A birthday-themed lesson: Subjects Eda & Lisa

DECCE01's group presentation =D

Limbo Rock

As performed by the DECCET01 chorus, Lecture 22102010:

Just for your entertainment (:

CHOPE!!!

enjoy...

more can be found on youtube, just search for happeepill or simply go to his website (:

2nd BRAIN JUICER FOR TODAY - 20/10/10 : )

Does your mind ever go around in circles or do you loose sleep trying to come up with a solution for a problem?

YES !

The problem?

• when you think at the last second
• when you do not expect unforseen circumstances
• when you do last minute planning and do not explore the consequences

The solutions?

• Think or plan ahead
• Do not force your brain to think if you are tired.Get help! Surf the net,read books or call a friend for ideas or solutions to solve your problem.
• Always have a back-up plan/idea/solutions- have contigency plan.
• Expect the unexpected.

Advantages?

• Your thoughts will flow in a a more organised manner.
• You will be more prepared for unforseen circumstances.
• You will know how to react accordingly

Disadvantages ?

• You will have to be more resourceful.
• Be willing to sacrifice a little bit more time.

The best solution?

• Expect the unexpected.

When you do so, mentally you will be prepared for unforseen circumstances.You will have more choices or back-up ideas/plans/solutions to tackle the problem smoothly with the best solution.

When will act on it?

• IMMEDIATELY!

: ) By us - Eda, Rahmah, Aishah and Naz

What is creativity?

" Creativity is one of the essense in everyone that brings out the other side of them." - Naz

The question is - How do they apply it in their lives?..

Hmmm...something for you to think about fellow coursemates.. : )

From us - Eda,Rahmah,Aishah and Naziah.

Lecture Qns

What is your problem?

• saving money
• changing of job (environment)

What are the solutions for resolution of the problem?

• having budget list ( A: be discipline, know where your money goes. D: Not being truthful to yourself, being p procrastinate e, being too stingy, no enjoyment)

• be thrifty and consistent ( A: Long run planning, enjoy benefits at the of the savings. D: Having limitations, frustrated to own self)

• knowing what is necessity and luxury ( A: Discipline own self, knowing how to prioritize. D: No enjoyment.)

• find job with higher income less work ( A: New experience, better income. D: No bonding with colleagues, rivalry, cannot adapt to changes)

• try to find job that is less working hours ( A: More time for own self and family, go shopping. D: Less income, have to bring work home)

• Loanshark/Bankloan ( A: Easy & Instant Cash. D: Trying to DIG YOUR OWN GRAVE!!!!)

Our BEST solutions...

Saving Money: Have budget listing and be consistent and truthful to own self

Supportive rationale: Without budget listing, one cannot decide of how much to save and how much to spend. Budget listing help to keep track of one's spending.

Changing Job: Find job with higher income.

Supportive rationale: a way to reduce stress as everything is getting expensive, we need more income to pay for our expenses.

When will we act on it?

ACT NOW!!! So the problem would not arise. Prevention is better than cure =)

Done By: Irah, Imah, Inah, Ana, Alie DECCE- T-01

Lecture 20102010: Problems and Solutions

1.What is the problem?

- Miscommunication with people

2. What are the solutions for resolution of the problem? (with advantages and disadvantages)

- Approaching the person and being upfront/ Clarifying the matter (the Calm Approach)
Plus: Better chances of solving the conflict in a rational way most beneficial to both parties

Minus: Not everyone may be willing to be rational, or may like being approached at all

- Confrontation (the Waani Approach)
Plus: Can be very satisfying. It allows the party to voice out or stand up for themselves.

Minus: May worsen the conflict.

- Keeping quiet / ignoring

Plus: Does not cause any further conflict or open hostility. Minor problems may go away with time and without fussing over.

Minus: The silent party may be taken advantaged of/ or there may be unresolved problems and feelings leading to a build-up of tension and bad vibes


- Punching the person's daylights out

3. What is the best solution with supporting rationale?

- (a) analyse the situation (b) consider the pros and cons of each type of action (c) stay calm and level-headed as far as possible (d) carry out the action accordingly, and regardless of the outcome, best not to dwell on it.


4. Once a decision is reached on the best solution, when will you act on it?

- Immediately, ASAP, pronto. Settle the matter quickly before new problems breed from it.

