Teaching Background:
As an early childhood teacher, I have had the opportunity to teach young children who come from diverse cultural and linguistic backgrounds and children who exhibit learning and behavioural difficulties (Hyde, Carpenter, & Conway, 2014; Porter, 2007). All of which required using various behavioural guidance and modelling strategies to support their social and emotional wellbeing and development. I have continued to work as an early childhood teacher in a long day care centre situated on the Northern Beaches. This role requires me to provide high-quality education and care to babies aged zero to two years, implement a child-led program and work collaboratively with other teachers and parents.
I have acknowledged my extensive teaching background, in a way to provide a holistic understanding of my workplace, where at present I teach a young child who demonstrates difficulties in maintaining focus, managing his behaviour and emotions (Mitchell, 2014). This paper will examine research highlighting self-regulated learning, and how it plays a vital role in young children developing the skills they need to regulate their thoughts, develop positive relationships with others and engage in play experiences (Department of Education, Employment and Workplace Relations [DEEWR], 2009; Rosanbalm & Murray, 2017). The purpose of this paper is to analyse the evidence-based research but also reflect on how I can support this child in my care who has difficulties in regulating himself and continue to collaborate with his parents (Mitchell, 2014).
Introduction:
This paper will highlight two effective teaching strategies that interconnect with each other including self-regulated learning and parent involvement and support. Firstly, an analysis of each strategy regarding their theoretical basis and how they are shaped today through literature. Secondly, a look at how these strategies can be applied to real-life situations; providing an in-depth understanding of how these teaching techniques are connected. Also, this will be concluded by an evaluation that draws on further research and
inclusive policies that influence program delivery across different settings.
Purpose
1. To critique research studies around a range of teaching strategies used in special education and related fields, in the context of their development and conceptual basis.
2. To discuss the theoretical basis for and current research directions around a number of teaching strategies widely used in special education, and the concomitant relationships between theory and practice.
3. To evaluate the role and impact of secondary variables that influence program delivery in special education, such as inclusion policies and resourcing issues.
Description
Explain two `related' teaching strategies in a workplace context. These strategies will be selected from those listed for (a) Weeks 1-7 (Assignment 1) and (b) Week 8-12 (Assignment 2) in the Scope and Sequence detailed in the Course Manual. I will be looking for insightful commentary around the interrelated use of your focus teaching strategies in `real' teaching/learning contexts. Additional explanation about and guidance will be provided early in and during the Semester.
Assessment Criteria
A marking criteria sheet will be provided on Blackboard and explained in the first week of semester.
