Sabtu, 30 Juni 2012

benefit of playing with sand for children

When I was a kid, I used to play in sand. My childhood was not lack of natural playground from sand area and mud area. One thing that I remember I berried my legs in sand. That was very soothing. The texture of the sand gave me relief of comfort. I think there is much benefit from playing with sand for children or even for adults. I have never found any research about the benefit of playing with sand for children physiologically and physically. Like benefit of playing with water for children, there are some articles that discuss playing with sand but they do not talk the benefit supported by research.

Playing with sand is fun as. Even though there is no research about the benefit of playing with sand for children, putting in and out sand in a bucket or container make them feel excited and learn many things. There are two types of sand play setting. They are sand box or indoor and outdoor setting. Sand box play setting needs some equipments like sand box, containers range from small to large size, buckets, plastic shovel, spoons and many others. Outdoor play setting usually is at the beach, or the bank of a river.As parents I have to know how to choose best toys for my children. I should read articles how to choose best online educational games for my children too.

I am an elementary school teacher. I have two daughters. They are under five years old. On Sunday, I usually take my daughters out. I walk around my neighborhood. One day, I took my children to a mosque where it is being renovated. The day, there were no many workers because the renovation almost completed. There was a big pile of sand. I asked my daughters to play there. First, they refused but I began to touch the sand then they followed me. Finally, they began to enjoy playing with sand. They started to talk and laugh. Their creativity appeared spontaneously. After that, I kept an eye on them. On the way home, I thought to find articles about the benefit of playing with sand for children. Then I write on my own. I hope there will be an expert who pays more attention to this play setting. I am very happy if there is a community of sand play who can share everything about playing with sand.

Are children learning anything while they are playing with sand?

Children learn the texture of sand. Before playing, they usually touch the material if it is save or not. This trial becomes the concept in the future action. Children will have more carefulness before they do something. They also can feel the difference between wet and dry sand. When they use container to play with sand, they learn to measure. They are also experiencing sand from higher container to lower container. This way they are learning science concept of flowing object from higher place to lower place. This is a cognitive learning but they learn the concept through experiential learning.

Playing with sand encourages social skill. When teachers or parents set the sand play with others, children learn to share, negotiate, compromise and engage in conversation. They also learn to have empathy and appreciate others when they need to construct a building or road map with sand. The play setting goes well with the difference of ages because it will encourage different interests. Children will learn how they appreciate others’ interest and ideas. They also learn to give compliment when others are successful to build a road map or a house with sand. Sand play is a great social exposure.

Physically children get much benefit. They will rub, pour, measure, sift, pat, dig and scoop. Those activities train children motor muscles naturally. Children use more motor activities at outdoor sand play. They will burn their energy to play with ball, or construct a big sand castle. They are exploring their eyes and sense of art to value their work. All those activities are physically beneficial.

Children are learning mathematical concept while they are playing with sand. They will use containers to measure. They will understand concept of sizes like empty, full, more than, less than and equal. Parents and teachers must provide varieties of cups, tubes, or spoons or containers so that children are challenged to use all those accessories. Those accessories are not expensive. They are served at stores. Second hand household equipments are ok if they are save enough for children. Accessories from plastic are the good ones.



Children are exposed to linguistic activities while they are playing with sand together with their mates. They will use some expression” help me with this cup!”, They will participate actively in conversation. They become casual to speak to playmates and adults. They will exchange ideas with others therefore this chance develops receptive and expressive language competence.

What are teachers and parents’ involvements in assisting sand play setting?

Teachers and parents take a part as facilitators for their children. They must make scenario and supply sand play equipments so that children will play naturally. They are not allowed to interrupt children exploration. They need to set the play objective. When they need to reinforce children involvement in social and language interaction, they can serve tools to construct a building. This setting will explore children’s ideas, creativity and participation. It will reinforce children social interaction and language use. Teachers and parents had better make lesson plan to create sand play setting. They must make different scenario and objective of the play every week. This setting is good for classroom use but it is also possible as home play. One thing that parents must remember the principle of playing for children is that children will have fun.

What equipments and materials do children need to play with sand?

Appropriate play equipments and materials are needed. Children can discover new ideas and learn something new with the equipments and sand. Adults must choose the save and good quality of sand. This is very important because some sand is not appropriate for children. There is sand that contains hazardous materials like glasses and iron.

