ONE DAY REGIONAL LEVEL WORKSHOP

For

IMPLEMENTATION OF NCF FS-2022 & NCF SE-2023

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DATE- 01^ST OCTOBER 2024

TOPIC-LEARNING IN THE FOUNDATIONAL STAGE

(PART-2)

KENDRIYA VIDYALAYA SANGATHAN RO JABALPUR(MP)

TEACHING LANGUAGE & LITERACY

EARLY LANGUAGE CLASSROOMS FOCUS ON

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Teaching Varnamalas, Matras, Repetition of Texts & Copying/Hand writing Practice

Limitation- Little Emphasis on Meaning Oriented Work/Words

EMERGENT LITERACY- SKILLS, KNOWLEDGE AND ATTITUDES THAT CHILDREN DEVELOP BEFORE BECOMING FLUENT READERS

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IT HAS TWO ELEMENTS INCLUDED

a. Emergent Reading Skills Include Print Awareness, Pretend reading, Reading words as pictures

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b. EMERGENT WRITING SKILLS Include Drawing And Scribbling To Represent Something

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TEACHING LANGUAGE & LITERACY

STRATEGIES THAT SUPPORT EMERGENT LITERACY:

• Encourage the children to engage with books and to ‘pretend read’ (look and say)
• Illustrated storybooks that they have listened to being read aloud by the Teacher.
• Encouraging children to draw and write or scribble on the floor,
• Creating a print-rich environment in the classroom like big books, picture books, story posters, poem posters, children’s magazines

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TEACHING LANGUAGE & LITERACY

STRATEGIES THAT SUPPORT EMERGENT LITERACY:

• Setting up a ‘reading corner’ and ‘writing corner’ in the classroom

The Four-Block Approach for Literacy Instruction

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TEACHING LANGUAGE & LITERACY

STRATEGIES FOR TEACHING AN UNFAMILIAR LANGUAGE

• Promote oral language development initially with fun-filled and interactive activities like-Jumping while saying the word , simple phrases etc.
• Provide comprehensible input in the unfamiliar language. (use of words from the children’s home languages )
• Build a meaningful and purposeful context
• Provide ample exposure to unfamiliar language

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TEACHING NUMERICAL LITERACY

CHILDREN BRING VARIOUS MATHEMATICAL SKILLS FROM THEIR SURROUNDINGS AND CULTURE INTO THE CLASS- ROOM.

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Mathematics learning goals :

Content-specific goals & Higher specific goals.

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Children achieve these goals through :

• Problem-solving & Reasoning about solutions and processes
• Connection making i.e., connections between one concept and another
• Representation i.e., using concrete, visual diagrams to represent mathematical concepts and ideas
• Communication i.e., explaining and communicating mathematical ideas
• Estimation i.e., using approximation to quantify and solve.

TEACHING NUMERICAL LITERACY

Approaches to Teaching Mathematics

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1. ELPS:

• E – Experience: Learning the mathematical concept of concrete objects, e.g., counting
• L – Spoken Language: Describing the experience in language, e.g., how many.
• P – Pictures: Representing mathematical concepts in a pictorial form e.g., if 3 balls have been counted, these can be represented through 3 pictures of the ball.
• S – Written Symbols: Mathematical concept that has been learned through concrete experience and pictorial can be generalized in written symbol form such as writing the number 3 for three balls.

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TEACHING NUMERICAL LITERACY

Approaches to Teaching Mathematics

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2. Connecting mathematics learning with children’s real-life and prior knowledge

3. Mathematics as a problem-solving tool

4. Using Mathematical talk, communication, and reasoning.

Travelling with double speed or travelling with 2x speed

Ten percent down or 10% down

A is equal to double of B or A = 2xB

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TEACHING NUMERICAL LITERACY

2. Blocks of Teaching for Mathematics Instruction

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CREATING A POSITIVE CLASSROOM ENVIRONMENT

Positive Classroom Environment refers to both the physical space and the ‘atmosphere’ or psychological environment in the classroom.

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OUR CLASSROOMS

1. Facilities such as learning materials, aids, equipment, and space for doing activities, working together and playing will ensure each child to learn better.
2. The classroom must be an inclusive, enabling learning environment that provides every child freedom, openness, acceptance, meaningfulness, and equity in the decisions.

