Playing Entrepreneurship – Pakistan Teacher Training

Posted on | January 29, 2010 | 1 Comment

This weeks practical example from our Teacher Training courses come from our Pakistan group students Noshin Rabia.

In my class 90% children belongs to Arab families and others Srilankan’s, Pakistanis, Indians, etc. In early classes they always have a problem of speaking and understanding English Language. So this is the basic theme to motivate them in the class all time. Active learning doesn’t mean the children need to by physically active throughout the class period – it just means that you design your class period around having them actively participate in the learning process. There are lots of things you can do…

Read the whole post about what Noshin does to activate her pupils and stimulate learning processes.

Entrepreneurs are essential drivers of innovation and progress. In the business world, they act as engines of growth, harnessing opportunity and innovation to fuel economic advancement. Social entrepreneurs act similarly, tapping inspiration and creativity, courage and fortitude, to seize opportunities that challenge and forever change established, but fundamentally inequitable systems.
The importance of play in children’s development

“There’s a lot happening during playtime. Little ones are lifting, dropping, looking, pouring, bouncing, hiding, building, knocking down, and more. They are learning key scientific concepts, such as what sinks and floats; mathematical concepts, including how to balance blocks to build a tower; and literacy skills, such as trying out new vocabulary or storytelling skills as children “act out” different roles.

“And when your children play with you, they are also learning — that they are loved and important and that they are fun to be around. These social – emotional skills give them the self-esteem and self-confidence they need to continue building loving and supportive relationships all their lives.

Babies and toddlers have an inborn desire to learn and develop new skills. Rather than needing structured classes, flash-cards, special videos or programmed “teaching time”, they need lots of time to explore and play in a variety of ways, indoors and out. They need their parents and careers to respect their individual style of play, to join in their play and to be their coach in making new discoveries.
Outdoor play is important and helps children develop many physical skills. In addition, using slides, sandboxes and other play equipment promotes social skills like peer play, friendship-building, language, conflict resolution and negotiation skills.

Making literacy materials – like paper, pens, envelopes and books – available to children encourages reading and writing. Playful experimentation with paper and other print materials supports literacy development.

Different ways of playing with learning
Children will already be familiar with many uses of information and communications technology before they enter the nursery setting and may even be adept operators of some electronic equipment.
Computers have an important role to play in children’s developing understanding of ICT, and can also play a significant part in supporting learning in other areas. But they are certainly not the only, and not always the most appropriate, way of introducing young children to ICT in the setting.

A walk around their local area can help to raise children’s awareness of information technology in the world around them, and inspire adults with ideas for role play. Burglar alarms on houses, pelican crossings, telephone boxes, barcode scanners, and cash machines – examples are plentiful.

Nurseries can provide their own real examples of information technology, such as tape recorders, and representations of others, which children can explore in role play before trying the ‘real thing’ – for example, programmers on washing machines. Disused equipment, such as answering machines and keyboards, once it is checked for safety, can also help children.
If possible, lend the children and their families’ digital cameras with which to record examples in their homes and neighborhood. Photographs can then be used by practitioners and children when planning new role play provision.

To operate simple equipment, children need to be familiar with key words, symbols and signs. These too can be taught and reinforced through role play. For example, children may learn to recognize the word ‘wait’ and the significance of the red and green figures on a pedestrian crossing set up in the outdoor area.

Learning can also take place in a less direct way. The arrows used on the controls of many programmable toys and floor robots could be introduced on a large scale during a ‘bear hunt’ to guide children to their destination. Through such an activity children learn to ‘read’ the arrows and to use directional language, such as forwards and backwards.

Learning opportunities
With appropriate resources and adult support, children can:
• develop an interest in ICT equipment and apparatus
• identify and explore every day uses of information technology in a meaningful context
• talk about uses for ICT in their own lives and represent experiences through role-play
• understand how to operate simple equipment and perform simple functions independently
• turn to appropriate equipment in their play in order to communicate information
• be aware of the dangers associated with some equipment, such as electrical switches, and of the need to work within simple safety guidelines
• Use correct technical vocabulary.

Resources and activities
Listed below are some examples of how children can learn and develop their Some resources, such as telephones, can be included in most role play areas, while others are related to specific themes.
Home corner Telephones, disused cameras, radios, televisions and video machines with remote controls, tape recorder and music/story tapes, laptop computers, washing machines with programme dials, microwave ovens, or a burglar alarm box, can all be part of the basic provision. Also consider using plug-in baby monitors and encourage children to listen for their ‘babies’ from another area.
Airport Provide walkie-talkies, ‘conveyor belts’ (for luggage and passengers), ‘metal detectors’ and a ’security system’.

Office this area offers many opportunities for children to explore through changing themes. For example, estate agents could record details of a house on a Dictaphone, type the details into the computer and call interested clients.

Basic provision could include keyboards, calculators, telephones and ‘hands free’ mobile phones, fax machine and a model photocopier. In some settings, the office is also a permanent base for the computer and offers a real context for e-mailing.

