Quote:
Originally Posted by Rowena25
Hi if anyone can please help me...  |
Hi All,
this is what I have writen, hope it's correct and it helps you.:reading:
Group interactions: is harder because it only works properly if everyone is able to be involved. In most groups there are children who interact a lot and others who interact rarely, if at all, because they feel uncomfortable being in front of a group of people or they are just not interested in sharing and playing with other children. Groups work best if there is a team leader who encourages everyone to have a say in turn, rather than everyone trying to speak at once. This works best when round a table, during meal times, talking about the food they like, what they have planned for the weekend and what they did over their holidays etc.
Solo interactions: This can be done at anytime when a child is doing something for themselves and learning through their day. i.e. washing their hands – hygiene, pretending to talk on a phone – fantasy play.
One to one interactions: When doing puzzles or reading a book, often the carer will help start and support and the child would finish off. An example is -They are building a tower with blocks. Although the child is fairly competent, the carer intervenes regularly in order to correct errors and to make suggestions. Halfway through the task, the carer would look away for a moment. During this interval, the child goes on building the tower. She succeeds in completing part of the tower all by herself, selecting and placing the pieces correctly.
this is for EYMP 2(2.2)
Linear Mode
