has close contact with children.

Watch the following video in which Mark tells about the importance of protection.

2 Vaizdo įrašas Markas Millinsonas Labai, Labai Svarbu, Kad Mūsų Vaikai Mokyklose Būtų apsaugoti. Taigi Savanoris, Atėjęs į Mokyklą Pasakyti, Prašau, Ar Galiu įeiti. Na, Mums Reikia Būti Tikriems, Kad Tas Asmuo Yra Tinkamas Bendrauti Su Mūsų Vaikais. MES Neatidarytume Lauko Durų ir Nesakytume: įeikite Visi. Ateikite Ir Dirbkite Su Mūsų Vaikais, Nes Yra Akivaizdžių APSAUGOS Problemų. Taigi, Šiuo Metu Reikia Atlikti Patikrinimą - Tapatybions patikrinimą. Institucijos, Užduodamos Klausimus, Pavyzdžiui, Kas Jūs Esate, Poleikamos Pasą arba viruotojo pažymėjimą, gimimo thatą ir gyvenamąją vietą, gali patikrinti, dunder, dunder, dunder, dunder, dunder, dunder, dunder, kurrunder ti su vaikais. Tai Nereiškia, Kad Asmuo, Turintis Teistumą, Negali Dirbti Su Vaikais, Tačiau Akivaizdu, Kad Yra Tam Tikrų, Sakytume, Nusižengimų ar Net nusikaltimų, Dėl Kuri. Taigi, Kai Jūs Susidomėsite Galimybe Tapti Savanoriu, Mokykla Iš Tikrųjų Paprašys Jūsų Atvykti ir Pateikti Šią Informaciją, Kad Ją būtų galima perduoti by interneto svretainę. Ir Tada Mokykla Gauna Informaciją, Kad Iš Tikrųjų Absoliučiai Viscas Yra Gerai. Pakvieskite Juos į Vidų. Taigi Prašau, Kad Tai Jūsų Neatbaidytų, Bet Esu Tikra, Kad Visi Supranta, Kodėl Tai Taip Būtina.

KAIP APIBRėAMAMA APSAUGA IR Ką Ji Apima Pradinerje Mokylokje? Sužinokite Tai Kitame Skyriuje.

5. 1 APSAUGOS APIBRIJNYFYS

In England, the Law on Children (2004), the School Review of thested (2015a, 2015b) and the Ministries of Education (for example, DFE 2014) provide extensive and detailed guidelines for safeguarding, which can be summarized as follows:

Each country has legislation and protocol to protect children. Look for the relevant services in your country, for example: SafeGuarding Board for Northern Ireland (SBNI), Estyn school inspection in Wales and Safeguarding Scotland.

5. 2 Protection and school life 4 This is a photo of a ring of paper figures holding hands.

Ensure is not just about protecting children from deliberate damage. Associated with all aspects of school life, including:

What kind of issues in schools do you think safeguarding? Think for a while and mark your ideas.

Ensure may include a number of possible issues, such as:

If you are a volunteer or work in an elementary school, you need to know the assurance processes and know who you should report if you have a problem. In addition, the school has a legal obligation to check you to make sure you are safe to be at school with children. The next section examines these control procedures.

5. 3 Doorlichten Van Vrijwilligers en Personeel op Basisscholen Afbeelding 5 Hier Zie Je Een Papiertje Met 'Approved' Erop Getempeld.

Controles Door de Disclosure and Barring Service (DBS) HELPEN VOORKOMEN DAT ORGESCHIKTE MENSEN WERKEN OF VRIJWILSWERK DOEN MET KIND KWETSBARE VOLWASSENENEN. Je Hebt Misschien Wel Eens Gehoord Dat Dit Proces Vroeger Criminal Records Bureau (CRB)-Controles Werd Genoemd. In Schotland Wordt Dit Controleproces Beheerd Door Safeguarding Scotland.

DBS-Checks in England, Wales en Noord-Eerland, en Safearding Scotland-Checks, Helpen Scholen Bij Het Screenen Van Potentiële Werknemers en Vrijwilligers ngen. De Controles Doorzoeken Het Strafblad Van Een Sollicitant. Dit Helpt SchoolDuuren om Weloverwogen Wervingsbeslissingen Te Nemen. Schoolhoofden, Schooldirecteuren en Lokale Overheidsinstanties Zijn Verantwoordelijk Voor een Veilige Werving Binnen de School.

Er Zijn Drie Dbs-Controleniveaus: Basis, Standaard en uitgebreid. Een Basisregistratie is Beschikbaar Voor IDereen Die in Het Verenigd Koninkrijk Woont en Kan Worden Aangevraagd Door Individuen en Gerkgevers. Een uitgebreide check kan uitwijzen of een sollicitant wettelijk is uitgesloten van het werken met Kinderen.

Anyone who wants to work or volunteer at school has the right to carry out an enhanced DBS inspection. It is appropriate because primary school staff (paid volunteers) are constantly in contact with children.

In addition to adhere to protection and child protection protocols in primary schools and volunteering, they also follow ethics guidelines.

Adults working in schools monitor children every day and talk to children informally. They do this as part of the "detective" work, as the school principal said earlier, Mark Millinson, to find out how children think or feel, what children know and how they are learning. These observations and conversations can be spontaneous or planned. Strictly speaking, it is not considered a "research". However, adults, when observing and listening to children, follow certain principles of behavior and behavior.

In the next chapter, you will learn about these ethical guidelines for children.

6 Ethical Practice in Educational Institutions Figure 6. Figure 6. The word "ethics" on the board.

Ethics requirements apply to adult behavior and research. The British Education Research Association (BERA 2018) has published specific guidelines, so if you are working or volunteering at school, it is very useful to know BERA guidelines. Some basic elements can be summarized as follows.

Voluntary and Conscious Consent: You must take the necessary steps to ensure that children and adults understand the study in the EU's study, including why their involvement is necessary, how it will be used, how and to whom it will be reported.

Openness and Disclosure: Voluntary and informed consent must be secured before the investigation begins.

Right to withdraw from the study: Investigators must recognize the right of any child or adult at any time and for any reason or without the investigation, and investigators must inform the participants of this right.

The interests of the child's: researchers in educational institutions must adhere to the United Nations' Convention on the rights of the child (United Nations, 1989). This states that in all measures that affect children, the child's wel l-being must be in the foreground. Children who are able to form their own opinion should be able to freely express their opinion in all matters relating to them, and they should be made possible to give their consent in full knowledge of the situation. The researchers must also be aware that children can feel fears or discomfort during the research process, and they have to take all the necessary measures to calm the children. Researchers must immediately refrain from all actions that result from the research process and harm the children emotional or other damage.

Protection of privacy: The researchers have to recognize the right of children and adults to privacy, confidentiality and anonymity, unless they expressly and voluntarily forego their legal guardians or other people responsible in the event of children. The researchers also have to ensure that the data is kept safely and that the form of publication, including publication on the Internet, leads to a violation of the agreed confidentiality and anonymity, neither directly nor indirectly.

Nu vender du tilbage til måder at observer og lytte til børn på i folkeskolen og ser på teknikker til interviews og velval. Når du Fortsætter Gennem Dette Course, Skal du være opmærksom på, Hvordan Lærere OG Andre Voksne Følger Bera's Etiske Retningslinjer, Når de Arbejder med Børn.

7 interviews OG Virtaler

Du vil Huske, at læreren i activits 2 Havde en velval med børnene om bondegårdsdy. De Snakkede, mens de arbejdede med at male Kulisser Til en skolebegive. En lærer eller en pædagogisk assistant kan lære meget om børnene i denne proences.

Figure 7 Dette er et photographer af en kvinde, the Taler med et barn.

At Tale Uformelt Med Børn he longs Fra et formelt »Interview«, Men interviews kan days form af Åbne virtaler. I Løbet Af Dette Course Vil du Høre Interviews Med Voksne OG Med Børn.

The he mange typer interviews i uddannelssteitors, league fra meget formal til meget uformal. Her he nogle af de interviewTyper, the Udføres I Uddannelsesmiljøer:

Formålet med All Ovenstående er at opnå en Forståelse Af en Andes Persons Synfunkt.

7. 1 InterviewSkemaer Figure 8 Dette er et photographer af en kvinde, the Skriver på en blok papir.

Interviews with children should be informal, semi-structured and conversational. They are more like small talk with a specific purpose. If you have the opportunity to interview children, parents or school staff, you will have a clear idea of what you want to ask and you will want to use the time effectively, but you also want them to feel relaxed and confident about sharing their thoughts with you.

If you are given the opportunity to conduct an interview in a school, make a list of questions that you want to ask. This is called an interview schedule. It is good practice to share the questions with the person you are interviewing, so that they have a chance to think about how they might answer. At the beginning of the interview, you should talk to the other person about what you are trying to find out. Try to keep your list of questions short, so that you and the person you are talking to have time to discuss other, unexpected questions that may arise during the course of the conversation. Ethically, you are obligated to stop the interviewee at any time and not to continue the interview. If this happens, the respondent may also have the right to erase or destroy anything recorded or written down.

7. 2 Case: a teacher interviews parents and children Denise is a profesora de segundo curso (6-7 years). Quiere saber más sobre dos niños y su lectura, porque, según sus observaciones en clase, parece que no les gusta leer y evitan hacerlo.

Denise plane hacer entrevistas muy informales a los dos niños y a sus padres. Mientras read the estudio de caso, fíjate en cómo Denise sigue las directrices de BERA en cuanto apertura, divulgación y privacidad.

Actividad 5 Cómo sigue un profesor las directrices de BERA 25 minutos aproximadamente Anota dónde crees que Denise hace referencia a estas directrices, no nombrándolas, sino en sus descripciones de lo que hace. Denise is particularly interested in learning more about professional practices, and in concrete terms, she or he is interested in learning more.

Quiero saber qué les gusta leer a J (un niño) y a S (una niña) para poder sugerirles libros que les gusten. Quiero hacerlo porque estos dos niños a menudo me dicen que «odian» leer y veo que intentan evitar la lectura cuando los observo en el tiempo de «lectura libre» en clase y en las clases de alphabetización.

J and s are talkative and dare to speak to me. I would also like to invite your parents to give me an insight into what the children read at home. I hope that this process will expand my own knowledge of children's books and help me, J and S and other children who are "reluctant readers", to recommend different types of reading.

I created two questionnaires, one for the parents and one for the children. I tried to make the questions informal and entertaining for the parents:

And for the children:

I have explained to each of them why I want to talk to them, and I also let them know that they don't have to do it if they don't. I said that I don't have to record anything and that the information only helps me as a teacher and I will not share it with anyone else.

Denīze ir izveidojusi neformālu, daļēji Structuralētu Interviju Grafiku, kas ir piemērots vecākiem un bērniem. Viņa izskaDro vecākiem un bērniem interviju mērķi, lai varētu egūt viņu informētu Piekrišanu Šim proocesam. Viņa arī Pastāsta Bērniem, Kā viņa ierakstīs Intervijas, un ļauj viņiem zināt, ka viņiem nav jāpiedalās, yes viņi nevēlas. Lai gan denīze nerunā par privātumu, viņa skadri norāda, ka intervijas ir paredzētas viņas Profesionālai izpratnei, nevis plašākai publicēšanai.

Denīze cenšas jautāt par pieredzi un uzvedību, pirms uzdod jautājumus par viedokiem vai sajūtām. Viņa pārliecinās, ka uzdod “atklātus” jautājumus, uz Kuriem nav vienas atbildes “Jā” Vai “nē”. Tas palīdz bērniem vai pieaugušajiem Izteikties, un bērni un vecāki varningēt ar saviem vārdiem. Viņa iekļauj iespēju bērniem atbildēt uz jautājumu vibuāli, izmantojot ilustrācijas. Denīze arī sāk ar saviem novērojumiem, izmantojot tādas frāzes kā “es pamanīju ...” un “es redzēju ...”. Tas ļauj Intervijai b being neformālākai un sarunai, kā arī līdzsvarotai starp dalībniekiem.

Lause ”Kerro Minulle” on aina hyödyllinen alku kyssymykselle, joka auttaa lapsia ja aikuisia Puhumaan vapaasti. Hanes kyssymymymymysettelunsa eivät ole pitkiä, joten lapsilla ja vanhemmilla on aikaa vastata harkites yes ilman paineita. PuolistructureOidun, epämuodollises yes Keskustelevan Haastatelun aikana the Ise Saattaa Saada Selville Muitakin Asioita, Jotka Voivat Auttaa Häntämaan Lapsia Tehokkaammin.

8 Tämän isunnon Tietokilpailu

Nyt Kun Olet Suorittanut isunnon 1, Voit Tehdä Lyhyen Tietokilpailun, Joka auttaa Sinua Pohtimaan Oppimaasi.

Open the quiz in a new tab or window and come back here when you're done.

9 Summary of session 1

In this first session you learned about the requirements to do volunteer work or start working at a primary school. You started to learn about the processes of observing and listening to gain insight into the experiences of children, and the right and ethical ways in which adults can observe and listen to children. There are ethical requirements for behavior and research in educational environments and you have learned about the guidelines of the British Educational Research Association (BERA) for observing and interviewing children and adults.

You must now be able to:

In session 2 you bring these ideas to the primary school playground.

Session 2: Observing on the playground Introduction

Most children and young people will spend around 1, 500 hours of their lives in the schoolyard. For many children this is more time than they spend in a different outdoor play environment. This unstructured outside time is more than double the time that children spend in the gym classes.

Figure 1 This is a photo of a group of school children who are running on the schoolyard.

The focus of this session is on observing children on the schoolyard and finding out what children and adults think of playing times at school.

At the end of this session you must be able to:

Not every child has access to its own garden, a park or a forest area. But almost every child has access to a school grounds. There is something important about the daily experience of an outdoor space, experiencing it in weather and wind and through the seasons.

If you ask children which part of the school day they like best, many will say 'playing time'. Nowadays, adults are much more aware of the importance of playing time for the physical and social development and the wel l-being of children. Adults who supervise the playing time in primary schools will confirm that the playground can be educational and direct support for learning in the classroom.

There are two places in primary schools where children can talk whenever they want and what they want - one is the dining room (although adults often check the volume of the conversations) and the second is the playground.

It is evident that children's parks and classrooms are very different types of conceived spaces. To a large extent, it is the children who decide what happens in a playground, while mostly adults who decide what happens in a classroom. Children's parks offer children activity opportunities and spontaneous body movements that would be problematic in a classroom. If we want to get an idea of how children are truly when they are free, we should observe them in the recess.

In session 1, he analyzed two children's conversations transcripts and explored what these conversations revealed about them. It is important to remember that nonverbal communication and 'body language' can also be observed. Body language includes facial expressions, in particular eye use, hand and arms gestures, body posture, movements, as well as the clothes we wear and even the colors we choose. Even children in the earliest phases of language learning use their hands when they speak, especially if their parents do. The gestures often reflect the speech.

Activity 1 A school principal talks about the Recreation allows about 15 minutes

Volwassenn Die Op Basisscholen Werken en Vrijwilligerswerk Den, Bevinden Zich Vaak op Het Schoolplein Tijdens of Lunchtijd. Het is een GewelDige kans om kinderen you observe die vrij bewegen, praten, zingen, spelletjes Spelen of Gewoon zitten en kijken. Volwassenn Gebruiken Deze Tijd Vaak Om from VriendsChapsgroepen van Kinderen Observeren en Hoe Kinderen Met Elkaar Omgaan. Directur Mark Millinson Zegt Dat of Speelplaats Deel Uitmaakt Van de Schooldag.

Video 1 MARK MILLINSON I see the school day as an extension of learning or an opportunity to learn. So the playground is an important part of that. Because learning is not just what people call the three R's and the extra stuff that goes with it. These are communication skills. How to be social. How to solve problems and resolve issues. We need to support each other. Very often, kids come to me on the playground and mention something that happened in the classroom because they wanted to... They weren't sure about that something. But more often it was, "It's not fair because he's not letting me play" or something. And then my response is not to get involved in the situation, to solve problems for the children, but to teach them how to discuss disagreements. Because these kinds of learning opportunities are very important because they are lifelong skills. When I'm at the playground, which is often, I keep a pretty close eye on the kids. Because basically I'm looking to see if the kids are happy. On the other hand, who looks lonely? Who looks sad? Because this is an opportunity for me to gently approach and ask: "Hello, how are you?". And if the child needs any help, I am there. It could be that they just want to be alone. And it could be their personality that they don't seem as happy as other kids. We are all different and we should embrace these differences.

Mark sagt, dass es Spaß macht, auf dem Spielplatz zu sein, denn manchmal bitten Kinder ihn und andere Lehrer, mit ihnen zu spielen. Später werden Sie hören, wie zwei Kinder dies bechtigungen.

Aber wa ist mit Problemen und Konflikten die auf dem Spielplatz entstehen? Mark erklärt, wie seine Schule damit umgeht und warum die Erwachsenen in der Schule den Kindern helfen müssen, Meinungsverschiedenheiten auf dem Spielplatz zu lösen.

Video 2 MARK MILLINSON It happens that an adult has to intervene because children are indignant and feel violated, and they need to... and they are angry. And although it is rare, an adult will intervene in the situation when it happens. And in this school we try to use something called restorative justice. Again, it's about listening, and it's about not making value statements in the questions that the adult asks. So instead of saying, Who started this problem? Who is to blame? We will say things like - it's quite open - for example: What happened? Yes, who has been affected by this? How do you feel about this now? How can we rectify this? And with these questions, seasoned with the children's answers, it does not always solve the problems, but the children calm down. No one is to blame, at least not initially. And there is a greater awareness of what actually happened, because we all see the world from our own point of view, and this is a way of encouraging children to listen to other people's points of view. So these conflicts are actually quite useful in developing resilience and understanding that someone else has a different point of view, and also in learning how to work on conflict resolution, even in terms of whose turn it was to be it. It is early, but it is a step in the right direction when it comes to learning in society, and how we must relate to each other.

Kitame szätätä sämäsite pradinės sikkolos gejumäs aikštelê ir sämätä sämääusi joje svetämis sväsomis.

2 veikla Židimų attųs stebējimas Skirkite apie 20 minutių

Check out this video of the elementary school's playground. Šią gejąceu aikštelę sudaro dvi dalys: asfaltuota attso ir lauko attso.

Žiūremādi stebēkīt abi gejūsēm atsūtsī erdves. Pay attention to their physical properties and environmental characteristics. Stebekite, kaip vaakii juda ir gestikuliuoja patys ir vieni rutuho svet.

Remdamamisi tuo, kū matote sekose, nubraižykite apytikslį sių erdvių planą. Įtraukite visus eksiklinius geļuų įlų įsų Įtraukite, Įtraukite plotus, objektus ar ribas.

Stebëdami taip pat îsiklauykite į šių gejų aikšteļių garsus. What did you do? Juos taip pat sajrásík. Pay attention to how adults play.

You can view a video clip that contains detailed information.

[PRISLOPINTI VAIKŲ BALSAI]

[GARSESNI VAIKŲ BALSAI]

[GARSŪS VAIKŲ BALSAI

[Insert children's voice]

The disorderly sounds from the playground are no different from the dissonance of the crowded beach. The details of what they say and the reason for the individual interaction will change over time, but the chorus, which combines heterogeneous sounds, is beyond the times.

The children in the video seem to use all the available spaces of the two play areas of runway and field. Children enjoy the space and freedom to run, climb, and play team games. There is also a quiet space and a space in the ant i-wild forest. In the video sequence, I hear a child asking, 'Can I play? "And later I hear the children sing. Adults are watching and watching, and they are not involved in their activities, but they are ready to intervene if necessary.

One of the advantages of the play time is that children of various ages can be mixed, and you may have seen children playing games at a table with local secondary school boys who work as a playground helper.

In the latter part of this session, we will use some criteria to evaluate the playground space.

Next, I hear two children talking about the school grounds.

2 What do children think about the school playground and play time?

Nyt kahta leikkikinttäasiantijaa.

Daniel on 6-vuotias ja isla 7-vuotias. Tässä änitalenteshessa he Puhuvat koulun leikkikentä, ja kimberly safforda yliopistostosta kertoo heille Leikkikentästästästästästästästästästästästoff. Leikkikentä, Josta He Puhuvat, On Sama, Jota Katsoit Teht Tehväsä 2.

HaastatTelussa daniel ja isla Puhuvat siitä, mistähe pitäv ja mistä he eIV pidät pidhouse pidäkipuistossa ja koulun leikkihetkisä. Kuulet Heidän Puhuvan Asfaltoidun Leikkikentän Ja Aiemmin Kattsomasi Kettäalueen EROISTA. Hepuhuvat Leikkikentän asfaltititaiteesta, Jonka Näit Videolla He kuvaavat myös asioita, Joita he toivoisivat leikkipaikalleen, kuten “hiljainen” Ja “ystäväpenkki”. He puhuvat leikeistä, joita he haluavat pelata, kuten ”It”, ”Conga Line” ja ”Everybody Sunbathe”, sekä joukkuepeleistä, kuten käsipallosta ja jalkapallosta. Heuhuvat siitä, mikäteheidät iloisiksi ja mikä surullisiksi Leikkipuista. Hepuhuvat myös siitä, mitä he Haluaisivat unelmiensa Leikkipuistoon.

Tehtävä 3 lapset Puhuvat Leikkipuistosta Kestä Noin 20 Minuuttia.

When listening to the interview, note that at first Daniel and Isla look very timid, but after a while they get involved in the discussion. Write down your observations.

What do you like when playing games at school? What do you like during the games? Let's start with Isla and then move to Daniel. Isla, what do you like during the games?

When we can be with our friends.

What are you doing with friends?

We run and have fun.

Daniel, what do you like during the games?

To have fun with your friends.

When you go out on your playground, tell me what it looks like? What do you do in it?

It is very large and there are colors on the floor. There is a jumping, a balance and jogging on it. And there are squares where he tells you what to do, and then you have to do it in the box.

What things does he tell you to do?

For example, jump, stretch and the like.

Did you intend to say something?

And he tells to do ... He tells us to jump on one leg 10 times.

Can you do it?

We usually run around it, have fun, play games, applause by hand and the like.

And sometimes do you go outside?

Yes, at lunch.

What do you ... and is it different from morning games?

What is the difference between the field?

Perché All'ra di Pranzo, se si è nel Parco giomochi, a Prami Portari Palloni Sul Campo. MA SEI SEI SE PARCO GIOCHI, PUOI SOLO ... nonprobui Calciare. Ma se Sei in Campo, attacking Calciare. Si Può Calciare Sul Campo da Gioco. Sul campo campo CI SONO DUE PORTE DA Calcio, Mentre Sul Campo da Gioco Non Ci Sonte da Calcio.

Nel Campo C'è L'Erba, Nel Parco Giochi NO. E Sul Campo C'è Un Sentier via Le Rifiniture.

Cosa Ci Si Fa?

Beh, c'è una specie di ponte che Si Può Attrarsare. C'è Una Trave Di Equilibrio Quando si Attrarsea E C'è Una Rampa Dove Si Pu Conustomer E Mettersi in Posa. E C'è Una Parent da arrampicata.

