Music falls Essay

This third activity was chosen because it provides the boorren with this means of communication, well-favoured them the opportunity to conduct themselves freely. Doing this helps them appear emotionally and cognitively in all other aras of their learning. Music falls under Donaldsons construct mode, under value-sensing. She argues that emotion and thought are frequently related closely to unity another (Palmer, 2001).Neill (1927) also favoured medicament at bottom the curriculum, as he alleged that it had a therapeutic function, in particular with children with psychological problems. He also acknowledged that it gave the less academically challenged pupils something they whitethorn excel at. This activity, therefore, assists in increasing the childs self esteem, giving them more assumption in other areas of the curriculum too.DifferentiationThe possibilities for specialisation within this lesson are extensive. As it is a relatively free activity, the children git move a s much, or as little as they like. fundamental interaction from the practitioner could be by means of praising those who demonstrate exertion and capability, or by encouraging the children to express themselves and by giving them the confidence to move as they wish. Those who do not attempt to join in could be partnered with others, to provide further emboldenment and enjoyment.EvaluationThis activity provides the children with the freedom to move their bodies in ways which are normally considered inappropriate within the classroom. There is no specific way in which the children are compulsory to move and so they have the opportunity to truly express themselves with break the regular confines and barricades. Skinner (1971) believes that behaviour is not something a child is innate(p) with, it is shaped by consequences. The conditioning adopted by the setting determines the roll of behaviour the child has at his disposal (cited in Palmer 2001). Skinner treasure that children r espond to positive re-inforcement.The practitioner in this activity praises the children, encouraging them to express themselves further. Bandura suggests that adults can gain childrens attention and highlight the behaviour patterns they lack to encourage (David T et al, 2003). He suggests that the children will mimic the behaviour they take on in others. In this activity, if the children see the practitioner praising one child as suggested by Skinner, their behaviour will be reinforced and this should encourage more of this behaviour.As the rest of the children bear witness to this development, Bandura suggests that they will produce this behaviour to gain recognition for themselves. This was apparent when watching the behaviour of the livelong class. When one child became slightly over-excited and silly, others began to imitate him. The practitioner quickly took throw of the situation by praising one of the children who was making slower, more promiscuous movements and the c hildren responded swiftly by slowing their movements down too.ConclusionEach one of these activities proved to be successful. The children enjoyed them and were keen to stay on task throughout. The applicable areas and aspects of learning were adequately covered and the children gained a great deal from participating. From carrying out this research, it is apparent that it is necessary for practitioners to plan their scheme of work effectively in order to guarantee that the foundation stage curriculum is covered throughout the year.This work has examined the long, medium and short term plans and has explained why they are used. It has researched the emersion of the foundation stage curriculum and the ways it can be able and moulded to fit into many different types of early years settings. Using the triple activities this work has established the theoretical underpinning of the curriculum and demonstrates the strategies which can be use to differentiate the experiences effectivel y.BibliographyBooksBee, H. & Boyd, D. (2004) The Developing Child, Tenth Edition USA Pearson reproduction, Inc.Boushel, M., Fawcett, M. & Selwyn, J. (2000) Focus on Early Childhood Principles and Realities Malden, Mass Blackwell ScienceCarnie, F (2003) Alternative Approaches to Education A Guide for Parents and Teachers New York Taylor and Francis