CHILD DEV – CH 15, S.U.9 The characteristics and role of the teacher LEARNING OUTCOMES: -Definition of concepts (p.212-213) -The profile of the efficient teacher (p.213-214) -Knowledge of the young child (p.214-216) -Basic didactic principles (p.216-217) -Effective teaching methods for instructing the young child (p. 217-219) -The specific task of the teacher as accompanist (p.219-220) -Checklist for good practice (p. 220) -Professional ethics (Ip.220) -Practical ideas for teachers to make their teaching of more value (p.221-222) -Red flags (p.222)

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Zen story…

Teaching Instruction Accompaniment

Mode of education that deals with intellectual mouldings

Knowledge, skills, values and norms are transferred.

Directed at experience & appreciation – active cooperation

The imparting of concrete facts to young children by school educator

Less learner participation

Educator guides the child’s learning activities

Seeking to assure child is progressing satisfactorily and acc to expectations

Gives direction 3 types of

accompaniment 1. Affective 2. Cognitive 3. Normative

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“Unisa Past Papers Qu” Name the various forms of accompaniment. (5)

Affective

• Provide basis for the dev. Of his/her person& support the educ. relationship

• Adult responsible for creating warm, intimate & trusting encounter

• Chars by exp a feeling of:

• Mutual trust

• Common understanding

• Unconditional acceptance

Cognitive

• Only if exp successful affective accompaniment

• Educator educates the child. Supporting child in order to reach their potential

• Dependent on : planning, prep, ordering, reduction & unlocking learning content

• Take into acc cognitive learning potential of child

Normative

• Occurs as educator presents child with norms which he/she must eventually accept and make their own.

• Norms introduced in a way that child finds it meaningful to id with them.

• Teacher’s e.g. NB

• Child will strive to be like teacher.

Accompaniment is only possible if as a teacher you possess:

1. A thorough knowledge of the child: Needs, stages of development

2. Intuition and creativity

3. Knowledge of guidance techniques and alternatives

4. Knowledge of curriculum and materials

5. Knowledge of own and others’ experiences.

Affective

• Provide basis for the dev. Of his/her person & supports the educ. relationship

• Adult responsible for creating warm, intimate & trusting encounter

• Chars by exp a feeling of:

• Mutual trust

• Common understanding

• Unconditional acceptance

Cognitive

• Only if exp successful affective accompaniment

• Educator educates the child. Supporting child in order to reach their potential

• Dependent on : planning, prep, ordering, reduction & unlocking learning content

• Take into acc cognitive learning potential of child

Normative

• Occurs as educator presents child with norms which he/she must eventually accept and make their own.

• Norms introduced in a way that child finds it meaningful to id with them.

• Teacher’s e.g. NB

• Child will strive to be like teacher.

Role of the

teacher

An expert motivates

Manages cl-rm

Takes care of child

Takes an interest

A model

Admin NB

Plans & eval curric.

Extramural intervention

A leader

professional

Obs & listener

Communicator with p’s

Friendly, supportive,

trusted

Personal & prof. growth

Supportive decision-making

Adapt & change

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Do you remember a special teacher that made a difference?

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Profile of efficient teacher

Physical attributes

Professional qualities

Personality and social qualities

Knowledge of the young child

The needs of the y.child

The drives of the y.child

Types of behaviour of

the y.child

Needs

acceptance

success

security

sympathy

love

Drives

play

curiosity

Construction

collection

destruction

Spirit of adventure

Self-assertion

Basic Didactic principles

“Which didactical principal do you favour most? Why?”

a) Purposefulness

b) Planning

c) Self activity

d) Estb. Of relationships & Integration

e) Life exp

f) Motivation

g) Socialisation

h) Individualisation

i) Evaluation

j) Mastering

Effective Teaching Methods

(1) Q & A

(2) Story

(iii) Singing

(iv) Dramatization

(v) Project

(vi) Play

(vi) Demo

Vii) Discussi

on

The specific task of the teacher as accompanist…

• Hand-out: “Actions of accompaniment”

(Id – top 3 and why?)

Policy guidelines Legal framework of childcare Lifelong learning Reflection Views on social context, cult diffs

and lifestyle diffs Chn’s rights Staff training Evaluate own prac Know self Respect for others Examine biases Respect for other cults

Attitude towards teaching

Lifelong learning Follow ethical code of

teaching Make sacrifices Member of teacher

union Member of SACE

What lasting impression will you leave on your learners in your classes?

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