Pedagogical Strategy for Activity 1
Discuss the pedagogical strategy; remember to give citations that point to the resource(s) that support the pedagogy you selected.
Learning in children below the age of three years requires a keen interest in their development stages. A pedagogical strategy often entails the use of different learning models to allow children to learn as they grow. Pedagogical approaches emphasize the need to teach children essential life skills at a young age. Based on the child development theory, learning occurs in a child with influence from their immediate environment and their people ( Sluss 6) . Pedagogical strategies hence require teachers to understand what skills can be taught at what age and what purpose ( Knauf 18) . A three-year-old child can learn essential life skills such as communication through observation and practice. One significant activity for children in early child development years to improve their English learning skills would be learning simple English phonetics and using the same to communicate even without reading and writing.
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Differentiation
Technology is improving phonetics for children in early development years can be incorporated in the activities to include singing rhymes, letter songs, and pronunciation from impressive technologically assisted child games and videos. Short clips can be used in learning to teach children to pronounce words through mimicking. Scaffolding techniques can then help children relate the stories they know to items around their environment. An example would be using a color song to teach phonetics while allowing children to identify the colors they see in the video or game.
Differentiation as a pedagogical strategy allows a teacher to differentiate each student's needs and hence tailor-make their learning experience. Some students are better at learning when they see or touch things and would do well in exploring their environment to help them learn different aimed life skills. Others are imaginative and creative even at an early age and will prefer learning through storytelling and listening methods. For example, in a class set up, a teacher would have to give special attention to different types of learners and explore other avenues of learning based on their capabilities. Activities in the learning process have to incorporate the learning for different students.
Technology
Technology for this activity will entail using already content available in media sources that interest children to help them learn the basics of communication. The SAMR model allows for determining different levels of technology in learning and how the same impacts learning. In this case, the technological modification will be applied where learners will learn from other sources such as online videos, cartoons, songs, and recorded material to modify the traditional learning approach where students only knew from their teacher. This technology level exposes learners to different learning approaches and ensures that learning is not "one-lined" but incorporates other skills in every lesson.
Competency-Based Education
Teaching phonetics to children through observation activities ensures that the learning process offers a holistic approach to learning ( Clements, Douglas & Julie 215-226) . Observation allows the students to learn and explore, increasing their creativity, curiosity, and willingness to learn more, making it easier to attain the desired learning outcomes.
Assessment
Assessment will be done continuously by evaluating how well the learners pronounce words and their ability to identify English letters.
Pedagogical Strategy for Activity 2
While learning communication, learners must be able to improve their creativity and innovation skills. The second activity for the three-year-old learners will entail creative construction activities or projects to improve their motor and creative skills ( Knauf 11-18) . Constructive projects will include art and craft projects such as drawing, painting, building features using blocks, sandcastles, and paper. This allows a learner to identify items in their environment as they touch and see them. Such familiarization improves learners' communication skills as they now know things by their name, shape, size, and feel and can express the same.
Discuss the pedagogical strategy; remember to give citations that point to the resource(s) that support the pedagogy you selected.
The pedagogical strategy for the activity will be the use of instructional models of learning that allow for constructivism as a learning theory ( Hyejeong & Youngsook 182) . The theory stipulates that learners do not just take information from their environment or sources but deliberately construct knowledge based on their experiences and abilities.
Differentiation
The teacher's role in differentiating learning for this activity would be to allow ample time for students to explore and learn from the action based on their capabilities. Construction activities should be tailor-made to suit the learning needs of all students. This implies that children should be given special attention and allowed to express themselves during the exercise. By so doing, a teacher can identify any challenges in learning and address the same early enough.
Technology
Technology will be applied in the activity through the use of modern play items such as online child-friendly games that require a child to say build blocks using a mouse or a keyboard or on the phone, or arrange colors together in a game ( Clements, Douglas & Julie 215-226) . This will be to back up physical activity and ensure that children get the exposure they require.