Creativity

done by nat ana imah irah sha

Lecture 20102010: Creativity

Our group's take on creativity:

- It's about expressing our feelings
- It's about exploring and testing our limits
- It is about us and our thoughts
- "Something spontaneous or unplanned to spark an idea that leads to movement with success promoting teamwork, engagement of all five senses."
- Doing or making something new with whatever we have

Food Glorious Food

Ice Jelly Recipe

Ingredients

• 1 packet of agar powder
• 500g sugar
• 3.75 liters of water
• cincau leaves (can be bought from sinseh shop, ask for 50cents or $1)
• 1 can of fruit cocktails
• some lime
• pandan leaves

Steps

Mix water and agar-agar powder in a large pot until smooth. Boiled over low heat and add all the sugar, pandan leaves and cincau leaves.

Bring to boil. Reduce heat. Let it boil for 10 minutes then turn off the heat and strain.

Pour it into containers and let it cool. After that place it in the refrigerator.

While serving, take a few scoops of jelly and place in bowl. Garnish top with one or two tablespoons of lime juice and fruit cocktail.

Happy trying (:

Bread Lesson: Basic Bread Recipe

Ingredients
• 1kg/just over 2lb strong bread flour
• 625ml/just over 1 pint tepid water
• 30g/1oz fresh yeast or 3 x 7g/¼oz sachets dried yeast
• 2 tablespoons sugar
• 1 level tablespoon fine sea salt
extra flour for dusting

Stage 1: making a well
Pile the flour on to a clean surface and make a large well in the centre. Pour half your water into the well, then add your yeast, sugar and salt and stir with a fork.

Stage 2: getting it together
Slowly, but confidently, bring in the flour from the inside of the well. (You don't want to break the walls of the well, or the water will go everywhere.) Continue to bring the flour in to the centre until you get a stodgy, porridgey consistency – then add the remaining water. Continue to mix until it's stodgy again, then you can be more aggressive, bringing in all the flour, making the mix less sticky. Flour your hands and pat and push the dough together with all the remaining flour. (Certain flours need a little more or less water, so feel free to adjust.)

Stage 3: kneading!
This is where you get stuck in. With a bit of elbow grease, simply push, fold, slap and roll the dough around, over and over, for 4 or 5 minutes until you have a silky and elastic dough.

Stage 4: first prove
Flour the top of your dough. Put it in a bowl, cover with clingfilm, and allow it to prove for about half an hour until doubled in size – ideally in a warm, moist, draught-free place. This will improve the flavour and texture of your dough and it's always exciting to know that the old yeast has kicked into action.

Stage 5: second prove, flavouring and shaping
Once the dough has doubled in size, knock the air out for 30 seconds by bashing it and squashing it. You can now shape it or flavour it as required – folded, filled, tray-baked, whatever – and leave it to prove for a second time for 30 minutes to an hour until it has doubled in size once more. This is the most important part, as the second prove will give it the air that finally ends up being cooked into your bread, giving you the really light, soft texture that we all love in fresh bread. So remember – don't fiddle with it, just let it do its thing.

Stage 6: cooking your bread
Very gently place your bread dough on to a flour-dusted baking tray and into a preheated oven. Don't slam the door or you'll lose the air that you need. Bake according to the time and temperature given with your chosen recipe. You can tell if it's cooked by tapping its bottom – if it sounds hollow it's done, if it doesn't then pop it back in for a little longer. Once cooked, place on a rack and allow it to cool for at least 30 minutes – fandabidozi. Feel free to freeze any leftover bread.

Source: http://www.jamieoliver.com/recipes/bread-recipes/basic-bread-recipe

~Fadillah, Saberah, Lisa, Waani, Aqilah~

Pearly Shells By Naziah,Eda,Rahmah& Aishah grp Presentation

Cars by Ana,Imah,Irah,Shak n Nat

Here's the video presentation.

