澳洲肯塔基论文代写:肯塔基论文代写

Keywords:澳洲肯塔基论文代写:肯塔基论文代写

通过改善他们所受支持的环境，以及他们在童年早期学习的环境，潜在的提高儿童结果的潜力，在关键的发现中暗示，学校类型之间的差异比社会地位群体之间的差异更明显。这不仅推动了对儿童结果差异的理解，而且也促进了基于这种理解所需要的行动——即，如果我们构建儿童需要的学习环境，我们就能做出改变。profiles研究的后续工作演示了如果这些更改没有发生会发生什么。在2003年，百分之六十九的样本被跟踪和评估。孩子们需要知道他们的期望是什么。老师应该确保每个人都知道该做什么，该做什么，以及在什么时候通过设定明确的期望状态来做，“知道该做什么，什么时候做，会帮助所有参与者感到安全、舒适和自信”。模拟和练习课堂程序可以帮助孩子们了解程序的外观和老师的期望。在教师对适当的行为进行建模之后，孩子们应该发挥作用或实践过程和预期的行为。例如，孩子们可以扮演选择学习中心的角色，去中心，参加活动，清理中心，这样每个人都会知道在中心时间里他们的期望是什么。
澳洲肯塔基论文代写:肯塔基论文代写
The potential for enhancing child outcomes by improving the environments in which they are supported and in which they learn in early childhood is implied in the key finding that the differences between school types were more noticeable than between social status groups. This gives impetus not only to the understanding about what makes the difference to children's outcomes but also to the action that is required based on that understanding - namely, that we can make a difference if we construct the learning environments children need. The follow-up to the profiles study demonstrated what happens if these changes are not made. Sixty-nine per cent of the sample was followed up and assessed in 2003.Children need to know what is expected of them. Teachers should make sure that everyone knows what to do, how to do it, and when to do it by setting clear expectations state, "Knowing what to do and when to do it helps all participants feel secure, comfortable, and confident".Modelling and practicing classroom procedures help children actually see how the procedure should look and what the teacher expects. After teachers model the appropriate behaviour, children should role play or practice procedures and expected behaviours. For example, children could role play choosing a learning centre, going to the centre, participating in the activity, and cleaning up the centre, so everyone will know what is expected of them during centre time.