E Cosa Ti Piace di più, il campo o il parco giiochi?

A te Cosa piace di più, Daniel?

Mi piace il campo perché mi piace giocare a calcio.

Perché ti piace di più il campo?

Perché cipui Saltar sopra e non tocchi gli altri, perché è molto più grande.

A VOLTE CI SONOS PROBINKI NELCO PARCO GIOCHI? A VOLTE CI Son Cose Che Non Vanno O Che Non Ti Piaccion?

Yes, because if you - if someone accidentally stumbles over you, it will hurt you more than the field, because the playground is really rocky, and the field is only made of grass.

I saw children play conga congo lines?

Do you want to tell me something about that? I don't know what that is.

Some people just start a Conga line, where you do the Conga. And then more people come.

Yes, you hold each other's shoulders. But if you don't want them to hold your shoulders, they can do that somewhere else, because if they are very small and you are very long, they have to stand somewhere lower. My little sister has to hold my hips and pull her shirt. She just has something like that, Joepie!

[So you play it, there is the Conga line, what else do you play in the playground?

Hmm, well, my friends, when it was just two outside, everyone kept saying, everyone sunbathing.

Everyone sunbathing? And what would you do then?

And they hopped around while they sunbathe. Then they lay there and cardigans or jackets on the floor and sunbathing.

Und in the mittagspause spielen wir gerne handball. Das Ist Wie Fußball, Aber Man Muss Stattdessen who uses Hände. Es Macht Wirklich Spaß, Weil es Größer Ist und MAN SICH ABSETZEN KANN UND SEAREN ENJECTED TEIL DAVON HAT. So kann man sich mit signaled unterhalten, während man im classzimmer nicht rode darf. AUF DEM Spielplatz und Auf der Wiese Darf Man das Aber.

Das Schöne am Spielplatz ist, dass man children aus other classes sehen kann, denn sonst ist man ever in Seiner own class. Man can also Jüngere und ältere Kinder sehen.

Yes, Zum Beispiel in the 6. Class, 5. Class, 4. Und 3. Class.

Und auf dem spielplatz kann man who belittles children, who nor nicht einmal das jahr abolished haben. Man Kannn sie in der Vorschule sehen.

Wir Spielen Gerne mit den Lehrern, Weil einige von Ihnen, who man with the Händen Klatscht.

Yes, und manchmal thinking perd ich, dass es ein lehrer ist, und dann fangen sie an, uns zu hunt.

If Wir Heute were auf Dem Spielplatz, Ist Mir Aufgefallen, Dass that mädchen mit den mädchen und die Jungen mit den Jungen spelled Haben. Glaubst du, Dass Mädchen und Jungen Getrennt Voneinander Spielen, Oder spits do Ihr Manchmal Auch Zusammen?

Sometimes we play together. Sometimes not because they want to be with their own friends. For example, if I don't have anyone to play with, I might play with the boys. So it would be nicer if you first played with the boys for a while and then with the girls, so you can be together.

Usually, when we play games, mainly girls play with them. The girls come and play with the boys. But only sometimes boys play with girls.

What do you think it is?

I don't know. Maybe - I don't know.

So what happens sometimes in the playground, which is not so nice or sometimes goes wrong?

When you don't have friends to play. Then you feel lonely and you have nothing to do. And this is what I do not like, because if your friend plays the game and you want to join, but they do not allow you, it is really unfair, because then you will not have anyone to play with.

You feel really nervous, because if your friend does not want to play with you, you have nobody to play with.

If you could have everything you want in the playground if you could have your dream playground, what would be on it?

A bench for friends - when you don't have any friends, you could sit on it, and if someone else is not there and is your friend, you could go and play with him.

As if you had a lot of friends, as if everyone was, as if there were too many people at school to have friends, and then no one would be sad. And they don't fall out or do anything. This is really happy.

-Cut a corner too.

Wir Köntenen Eine Ruhige Ecke Einrichten.

Was Würde in der Stillen Ecke Sein? Does Aussehen know?

Wenn Man Seine Ruhe Haben Möchte, Kann Man Sich Dort Hinsetzen, Denn auf Dem Spielplatz IST ES Normalerweise Sehr Laut, Weil Sich Alle Dort Aufhalten und Es Sehr Laut Ist, wili Draußen Sind. Man Kann Sich also Eine Ecke Suchen, in dert so viele leute Herumlaufen. Dort Könntest du dich Hinsetzen. Wenn du Kopfschmeren Hast, Kannst du Das.

Me, und Wenn du in der Ruhigen Ecke Bist, Wenn du dich einfach Ausruhen Willst, Uns du Hast Alle, Aber du Kannst Nicht Alle Hören, Kannst du Meditieren. Und du Solltest Einen ort Haben, Wenn du Wirklich, Wirklich Schuldig an Einer Sünde Layst, Dann Nimmst du Einfach die Schuld Weg, und Dann Vergisst du Es Einfach Soft.

2. 1 Lesen: Fußballplätze und barbepuppen

Als Nächstes Liest du Einen Ausug Aus Einer Forschungstudie über Einen Anderen Spielplatz, in Dem Einige der von Daniel und isla Erwähtenen Themen Vertieft Werden, knows with. Len und was kinder als Risiken des Spielplatzes Wahrnehmen.

Aktivität 4 soziale Spiel, Körperliche Aktivität, Risiko und Geschlecht Erlaubt Etwa 30 minutes

Now read a short excerpt from Gemma Pearce and Richard P. Bailey's article "Football Fields and Barbie Dolls: Young Children's Views of the School Playground":

These two researchers went to an urban elementary school and asked children what they thought about their school's playground and playtime. They asked the children to describe what they do during play and to describe their positive and negative experiences on the playground. The researchers also asked the children to draw pictures of what they were doing on the playground.

This reading consists of four themes that the study identified in the children's comments and drawings: social games, physical activity games, risk, and gender.

As you read the research extract, notice that the researchers interview the children in a very informal and conversational way, and that the children's ideas and experiences are presented very clearly. In line with BERA guidelines, children are anonymous, referred to by their first name only or simply as '3-year-old boy' or '2-year-old girl'. The school and city are not specified.

While reading, write down some notes on the topic. Does any of your experiences as a child or the children of your acquaintances resonate with you on the playground? Does that reflect what you heard Islu and Daniel talking about in the interview?

In the following sections, thematic sections will contain excerpts from this article.

2. 1. 1. Sociālās rotaļas Image 3 This is a photo of a diva girl playing in a playground.

When talking about children's playgrounds, they are afraid of many references to friends. Some comments simply linked face-punishment or friends-punishment to certain activities - "I like football... Un maniem drauigem pösen" (Y3 boy) - but others depicted complex interactions where the game and the roles played in it became inextricably linked:

That's a special game. The one who is afraid. For example, Kristiāns is the first to be afraid, and we are afraid to hide. Someone, Kristians izkāpj no soliņa, we have to run to the bench. After that, well, Oliver is afraid of that, and he must have seen Antonio, and he simply sucked and punched him in the stomach.

Het is perhaps not surprising that the social context of the playground means that some children are isolated and isolated. Eenzaamheid was de meest gegende negative associatie met de speeltuin en er waren geen keilske differenel naar gender of age:

I drew how I was crying... Because I wanted to play with someone and they said go away.

I drew myself on a bench because I'm lonely.

The inability of peers to adhere to the rules, roles, and conventions of play was often cited as the reason why games ended, or at least became less enjoyable than they might have otherwise been. One boy spoke of older children needing a referee or 'umpire' as an arbiter in relatively complex games:

Because once it happened ... because everyone was in a row. It happens every day. You see, we don't have a judge to actually do everything for us, and he doesn't help us.

Teaching assistants (TAs) were often called upon to take on the role of peacemakers, but even then success was not guaranteed:

Also, sometimes the TA, sometimes the other kids think that the TA will forget it's a blah-blah turn, we can just get another turn by standing outside the gate and saying it's our turn. So they go to the gate and say it's their turn, and then they get two or three times a week, which means some classes don't get their turn.

(Y4-year-old girl) 2. 1. 2 Physical activity game Figure 4. This is a photo of a child playing jumping jacks.

Die Kinder wurden gebeten, sich selbst auf dem Schulhof zu zeichnen. Es überprechts vielleicht nicht, dass almost alle von ihnen sich selbst bei geichtunger Art von Aktivität gezeichnet haben. These representations are pretty representative:

Ich habe ein bisschen Himmel und Hölle zeichnen, und ich werde ein paar Leute zeichnen, die hinter dem Zelt Lange stehen, weil sie es rückwärts machen werden weil ich nicht einfach hier anfangen und alle Leute hier zeichnen kann, so dass alle da sein werden , und im Sandkasten graben die Leute und füllen den Sand in die Eimer, aber das konne ich nicht zeichnen ... Hier werde ich also Hula-Hoop machen und dann werde ich die Sonne hier haben und zwei Schmetterlinge, die fliegen, und dann werde ich Thelma zeichnen, die hüpft, und dann, wenn ich in den Garten gehe, werde ich gesamtelte Pflanzen und Dinge zeichnen, die auf den Boden gefallen sind.

Der hier hatte ein Seil in der Hand, und als er zu dir kam, bist du drüber gesprungen, aber das sind all die Leute. Das ist Gary, der wegläuft. Er wird über das Seil springen, wenn es kommt.

Children's stories about physical activity games were usually in two forms: creative and movement games. The first type of games was associated with imagination and characters: "Maybe spies or something similar to cops" (Y1 m. Boy). In one discussion, two boys were asked what they like to be pretending:

M: cops. T: A soldier, one two three four, one two three four. M: Firefighters.

However, mobile games, especially boys, were much more common. Younger children talked about bows, jumps and climbing frames. Children of all ages talked about the joy of running and racing, such as this 4-yea r-old girl: "I also like the playground when some people run after Pete, and then most of the court is free and can just walk." But the children in this group talked mainly about football:

Okay, I'm playing football. I scored a goal. When I finished playing football, Oliver locked Kristian's door. I came back to play another football game, then scored another goal and then went to the football game.

Slechts Een Paar Kinderen Gebruikten 'Plezier' OM HUN REDENEN OM TE SPEN TEGGEN: 'ik Vind Springen Leuk Omdat Het Leuk Is' (Y1 Master), EN SLECHTS één Ander Kind Surplak Over Innrinsieke Waarden van Een Aenti Zulkė Speed Speeden: 'Wat Ik Leuk Vind Aan Voetbal is - Ik Weet Het Niet - Doelpunten Maken' (Y2 Jongen). Alle Anderen Sprouken Op Een Nogal Instrument Manier Over de Voordelen Van Een Activiteit. Gezondheid Was Het Dominant Discours Dat there Grondslag Lag Aan de Redenen van de Kinderen OM FYSEKEIVE SPELETJES T speelen. December OPMERRKINGEN WAREN BIRTHOORBEELD RESSENTATEF VOOR VEEL ANDERER UITSPROKEN:

HET IS OMDAT WE DAN MATERAAL MEE NAAR BUITEN KUNEN NEMEN EN EN KUNEN SPIENS ZODAT WE Gezond Kunnen Zijn.

Dus Niet Alleen Maar Rondrennen, We Kunnen Rennen, OP Dingen Klimmen - Want Klimmen is Iets Heel Oefens. Als Jehoog Klimt, Als je sne gaat, from dat heel goed omdat het beweging is.

(Y3 Master) 2. 1. 3 Risico Figuur 5 Dit Is Een Photo van Een Groepe Spelend Kinderen.

De Meeste Kinderen Naar de Gevaren van Hun Speelplaats Hadden Met de Aard van de Rimte (Bijv. Dat Het Beton Was) en de voorwerpen die erop Stonden (zoals Een Klimrek) of Met de Angst voor Verwonden. Er Waren Veel Verhalen Over Verwondingen Als Gevolg van Vallen op de Vloer, Zoals:

And I don't like it when you hurt me. When someone hurts me ... when I stumble somewhere or someone hurts.

This is just the concrete we play on ... it is hard ... sometimes we stumble and ... au! ... that means we hurt ourselves.

The climbing frame, which can be seen in many pictures of the children from the playground, was viewed by some as the largest source of danger:

They hurt each other, they violate your elbow. I fell from a climbing frame and broke my arm.

I don't really like the climbing frame because it is very crowded and you play a lot of really strange and insecure games and I never go to it and some things, such as when everyone is on it - I saw some people who have it a few times Have done - there is a bar, it is like here on the roof, which is pretty high and people just jump down and they could really injure themselves.

(Y4 girl) 2. 1. 4 gender

Gan Zēni, gan meitenes runāja par klusām un mierīgām spēlēm, piemēram, galda spēlēm. Tomēr daudz vairāk meiteņu nekā zēnu runāja par fiziski neaktīvām spēlēm. Tikai viens zēns uzzīmēja neaktīvas spēles Attēlu: “es uzzīmju Attēlu, kurā es un mani draudi risinām puzli” (y1 zēns), savukārt daudzas meitenes zīmēja un runāja par līdzīgām. Daža's meitenes ar Sajūsmu stāstīja par jaunas “Klusās zonas” Ieviešanu, kas atrodas prom no galvenās spēļu zonas: “Man patīk, ka dažās vietās ir klusums and var apsēsties uz klāja un lasīt grāmatu” (y4 y meitene).

Sarunās ar bērniem Šajā skolā valdīja pārliecina sajūta, ka dzimumu segregācija un stereotipi tiek uzskatīti par pašsaprotamiem. Kopumā valdīja uzskats, ka zēniem un meitenēm ir atešķirīgas interesting un viņi spēlē dažāda veida spēles:

Zēni spēlē basketbolu ... un viņi spēlē Futbolu, kriketu ... [meitees] spēlē tikai hula hop un skipping ..... mammas un tēti, piemēram.

Līdzīgi Skadru Darbību Sadalījumu Atbalstīja Arī 2. Klases Zēns:

Meitenēm nepatīk pievienoties zēnu spēlēm, viņām patīk nodarboties ar savām spēlēm, piemēram, ķert.

Een gevolg van zo'n duidelijke scheiding tussen meisjes- en jongensactivititen what dat tubeer de sees met elkaar in contact kwamen op de Speelplaats, hun aanwezigheid Meestal as Hinderlijk. Vooral Meisjes Klaagden Over Bemoeienis van Jongens:

When de jongens vallen, kun je hande jehen wrrijven aan de rups [een plastic buis in de Speeltuin] en kun je ze gaan chocols.

There was only one case where boys talked about the importance of meeting girls' needs. However, in this case their understanding of girls' interests seems to be less developed!

I: So why can't girls and boys play together?

A: Because boys are better.

I: Because boys are better at playing football?

A: And we are stronger and every time a girl makes a mistake we get a bit mad at them because they just waste a chance and score their own goals.

E: Because girls don't really understand the idea of football.

A: But we don't really understand the idea of Barbies.

E: Yes. It's just like football and Barbies.

(Y4 boys) 2. 1. 5 What do the children's comments and drawings tell us?

In this research extract it seems that boys and girls have very different experiences of play. What experiences have you had yourself, with your own children or with children you know?

Research shows that playground friendships are important for children who express strong feelings about being included or excluded. Research also shows that some children are cautious or even fearful when it comes to playtime.

The reading is based on the 'bewegingsspel', which wants to move in the direction of the will of the zichzelf. Locomotoric games have a significant impact on the performance of the children, when children can compete in round-robin races and have fun on a large scale. Tikkertje, Achtervolgingspelletjes, 'Het' en verstoppertje games zijn all manners waarop kinderen controle kunnen uitoefenen over hun fysieke omgeving.

3 Begeleiders van Speeltijd Figure 6 This is a photo of children in a speeltuin.

In the interview with Daniel and Isla in the reading 'Voetbalvelden en Barbiepoppen', the children's children were in awe and never heard anything from the playing fields and playing at school.

When you want to have fun with the games on the game board, what kind of information can you use to make the game a better experience for your children?

Activiteit 5 De mening van twee speelplaatsbegeleiders Duur ongeveer 15 minen Now hoor je twee speelplaatsbegeleiders hun mening geven.

In the video, Jackie Pratt and Carole Lowry portrayed what they did as speelbegeleiders and over the emptying in the speeltuin which they rehearsed the two. Let's take a look at the children's room and have fun with the work, so that they can organize special activities for children and have children together with them. How did the observers and luisters work in the factory?

Please note that the video contains some still images alongside the sound and that some children's faces have been blurred to protect their identities.

CAROL When you're at the playground, you have to make sure they have a good game and a good meal. Because if they've had a bad time in class and they come out and they're in a bad mood and they don't want to play, and you have to get them to overcome that and be in all the games. And some days you might spend a lot of time talking to them, oh come on now. Go ahead, play. Yes, maybe you didn't do so well in math this morning, but that doesn't matter. Because you are allowed to make mistakes. Look at your friends over there. They want you to play. Shall we go play with them? And you do, you kiss them all the time. And then, hopefully, they return to the classroom in a better mood. It's hard work sometimes, because you wonder if they will not be trollops and they don't want to. They won't turn back. But you can manipulate them a bit into doing things you want.

JACKIE Carol and I'm actually very good team. CAROL Det må jeg si meg enig i, tror jeg. JACKIE Det er mange middagsdamer på lekeplassen. Men man får alltid to som maybelåg telker likt, og det görr vi. Vi har begge de samme sämmene for barna. Vi er begge to dumme nok til å gå ned og leke med barna. CAROL Du må komme ned på deres nivå. JACKIE Yeah. CAROL Du må komme ned på deres nivå. JACKIE Definitely. CAROL For at det skal være verdet det, ikke sant? Du spiller spillene med dem. Det spiller ingen rolle om du görder deg selv til latter. For de bryr seg ikke, barna bryr seg ikke, fordi du er sammen med dem. JACKIE Noen ganger er det viggit at du går inn og leker med dem, slik at de som ikke er så open, kommer og ask og sier: «Kan jeg være med? Og du sier: Of course kan du det! Og når du first har sluppet én inn, begrein alle å komme inn. CAROL Og det er bra for de eldre barna å lère seg å passe litt på dem. JACKIE Ja, å respectere dem. CAROL Yeah, yeah. Og de vet at de må være prvidendere med dem. De vet at de ikke kan rund rund og velte dem. They must be more careful. BARN Hold det rolig. JACKIE La det være rolig. Sånn, ja. You got ideas. Sånn, ja. Sånn, ja. Sånn, ja. Vi har det. Løft denne enden litt.

Ned i din ende, fort!

The parachute game, I think that's a favorite during lunch. They all love that. Yes, everyone. We try not to worry. But that doesn't work. They just went crazy today. They wanted to try it all. And I thought to myself, I really have no control over this today. I lost this. But no. They were good. I mean, considering how many were going on, they were good. There is only one person under today, because we are with so much that it becomes dangerous. So ... we have to trust them all. We must understand that if you put them in trouble for something, you tell them all that they can still come back to you and that you don't blame them. You know, you could have a few boys fight and you send them inside. Say, you have to go in for five minutes, think about what you did and come out again. Come to me and we solve it. And they must know that you do not choose a party, that you listen to both views. Jackie we never label anyone as naughty. We always encourage them. Of course there were so much to the parachute, yes. But it was ... Carol I looked at you, I looked at you, sweetheart. Jackie I think it's good. If you work as a team, you pay attention to each other. Yes, you do that. And I think the children benefit more from it. Because of course, you know, you use

The to Leketidsveilerne Forteller to Hvordan The Observerer Barnas Humør OG Følelser Når De Kommer Ut Av Classroomene For Å Leke. The Tilpasser Lekeplanene OG Aktivetene basert På Observasjonene Sine. The Oppmuntrer Barna Til Å Delta, parte OG Respekter Hverandre. The Legger Vekt På at Barna Må Stole På de Voksne På Lekeplassen og se på de voksne som upartiske og rettentige.

Nå skal du se n Nærmere på utformingen av Lekeplassen.

4 Prinsipper for Utforming AV Lekeplasser

The Learning Through Landscapes (LTL) organization suggests that school staff wonders: "Is the schoolyard a place to enjoy, or a place to endure?"

LTL has developed a number of design principles for school yards that you will now view.

Figure 7 This is a photo of some playground equipment on a playground.

According to Learning Through Landscapes (2013), the most important concept for the design of playgrounds 'possibility' is, so that children can choose in all sorts of ways and send their own play. Another important concept for the design of playgrounds is the use of 'non-prescribing' elements, so that children can use their imagination in ways that are not sent by adults.

Natural materials and land shapes offer both 'possible' and 'non-dwinging' elements. LTL says it can be useful to think about fixed elements, often related to land shapes, and individual materials that can be moved and manipulated.

Examples of fixed elements are: hills, tunnels, slopes, trees, bushes and forests, climbing frames, mazes, caves and hiding places. These can divide large open spaces into more interesting chil d-friendly spaces that can be used for imaginative play.

Beispiele Für Lose Materialien Sind Kieselsteine, Samen, Gras, Zige, Blätter, Abknittene äste und Blumen, Muscheln, Zapfen, Haselruten Oder Holzscheiben. Neben Natürlichen Materialien Können SpielPlätze auch „Künstliche“ Materialien Wie Planen, Rohre, Seile, Plastiken, Reifen, Small Spielzeug Figures un d-fahrzeuge, Kreide, Bretter und Tischlerabälle Entals. Diese Materialien Können Eine Breite Palette von Spielaktivitäten Anregen, who z. B. Das Bauen von Höhlen, Das Konstruieren und Das Erchaffen von Fantasie-Oder "Small-Welt" spielszen arien. Sie Können Die Kreativität der Kinder anregen und Die Teamarbeit und Zusammenarbeit Fördern.

Laut Learning Through Landscapes:

Vielfalt ist ein Schlüsselprinzip Bei der Gestaltung Eines Schulhofs. Jeder Außenbeich Bietet Lernmöglichkeiten, Aber Ein Abwechslungsreicher Raum Bietet Eine Größere Bandbreite An Optionen.

Ästhetik Ist Wichtig; Wir Lernen Gut, Wenn Wir UNS in Einer Attraktiven und Gepflegten Umgebung Befinden.

Auch der Komfort spits eine Rolle: Man muss im Freien Sitzen Können, Eine Fläche Zum Anlehnen Haben und Schutz for Wind und Sonne Finden.

Ein Spielplatz Sollte über Einen Versammlungsraum Verfügen, in dem die Lehrkräfte Anweisungen können.

The design of the school building is important. How easily can students go outside from their classroom? How easy is it to put on or store outdoor clothing? How easy is access between indoor and outdoor spaces?

(Learning through Landscapes, 2013, p. 11)

LTL says adults on the playground:

... Good observation to gain insight into what happens - not only what children are doing physically, but also what is going on in their heads and relationships while they do that - and what the impact of it is on children.

(Learning through Landscapes, 2013, p. 6) Activity 6 A playground Evaluating about 15 minutes time

Think back to the video of the asphalt and field playgrounds that you have viewed in activity 2. Make a list of what you think is one of the following things:

The two playgrounds - field and asphalt - are very different in what they offer for playing children, and they look very different aesthetically.

