For this activity I had to prepare the resources and equipment before hand. I collected all the equipment needed (5 board games, a book “wassaword” and a box of wires, batteries and bulbs. ) form the store cupboard. I went to library and took 6 or 7 non-fiction books. I collect the pencils from their pot on the side and paper from the draw by the window. I placed on each table: 6 pencils, 6 sheets of plain paper 1 board game and a non-fiction book.
The other books I presented on a small table by the window, I stood them up right so the children could see the cover, and if they wanted too when they had finished the assigned task they could sit and do some further reading. I placed the book called “wasssaword” by the chair in the corner, where the children sit for register, story time and any discussions the class might have. This is so that I know where to find it when I need it. This book consists of short stories based around each area of the curriculum. It aims to extend children’s subject vocabulary.
Implementation I read the whole class a story called ‘wassaword? ‘ it consists of short stories based around each area of the curriculum. It aims to extend children’s subject vocabulary. I read the part for science. Then they completed a board game. During the board game they used counters and dice to collect different piece of circuitry to complete a circuit on the centre of the board, the first person the reach 100, complete the circuit and flick the switch is the winner. While the children played they used good fine motor skills and they took turns.
There was, at one point when 2 children were fighting over a piece of the game, after a few moments the dispute was settled when another child suggested that the first child could start with the first pieces and the other could do the next piece. The children did enjoy the game, but they could be lots of improvements, I felt the game was too long and took too long to complete, the children grew bored and many gave up before finishing. Children in the sensorimotor stage only experience things from a ‘seeing is believing’ point of view, they don’t question things or query the concepts that are presented to them.
None of the children did this. The other children are in the concrete operational stage. They show elements of this stage, by showing they have a better understanding of time and space. They asks questions that have been thought though and constructed in thier heads, and they don’t say the first thing that comes to mind. Children at this stage have limits to their abstract thinking, according to Piaget. Overall evaluation Every child has a natural curiosity about the way the world works: science lessons show how they can get answers to questions such as how plants grow or why it’s dark at night.
Around age 7, most children are able to have a good knowledge and understanding in: Scientific enquiry suggest how they can find out about a scientific question look for information they need (this might be by looking carefully at the world around them, or by reading something in a book) think about what they have found out and decide whether this is what they thought would happen look at and compare objects and living things, and classify them using words such as ‘loud’ or ‘quiet’, ‘hard’ or ‘soft’, and ‘faster’ or ‘slower’.
Life processes and living things describe what an animal or plant needs in order to live, and compare it with others by talking about simple features (for example, ‘it has six legs, not four’) understand that every living thing eats, grows and reproduces recognise that different plants and animals are found in different places (for example, ponds and woodland). Materials and their properties
Sort materials into groups, using words to describe their properties such as ‘shiny’, ‘hard’ or ‘smooth’ describe how some materials change when, for example, they are heated, cooled, stretched or twisted. Physical processes Make a bulb light up using a simple circuit with a battery and a switch. The ee how this is similar to the lights and switches in their home compare the brightness or colour of lights, and the loudness or pitch of sounds describe moving objects by talking about speed and direction.
Piaget, J. (1929). The Child’s Conception of the World. NY: Harcourt, Brace Jovanovich
Tassoni, P (2000). Diploma in Child Care and Education. Oxford, Heinemann’s.
Dilasion, K (2001) The ages and stages of children. Cambridge, lion books ltd.