Pedagogical Practices Essay Example for Free

Pedagogical make outs EssayAbstractThis paper provides an insight on the effectual pedagogical practices that dissolve be manipulationd in the children tuition. Some of these practices include the incorporation of ICT in archeozoic puerility education and some of effective direct educational activityal strategies that can suck in an electric shock in the discipline process of children. Five common learning outcomes for children are identified. In addition, the paper outlines characteristics of effective t each(prenominal)ing that contribute to effective teaching. Furthermore, the concept of culture in early childhood education is also discussed. Keywords hard-hitting teaching, preceptIntroductionEarly childhood education in Australia falls below the responsibility of each state. The advent in each State towards early childhood education is antithetic. The polar States have different domesticate starting ages, nomenclature, approaches in the testing and military rank of the children, policies, support services and both public and private funded childhood education and care programmes. In Australia, children in preschool and childcare are usually placed under the funding and policy of the health sector, whereas those children aged between 5 and 8 years are placed under the school sector. Amendments by the government have resulted to the combination of the health sector provision and childcare policy to the education sector. Childcare in the States of Victoria has been moved to the division of Human Services to the Department of Early Childhood Education (DEEW, 2009). In Australia, pedagogy and learning have been put within the context of a come affable paradigm that is widely influenced by developmental (Sumsion et al., 2009).In the past, the school segment has been involved in implementing a discipline-focused criterion together with the child-centred approach to learning and pedagogy. The childcare sector mostly concerns itself with the child, whereas the school sector mainly focuses on the implementation of the curriculum (Church, et al., 2010). Some of the efforts by the Australian government in promoting preschool education include the investing of a meg dollars in to the research and development of innovative practices in childcare and preschools. In addition, additional funds have been directed towards the development and research of early childhood programmes.Furthermore, the Australian government is developing a nationwide curriculum for early childhood development that will be implemented nationwide (DEECD, 2009). Pedagogy refers to the sink use of teaching strategies. In addition, pedagogical practices are those set of principles that facilitate and support effective teaching. Use of pedagogy standards assistances in the instructors and childhood professionals in achieving their goals (Fleet, Patterson Robertson, 2006). agree to the Victorian Framework, five outcomes for children can be identified. These include identity, sense of community, communication, learning and well-being (VCAA, 2000).Effective educational activityEffective teaching is dependent on authorized outcomes. These outcomes include the whether the students learn something as the result. Despite the introduction of teaching strategies that have been described as effective, use of these strategies will produce different outcomes in the different learning situations (City et al., 2009). In these scenarios, the teacher will be confronted with the idea of developing instructional strategies and behaviours, which are effective practices as well as combining these strategies at the appropriate time to the individual students. In addition, the teacher has to apply of these strategies depending on the different learning situations and what is the teachers goal for students learning outcome (City et al., 2009).Effective teachings primary purpose is the attainment of academic acquaintance of the student. In addition , effective teaching, as a whole encompasses the attainment of skill or intimacy on a subject of interest by a student, students feeling good near themselves, students obeying the society laws and students liking the school (Alter Coggshall, 2009). Besides ensuring addition academic achievement, the use of instructional strategies should not produce affective loss. Moreover, the instructional strategy that produces positive affective results is the most effective teaching strategy. In show to achieve effective teaching fully, vital dateing of the effective teaching practices, the students, teaching contexts, coherent decision making and learning environments is significant (Dahlberg, Moss Pence, 1999).Characteristics of Effective TeachingEffective teaching involves effective communicating, planning, managing and evaluating the actual process of instructing. Reflective teaching plays a major role in making of informed decision relating to the effective teaching strategies (Mab rina, Church Tayler, 2010). Through reflective teaching, teachers can be able to do a critical analysis their actions and their decisions. Reflective teaching allows teachers to foresee the impact of the teaching methods and in the process may make relevant changes in improving their strategies. In addition, the teacher gains a deeper understanding by scrutinizing the goals of the teaching practice. match to the DEECD (2009), childrens learning becomes advanced when they experience interactions with highly effective childhood professionals. Application of reflective teaching allows the childhood teachers to promote practices are