EXAM STUDY NOTES – EDT304R
SOCIAL EDUCATION
1. In order to accompany the young child in a meaningful way into proper adulthood,
it is necessary to build up a frame of reference for the being of the child. This
includes those characteristics of the child through which education becomes not
only possible, but also essential. What are these characteristics?
- The child wishes to become someone himself - for the child, he himself is the
most important in his process of becoming an adult. From an early age the child
wishes to achieve and enjoy recognition
- The child is helpless – in need of care and is dependent – the child needs an adult,
he cannot become the person he should be unless he is supported by an adult
- The child is involved with his fellow human beings – the child has a need for an
adult with whom he can identify. He also deduces what others think of him and his
appearance, actions and manners, and that’s how he gets to know himself
- The child is open – the child is able to add new meanings to that which he
encounters in different situations. He discovers new values and attaches new
meanings. His openness is also expressed in his play – he improvises and achieves
by choosing his toys, he sets the rules and can pretend, he is creative and invents
situations – he is creating his life.
- The child increasingly assumes responsibility – as the child goes through life he
begins to learn to take responsibility for his own choices and actions in increasing
degrees. In time he will be able to do as he decides but at his own expense.
- A child is a religious and moral being – the child develops a conscience and learns
behaviour which is regarded as the norm – when he oversteps the norm he feels
uncomfortable and guilty. He learns to confess to himself and tries to compensate
for his transgressions.
- The child is a being of values with human dignity – the child realises values by
experiencing, internalising and appropriating them. He learns to identify himself –
it’s important that the child’s human dignity is not attached by the ed, for eg, by
means of personal or degrading remarks.
- The child is intentionally directed at his world – the child is actively intent on
finding out more about the world, himself and his fellow human beings. He is also
open to the world and what is in the world in order to be influenced by it – this
makes education possible.
- The child conducts a dialogue with his world – it’s like he has a two way
conversation – eg: an empty box will entice the child to climb into it, a round object
to make it roll – the most important dialogue in the life of a child is the dialogue that
the teacher initiates by ensuring the child grows up in a rich and stimulating
environment. The ed can do a tremendous amount to allow the becoming of the
child to flourish.
, finding out more about the world, himself and his fellow human beings. He is also
open to the world and what is in the world in order to be influenced by it – this
makes education possible.
- The child conducts a dialogue with his world – it’s like he has a two way
conversation – eg: an empty box will entice the child to climb into it, a round object
to make it roll – the most important dialogue in the life of a child is the dialogue that
the teacher initiates by ensuring the child grows up in a rich and stimulating
environment. The ed can do a tremendous amount to allow the becoming of the
child to flourish.
- The child is a totality – the child should be educated as a whole – physically,
emotionally, spiritually etc – the child cannot be educated in these areas separately.
- The child is a person – the child encounters and is encountered and learns to accept
responsibility for himself – he will become “someone”.
- The child is unique – each child is different and an individual and should be treated
in this way.
- The child is historicity – the child develops over time – he has a past and a future.
Everything he does or says or thinks is co determined by his personal history
- The child is futurity – the way in which a child experiences his future is closely
related to experiences he has had in the past and also with the image of adulthood
that his eds portray to him.
- The child is potentiality – the child will become “someone” and will ultimately
have to accept responsibility for what he makes of his life. Because humans have a
freedom of choice, they have a great potential – they can make a success of their
lives or they could fail – here the ed has a special task.
2. Discuss the role of the teacher in teaching language to preschool children and what
tips you would give to teachers about this
The role of the teacher
The teacher should take care of the following aspects in order to ensure that optimal
opportunities for learning language are created:
- The teachers use of language is very important – the child follows her example
and therefore she should use good, intelligible language that the children can follow
and which links up with their environment
- The teacher’s choice of words should be good and she should be sure that the
preschoolers understand her.
- The teacher should pronounce her words clearly and have the same pronunciation
as the people of that particular region – eg: a strong Afrikaans accent would not be
acceptable for a group of English preschool children
- The teachers sentence construction is also important – she should use language
correctly – especially those teachers who teach in their second language.
- The teacher’s usage of language should match the linguistic ability of the
, - The teacher s choice of words should be good and she should be sure that the
preschoolers understand her.
- The teacher should pronounce her words clearly and have the same pronunciation
as the people of that particular region – eg: a strong Afrikaans accent would not be
acceptable for a group of English preschool children
- The teachers sentence construction is also important – she should use language
correctly – especially those teachers who teach in their second language.
- The teacher’s usage of language should match the linguistic ability of the
preschool child – her questions should be formulated simply and she should use
mainly “open” questions so that the child is able to answer them in the way he sees
things.
Opportunities for language development during the daily programme
- Arrival
o When greeting the children on their arrival at school – show interest to create
the right atmosphere and so the child can try to use language
- Creativity
o The environment must be informative and instructive – so the child is
confronted with new words and concepts
- Routine
o Instructions and guidance wrt manners, saying grace and informal convo’s all
offer lots of opportunity for expanding the child’s language usage
- Music
o Songs, rhymes, poems and speech, rhythm and word games give the children
an ideal opportunity for learning and expanding their language
- Tables
o New words, the extension of concepts, knowledge and skills make this activity
an important opportunity for the use of language
- Free play
o The teacher must use fantasy play, construction play and the children’s social
interaction with each other to create opportunities for practising existing
language skills
- Storytime
o This is one of the best opportunities for children to learn language and to
expand vocab. Allow the children to tell a story too.
