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PYP for the early learner (4-6 year old) (TEACHER ROLE (provocateur…
PYP for the early learner (4-6 year old)
PLAY
expression
symbolic exploration
written language
oral language
drawing
mathematical symbols
musical symbols
promotes agency
identity and self belief
use own initiative and will
make choices
voice opinions
ownership of own leanring
influence and direct own learning
construct new meanings
self regulating own learners
awareness of others
participate and contribute to the learning community
ask questions and express wonderings
communicate understandings
primary driver for inquiry
important concepts
personal interests
relationships
sharing and taking turns
respecting others
play with peers
LEARNING SPACES**
safe
students are valued
knowledge and competences
interests
strengths
involving students in the design and construction of play areas
flexiability
provide for many different learning experiences at all times
timeframes and routines that are responsive to the students´ needs
promote high levels of independence
Create an atmosphere where learning is viewed as a process of gradual improvement.
stimulating and inviting authentic learning through play
play-based transdisciplinary learning
supportive collaborative setting
physical movement
imaginary and cooperative play
making appropriate technological devices available in order to appeal to students´ natural curiosity.
conceptual understandings and skills
opportunities to take action
TEACHER ROLE
facilitator
planning uninterrupted time for play
creating and maintaining responsive spaces for play
building strong relationships with students and their families
offering many opportunities for symbolic exploration and expression.
researcher
participant
action
Offer students opportunities for taking perspective
Model academic integrity by acknowledging where materials and ideas came from.
Collaborate with, for example, the librarian and technology specialists to build research skills and help students identify sources of information
reaction
encourage students to consider potential opportunities and challenges arising from shared ideas
interaction
Model the social skills and language needed to greet, solve problems, share resources, and so on.
model appropriate respectful and rich language use
provocateur
asking open-ended questions
Offer open-ended materials.
encourage communication using different languages
Encourage students to explore a variety of perspectives and modalities.
Use the language of the learner profile in conversations and discussions, and in the development of essential agreements
navigator
observer
noticing students’ emerging thinking processes, interests and theories, and responding in ways that extend learning
acknowledging students´efforts and achievements
offer support and feedback when needed
discover students’ language expertise and mental models
documenter
documenting students´ evolving questions
reflective practitioner.
Provide opportunities for students to reflect on their social skills.
Reflect and provide feedback on different interactions and other moments they observe.
Continually reflect on how they are supporting student agency as an intrinsic motivation for participation
student initiated
teacher initiated
ATL
Now more specific guidance on what and how to model the development of skills and what to look for in students' development.
KEEP IN MIND
The yearly years is now extended to 3-6 years of age.
Only 4 UOU are required (including who we are and where are we in ttime&space)
more specific focus for early years instead of an adaptation of work designed for older years.