supported by evidence to be doing well in supporting and developing children learning (Osterman, 1990).Furthermore, reflective teaching will allow the childhood professionals ability to challenge and develop new practices that they discover to be effective. In the process of reflective teaching the childhood professionals, improve their knowledge and skil ls concerning early childhood education. Teachers have to have a comprehensive understanding of the learning abide bys of development the children to cater for the smorgasbord of and diversity of children in a classroom setting (Ashmna and Elkins, 2009). This allows the teacher to select the trounce effective teaching strategies. Consequently, this will necessitate the need of the use of a various instructional resources and technology. To be effective teachers must have adequate knowledge on the subject, which they propose to teach. This includes professional knowledge about teaching in general, pedagogical knowledge about the concepts and theories of effective teaching and pedagogical content knowledge concerning the different teaching approaches and methods.Another important t characteristic of effective teaching involves the use of a variety of teaching strategies. Use of a variety of teaching techniques stimulates the student s during lesson activities and may encourage stud ents to participate actively in the lesson. This especially true when dealing with children who are normally intrigued by different things and hence in the process may enjoy the lessons. The advantage is that children have inquisitive minds and anything new to them encourage exploratory mind (Rinaldi, 2006). Furthermore, proper assigning of tasks pickings into account the time factor will provide the children with adequate time for learning new ideas. Various ways can be used to increase children engagement in learning activities. The teacher can monitor the work of the children as the progress and make comments and appreciation of their efforts.In addition, preparation of a day-by-day schedule that gives a description of the activities that the children will undertake will assist in reducing time wastage activities such as giving directions. Furthermore, individual assignments disposed to the child should be interesting and easy to them as well as different to what the other chil dren are doing. This promotes their confidence in being able to look at out activities on their knowledge. The children should not only be involved in just doing things in class as a way of ensuring children success rate. The activities should be meaningful and have a relation to what the teacher is planning on teaching. Planning of these activities should replicate the capability and interests of the children. If a child is successful in angiotensin converting enzyme day, chances are that the child will replicate the same success in the days to follow.Effective Pedagogical PracticesCognitive ConstructionCognitive structures refer to the patterns of the mental or physical actions that bring about specific acts of acumen. These are conditioned by stages of development. An assumption using the Piaget theory is that children are natural and active developers of their own understanding. Growth in a child results to the integration of abstract structures in their understanding. Using Piaget theories on child development, the teacher can be able to facilitate developmental change in a child by assisting the child to find contradictions using hid or prior knowledge and understanding.Culturally Relevant PedagogyThe Victorian Framework for early childhood development t recognizes the fact that culture plays a significant t role in the shaping the learning and development outcomes of children. The childhood professional use of culture empowers the children both socially and emotionally. An example of how the Victorian Framework incorporates culture-based pedagogy is in the Aboriginal culture. Respecting and learning the value of this culture will assist in ensuring that the Victorian children have a sense of belonging in the community. Culture, in this case, is used as a vehicle for learning. Moreover, incorporating of childrens books that outlines the different cultures will assist the children in developing their own personal identities related to their different cultures. In addition, the children can be able to understand the relationships that exist between Australia and Asia and in the process grow up understanding the Asian culture. (ACARA, 2010)Creating RelationshipsFostering relationships among the children will assist in building trust, understanding thereby creating a peaceful learning environment for the children. The children strengths can be increased by encouraging the children to talk about the family histories. Incorporation of this strategy will assist the children develop social and persona competence as they learn to mange and understand their relationships. This is a key aspect of the Australian Curriculum, Assessment, and Reporting Authority (2010). Furthermore, the children will be able to start friendship relationship with one another, work effectively as a team, and be able to make responsible decisions (ACARA, 2010).Use of applied scienceIn recent times, the use of computer games and simulations has a possibility of improving how children learn. Early childhood professionals can incorporate an assortment of strategies using technology. These include the use of a learner-centred approach, promoting cognitive activity, and focusing on learning outcomes. A learner-centred approach will help in assisting the natural