FM-AA-CIA-15 Rev.

0 10-July-2020

Study Guide in ECED 113 Science in Early Childhood Education Module No. 8

STUDY GUIDE FOR MODULE NO. 8

INDIVIDUALIZING SCIENCE
MODULE OVERVIEW

No two children are alike. Each child comes to us with different interests, talents, needs, and abilities.
Although the learning goals remain the same for all children, educators need to tailor instruction accordingly.
This individualizing of instruction can be done by assessing children’s strengths and challenges in order to
plan for individualized instruction, demonstrating and guiding the learning, and clearly communicating rules,
routines, and expectations.

MODULE LEARNING OBJECTIVES

At the end of this module, you should have:

1. designed and arrange learning centers for effective Science classroom instruction.

LEARNING CONTENTS

Why is it important to assess the individual traits of each child?

 Each child has different learning levels and needs. The information that educators gather when observing
and listening to children can be used to support, encourage, and engage children in learning.
o If you notice that a child likes dinosaurs, use books about dinosaurs to teach letter sounds and
concepts of print, use toy dinosaurs at the math table for counting, and provide dinosaur props in the
Pretend and Play Center.
o If a child or a group of children are having trouble with a concept or skill, such as sorting, use a small
group setting to model the skill or explain the concept.

How can you assess each child’s unique interests, needs, and abilities?
 Observe each child’s interactions and ask questions. As you do, note individual children’s successes or
challenges.
o At the Block Center, you might ask: What shapes are you using to build your tower? How many
blocks do you have left?
o Review concepts or ideas children may not fully grasp.

Why is it important for you to recognize and respond to children’s strengths?

 Notice and praise children’s successes. This helps children gain a sense of mastery and self-worth.
 Specific and positive feedback that focuses on the child’s effort and perseverance helps give children
confidence to engage in more difficult tasks. For example, Wow! You are learning to zip your coat all by
yourself! You have been working hard on that is more effective than a general comment like Good job!

One of the best ways to guide young children’s learning is to model a task from beginning to end. By
hearing and watching your process, children learn to think through a task and to understand what needs
to happen first, next, and so on.

 Demonstrate and explain. As you model the activity, show how to do it by explaining and showing each
step.
 Provide time for children to practice. Respond and coach children as they work. This “guided” practice
will help reinforce what they are learning.
 Scaffold the learning. Provide supports, such as prompts, specific questions, or reminders that can help
children follow instructions and learn.

How can you demonstrate and guide learning?

 Demonstrating and guiding learning supports each child’s specific skills and understanding. This also
helps scaffold the learning.

PANGASINAN STATE UNIVERSITY 1

 FM-AA-CIA-15 Rev. 0 10-July-2020

Study Guide in ECED 113 Science in Early Childhood Education Module No. 8

o As you demonstrate an activity, describe what you are doing. You might also make a chart that gives
step-by-step directions or show an example of a completed activity for children to reference as they
work.
o Have children do each step with your guidance and encouragement. This type of guided practice
encourages children as they learn.
o Give children time to work independently, providing additional modeling or guided practice if needed.

How does individualized instruction influence the scaffolding you use?

 Like the instruction, the scaffolds are specific to each child.

Establishing, communicating, and enforcing clear rules, routines, and expectations is important so that
children can feel safe, secure, and competent. By better understanding what is expected of them, children
can achieve the intended outcome and feel good about their performance. As you add new tasks, be sure
that each child understands how it fits into the day.

 Communicate expectations in a way that children can understand. Use simple language, role-playing,
and repetition to explain concepts, rules, or tasks.
 Use a variety of communication methods geared to children’s different learning needs. For instance,
charts or posters, calendars, photographs with captions, and “to do” lists are all ways that children may be
able to understand and refer to the rules.
 Use a variety of reinforcements. Some children may need to be reminded often, respond to signals
such as visual cues or songs, or will need the rule to be rephrased in order to help them understand.
 Periodically discuss and review routines and expectations. This may be especially important to do
after a holiday break or when a new child joins the group.
 Redirect inappropriate behavior calmly and kindly, yet firmly.

How can you use routines to help children navigate through the day?
 Routines help children know what to expect and help them to regulate their behavior accordingly.

How can you communicate rules, routines, and how children are expected to behave?
 Cues help children transition from one activity or task to another.
 Non-verbal cues are also familiar methods. Educators can use a whispery voice, put their fingers to your
lips, or raise a finger in the air to signal quiet.
 A fun “clean-up” song, used consistently, lets children know that an activity is coming to an end and that
they are expected to help clean up the area.
 Children have different responses to the beginning and ending of the program day. “Hello” and “goodbye”
routines help children make those important transitions more smoothly.

LEARNING ACTIVITY 1

Design and Create Learning Centers for Effective Classroom Instruction

SUMMARY

Meeting the varied needs of children can be a daunting task for educators. It most definitely takes more
planning and assessment of student progress, but the benefits far outweigh the cons. Individualized
instruction prepares children to become active and effective learners developing the skills needed to be life-
long learners in an ever evolving world. With the varied aptitude levels of children, individualized instruction
helps use the differences of children to increase moral, retain information, and enhance children’s
engagements in their learning.

REFERENCES

COUCH, RICHARD W. 1983. "Individualized Instruction: A Review of Audio-Tutorial Instruction, Guided

Design, the Personalized System of Instruction, and Individualized Lectures Classes." Paper written for partial
fulfillment of doctor of philosophy degree, University of Kansas. ERIC Document ED 252178.
HYMAN, RONALD T. 1973. "Individualization: The Hidden Agenda." Elementary School Journal 73:412–423.
KELLER, FRED S. 1968. "Good-Bye Teacher…. " Journal of Applied Behavior Analysis 1:78–89.

PANGASINAN STATE UNIVERSITY 2