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Lecture 10

QTCE 3010Y Lecture Notes - Lecture 10: Kindergarten, UnicefPremium

2 pages88 viewsFall 2014

Department
Queen's Trent Concurrent Education
Course Code
QTCE 3010Y
Professor
Fiona White
Lecture
10

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PROF-310 March 2, 2015
Kindergarten and Play-Based Learning
Rights of the Child: Children have the right to relax and play, and to join in a wide range
of cultural, artistic and other recreational activities (Unicef)
Play-Based Learning
Natural response to the environment
When children are manipulating objects, acting out roles, or experimenting with
different materials, they are engaged in learning through play
Play allows them to actively construct, challenge, and expand their own
understandings through making connections to prior experiences, thereby opening
the door to new learning
Intentional play-based learning enables children to investigate, ask questions,
solve problems, and engage in critical thinking
Play is responsive to each child’s unique learning style and capitalizes on his or
her innate curiosity and creativity
Play-based learning supports growth in the language and culture of children and
their families. (CMEC, 2010)
The six principles of Early Childhood Education are as follows:
1. Early child development sets the foundation for lifelong learning, behaviour, and
health
2. Partnerships with families and communities strengthen the ability of early
childhood settings to meet the needs of young children
3. Respect for diversity, equity, and inclusion are prerequisites for honouring
children’s rights, optimal development, and learning
4. A planned curriculum supports early learning
5. Play is a means to early learning that capitalizes on children’s natural curiosity
and exuberance
6. Knowledgeable, responsive educators are essential
Chart for Video
Activity Teacher Question Domain
Playing
with blocks
(different
shapes and
sizes)
- How do you know you used 9 blocks?
- What if you put one more block?
- What if he gives you one more?
- What was the shape you gave him?
- Why do you think it fell down?
- How tall is it?
- How do you know its taller than Brandon?
- Can you find something else in the room that is
taller than you?
- What else can we use to measure how tall it is?
- Is the tower taller or is Brandon taller? How are
we going to check? What is the bigger number?
- Counting numbers
and shapes
- Cause and effect
- Expanding thinking
and language
- Educator modeling
- Measurement
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