There are sorts of equipments to play with sand. Here are some examples. There are many objectives of sand play setting. Each objective may need different equipments. Adults must be facilitators to supply all equipments. These are examples of the equipments. They are bowls, containers , shovels, shovels, plastic bags in various size, flat of wood, toy cars and trucks, sieves or filters, pipes, funnels, strings, twigs, small toy animals, little water, colander, shells and artificial trees, grass, and many other equipments.

benefit of water play for children 


Selasa, 26 Juni 2012

Collection of children traditional games



Hide and seek
Players : unlimited
Time     : unlimited
Equipment needed: a tree or a wall
How to play
This game has many variations. Each country has different role-plays. Many children can participate the game. Here is play in my country
First, One child become the seeker. The others hide. The seeker close his eyes ask “ You are done” the hiders answered “ no” the seeker continues asking until he doesn’t hear the hiders’ answer. When there is no one who answers all hiders have hid.
The seeker should stand up near a tree or a wall where the hiders have to touch. The tree or the wall is the hiders’ home. The hiders should touch it to win the game. If the seeker sees a hider he should call the hider’s name and runs home and touch the tree. The hider should run home and touch the tree too. When the seeker touches the tree first, the hider looses the game.
Mr. Wolf
Players : unlimited
Time     : unlimited
Equipment needed : None
How to play
One becomes Mr. Wolf. He stands up in front of home. He stands with his back facing the players. The home is a square area drawn with chalk on the ground.
Others children stand in line about 10 to 15 meters away. The players recite “ What’s the time Mr. Wolf  “ four o’clock” The players move forward four steps. The players ask again” what’s the time Mr. Wolf?” Mr. Wolf says “ One o’clock” when the players are closed enough Mr. Wolf says” Dinner time” then he runs to catch the players. The players should run home. When they are at home and not caught they are save. A child that Mr. Wolf gets caught turns to be the next Mr. Wolf. If Mr Wolf does not catch a child, he has to be Mr Wolf again.
Petak Jongkok ( Variation of Duck-duck Goose )
Players :unlimited                                                                
Time : unlimited
Equipment : none
One child becomes the goose. Others stand in circles. They become ducklings.
The goose has to tap one of ducklings. The ducklings must squat when the goose tries to tap them. The duckling that is tapped before he squat he becomes the next goose. To make the games more alive, children who become ducklings must mime ducklings’ movements and sound.

Playing sack race
Players : min two players
Time : Unlimited
Equipment : Rice or wheat sacks, flag or whistle
How to play
This is a race using sacks. An adult should be the referee or judge. Two persons follow every race minimally. The racers must enter in the sack. They move forward by jumping. They sometimes fall down but they must get up to finish the race. One who reaches the finish line at the fist time he wins the race. The race must be at the ground or grass. The ground or grass can avoid being injured and wounded. This games need endurance and tough physical activities but it is much fun.



learning theories in education

As a teacher, I am keen to know more about teaching and learning theories. I try to find references and I take conclusion of my journey to get the answer of my inner question about learning and teaching theories. Here are some theories that may be helpful for you as students or teachers who want to add your knowledge. This article may not meet the academic standard due to lack of references. I just hope this can benefit for you as educators to be implemented in your classrooms.

1. Theory of behaviorism

Aristotle associated the theory. Later , Watson gave term to the Aristotle theory as “ Behaviorism”. Hobbs, Hume, Brown, Bain, Ebbinghause , Black, Pavlow, Thorndike, and Skinner followed Aristotle’s thought.

The hypothesis behind behavioralist learning theories is that all learning occurs when behavior is influenced and changed by external factors (Merriam & Caffarella, 1999).

Behaviorism is learning process that accepts stimuli from external influences. Giving reward will encourage learners to change their behavior and punishment will create mental blocks so that learners will stay away from doing something if there is a punishment. The behaviorism gains to shape behavior of the learners by giving external stimuli.

Behaviorist Theory maintains a focus on the change in observable behaviors as the manifestations of learning. The theory emphasizes changes in behaviors due to the influence and control of the external environment, rather than the internal thought process of the subject (Merriam & Caffarella,1999)

This theory is often practiced in emergency procedure. Seamen training can probably use this theory to train new ship crews. The crews can practice simulation of first aid and sailing procedures. The aim of the training is to create behavior that can help and secure them in an emergency condition while they are sailing.