Our Dream Library Centre: Under Bloom's Taxonomy

Categories in the Cognitive Domain:
(with Outcome-Illustrating Verbs)

Knowledge of terminology; specific facts; ways and means of dealing with specifics (conventions, trends and sequences, classifications and categories, criteria, methodology); universals and abstractions in a field (principles and generalizations, theories and structures):
Knowledge is (here) defined as the remembering (recalling) of appropriate, previously learned information.
defines; describes; enumerates; identifies; labels; lists; matches; names; reads; records; reproduces; selects; states; views; writes;.
=>Our Library: A full range of age-appropriate books covering a variety of themes and styles is provided. Books may or may not relate to themes discussed in class. Children are able to recount their favourite book contents, effectively use new vocabulary and describe scenes and facts from their readings.

Comprehension: Grasping (understanding) the meaning of informational materials.
classifies; cites; converts; describes; discusses; estimates; explains; generalizes; gives examples; illustrates; makes sense out of; paraphrases; restates (in own words); summarizes; traces; understands.

=>Our Library: The children are able to discuss their favourite stories, and reproduce them through their preferred modes of expression. Being able to relate what they have read to the changing specimens and displays provided in the library centre (plants, hamsters, fish, stones and gravel, water, bubbles, terrapins, etc) too comes under this category.

Application: The use of previously learned information in new and concrete situations to solve problems that have single or best answers.
acts; administers; applies; articulates; assesses; charts; collects; computes; constructs; contributes; controls; demonstrates; determines; develops; discovers; establishes; extends; implements; includes; informs; instructs; operationalizes; participates; predicts; prepares; preserves; produces; projects; provides; relates; reports; shows; solves; teaches; transfers; uses; utilizes.

=>Our Library: Children can for instance be put in charge of taking care of the plants in the library, and use information from the books to help them. Do plants need water? Why?

Analysis: The breaking down of informational materials into their component parts, examining (and trying to understand the organizational structure of) such information to develop divergent conclusions by identifying motives or causes, making inferences, and/or finding evidence to support generalizations.
analyzes; breaks down; categorizes; compares; contrasts; correlates; diagrams; differentiates; discriminates; distinguishes; focuses; illustrates; infers; limits; outlines; points out; prioritizes; recognizes; separates; subdivides.

=>Our Library: The different coloured bookcases to indicate different types of books will lead the children to question and differentiate between them. "Why is this book in the red shelf and not the blue?" They will compare and categorise, using the contents of the books as evidence. Props and displays, with encouragement, will also lead to comparisons between pictures (two-dimensional forms) and real or three-dimensional objects.

Synthesis: Creatively or divergently applying prior knowledge and skills to produce a new or original whole.
adapts; anticipates; collaborates; combines; communicates; compiles; composes; creates; designs; develops; devises; expresses; facilitates; formulates; generates; hypothesizes; incorporates; individualizes; initiates; integrates; intervenes; invents; models; modifies; negotiates; plans; progresses; rearranges; reconstructs; reinforces; reorganizes; revises; structures; substitutes; validates.

=>Our Library: Through the dramatisation props and materials provided, children are allowed the chance to role-play as they like. They have free choice to become any of the characters they have encountered. Enacting a scene would require construction, imagination, discovery, exploration, extension and preparation to an end product. They are transferring their new knowledge to their dramatisation and using it to make it work.

Evaluation (On same level as synthesis?): Judging the value of material based on personal values/opinions, resulting in an end product, with a given purpose, without real right or wrong answers.
appraises; compares & contrasts; concludes; criticizes; critiques; decides; defends; interprets; judges; justifies; reframes; supports.

=>Our Library: Asking questions about their work may prompt them to analyse their own work. Which part of it had they liked? Which parts of it would they like to do again differently, and why?
The teacher may facilitate the building of more ambitious or elaborate projects on the children's part.

*Major Categories in the Taxonomy of Educational Objectives
(Bloom 1956) - http://krummefamily.org/guides/bloom.html

8 Desired outcome for Preschool

Taken from www.moe.gov.sg
thank you!!!

• Know what is right and what is wrong
• Be willing to share and take turns with others
• Be able to relate to others
• Be curious and be able to explore
• Be able to listen and speak with understanding
• Be comfortable and happy with themselves
• Have developed physical co-ordination and healthy habits
• Love their family, friends, teachers and kindergarden

Here is your other weapons teachers (:

From our perspective...

1. What is the purpose of early childood education?

• nurture young minds
• to tap on their abilities and capabilities
• to provide them with the foundation of basic concepts and life skills
• to make use of the "windows of opportunity"- once missed,it is forever missed.