The field seems to offer more options and non-writing characteristics, such as the wild area and the open grass areas. The asphalted playground has fixed markings that suggest what children could do, for example 'hopping on one foot'. These markings seem to offer room for involvement and can help children who are uncertain about what they can do alone or with friends. Children could also do these actions somewhere else, for example on the field, and improvise on them. The asphalt markings also encourage children to read and use language in their game.

Both spaces have fixed elements: the asphalt area has ground markings and a climbing wall, and the field has climbing equipment and benches where children can sit comfortably. Neither of the two areas, on the day of filming, had 'loose materials' as described by Learning Through Landscapes, although some children have jumping ropes, and there is a table model game and football with fields.

Both areas encourage movement game for girls and boys. They run around freely, walk, hop and talk a lot of them while they play. The climbing frame and the Wiebelbrug seem to encourage and chat together. Adults are very present, but are in the background and observe.

5 The quiz of this session

Nå som du harfullført Økt 2, can du ta and short quiz som hjelper de Å reflektere about the du lært.

Åpne Quizen I and NY Fane Eller et nytt Vindu, OG Kom Tilbake Hit Når du er Ferdig.

6 Sammendrag AV Økt 2

In this session you have observed a school playground and used some design criteria to evaluate what you have observed. You have heard from children and teachers what good playtimes are. You have also looked at some basic principles of playground design.

You should now be able to:

In the next session you will observe children in their classroom.

Session 3: Observing Learning Introduction

In this session you will continue to develop the knowledge and skills to observe and listen to children in primary schools. You will make your own observations of children's behaviour, using videos recorded in primary schools.

By the end of this session you should be able to:

Primary schools are busy places, where children play and learn. For young children, play IS learning. For example, when children sing this well-known counting and rhyming song and gesture as they count and sing, they are learning through play:

At the end of this session you must be able to:

Six, seven, eight, nine, ten, then I let him go.

Why did you let him go? Because he bit my finger like that!

Which finger did he bite? This little finger on my right side.

Activity 1 Children learn from the song Allow about 15 minutes

It’s easy to observe and listen to children doing something they enjoy and are interested in. Even if something is difficult for children to do, they will continue doing it if they enjoy the challenge.

Then listen to a primary school teacher talk about why she takes the time to step back and observe children as they play and learn. 1. 1 A teacher on observing children

Sarah Johnson has been a primary school teacher for 15 years. She currently teaches the youngest children in primary school, ages 4 and 5. She explains how she uses observation and listening to evaluate what children know and plan the next steps for their learning. She says that by observing children, you can think about how you can help their learning move forward.

Video 1 Sarah Johnson Observation of children can take different forms. You can decide to observe a child by standing on the sidelines, giving it room and just observing and seeing what kind of learning comes out of it. Sometimes you will also ask to play with the child, and you will ask to be invited into their play. And if you are invited into the play, it is important to be sensitive to the play and keep track of it. And don't try to force through what you have - your view of the play and how you want it to be - what direction you want it to take. So you have to be pretty sensitive to the piece. So I would say that it is about taking a step back, observing children, but also playing with a child. I think observing the child tells you something about their interests and about friendship. You may have a child who may struggle to interact with other children, and you may be worried about a couple of children. So taking a step back and seeing how the child solves problems or dealing with problems is a very good method. And above all, I always look for characteristics of effective learning. So I look for active learning. Is the child engaged? Are they motivated? I look for if the child thinks and thinks critically. Do they solve problems? And do they have creativity in their play? Observing children can make me a better teacher and that makes me a better teacher, for

Sarah Sako, Kad stebint vaiką galima sužinoti daugybę dalykų - apie vaiko interestus ir Gebėjimus, apie tai, ar yra jo mokymosi spragų, o sorsbiausia - tai padeda planuoti ir vertini.

2 Nuostatos Mokytis

Ankstesniame skyrije Pateiktame vaizdo įraše Sarah Johnson Kalbėjo apie Tai, Kaip Ji, Stebėdama Vaikus IR Jų Klausdamasi, Ieško "Waxmingo Mokymosi Savybių". Šios Savybė's Kartais Dar Vadinamos "Polinkiais Mokytis".

Attitudes are habits of mind. They are not the same as skills or knowledge. Think of aptitudes as being similar to personality and learning style. For example, some children may value certain activities positively, such as playing in a group and studying with friends. Some children can be negative and give up quickly when they cannot solve a problem. Some children begin tasks with enthusiasm, while others may become anxious and restless.

Characteristics of effective learners include independence, self-confidence, curiosity and persistence. Other learning dispositions include self-control, optimism, self-motivation, resilience, problem-solving, and in some cases, courage and risk-taking. All of these habits of mind are important for lifelong learning.

Dispositions affect how children feel about learning in school and can influence their learning outcomes. Children who believe they can try new things, don't stop when things get tough, know when to ask for help, and learn from mistakes will succeed in school and in life. Teachers, teaching assistants and of course parents all contribute to helping children develop a positive attitude towards learning by encouraging children and being role models for positive habits of mind.

2. 1 Monitoring learning tendencies

Many teachers and teaching assistants record their observations using stickers or their own personal transcript form. There is no specific format required for classroom observations, but many practitioners use a form to remind them of what they are looking for.

The image below shows an example of a flexible observation form created by a teacher. It can be used to monitor any activity in the classroom or on the playground. The teacher will write notes in the large box and use the words in the smaller box to remember the purpose of the form: to monitor learning tendencies.

Figure 2 This is the form "Observation Framework Year 4: Learning Dispositions". It features the following surprising behaviors: self-confidence, independence, persistence, problem-solving, humor, cooperation, and focus/endurance.

Next you will try to use this tracking system.

Step 2 Observing Kevin Take about 25 minutes.

Now watch the video of the boy participating in the lesson. Kevin (not his real name) is 11 years old. In accordance with the BERA guidelines that you learned about in Session 1, children's real names are not used.

This is an edited sequence of an art class that lasted an hour. During the lesson, the children observe a live snake (safely placed in a terrarium). A camera in the terrarium projects a magnified, highly detailed image of the snake's skin. The teacher has asked the children to draw patterns, shapes and shades that they can see on the snake's scales.

As you watch, you can use the descriptions in the observation form above to identify your child's learning dispositions. You may see other dispositions that are not listed in the form - make a note of these as well.

Is there anything else? Do you have any other ideas as to why there might be scales? And...

Does it have anything to do with the scale formation?

Well, not really. Sie verlieren zwar ihre Schuppen, aber sie verlieren sie als ganze Haut. Sie werfen sie also nicht einzeln ab. Wenn wir also so schraffieren, OK? Eine Reihe von parallelen Linien, die nur dazu dienen, eine Shattierung zu erzeigen, OK? Wenn es sich um eine helere Scale handelt, können Sie die Linien weit voneinander entferntbringen. Oder Sie können sie sehr eng aneinander setzen, was den Eindruck einer dunkleren Skala versmittelt. Bei der Kreuzschraffur gehen wir dann den übergemeiteten Weg. Ich habe also meine Schraffur, und dann gehe ich in die andere Richtung. Sehen Sie, wie sich derach verschiedene Schattierungen ergeben? Also noch einmal: Üben Sie ein wenig, suchen Sie sich einen anderen Bereich in Ihrem Skizzenbuch. Versuchen Sie dies. Versuchen Sie, die Linien beim Schraffieren und Kreuzschraffieren näher zusammenzubringen. Sie werden verzetten, dass sie dimler sind. Wenn du sie ausbreitest, wird es heller. That's good. Versuchen Sie, eine Mischung zu machen, so dass maybe a Bereich etwas dunkler ist. So ist es besser. Oh, ich mag diese Schuppen. Ist es das? Yes, very good.

(LEHRER SPRICHT LEISE MIT EINEM KIND)

Is it possible to get this piece?

OK. Ale cóż, masz dobry pożyd. Myślę, że if you try to zbliżyć swoje linie do siebie, to sprawi, że będź bardziej równe. And also, czy widzisz ten, korzy jest nieco bardziej spiczasty, prawda? Więc ta jest nieco spiczasta, a ta jest zakrzywiona. So try to keep it even. Roof? Roof. I staraj się trzymje je w tej samej poządzi od siebie.

Zrobię to samo, tylko w důry stronje.

Yes. Yes. Try that. This is fun. I like that. So with this, try to do them like that. I would like you to use a whole page, please. So these scales grow up. Okay? The scales are growing up, but I really want you to concentrate on the shade. Look at the form. See where the shadow is. Look at those colors. Think of the arcing and the cruising arcos and the pattern. Yes. Thank you. Good. Okay. Good, Michael? Have you tried to do some scales with more forms, such as the diamonds? Yes? Let's do that. And also look at this here, where the scales themselves are darker, the lines in between are actually very light, right? So it's almost like you have to draw the inside of the dish. And then you leave the outside as a border. Is that logical?

Shall I show you?

Shall I show you? So try to get the overall form so that it just like a ...

Taip, Jis Bus 3D. Tai Gerai. Štai Kodėl Jūs Šešėuojate. Pabandykite. Pabandykite. Taip? Taip. Taip. Jūs TRENIRUOJATėS Atlikti Šiuos? Taigi Šiuo Metu įSitikinkite, Kad Spaudžiate by Stipriai. Ar norite kito pieštuko, ar pagaląsti tą. Taip? Užaštrinkite tą. Oh, taip, man tai patinka. Atrodo Gerai. Atrodo Gerai. Taigi, ką aš noriu, kad tu padarytum. Pagalvokite apie formą ... turite formą, nes jūs atrodote. Tai Tarsi Sugniuždyta's Raidė, Ar Ne? Štai Taip. Štai Taip. Turite idėją, tada galite eiti į priešingą pusę. Gerai. Manau, Kad Galite Ją Šiek Tiek Padidinti. Galbūt Jums Bus Lengviau. Taip? Taigi nupieškite jį taip, kad jis būtų Šiek tiek ... padarykite jį gana stambų. Taip? Manau, Kad Dėl To, Jog Jis Toks Siauras, Jį Sunku įkišti. Taigi Iš Esmės Nubrėžkite cylindrą. Padarykite Jį Gana Didelį. Galbūt ten. Gerai. Kad Primintumėte, Jog Tai Cilindras, Tiesiog Padarykite čia suapvalint: Jums Viscas Gerai?

Taip, Ar Taip?

Aš Tuoj Ateisiu Ir Pažiūrėsiu, Taip? Tiesiog ... Gerai, Gerai. Ir dar kartą. Dar kartą apeikite. Gerai. Jei Tai Jums Padions, įsivaizduokite, Kad jis būtų Visiškai Plokščias, Jis Būtų Dvigubai Didesnis, Gerai? Jo Konsistencija, Gerai? Teisingai. Gerai, Aš Jau Einu į Priekį. Oh, man Tai Patinka.

Okay. Well, that was just to help you. So if you make your sketch, you can put those lines in it, if you want, as a guideline. Ok, that's nice and [inaudible] pencil, because then you put bowls at the top. I really like the shades you have there. What we have to do is apply shade at the end of each color. Look here. Yes. Remember, we are heading in the same direction, so which side you do, do it on the same side. That's it. And pretend.

No, don't do well. So in the same direction.

Oh, the bottom, yes. Yes, so the one below will be the same place.

Yes. That's it. I like it.

What should the final drawing look like?

Correct. It must look like that, as good as possible. So we have the shape, okay, that's your cylinder. I mean, he was rolled up there. But do you see if you take that part there? That is your cylindrical shape and that is why you want to put those whole vague pencil lines, because they help you determine where the scales should be. And then you apply the details. So look at each scale, apply the shading. Consider where the colors should be so that you have stains. Yes. Yes.

Do you feel good about it?

Lehrer: Es Wird Everything Gut. Du Wirst Wieder Gesund.

Lehrer: Yes, Natürlich. Und who geh es dir? Fabelhaft. Ok, Das Gefällt Mir. I thought, Das Ist Genau that form. Siehst Du, Dass du Vangenene Größen von Schuppen Hast? Warte Mal Kurz. Auch Die Schuppen Sind Unterschiedlich Groß, Manche Sind Etwas Smaller, Manche Etwas Größer. OK? Mach sie niece überall zu small. Ich sehe mir das nur mal an. Einige von Ihnen sind Ziemlich small. Sie sind nicht all small, das will ich damit sagen. Yes, yes. Ist das okay? Aber ich may es wirklich, dass du da linien drin hast. Hilft Dir Das, Die Guidelung Zu Finden? Mount niece, auch those chattierungen zu setzen, denn das power the 3D-effect aus. Ist das okay? Yes?

Ich mache diesen teil und scattiere ihn. Und ich mache das here, und dann chattiere ich es.

Ich mache das, und dann chattiere ich es. Yes. Yes, ok, sehr methodically. Das Gefällt Mir. Das Gefällt Mir. - Yes. Nun, Eigentlich, Wenn du Schaust.

Also das Gefällt Mir, yes.

Yes, es is fast who is, was man da sieht.

Das Ist Schön. Das Gefällt Mir.

Und Fast Das, Wir Gerade was collected haben ...

Sie sind ein bisschen unregelmäßig, Oder?

Who Sie Vertelt sind. (Zwischenrufe)

Das Ist Schön. Gut, du has that form.

Tut es. Tut es.

Dich.

Mich nicht can riech.

Ashton. Okay, so we have that. And I have to have the scales at the top, so two hands. So you can pet it. Do you want to hold him?

It's just a quick handle. So there you go. He is tough, right?

You can see him.

Yes. There we go. Well done.

There we go. Yes, well done. That's a good idea, actually. As soon as you held it.

Yes. He is very rubbery. Do you want to hold it or do you want to pet him?

You don't have to.

Do you want to hold him?

Yes? That is the surface.

Are you going to hold him?

It's around his mouth, detect [inaudible].

The heat. That's it there.

What you have done is also called 'naturalistic' observation. You have looked closely and written down your impressions of the postures, actions and behaviors of the child. You have used a number of criteria to lead your observation - you did not look at everything, but at the construction of the child to learn. Your notes can be words or sentences, or even drawings, to record what you saw.

The video you have watched is an interesting observation of a child who has been identified as a gifted and talented. He shows concentration, focus and perseverance when drawing, where he looks carefully and long. He rarely speaks. When he talks, it is to the teacher or the child sitting next to him. Other children in the class (who you don't see on the video) talk and laugh together while they are drawing.

Kevin seems to be a sel f-assured and independent student and he shows a considerable endurance when maintaining the drawing task. But he also shows some uncertainty, and perhaps even some fear, asking the teacher if he has understood what he should do and whether he is doing well. The teacher asks him if he has faith and reassures him. He draws carefully and carefully and works in silence. He looks carefully at the image of the snake skin, projected on a screen, and asks the teacher to clarify the instructions for making the drawing. At one point he shows a lot of patience and holds his hand up for more than two minutes, waiting for the teacher's answer and asks the teacher what the drawing should look like. He draws with very small, precise movements, using a small corner of his sketchbook. He looks at the projection of the living snake, the drawing of the teacher on the whiteboard and his own sketchbook and makes connections between these three sources. The teacher encourages him to make some of his drawings bigger and notes that he is very methodically. Towards the end of the lesson, he looks at the drawing of his friend and talks about it with the friend. If he can keep the snake in his hands, he smiles with pleasure.

As Nächstes, Sie Sich Eine became other art der Beobachtung Ansehen, Nämlich Die Verwendung von Codes.

3 Systematic Beobachtung

Sie Können more systematically Beobachtungen with Hilfe von "Codes" Machen. Codes sind Vorab Zugeweezene Zahlen (Oder Buchstaben Oder Symbole), who fucked the handlungs, Verhaltensweisen Oder Wörter Stehen. Bei der Beobachtung mit codes Notieren sie zum Beispiel Jedes Mal eine Zahl, Wenn das Kind Ein Bestimmtes Zealts.

Sie Könnten Dieses Codes Beispielsweise pampered, UM Das Veralten Eines Kindes in Einer Unterstichtsstunde Zu Design:

Wenn sie das child dann 10 bis for 15 minutes IM Klassenzimmer Genau Beobachten und Jedes Mal, Wenn das Kind Ein Bestimmtes Zeerts, Aufzeichnen, Können sie ein bild des kindes who in Abbildung 3 are eroding.

Abbildung 3 Dies is ausgefülltes Beobachtungsformular. Es Enthält those folgends Angaben: 9: 00-9: 05 Sitzt auf dem Teppich, Zieht am shirt eines other kindes, hört auf die Anweisungen der Lehrkkraft, have that hand, wird von der Lehrkrraft nicht aufgefordert. 9: 05-9: 10 ge ge im raum umher, das lesebuch ein, bittet die lehrkkraft um hilfe. 9: 10-9: 15 Setzt Sich an den Tisch, Nimmt Einen Stift in that hand, liest das arbeitsblatt. 9: 15-9: 20 Schribt in Arbeitsblatt, see an den Haaren eines Een's other kindes.

Looking at the example codes, you can see that the child is on-task as often as she is off-task, and there appears to be one on-task event that is not rewarded by the teacher: The child raises her hand, but are not asked to answer.

With the help of this type of systematic minute-by-minute observation, you can identify when and how a child begins to go "off task", and you can use this information to prevent this from happening in class.

This type of observation can provide very specific information. Teachers and assistants can use this information to develop action plans for children who find the classroom challenging.

But this type of observation can be more difficult to carry out than "naturalistic" observation. You must be aware of your child's behavior, your codes and the time.

In the next exercise, you will observe a child who occasionally exhibits challenging behavior in the classroom. The teacher has learned how to help him by letting him move around the classroom and learn in a way that suits him.

Activity 3 Observation of "Jack" Use approx. 20 minutes

Jack“ (nicht sein richtiger Name) ist 4 Jahre alt. Sehen Sie sich das Video von Jack und seiner Lehrerin im Klassenzimmer an. Beobachten Sie, wie Jack sich verhält, während er seine Arbeit in der Schule erledig. Pay attention to his body language and facial expression, the way he behaves in the classroom, and how he interacts with his teacher and the other children.

Try to apply the following codes to Jack's behavior while using the time code on the video:

Es ist klar dass das Video geschnitten und nicht fortlaufend ist, aber es gibt Ihnen die Möglichkeit die Anwendung von Codes für eine kurze Beobachtung auszuprobieren. At the end of the video, there is a short interview with Jack's teacher.

Where is 10, Jack? Jack there. And where is three, Jack? Good boy. What number is this, Jack? Jack six. Teacher six, so how many stamps are you going to put down there? Jack six. Good that way. What number is this? Jack four. How old are you, Jack? Jack four. You are still four. When will you become five? Jack on my birthday. When is it your birthday? Jack in May. In May, and you will be five in May? Jack is a great child. He is really an individual. All children are individuals, but Jack is very much on his own. Jack five. That is just like a quarreling crane. That looks a bit like arguing queen. What does she need to argue? Jack Flick. Is it not a small bastard? Where would you put the shovel bag? Just there. Good boy.

The codes suggest that Jack mainly works alone, or in one-on-one interaction with his teacher. These two codes cover most of the time in the video. Jack seems persistent and focused on the number activity and moves between the numbers on the board and his worksheet. His teacher describes him as independent and wants to do things in his own way.

Although Jack has interaction with his teacher, he does not always look at her immediately when he listens and answers her questions. This can mean that he is quickly distracted, or that he is not interested in what she says. He answers her questions quickly and shortly.

There is a case in the video where Jack makes his own unsolicited comment in conversation with his teacher. He sees similarities between the number 9 and the letter Q ('quarreling queen' - from a commercial phonetic scheme (letters and sounds)). You can also see Jack making this kind of comparisons if he sits next to another child and notes where the antenna of an insect should be and says that a letter card looks like 'Stuiterbeer' (from the alphabet schedule).

Jack as an individual

The comments Jack's teacher makes about him echo Professor Alderson's view of children as people, which you heard about in session 1. Jack's teacher sees him as an individual with his own preferences for how and what to learn. She says Jack can be a very unhappy child if he doesn't see the point of what he's learning. Jack seems focused and persistent in the number activity we see in the video, but he occasionally seems distracted when talking to his teacher. He seems to enjoy moving around the classroom and you can see him moving between the number line and his worksheet.

In some ways, Jack's behavior (considering his young age of four) is fully in line with the expectations of a primary or reception classroom. Jack is trying to find his own way of learning, and that can be positive. The teacher has found ways to help him make progress in the classroom. The curriculum the teacher refers to is Northern Ireland's Enriched Curriculum (Northern Ireland Council for Curriculum, Examinations and Assessment, 2007). This helps Jack because it is play-based and somewhat flexible in terms of what the children have to do and when they have to do it at school.

In the next section, you will observe an entire classroom, the teacher and the children.

4 Observeren van lesgeven en leren

In this activity, I gave a whole class to the observer.

Activiteit 4 A whole class observer Reken op about 25 minutes

The video sequence of a lesson that you are going to watch takes about 10 minutes, but the whole lesson takes about 40 minutes.

De leerkracht has a lesson planned for children of year 2 (6-7 years) over 2-dimensional and 3-dimensional forms.

Listen first when the teacher tells the class, her plans for what they read and what they want to observe in what they read.

Video 4 Pritti Poole Today I will teach a lesson about shapes based on sorting, manufacturing and describing shapes. We have made lessons about shapes before. So this is one of three units. So the children know each other pretty well with shapes. You can name 2D and 3D forms. Today we will further expand this. So there are a number of activities. For the less talented children, it is a sorting task in which they look at curved and straight edges. The children with medium skills have already dealt with networks. This time you will reproduce them with everyday objects in 3D forms. And the children with higher skills will deal with right angles for the first time. There are 30 children in my class. There are 17 boys and 13 girls. My assistant, Zachary Malik, will also support me. In the class there is a very wide range of skills, more in the third year of some children who are very talented than in the second year of school. And then I still have children who have a very low level. Today's lessons are very strong on the discussion that the children have. So it is very important that I go through the different groups and listen to what they say. So I will not only look at the final project. It's not just about what is in your books, but the language you use, and the way you tackle your task are the success criteria.

Tagad novērojiet daļu no nodarbības. Novērojot Vai Pēc Tam Pierakstret atbildes uz Šiem Jautājumiem:

Kā bērni ir organizēti?

Ko Dara Skolotājs?

Vai Visi Bērni Dara vienu un Pašu?

Kādas mācīšanās spējas jūs redzat bērnos?

Vai Jūs Galvenokārt Novērojāt Skolotāju - Vai Bija Grūti Novērot Bērnus?

Tagad noklausieties skolotāja vērējumu par mācību stundu:

Video 6 Pritti Poole I thought the lesson was going very well. I was very happy with the children who walked around and listened to what they said. I really got a good feeling for their understanding. I was actually happy with the group with the middle capacities. They worked very well. There was a group that worked with minimal support or intervention of an adult and every time I came to them, I heard a fantastic form dictionary and the work they made was of a very good level. I think that for many lessons where the teacher guides them most of them, the real treat for children comes when they can simply perform an activity themselves. And if they make a mistake, they have to restore it themselves. They have to collaborate more with the children in their group instead of stabbing their hands and ask the teacher what to do. So I think the real pleasure for the children was that they were independent and showed me what they could. If I did it differently, I might do a little more challenging activities for the more gifted, because they were doing very well today.

