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The child may engage in forms of social interaction, such as conversation about the play, without actually joining in the activity. [3] This type of activity is also more common in younger children. [1] [4] Parallel play (adjacent play, social coaction) – when the child plays separately from others but close to them and mimicking their actions.
High levels of substantive conversation are indicated by three features: considerable interaction about the subject matter which includes evidence of higher-order thinking, sharing of ideas that are not scripted or controlled, and dialogue that builds on participants' ideas to promote improved collective understanding of a theme or topic.
Conversation theory conceptualises learning as being the result of two integrated levels of control: The first level of control is designated by and designates a set of problem-solving procedures which attempt to attain goals or subgoals, whereas the second level of control is designated as and denotes various constructive processes that have ...
Learning through play is a term used in education and psychology to describe how a child can learn to make sense of the world around them. Through play children can develop social and cognitive skills, mature emotionally, and gain the self-confidence required to engage in new experiences and environments.
Lesson planning is a thinking process, not the filling in of a lesson plan template. A lesson plan is envisaged as a blue print, guide map for action, a comprehensive chart of classroom teaching-learning activities, an elastic but systematic approach for the teaching of concepts, skills and attitudes.
Classroom Action Research is a method of finding out what works best in your own classroom so that you can improve student learning. We know a great deal about good teaching in general (e.g. McKeachie, 1999; Chickering and Gamson, 1987; Weimer, 1996), but every teaching situation is unique in terms of content, level, student skills, and ...