process through which children learn. In addition, this approach will allow a better understanding of the childrens cognitive processing and, therefore, affect the learning outcomes of the child. In focusing on promoting the cognitive activity, telly games cause the children to be more active.This allows teachers to recognize how the different aspects of the computer software affect the learning process of the child. Consequently, measuring the learning outcomes of the games can help in accessing the level of comprehension in a child. In addition, use of reading software can help determine what children learn from the use of the software. Use of ICT is a key component in the Australian curriculum (ACARA, 2010). Direct InstructionHunt and Touzel (2009) suggest that the use of direct instruction strategies allows teachers to be able to bring up and present material to the children. Direct instructional strategies are characterized by a certain level of predictability of the children responses. This allows teachers to be to respond with ease and in the process uphold time. The teacher best applies direct teaching for children in the learning of procedures and skills. Teachers use the direct instructional strategies to present information through which the children use their prior knowledge and give feedback to the teacher. Direct instruction strategies ensure the close monitoring of the childrens outcomes and ensure effective use of classroom organization and management methods. The direct instruction process consists of modelling, direct practice, moved practice and independent practice. In modelling, the skill to be imparted on children is performed by the teac her. This normally involves thinking aloud so that the children can grasp the concept.In direct practice, the teacher uses questions through a variety of steps that allow the children to understand the reason behind every step, whereas, in guide practice, the children generate questions working through various steps while the teacher identifys, guides them, and provides a response to the questions. Lastly, in independent practice, the students have gained the ability to work on their own and can be able to do more questions without much assistance from the teacher. Examples of direct instructional strategies include explicit teaching, drill, demonstration, lecture presentation and teacher led guide discussion. However, lecture presentations are not effective in teaching children.In explicit teaching, the teacher first gain the attention of the children thence provides information, which the children can use to provide feedback to the teacher. Use of demonstrations in teaching child ren is a more effective method the use of direct instruction. In demonstrations, the children can observe how the teacher carries out a certain task, which helps to increase the attention of the children. Furthermore, using demonstrations allow the children to look at the actual activity rather than hearing about something they cannot see. An example of a demonstration that is normally used in teaching children is the teacher showing them how to tie their laces. Most of these demonstrations are explanatory in spirit (Moss et al., 2006).ReferencesACARA (2010). The Shape of the Australian Curriculum. Sydney Australian Curriculum, Assessment and Reporting Authority Australian Education Ministers. Retrieved from http//www.acara.edu.au/verve/_resources/Shape_of_the_Australian_Curriculum.pdf Alter, J Coggshall, J. G. (2009). Teaching as a Clinical Practice Profession Implications for Teacher Preparation and State Policy. Retrieved fromhttp//www.tqsource.org/publications/clinicalPractice .pdfAshmna, A. Elkins, J. (2009). Education for Inclusion and Diversity. NSW Pearson. Church, A., Deans, J., Raban, B. Margetts, K. (2010). The Early Years Learning Frameworks in Practice. Melbourne Teaching Solutions.City, E. A., Elmore, R. F., Fiarman, S. E. and Teitel, L. (2009). Instructional Rounds in Education. A web Approach to Improving Teaching and Learning. Harvard University Harvard Education Press.DEECD. (2009). Victorian Early Years Learning and Development Framework. Early Childhood Strategy Division Melbourne, Australia. Retrieved from http//www.education.vic.gov.au/edulibrary/public/earlychildhood/learning/veyldframework.pdf Dahlberg, G., Moss, P., Pence, A. (1999). Beyond Quality in Early Childhood Education and Care. Philadelphia Falmer Press.DEEW. (2009).Belonging, Being and Becoming. The Early Years LearningFramework for Australia. Retrieved form http//apo.org.au/node/18428Fleet, A., Patterson, C. Robertson, J. (2006). Insights Behind early childhood Pedagog ical Documentation. NSW Pademelon Press.Mabrina, L. Church, A. Tayler, C. (2010). Evidence Paper, Practice Principle Reflective Practice. Retrieved fromhttp//www.eduweb.vic.gov.au/edulibrary/public/earlylearning/evi-refprac.pdf Moss, J. et al. (2006). Invitations Inspirations Pathways to successful teaching. Victoria Curriculum Corporation.Osterman, K, F. (1990). Reflective Practice A bleak Agenda for Education. Education and Urban Society, 22 (2) 133 152.Sumsion, J., Barnes, S., Cheeseman, S., Harrison, L., Kennedy, A., Stonehouse, A. (2009). Insider perspectives on Developing Belonging, Being Becoming The Early Years Frameworks for Australia. Australian Journal of Early Childhood. 24, (4), 4-13. Rinaldi, C. (2006). In communion with Reggio Emilia. Oxon Routledge. Victorian Curriculum and Assessment Authority (2000). Victorian Essential Learning Standards, Victorian Curriculum and Assessment Authority. Retrieved from http//vels.vcaa.vic.edu.au/