CHILD DEVELOPMENT

CHILD DEVELOPMENTIMPLICATIONS OF PHYSICAL DEVELOPMENT IN TEACHING AND LEARNINGBy :MUHAMMAD FAAIZ BIN TUTASTING@RAWILAILI ATIQAH BINTI JIHAT1APPROACHES, STRATEGIES AND METHODSChildhoodTeaching Approach

Integrative ApproachIn teaching, integration means fusion or combination of skills or contents from one or more than one subjects into another subject for teaching. For example, pupils may be directed to read, write, draw and label in certain learning activity. The aim of integrating various skills together is to make the lesson more interesting during the learning processStrategy

Pupil-Centered StrategyThe pupils play a primary role in the learning process. According to this teaching strategy, pupils are encouraged to take active part in learning, and the teacher normally plays a facilitating role and guide the pupils to learn either individually or in a small group

CHARACTERISTICS OF PUPIL CENTERED-STRATEGYPupils play an active primary role while teacher plays the role as a facilitatorTwo-way communication processEmphasize on the achievement on the learning objective of the pupilsEmphasize on the overall development of pupils potentialsEmphasize on formative test to ascertain pupils weaknesses in learningInteraction process among pupils are many to foster social skills and noble valuesPupils tend to be more innovative and creative, and often take their own initiative to learnMethod1) Teaching methods based on skill improvemente.g. : modelling, training, practice, project, self-expression, demonstration, presentation, role play, drama, etc.2)build on the broader role of movement in the lives of children, using play and the seemingly natural desire of young children to move within interactive, collaborative, physical, and multisensory approaches to learning (Pickup, Haydn-Davies, & Jess, 2007, p. 9)

Early AdolescenceTeaching Approach

1) Inductive ApproachNormally involves the activity of collecting, analyzing, and interpreting information grouped together, and then arrives at a certain concept or generalization. a teacher usually begins the lesson by introducing a few specific examples that contain common attributes, or characteristics.

2) Integrative ApproachSpecific examplesGold fish, carp, shark, tadpoleFish and other creatures live in water use gills to breatheDerive generalization, concept, principle or lawUse gills to breatheTo observe, study, ascertain, interpretStrategy

Material-Centered StrategyTeaching materials used as teaching aids are charts, maps, specimens, model, projector, television, film slides, radio, tape recorder, video and computer With these learning materials as learning aids, pupils are able to carry on their learning activities either individually or in small groups without teacher teaching.

CHARACTERISTICS OF MATERIAL-CENTERED STRATEGYThis strategy plays a primary and important role, as teacher and pupils need teaching and learning materials to optimize teaching and learning inside and outside the classroom.Provides opportunity for interaction and communication among the teacher, pupils and teaching and learning aids.Emphasizes on overall development of the pupils potentials, especially development of cognitive, physical, emotional and social aspect.Pupils will be able to develop their manipulative skills, and foster with positive attitude in group activities.MethodTeaching methods based on individual differencese.g. : self-learning, programme instruction, individual and group teaching, cooperative and collaborative learning, facilitating, etc.

TEACHING AND LEARNING OBJECTIVESCHILDHOOD

School age children are active, energetic, and in perpetual motion; they rarely stand still or walk when they can run, jump, tumble, skip, hop, or climb.

School age children can be readily engaged in activities that promote the development and coordination of complex gross motor and perceptual-motor skills. Physical activity is directed into both formal and informal games and sports, such as soccer, basketball, softball, gymnastics, dancing, hopscotch, jumping rope, riding bikes, running, or turning cartwheels in the yard.

Fine motor skills are refined and practiced through painting and drawing, crafts, using tools, building models, playing musical instruments, and other projects that require the use of the hands. Motor and perceptual-motor skills become increasingly well integrated during this period. School age children can perform complex maneuvers with apparent ease, such as riding a bike with no hands; skate boarding; playing the piano, and balancing on a balance beam.

EARLY ADOLESCENCEScope for some manual work for every adolescent must be provided at home and at school. Provision of various types of indoor as well as outdoor games and sports for all students in school.Provide opportunities for students to process and reinforce the new information and to connect the new information with previous learning. (Encourage students to talk with their classmates about the new information; have them debate or write about it; create small group discussions.)

Provide lessons that are varied, with lots of involvement and hands-on activities. Brain stimulus and pathways are created and made stronger and with less resistance if they are reinforced with a variety of stimuli. (Create projects; use art, music, and visual resources; bring guest visitors into the classroom.)PLANNING OF ACTIVITIESChildArt Projects- Fine-motor skills are physical abilities that require the use of small muscles.Grasping objects, drawing acircle and using scissors are a few examples. A vast array ofartistic opportunities will provideyour young child with a chance to perfect her fine-motor skills.

DancingDance is an excellent area of study for all ages. Children benefit from dance by gaining better balance and coordination. They also receive an opportunity to exercise and express themselves creatively.E.g. Freeze Dance- Choose a variety of songs. Have one student come to the front of the class. Instruct the students to move to the music once the song begins and to freeze when the music stops. Play the music for about 30 seconds and stop it. Allow the child at the front of the class to choose another student whom he observed dancing well and stopping at the appropriate time. The chosen student gets to come to the front and choose the next time the music stops.

Early adolescenceQuiz ShowMake up a quiz-show game in your classroom the next time you need to review for a test or quiz.Put your students into teams or let them compete individually and see how much your class participation increases. Learning in an entertaining format like this will help them retain the information for their upcoming assessment, and it provides a way for everyone to let loose a little bit during an otherwise stressful time.

17TEACHING AIDS18Children -use colour pencil, crayon or sound to make them move and stimulate their motor skill abilities. Children need to develop their motor skill really well at this stage

19Early Adolescenceuse flash cards to give information to the studentsQuiz show do not need many teaching aids as it is a simple game yet need students to move around and think creativelyThank You21