Children imitate the people and world around them by recreating scenes from everyday life and acting out familiar roles. From this, imaginative play develops as they develop the ability to incorporate narrative into their play. As they grow, their ability to imagine exerts greater influence on the nature of their play. Their play becomes increasingly complex and the narratives which are created include more characters and episodes.The imaginary world children create enables them to realise in their imagination the things that cannot be realised in reality. Fantasy play contributes to children´s creativity and imagination and should be encouraged.
Adapted from ‘Supporting Creativity and Imagination in the Early Years’ by Bernadette Duffy
Role Play gives students the opportunity to:
• Express themselves
• Explore language freely
• Explore feelings and find out about themselves and others
• Develop co-operation, care, consideration and control
• Exercise choice and decision-making
• Use mathematical language and develop mathematical concepts
• Develop a range of motor skills
• Use skills to make the things needed for their play and adapt as necessary
Six Thinking Hats is a tool for group discussion and individual thinking involving six coloured hats. "Six Thinking Hats", and their associated idea of parallel thinking, provide a means for groups to plan their thinking processes. The thinking hats enable students to use logic and reasoning, considering issues from different perspectives.
Class 2 in Botafogo has been using de Bono’s thinking hats to develop thinking skills in connection with reading different texts. For more information, speak to Kate.
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These Teachers’ Notes have been specially written by Pie Corbett to assist teachers and librarians in the promotion and teaching of Tell Me a Dragon by Jackie Morris to help promote a love of good books, literature and reading among children.
Research (‘Inside the Black Box’ by Paul Black and Dylan Wiliam, 1998)has shown that there has been a tendency to mark for quantity and presentation of students’ work, rather than for its quality. The accumulation of grades and marks are given priority, rather than examining children's work to ascertain future learning needs. Grading and marking have also been found to have a detrimental effect on some pupils, and can lead to lower self-esteem, since children tend to focus on the grade itself rather than on the teacher’s comments to develop their understanding as to what to do better in future. Grades alone do not show how to move students forward or improve their work.
The provision of effective marking and feedback to children is one of the key factors for improving learning through assessment. The learner needs to understand the purpose of the learning, how to make improvements, and be given specific time to respond to comments or feedback.