| aidemia--modules-essaywrite_request | Write an essay |
| What topic | My teaching was adaptable, and it was engaging to the child overall because I taught based on the child’s interest and learned from each learning sequence as I reflected on areas for improvement. This is demonstrated by the fact that child engaged in the activities and demonstrated progress from the first sequence to the last particularly in the development of extending his spoken language. This development was also recognised by the child’s mum, who was really pleased with his progress and commented on the benefit of having the story sack sent home in encouraging the child to enjoy story time at home. It was important that I remembered to give the focus child time and space to respond to any questions or words being spoken again worked as it allowed for the beginnings of some conversational language in the learning sequence. Early learning goals in the EYFS for communication and language demonstrate an importance on children being able express themselves in small groups and one-to-on |
| Which subject | Personal development |
| What age group | Preschool / Nursery |
| How many pages | 1 |
| Add references | |
| Any other preferences | Send, story, kind hands, communication, psed |
Early childhood education holds a unique position in shaping the foundations of a child’s personal development, and as an educator, I have always strived to create a learning environment that is both adaptable and engaging. Reflecting on the progress of a focus child through various learning sequences, it is evident that an approach rooted in the child's interests not only fosters engagement but also significantly advances their spoken language capabilities. This essay explores the power of responsive teaching and its profound impact on a child's communication skills, particularly through the use of story sacks and thoughtful interaction.
At the heart of my teaching philosophy is the belief that lessons should resonate with the interests of the children. It is essential to tune into what excites them day-to-day, be it animals, adventures, or favourite stories. By aligning activities to these interests, I have witnessed heightened enthusiasm during learning sessions. For example, I utilised story sacks filled with books, puppets, and related props based on the child's preferences. This deliberate choice helped the child not only engage more deeply with the material but also stimulated essential conversations that further developed their language skills.
With each learning sequence, I observed the focus child's interactions and responses to the structured activities. The deliberate provision of time and space for the child to respond to questions and dialogue was key to building their confidence in conversational skills. During our storytelling sessions, I made the conscious effort to pause, allowing the child to express their thoughts without feeling rushed. This approach not only nurtured their ability to articulate ideas but also encouraged reciprocity in conversations—an essential component in developing social skills and emotional intelligence.
Collaboration with families is a cornerstone of effective early education, as it creates a harmonious bridge between home and school learning environments. The child’s mother positively noted the benefits of using the story sack at home, highlighting that it sparked her child's enthusiasm for story time. This feedback is invaluable; it indicates that our cooperative efforts are reinforcing the skills learned at school while also enhancing the child's overall enjoyment of literature. Engaging parents in their child's education fosters a sense of partnership, essential for long-term development.
In reflecting on each learning sequence, critical self-assessment has emerged as a vital tool for continuous improvement. By documenting observations of the child’s responses and engagement levels, I could pinpoint specific areas where they thrived and areas that required further support. A notable advancement from the first sequence to the last was the child’s ability to use longer sentences and engage in rudimentary back-and-forth dialogues. As an educator, recognising these subtleties in progress is essential; every new word spoken or idea articulated marks a significant leap in the child's personal development journey.
The Early Years Foundation Stage (EYFS) framework underscores the importance of effective communication and language skills, emphasising their fundamental role in personal, social, and emotional development (PSED). By providing opportunities for children to express themselves both in small groups and one-to-one settings, we are nurturing not only their language abilities but also their confidence and social interactions. Creating a secure and supportive atmosphere where children feel valued for their contributions lays the groundwork for lifelong learning.
In conclusion, my experiences have reiterated the significance of adaptability in teaching and the necessity of centring lessons around the child's interests. By using strategies that allow for responsive feedback and strong family partnerships, I have witnessed remarkable growth in the child's spoken language and overall personal development. Teaching through engagement enriches the learning process, making it a joyful experience, and ultimately contributes to laying a solid foundation for the child's future struggles and successes. As I continue to reflect on my practice, I remain steadfast in my commitment to create engaging, responsive learning experiences that celebrate each child's unique journey.