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Play Activities Appears: Although the nature of children's play varies with the environment, surveys of children's play interests have been sufficiently extensive to war¬rant certain generalizations. Some of their games such as hide-and-seek, blindman's bluff, hopscotch, Red Rover, dodge ball, have existed for cen¬turies. The peak of variety in play activities appears to be in the ninth year. After the tenth year there is a decrease in the number of different play activities reported.
Although the nature of children's play varies with the environment, surveys of children's play interests have been sufficiently extensive to war¬rant certain generalizations. Some of their games such as hide-and-seek, blindman's bluff, hopscotch, Red Rover, dodge ball, have existed for cen¬turies. The peak of variety in play activities appears to be in the ninth year. After the tenth year there is a decrease in the number of different play activities reported.See Also Preferred Activities
Stage:This follows on from the 'settling in ' period. The child can experi¬ment with a range of curriculum options provided by the teacher. At this stage the child is beginning to make decisions regarding preferred activities
Stage activities.
Stage 4: Analysing preferences
It is through observation of the child at stage 3, reference to prior records and discussion with the child that the teacher judges what sort of assessment programme is required. Activities which will high¬light individual achievements can now be planned.
At this stage, specific activities are planned and implemented. Fo some of the day the child is now being directed to these activities During this time the baseline achievements are beginning to be notec by the teacher in an informal way.
Stage 6: Formal assessment
At this stage, the teacher begins to introduce formal Baseline Assessment. The teacher now records each child's achievement according to the baseline model which has been adopted by the school/LEA.
Stage 7: A baseline has been established
This is the stage when all the assessment findings are collated and the teacher discusses the outcomes with the child's parents/carers.
On The Other Hand See Learning Activities:• children with DCD should be able to participate in a wide range of physical learning activities. Individual activities well matched to a child's ability are likely to be particularly valuable, but attention also needs to be given to paired and group learning. In these situations the individual will have much to learn from and with other children, and much to share too. However, teaching must be sensitive to the DCD child's possible concern about failing, and appropriate support needs to be put in place. This support should provide a framework for further successful learning, and not be dependency creating;
Where learning is based on first-hand experience, the teacher struc¬tures certain activities so that children may explore and experiment (see for example the HMI publications DES 1987,1989a, b, c, d, 1990a). Then, teachers, acting as facilitators, build on that relevant experience and offer a further range of experiences, depending on their assess¬ment of the child's learning needs. |
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