Ma’ruza dars mashg’ulotlari Lecture № cefr and State educational standarts A1 level Plan

1. Build your understanding of how young children learn
It is vital to get the approach right for children of this age. You soon realise that children learn and develop at different rates and in different ways. If we don’t understand the age group, we can end up doing more damage than good.
You need to understand what to expect from the children and make sure that what you do in class reflects where they are in their development. For example, in a total physical response activity, don’t get them to hop if they can’t yet balance on one leg, and don’t ask them to write if they can’t hold a pencil.
As Tina Bruce outlines in her book Early Childhood Education, we can’t separate learning into compartments with this age group because there’s so much going on. Children are all developing socially, emotionally, physically and linguistically as they try to understand the world around them.
Understanding this is essential and it helps us recognise that changing and mixing activities is the best way to keep children motivated. Conversely, expecting young children to pay attention for extended periods in a teacher-centred lesson only leads to frustration and behavioural issues. So plan your classes, but be prepared to let go and adapt activities based on the needs of the children.
2. Understand how play stimulates a child’s natural curiosity to learn
In their early years, children are full of curiosity and keen to learn about everything and anything. This intrinsic motivation is your best ally. Identify what interests them, and you will be able to grab and hold their attention. For example, if there’s a cartoon character the class loves, you can make up stories or scenarios with them. Invent stories about what the character does at the weekend. Do they play football or paint pictures? What do they eat for lunch – apples or hamburgers? There are numerous opportunities to introduce new language into this kind of activity, especially as the context and characters will be familiar to the children. Each of them can come up with their own ideas about the world around them, which stimulates creativity.
You can also introduce language into the child’s world using toys, costumes, plasticine, dolls, cars, blocks, etc. You could even revisit the scenarios created in your character stories by encouraging children to make the things the character ate for lunch out of plasticine. This will provide opportunities and reasons for children to hear and say new words and become familiar with them. Learning through play in this way offers a meaningful way for children to have fun as they learn and develop.