Hello, my name is Katy Thorpe.Performing is a passion of mine.I studied at Laine Theatre Arts for 3 years to become professional.I graduated with a National Diploma in Musical Theatre and a National Diploma in Speech and Drama.After travelling around the world on cruise ships doing what I love,dancing and singing,I am now looking forward to a new passion of mine,Primary School teaching.I am currently on my final module of BAPP in Performing Arts which is going to allow me to further my career.
This is a great watch on the development of the brain in the early stages of a child's life. Carol Crees focuses on the engagement and involvement that a child needs from 0-3 years.
Music contributes to sight, sound, movement and emotion. This all adds to brain growth and development. When you cuddle, play and sing to a child and they are engaged, brain growth occurs.
She touches upon the importance of music, play, touch and movement to develop the neuron networks in a child's brain.
A few books that I ordered have arrived... I have a lot to read in the Easter holidays!
I am particularly looking forward to reading, 'Learning through Movement in the Early Years.' Sharon Tredgett, the author, has over 25 years of experience in Early years learning. The book focuses on the links movement has on the brain and the benefits it brings during a child's early years. It also touches upon the fact that movement can support two key factors of learning; early years writing and different ways boys and girls learn through movement.
Sharon Tredgett believes: Movement in the early years is vital as it impacts massively on the brain, laying the foundation for learning and that movement is important for motor and sensory growth.
I am stressing a little over my final artefact, so I decided to brainstormed my ideas so I could start getting on with it! I feel like it is going to take a lot of time to prepare and therefore I want to get cracking with this as soon as possible to avoid any stress!!
Is anyone else struggling with ideas? Has anyone got any other different strategies for their final artefact?
I would love to discuss with other BAPP Arts students :) ideas are more than welcome!!
I believe, when I hit the age of 16, I developed a fixed mindset. I gained the highest female results at GCSE level at my school and thought, 'wow, I can't do any better.' I now know, you can always improve, always learn and it's only you who can change it.
Working as a teaching assistant, and hopefully developing my skills into teaching from September 2016 on wards, it is vital to make sure all children 'try.' There is no such word as 'can't.' Children, in my opinion, should never be nervous about making mistakes as this is how we grow and learn. It is all about 'having a go'. This will help educate and develop these young people's minds.
At the school where I am currently working they have 5 rules to become an 'Independent learner'. These are:
Have a go
Persevere
Ask a friend
Help yourself ( to resources)
Make your work go from 'Good to Great'
These simple rules were constructed by the children and staff together. They are very apparent at the school and when considering them closely I actually realised that these are Lifelong skills for learning.
I also realised that throughout school my achievement was praised rather than my effort. ( Hence my belief that I couldn't do any better at GCSEs).This has been proven by Carol Dweck's work on Growth Mindset.
I have never understood why teachers in Early Years or KS1 shout/ raise their voices to get the children's attention in the classroom. From day one at my school, I was taught to do several things to save your voice and stress! They are the following:
Sing- Children absolutely love to join in with a familiar song. Once they hear me start to sing they immediately stop, listen and join in.I can instantly gain their attention.
Clap a Rhythm- Again, instead of raising my voice and shouting to fight to get attention, I clap a simple rhythm. Immediately children stop, look and join in giving their undivided attention to me.
Rhyme- I say '1,2,3 and look at me.' They learn to reply, '1,2 looking at you' so they know they give me their attention.
Give me 5- After saying this the children know to do good listening, good looking, no talking, hands still and good sitting (as shown below in the picture!)
Movement- After doing either of the points above to gain silence. I start to do easy movements and they copy me.
A great link to look at is the following link (Tips)
So the questions I am extremely interested in are:
Why does singing/ rhythm/ movement immediately engage young children?
Why does shouting not have the same effect?
Is shouting by a teacher/ practitioner really necessary in an Early Years classroom?
I know from experience, using the above techniques certainly make my life easier and less stressful! Here are some great call and response ...
I have discussed different approaches for my survey with various co-workers at school. I decided in order to receive unbiased data, an attitudinal survey would be the best option. It is completely anonymous and you simply have to tick an answer on a scale point from 1-5. This will determine how confident practitioners are at delivering music and movement to young children.
I have handed them out to the Nursery staff and the Early Years coordinator today. I will be collecting them in two days time. I explained that I needed honest answers and that I am extremely grateful to all those who have taken the time to help and support me. (I am going to deliver a tin of chocolates to show my gratitude!)
I felt it was extremely important for them to be truthful and I feel that because I stressed it was completely anonymous and there will be no judgement, I should get accurate data.
