Constructivist Learning Video Analysis

The development of writing skills largely relies on fine motor skills. First the child must master the holding of writing implements (Huffman & Fortenberry, 2011). There are four stages in the development of holding a writing implement and depending on the culture the child grows up in, the final stage may be attained at an earlier time (Walcer, 2016a). The last stage of learning to hold a writing implement is called the dynamic tripod. In this stage the child has finger coordination and displays a mature way of holding a writing implement (Walcer, 2016a). The dynamic tripod is usually present at the same time that the mature writing pattern is observed,

Timothy Rasinski and Nancy Padak, in their article, “Write Soon!” from The Reading Teacher (2009) emphasize that reading and writing are important skills and explain how parents can easily incorporate them into everyday life. They support this idea by presenting simple ways that parents and their children can do this, such as writing notes to each other, exchanging journals, or making lists. The authors wrote this article in order to help teachers guide parents through developing and supporting their child’s literacy. Rasinski and Padak’s writing is aimed toward teachers who can ultimately use these instructions to encourage

I would structure writing groups so as this student is grouped with others of the same ability. Duchesne (2013) provides information on evidence that suggests this would be successful as when students compare themselves to someone of the same or lower ability, this secures their self-concept. I would also reflect on how I can continue to create a supportive classroom environment. Am I providing enough opportunities for students to use a combination of printed, spoken, visual and digital processes? Providing such opportunities contributes to their eagerness to write, as it places emphasise on writing versus the focus on neatness and accuracy of spelling (Annandale, 2005). If it is a free choice task, the student may be struggling to make a start due to not knowing what to write about. A print walk around the room to revisit charts they have made for writing prompts and word walls that support writing, will reiterate the supportive classroom environment (Annandale, 2005). I would be flexible in my planning and allow for creative thinking to occur through allowing the students to discuss their writing topic. Collaboration involves asking questions, exploring ideas and generating ideas to spark imagination and creativity (Lyons, Ford, & Slee,

It is an eye opening to see how every single child thinks different. There are many thoughts that makes every single person unique. This video made me think on how important is to get to know your students and also their family background. It is very important to have a little conversation with their family members and also with the students in general.

As a future educator, this article will become very useful. Ways to improve children’s reading and writing and doing it in an enjoyable way. It’s helpful to know the reasons for functional print and ways of incorporating it in the classroom. Including a classroom library that if comfortable for the children and having enough books for all the children with a wide selection is also important. Lastly a writing center that promotes imagination and a place where children can express themselves through writing is also very crucial in the

From this project, I have gained a lot of insight on pre-handwriting and handwriting in young children. By having the opportunity to work with Caroline, I was able to test what I had learned previously in my language development course and the research from the articles that I found on pre-handwriting and handwriting. There are numerous amounts of research on handwriting in young children, many focus on the aspect of how important it is to incorporate writing skills opportunities for children starting at a young age. Preschool is where many children begin their educational years. Teachers and parents equally hold the responsibility for helping enhance a child’s writing. Activities within the classroom and outside of the classroom, such as writing

Select and identify TWO concepts presented in the video you find significant as an early educator and explain why you selected these concepts (7 descriptive/detailed sentences)

Learning to write is a complex skill that develops over time. Usually, handwriting starts with scribbling and drawing then moves on to forming letters and words. Our Writing table is always set up with mixed medium writing material. We also provide popsicle sticks, bottle caps, and stones with alphabet letters written on them. They help children to recognise letters. Today, we added a dotted name tracing for children to practise writing their names. I invited Jennelle to participate this learning experience. Jennelle showed willingness and stayed focused at tracing over the letters of her name. This experience demonstrated Jennelle responds to ideas and suggestion from her educator, and she is an enthusiastic participant in her learning.

While some children are natural writers and storytellers, others struggle when it comes to writing. You can help your child with his or her writing by coming up with activities that encourage them to learn. Activities should make learning fun, or it could push them even further from writing.

Similar to reading instruction, there are many pertinent strategies for developing writing as well. It is important to understand that children learn to read and write in similar ways, and the purposes are essentially the same, to construct meaning. Children are inventive when learning to write, which is clear even in the first two years of life. In the beginning, the best strategy is for adults to model writing and expose children to various types of print such as food labels and signs, and to discuss together about their experiences with print, for example, asking questions and remembering signs (Mandel Morrow, 2012). Engaging in rhymes, singing songs, play and drawing are all important in the initial development of writing. The most important

Writing conversely, in the early 1900’s was apparent in exams, such as standardized testing, however much research wasn’t conveyed in this content up until the 1980’s, where “the decade” of writing emerged into the education realm (Sear, 2006). In addition, prior to the emerging of the decade of writing, writing was utilize through the Palmer and Zane Bloser Methods which taught children’s manuscript and cursive hand writing. Despite the fact that examination on composing is restricted, the discoveries demonstrate that youthful kids' written work, including name composing, spelling, decoding, and reading comprehension are identified with later reading and education skills (Gerde, Bingham, & Wasik, 2012). Gerde et al. (2012) investigates writing

As a teacher, it is important to know how to apply literacy-- reading, writing, and speaking. These are all important skills to have both in and out of the classroom. As a teacher, I will use all three to fulfill my responsibilities. As an early childhood teacher, I will have to keep track of students’ progress. To do this I will be required to compose evaluations and write ups for administration and parents eyes. It would not be wise to have this document look like one of my students wrote it. The document will have to look academic and formal, like a certified teacher wrote it. Writing is not all that I will have to do, I will also have to know how to read. In the classroom, I will have an array of diverse learners from all different cultures and backgrounds. Some of my students may know how to read, where others may not. It

These difficulties can also overlap. Children who have been diagnosed with this writing malfunction, have difficulty in recognizing certain speech sounds and letters therefore practicing writing is very important. It is part of learning based on a complex psychical activity, resulting in the formation of a psycho-functional system directly linked to the sound speech and thought (Pardel, 1966). It is extremely necessary to develop both gross and fine motor skills but also other cognitive functions as auditory and visual perception, spatial orientation, phonemic awareness, overall motor coordination, visual and kinetic memory and attention. With the intention to develop all the skills, children should play many motion games, colour the pictures, play with toys, cubes and other games supporting the development of motor and cognitive skills from the birth. These students are probably much better able to communicate ideas through speech rather than through writing. They remember much better listening and speaking something then writing so they should learn through listening to the songs, watching serials and films, preparing some picture based presentations, doing the matching exercises, playing games and other similar

For a teacher it is important to create lessons that benefit all children in the classroom. The two videos that I watched were about the teachers perfecting their teaching strategies for their students. The first video the lessons were for ages 4-5. The second video the lessons were for ages 5-6.

At first, reading, and especially writing, was difficult for me, as it is for any five year old discovering how to communicate to the world through a pencil and paper. My handwriting was atrocious, and unfortunately still is, and it was strenuous for me to write my name, something all kindergarteners were expected to do, for it is indeed a kindergartener’s rite of passage. I blame this on my mother, for she gave me a name that is twelve letters long, which was daunting at the time, and resulted in my name being scrawled down the side of my papers, because the line given to write one’s name on coloring sheets and worksheets was always too short. Once I was finally able to successfully write my name, my future love for reading and writing looked promising.