Observing a whole class can be a challenge. So many, different groups do different activities.

Opettaja on Jakanut Koko Luokan Taitoryhmiin Ja Antanut Kullekin Ryhmälle Erilaisen Tehtävän. Lapset on ryhmitely taitojen mukaan, yes näyttää Siltä, Että taita math ryhmät on nimetty monimutkaisempien muotojen mukaan: viisikulmioids yes kusikulmioid mukan. Opetusavustaja Työskentelee Yhden Ryhmän Kanssa, Mutta Emme Näe Häntä. Tehtäviä on eriytetty: Jotkut Ryhmät Kirjoittavat, Toiset Russentavat, Lajittelevat Ja Sovittavat.

Opettajan Tavoitteena on Havainnoida, Että Lapset Käyttävät OikeAa Sanastoa Kuvaaman 2- Yes 3-ultterisia Muotoja. Hän Sanoo Myös Haluavansa Nähdä Lasten Työskenselevän Itsenäisesti. Opettaja Liikkuu Luokassa Koko Oppitunnin Ajan, Tarkastaa Kungin Ryhmän Edistymistä yes Antaa Lisätöitä Niille, Jotka Valmistuvat Nopeasti. Opettaja Johtaa Oppituntia, Mutta Hän Myös Puhuu Lapsille Ystävällisesti JA Lämpimästi. Hän Ei Koskaan Korota ääntään.

Lapset Osoittavat Sinnikyyttä, Itsenäisyttä yes Luottamusta Opettajan Antamiin Tehtäviin. Hey nowdattavat hänen ohjeitaan ja liikkuvat niin kuin yes can hän heitä ohjaa.

The video sequence shows how the teacher teaches, but how much can the video be judged on children's learning? The teacher speaks almost all the time and guides the whole activity. The teacher monitors how much children use certain words, but at the end of the lesson she admits that for many children their activities were too easy.

Although all children do not do the same activity - some write, others make shapes - we do not go into how they feel when they do tasks. Children are allowed to talk quietly with each other while they work, and it would be interesting to see if they talk about figures or anything else.

Imagine that during this lesson you could sit at a table with one group of children and "listen" to their conversations when they do what they are asking for. You would get a more detailed picture of their learning and understanding. Remember the transcripts of the 1 session of Mia and Sarah and the Portuguese Children and what you learned about them when they worked on the tasks presented by teachers.

In a math lesson for 2D and 3D figures, you can see what the kids know and understand. For example, when a child tells the teacher that the right angle is "like L letter", it indicates that the child can visually compare, see similarities and patterns, knows the alphabet letters. When another child calls his figure "Michael" according to the name of Michael Jackson, he shows his humor, imagination and creativity, as well as his knowledge of popular music and culture.

5 The quiz of this session

After finishing the 3rd session, you can do a short quiz that will help you reflect on what you have learned.

Open the quiz in a new tab or window and come back here when you finish.

6 3 session summary

In this session you learned about some appropriate tools and methods to monitor children, their inclinations and behavior for learning goals in educational institutions. You have applied this knowledge by observing individual children and the whole class.

You should now be able to:

In the next activity you will learn about children's attitudes towards homework and their various forms. You will also find out what your homework has been found out in a global survey of your parents and what is most important to your parents when choosing a school for your children.

ØKT 4: Læring Hjemme Innledning

Session 3: Observing Learning Introduction

At the end of this session you should be able to:

In this video, Mark Millinson, the headmaster of primary schools, gives his opinion on homework. He says homework should be an opportunity for children to learn and involve parents in learning. < SPAN> In this activity you will learn about children's attitudes towards homework and the important role of parents in the children's learning process. You will listen to the children telling about their homework and you will hear the school principal's story about the purpose of your homework. You will also read a global survey of parents about homework.

At the end of this session you should be able to:

At the end of this session you must be able to:

In this video, Mark Millinson, the headmaster of primary schools, gives his opinion on homework. He says that homework should be the opportunity to learn children and involve parents in learning. In this activity you will learn about their children's attitudes for their homework and the important role of parents in the children's learning process. You will listen to the children telling about their homework and you will hear the school principal's story about the purpose of your homework. You will also read a global survey of parents about homework.

At the end of this session you should be able to:

The UK currently does not require the National Education Policy for children to do their homework. Government left school leaders to decide how much homework for children. Mostly, directors decide this after consulting teachers and sometimes with parents.

1 video Mark Millinson I think homework is a great opportunity to explore what the kids have learned and a great opportunity to appreciate everything they are not sure at the moment. However, homework is an opportunity to support children's learning joy and love for learning. I want children leaving primary school to go to high school to be impressed with learning enthusiasm, and I hope it will continue in their adult life as well. To achieve this, we need to make learning interesting. It must be alive, it must be ... We have to develop curiosity. Thus, instead of returning home, leaves, leaves and leaves with photocopies that may not have been thought out before the child is reviewed and may not be related to his or her learning. I much prefer to suggest children tasks and research. And then the kids work with them for a few weeks. Let's hope that with our families to seek ... What have we recently had? With the Egyptians, we had various pyramids and deepened the knowledge gained during history lessons, because now they explain to parents why something is significant. However, as mentioned above, there is still a spelling that we hope to learn, and multiplication tables that can still be learned. And parents play an important role here, as it can be learning memorabilia, which can later be adapted to children in school. I want to say to understand

Mark says homework literally is "home learning" when children continue to deepen their knowledge of the world, involving others. He also says that this is an opportunity for parents to hear children's opinion about what they are studying at school.

In the next section you will meet two Mark's school children and hear their opinions about their homework.

1. 1 What do children think about homework?

Meet Luke and Esme. They are both 11 years old. They are given homework once a week and longer projects during the holidays, which they record in a 'learning diary'. They are preparing for the exams at the end of primary school, the SATs.

Kimberly Safford from the Open University started by asking them what their last homework was.

The audio 1 Luke contained 10 mathematics questions with different calculations. For example, I have that 60 are divided of 320. There were 10 of them, for each of them received a grade, and then he was sent to Mr. Crickwood, who is a si x-yea r-old teacher, he tagged him and then Gaudavas a grade of 10 points. Do you think homework is useful? Do you think they help you learn? In the case, I think they are really useful because sometimes at home some people have nothing to practice and what to repair, so I think they are really useful. Luke I think it is useful because Mom and Dad tell what we do at school and how we do it. Interviewer Do you think you need homework? The essence I think they need them because some people have nothing to do at home, such as repairing and so on. Therefore, I think it is useful because ... helps at school. So, if you have nothing to rehearse, it is useful because you have something to rehearse. Luke I think yes, because we recently took exams and I think it really helped me pass the exams and improve. The interior and how long do you spend average for homework? Luke depends on it. If we have ... If we have a si x-week holiday and get a learning magazine ... I usually gradually prepare lessons every day. But if we are at home ... We get normal homework, then mathematics and English tasks are usually on Friday evening and I can just relax on the weekend. The essence I need about 1

What kind of work would that be? ESME Sometimes you have to do research. For example, if you wanted to do something on the Victorians, sometimes there would be a questionnaire you had to answer from the internet. LUKE And sometimes Mrs Orba, our teacher, would give us homework, the Charles Darwin homework, and we would have to make a PowerPoint presentation and bring it on a memory stick to show the class. ESME Sometimes there's some kind of project. For example, if we were asked to do something - for example, in fourth grade we were told to make a lighthouse with a working light on the top - we would build it out of boxes and stuff. So that was good. LUKE And soon we're doing World War II, and I think we'll do something like base camps for the trenches and things like how they did it, a bit of model building. INTERVIEWER: Do you ever have homework that you think is too hard? Has your homework ever really challenged you? ESME Sometimes I personally get distracted by things at home, like when my mom asks me for something and I'm busy with homework, I don't know what to take. So sometimes it's difficult because you get distracted. When you have an opportunity, a really big opportunity, and you have to do your homework, and it's like you've put it off until the last minute, you can't take the opportunity, you have to do your homework. INTERVIEWER Can your parents do your homework, keep up with you?

Στις επόμενες ενότητες, θα γνωρίσετε άλλα παιδιά από σχολεία σε όλο το Ηνωμένο Βασίλειο και θα μάθετε τι πιστεύουν για την εργασία τους στο σπίτι.

1. 2 Κατ' οίκον εργασία: ωφέλιμη ή βαρετή;

Ποιος πιστεύετε ότι θα πρέπει να αποφασίζει για το είδος και την ποσότ ητα της κατ' οίκον εργασίας των παιδιών: η κυβέρνηση, οι διευθυντές, οι δάσκαλοι, οι καθηγητές, οι γονείς ή τα ίδια τα παιδιά;

Activity 1 What do children tell us about homework? About 15 minutes time

In the video you are about to watch, children tell you what they think.

As you watch and listen, make note of their ideas.

The video is on the following page of the Newsround website. It is the second video on the page and is called 'What do you think about homework?'

The children have positive and negative views about their homework. They don't like it because it puts them under pressure and it can be stressful. Homework also takes away from leisure activities and family time. But they also recognise that homework is beneficial because it makes them feel more understood about their schoolwork and because it can help children who are struggling with learning at school.

One boy thinks that homework should be more fun and interesting. In the next activity you will look at some examples of creative homework.

2 Creative homework

In Section 1, you heard Headteacher Mark Millinson say that interesting homework can be 'tasks' and 'investigations' that children complete over a number of weeks, and that this can get parents involved and excited about homework.

Activity 2 What are the children learning? Take about 15 minutes

We invite you to spend some time thinking about how to do creative homework, and how to do creative homework. We invite you to join in and share our experiences and reactions. Pažiūrėkite, ar galite susieti jų namų darbų atlikimą su mokymo programsos dalyku, pavyzdžiui, matematika ar gamtos mokslais.

Vaizdo įrašą rasite kitame Newsround svetainės puslapyje. Tai penktasis vaizdo įrašas tinklalapyje, kuris vadinasi “Namų darbai, bet ne tokie, kokius juos pažįstate”.

Mergaitė, kuri namuose kepa sausainius, mokosi matematikos (matavimo, svėrimo, laiko), gamtos mokslų (derinti ingredientus ir keisti jų savybes iš skystų į kietus) ir raštingumo (skaityti receptą). Kiti namų darbai, apie kuriuos kalbėjo vaikai, apėmė kai kuriuos iš šių mokomųjų dalykų: Namų darbas sukurti stalo žaidimą ir pritaikyti savo kūną per A4 format popieriaus lapą taip pat lavina problemų sprendimo gūdžius ir kūrybinį mąstymą. Namų darbas pasivaikščioti gamtoje ugdo aplinkos vertinimą ir stebėjimo įgūdžius.

Atrodo, kad tokie namų darbai taip pat didina vaikų pasitenkinimą mokymusi ir mokykla. Atrodo, kad vaizdo įraše matomi vaikai labai domisi ir didžiuojasi savo namų darbų užduotimis. Tokie namų darbai gali buti įdomūs ir tėvams, nes jie, padėdami vaikams, gali su jais įdomiai pasikalbėti.

3 Figure 1 Figure 1 Figure 1 This is a photo in which a man helps a girl to prepare her homework.

For most orphanages, homework is a daily activity that deprives them of their time, energy and emotions not only for themselves but also for their families. One of the reasons for homework for children is that schools make it easier for schools to communicate with their parents, and parents could learn more about what their children are studying at school.

Parents and teachers can and should work together to help children learn. Good teachers know that parents are the first and most important educators for children. Teachers need to inform parents well in order to have an effective partnership at home. Digital and online technologies accelerated and facilitated communication between homes and schools. Most primary schools now have websites and even Twitter accounts where parents can see orphanage and get the latest information about their progress.

En Afged Grundene Til, AT MANGE FORældre IKKE INVOLVERER SIG I ORDER BISRNS LEETIER, ER, AT D E-DE MANGLER SELVILID I F. Eks. Mathematic Eller Skriving. Kreative Lestier, Som de Exempler, two så i videoen til Aktivitet 2, er mere Indbydende for Fore. De Feste ForeLdre Villa F. Eks. GERN HJælpe Barn Med at Lave Mad, Observere Det Lokal Miljø Eller Bygge En Simpel Model Model Model Model.

Lestier Bør Være en God Læringsopleevelse, Hvor Fortældren Kan Deltage. Lærerne Kan udforme Lestier, Hvor Børnene Interager Med Familie Ellie Lokalsamfund. Læs Casestudiet i Det Følgende AFNIT FOR AT Få et.

3. 1 CASESTUDIE AF Lestier

Dette Et et e. Ancempel På Lestier, Som et Barn og et Familamem Laver Sammen. Det Kan Være med en fortælder, en Bedstefælder Eller en ældre søskend.

Figur 2 Texten Øvert På Dette Arr »Fortæl Mig Om EN SJOV Aktivitet, Som du Can Lide at Lave I Deben«. Tkn et Billede i hver boxing for vise vise zeyndelsen, Midten og slutningen AF aktivitaite. Hvad er titlen på activithens? Der er derefter Tre tomme felter. Så er der de der følgende text: »Lad Os Nu Tale Om EN Aktivitet I Deben, Som Du Ikke Bryder Dig Så Meget Om. Tkn den Her, og sig, hvad titlen er. Der er derefter treas Tomme Felter,

Jetzt Wollen Wir über Eine Aktivität in der Schule Sprechen, Die Di Nicht So Gut Gefällt. Zyichne Sie Hier Ein und Sage, Wie der Titel Lautet.

This homework will develop your child's vocabulary and expressive language skills, as well as their understanding of narrative structures (beginning, middle, end). Homework develops these language skills through conversation rather than drill. It creates an opportunity for the child and an adult to talk about school together and for the child to share his thoughts and feelings. It gives the adult the opportunity to ask questions such as: "Why do you like or dislike doing this so much?", "Tell me more about this part" and "What happened next?". Talking and drawing is a good way for young children - and for many older children and adults - to "sketch" or prepare for writing.

Then you can learn how parents are involved in preparing children's homework around the world.

4 Homework around the world

According to a survey of more than 27, 000 parents in 29 countries, a quarter of parents worldwide spend seven or more hours a week helping their children with homework (Varkey Foundation, 2018).

In India, parents helped the most, spending an average of 12 or more hours a week on homework and reading to their children. Japanese parents spent the least, about 2. 6 hours. Parents in the United States spent 6. 2 hours, just below the global average of 6. 7 hours.

Men on examination viste ogsa at barn som får mye leksehjelp av parente sine, ikke presterer bedre på tryver enn barn som möder leksene helt alene. Pedagoger er gemeinet enige om at det er vigigt at parente i det minste vet hva barna jobber med, og hvor lang tid de bruker på å gegendet dem. Å vise interesse for brown lekser contributes also to å skape et hheim der læring verdsettes.

Mens en fjerdedel (25 %) av fæderle verden over bruker sju timer eller mer i uken på å hjelp barna sine med utdanningen, er tallet 62 % i India, 50 % i Vietnam og 39 % i Colombia. Foreldre i rikere land bruker mindre tid, med bare 5 % som bruker 7 timer eller mer i uken i Finland, 10 % i Frankrike og Japan, og 11 % i Britannia. Foreldre i lavingettsland bruker oftere mye tid på å hjelp barna sine begeber klassrommet enn oderle i velstånde land. The most common reason for at parents ikke helper barna sine - oppgitt av over halfe av parents (52 %) i hele utskeitsen - er mangel på tid.

4. 1 Foreldrenes håp Figur 3 Dette er et fotografi av tre unge jenter.

Almost two thirds (64%) of the parents in the study of the 2018 Varkey Foundation is of the opinion that the school of their child is preparing them well for the world of 2030 and then. Asia has some of the highest levels of trust (India, Indonesia, China and Vietnam), and some of the lowest levels of trust (Japan and South Korea).

Almost two thirds (60%) of the parents are optimistic about the future of their child. Some of the highest levels of optimism were found in economies with lower incomes. Richer countries (such as Japan, France, South Korea and Germany) were generally gloomy.

According to the worldwide research, the happiness of children is the most important for parents: 43% of parents worldwide chose this as one of the top three factors that give them the most worries about their child at school. This is closely followed by worries about mental wel l-being and bullying. According to global research, the distance between the school and at home is the most important factor in choosing a primary school for their children. The following two most important factors for parents when choosing a primary school are the quality of the teachers and whether the school has a happy environment.

5 The quiz of this session

It is now time to complete the 4 Badge quiz session. It is similar to the previous quizzes, but this time there will be 15 questions instead of 5.

Session 3: Observing Learning Introduction

Open the quiz in a new tab or window and come back here when you're done.

6 Summary of session 4

You should be able to do that now:

In the following two sessions you learn about computer use and the basic curriculum, and the safety of children online.

At the end of this session you must be able to:

Session 5: connected children introduction

This is the first of two activities about children and technology. The use of children with technology is a great deal of debate and anxiety. Digital technologies give children a lot of opportunities to learn and play, but children may be in danger in the online environment, so " e-mail. Security ”became an important topic of primary schools.

At the end of this session you should be able to:

Today, children are born in a world where digital technology is more common than ever. There is no aspect of our lives that technology does not affect - how we work, shop, communicate, communicate and entertain. Ever since young children begin to know the world around them, they are facing the use of technology in one way or another. Therefore, it is only natural that they are eager to explore this aspect of the world, just like any other. Young children may not be as careful as adults when making mistakes using technology.

Think about what technologies are used today in some homes. What devices can the primary schoo l-age children use to use? What devices can they use themselves? Write down your thoughts.

Die Palette Der Geräte, Die Kindern Zu Hase Zur Verfügung Stehen, Wird Immer Größer. Dazu Gehören: Smartphones, Tablets, Laptops, Desktop-COMPUTER, E-BOOK-READER, Smart-TVs, Spielkonsolen und Intelligente LautsPrecher, Die Sprachassistenten Wie Alexa, Google Assistant, Siri Oder Cortana Steuern. Hinzu Kommen's Eungebettete GERäte Wie Mikrowellen, Zentralheizungen, Geschirrsspüler und kaffemaschinen, Die Teil Der Täglicen Rotine Sind, Oder Untterhaltungsgeräte Wie Musikanlagen, Kabellos Kopfhöeris, Surround Yboards, DJ-DECKS ODER Schlagzeug. Ganz Zu Schweigen von Dem Immer Größer Werdenden Angebot An Elektronischem Spielzeug, Das von Einfachen Licht- und Klangspielzeugen Bis Hin Zu Puperi Pypen Für Eigene Rober und spielzeugdrohnen Reich. Die Lista Wird Noch Weiter Wachsen.

Abbildung 1 Hier Sehen Sie Vier Gegenstände: Eine Intelligent UHR, EIN Smartphone, Eine Spielkonsole und Eine Drohne.

EU IST Klar, Dass Kinder, Wenn Sie Zur Schule Gehen, Ihre Ganz Eigenen Erfahrungen Mit der Technical Mitbrringen Werden. Nicht Nur in Bezug Auf Die G Geräte, Werkzeuge Oder Spielzeuge, Zu Denen Sie Zugang Haben, Sondern Auch in Bezug Auf Die Erfahrungen, Die Sie Im Umgang Mit Ihnen Machen.

According to a recently carried out survey, 53 % of British children between the ages of 3 and 4 go online almost 8 hours per week, 35 % of 5-7 year olds have their own tablet and 39 % of 8-11-year-olds have their own smartphone, Almost a quarter has a social media profile (OFCOM, 2017).

Activity 2: The increasing use of digital technologies by children allow themselves about 15 minutes

Take a look at the statistics in the infographic in Figure 2. It is a snapshot of children's digital life (OFCOM, 2017).

Figure 2 This is an infographic in four parts. In the first part (3-4 year olds) you will find the following information: 1 % has its own smartphone, 21 % have their own tablet. 96 % watch TV on a TV, about 15 hours a week. 41 % watch TV on other devices, mostly on a tablet. 40 % play games, almost 6 hours a week. 53 % go online almost 8 hours a week. 71 % of these mostly use a tablet to go online. 48 % use YouTube, of which 52 % of them say that cartoons are what they like best to watch, and 15 % say it is Unboxing videos. 0 % has a profile on social media. In the second part (5-7-year-olds) we find the following information: 5 % have their own smartphone, 35 % have their own tablet. 95 % watch TV on a TV, approx. 13. 5 hours a week. 49 % watch TV on other devices, mostly on tablets. 66 % play games, almost 7. 5 hours a week. 79 % are online for almost 9 hours a week. 63 % of these mostly use a tablet to go online. 71 % use YouTube, of which 30 % of them say that cartoons are what they like best to watch, and 18 % say it's fun videos or sprell. 3 % have a profile on social media. The TV set is the unit they say they will miss the most. In the third part (8-11 year olds) we find the following information: 39 % have their own smartphone, 52 % have their own tablet. 95 % watch TV on a TV, about 14 hours a week. 55 % watch TV on other devices, mostly on tablets. 81 % play games, almost 10 hours a week. 94 % are online for almost 13. 5 hours a week. 46 % of these mostly use a tablet to go online, 2

Geef Je Antwoorden Open the volume of the volume.

Hoe Verhouden de cijfers zich tot jouw the meta technology to je een kind was?

How do these numbers feel compared to their today's "digital life"?

How do you look like that of your own children or children you know?

Next, read about the effects that technology can have on learning children.

2 Technology influences how children learn

Technological progress and internet revolution ensure a pace of change that would have been unimaginable 30 years ago. The schools try to balance the use of technology to promote the children's learning and at the same time ensure that the children are prepared for safe and effective use of technology.

Figure 3: A woman with a group of children who hold all intelligent devices in their hands. Activity 3 The digital age and the learning of children take about 10 minutes

Read this extract from the report of the Cambridge Primary Review "The Digital Age and Its Implications for Learning and Teaching in the Primary School" (Burnett, 2016). The report is based on a number of research results on the life of children in the digital age at school and outside of school.

For many children, digital devices and the possibilities they offer are an integral part of their everyday life from the start, and their early experiences and their understanding are shaped by the use of the technology. A large part of the "extr a-curricular learning of the children takes place electronically and is outside the reach of parents and teachers" (Alexander, 2010: 269). In education, the importance of the digital age must therefore be researched, not only with regard to the preparation of the children for an uncertain future, but also to ensure that they are now sel f-confident, safe and critical users of digital technologies .. .

... to understand the life of the children in the digital age is a complex task, and considering the effects on primary school formation is with tensions. On the one hand, it is required to recognize the complexity of the everyday use of digital media through children and to integrate the technology much more into class in order to effectively prepare the children for their current and future life. On the other hand, there are fears about the effects of an extensive screen time and about what or whom children could encounter in digital environments that are difficult to control and difficult to narrow down.