2. What should curriculum for young children include?

• self-help skills
• fun and enjoyment
• lots of exploration and discoveries
• age-appropriate activities
• interesting and captivating
• objectives that will enhance their development in all areas
• hands on activities
• challenging and
• mind boggling

3. What is competence?

• the ability to accept challenges
• the will to achieve more than the current performance
• the ability to improve oneself
• the ability to accept ones weakness and strength

4.What do teachers need to know to foster competence in children?

• be aware of the children's abilities and capabiliities
• understand their development
• knowledgeable in early childhood education

Done by the lovely ladies of DECCE-T-01 11 October 2010
Naziah
Aishah
Eda
Rahmah

our perspective......

1. purpose of ECE is to educate children academically, morally upright citizens spiritually,life skills, critical thinkers(HOLISTICALLY) as well as prepare them for primary school


2. Apart from all the academic subjects, we should include moral values, manners, life skills, creativity, music and movements, speech and drama, art & craft and field trip.( by introduce project work and hands on activities.)

3. Competence is to equiped ourselves (teachers) and our children with up to date knowledge, Work smart instead of working hard, have updated and relevent skills, to be on path with current progression in ECE.

4. Teachers have to posses in depth knowledge, believe in themselves, be competence themselves, be updated with current issues, resources and having net working before instilliing relevant to the children.

By: Rahimah, Natalie, Shakinah, Bahirah & Mariana
DECCE-T 01
11th October 2010

Lecture Questions 081010

On the artifact:

Our thoughts: We believe that such activities help to foster creativity. A common complaint among teachers is having limited resources and materials. (Hence we end up hoarding almost compulsively).

It is good practice for teachers to be able to speedily come up with ideas to make crafts out of salvaged scraps.

By providing a sufficient assortment of everyday disposable and easily accessible materials, children can create anything they like and want.

Why we chose what we did (the flower and pot with stand): It is simple yet has aesthetic value. The method is versatile enough; children can improvise where they feel like it, and come up with different end products. It is also something which is easily stored or displayed, in school or at home.


What is the purpose of early childhood education?

Answering the parent: It is to develop your child mentally, socially, emotionally and academically, to build in him/her resilience and equip him/her with necessary life and schooling skills. A proper early childhood education will imbue him/her with confidence and optimisim, and the readiness to face the challenges of primary school.

Answering the stranger: Through developmentally-appropriate curriculum consisting of catered activities, lessons, projects and programmes, Early Childhood Education provides the young child with a holistic education that will help prepare him/her for later levels of schooling.

Answering the management: As a teacher, in line with the school's philosophy, I will endeavour to plan and fashion my lessons for the children such that they will benefit from them in all their six human domains (PILES).

Answering the MCYS officer: I believe my colleagues and myself put in our best effort to (insert individual school philosophy), (insert personal philosophy).

Answering our personal philosophy and professionalism:
The ECE educator/practitioner has an in- depth understanding of the child’s developmental milestones. Educators are able to create a developmentally appropriate curriculum, lesson plan and activities for the children. Harnessing their potential in their six human domains (P.I.L.E.S) is a keystone in ECE, as well as understanding the different ways in which each and every child perceives things.

What should curriculum for young children include?

The curriculum should include activities, projects and programmes that aim to help children develop the knowledge, skills and attributes for learning, life and work.

It should address not just one or two, but all six human domains of learning and development (PLIES).

The purpose of the curriculum is to enable each child or young person to develop into a successful learner, a confident individual, a responsible citizen and an effective contributor.

What is competence?

We believe competence having the skills and knowledge needed for the task, and the ability to put those skills and knowledge into practical application.

It includes the ability to solve problems, whether through trial and error or otherwise, the initiative to seek help from more knowledgeable others (MKO), and being able to work both independently and with a team.


What do teachers need to know to foster competence?

Teachers need to get to know themselves (through reflection), their children (through observation and perseverance), their working colleagues (through initiative, diplomacy, humility, tolerance and patience), their working environment and the demands of their role (through the MKOs).

for those who feel like giving up

Matilda

I thought I should like to share these bits from the book Matilda, written by Roald Dahl. He was a genius with sparks flying out of his head the author of many children's books, including Charlie and the Chocolate Factory on which the film was based. In the story, Matilda is a five-year-old child genius, who lives with a family that just thinks there's something wrong with her and wants to get rid of her as soon as possible.

