final brain

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CHCECE025

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Psychology

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Oct 30, 2023

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The Experience to support children’s cognitive learning and brain development: - Drawing imaginary play ideas before executing them in real (3 to 5) (Sonter & Jones, 2018). Children will draw their ideas and plans for the play they want to turn into reality such as drawing a truck in the garage. later, children can use blocks to build a garage to park their trucks, which can lead to pretend play, for example, a truck driver. Children can draw individually or with co-play before converting their ideas into reality. Rational based on neuroscience research Higher-order thinking skills are capacities of children that are stimulated or triggered When children confront new issues, uncertainties, puzzles, or questions (Beniditktus, et al., 2017). Drawing provides enrichment and various opportunities for children to utilize their complex thinking skills. Drawing allows children to observe how their thinking changes, demonstrating cognitive flexibility. Games that require pretend play are a crucial component. According to a study, pretend play affects one's ability to control emotions, such as aggression, politeness, and empathy. Children may practice crucial social skills, like communication and problem-solving, by assuming diverse roles in make- believe games. Vygotsky’s pre-operational stage informs pretend play or make-believe game allows children to utilize one object to represent another object (Garvis, et al., 2019). Resources for and preparation Art resources such as paint, paintbrushes, colored pencils, and sketches. Blank sheets to draw Sensory material Art and craft area. Role modeling by educators to demonstrate experience. Record suggestions from children on what resources they require to draw their ideas and turn their ideas into reality. Executive functions: - Executive functions encompass actions like the capacity for organization, flexibility, planning, and knowledge retention, recalling. it entails preparing and making decisions (Sonter & Jones, 2018). Children plan their games, plan how to execute their drawings and plan on what steps they need to follow to bring their ideas into reality. Self-Regulation: - Children make the decision regarding what material they need for drawing, what color they are choosing, and what scenarios they like to draw. Children self-reflect with the assistance of educators such as through self-assessment, where children reflect on their work, ideas, and plans, whether have they achieved their goals as planned, and what improvements can be made to achieve their goals. Higher-Order Thinking: - Higher-order thinking will be enhanced as children turn their ideas into visual pictures such as drawings (Sonter & Jones, 2018). Then encourage children to think about what resources they can use to turn drawing plans into play. With an intentional teaching approach, educators can ask children how they are going to arrange the material, and what pattern they are following. What else they can create with the same material?
Metacognition: - Thinking about thinking is referred to as metacognition. It consists of understanding how you learn best and the methods, steps need to follow to achieve a goal or be successful in the task. Educators can encourage children to reflect on choices, of their product through discussion with children or either arranging opportunities that direct the children to observe their growth in learning and self-evaluate. Metacognition can also be promoted when educators ask questions of children such as, how they learn about it, and what is the purpose of their creativity. If something went wrong, how would you fix it? (Garvis, et al., 2019) Teaching Strategies: The intentional teaching approach encourages children to think and reflect on their play and the environment around them (Sonter & Jones, 2018). Sustained shared thinking approach. Listening and paying close attention to children, showing respect for children’s choices, following their lead, and asking them to elaborate (Australian Children’s Education and Care Quality Authority, 2023). Praising and providing feedback to children (The Education Hub, 2019) Document and display children’s work to encourage them (The Education Hub, 2019) Role modeling (The Education Hub, 2019). How does the experience support children’s cognitive and brain development? The nature of Experience is Drawing the plan for a make-believe game that children want to play, which supports children’s Executive functions and self-regulation (Sonter & Jones, 2018). Children will be displaying their creativity, ideas, and thinking through drawing. Children will experiment with the material to turn visual pictures into reality. Links to EYLF and learning theories This experience aligns with the Early year learning framework’s Milestones as children answer the questions, tell the story, express ideas, and make meaning using a range of media. Children learn to interact with their peers (EYLF, milestone, 2019). The activity supports Vygotsky’s theory of socio-cognitive development as children’s cognitive development occurs as they interact with teachers, peers, and families. Educators guide children to complete their tasks, to extend their understanding which aligns with a zone of proximal development of Vygostky’s theory (Garvis, et al., 2019)
Reference Lists Australian Children’s Education and Care Quality Authority. (2023). Information Sheet Belonging Being and Becoming Play- Based Learning and Intentionality : The Early Years Learning Framework for Australia(V. 2.0). https://www.aceeqa.gov.au Australian Children’s Education and Care Quality Authority. (2019). Developmental Milestones and The Early Years Learning Framework and The National Quality Standards. Garvis, S., Phillipson, S., Clarke, S., Harrison, L., McCormack, J., & Pendergast, D. (2019). Child development and learning. Oxford University Press. Sonter, J. L., & Jones, J.D. (2018). Drawing as a tool to support children’s executive function in play. International Art in Early Childhood Research Journal, 1(1), 1- 14. The Education Hub. (2019). Strategies for intentional teaching and when you might use them. https:// theeducationhub.org.nz> strategies-for-intentional-teaching-and-when-you-might- use-them/
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