Competency-Based Education
Competence-based learning practices require learners to be all-rounded, implying that learning takes place even outside the classroom and with little input from the traditional teacher. Construction projects familiarize the children with saying shapes, colors, sizes, and texture instead of learning them from a textbook, as was the case in the traditional learning method. Hence, the activity is essential in learning other English concepts such as words relating to size, shape, and color, and connect the same to real-world activities and items.
Assessment
Progress will be assessed by evaluating how well a learner can construct objects based on a given set of instructions ( Wang 6-9) . If learners are to build a house using green lego blocks, then the activity will test whether a learner knows a "house," its shape and whether they can identify the green color blocks or legos blocks to use. Drawing activities also help gauge how well a child understands the instructions given and how well they can relate to items in their immediate environment.
Pedagogical Strategy for Activity 3
The third pedagogical strategy in teaching English communication skills to early childhood learners will be learning techniques such as reading aloud and having learners repeat what the teacher or a peer has said. This will be coupled with storytelling and reading activities that improve learners' ability to listen, concentrate, and understand stories or events.
Discuss the pedagogical strategy; remember to give citations that point to the resource(s) that support the pedagogy you selected.
This activity's pedagogical strategy entails bringing learners to the attention of what is around them through listening ( Knauf 11-18) . Having them repeat what the teacher or a peer has said enhances their listening and concentration skills and allows them to repeat one thing over and over until they memorize it. Under this strategy, the main goal is to enhance comprehension, fluency, listening, and concentration skills, hence bringing in a holistic approach to learning for the students.
Differentiation
Differentiation will be based on the reader theatre approach where learners will be placed in different groups based on their abilities, and the teacher reads out a story to them, having them repeat what has been said. Learners use different voices as per the characters in the story to practice hence increasing their mastery of words, intonations, and pronunciation.
Technology
Under this activity, the technology used will be based on the paired learning strategy founded on the social learning theory. Technology will entail digital field trips that will be accompanied by stories relating to the trips allowing learners, in paired groups, to learn different things ( Clements, Douglas & Julie 215-226) . The trips will be guided by an online storyteller who teaches the children other words as they go through the journey. This will be an in- modification technology where learners now learn from different virtual teachers making learning exciting.
Competency-Based Education
The activity exposes the child to social and interactive skills, a concept of competency-based education aimed at bringing in holistic learning.
Assessment
Learners will be asked to retell stories or repeat words heard or learned from the activities as a way of accessing their learning.
Analyze Activities
Learners have different capabilities when it comes to learning; hence the need for a tailor-made learning program allows them to learn at their own pace, therefore obtaining maximum benefit from learning. The activities are selected based on the learning objectives to be met, and each student's learning needs. An integrated approach (the use of all the three activities) in teaching the English language to early childhood learners will ensure that learning is holistic and that each learning objective is achieved alongside others. Modification in activities will provide extension and remediation for children who have difficulties understanding concepts taught.
Works Cited
Clements, Douglas H., and Julie Sarama. "Teaching With Computers In Early Childhood
Education: Strategies And Professional Development". Journal Of Early Childhood Teacher Education , vol 23, no. 3, 2002, pp. 215-226. Informa UK Limited , doi:10.1080/1090102020230305.
Hyejeong Seo, and Youngsook Suh. "Constructivism-Based Instruction In Early Childhood
Education Teacher-Training Classes". Korean Journal Of Early Childhood Education , vol 29, no. 3, 2009, pp. 165-190. The Korean Society For Early Childhood Education , doi:10.18023/piece.2009.29.3.008.
Knauf, Helen. "Documentation Strategies: Pedagogical Documentation From The Perspective
Of Early Childhood Teachers In New Zealand And Germany". Early Childhood Education Journal , vol 48, no. 1, 2019, pp. 11-19. Springer Science And Business Media LLC , doi:10.1007/s10643-019-00979-9.
Sluss, Dorothy J. Supporting Play in Early Childhood: Environment, Curriculum, Assessment . ,
2018. Internet resource.
Wang, Victor C. X. Handbook of Research on Program Development and Assessment
Methodologies in K-20 Education . , 2018. Internet resource.
