Introduction
The topic selected for the collaborative design of a teaching and learning plan is “Spring.” The target age group comprises five-year-old children from early years centers. The plan is composed of several episodes including such art-based experiences as sound, visual art, music and dance movement, and drama. Each of these activities is reported to have a positive effect on young children’s development. For instance, Savva and Erakleous (2017) remark on the positive role of play in children’s arts education.
Hartle, Pinciotti, and Gorton (2014) note that the inclusion of visual arts, music, drama, and dance in early years classroom activities allows gaining the integration of learning experiences. Barton (2015) also emphasizes the benefits of art education at a young age due to several crucial outcomes, such as positive social interaction, physical and cognitive development, and the enhancement of problem-solving skills. Additionally, teaching young children arts develop their imagination and inspires them to be creative and inquiring.
One of the episodes included in the plan involves the inclusive practice catering to diverse abilities and characteristics. Specifically, episode 2 comprises aboriginal drawing and a variety of art-based experiences for children whose interests are diverse, and whose abilities in different areas are not equal. With the inclusion of such a variety of experiences, it will be possible to gain better involvement of children and to increase the level of inclusion of every child in the course of the lesson, as well as in the succession of lessons.
The rationale behind the selected theme – “Spring” – is associated both with the children’s age and with the school’s location. With the end of winter and the beginning of spring, children frequently ask questions about birds’ arrival and flowers’ growth. Young learners are rather interested in how birds sing, where flowers have been during winter, and why worms appear. The understanding of children’s interests led to the selection of such a topic.
Additionally, it is easy to relate the chosen theme to the Early Years Learning Framework (EYLF). Specifically, teaching children about the processes occurring in nature in spring allows fulfilling outcome 2, which presupposes the connection and contribution of children to their world (“Belonging, being & becoming,” n.d.). Hence, while studying this topic, young learners will enhance their understanding of the world in which they live, as well as explore the diversity of culture.
Another goal to be fulfilled with the selected theme is outcome 5, which involves children’s interaction with others for a variety of purposes. Particularly, children will use creative arts to express their ideas and employ language to share their thoughts (“Belonging, being & becoming,” n.d.). The reason why the selected pedagogical approach is pertinent is that a play-based approach develops children’s imagination and teaches them to apply the obtained knowledge in life (Savva & Erakleous, 2017). Learning through art enables young learners to share their feelings, communicate with peers, and explore the world in which they live (Barton, 2015; Hartle et al., 2014). Thus, the topic is suitable for the target age group since it will help to gain several important outcomes of the EYLF.
Episode 1
References
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