SOW5017-B Direct Work Children Assignment Sample

Introduction : Reflective Assignment On Evaluating The Children's Development Program By Using Activity-based Intervention Theory

The activity of the children under consideration presents a reflective report on the application and assessment of the “Name Game” conducted in line with Activity-Based Intervention (ABI) Theory for children aged 5-9 years attending a primary school facility. Aspects such as social interaction, memory, and confidence among the students were enhanced while on their part teachers got an opportunity to be close to their students. Thus, based on the identified obstacles and issues of the project and the observed or gathered benefits and experiences in their practice, this report intends to discuss the efficiency of the “Name Game” as a developmental approach and its patterns for educational practices.

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Explanation of the Children’s Developmental Game

Engagement in the “Name Game”

The “Name Game” is a well-thought-out activity prepared primarily for students of primary school aged between mainly five to nine years. The game is crucial in building the foundation for the overall learning experiences of children. In this game, the children sit in a circle and each one recites the name of the child next in turn and an action or an attribute starting with the first letter of the name of the child named (Lemire et al. 2022). For instance, a child will be asked to use his or her name followed by an action, for example, Jack will be asked to be called ‘Jumping Jack’ as Daisy will be called ‘Dancing Daisy.’ This simple, fun endearment of names is more than just teaching children names; it creates a feeling of togetherness among children in class.

Figure 1: Description of the game

(Source: self-created in Storyboardthat.com)

Association in the multiple developmental areas

Analyzing the possibilities of the “Name Game” I realize that it affects many spheres of a child’s further development. In its social aspect, communication and interaction are facilitated hence helping in the social angles of the game. By practicing active listening, children are able to follow the rules of sharing toys and play to avoid inconveniences and the inevitable unleashing of violence inherent in children’s play fights. These skills appear to be the most important for children because they help to build interpersonal skills that should come in handy throughout life. In the aspect of cognition, it is equally active, correcting mistakes and strengthening the memory and recognition of names (Mehmood, and Kanwal, 2021). When a child is told names that correspond to certain actions or adjectives, he/she actively uses his/her mnemonic technique of associating names with activities, thus improving mnemonic abilities. This is a cognitive activity that is rather useful during this particular development phase when memory capabilities are in the process of developing. On the emotional level, the game boosts children’s confidence and provides a significant impact on their self-esteem. Letting them state one or two things about themselves to the group makes children feel valued because they are. This communicates recognition and validation which is required in building a positive self-image and emotional regulation.

Figure 2: The engagement of the children

(Source: self-created in Storyboardthat.com)

Building of the relationship with teachers

For the teachers, it is a great source of information on the personality, interests as well as creativity of each child, truly a gem of a game known as the ‘Name Game’. The choices that children make when they are selecting the character whether it is ‘Jumping Jack’ or ‘Dancing Daisy’ which reveal some aspect of their character. This game can encourage the children by promoting a positive ambiance in the classroom. In this type of game, every child in the classroom can get the chance to participate which ensures that no child has felt left behind. So this can form a pleasant dynamic in the classroom where mutual understanding gets the priority.

Figure 3: Description of the activities and collaboration

(Source: self-created in Storyboardthat.com)

Importance of the Intervention Theory

The Theory of Activity Based Intervention

Activity-Based Intervention Theory is focused on using prescribed therapeutic and educational activities and play into a child’s daily schedule. This idea of development is comprehensive in that it perceives children’s learning in terms of different domains that are cognitive, social, emotional, and physical, and which comprise one system. According to ABI Theory, children must be actively participating in activities that are meaningful and purposeful, presented in a manner that is enjoyable and congruent with the child’s experiences. This way, learning does not happen in a vacuum but incorporates the environment that a child plays in or activities that he or she does daily.