Later this theory are modified and practiced at general schools. The stimulus and response are part of behaviorism. They are now often practiced to encourage students in classroom. It also can be applied at elementary school level or even kindergarten. You can practice giving stimulus and appreciation to your students after their finishing a work. Your students will create mental image what they have done are good. In the end, they will consider your appreciation as good thing. When students receive good response and appreciation repeatedly from you because they have done an action, they will make the action as a habit or behavior. Teachers can eliminate undesired behavior by giving no attention or no appreciation so that students who have made mistakes will not repeat their undesired behavior.

2. Theory of Constructivism

It is a combination of multiple theories. The major theories that assemble constructivism are cognitive models and behaviorism. The “constructivist stance maintains that learning is a process of constructing meaning; it is how people make sense of their experience” (Merriam and Caffarella, 1999, p. 260) students are required to use their cognitive skill to create their real experience through practices. This is a self-centered learning style. Teachers or trainers set the format of learning activities that students can follow. The format of activities must be suitable to lessons that students have already learned. Students need to explore their cognitive skills to solve problems, create new ideas, gather information and make choices.

The difference of constructivism and behaviorism is apparent. Constructivism encourages students learn through practices and experience however students must utilize their thought from previous information or cognitive skill. Behaviorism encourages students to practice and have experience first. Teachers or trainers will give stimuli and responses after the students’ action. Students take conclusion from the responses and stimuli if their actions are error or right. Constructivist theory's (J. Bruner) main theme is that learning is a process in which the learner is able to build on present and previous information.

3. Multiple intelligences


1.      Multiple intelligences
Howard Gardner introduced this theory. Eight basic intelligences can develop. He wrote  books about Multiple intelligence. Frames of Mind: The theory of multiple intelligences (1983; 1993) is one of them.
1)      Linguistic intelligence
It is proficiency to learn and use language both oral and written. Some orators, writers, poets, negotiators, and speakers seem to have high linguistic intelligence. Children who have this intelligence tend to enjoy learning language, poet, and drama. Teachers must give satisfaction to the students’ need in linguistic activities.
2)      Logical Mathematical intelligence
Logical smartness is the characteristic of this intelligence. Children with this logical smartness usually have good skill in math, solving problems and puzzles. They like to investigate cases. Some people who are categorized have high logical thinking are scientists, and engineers. An education institution can classify classes based on this intelligence so that the teachers can accommodate the students’ learning style.
3)      Spatial intelligence
It is simply called portrait smart. Children whose spatial intelligence explore their vision in their learning style. They will enjoy learning using visual media. 
4)      Musical intelligence
It has parallel intelligence with structural of linguistic intelligence. Children in this need like learning music. They have talent in vocal and using musical instruments. They appreciate music well.
5)      Kinesthetic intelligence
Athletes and dancers are likely to have this intelligence. Children who tend to posses this intelligence use their movements to solve problems. Their mental and physical activities have correlation. Teachers will sometime find a student who always moves around in the classroom. The student may have kinesthetic intelligence. Unfortunately, he / she sometimes becomes a trouble maker if he/she does not meet his/ her content in the learning style.
6)      Interpersonal intelligence
Educators, sales people, political leaders, religious leaders, and counselors have this intelligence. This intelligence is a skill to understand other people. They are good in organization because they are sociable. They can translate other’s desires so that they will put themselves in the right arrangement.
7)      Intrapersonal intelligence
It has skill in understanding oneself. It likes to be quite. Children with this intelligence tend to have small circle of friend. They can work effectively when they are alone. They are able to regulate their lives well.
8)      Naturalist intelligence
It is a skill to understand environment. Children with this smartness like to learn animals, plants and human body. Doctors and biologists may have high naturalist intelligence. Teachers must bring their students of naturalists to the field or farm. Their students will enjoy and get more input in their learning.