(Burnett, 2016, p. 3) 3 schools in the digital age Figure 4 This figure shows a group of children who use tablets.

The requirements of the digital age raise central questions about the role of school. It is obvious that schools have to be able to support the discussion of the children with digital technologies now, but also to look into the future and to ensure that they are well prepared as adults in the workplace and also effective to participate in society.

It must also be considered how different subjects are understood and taught in the light of digital technologies. Later, for example, they will deal with the question of what is meant by reading and writing capacity in the twenty-one century. How should the curriculum for the subject of English be adjusted accordingly? What about other departments? And how are digital technologies related to other school priorities such as social justice and citizenship?

Although surveys (OFCOM, 2017) indicate that technology is everywhere around us, the children differ in terms of their knowledge of technology and their experiences with her when they come to school. There are problems with equal access to technology. Internet-compatible devices and high-speed internet connections are unevenly distributed in the United Kingdom and in many other countries. The school therefore has a key role when it comes to giving the children access to a series of digital technologies and, which is even more important, to ensure that the experiences they have in the use of these technologies are broad .

Toliau Nagrinėsite Vaikus ir jų naudojimąsi internetu.

4 Vaikai IR Internetas

Vaikai į internet website spatenka vis jaunesnio amžiaus. OFCOM (2017) Praneša, Kad 2017 m. Daugiau Nei Pusė (53 %) 3-4 Metų Amžiaus Vaikų Jau Naudojasi Internetu, Taip Pat 79 % 5-7 Metų Amžiaus Vaikų, 94 % 8-11 METų Amžiaus Vaikų IR 99 % 1 2-15 metų amžiaus vaikų. Dviejose Jauniauiose Amžiaus Grupset Šie Rodikliai, Palyginti Su Praėjusiais Metais, Padidėjo 10 %.

Es Vaikų Interneto Tinklo Projectas "Nuo Nulio Iki Aštuonių" Parodė, Kaip Plačiai Technologijos Tampa Prieinamos Jaunesniems Vaikams. Septynerius Metus Trukusiamame Projects, Kurio Metu Daudiausia Dėmesio Buvo Skiriama Vaikų dalyvavimui internet, nustatyta, kad per penkerius metus gerokai padaaughjo jaunesnių nei devynerių metų vaikų, besinaudojančių Internetu (Holloway et al., 2013). Jie Taip Pastebėjo YPATINGą Tendenciją, Kad Ikimokyklinio Amžiaus Vaikai Naudojasi Planšetiniais Ir išmaniaisiais Telefonais, Kad Galėtų Naudotis Internetu.

5 Paveikslas Čia pavaizduoti keturi atskiri vaikų, Besinaudojančių Technologijomis, Vaizdai.

Kitamen Skyriuje Žiūrėkite Vaizdo įrašą apie interneto keliamą riziką ir Galimybes Mažiems Vaikams.

4. 1. Rizika ir Galimybės

Sonia Livingstone, chief author of the EU Kids Online Network project, warned that the lack of technical, critical and social skills in younger children shows them a real risk on the Internet. Older children and teenagers are considered more resistant and able to cope with the dangers they may face (Livingstone et al., 2011, p. 3). This is a risk that both parents and schools must handle.

Activity 4 How children are involved in work with the Internet Donate approximately 30 minutes

Listen to how Sonia Livingstone talks about the risks and opportunities that Internet access. When listening to consider the following:

It is easy to understand why some are worried about children, as stories about cyberbullying and grooming appear on the title pages of messages. However, Sonia Livingstone claims that we must balance our reactions and not necessarily introduce further limitations. It notes that as a company we are always afraid of changes and especially technological revolutions, whether it is the invention of font, "moving images" or the Internet. He claims that opportunities and risks are inextricably linked. By limiting their risk, we limit their possibilities to develop abilities such as independent thinking and resistance.

4. 2 Electronic Security at School

Geriau suprasdami, ką vaikai veikia internet not wetkloje, mokytojai galės geriau padėi vaikams Ir jų tėvams bei tinkamai Valdyti Risk.

5 veikla mąstymas apie e. SAUGą skirkite apie 20 minučių

Penjacherkite šį vaizdo įrašą, chicken Kalbama Apie Luke'ą Crickwoodą, mokytoją, e. SAUGOS IR IT COORDINATORIų IŠ KEMBRIDŽŠYRO (English) VISų SVENTųJų Tarpbažnytinės Akademijos. Kasmet JIS Atlieka Audittą, Kad Ošiaiškintų, Kaip Mokiniai Naudojasi Internet, IR TAI YRA Mokyklos e. Saugos Penjaport Dalis.

Video 2 Luke Crickwood Every year we check the internet use of the children as part of our e-safety review. We examine how long the children use the internet, what ideas they have from the Internet, whether they use social media or not, what social media they use, which games they play, whether they know that they play games that are playing about age sharing Go out whether you have a mobile phone and what safety rules are behind, how you protect yourself and to whom you can turn to if there is a problem both at home and at school. The whole thing happens anonymously. So the children do not feel under pressure when I say that I use Facebook and Mr. Crickwood will then switch off. Due to the anonymity, we can tell you that 78% of children use social media in some form in the sixth grade. Only 68 % of parents know about it. So it is a good way to use the information when we organize a parent's office day to pass on this type of information. And we can also specifically send newsletters for a certain grade. For example, many of them used WhatsApp in a fifth grade. We can send information for the parents via WhatsApp. I think the child representative has created some updated conditions and conditions. So it has become more parent and child-friendly. We send this type of information. The examination shows that the perception of cyberbullying by children is as follows

like the rules for using it safely. So that when they go to secondary school or even primary school and get a social media account on an app or website, they know the rules behind it and how to stay safe.

Note the difference Luke highlights between girls' and boys' perceptions of cyberbullying, as well as the fact that cyberbullying seems to be more prevalent the older children get.

According to Ofcom (2017), only 12% of 8-11 year olds say they have ever been bullied, with this more likely to have happened face-to-face (6%) rather than via social media (1%). For children aged 12-15, these figures rise to 12%. There are clearly more risks online than just cyberbullying, but it's worth noting that almost all internet users (97%) aged 8-15 report having been taught how to use the internet safely by a teacher, parent or both (Ofcom, 2017).

Next, read about a research study on children and how they play and learn online in 'virtual worlds'.

5 Playing and Learning Online

Children learn to use new technologies, especially when it comes to learning new things, whether they're new or old. Jackie Marsh intensively explained and described how small children learn and learn to use technology. Przeprowadziła badanie dotyczące korzystania przez dzieci w wieku szkolnym z wirtualnych światów online i serwisów społecznościowych i celowo wybrała do badania komercyjne strony internetowe nastawione na zysk, a nie te opracowane w celach nych w szkołach i dla szkół. Marsh zdecydowała się zbadać dwie komercyjne strony internetowe (Club Penguin i Barbie Girl), ponieważ jej zdaniem “światy te stają się coraz bardziej powszechne w pozaszkolnym życiu dzieci i ważne jest, aby nauczyciele zapoznali się ze obem, w jaki dzieci korzystają z tych środowisk, aby dalej rozwijać te doświadczenia” (Marsh, 2010, p. 26).

Rysunek 6 To jest zdjęcie chłopca korzystającego to urządzenia wirtualnej rzeczywistości.

You will be able to use the internet from 5 to 11 at the same time as you can see from Marsha, who will also have access to the internet and zgłosiły (w kwestionariuszach i wywiadach), with the robiły. Granie w gry silnie zaznaczyło się w i odpowiedziach. Na przykład Ewan w wieku 5 lat powiedział: “To wszystko gry. Lubię gry” (Marsh, 2010, p. 30).

Marsh zaobserwował rodzaje zabaw, w które dzieci angażują się w tych wirtualnych światach:

Shopping with virtual tokens/money and caring for a virtual pet was also a popular play for children. But club penguins and Bobby girls did not provide children with the opportunity to make their own 'i n-world' or to customize their avatars, unlike the virtual worlds of older children and adults.

There were many similarities between offline play and online play, and Marsh claims that the activity on the website is not 'virtual', but 'real'. It is pointed out that it is a social practice constructed through interaction. According to this study, the important difference between fac e-t o-face play and online play is that in the virtual world, children are not always knowing who they are playing with. Marsh argues that this provides children with opportunities to teach children about online safety: '[In virtual world play] Children construct, reconstruct and perform identity and other people in online forums. You will have the opportunity to learn how to communicate with. Children's participation in the online virtual world can provide useful opportunities to develop technologies that can explore the online environment more safely and appropriately '(Marsh, 2010, p. 36).

AKTIVITET 6 Barns Virtuelle Verdener på Nettet Bruk CA. 15 minutter

HER NOEN FORSLAG Til NetTSTEDER SOM DU KANSKJE KANNER Til Fra Før. Når Du Går in Nn på NettStedet Du Har Valgt, Må Du registrere de OPPRETE DIN EGEN profil (Dette børre gratis på alle netene som ER list opp Nedenfor). Bruk Litt tid på å utforske netstedet. Du skal Ikke Kommunisere Med Andre på NettStedet.

Reflekter Overbellslsen din Ved å bruke følgende spørsmål som hjelp.

Barns Bruk av Forbrukerprodukter, Noe Som Kan være ubehagelig I skolens «Læringskontekst». I likhet Med Barns LEK Populærkultur I DET Virkelige Liv, ER DET Kanskje Noe Subversivt OG UKONTROLLERBART VED DERES KULTUR OG LEK På Nettet.

With the support of the learning of children, teachers and teaching assistants can see a gap between what children outside of school know and do with technology and what they learn with technology in school. Educators like Jackie Marsh try to find common ground between these experiences so that the adults can support the children to apply their knowledge of learning at school.

6 games in education

Games are increasingly moving into the classroom and there is a trend towards developing educational versions of wel l-known games. Minecraft, for example, is a very popular game among children who has over 60 million players worldwide at the time the report was created. Minecraft is considered a "sandpit" or open-world game, in which there are no given tasks or goals. Instead, the players can explore the world in their own way and interact with it, similar to how small children would play in a real sandpit. Players can build or explore, play alone or with others. Every world (or map) that the players explore is completely unique; There are no rules or even guidelines for the game, so there are an infinite number of options.

The educational version of Minecraft, Minecraftedu, offers teachers additional extras, including: camera and portfolio tools for evaluating or recording activities and documentation of progress; the possibility of acting in the game as a guide and not as a player; and moderation tools for managing or restricting collaborations.

Figure 7 This is a photo of children who play Minecraft on the computer. Activity 7 parents, children and "Minecraft" take about 35 minutes

Read the guide for parents to Minecraft. Think about the skills children could develop when playing. Then watch the video by Nathaniel Bott, a 10th grade student from Tasmania, who talks about the Minecraft project in School's Transforming Education (manure) that was carried out at his school.

After reading the guide and listening to Nathaniel's experience, think about the following questions and write down your answers.

How can Minecraft be used to support teaching and learning, especially in the MINT subjects (science, technology, technology and mathematics) in primary school?

What kind of learning environment is created by Minecraft?

Minecraft offers a compelling environment that students have control over - they can choose their own level, the way they are involved and the challenges they take on. For some students, the space can feel 'safer' than the real world, an environment in which they can experiment and investigate without having to be afraid that they are wrong, or have to be afraid to speak with or for others.

The compelling and interactive nature of Minecraft means that students can tackle mathematical or scientific problems in a more authentic or exciting way. The ecology of the world is reflected and ecosystems are modeled and experimentation is made, the effects of gravity can be observed, iron or gold can be melted to produce pure metals and sand can be converted into glass. Mathematical operations can be visualized, concepts of surface and circumference can be investigated, symmetrical structures can be created and more abstract geometric concepts can be visualized.

Hannah - Not everyone on OpenLearn has access to Learn2. Is there an open version of this?

-& GT; 7 Digital literacy and twenty-first-century skills

A Forma Como as Tecnologias Digitais São Referidas No Currículo Do Ensino Primário Mudou significant NOS últimos Anos e Varia de País Para País. A Terminologia Também Varia E, the Forma Confusa, AS Pessoas Utilizam Frequentue Termos Diferentes Para Se Referirem à Mesma Coisa. Alguns Referem-Be A Ti (Tecnologias da Informação), Outros a Tic (Tecnologias da Informação e da Comunicação) E Outros A Computação Ou Informática. Nos últimos Anos, Tem Havido Uma Mudança Global Para a Disciplina de Ciência da Computação, em países como a índia, os eua, a austrália, a inglaterra e a coreia do sul (University of Edinburgh, 2016). Consistent, a Linguagem Mudou e Possível Ver Termos Como "Pensamento Computacional", "Raciocínio Lógico" E "Algorithmos" Utilizados Nas Escolas Primáriaas.

O Desenvolvimento da “Literacia Digital” Das crianças é Considerado Fundamental Para o desenvolvimento do que é frequency referido como “Competências do Século XXI” (ATC21S, 2012; Binkley et al., 2012). Estas Competências do Século XXI Não Estão Ligadas a Áreas Temáticas Específicas, Mas APlicam-Be a to Currículo E Incluem Competêias Como A Literacia Da Informação Digitalus Arch, 2011).

A Literacia Digital Pode Ser Interpretada de Váriaas Formas, Mas A Definição de Hague E Payton (2010) Fornece UM Resumo Ephicaz:

Digital competence means critically dealing with technology and developing a social awareness of how a number of factors, including commercial intentions and cultural views that can shape the way, are used in the technology to impart information and meaning.

It means being able to communicate and present knowledge in different contexts and for different target groups (e. g. in visual, acoustic or textual form). This includes finding and selecting relevant information, the critical evaluation and new contextualization of knowledge and the understanding of the cultural and social environment in which this is done.

Digital competence enables young people to use the abundance of new and emerging possibilities in connection with digital technologies and at the same time be aware of the various challenges that the technology can bring.

In short, digital competence is the "dexterity" that enables young people to participate sensibly and safely, while digital technology in society is becoming increasingly omnipresent.

(Hague and Payton, 2010)

ATC21S (2012) Apibrėžair Decxi a. įGūdžių, Kuriuos Galima Suskirstyti į Keturias Plačias Categorijas: Mąstymo Būdai, Darbo Būdai, Darbo Priemonės Ir Gyvenimo Pasaulyje Būdai (8 Pav.). Sived Šių įgūdžių ugdymas priklauso ne tik nuo technologijų, bet ir nuo irt naudojančių pedagogų skaitmeninio raštingumo ir jų bienjimo įsitraukti į naujus mokymoi būdus.

8 pav. 8 Paveikslas Tai į keturias dalis suskirstyta infographic. Pirmoje dalyje (mąstymo būdai) pateikiama tokia informacija: kūrybiškumas ir inovacijos; Kritis Mąstymas, Problemų Sprendimas, Sprendimų Priėmimas; Mokymasis Mokytis / Metakognicija (Žinios Apie Pažinimo Procesus). Antroje Dalyje (Darbo Priemonės) Pateikiama Ši Informacija: Informacinis Raštingumas; Informacinių ir ryšių Technologijų (irt) Raštingumas. Trečiojoje dalyje (darbo būdai) pateikiama Ši Informacija: bendravimas; Bendradarbiavimas (comandinis Darbas). Ketvirtojoje dalyje (gyvenimo pasaulyje būdai) pateikiama Ši Informacija: Pilietiškumas - Vietinnis Ir Pasaulinis; Gyvenimas ir Karjera; Asmeninė ir socialinė atsakomybė, įskaatant cultūrinį sąmoningumą ir Competeciją.

Kaip Manote, Kiek Gerai Mokykla Parengia Vaikus Gyventi ir dirbti Nuolat Besikeičiančioje Visuomenėje?

Now look at this video by Grant Lichtman, a former teacher and manager from the United States, who shares his experience with the imparting of skills of the twent y-one century in schools:

Next, consider the impact of digital literacy on children’s reading and writing.

7. 1 The impact of technologies on children’s reading and writing

Children develop a range of reading and writing skills to make sense of the multimedia and virtual worlds they encounter today. You may know from your own experience that children use technology to read and write – for example, they have access to online worlds, author homepages, and homework marking websites.

There are six ways in which digital literacy and twenty-first century skills have impacted children’s reading and writing (Merchant, 2013):

Now watch this video about STEAM week at Bridgewater Primary School in England. As you watch, look for and record examples of Merchant’s (2013) six characteristics.

There are many examples of the six characteristics in the video, but a few specific incidents are highlighted here.

The playfulness in the children’s activities was evident throughout the video, for example in their interviews with fictional characters.

The work of Class 1, which is part of the virtues of the world created, is a play for remixing, which is the work of the nest of the world that is inspired by it. You can see the results in digital mind maps, use photos of their work and enjoy the results of an online puppet theater and create a video with audio overlay, which is available in the community blog.

The better social structure was associated with the blog and the Twitter feed, as well as the networking of the editor, an online networking tool, and the "Zwillings" classes with more information about the ideas surrounding the boundaries.

The multimodality of the work of Class 4, the people for the virtues of the world, are useful in combination with the films with green screen technologies and animated images and interview scripts.

This exceptional innovation was particularly important in the sound systems of Class 3, including its own method of notation, and its own compositions.

7. 2 Kinder nutzen Multimedia in der Schule

In schools, children often use software and apps to write stories, poems, and nonfiction accounts, and incorporate audio, interviews, photos, or videos into their writing. Tools include VoiceThread, which lets you juxtapose text, narration, and audio over images, and PuppetPals, which lets you turn photos into scripted puppet shows on screen. With programs like Photoshop, kids can digitally play with their own artwork and photos and modify them and incorporate them into their writing. In Session 4, you heard a child talk about making a PowerPoint presentation about the scientist Charles Darwin as homework.

Photoshop and stories

A class of 8-9-year-old children created a series of pictures with paint, pastels and plasticine, and also took photographs of themselves: these pictures were all processed using Photoshop and then inserted into a presentation. The children then wrote stories describing adventures in the imaginary landscapes of their works, adding music and sound effects.

Figure 9 is an example of a child's Photoshop collage.

기리 9 is a colorful 몽호주 with the image of a child surrounded by 도형에. It contains the following text: The sculptures stopped changing color and slowly began to fly up. 한 에성이 원이 도기 에서하어 나나 에성상도 동기 도기 에서의 나나 나상상도 동기 도기. I was next to the door. 기리 7 아이스의 타요샵 아니주 사진 https://learn2. open. ac. uk/mod/oucontent/view. php? id=828975& amp; printable=1 --& gt;

The teacher said that the children were able to create a complete text by combining various communication resources (단어, 기라, 이미스) while writing a story based on the photo collage, and they were able to demonstrate considerable visual and digital skills in writing.

'밤'(11세) created a PowerPoint Presentation (Figure 10) that covers everything about 제임스 복드(Character, Movie, Actor, Car, Tool, 알당, 복드 거드). He used 음향 아이(큰이소리와 산걱국의 사이스 사리), moving images, and animated text to create an emotional piece based on his expertise and passion for the subject.

Figure 10 is presented in the Old Bond Cars headline and the text below is next to the car image: Aston Martin DB5. This is an amazing car with rotating rooms and catapulting seat. Can we move on? Figure 8. 8 PowerPoint Presentation https://learn2. open. ac. uk/mod/oucontent/View. php? id=828975& amp; Printable=1 - -& gt;

You may notice how Ben's hobbies for games, media and books are fully expressed in his written work and how he acquires the writer's experience in the process. Ben created his PowerPoint presentation at home only and brought it to school. However, his teacher was worried about some parts of the text (weapons and Bond girls) and he did not want to share it with the class - an example of a tension that could arise between home and school literacy practice.

Digital texts such as Ben may be associated with detailed studies and can be associated with further writing of fiction and no n-fiction. If children, using digital technologies, create stories, say, bears, they can create links to other essay files such as bears, poems about bears, about how hibernation, or a debate forum on wildlife housing zoo advantages and disadvantages in gardens. The whole class could also contribute to the larger digital text creating with various written and visual elements, and this text could be provided to parents using tools such as Edmodo or Showbie, presented at a meeting or posted on a class or school website.

8 The Quiz of this Session

In session 2 you bring these ideas to the primary school playground.

Open the quiz in a new tab or window and come back here when you finish.

You learned about technology in children's life, digital literacy and 21st century. Skills, as children use the Internet, e. safety and how digital technologies have changed the ways of reading and writing children.

You should now be able to:

At the end of this session you must be able to:

Sitzung 6: Informatu in der Schule Einführung

IM Anschluss An Lerneinheit 5, in der Sie etwas über Kinder und technician genernt haben, Erfahren sie in diaser lerneinheit, was Informatics at the informatics als Schulfach Ist. Sie Werden Erfahren, Warum Das Rechnen Wichtig Ist, und Möglichkent des Informikunterrichts in der Grundschule Kennen Lernen.

In this session you will be familiarized with some vocabulary and concepts that may not be familiar to you, such as: B. "algorithms", "coding" and "unplugged computing". In some activities, you will be asked to think about what you read and see about your own reactions. That may feel a bit difficult sometimes, but if you stay tuned, you will feel much safer with this topic.

At the end of this session you should be able to do this:

Computer science in primary school is also known as "computer science" or "computer science". Countries such as Australia, India, Finland, France, South Korea and the United Kingdom have included the subject of computer science in the primary school's curriculum (Euractive, 2015).

Figure 1: someone who uses a computer.

The definitions vary, but in schools in England the subject computer science consists, for example, of three core areas: computer science, information technology and digital competence.

Compiuterijos pagrindą sudaro computer science mokslas, curia name mokiniai mokomi informacijos ir skaičiavimo principų, skaitmeninių sistemų veiikimo principų ir kaip Šias panaudoti programuojant. Remdamiesi Šiomis Žiniomis ir supratimu, mokiniai mokosi naudotis informacinėmis technologijomis, kad galėtų kurti programas, sistemas ir įvairų turinį. Informatika Taip Pat Užtiskrina, Kad Mokiniai Taptų Skaitmeniškai Raštingi, t. y. Gebstų Naudotis Informacinėmis Ir Ryšių Technologijomis, Reikšti Savo Mintis Ir Jas Vystyti, ir būtų tinkamo lygio būsimai darbo vietai at Aktymeninio Pasaulio Dalyviai.

(Compiuterija Mokykloje, 2014 m.)

5 sesijoje nagrinėjote vaikų skaitmeninį raštingumą, o Šioje sesijoje daugusia dairsio skir site vaikų Kompiuterinio raštingumo aspectams. Informatika Yra Dalykas, Kuris Turi Daug Bendro Su Matematika, Todėl Galite Galite Galvoti Apie Informatiką kaip apie būdą vaikams suprasti pasaulį.

1. 1. Informatics IR Mokyklos Mokymo Program 2 PAV. Tai Nuotrauka, Kurioje Vaikai Naudojasi Kompiuteriais.

Anglijoje Kompiuterija Paheitė Informacines IR Komunikacines Technologijas Kaip Nacionalinis Mokymo Programos Dalykas Visose Amžiaus Grupset. Panašūs Pokyčiai įvyko ir Kitose Junginės Karalystės Šalysis, Europoje Ir Už Jos Ribų. Perskaitykite Lentelę, Kad Pamatytumėte Šiuos Panašumus.

