Please enable JavaScript.
Coggle requires JavaScript to display documents.
Theme 3: Evaluation of CSD in the school. LO4: Outline the opportunities…
Theme 3: Evaluation of CSD in the school. LO4: Outline the opportunities through which a child's socialization may be observed and evaluated.
They should be allowed to discover their own potential, talents, likes and dislikes to understand their body and physical powers; and to learn to occupy themself without being entertained by someone else.
Free play in the daily program of the pre-school affords ample opportunity for the preschooler to play with other kids.
The child should be afforded the opportunity to associate with reality on their own and at their own pace, in accordance with preferences.
During play, the social skills required for interaction with the group should be actualized.
If the kid has problems with functioning in the group, the cause should be established.
While playing with friends, the kid learns the following:
-
-
-
-
-
-
- Play in the presence of the parent or teacher.
-
- Relationship between the primary and secondary educational situation.
-
Role of the teacher: accept all kids and families, warm emotional approach, has educational objectives.
Enables educators to track developmental milestones, emotional maturity and social readiness for schooling.
-
-
- Observation as a tool for evaluation.
Free play, peer play and adult-guided play each offer different lenses to understand:
-
-
-
-
-
Socialization is best assessed through natural interaction, which reveals cognitive, emotional and social growth.
- Kid participation and agency in socialization.
-
Observation should focus on the kid's voice, choice and responses to peers and authority.
Kids are active participants, not passive recipients, in social learning.
Critical theory view: A school mustn't just enforce norms but invite reflection, challenge and voice - observation should detect this.
- Macro, mezzo and micro social systems.
Mezzo-level: Group dynamics - class routines, playground behavior and clubs.
Micro-level: Immediate interactions - teacher-child, peer-to-peer - where most socialization is observed.
Macro-level: School culture, values and policies that structure what behaviors are encouraged or discouraged.
Observation across levels allows the teacher to evaluated both personal development and structural influences.
- Care and nature in social pedagogy.
-
Observation includes watching how learners respond to emotional warmth, fairness and boundaries.
-
-
- Signs of exclusion and social risk.
-
Observation - intervention: Teachers must notice signs of digital overstimulation and guide learners to relational interaction.
Media shapes how learners behave socially - their expectations, speech and conflict management.