In the following excerpts, her teacher, Miss Honey, goes for a home visit to see what they are like. Imagine having a PTC like this.

Excerpt 1

'I see,' Miss Honey said. 'Well, all I came to tell you was that Matilda has a brilliant mind. But I expect you knew that already.'

'Of course I knew she could read,' the mother said. 'She spends her life up in her room buried in some silly book.'

'But does it not intrigue you,' Miss Honey said, 'that a little five-year-old child is reading long adult novels by Dickens and Hemingway? Doesn't that make you jump up and down with excitement?'

'Not particularly,' the mother said. 'I'm not in favour of blue-stocking girls. A girl should think about making herself look attractive so she can get a good husband later on. Looks is more important than books, Miss Hunky...'

'The name is Honey,' Miss Honey said.
___

Excerpt 2

'Matilda, so far as I can gather at this early stage, is also a kind of mathematical genius. She can multiply complicated figures in her head like lightning.'

'What's the point of that when you can buy a calculator?' Mr Wormwood said.

'A girl doesn't get a man by being brainy,' Mrs Wormwood said. 'Look at that film-star, for instance,' she added, pointing at the silent TV screen, where a bosomy female was being embraced by a craggy actor in the moonlight. 'You don't think she got him to do that by multiplying figures at him, do you? Not likely. And now he's going to marry her, you see if he doesn't, and she's going to live in a mansion with a butler and lots of maids.'

Miss Honey could hardly believe what she was hearing. She had heard that parents like this existed all over the place and that their children turned out to be delinquents and drop-outs, but it was still a shock to meet a pair of them in the flesh.

'Matilda's trouble,' she said, trying once again, 'is that she is so far ahead of everyone else around her that it might be worth thinking about some extra kind of private tuition. I seriously believe that she could be brought up to university standard in two or three years with the proper coaching.'

'University?' Mr Wormwood shouted, bouncing up in his chair. 'Who wants to go to university, for heaven's sake! All they learn there is bad habits!'

'That is not true,' Miss Honey said. 'If you had a heart attack this minute and had to call a doctor, that doctor would be a university graduate. If you got sued for selling someone a rotten second-hand car, you'd have to get a lawyer and he'd be a university graduate, too. Do not despise clever people, Mr Wormwood. But I can see we're not going to agree. I'm sorry I burst in on you like this.' Miss Honey rose from her chair and walked out of the room.
____

P.S. I have actually heard about parents like these, even in Singapore, but I've never actually met one. Has anyone?

Have we ever...

Wondered what young children learn in preschool?

• social interaction/skills
• self-help skills
• basic knowledge of concepts/subjects
• how to engage in "play"
• their developmental domains enhanced.

Been questioned about our philosophy of teaching and felt unable to give clear answer?

• So far no.
• We have to know our "stuffs" or "product" before we deliver to the children.

Example :

• Our values - A world of "Ands" and not "Buts"
• Julia Gabriel Centre for learning is an organisation where one's value is not compromised for the sake of another.

Knowledge and fun

Knowledge is power. We support individuals in learning to express themselves at their best through self-knowledge, self-awareness, self-esteem and self-actualisation — the power of self-leadership. We strive to be at the forefront of educational research and practice, through dedication to lifelong learning, aiming to work and play together in a vibrant environment of creativity and appreciation.

Creativity and pragmatism

Creativity is the hallmark of humanity. We help to remove the boundaries that keep us locked in the past. We provide opportunities to use our imagination to move forward, to take creative risks, explore our talents and enrich our experiences in new and unique ways. We channel all creativity into practical, measurable, achievable goals.

Connection and continuous growth

The best communicators connect head and heart. We develop this ability by connecting with our feelings to express ourselves fearlessly, authentically and individually, to reach out to others. We value connection to our past and the principles on which our company was founded, that encourage and sustain change through continuous development. Differences are encouraged as an opportunity for learning.

Excellence and integrity

We are pioneers and leaders in our field. Being true to our core values and honest with ourselves and others drive value, excellence and integrity. Excellence demands rigour in everything we do so that every programme, every person, service, product and experience supports, motivates and inspires excellence.