The approach to the children's development

Considering the ABI Theory, I conclude that its application is crucial for developing an individual support system that meets the person’s requirements. Despite the usually fragmented structure of the children’s day, the approach of ABI is fundamentally different from traditional classroom teaching that presents learning tasks as separated from the real-life context of a child. ABI planner integrates interventions focused on a specific child's developmental domain in an ideal natural context hence promoting simultaneous support for the child’s development. These interdependent structures assist the child in the acquisition of various cognitive abilities such as memory and problem-solving skills while at the same time building up their social, emotional, and physical skills. This format is essential for contributing to balanced child development because it recognizes the complexity of children’s development and the interrelatedness of these domains. In the case of the “Name Game” of ABI Theory, the importance of play as the medium for learning is underlined. The game is a fun and constructive interest and an endeavor also intervening in the areas of memory, interpersonal relations, as well as confidence building. In this way, children perform such operations as recalling and connecting the name to an action or an adjective which improves memory skills. This is because the game is social in nature, therefore enhancing the children’s ability to communicate, work in groups, and listen. In addition, the activeness of the game together with the social acceptability gives children a positive feeling that makes them feel wanted (Defever, and Jones, 2021). As it supports ABI Theory holds the opinion that such activities can fit into the classroom practice and make learning fun and rich. This theory can emphasize the function of the teacher as an organizer and supports the children in learning with the help of several activities. With the help of this game, the teachers can understand the potential of the child and the areas required for development. The teacher can assess that some of the children might be experiencing difficulties in recalling the names so they are required to exercise the memory games.

Efficiency of the Intervention Process

The levels of engagement

Thinking back to the “Name Game”, I observe that it’s effective in guaranteeing that the children are very engaged. It engages the students’ attention and encourages them to be highly interactive because of the nature of the game. Engagement is important to entice the learners since the brains of the children are more receptive to information and are more able to master skills with the help of engagement strategies (Uslu, and Özgün, 2024). There are few methods better than the Name Game in which children are taught to associate something personal to come up with an action to match that name on the board. This personal interest not only helps maintain their interest but also helps them put in some effort remembering and participating. The game effectively organizes the learning process and makes it more engaging and enthusiastic, which in turn increases the efficiency of the educational process. The flexibility of the game is another reason which renders the game efficient. It can also be used with variations depending on the age of the children, the topic to be covered, or the learning disability that a particular child may be having.

Outcomes of the intervention

With the help of intervention, teachers can evaluate the effectiveness of the game from the increase in socialization, memory, and self-confidence levels. In these regards the outcomes are the following: it is rather conspicuous how children who have difficulties in call or in group manipulations, demonstrated improvements as soon as they participated frequently in the show (Noreen, 2022). Such changes can be evidenced through anecdotal records, observation checklists, and simple tests, which will be conducted by teachers so that they will be able to prove the effectiveness of the game. This evaluation is continuous so the teachers are able to see the positives and negatives of the game and thus being able to advance the effectiveness of the intervention.

The function of the teachers in assistance

The teacher plays a very central function in the enhancement of the effectiveness of such intervention. Teaching skills include the ability to set up an environment where the learners are encouraged and offered directions. Teachers encourage themselves, as well as being active models that build the relationship of trust and cooperation with students, which adds to the intervention’s effectiveness (Handoko, and Sakti, 2023). Observations can also be used by the teachers to encourage the specific children who require counseling and commend each child so that he or she feels appreciated. An ideal teacher-student relationship is thus desirable in extracting the most from the intervention as kids will surely respond well to a friendly environment.

Analysis of the Barriers and Problems Experienced in the Project

In the course of the project, several advantages and disadvantages that influenced the utilization and efficiency of this as a developmental intervention were realized. The first problem that was evident was the major difference in the level of engagement among the children. Some of the children especially those who were few in number, and those who were shy or less confident were reluctant to participate fully in the game (Choudhary, and Khushnood, 2021). This reluctance made the distribution of the intervention partial as some children took most of the time in the activity with the other children almost being left out. The previous one was just one of the several concerns; the other concern was the fact that it was so hard to redesign this game in such a way that all the children with different requirements of learning could play within one group. But in the general perspective of the game, some of the children had difficulty in the memory and recall questions mainly those who had learning disability or poor language understanding. This made it difficult for the teacher to track that all the children benefited in the same proportion as others in the activity. It showed that time was another constraint that hindered the execution of the proposed theoretical framework. This structured schedule of school hampers sometimes the original time availability of the game making it hard to accommodate some essential subsequent activities that could help in the reinforcement of required skills of the game. Furthermore, some students were able to resort to mischievous behaviors or get easily distracted intra-class, which sometimes interfered with the game session and the children’s concentration.