1 Lentelė Informatika Mokyklose

Anglija The first country in the European Union that makes arithmetic for the 5-16-year-olds. Northern Ireland The use of ICT is a legally prescribed interdisciplinary ability in the primary school plan. Scotland Technologies is a primary curriculum and computer use includes a separate aspect of knowledge. Wales A Digital Competence Framework includes computer science as a profession in the primary curriculum. Finland Programming is a mandatory part of the basic curriculum. New Zealand Digital technologies for primary schools. Australia National curriculum digital technologies for primary schools. Sweden Informatics is introduced from the first year of primary school. As the table shows, computer science is increasingly seen as an important profession. But this brings a number of challenges. Teachers indicate that they are uncertain about their own knowledge of the computer science course and what the best ways are to support the learning of children in the field of computer science (Sentence and Csizmadia, 2017).

1. 2 Computer programs for children

Ask yourself after reading:

In the rest of this session you learn more about computing as a course and a number of effective ways for children to learn about it.

2 Why is computer science important? Figure 3 Here you see children who use computers.

The Royal Society report from 2012, 'Shut Down or Restart? The Way Forward for Computing in UK Schools, "reported that" Computer Science is a rigorous academic discipline that is of great importance for the future career of many students "and that" every child should be given the opportunity to learn computer science at school ". In England, the Department for Education (DFE) says that children who understand computer science will be able to change the world:

Eine Hochwertige Information Mausesbildung Befähigt Die Schüler, Rechnerisches think und Kreativität Einzusetzen, UM Die Welt zu Verstehen und zu Verändernn. Die Informatik ist Eng Das Kernstück des Informatikunsticht ist Die Informatik, in der Schülern Die Grundsätze der Information und der Berechnung, that Funttionsweise Digital Systeme und die Anwendung Dieses Wissens Durch Programmierung Vermittelt. Aufbaend AUF Diesem erases und Verständnis Sind Die Schüler in der Lage, that information technology Zu Nutzen, UM Program, Systeme und Eine Reihe von inhangen zu. Der Informatikunsticht is auch Sicher, Dass Die Schülerinnen und Schüler über Digital Kompetenzzen Verfügen, d. h. in der Lage Zind, Informations und KommunikationStechnologien Zu Nutzen, Sich Auszudrücken und Ihre Idene Zu Entwickeln, und Zwar Auf Einem level, Das für den Künftigen Arbeitsplatz und as Aktive Tilnehmer Ist.

(Ministerium Für Bildung, 2013)

The Scottish Ministry of Education also has a similar opinion on the importance of computing study:

Children and adolescents can develop creativity and entrepreneurship and become an innovative and critical future designer. This characteristic is essential for our children and adolescents to play an important role in the world economy and to accept the technology development of the 21st century.

(Scotland Education Department, 2013) Activity 1 Computer Science is changing everything for about 20 minutes.

Now watch this video of Code. org about computing. The vision presented in this video is that computing plays a role in almost all aspects of life.

After watching, ask yourself:

Many people welcome to introduce computing in the elementary school curriculum, but some question the value of computing.

Some children will be a computer programmer, so there are criticisms that all children don't have to learn computing.

Denne IDEEN ER BASERT På en Utbrodt Misoppfatning OT DatabeHandlight Bare Handler å Lære å Programmere Eller Kode. Faktisk Handler DatabeHandling OM Problemløsning, Analytisk Tenking OG g å FINNE Måter å løsekse oppgaver på en kreativ Eller Effectiv Måte. DISSE FERDIGHETENE KAN OVEREFRES Til Mange ASPEKTER AV LIVET OG LIVET OG Læring.

Det er o o et konomical for å Stude DatabeHandlight. LivingStone Og Hopes Next Gen.-Rapport (2011) Fokuserte på Betydningen av høyteknogiske Og kreative næringer I storebritannias OG Andre Lands økonomier. BARE I VAR DEN Britiske VideoSpillsektoren Alene Verdt Over to Millder Pund. Forfatterne Mente at Storbritannias Posisjon Som Ledende Innen Teknologi, Innovasjon Og Kreativite Var I Fare på Grunn av kompetansegap. De argumenterte for at skolene må tette dette gapet ved å utstyre neste generasjon unge mennesker med kunnskapen og ferdighetene som er nødvendige for disse bransjene. Løsningen deres? DatabeHandlight bør inn I skolens læreplan.

BORTSETT FRA OVERBARE FERDIGETER OG øKONOMISKE ARGUMENTER NESTEN ASPEKTER AV LIVET IkKe Ber øRes av Teknologi: Vi bruke Sialisere, Studere, Handle, Få Tilgang Til HelSetjenester, Leke, Reise Og Kommunisere.

A decisive argument to include computer use in the curriculum has to do with justice and social justice. If we do not equip all children with the skills to use technology in an informed way and with the knowledge and skills to influence what technology is, what it does and how it is used, we deny children a chance.

Liukas (2015) states that we have to "imagine a world in which the stories we tell about how things are made not only the twenty-year-old Silicon Valley boys include" and Naughton (2012) says we are teaching about computers without children "generations Hamsters will breed for the glittering cage wheels that were built by (Facebook founder) Mark Zuckerberg and his peers ”. The inventor of the World Wide Web agrees:

I want you to know that you can also create new programs that create new fun ways to use computers and the internet. I want you to realize that if you can imagine that a computer is doing something, you can program a computer to do that. Unlimited possibilities ... only limited by your imagination. And a few physical laws.

(Tim Berners-Lee, n. d.)

Think about the following questions:

Whoever Bereits Erfahren Haben, is that Informatik fell into ländernn eine relativ neue ergänzung des lehrplans für die grundschule. Gemeinsam ist ihnen, dass sie sich auf zwei schlüsselbereiche der Informatik Konzentrieren: Rechnerisches think und Codierung. Diese Bilden Die Grundlage für Einen Großteil des Anfänglichen Lernens of the Kinder über Computer Oder Informatik.

Thinking in the folgen Aktivitäten Erfahren Sie Mehr über Kinder und Programs

2. 2 Kinder und Kodierung

Program BedroeTet, eine Reihe von Anweisungen zu, which Ein Gerät Ausführen Soll. Es wird auch "programming" Genannt. Kodierung ist ein teilbereich der Informatik.

Aktivität 2 Sollte Jeder Lernen zu Programs? Nehmen Sie Sich Etwa 20 minutes Zeit

Sehen sie sich dieses video an, in dem Erklärt wird, warum children's programming lernen.

Being worten Sie Anschließend that folging frage:

Iminisikunsticht Get Es Nicht Darum, Zukünftige Software-Endieure Auszubilden (Auch Wenn Einige Beupten, Dass Immer Mehr Menschen Was to the Technology branch), Sondern Darum, Junge-abespetensteten Wendbar Sind. In Kürze Mehr über diese Fähigkeiten Zum Rechnerischen thinking were leaking.

Kai Kurie, įskaitant lordų rūmų skaitmeninių įgūdžių komitetą (2016 m.), Teigia, Kad Kodavimo Mokymas Yra Ekonominė Būtinybė llindio Esonman ipp y-rod ai, ir mokyklose ugdomų įgūdžių.

2. 3 Children and Computing Thinking

Computing thinking is a way of thinking to solve problems.

It allows you to solve a complex problem, analyze it, divide it and develop possible solutions.

This term was popularized by Jeanette Vinga, a professor of Carnegia Mellon University and head of the Computer Science Department. She wanted to emphasize that computing thinking does not mean software development, data analysis, or writing a game, although the end result could be such, but the development of thinking skills that promote learning and understanding.

Calculation thinking is the basic skills for everyone, not just computer scientists. When reading, writing and calculating, we should add analytical abilities to each child ... Computing thinking involves solving problem, system design and understanding of human behavior through computer science fundamental concepts. Computing thinking includes a series of minds that reflect the spaciousness of computer science.

Computer thinking is a logical thinking process that can solve problems (Csizmadia et al., 2015). It covers the main areas of problem solving or steps.

Abbed 5 in einem zentalen left Befindet Sich der Text “Was Ist Rechnisisches Denken? Von diesem left gehen linking zu anderen left. Der Text in Diesen Lauten Lauten Wie Folgt: Algorithmen (Regeln Erstellen); Zerlegung (Problem in Teile Zerlegen); Musterkennung (änlichkeiten Finden und nutzen); Logik (Analysieren und Warhersagen Treffen); Abstract (Unnötige Informationen Herausfiltern); Bewertung (Ein Urteil Fällen).

Logik (Oder Logisches Denken) ist der Prose, Durch den Wir Verstehen, Warum Etwas Passiert. Kinder Tun Dies Oft Instinktiv. Ein Kind kann zum Beispiel einem Erwachsenen bei der Benutzung eines Tablets zusehen, selbst experimentieren und sehr schnell ein mentales Modell entwickeln, wie es funktioniert, indem es auf dem Bildschirm wischt oder tippt, um die gewünschte Reaktion zu erhalten. I Geht Darum, Aktion und Riseinander Zu Verknüpfen Oder, in Bezug Auf Die Informatik, Eine "Eingabe" Mit Einer "Ausgabe" Zu Verbinden und das Wissen über Ein System Zu Nutzen, Um Vorherzusagen, Wi Nicht So Verhält, Wie I Solle.

In the decomposition, a problem is broken down into a number of small and better manageable parts. These smaller parts can then be analyzed and solved separately. The children use this approach, for example, when they write a story: the teacher could encourage them to break up the story and to think about action, figures and scene. When baking a cake, for example, the children quickly learn that the eggs have to be opened before they can be stirred with the sugar.

As soon as a problem has been broken down, you look for similarities and patterns in the individual parts that help you solve the problem quickly and efficiently. One tries to generalize. Can the solution be used or adapted for a part to solve another part? Patterns can lead to rules very quickly. In mathematics, for example, children explore the angles in a triangle and finally discover that the sum of the angles always results in 180 degrees. Once this pattern has been discovered, the following tasks are easier to solve.

Abstraction is the process in which the irrelevant parts of a problem are ignored and unnecessary details removed. This is a way to deal with complexity. For example, if you explain the solar system to young children, adults can ignore many of the complex relationships and create an abstract and simpler model of the planets that revolve around the sun. One of the most famous examples of abstraction is the London subway plan from 1933. It ignored the actual distances between the stations and instead concentrated on the key areas that were necessary to facilitate and recognize the navigation in the system, how the lines and stations are connected.

Figure 6: Illustration of a London subway card from 1933.

An algorithm is a number of step-by-step instructions that are used to solve a problem or to fulfill a task. Think of the steps to tie a laces, planting a seed or preparing a cup of tea. These are all simple examples of algorithms, and there can be many different algorithms to do the same task. When preparing a cup of tea, for example, most algorithms begin to boil the tea kettle, but then vary in relation to the time at which the milk is added or whether sugar is used.

Boil the tea kettle → Tea bags in the cup of → Put the boiling water in the cup of → Wait 1 minute → Remove the tea bag → Add milk

In computer science, computer programs are created using algorithms. The programmer tries to find the fastest and most efficient way to perform a task. For example, many algorithms are used to determine the order of results when you search the Internet, to ensure that what the user wants most is at the top of the list.

Evaluating and debugging the solution to a problem ensures that it works as it should and that it works efficiently. For example, the route you have mapped out to get to the museum may get you there, but can it be done faster? Evaluation can also be about whether the solution is elegant or laggy. For example, when children write a story, they not only make sure that it has a plot, characters, and setting; they also evaluate whether it is funny, sad, or exciting. In computing, evaluation is the process of refining and "optimizing" the solution. When applied to computer programming, evaluation usually leads to "debugging," the process of finding and fixing errors or "bugs" in the algorithm (the program). Programming (or coding) is essentially about applying computational thinking to solve a problem using a computer.

A program is a set of instructions (code) to perform a task, written in a language (the programming language) that a computer can understand. Programs can be as simple as telling a toy car to drive forward, or as complex as telling you what search results you want to see when searching the Internet or calculating the flight path of a space shuttle. The different aspects of computational thinking - applying a logical approach, decomposing a task, abstracting and searching for patterns, and developing and evaluating an algorithm - are used as the basis of the program. Programs are written using code and there are many languages in which it can be written.

Image 7 This is an image of a child coding

In primary schools, programs are usually written using simple visual languages such as Scratch, Alice, Logo or Kodu.

3. 1 'Unplugged' computing in schools

Unplugged' computing is taught without the use of computers.

The term originates from the Computer Science Unplugged project (Bell et al., 2009) at the University of Canterbury in New Zealand. His goal was to focus on developing informational thinking skills without being distracted by digital technology and inadvertently focusing on learning to program or write code. In a practical disconnected classroom, children learned by solving problems.

Activity 3 Problem Solving in Context Spend about 25 min.

Check out this video of a lesson where kids explore how to "program" their teacher. This tutorial focuses on helping students create a simple set of instructions to program a robot teacher to make a jam sandwich.

What aspects of computational thinking are revealed here?

Children used logical thinking to break down the task of making a sandwich into its component parts. As the "program" progresses, they constantly evaluate, simplify, and improve their instructions (algorithm).

Now watch the lesson video where the children explore how numbers can be sorted.

What aspects of computational thinking are at play here?

Problemet med å sortere flere tall har blitt dekomponert til sorting av tallpar. Et pattern establiseres raikst, og den samme regelen - en enkel algorithme - opeds til å sortere hvert tallpar til prossenen er versumtt.

Now watch the lesson video where the children explore how numbers can be sorted.

3. 2 Try unplugged data handling

In the next activity, you will try an unplugged activity yourself. It is adapted from the Crazy Character Algorithms activity by the Barefoot Computing Company (Barefoot Computing, 2014a) and aims to introduce algorithms to young children.

Activity 4: Unplugged Take about 15 minutes

You will be asked to follow instructions from an illustrator and draw a specific game character. Complete the instructions on your own, without asking anyone else.

Look at what you have drawn. Now look at some examples that others have drawn following the same instructions.

Figure 8 This is a collection of six drawings of a game character, all of which look slightly different.

What aspects of computer gaming are addressed in this activity? What didactic aspects might the differences in the pictures highlight?

These instructions are examples of an algorithm, so that one can write a simple script. Instructions are clear and open for tolkning, so they are easy to use and are evaluated effectively for bruk. Selv om all tegningene ble layet etter de same instructions, varying “output”. It can still be used in different ways and is acceptable. Hvis illustratøren skrev instructions for the day in the best figure, he has the same meaning in his hand or had no other words in the tank. Barna kan bli bedt om å videreutvikle algorithms, test the ut, evaluate the and videreutvikle the igjen.

Unplugged-activiteter hjelper barna with utvikle en mental model for hvordan teknologi fungerer. The instructions for the instructions are clear and priced, with appropriate details and flexible flexibility, so that you can easily understand the situation. Focus on everything from the forestry to the data handling handler, logistics and creative problem solving. I like to activate the device without even having a snapshot of the data from the bruker, which will be processed until it comes to the brukbare Løsninger. The bruker is a separate device from the system and can be transported freely. Å utforske disse konseptene i en relatert kontekst, for eksempel ved å smøre et smørbrød eller tegne et bilde, kan være en god måte å introdusere konseptene for barn på før de introduseres for programmingprogramvare.

4 Læring gjennom å utforske og location

Children are usually ready to explore and experiment. Just watch what happens when a very small child gets a tablet or smartphone in your hand. This willingness to try things out is the key to learning computer technology. For very young children, playful learning is an important phase of their development. For older children, the game can be a way to understand how something works and to establish a connection between cause and effect. This process of experimenting and researching computer science is often referred to as "tinkering" (barefoot computing, 2014b). Tinkering is not senseless exploration, but a way for children to create a mental model of how something works. Children and adults explore systems (a digital device, a computer program or a game) in different ways, follow what interests them, try things out and make connections.

Computer science is a creative subject where it is often about making something - a game, a tool, animation or a robot. At school, it can be particularly worthwhile to help children design and manufacture things. When children learn to program, they can become "digital makers". Programming can be described as:

... the process of designing and writing a number of instructions (a program) for a computer in a language that he can understand ...

(Barefoot Computing, 2014)

Computing at School (2014) describes programmer as Een Proces in Twee:

In the volgent active pages empty per Over practical manner om computer specialwijs op de base school te geven.

4. 1 Navigatie en algoritmen

Programmerbaar Speelgoed Zoals Bee-Bots Kan Een Goed Startpunt Zijn Voor Children. Bee bots zijn eenvoudige apparatus the cunns have been passed.

Activiteit 5 Gebruik Maken van Robots Ongeveer 25 minutes

Welke Aspecten van Computational Thinking Kun ever caught in grandchildren van Kopelke's voor fields?

Children who design and create their own games and scripts, such as Bot Detectives or Pollen Hunts, explore algorithms because they are constantly faced with problems that need to be dissected, solved and evaluated. Navigation is a task that even very young children can understand and is a simple and effective introduction to programming. If children are tasked with navigating a garden or a treasure map, they will need to use logical thinking and decomposition skills when writing an algorithm. They will need to constantly "tweak" their program, considering different options, in order to reach the treasure as quickly as possible.

4. 2. Articles and making things

Another way to introduce computational thinking is through Scratch. Scratch is gemaakt door de Lifelong Kindergarten Group van het IT Media Lab om kinderen in staat te stellen hun eigen interactive verhalen, spellen en animations te maken. Het is inspired op het werk van Papert (Papert, 1980) die suggereerde dat kinderen de kans moeten krijgen om te experimenteren en iideen te verkennen door dingen te knutselen. The intention is that children are self-directed learning, where they are free to knutselen en hun eigen mentale model op te bouwen van hoe de omgeving werkt. While ze dit doen, vedelgenden kinderen computational thinking en programmeervaardheidden (Maloney et al., 2010). With Scratch zijn kinderen vrij om tenyuzidengen program's die door anderen zijn deeled te openen, te verkennen en 'van binnen te beikken' en ze te 'remixen', dat wil zeggen aan te passen of delen ervan te gebruiken op elke manier die ze maar willen .

Afbeelding 9 This is a screenshot of a computer game.

Scratch to visual language programming, w kyromy programy są pisane poprzez łuczenie bloków. Blocks contain individual instructions that program elements on the screen, such as characters and objects. W bardzo prostym programie pokazanym na ryskunku 9 staćaj kota pyta staćaj crab o imię, a po otrzymaniu odpowiedzi przedstawia się jako Kitty. The program that does this can be seen on the right side of the drawing. The key feature of the Scratch project is that you don't need to have any previous programming experience to use it. You can use it without direct support or guidance. Umożliwienie "majsterkowania" w ten pędő naukęcej do praktycznej nauki i wśpyera dzieci w rozpocznianiu od prostich kiwanie i budowaniu złożoności. Jest to często početane jako oddolne oddolne (Maloney et al., 2010).

Ćwiczenie 6 Using Scratcha do programming Czas trwania około 15 minut

Watch this video from Carolide Primary School in Scotland. The school believed that their students were missing support programming, so they decided to work with a local high school to develop a curriculum that focuses on programming through Scratch.

If you want to know more about Scratch, visit the Scratch website, Scratch Teacher Group, or access this free 4-week course on programming with Scratch.

5 This session quiz

Now that you have completed the 6th session, you can fill a short quiz that will help you reflect on what you have learned.

Session 3: Observing Learning Introduction

6 6. Session Summary

Now you should be aware of:

In the next lesson, you will learn about intermediate output projects and creative ways to help children learn.

At the end of this session you must be able to:

You have started the last two sessions of this course.

DU HAR LINT OM HVordan du Kan Observere og lyte til barn i grunnsken, og og databehandling i grunnskolens læreplan. I Denne øten Vil du Utfords Creativ og tverrfaglig læring.

Ved slutten av denne Øten Skalu Kunne

I Øtt 4 hørte du barn snakke om lexer. De oge vil ha lexer som er morsomme og interest. Det Er Stor Sannynlighet For at Barn Vil Si Det Summe Om Undervisningen I Classerommet.

Du møtte lærer sarah johnson i Øto 3. For ØyeBlikket Underviser Hun Fire-og Femåringer I En Rekke Ulike Fag, Soms Er Knytet Til Historien Om Peter Pan.

Video 1 SARAH JOHNSON I would say cross-curricular work is quite a creative approach to teaching. It's a way of developing a child's skills, knowledge and understanding through themes that are linked together. In preschool we've just been learning about Peter Pan. Using Peter Pan we've been able to talk about the past and look at old London and talk about how London has changed. Also the children have been able to interview their parents at home and talk about how toys have changed over time and then relate that to their own experiences. We then also looked at the Mermaid Lagoon and underwater creatures and sea creatures. And tomorrow we're going to visit the Sea Life Centre and explore that a bit more, which leads us very nicely into our next topic for the summer, which is all about mini animals and super worms. So we're starting with the text Superworm by Julia Donaldson. And we're talking about mini animals. In the Sea Life Centre there's an area called the Ranger area and there are lots of mini animals there. So this prepares the children for the new learning that will take place after the holidays.

Kā jūs domājat, kurus mācību priekšmetus bērni apgūst Pītera Pena tēmā un ekskursijā uz jūras dzīves centru? Atvēliet brīdi, lai tos pierakstītu, a pēc tam salīdziniet savas idejas ar Sāras teikto.

2. video SARAH JOHNSON Tātad mēs apgūstam vēsturi. Mēs runājam par to, kā lietas laika gaitā ir mainījušās. Mēs esam aplūkojuši rakstītprasmi. Jo bērni varēs rakstīt par to, kāda bija viņu mīļākā ceļojuma daļa vai mīļākais dzīvnieks. Mēs arī gatavojamies izliet mālu, kas veicina izteiksmīgo mākslu un dizainu. A bērni varēs izmantot dažādus materiālus. Viņi izmantos mālu, lai atveidotu kādu no saviem mīļākajiem jūras dzīvniekiem. Matemātikā mēs darīsim tādas lietas kā, piemēram, ieliekam jūras radības ūdenī. Un mēs varam darīt tādas lietas kā, piemēram, aplēst, un cik, jūsuprāt, dzīvnieku ir ūdenī? What are you talking about? What are you waiting for? Tātad ir daudz saišu, ko var izveidot, vienkārši pievēršoties kādai interesei, kas, jūsuprāt, bērnam patiks. Papildus tam mums, protams, ir arī mūsu lomu spēļu zone, kas ir Pītera Pena slēptuve. Tādējādi mēs iegūstam viņu PSED pusi. A little more communication and a valuable thing. A little bit of piezīmju zīmes, but it's nice to have lots of things.

Were you surprised that Sarah has a look at the game of the children when planning game and exploration activities for small children like reading, writing, writing and calculating?

Sarah uses a number of terms that you may not know:

Remember session 4, in which headmaster Mark Millinson told about a homework project about the Egyptians, in which the children built pyramids from recycled materials at home. While the children learned something about the ancient Egyptians over several weeks, they covered a number of academic subject areas.