Tips for teachers
- Discuss with the child whatever they are busy doing
- Talk slowly and repeat words often
- Never discourage a child from talking
- Encourage dialogue by asking questions
- Do not use baby language when talking to the child
- Listen to what the child says
- Use simple language and always keep the level of development in mind
SOCIAL EDUCATION
1. In order to accompany the young child in a meaningful way into proper adulthood,
it is necessary to build up a frame of reference for the being of the child. This
includes those characteristics of the child through which education becomes not
only possible, but also essential. What are these characteristics?
- The child wishes to become someone himself - for the child, he himself is the
most important in his process of becoming an adult. From an early age the child
wishes to achieve and enjoy recognition
- The child is helpless – in need of care and is dependent – the child needs an adult,
he cannot become the person he should be unless he is supported by an adult
- The child is involved with his fellow human beings – the child has a need for an
adult with whom he can identify. He also deduces what others think of him and his
appearance, actions and manners, and that’s how he gets to know himself
- The child is open – the child is able to add new meanings to that which he
encounters in different situations. He discovers new values and attaches new
meanings. His openness is also expressed in his play – he improvises and achieves
by choosing his toys, he sets the rules and can pretend, he is creative and invents
situations – he is creating his life.
- The child increasingly assumes responsibility – as the child goes through life he
begins to learn to take responsibility for his own choices and actions in increasing
degrees. In time he will be able to do as he decides but at his own expense.
- A child is a religious and moral being – the child develops a conscience and learns
behaviour which is regarded as the norm – when he oversteps the norm he feels
uncomfortable and guilty. He learns to confess to himself and tries to compensate
for his transgressions.
- The child is a being of values with human dignity – the child realises values by
experiencing, internalising and appropriating them. He learns to identify himself –
it’s important that the child’s human dignity is not attached by the ed, for eg, by
means of personal or degrading remarks.
- The child is intentionally directed at his world – the child is actively intent on
finding out more about the world, himself and his fellow human beings. He is also
open to the world and what is in the world in order to be influenced by it – this
makes education possible.
- The child conducts a dialogue with his world – it’s like he has a two way
conversation – eg: an empty box will entice the child to climb into it, a round object
to make it roll – the most important dialogue in the life of a child is the dialogue that
the teacher initiates by ensuring the child grows up in a rich and stimulating
environment. The ed can do a tremendous amount to allow the becoming of the
child to flourish.
, finding out more about the world, himself and his fellow human beings. He is also
open to the world and what is in the world in order to be influenced by it – this
makes education possible.
- The child conducts a dialogue with his world – it’s like he has a two way
conversation – eg: an empty box will entice the child to climb into it, a round object
to make it roll – the most important dialogue in the life of a child is the dialogue that
the teacher initiates by ensuring the child grows up in a rich and stimulating
environment. The ed can do a tremendous amount to allow the becoming of the
child to flourish.
- The child is a totality – the child should be educated as a whole – physically,
emotionally, spiritually etc – the child cannot be educated in these areas separately.
- The child is a person – the child encounters and is encountered and learns to accept
responsibility for himself – he will become “someone”.
- The child is unique – each child is different and an individual and should be treated
in this way.
- The child is historicity – the child develops over time – he has a past and a future.
Everything he does or says or thinks is co determined by his personal history
- The child is futurity – the way in which a child experiences his future is closely
related to experiences he has had in the past and also with the image of adulthood
that his eds portray to him.
- The child is potentiality – the child will become “someone” and will ultimately
have to accept responsibility for what he makes of his life. Because humans have a
freedom of choice, they have a great potential – they can make a success of their
lives or they could fail – here the ed has a special task.
2. Discuss the role of the teacher in teaching language to preschool children and what
tips you would give to teachers about this
The role of the teacher
The teacher should take care of the following aspects in order to ensure that optimal
opportunities for learning language are created:
- The teachers use of language is very important – the child follows her example
and therefore she should use good, intelligible language that the children can follow
and which links up with their environment
- The teacher’s choice of words should be good and she should be sure that the
preschoolers understand her.
- The teacher should pronounce her words clearly and have the same pronunciation
as the people of that particular region – eg: a strong Afrikaans accent would not be
acceptable for a group of English preschool children
- The teachers sentence construction is also important – she should use language
correctly – especially those teachers who teach in their second language.
- The teacher’s usage of language should match the linguistic ability of the
, - The teacher s choice of words should be good and she should be sure that the
preschoolers understand her.
- The teacher should pronounce her words clearly and have the same pronunciation
as the people of that particular region – eg: a strong Afrikaans accent would not be
acceptable for a group of English preschool children
- The teachers sentence construction is also important – she should use language
correctly – especially those teachers who teach in their second language.
- The teacher’s usage of language should match the linguistic ability of the
preschool child – her questions should be formulated simply and she should use
mainly “open” questions so that the child is able to answer them in the way he sees
things.
Opportunities for language development during the daily programme
- Arrival
o When greeting the children on their arrival at school – show interest to create
the right atmosphere and so the child can try to use language
- Creativity
o The environment must be informative and instructive – so the child is
confronted with new words and concepts
- Routine
o Instructions and guidance wrt manners, saying grace and informal convo’s all
offer lots of opportunity for expanding the child’s language usage
- Music
o Songs, rhymes, poems and speech, rhythm and word games give the children
an ideal opportunity for learning and expanding their language
- Tables
o New words, the extension of concepts, knowledge and skills make this activity
an important opportunity for the use of language
- Free play
o The teacher must use fantasy play, construction play and the children’s social
interaction with each other to create opportunities for practising existing
language skills
- Storytime
o This is one of the best opportunities for children to learn language and to
expand vocab. Allow the children to tell a story too.
Tips for teachers
- Discuss with the child whatever they are busy doing
- Talk slowly and repeat words often
- Never discourage a child from talking
- Encourage dialogue by asking questions
- Do not use baby language when talking to the child
- Listen to what the child says
- Use simple language and always keep the level of development in mind