CREATING CLASSROOM NORMS WITH CHILDREN

It is best to have conversations with children and agree on norms with them. Norms should be explained to the students in simple language.

The norms could be:

• Listen when another person is talking
• Raise your hand before speaking in a group
• Speak respectfully to your classmates and your Teacher
• Keep your hands, feet, and any objects to yourself

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MANAGING DIFFICULT BEHAVIOUR

BEHAVIOUR IS OFTEN THE UNSPOKEN LANGUAGE THROUGH WHICH CHILDREN ACT OUT THEIR FEELINGS AND THOUGHTS.

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Reasons of Difficult Behaviour

• They are unaware of group behaviour norms.
• Sometimes they use behaviour to seek extra attention
• They could be angry or helpless and don’t know any other way to express this
• Sometimes this behaviour could be because of lack of sleep, poor nutrition, health reasons or developmental delay or deficits, family dysfunctionality

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MANAGING DIFFICULT BEHAVIOUR

Some examples of difficult behaviour which harms children or disrupts the classroom are:

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1. Aggressive behaviour (hurting others - hitting, biting, pinching, throwing objects)
2. Antisocial behaviour (using inappropriate language, name-calling, refusing to share)
3. Disruptive behaviour (disrupting circle time, running around the classroom, shouting in the classroom, dropping objects, tearing books, breaking toys, destroying the work of others)
4. Inappropriate expression (excessive crying, pouting, whining)

HELPING CHILDREN SETTLE

1. Positive guidance to promote children’s self-control,
2. Teach them responsibility, and help them to make thoughtful choices.
3. Be caring and respectful to explore alternative behaviours,
4. Interact to them to understand their problem
5. Understanding the development of a child will help
6. Avoid actions that insult or belittle them
7. Preserve the child’s self-esteem and dignity
8. Actions that acknowledge the child’s efforts and progress, no matter how slow or small, are likely to encourage healthy development.

DISCIPLINE

GUIDANCE STRATEGIES ADULTS USE TO HELP CHILDREN BECOME RESPONSIBLE FOR THEIR ACTIONS, LEARN SELF-CONTROL, AND BEHAVE APPROPRIATELY COME UNDER DISCIPLINE

Discipline does not mean punishing and preventing behaviours.

Ways to discipline:

• Help children achieve self-discipline.
• Lead them in a way that support developing ability to control them- selves.
• Give them the opportunity govern their actions,
• Communicate trust.
• Give them responsibilities to develop self-respect and self-confidence in them
• Give them some freedom by reducing adult control under silent vigil

LANGUAGE USED BY THE TEACHER

Language Used by the Teacher

• Voice: Talk to children in the same way you talk to other people
• Words: The fewer the words, the better. Simple, clear statements, spoken once, will have more impact.
• Body Language: When working with small children, the Teacher must be aware of body height and position and get down to the level of the child.
• Attitude: Attitude is part of the unspoken language of guiding children. Attitudes are derived from experience. The Teacher has to examine the way she was disciplined

WHAT TO AVOID

1. Avoid constantly telling children what they cannot do
2. Be careful of damaging children’s self-esteem.
3. When a child makes a mistake, respond genuinely, and avoid sarcasm.
4. Try not to ignore a child, irrespective of their behaviour.
5. Never criticise a child in front of others.

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TEACHING LEARNING MATERIAL

• Children in the Foundational Stage are more engaged in learning when they use multiple senses and actively use their hands.

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• A variety in TLM is essential in this Stage

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• Children’s literature are mandatory to make learning environments print rich and promote the excitement of reading.

PRINCIPLES FOR THE CHOICE OF TLM :

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• Material chosen should be attractive and safe to use by children of this age group.
• Material chosen should provide adequate opportunities for the children to explore and experiment with curiosity.
• Durable and well-made material would allow ‘rough’ use and still be available for future use.
• Material chosen should be preferably locally made or locally available. This would allow for easy replacement.
• The mix of TLM should include materials purchased, materials locally made, materials made by Teachers and even materials made by children.