Figure 1 This is an illustration of the Egyptian pyramids. Activity 1 How does interdisciplinary learning work? Take about 10 minutes

Try to find out which subjects are connected to the activities on the subject of "Egyptians". Enter your answers into the right column of the table. Some activities can have more than a related topic.

Activities for learning about the Egyptians

Academic topics

When were the pyramids built? How the ancient Egyptians lived

The pharaohs, king, Queen Nefertiti

Egypt on the world map

Egypt deserts and rivers

Time line of the ancient Egypt

The Egyptian mathematics and number system

Ancient Egyptian board games

Skaitykite Informacines Knygas, Istorinius Pasakojimus ir dienoraščius apie archeologistes ecspedicijas, howardą carterį ir tutankhamono kapo atradimą.

Informacinių Knygų apie egiptą kūrimas

Rašyti Dienoraščius "Vaidinant" Hovardą karterį (apseimetant juo)

Mokytis hieroglifų Reikšmių

Rozetės acmens Kalbos ir išifravimas

Savo Hieroglifų Rašymas

Kaip mumifikuojami ir saugomi kūnaai

Egipto Menas Ir Monumentalios Statulos

Šokis ir Judesiai pagal egipto meną

Senovės Egipto Sportas Ir Žaidimai

Britų Muziejaus Egipto Kolekcijos Tyrinėjimas Internet

Howardo Carterio Archyvinio įrašo KlausyMasis

Užsiėmimimai, Skirti Egiptiečiams Pažinti

Akademiniai Dalykai

When were the pyramids built? How the ancient Egyptians lived

The pharaohs, king, Queen Nefertiti

Egypt on the world map

Egypt deserts and rivers

Time line of the ancient Egypt

The Egyptian mathematics and number system

Ancient Egyptian board games

Skaitykite Informacines Knygas, Istorinius Pasakojimus ir dienoraščius apie archeologistes ecspedicijas, howardą carterį ir tutankhamono kapo atradimą.

Informacinių Knygų apie egiptą kūrimas

Rašyti Dienoraščius "Vaidinant" Hovardą karterį (apseimetant juo)

Mokytis hieroglifų Reikšmių

Rozetės acmens Kalbos ir išifravimas

Savo Hieroglifų Rašymas

Kaip mumifikuojami ir saugomi kūnaai

Egipto Menas Ir Monumentalios Statulos

Šokis ir Judesiai pagal egipto meną

Senovės Egipto Sportas Ir Žaidimai

Britų Muziejaus Egipto Kolekcijos Tyrinėjimas Internet

Howardo Carterio Archyvinio įrašo KlausyMasis

Listen to archive recordings by Howard Carter

Užsiėmimimai, Skirti Egiptiečiams Pažinti

Akademiniai Dalykai

Derfor Kaldes tværfaglige TemaProjekter Eller Emnearbejde Oft for »Integreret Læring«. Når børn kan skabe forbindels mellem fagene og he involveret i deres læring gennem practiced activiteter, he the større sandsynlighed for, at de Husker, hvad de har lært.

1. 2 Casest study af tværfaglig and

Undervisning på tværs af fag Betyder, at børn ikke lærer fag isoleret. Når børn ser meningen folder forbindeler Mellem Fagene, bliver de dyte til at anvende deres læring på forcedy problems og situation, og de får en mere holistisk opleevelse af læring.

Figure 2 Dette er et photographer af et barn, the Kigger Gennem et Forstørrelsesglas. Actitet 2 Legend Læring Brug approx. 20 minother

Læs Deborah Whitehouse, en Lærer Assistant I Grundkolen, Beretning Om et tværfagligt project på hende skole. Mens du læser, scal du prøve at identifier de emner, som Børnene lærer.

We had a 'forensic morning' at our school, a brilliant cros s-curricular morning that was conceived by one of our youngest and creative teachers. The local police sent three of their agents for the morning and 90 children (the entire school) had to solve a crime. We brought in a willing parent with balaclava and carrier bag, who 'hurt' a laptop and fled through the playground while she dropped instructions. The children were divided into groups and searched for fingerprints and names casts of footprints. They made investigation posters, collected evidence in evidence bags and put on protective clothing on a real CSI way.

They made their own police logs and kept detailed timetables and reports at Van found evidence. A child who has difficulty with handwriting I heard 'we must be neat, we cannot use the evidence in the courtroom if it is not written neatly'. At that moment I saw that this child made the link between what he learned at school and the 'real' world. He saw the usefulness of it. That is what a creative curriculum does, learning to make meaningful.

Bei den Fiktiven “Forensics“ Aktivitäten lernen who are children eine reihe von things: Einige haben mit academic Themen zu tun, other mit fähigkeiten und Neigungen (über Neigungen zum lernen sie sie in sitzung 3 gelesen).

Notieren sie sich Ihre Idene Zu den Themen, who who is children, und überprüfen sie Ihre Idene Anschließend.

As Nächstes, Sie Sich Ein Video über Fächerübergreifende Planung Ansehen became.

Aktivität 3 Beobachtung von Kindern Beim Fächerübergreifenden Lernen Nehmen sie sich etwa 15 minutes of Zeit.

Das Video bestht aus Mehreren Abschnitten, so dass sie es zuers and zeitpunken unterbrechen und Ansehen können.

Hören sie sich an, who is those lehrerinnen und scenes Ihre arbeit und Ihre beobachtungen of the children's desires. Do you know the ideas, über who sie sprechen, aus Ihren own Schulerfahrungen oder aus den Erhrungen von Kindern, who know sie?

Lehrplanübergreifend. Oh, ok.

Selbst Die Schulleiter Können da Nicht Auf dem Laufenden Bleiben.

Fächer Zusammenlegen, um ...

Fächer Miteinander Connect in Einem ...

Lehrplanübergreifendes Lernen, KreatiVer Umgang mit dem Lehrplan, VangFung von Wissenschaft, Rechen und Lesen mit others fächern.

Ich denke, es lohnt sich, that fächerübergreifende arbeit zu Berwerten. Ich Denke Sogar, Dass Es Unlässlich ist.

I think you have to, because the idea of working across the curriculum is not that it's something that's not assessed or outside of what they should be learning. It's fundamental to what they should be learning, but you're linking things together.

I think that way you can get a sense of whether a child can transfer their skills across different subjects, not just use them in one subject.

I think when you're assessing across the curriculum, we need to find creative ways of doing that. It might be a quiz, for example. It might be about the skills that we're developing and about observing how they interact with each other through those cross-curricular experiences.

It's about assessing how well they've mastered those skills and what level they've reached, not necessarily in terms of the national curriculum, but how well they can actually put those skills into practice. I think that's important.

We could get them to step back and really assess their performance in one thing, assess the performance of the others. That's a very effective tool. And if they do it right, they also appreciate what they have to say about each other's work.

Creativity is about making new connections. And cross-curricular activities are about making cross-curricular connections.

That can get boring quickly if you don't play with it a bit and vary things up.

Well, I think the really good thing about cross-curricular work is that it allows you to be much more creative.

But it can be great to teach geography and literacy or science and math. It kills two birds with one stone, A, and can make math lessons more interesting when you're talking about science.

To me, that's one of the great benefits of cross-curricular learning. It gives you the opportunity to create exciting learning environments that the kids are involved in and fully engaged in.

I think shared experiences are an essential part of good learning. And maybe we don't do that enough.

I think you can work across the curriculum without having a field trip or a speaker or whatever. But it adds an extra dimension to it.

The children are fully involved. It really makes them fully involved in the learning. And it's real to them. You know, you can't talk about the sea without visiting it. And you shouldn't.

And I remember, a few years ago, on the bus, driving towards the sea. The girl burst into tears. I asked what happened? She had never seen the sea before. She had never went beyond her area before.

In the sixth year they learn about Antarctica. One of the things they do in winter is to stand on the playground as a colony of penguins in a cluster. The outer group goes inside. The internal group moves back. And they really experience how they keep the heat in the cold Antarctica.

Thus, having these joint experiences and moving them back to school will actually develop the skills of thinking and learning children as well as ideas and concepts.

And sometimes it can simply be in your class. You know, we made traditional stories. I changed the class to a place that was destroyed by three bears. The children went inside and said: "For wounds. What's going on here? And then we had to explore it and take history from there.

We turned our class into a rainforest. The children liked it very much. They returned home and learned various things about the rainforest. Their parents said they were talking to them more than ever about what was happening at school. So it was not just a common experience with children. It was parents' involvement in learning their children and what was happening at school

You all start at the same point and don't expect anything. There is no knowledge assumed. Everyone is learning from the same point.

I think that it is always a good idea to encourage children to share what they already know and create a class culture in which everything is very relaxed when it comes to providing information before other people.

And I think that as long as you refer to your goals between discrete teaching and inte r-subject teaching, you won't miss anything. And you give children repetitive experiences so that they can try different things and consolidate their knowledge and skills.

When I was a teacher in the class, I told the children: What do you know about this particular subject? What do you want to know?

Galbūt dirbsite su duoomanimis ir mathematics. Šias Žinias Galite Panaudoti geography arba gamtos moksluse.

Taigi, Kai Jas Susiejate suck context, vaikams jos įgauna daug Diedesna Prasma. Todėl jie iš tikrųjų kartis beveik nesupranta, Kad Kažko Moki arba kažka Daro.

It is therefore a use of the skills and knowledge that the children have previously gained, transferring and broadening.

It has much more meaning. I just wanted to say, you know what I mean?

To be honest, I cannot think of a subject that I could not link in one way or another at a certain moment.

Everything can be linked. There are many links. But it's so superficial.

It is about common sense, about what fits well together. If you look at the ancient Greeks, you can consider mosaic as art.

I don't think there are topics that you should not connect with each other. I actually tried to think. I don't think there are topics that you can link to each other. I think the problem is when you link courses to each other because of the coherence.

For example, we give very discreet lessons in Re. But sometimes that fits in with science, for example festivals of light.

So they are meaningful and natural connections. Otherwise it is a kind of forcing something that does not fit. And that is just as confusing for the children as for you.

Never say never.

We plan our lessons in the courses of the National Curriculum. And when we plan, we look for really strong ...

You start with objectives. And then you look at what is common between the courses that you have to teach.

Ionspējams, es fishpirms sāktu ar dabaszinātņu plānu un pēc tam to iekļautu lasīt un rakstīt prasmes plānā, nevis otādi.

Mēs plānojam pa mācību priekšmetiem. Bet, Kamēr plānojam, mēs vienmēr meklējam saiknes, green pāriet pāriet pāri mācību programi. Un mēs uzskatām, ka bag ir productīvāks plānošanas veids, jo bag ļauj koncentrēties uz ļoti, ļoti skaidru mērķi.

No tā mēs arī sākam, aplūkojot atjaunoto sistēmu. Vienības Ir Lieliskas. Tās piedāvā daudz un daudz icspēju starppriekšmetu saiknēm. Tāpēc mēs to izmantojam kā pamatu.

Jums Jau ir ietverti dabaszinātņu mērķi. Bet pēc tam jūs varat izmantot specifi c-disk Zināšanas un iekļaut tās lasīt un rakstītprasmi veicinošos uzdevumos.

Un Jūs Varat sākt APLūkot Nutiktas tēmas, greenhouse var kalpot kā aizseeg's vision pārējiem Tematiem. Un tad jums ir kāda tēma, kurā jūs varat ievietot savus mācību priekšmetus un mērķus.

Vai Tam Iēga?

Mēs cenšamies, lai tēmas būtu būtiskas Šiem bērniem Šajā skolā.

Es Domāju, KA Starppriekšmetu Darbs ļauj Bērniem Saskatīt Saikni Starp Mācību Priekšmetiem. Un es domāju, ka tā ir daļa no tā, kā Padarīt to viņiem Atbilstošu. Tās navas, ko viņi mācās izolēti.

If you can make parents come to talk about their own experiences, it also makes it a bit more relevant for the children in the classroom.

We live near Hampton Court Palace. So I know that Tudors is a history subject that will be taught, but it is a subject that we should definitely teach at this school.

We have sold our plants that we have grown in the past in the context of a day of the company. That makes it relevant. We don't just grow plants, we grow plants and understand how to grow plants so that we can sell them. So we have to grow healthy plants. And we have become small florists and green grocers and so.

For cros s-curricular topics it is about children applying their prior knowledge in a more open way, if you want, in different subjects.

We compared in Cotgrave where the children live with a location by the sea, namely Skegness.

The Great Brand van London is a great subject to investigate and combine with a lot of other topics.

For example, if we take the Tudors, we can look at Tudor Dancing. We can look at tudor portraits.

And we now link art to it, where we make a model village of a kind of mixture of Skegness and Cotgrave.

There is også noe som alltid vil bli nevnt hvis du spør et barn I sjette class som har gått i andre class, nemlig den store brandes I london. Det it the Temaene sum bare funerer.

Jeg Tror Grunnen Til at Vi Gjør Det, there at the Gjør Læringen mer Spenning og meringsfull for Barna.

For Barn Lærer Ikke I Små Bokser.

Noen Ganger Når de Lærer Ting Bare for Å Lære Det, Blir Det Ganske Kjalig, og det ikke så relevant sum det kunne vært for dem. OG JEG TROR AT I DET ØYEBLIKKET DU BEGYNNER Å KOBLE TING SOMMEN, Får de et Mer Helhetlig syn påt du prøver Å lære dem.

Ved Å ha læring på tvers av læreplanene, Betyr Det at du Står Litt Friere Med Tiden Din. And AV hovedgrunnene til at vi har Sett På Dette, there at the Ansatte ble at the fieldy frustrer about Å Dele Opp Fagene.

Fordi du Bruker Tid På tvers av Læreplanene, Har du Lengre Tid Til Å Se På Det Du Har Satt I Gang enn du Kanskje Normalt Ville Hatt. Så Jeg Tror at Man Noen Ganger Får and Dypere Læring enn Om Man Treater All Disse Tingene Hver for Seg.

I used to find that I had piles and piles and piles of things that were started but not finished because I was doing my hourly slot and some of them might have finished some of them. But now, I spend as much time as I need to make sure that a task, an activity is completed thoroughly, that there is understanding, and that they have applied these skills effectively.

This gives teachers more freedom. It allows you to be more creative with your teaching. And for kids, they can see their learning journey.

From an educator's perspective, this is what I love about interdisciplinary work. What else?

I don't know. What should they not do? You'll have to ask others about that.

The big no's, for me, is to be careful not to go back to a kind of old-fashioned teaching that has no rigour, no progress, no real regard for the national curriculum.

I think you have to be careful that you still meet the goals you have set as a goal because there is a risk that if you are not careful with your tracking, you will either miss some or exceed the same goals.

Ich denke, es funktioniert nicht, wenn man sich ein Thema ausdenkt, z. B. einen Bus, und sich mit Bussen befestigung und dann versucht, alle Bereiche des Lehrplans mit einem besminten Bereich zu verknüpfen. Auf diese Weise werden Sie versuchen, nach Verbindung zu suchen, die viellicht falsch oder schwach sind. Und man verbringt viel Zeit damit, die Zusammenhänge zu erklären, obwohl sie eigentlich nicht zu dem Lernerfolg beländer, den die Kinder am Ende haben sollen.

Ich glaube, manchmal kann man es auch übertreiben. Wenn sie reinkommen und sayn: „Oh, nicht schon wieder die Azteken“, dann weiß man dass man zu weit gegangen ist.

Wahrscheinlich geht es eher darum, dass man genug Zeit hat, als dass die Dinge wirklich schlecht laufen.

Nope. Ich kann mich ehrlich gesagt an kein einziges Mal erinnern, als wir lehrplanübergreifend gearbeitet haben und dachten: Oh nein. Das hat überhaupt nicht funktioniert.

Die Lehrer und Schulleiter in dem Video sagen dass es einen großen Unterschied gibt zwischen einem fächerübergreifenden Projekt oder Thema, das well geplantat ist die Lehrplanziele erreicht und die Kinder einbezieht, und einer unkonzentrierten Themenarbeit die im schlimsten Case erwungene Verbindungen zwischen den Fächern restellt , which are confusing for children and adults alike.

The comments of the teachers in the video illustrate how they observe the enthusiasm and joy of the children in the interdisciplinary work. The teachers use their observations to evaluate the learning of the children and plan new learning experiences. But they also comment on how they use such observations to think about their own lessons and how much the children benefit from it. They recognize how a teacher says that children do not learn in small boxes. The interdisciplinary work helps teachers to create exciting learning environments in which the children can get involved.

The teacher Sarah Johnson, who met her in session 3, says that an important aspect of interdisciplinary projects is that they give the teachers the opportunity to observe the children and listen to them and learn how they "tick". She also says that the interdisciplinary work gives the children the opportunity to learn and participate in different ways.

Video 4 Sarah Johnson Starppriekšmetu Projektos Jūs Uzzināsiet par bērna interesting Tātad, yes Jūs Sasaistāt Visas Tēmas Kopā, Bērns, Kurš Parasti Varētu Atteikties, Piemēram, no Matemāas Vai Angļu Valodas, jo viņš nejūtas pārliecināts par sevi vai Neuzskata U Tēmu Kopā, Viņš Var Būt Mazliet Runīgāks. Viņi var uzņemties Aktīvāku Lomu. Jūs Varat Redzēt, ka bērni uzņemas dažādas lomas, piemēram, novērotāja, rakstītāja vai ziņotāja. Un tas ļauj jums vienkārši apseēsties, nedaudz paskatīties. Noskaidrot, Kas Bērnam ir Raksturīgs. Kas Viņu Interesē? Kāda ir viņa stiprā puse? Un Tad Tas Tiek Izmantots Arī Plānošanas un novērēšanas Procesā.

Skolotāji runā arī par to, cik vērīga ir koplīga pieredze tematiskajā darbā, kur nav pieņemtu zināšanu un valda savstarpēja iedrošinājuma atmosfēra, kur neviens nebaidās uzdot jautājumus.

Videoierakstā, Ko Jūs Noskatījāties, Skolotāja Saka, Ka Ir Labi Noskaidrot, Ko Bērni Zina, Pirms Jūs Sākat viņiem Kaut Ko Mācīt. Šāda Veida Komentāri Liecina, Ka arī pieaugušie sākumskolā var Uzskatīt sevi par skollessness.

在下一节中您将了解小学为儿童学习提供创造性支持的具体方面您将了解小学为儿童学习提供创造性支持的具体方面并聆听助教讲述他们的工作。并聆听助教讲述他们的工作。

3 为儿童学习提供创造性支持

在小学，为儿童学习提供的创造性支持具有探索性、想象力和资源性。它是一种以观察和倾听为基础的调查和解决问题的儿童学习方法。

Read these definitions of creative facilitation. Think about how you have used these types of skills with children or in another situation.

Practice speculation. This involves making in-the-moment decisions based on knowledge and understanding of a child's individual needs to decide what might be most effective in certain situations and observing the effects of those decisions. Practical speculation can mean trying something out based on what you know about a child's predispositions and development.

Diagnostic thinking. This involves using prior knowledge, observation, evidence, and working closely with a child to make an informed assessment of that child's needs. Diagnostic thinking is possible when you know a child well and can understand the meaning of a child's verbal and nonverbal cues. Diagnostic thinking allows you to analyze a problem and develop an approach to solving it.

Possibility thinking. Sometimes called "starry-eyed," this thinking involves asking "what if?" questions and doing real investigations. Possibility thinking encourages prediction and improvisation. It involves a shift from asking "what is this?" to asking "what can we do with it?" It is thinking that is open to change and experimentation.

Creative approaches. Creative approaches to supporting learning can involve play, making connections, innovation, imagination and sometimes risk-taking. Creative approaches value both process and outcomes. Creative approaches involve thinking in possibilities and encourage self-determination.

According to headteacher Mark Millinson, creative support is also about building trust with children and their families.

Video 5 Mark Millinson To create a good, viable working relationship with a child, the sixth sense of the child is constantly present. They know they can trust you or not. And as a result - how do you win the trust of a child? Well, you are consistent. You are approachable. You can listen well. You are friendly. You are gentle. You are strict and honest. Children would like to know where they stand and that they understand that you will support them if they need you. And that you challenge them when they need it. You also build a part of that consistency and trust with the family. Because as a supervisor at school your name will be called at the table that evening. And that must be a positive reinforcement, you really have to work there. So if you work with children, you actually work with the whole family.

In the next part you hear from primary education teachers how they work with children, individually and in groups. As you look and listen, consider how these employees illustrate what Mark says about building trust with children.

4 creative support in action

In this video, teaching assistants from primary education talk about their work with children.

Aktivität 4 Unterstützung des Lernens von Kindern Durch Erwachsene Nehmen sie sich Etwa 20 minutes of Zeit

Sie became those budiff "kreague praxis", "praxis peaks", "Diagnostic thinking" Oder "Möglichkeits thinking", who know sie gelern haben, niece pampered. Aber Während Sie Zuhören und Zenschauen, Können Sie Versuchen, diese Konzepte Auf das, was sie sagen, und auf Ihre practical arbeit with children's anzuwenden.

Sam Powell Ich Organisiere Spielplatzaktivitäten. Außerdem Helfe Ich den Spielleitern und organiziere, wo sie auf dem spielplatz Sein. Unsere Spielleiter sind aus den classes Fünf und Sechs. Sie Können Zwischen Fünf und Manchmal 15 Kindern Gleichzeitig Auf Dem Spielplatz Sein. Sie Beaufsenichten Dann Die Jüngeren Kinder und Ermutigen sie, Spielerisch Zu Lernen, Ohne Dass Sie brands, Dass sie Eigentlich Etwas Lernen, Weil Sie Spielen. Und so power es ihnen spaß und sie genießen es.