Bank Construct a hole-in-the-wall cash machine and issue children with cash cards and PIN numbers. Provide computer monitors and keyboards on counters. Library Barcode each book and provide ‘pen’ scanners. Include monitors and keyboards and encourage children to search for book titles.

Supermarket Provide barcode scanners and a conveyor belt, a cash register and swipe cards. Record a ‘today’s special offers’ message and encourage children to play this on a tape recorder in the area. A lottery ticket machine could also be included.

Outdoor area Provide equipment such as traffic lights, pedestrian crossings, speed cameras, motorway weather warning signs, car park ticket machines and barriers, carwashes, petrol pumps, emergency breakdown telephones, sensor-operated streetlights, ‘drive through’ fast food outlets with intercom systems for ordering.

Organisation
• Much of the suggested equipment can be made, recycled or bought quite cheaply. Several local settings could share the cost of more expensive items that will be used on a rotational basis. Make sure that staffs in all settings are aware of what is available.
• Ask parents to donate old equipment such as keyboards and telephones.
• Keep a stock of batteries in the setting and a re-charger where appropriate. Flat batteries are very frustrating!

Adult role
The role of the adult in supporting children’s development through role play will be diverse. Always observe and respond to children’s interests. A child with a parent away on a business might want to contact them on a mobile phone during their play. Or a child whose family has just bought a laptop computer may want to make a laptop in the technology workshop and ‘use’ it in the office area.

To support children effectively, practitioners should:
• raise children’s awareness of technology in the world around them
• provide an environment in the setting that reflects the uses of ICT in the real world
• model a range of uses of ICT in an everyday context
• provide appropriate equipment to support children’s interests
• introduce and model appropriate language and encourage children to use vocabulary such as ‘on’, ‘off’, ‘eject’ when using equipment.

In my class 90% children belongs to Arab families and others Srilankan’s, Pakistanis, Indians, etc. In early classes they always have a problem of speaking and understanding English Language. So this is the basic theme to motivate them in the class all time. Active learning doesn’t mean the children need to by physically active throughout the class period – it just means that you design your class period around having them actively participate in the learning process. There are lots of things you can do:

Play Games: When you play games, you can use points and competition as a motivator, but not for kids under six who may find the competition too stressful. For them, just playing the game is motivating enough.

Get Them Moving: Movement is a vital component to motivating children. The best way to prevent children from zoning out is to get them up out of their seats at least once each class period

Get Their Hands “Dirty”: Well, not literally, but the more hands-on activities you can do the better they will learn and the more likely they will stay interested in the activity. If you’re talking about the words to describe fruit, have each student bring in a piece of fruit and use the fruits in games.

Stick to a Schedule: Creating a schedule for your students help them know what to expect in the class and will help them stay organized as well which will lower the frustration level for children who sometimes struggle in school.

Variety is the Spice of Life! : With that all said, it’s also important to change things up within the schedule. For example, if you spend the first 10 or 15 minutes each day doing vocabulary activities, make sure you vary these activities so they don’t get boring and stay motivated.

Give Them Options: If you spend long periods of time with your class, or if you have a mixed ability class and have to split your teaching time between groups, then the following ideas may help when the children have some free or unsupervised time in your class

One Last Idea… This really motivates younger classes of children up to age 12, but it can work with all ages. Plan an end of the term program so the children can show off what they’ve learned to their parents and anyone else who attends the program. You can do it right in the classroom and have the children play games, recite poems, whatever you can come up with to have them showcase what they’ve learned to their parents.

Parent’s Reflection about Playing.
(Here are some parent’s views about learning as most or people are not know with English language so I have translate it and most of them don’t want to mention their names so it’s without their names)

-Play is the way that young children learn. There are 3 kinds of play that children need: playing with parents, independent play, and playing with other children. Play teaches children how to get along with each other. Children learn from other children so we need to give them plenty of chances to play and interact among themselves.
-Big brother has a big role in the baby’s life. He can talk to the baby, pull funny faces. The more time the children spend happily together, the more likely they will genuinely care and watch out for each other as they grow older. Encourage the kids every time they play well together and they are more likely to have good playtimes together.
-Young children learn from everything they do. They are naturally curious; they want to explore and discover. If their explorations bring pleasure or success, they will want to learn more. During these early years, children form attitudes about learning that will last a lifetime. Children who receive the right sort of support and encouragement during these years will be creative, adventurous learners throughout their lives. Children who do not receive this sort of support and interaction are likely to have a much different attitude about learning later in life.
-Parents need to help young children understand social behavior and how to form good relationships.
-For parents of young children, the goal should be to appropriately support the development of motivation so that there is a proper foundation for optimal educational growth.
In short: Play can be an effective and enjoyable way for children to develop skills:
Language skills when they play name games, sing songs, and recite jump rope rhymes.
Thinking skills when they construct a block tower follow directions to a game, and figure out pieces to a puzzle.
Small-muscle skills when they string beads, make clay figures, and cut with scissors.
Large-muscle skills when they play ball, roller skate, and run relay races.
Creative skills when they make up stories, put on a puppet show, and play with dress-ups.
Social skills when they team up to play ball games, discuss rules for a card game, and decide who will play what part in dramatic play.

Noshin

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