Explanation of the Achieved Experiences from the Project

The work done can be deemed useful and contribute to the growth of children as well as to the improvement of the pedagogy method. Therefore, one of the major milestones that were realized is having achieved social enhancement within the classroom (Marsigliante et al. 2023). The children’s level of awareness seemed to rise in terms of names and additional characteristics of their peers through the Game and they were more inclined to interact and work with their counterparts during other activities within the classroom. Education is another area that was well illustrated within the context of the project concerning the necessity of individualizing interventions. Thus, variations in the functioning of the game helped the teacher to understand how to adjust the tasks to the children and their individual learning abilities. This game has also represented the significance of the adoption of the interventions for fulfilling the various learning requirements. With the help of experiments and the varieties observed in the game educators can achieve a strong understanding. This can help to gain a strong achievement to accommodate the varieties of learning styles with the capabilities.

Conclusion

In conclusion, it can be concluded that the activities among the children represented in this study which associated with the teachers also. Some of the difficulties that were identified included but were not limited to varying degrees of participation among the trainees and time constraints Among the benefits of the project were massive learning opportunities through which the participants gained a lot of knowledge in the way various educational interferences can be developed and delivered to suit various needs of the target persons. These findings emphasize the necessity to be adaptable, as well as emphasize the need for inclusiveness and assertiveness of the teacher all together with the establishment of a friendly learning environment within the teaching methodologies implied by the ABI Theory and its capacity to contribute towards the balanced human child development in the primary schooling process.

Reference List

Journals

• Choudhary, F. and Khushnood, S., 2021. Effectiveness of Activity Based Learning In General Science At Elementary Level. Journal of Education And Humanities Research (JEHR), University of Balochistan, Quetta, 11(1), pp.55-64.
• de Barros, A., Fajardo-Gonzalez, J., Glewwe, P. and Sankar, A., 2020. Learning by Doing? Experimental Evidence on Activity-based Instruction in India. Journal of Development Economics.
• Defever, E. and Jones, M., 2021. Rapid realist review of school-based physical activity interventions in 7-to 11-year-old children. Children, 8(1), p.52.
• Gupta, N., 2024, June. Teacher's Perceptions and Attitudes Towards Play and Activity-Based Learning in the Early Years. In International Journal for Research Publication and Seminar (Vol. 15, No. 2, pp. 199-209).
• Gyasi, J.F., Zheng, L. and Zhou, Y., 2021. Perusing the past to propel the future: A systematic review of STEM learning activity based on activity theory. Sustainability, 13(16), p.8828.
• Handoko, S. and Sakti, S.A., 2023. Optimizing Classroom and Activity-Based Character Education: A Comprehensive Guide to Best Practices and Implementation Strategies in Early Childhood Education. Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini, 8(2), pp.79-88.
• Lemire, C., Dionne, C. and Rousseau, M., 2022. Fidelity of implementation of activity-based intervention in daycare. Early Child Development and Care, 192(9), pp.1368-1383.
• Marsigliante, S., Gómez-López, M. and Muscella, A., 2023. Effects on children’s physical and mental well-being of a physical-activity-based school intervention program: a randomized study. International Journal of Environmental Research and Public Health, 20(3), p.1927.
• Mehmood, K. and Kanwal, W., 2021. Implementation of activity based teaching at primary level: A theoretical perspective. Pakistan Journal of Educational Research, 4(1).
• Noreen, A., 2022. Activity-based Curriculum: How do Primary School Teachers Respond to it?. Archives of Educational Studies (ARES), 2(1), pp.47-64.
• Uslu, E.M. and Özgün, T., 2024. Effectiveness of Play and Activity-Based Preschool Values Education Practices: An Experimental Study. Cumhuriyet Uluslararası Eğitim Dergisi, 13(2), pp.305-315.
• Wang, H., Blake, H. and Chattopadhyay, K., 2021. Development of a school-based intervention to increase physical activity levels among Chinese children: a systematic iterative process based on behavior change wheel and theoretical domains framework. Frontiers in Public Health, 9, p.610245.

Author Bio

Jordan Clarke   7 Years | Masters

I am Jordon and I am a resident of London. I have completed my master's from Imperial College. I have gold medals in bachelor's as well as master's. I have been a certified academic writer for 7 years or more. My passion is to help students write flawless assignments. I have also been a professor at two or three renowned universities in London, so I am very well aware of what the guidelines demand.