(Kids Laugh und Spielen)

The game leaders are also appointed so that if there is a wet play set or if the children cannot go outside on the playground, they come to the classroom and organize physical activities so that the children are not just watching films or doing something soha. . They are really physically active. Because we notice that once they have played and come in, their behavior is much better when they have left some steam. They are good role models for the children to look up to. Because they teach them new skills - sharing, playing honestly, taking turns. So they are really an asset to the school when we have play leaders. What color is it? Student red. If it's red ... Billie Hudson I have been a teaching assistant at Oakfield for eight years. I also have two children at the school. I work one-on-one every day with Zoë in the basement. I support Zoë in the classroom. She does exactly what everyone does, but of course I support her in addition to the activity she has to do. I also have to support her in areas where ... because there are many external agencies that come to help with speech and language, occupational therapists. And so I have to leave and work one-on-one with her on the plans they give us, and that is over a period of six weeks. One-on-one is quite a demanding role, especially if you have a child with behavioral problems that

Don't want to play this game? Let's play a new game? ZOE Yes, a new game. VICKI GRANT Okay, Jacob, are you ready? I want you to ask forward, ask back. I am a teaching assistant at Herbert Thompson Elementary School. I work in the third and fourth grades. In addition, I work in the group "Let's play to learn". Great, stand on your toes, on your toes. We call it the Wednesday group, and they come together. I think they describe it as extra physical education, just a little extra physical education. These are just some of the fun and activities that take place during the lunch break. We have a lot of different equipment, table tennis tables and other things that they can use. So it's just another option they can use on Wednesday. Go ahead, not so fast, soldier creep. Excellent. Are you ready? ok You just need to be aware of what's going on around you, use your peripheral vision a lot. It's just a check because they tend to get too excited, but I try to some extent to structure the lessons so that they know exactly what's coming next. We have group rules and boundaries, so they know that if I give them one warning and they maybe don't listen to what's going on, they know there will be some consequences, like you have to sit for a minute. And because of the nature of the difficulties these children experience, they sometimes have behavioral difficulties as well. Many of them have quite low self-esteem, so if they think that

Contradictions. Correct. So fantastic, that's where we go. Suzanne Hunt I am a ta, one on one with Aaron. Aaron is registered blind, has a fairly serious visual impairment. And much of my work consists of doing one-on-one activities with him. But a part of my work consists of observation, where Aaron can move freely between activities. And at that time I also work with the other children in the classroom. He has a beautiful set of aids from the Royal National Institute of the Blind, beautiful math material that is very tangible. And with Aaron it is often about concepts that are very clear for children with a visual disability, such as thick and thin, rough and smooth, small and large. Even though he sees something, he often first feels things before he decides what they can be. So it's wonderful to see. And some tools would be great for every child. But it is especially interesting to see how Aaron uses and enjoys it. It becomes more difficult with alphabetization material, because if you look at letters, it's just a letter. We use the sanding papers letters and we do things, for example make letters of play-doh or sand and flour use. But it makes ... that is more a problem for Aaron, with his eyesight. It is more based on his eyesight. If he was completely blind, he would probably have learned Braille now. But because he has a little vision, it's not good. He can see the letters. The only question is whether he

Because we have to think about whether we are bringing your speech in there, okay? To Miss Hawkins' office. Do you have your directing instructions? What do you say? What does Peter say? He went in Miss Hawkins' office. What do you think what he will say? Do you write your director's instructions? Student no. Justine Rodd Dylan, that's okay. You just have to put your brackets. We have PPA once a week, where we sit down and plan the math lessons for the next few weeks. And in my literacy group we discuss what will happen, what I will do. And I have a lot of influence because I know the children. I work with you. Sometimes I have to adjust the planning. But of course I would then say to Emma that it is better for her to do this. And then we will find a compromise together. Peter knocks on the door. Student How do you spelled? Justine Rodd speak it. "N". So you are right. This is the next "Oh". And then a "K", done. I'm pretty simple. You have to listen, communicate well with the children. You have to approach them, be sympathetic to them to really convey everything. Do you still know what the left column means? That is the name of the person.

Sems Organizē Rotaļu Laukuma Aktivitātes. Viņa apzinās un izmanto vecāko bērnu prasmes un pieredzi, lai kļūtu par paraugu jaunākajiem bērniem. Viņa Veicina Godīgumu, Kārtas Uzņemšanu un dalīšanos. Viņa pie bērniem atbildību un atpaliek, lai novērotu viņu savstarpējo mijiedarbību. Viņa pieem lēmumus mainīt vai pielāgot actititātes, pamatojoties uz to, ko viņa redz un dzird.

Billija Atbalsta Bērnu Ar Dauna Sindromu. Viņa pieem lēmumus ik mirkli, lai līdzsvarotu ciešu 1-1 atbalstu zoe un mudinātu viņu būt patstāvīgai. Viņa pārvalda Savu ciešo tuvību zoe, rūpīgi viņu vērojot un vajadzības gadījumā iejaucoties.

Vicki Saka, Ka viņas fiziskajā darbā ar bērniem, Kuriem ir dažādas individuals vajadzības, svarīga ir izpratne un problēmu risināšana. VIņAS izpratne par apkārt notiekošo un problēmu risināšana, reeaģējot uz uzvedības problēmām, palīdz viki nodrošināt, ka visi bērni ir iesaistīti un var piedalīties. Viņa Saka, ka bērni ir ļoti labi jāpazīst.

Suzanna Atbalsta Bērnu Ar Redzes Traucējumiem. VIņAS NOVērojumi par āronu, kad viņš strādā Klasē, palīdz viņai atbalstīt un novēt viņa Attīstību. Viņa izprot, kādas grūtības āronam sagādā abstract jēdzieni, un izmanto resursus, kas īpaši palīdz viņam saprast.

Justine supports children in a literacy group. She says that listening, communication and compassion are important skills to support children's learning. Justine knows the children very well and uses this knowledge to decide when and how to adapt the teacher's lesson plan to the children's needs.

5 The quiz for this lesson

Session 3: Observing Learning Introduction

Open the quiz in a new tab or window and come back here when you're finished.

6 Summary of Unit 7

In this session, you learned about creatively supporting children's learning and basic elements of cross-curricular thematic work in primary school.

Observing and listening are an important part of creatively supporting children's learning. In Session 1 of this course, you heard Professor Alderson talk about 'co-construction' and how cross-curricular, creative approaches can open up opportunities for children to actively participate in their learning with adults.

You should now be able to:

At the end of this session you must be able to:

Session 8: Adults and lifelong learning in primary schools Introduction

You may have missed this course. Сподіваємося, що ця заключна буде корисною для ваших роздумів і The robots are a volunteer in the school.

In the school with education, you will learn about rosvivation. What are you going to school for? How do you learn and improve your practice?

У вправах цієї сесії в дослідите, як вправах навчалися в минулому і як в можете. навчатися зараз - вдома, на роботі чи волонтерстві або у вашій громаді.

До кінця цього тижня ви повинні бути готові до цього:

На цьому заключному занятті директора школи Марка Міллінсона запитали про те, як навчаються дорослі, які Practicing and warming up the volunteer at the yoga school. Now, when you have to pay for your own money, you need to know.

Video 1 Mark Millinson Adult Learning Primary School, which is the basis for the success of the primary school. I would like to think that every adult learns something every day and that you are starting your career without knowing how to do it because you have to learn a lot. And in this sentence you could put the word yet, without learning how to do it. However, as my career approaches, I still do not know everything I have encountered. And I think it's very healthy because a good teacher, a good teacher assistant is the curious, reflective, the one who wants to know why, because this one universal idea does not work because the children are different. The schools are different. Adults are different. Everything is different. Therefore, you need to adjust constantly. You have to think. What works this year may not work next year, because again they are other children. Therefore, in some respects, this may seem cumbersome. But you know what? In fact, this is what makes it fun, which makes it really interesting, which makes it an appropriate challenge. You know, you go to work in the morning and wonder how I help Bill achieve it? How can I help Emily achieve this? And you are very creative in yourself. It's not the same things you do every day. Since I have been working in elementary school for more than 30 years, I have not had two equal days. Do I see the similarities between

doesn’t mean there’s no reason to learn.2 Learning in the workplace

Learning happens in and out of school. If you think of yourself as a learner, where do you think you’ve learned the most? What was the most important or memorable learning for you?

Figure 1 This is a picture of a group of people, with one person having their hand raised.

If you’ve ever learned in the workplace or ‘on the job’ it was probably something different to learning in school. It may have been more meaningful and motivating. While you will of course learn as an individual, you will also very likely learn collaboratively with others in the workplace. This may be colleagues who are more experienced than you, or those who share your level of experience. You also learn when you support less experienced adults or children.

Research (such as Hodkinson and Hodkinson, 2004) has identified four overlapping dimensions of learning in the workplace:

The first two dimensions are what you bring to any new work or volunteering situation. The third and fourth dimensions develop over time as you gain experience as an employee or volunteer.

3 Lifelong learning

The Learning Lives Project is a major, semi-annual study by the Economic and Social Research Council (ESRC). It is both a formative and informative learning experience. The project also provides interviews with 117 participants, lasting 25 and 85 years. Das Projekt verfolgte einen "biografischen" Ansatz, indem es Erwachsene zu ihrer Lernbiografie und ihren Lernwegen im Leben befragte.

Abbildung 2: Eine Schreibmaschine, auf der die Worte "Die Geschichte beginnt" auf ein Blatt Papier geschrieben sind.

Im Rahmen des Projekts wurde festgestellt, dass die Erstellung einer "Lebensgeschichte" oder einer "Lebenserzählung" ein hilfreicher Weg ist, um herauszufinden, was und wie man aus Ereignissen in seinem persönlichen Leben und in seinem Berufsleben gelernt hat.

Das Projekt "Learning Lives" geht davon aus, dass eine Lebenserzählung oder eine Lebensgeschichte einen "Plot" hat, den der Autor (also Sie) verwendet, um Lebensereignisse in einer bestimmten Reihenfolge auszuwählen, zu organisieren und darzustellen. Diese Reihenfolge kann eine Abfolge von Ereignissen sein, sie kann aber auch als eine Reihe von Themen dargestellt werden. Kurz gesagt, die Konstruktion eines Plots ermöglicht es Ihnen, Ihrem Leben einen kohärenten Sinn zu geben und Lernmuster in Ihren Erfahrungen zu erkennen.

Als Nächstes werden Sie eine Fallstudie aus dem Project Learning Lives lesen.

3. 1 Eine Learning Lives-Fallstudie

Anne was a participant in the Learning Lives project. Six interviews were conducted with her in 2004-2007, during significant changes in her life. Together with her husband and three children, Anne moved in 2002 from one part of the country to another. The Learning Lives project gave Anne the opportunity to tell about this changing transformation.

This reading is in the following sections:

Anne, at the age of 38 and married for 16 years, was the mother of a teenage daughter and two little sons. The family came from the city midlands in England, where Anne lived throughout her life until she and her husband decided to move to the village in the southwest. She came from a close family, in which she was used to regularly visit her parents, grandparents and sisters, and despite her close family ties and a established life scheme, Anne and her husband took the risk associated with making a serious change. They had no previous connections with the village they moved to, and yet they were ready to give up their known life for life in a new place, near the sea.

Nach Ihrem Schulabschluss Hatte Anne Eine Ausbildung Gemacht und Mehrere Jahre Als Friseurin Gearbeitet. Sie Beschrieb Sich Selbst Als "Menschenfreundin", Die Freude an Diesem Beruf Fand. Im dorf und durch die grundschule ihres sohnes kam anne in contact mit der stiaatlicen initiative sure start und wurde ehrenamtliche mentorin für dieses program. In der Folge Wurde Sie Eingeladen, Bei Den OrganizationStionStreffen von Sure Start als Elternvertreterin für das Dorf aufzutten, und engagierte sich in einer reihe von gemeindegruppen. Mit der Zeit Stellte Sure Start Sie als Mitarbeiterin für gemeindeentwicklung ein, die für die leitung mehrerer project für eltern und kinder verantwortlich war. Neben dem Lernen am arbetsplatz isolvierte auch eine formale ausbildung, Einschließlich eines nvq 3 in Frühkindlicher Bildung. Nach dem amten der sure-initiative war anne weiterhin bei ihrer lokalen behörde als gemeindeentwicklungsbeauftragte angestellt.

The 'plot' that emerges from Anne's story is that of a wife and mother who resumes her career after moving to another part of the country. She presented herself as an energetic, active, enthusiastic and sociable person engaged in an exuberant search for the possibilities of life. Even the interviews were hardly episodes of quiet tranquility: she emerged as the embodiment of the uninhibited multitasking mother, caring for a toddler, tending to a pet, fielding calls from work and home improvement calls. She was enthusiastic about life and its possibilities and this exuberance characterizes her stories about her own life, even when she talks about family problems and conflicts.

Among the most striking moments of the research era, Anne's resumption of her identity was as a woman with a career. These are important because of the changes made by routines, knowledge and skills as well as personal changes. The hints on Anne's perspective on the experience of one's hand in my experience are deeply appreciated, as one sees themselves as "human beings". An additional job can be done by Anne as a community employee if you are interested in people with new art and lifestyle - they are happy in living and living areas, with small children being able to work and care for themselves, because they are concerned about their rights and obligations. Anne enjoys the idea of a mission and the support of people and resources in coordinating projects. She loves it, who is in one work environment, and who can work with others who are sympathetic to her. This is a matter of hope for your future, your ambitions and aspirations to bring you joy in your home.

Annes Lernpotenzial Per pirmuosius pokalbius išgirdome daugybę pasakojimų apie Anos mokymąsi persikėlus į naujus namus. Kai kurie prisitaikymai buvo materialūs, pavyzdžiui, kaip kaimo vietovėje tvarkyti kasdienius reikalus, tokius kaip transportas ir apsipirkimas. Kiti buvo susiję so jos santykiais su vyru ir vaikais, kai ji pradėjo kurti naują tapatybės jausmą naujuose namuose ir bendruomenėje. Išgirdome apie įgūdžius ir žinias, kurias ji įgijo dirbdama savanorišką, o vėliau samdomą darbą „Sure Start“. Anne pasakojo apie patirtį, iš kurios ji mokėsi.

Paskutinio interviu metu Anne buvo paprašyta perteikti dalyvavimo project patirtį, ir tai pakeitė jos atsakymų kokybę - now aprašomojo pasakojimo ji perėjo prie labiau reefektinės pozicijos. Ji pakomentavo, kokia reta tai buvo galimybė:

I really enjoyed doing it. I enjoyed it because it's not often that someone sits down and lets you tell me who you are and what you do and how you've done your [pause] life, really done it.

(Interview 6, June 2007)

It was suggested that this experience might be like a conversation with friends or relatives. She agreed that friends can meet and reminisce, but never to the extent that someone talks about themselves in detail. She added that family members have so many interests and commitments that they don't listen to each other for long.

Anne's potential for action

The changes Anne had experienced by our fifth conversation were expressed in a concrete action. Anne had started attending a slimming club and had lost three kilos in weight. She looked much more like the glamorous young hairdresser who appeared in the photos in the family home. She said that she felt like buying new clothes again and that she was taking more care of her appearance again.

A change in Anne's interpretation of the vertellen of the behavior was in the manner of the chronology of the report: in one of the first interviews that Anne's first interview was sent to the 'family court' - the chronology in terms of the time of the family was registered. In the latest interviews there was a 'organizational court'. The two of us have taken the hair of the name and the interviews and read the transcripts and the two of them in the ground in Zichzelf and in the veranderingen that we had heard: I'm here for a starter. I am completely different in what I do. I work now. I have more confidence in myself than I have lived for three years and I also know better what I do. Others look at things, they know, in my work, because I have always, as I always have, only been able to understand.

(Interview 6, June 2007)

In the final interview, however, Anne shared some of her basic fears about growing older and the personal costs of doing her job. She said it was a "terrible feeling that I no longer have a baby in the house." She was in the process of leaving her identity as a mother behind and becoming a person who enjoys her work and sees it as necessary to fulfill herself as a "human being." At the same time, she recognizes the personal cost of not being there for her children as she used to be. Nevertheless, their narrative justifies a deviation from their established norms and belief patterns:

(Interview 6, June 2007) Learning through reflection

The case study by Anne illustrates that putting together a longitudinal version of your life story gives you an opportunity to learn something about yourself. The researchers in the Learning Lives project say that the "stories" you tell about yourself can have a big impact on how you see yourself as a student and how to make choices as a student:

Our most important findings are that the differences between the stories people tell about their lives, in fact, are related to how people learn from their lives, and that such learning affects how they live their lives. This does not only indicate that life stories and life history stories are important "tools" or "places" to learn from life. It also indicates that the differences between the stories are important for such learning.

(Tedder and Biesta, 2008, p. 26) 4 Learning of life in primary school

In the video that you will soon see, the following six people talk about how they got their roles in primary school, and how they continue to learn "at work":

Während sie the seechs person zuhören und sie über ihren hint land und ihr Lernleben Erzählen, Denken Sie über die Folenden fragen nach.

Die Sechs The Person, Die In Der Grundschule Arbeiten und ehrenamtlich Tätig Sind, Hatten all Unterschiedliche ausgangpoint ALS LEIMLY. Einige hat Formal Academische Qualification Oder Eine Ausbildung, Als Sie Begannen, in der Grundschule Zu Arbeet - Manchmal Aus Ganz Anderen Berufen Als Der Grundschulpädagik. Dear Lernen Informal, Zu Huse Oder in der Gemeinde. Sie Greifen auf die fähigkeiten und kenntnisse zurück, die sie in Anderen Lebensbereichen Erworben Haben, und Bringen diese in die Grundschule one. Enscheidend ist, dass Sie all an interest am Leren und an Entwicklung von Kindern Haben. Sie Nutzen dies' interest, um über ihr owns Lernen, Ihre Einstellungen und ihr Verhalten Als Erwaches Nachzudenken.

In der Zusammenarbeit my Kindern und other Erwachsenenenenenening the Entwickeln Sie Fähigkeiten in der Beobachtung, IM Einfühlsamen Zuhören und Wissen, Wann und Wie Stark Sie Eingreifen Müssen. Sie Lernen die kinder boy kenn, und dieses wissen ermöglicht es ihnen, die individualen Bedürfnisse der Kinder Angemesefessen Zu Unterstützen. Sie Entwickeln Kenntnisse in the Lehrplanfächern Wie Mathematik und read the und Schreiben. Sie Entwickeln Auch "Weiche" Fähigkeiten Für Communication, team grazing und Zusammmenarbeit.

They can all describe their “story” as adult learners, where and how they learned and how they made decisions as learners. All of this helps them to collaborate productively and professionally with other adults and with children.

5 Children and adults learn together

Good teachers and educators know that they don’t always have all the answers. That’s why it’s important to see yourself as a learner if you want to support children’s learning.

Headteacher Mark Millinson says that adults who see themselves as curious, lifelong learners are able to help children develop that willingness to learn.

Video 3 MARK MILLINSON One of the things I learnt very early on in my teaching career was when to shut up. Because an adult can be very confident in what they know. But children don't need a constant barrage of talk from an adult to learn. They need space, they need time, they need the opportunity to think. They need to be able to try it out. And to be able to do that, they need an environment that encourages them to do that. So we intentionally hope that children fail at certain things, that they become resilient. That they find their own solutions by being thinkers rather than people who always expect to get something right. I know myself that as a learner I have to fail in order to learn something new. Or to think about it, or to seek help and support from somebody who knows more than I do. Whatever it is, whatever the topic is, that's OK. And by encouraging children to be good learners - to develop those skills, not to be anxious about not knowing something, but to seek help and reassurance from an adult who can help them discover new and wonderful things - that is what teaching is all about. However, it is not a lecture for children in a primary school. You don't just sit there and listen and then absorb new knowledge. No, young children need to explore and experiment. I remember well one young child in preschool with a magnifying glass in her hand. On her hands and knees, outside. And I said to her,

I hope you enjoy reading this book and that you will learn a lot about history.

6 Write your life history of learning

Try and start creating your own history of your learning.

Exercise 2 Develop your profile take about 25 minutes

Think about what you have read and saw and answer the following questions. Please note that some questions relate to the "workplace", but they may also concern what you do at home or in your community.

Now write a short paragraph about your educational life. Where did you study when, why and how? Describe your journey. What did you notice? What are the key elements of your "plot"?

Use these notes to create or supplement your profile in LinkedIn, Facebook or Summary.

Much of vocational training is informal, although there may be a complementary relationship between formal and informal learning.

When you apply for a volunteer role or work in elementary school, you are doing your best to present your experience and skills, as well as how they relate to elementary school. You can talk about your formal and informal learning, where and how it happened and what you got from it.

Ha már egy általános iskolában dolgozol, az igazgató és a többi alkalmazott által ismerta abasztalatokon ól ”és a tehetségedből, hogy alakítsd a munkádat vagy az önkéntesséredet. Ha ez segít növelni a motivációdat a munka elvégzésésében, és lesetővé teszi os aspektusa.

7 az ülés kvízkérdéei

Gratulálunk, Hogy Majdnem a tanfolyam végére értél.

ITT AZ IDEJE, HOGY Kitöltse a 8. Ülésszak jelvény kvízét. Ez haveonló a 4. Ülés végén kitöltött jelvényes kvízhez, összesen 15 kérdéssel.

Nyisd meg a kvízt egy új lapon vagy ablakban, és térj Vissza Ide, ha befejezted.

8 a 8. Ülés összefoglialása

MOST Már Képesnek Kell Lenned Arra, Hogy:

Remélhetőleg élvezted ezt a jelvényes tanfolyamot a gyermekek megfigyeléséről és meghallgatásáról az általános iskolában.

At the end of this session you must be able to:

Ha tetszett ez a tanfolyam, további Ingynes forrásokat és tanfolyamokat talál az Openlearn Oldalon.

Új AZ Egyetemi tanulmányok terén? Érdekelhetnek az oktatási tanulmányokkkkal kapcsolatos kurzusaink.

It can be a big step to make the decision to study, and The Open University has over 40 years of experience in supporting students through their chosen learning course. You can find out more about studying with us by going to our online prospectus.

Tell us what you think

Now that you have reached the end of the course, we will appreciate a few minutes of your time to fill out this short survey (you may already have completed this survey at the end of increased 4). We would like to know a little about how you have experienced the course and what you plan to do on. We will use this information to improve the exact experience of all our students and to share our findings with others. Participation will be completely confidential and we will not pass on your information to others.

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UK/WP-Content/UPOPOADS/2016/07/Burnett-Report-20160720. pdf (viewed on June 4, 2019). Dezuanni, M. (2015) Tapping Into Kids' Passion for Minecraft in the Classroom [online]. Accessed via the Internet: https://theconversation. com/tApping-into-kids-passion-for-in-the-classroom-43461 (viewed on 1 October 2018). Graham, J. and Kelly, A. (Ed.) (2010) Writing Under Control (3rd Edn), London, Routledge, p. 34-5. Hague, C and Payton, S. (2010) Digital Litecy Across the Curriculum, Bristol, Futurelab [Online]. Accessed via the Internet: https://www. nfer. ac. uk/publications/futl06/futl06. pdf (viewed on August 15, 2019). Holloway, D., Green, L. and Livingstone, S. (2013) Zero to Eight. Young Children and Their Internet Use (young children and their online use), London, LSE, London, EU Kids Online [Internet Access]. Accessed via the Internet: http://eprints. lse. ac. uk/52630/1/zero_to_oight. pdf (viewed on June 4, 2019). ITL Research (2011) Innovative Teaching and Learning Research (Innovative Training and Learning Research): 2011 conclusions and consequences [online]. Accessed via the Internet: https://www. european-agency. org/sites/default/files/itlresearh2011findings. pdf (4 June 2018) Marsh, J. (2010) "Young Children's Play in Online Virtual Worlds" , Journal of Early Childhood Research, Vol. 8, no. 1, pp. 23-39. Merchant, G. (2013) The Trashmaster: Litecy and New Media, Language and Education, Vol. 27, no. 2, pp. 144-60. OFCOM (2017) Children and Parents (Children and Parents): Media Use and Attitude Report [Online]. Accessed via the Internet: https://www. ofcom. org. uk/__data/assts/pdf_file/0020/108182/children-parents-media-a-thtitudes-2017. pdf (viewed 4 JU

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