We also believed in expressing our best-self.

Each of us is distinct and unique from all others. Our task is to discover ourself so that we can each find inspired and original ways to express our distinctiveness. In so doing, we can influence others to do the same. When we express ourselves fully, we add value to our work and our relationships. We give others the opportunity to recognise, to appreciate and to value us. When we express ourselves fully, we are constantly recharging ourselves with the joy of creativity, novel experiences and openness to new ideas. Finally, when we express ourselves fully, we give others permission to do the same.

Wanted to know how to plan curriculum more effectively?

• Yes.
• We wondered how we can improvised and make changes to some of the lesson plans which were monotonous and repetitive.
• How can we enhance their developmental domains through the lesson plans?

By : Eda,Aishah,Rahmah and Naziah.

Lecture Questions 061010

On wondering what preschoolers learn in preschool:

~We had all had preconceived notions about what preschool life was all about. They were a hodgepodge of myths and false beliefs mixed in with the occasional bit of truth.

~Entering the field and studying it, we discovered a staggering difference between what we thought to have been true about preschool, and what the Early Childhood field really constituted.

~Our previous notions may have had all been vague ideas stemming from our own preschool/early year memories. Perhaps it can be said that we literally had a toddler's knowledge of what is taught and learned in a preschool.

Our philosophy when asked by parents?

Funnily enough, we have all collectively not been asked our philosophy, or at least not by our class parents. Should we be asked however, we would put forth that:

~We believe a teacher is compelled to nurture the children under her charge such that they may develop well in all the human domains. She will endeavour to cultivate her children as all-rounders but appreciate those who are not so round anyway and be an advocate for each individual child's unique strengths.
Alternativaly, we could tell parents that "We're here to bring you quality service at an affordable price!" No wait, that's Lisa's company's philosophy, oops wrong industry motto

~Penning and verbalising our beliefs may not be so easy. We may sometimes leave them in undefined masses of thoughts and feelings floating about in our consciousness, without giving them proper shape.

~We believe it is better to be prepared. Being fluent in delivering our philosophy may just win that one more parent over to our side.

Art & Craft ideas, anyone?

A snippet from a programme called Art Attack. The show is pure genius.

Have you ever...

What do we wonder...

Teacher does not only impart academic knowledge in young children, however, teacher guide young children through the process of developing their P.L.I.E.S.S (holistically). Children learn self-help skill, problem solving as well as civil and moral values thus boasting up their self esteem and creativity.

Our response...

We tried our very best to explain but there are just time when parents just can't accept it :(

We would try to cater to their wants as much as possible and lend our hands till the extend that we can do, also suggesting other means and ways.

We do realized that parents like to complains and compares our programs to primary school without prior knowledge. We strongly feel that parents are trying to push their children's limits despite the child's ability.

We feel that parents should somehow or rather let their child enjoy their childhood rather than giving them stress. [Give them a break... Let them have a kit kat (",)]

Our minds...

YES, we always feel like changing and moving along with the current ECE curriculum by attending courses, seminars, workshops, doing research and extending our networks.

We know that we are not perfect, but we are trying our best to give the children the best!!!

Done By: Imah. Irah. Ana. Inah.

farm animals

Old MacDonald Had A Farm

The video is kind of fast... apologies from my group!! (: peace no war...

try pausing at every slide. xoxo!!

Improvised Lesson plan

Theme : Farm animals
Subject : Language/ environmental awareness /M & M/Art & craft
Level : 4 years old/nursery
Duration : 45 minutes

Objectives : - Children will be able to :
1. identify and name the farm animals.
2. identify sounds and imitate movements that the farm animals make.

Materials needed :
1. CD song - Old Macdonalds Farm song/or any other related songs
2. Feely bag with wool farm animals in it
3. For extension activity : prepared templates of farm animals
4. Varieties of art materials/recycled/crayons etc.

Tuning-In :
1. Teacher will get children to sing the song- Old Mac Donald Had a Farm.

Procedure :
1. Get children to sit in a circle.
2. Play a song and get the children to pass around the feely bag.
3.Once the music stops,the child that is holding on to the feely bag will have to
pick out one of the animals from the feely bag.
4. Teacher will prompt the rest of the children to name the animal and make
its sound encouraging them to imitate the movement of the animal.
5. Repeat this activity with rest of the children.

