Some of the key aspects of an early years teacher one

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some of the key aspects of an early years teacher one must be a “creative and unique individual which will encourage creativity in their students” (Engelbright Fox , 2015:294). A teacher must help as well as learn their students to find solutions as well as encouraging problem solving. As a creative and a specialist, the teacher must focus on not being stereotypical but acknowledging children in their individual ways, seeing potential in every learner and focusing on creativity. As allowing learners the freedom to be creative is crucial, the teacher should not follow a strict planning strategy but rather allow a planning method which will allow for change or a different direction as initially planned . (ii)Teacher as an observer: Asking questions is a practical example of being an observer. Asking specific questions while observing the child is important because by making an analysis of all the aspects within the child’s artwork, the teacher can realise the deeper intention of the child. In the writings of Engelbright Fox, 2015:295 we learn. That from asking about the specific use of media, the visual elements, why the art piece is presented in that specific manner (some objects bigger than others, unrealistic use of colour), up to how it makes them feel, are all very important as “it helps the teacher engage in meaningful dialogue with the child”. ( iii)Teacher as a responder: There are two ways that adults can respond: verbally, by using your words and nonverbally, by using your body language to respond according to Engelbright. • Art dictation - providing accompanying titles, sentences or labels to the learners art work. Reasons for using art dictation include, deepening your understanding, furthering the relationship, giving undivided attention. • Art dialogue - communicating about the learners art work using the following approaches: - Complimentary: a limited option - Judgemental: it becomes complicated
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when trying to make one child’s artwork seem better than the other, without the other child feeling hurt. - Valuing approach: recognising the child’s effort. - Questioning: not all children may answer your questions - Probing: it a less forward approach in which you search for hints. - Correcting: giving feedback to better the children’s art work.
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