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There is no doubt that teaching children can be rather difficult due to the common problems that occur in individuals at an early age. When it comes to the age group including children from three to five years old, any teacher has to solve a difficult problem because it requires him or her to make efforts to attract their attention and encourage them to be disciplined. Despite that, it is possible to apply a range of procedures, rules with consequences, and invent a reward system to create an appropriate classroom environment and make the learning process more efficient.
The first procedure that I would like to implement when working with children from three to five years old is singing songs that would help my students to memorize the key facts mentioned during the lesson (Ludke, Ferreira, & Overy, 2014). The use of songs can be regarded as an important procedure for children belonging to this age group because such children need learning materials to be illustrative. Among the advantages associated with the use of this procedure (children will have to sing very simple songs at the end of each lesson), there is the use of materials helping to develop their auditory perception and social skills.
Also, working with children belonging to this age group, a specialist needs to remember that an appropriate classroom environment is inextricably connected with the development of social skills and exchange of experience. Therefore, the second practice that I would like to use involves open discussions that are age-appropriate. During the discussions, I will not use any strict rules urging any student to participate actively because many children can be frightened to voice their opinions if they are not sure that their answers are right (Quesenberry, Mustian, & Clark-Bischke, 2016). To make children work together, it can be important to divide them into teams and let each team answer the question and then share their ideas with others.
When it comes to the rules that can be utilized in such an age group, it is necessary to pay attention to common cases of aggressive behavior in children (Biktagirova & Sh, 2016). To reduce them and encourage children to respect other people in the classroom, any child will be deprived of an opportunity to play with classmates after the lesson in case if he or she is aggressive towards other children or a teacher. In such a manner, children will understand more about social norms that they need to respect.
The second rule that I will implement is also related to the development of social skills. Many children are shy and they may fear to ask teachers to clarify something if they feel that other students already understand it (Söderström & Löfdahl Hultman, 2017). Therefore, all children will be informed that their willingness to laugh at their classmates when they cannot understand the material deserves punishment. Thus, any child who aims to laugh at students who need the material to be repeated will also have to sit still during the next break instead of playing with others. Due to that practice, any child will feel that he or she is free to ask anything unclear.
The reward system that I will implement to make lessons more effective will include the use of gifts given at the end of each week (Amstutz, 2014). Gifts such as small toys or sweets will be given only to those children who were not punished due to inappropriate behavior during the week. The degree to which children participated during the lessons will not be considered. The system is supposed to encourage children to be disciplined.
References
Amstutz, L. S. (2014). The little book of restorative discipline for schools: Teaching responsibility; Creating caring climates. New York, NY: Skyhorse Publishing.
Biktagirova, G. F., & Sh, K. R. (2016). Development of emotional sphere of preschool children. Mathematics Education, 11(4), 799-807.
Ludke, K. M., Ferreira, F., & Overy, K. (2014). Singing can facilitate foreign language learning. Memory & Cognition, 42(1), 41-52.
Quesenberry, A. C., Mustian, A. L., & Clark-Bischke, C. (2016). Tuning in: Strategies for incorporating technology into social skills instruction in preschool and kindergarten. Young Children, 71(1), 74.
Söderström, A., & Löfdahl Hultman, A. (2017). Preschool work against bullying and degrading treatment: Experiences from an action learning project. Early Years, 37(3), 300-312.
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