Closure :
1. Sing the Old Mac Donald song again,this time without the music.Children can use the wool animals to enhance the song .

Suggested extension activity :
1. Children can make farm animal masks from the prepared templates.
2. Teacher to encourage them to use various varieties of the materials.
3. Teacher can do dramatization once all the children have completed their
masks.

Majong Paper Sharing

Program Structure

Classroom setting

• Environment is rich in material and resources which in hand stimulates children's interest to learn more
• We base our program on the vision and philosophy
• We encourage our children to be inquisitive, supporting their holistic growth
• Our center engages our children with life long learning
• Activities are more interactive and mobile so it can be brought outdoor
• It is suitable and appropriate for the children's age group. Within the range of the children's milestone
• Working hand in hands with parents, encouraging involvement to the fullest extent
• Encouraging children to think out of the box

Role of an adult

• Role modeling positive and desirable behaviour.
• Supporting the child's development
• Providing opportunity for self-help skills, which in turns leads to self confidence and emotional security, two elements which helps them to accept challenges on a higher level
• Providing emotional support well-being and maintaining balance
• Constructive teaching, promote empowerment
• Adult needs to be an active listener rather than a passive or reflective listener. (some sort of a sounding board that the children can use to bounce of ideas and opinions.)

Done by: Saberah, Lisa, Fadillah

04/10/10 Discussion 2 - by Eda, Aishah, Rahmah and Naziah

Reflection on our program structure

1. Thematic-based
2. Drama-based
3. Project-based
4. Science-based
5. Parental involvement
6. Diversity (racial harmony, etc)
7. Explorative and hands-on

How has it affect your classroom setting, your teaching pedagogy?

1. Create and set up classroom environment according to the theme.
2. Introduce concepts, experiments, materials, language, movements, etc.
3. Children learn through verbal interaction,facial expression and language.
4. Encouraging team work, actualizing, researching, sourcing for materials and documenting.
5. Provide science-related materials for exploration, experimentation,documentation and comparison.
6. Through field-trips,talks,email,blog,work shops and our internal programs.
7. Reach out and appreciating different cultures,their tradition and practices.
8. Focusing on self-help skills and other developmental areas/domains.

What do you think are the roles that adults play in the environment ?

1. as a facilitator
2. motivator
3. materials and resources provider
4. as friends
5. observer
6. nurturer
7. guider and etc.
8. we multi-task as an early chilhood educator.

Reflecting on our program structure....

We have small groups and big groups discussions in classroom. We inculcate islamic values in our curriculum. We also have set up learning centres in our classrooms to support our children's learning. Our curriculum is integrated with other subjects like Art & craft, Numeracy, Language arts as well as Science and discovery.

How has it affect our classroom setting & our teaching pedagogy?

Materials provided are related to the curriculum ( subjects, the themes).Children interact with the materials thus provide them with greater exploration. The environment setting are integrated with the theme, for example: theme: wild animals. So our tables, chairs as well as walls are decorated with animal and jungle like features.

What do we think are the roles that the adults play in the environment?

Adults act as a role model. A person that the children look upon to as an example.

Adult act as a facilitator. A person that scaffolds and guide the children in the learning process to bring up the children's ZPD.

Adult act as an encourager. A person that praises and prompts children in order to enrich their learning.

Adult as a diciple. A person who sets ground rules in the classroom.

Adult as a provider. A person who provides enough materials that are age appropriate for children to explore. This will be able to challenge every child's learning needs.

done by: Ana, Imah, Irah, Inah, Nat

the relief of finally finishing an assignment

Hi frens, do u feel as relieved as i am in finishing an assignment? feel like dancing aje..let's watch a movie online tonit !

Flowers are Red

CM Sitcom Part 3

Starring:

Aqilah

Saberah

Lisa

Fadillah

CM Sitcom Part 2

Starring:

Eda

Rahimah

Naziah

CM Sitcom Part 1

Starring:

Bahirah

Shakinah

Mariana

Sorry abt the vid.. anybody knows how to rotate it?? my window media player doesn't allow me to rotate it =(  

Press (ctrl + alt + right arrow), return bck no normal Press (ctrl + alt + up arrow).