LIBRARY AND CHILDREN’S LITERATURE

• A library is not merely a collection of books
• An attractive display of books captures children’s attention
• Changing this display periodically is essential for the library to be an active place for reading.
• The library should not just be seen as a storage space for books, rather as an active environment for engagement with books.
• Children should be encouraged to “borrow” books from the library, take them home and bring them back in time to return them to the library.

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USAGE CULTURE

• As important as stocking of materials and books in the school, adequate attention needs to be given to the culture of care and maintenance
• Schools often swing from locking up material to careless use of material, in both cases the children are left with no material to work with, meaningfully.

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THE LEARNING ENVIRONMENT

• An inclusive, welcoming, colourful, and joyful environment that supports every child’s participation is very critical for achieving the Competencies outlined in the NCF.
• The indoor environment needs to be well lit and well ventilated.
• Feel safe and inviting for the children.
• Balance of both familiar and novel experiences for the child.
• Balance of materials that encourage different domains of development.
• Allow for Both individual work and cooperative work.
• It should include displays of children’s work and also allow for children’s work-in-progress to be preserved.

ORGANISING THE INDOOR ENVIRONMENT

Running Blackboard

Circle

Dramatic Play Corner

Blocks/Puzzles and Math corner -

Art/Drawing corner

Books/language corner

Classroom Display – WEATHER CHART, TEACHER PREPARED CHART E

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OUTDOOR EQUIPMENT AND MATERIALS

Sand pit

Clay box

Water

Kitchen garden

Outdoor play equipment:

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ADDRESSING DEVELOPMENTAL DELAY AND DISABILITY

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THE STORY OF DIPTI, ISMAIL AND SELVI

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RECOGNISING DEVELOPMENTAL DELAY AND DISABILITY

DEVELOPMENTAL DELAY REFERS TO VERY NOTICEABLE LAGS IN ACHIEVING DEVELOPMENTAL MILESTONES.

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THIS KIND OF DELAY IS WELL BEYOND THE INDIVIDUAL DIFFERENCE

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DEVELOPMENTAL DISABILITY - E.G., AUTISM SPECTRUM DISORDER, CEREBRAL PALSY, INTELLECTUAL DISABILITY, VISUAL IMPAIRMENT, HEARING IMPAIRMENT – USUALLY BECOMES APPARENT DURING INFANCY OR CHILDHOOD �

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WHAT SHOULD THE INSTITUTIONS DO?

• EDUCATIONAL INSTITUTIONS AND TEACHERS ARE NOT AUTHORIZED TO MAKE ANY DIAGNOSIS.

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• BUT IF TEACHERS DO SEE A NOTICEABLE CONCERN OR PERSISTENT ISSUE, THE FIRST STEP IS TO OBSERVE THE CHILD CAREFULLY TO UNDERSTAND THE CHILD’S FUNCTIONING IN ALL DEVELOPMENTAL DOMAINS.

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• THE SECOND STEP WOULD BE TO KEEP A RECORD OF DAILY OR WEEKLY OBSERVATIONS OF THE CHILD BASED ON SOME BASIC QUESTIONS.
• SHARE THIS CONCERN WITH PARENTS AND FAMILY.

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• REFER THE CHILD TO AN APPROPRIATE MEDICAL PROFESSIONAL TO CHECK WHETHER THE CONCERN IS VALID AND WHETHER THE CHILD IS INDEED AT RISK FOR DELAY OR DISABILITY.

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WHAT SHOULD THE INSTITUTIONS DO?

• CONSULTING A DISABILITY REHABILITATION PROFESSIONAL

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• TO BEGIN FOCUSSED WORK WITH THE CHILD IN SCHOOL.

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WHAT CAN TEACHERS DO IN THE EVERYDAY CLASS?

• LEARN AS MUCH AS POSSIBLE ABOUT THE CHILD.

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• MAKE FOR SUCCESS BY SETTING GOALS FOR THE CHILD THAT ARE REALISTIC AND ACHIEVABLE

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• SEAT THE CHILD AS CLOSE TO YOU AS POSSIBLE.

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• USE SIMPLE, FAMILIAR LANGUAGE, SPEAK CLEARLY AND SLOWLY.

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• PRAISE AND ENCOURAGE GENEROUSLY.

Thank You