References
LEARNING THEORY , Wikibooks Contributors, From Wikibooks, the open-content textbooks collection
http://www.infed.org/thinkers/gardner.htm
http://www.bgfl.org/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/what.cfm 

Minggu, 24 Juni 2012

Collection of English idioms


       ENGLISH IDIOM-GO
1.     My brother went in for taxation
                       (Made a study)        
2.     Years went by.
               (Passed by)
3.     The bus has just gone.
                  (Has just leave)
4.     I shall go by what my father said to me.
               ( follow) 
5.     Bob goes to sleep.
            (Get to)
6.     The riot has gone bad.
                  (becomes bad)
7.     They didn’t the old cars expensively. it went for $200
                                                                 (Was sold)
8.     All the effort has gone for nothing.
                         ( without result)
9.     I went for the thief with a stone last night.
       ( attacked)
10.      The show went on although it rain hard last night.
                    (continued)
11.      Her examination scores went off after she had got severe sick.
                                         ( got worse)
12.      You should go over the lesson.
                        ( repeat)
13. The fire has gone out after some firefighters fight for few hours.
                  ( has turned off)
14.The T-shirt doesn’t go with your jeans.
                       ( doesn’t match)      
1.     The old man has gone.
                         ( has died)
English idiom-look

1.     I am looking forward to meeting you.
              ( soon)
2.     The house is small but it has pleasant-looking living room.
                                                   ( good looking)
3.     Look at the tree! It is tall.
     ( see)
4.     It looks like rain today.
          ( as if)
5.     I will overlook your fault this time but not in the future.
              (Forgive)
6.     My mother looks after me patiently.
              ( take care)
7.     There is a pleasant outlook from here.
                                  (View)        
8.     Let me have a look at your work.
                         ( see)
9.     I don’t know the word means. I will look up my dictionary.
                                                              (Find out)
10.                        I have been looking around but I got nothing.
                        (Go around )



English idiom-come

1.     The design of the jacket comes in our country
                                          (trend)
2.     I came across my old friend yesterday.
       (meet accidentally)
3.     Jenny has come down in her family.
               (become less important)
4.     We expect to achieve the best team but we didn’t come off.
                                                                                ( happen)
5.     Your voice us coming on very well.
                          (Progressing)
6.     When does the magazine come out? It comes out on Sundays.
                                           ( published)
7.     That is an antique car. How did you come by it?
                                                           ( obtain)
8.     Jack saw a woman in trouble. He came forward to help.
                                                       (Did action )
9.     Come on boys! Do the best!
(Imperative meaning to get attention! )
10.      The blow knocked the boxer unconscious. It took few minutes for him to come round.
        (Conscious )
                             

ENGLISH IDIOM-MAKE-DO
2.     I have done with this therapy. I am getting better.
       ( no longer need it)
3.     Take the medicine! It won’t do you any harm.
                                                (threaten)
4.     The beef is underdone but I prefer well done.
                       (Not cooked well)    (well cooked)
                          
5.     I have nothing to do with this job.
               (Doesn’t concern)
6.     Let’s be up and doing!
                  (Active)
7.     When do you make it?
                          (Say it)
8.     I can’t make out what you mean.
                ( understand)
9.     The shoes are home-made.
                          (manufactured at home)
10.      Make sure you come!
     (Confirm)
11.      The program is excellent. Have you made it up by yourself?
                                                           (Invented)
12.      The girl has too much make-up on her face.
                                      ( polish) make up
13.      Jack has become a self made-man.
                                ( become successful by his own effort;no formal
                                   education)
                                                       
14.      Jane works as a tailor to make a living.
                                          ( earn money)
15.      Sam is going to make a good salesman because he likes meeting and                                 (become )
     enjoys talking with a lot of people.
IDIOMATIC ENGLISH – TELL-SAY
1.     She likes telling a lie instead of telling the truth.
2.     I can’t tell you how glad I am to see you.
                ( can’t express)
3.     You can’t tell a lie. Your eyes tell your own tale.
                                                   ( explain themselves)
4.     The artist makes a most telling use of color.
                                         ( effective)
5.     There are many students in the classroom all told.
                                                                    ( counting everyone)
6. What I say is about my experience.
             (Opinion)
7.     How much is the car? I shall say $500 for an old car.
                                         (Suggest)
8.     I had no say in the problem.
             ( no opinion)
9.     He goes without saying anything.
                  ( he doesn’t tell)                                                      
10.      What do you say to a drink?
                         ( come and have a drink)


                                             

                                                        

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