Download Brown Bear, Brown Bear, What Do You See Holt boardbook PDF

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Extra info for Brown Bear, Brown Bear, What Do You See Holt boardbook

Example text

She claps her hands and calls the teacher over to admire her work. ►Rani, reading a book from beginning to end, is satisfied that the story was engrossing. She puts the book down with a sigh and goes out to play. ► Julie, drawing a picture of her baby brother to take home, has made something she wanted to make. When her mum comes to collect her she hands the picture to her baby brother who proceeds to chew it. Julie merely grins as her mother tells her what a silly baby he is. ► Greta and Gillian, writing the names of their friends in the register they have made, are happy to show it to all the children.

The child will explore the object as thoroughly as possible. For young children this might mean putting the object in their mouth. For others it might mean shaking, touching, pushing or dropping the object. Go back to the first chapter and read some of the observation notes made by Susan Isaacs for evidence of children as young explorers. When you see a child dropping things over and over again, stop and ask yourself the question: What is this child trying to find out? Children will learn best in situations where they can see the point of what they are being asked to do.

The best learning opportunities allow learners to see the point of what they are doing. They build on existing knowledge and experience and help move children from the real to the abstract. Play Difficult to define simply. It is a mode, or a way, of learning where the learner is in control of what it is that he or she wants to do. This allows the learner to become very involved and to take risks. And it is an integrating mechanism which allows us to see just how much children know and can do. Representing Children, as active learners, try to represent what they think and feel.

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