FACULTY OF EDUCATION

DEPARTMENT OF EARLY CHILDHOOD EDUCATION

BACHELOR OF EARLY CHILDHOOD EDUCATION SEMESTER ONE

COURSE WORK 2024/2025

NAME: AKUMU MARTINA

REGISTRATION NO: 2023-B333-10742

YEAR OF STUDY: 2023 –

2024

YEAR: TWO SEMESTER

ONE

COURSE CODE: BEC 3124: TEACHING IN LOWER PRIMARY

LECTURER: DR. OYOM JOSEPH JOLLY (PhD)

1. Explain what is meant by “teaching” hence discuss the nature of teaching in

lower primary. (25 marks)

2. Develop a lesson plan of 45 minutes for Primary two class using Herbartian
methods of teaching
a. Preparation
b. Presentation
c. Association
d. Assimilation
e. Application (25 marks)
Question 1.

1. Explain what is meant by “teaching” hence discuss the nature of teaching in lower
primary. (25 marks)

Teaching is a living mechanism used to provide conditions for learners to acquire the knowledge,
develop certain abilities, and assert their own attitudes. It involves various forms of learning,
which are not only limited to the transmission of information. Efficient teaching consists of
students being actively participating in the lesson, reasoning, coming up with ideas, and
becoming more mature. An example of this would be a teacher introducing teamwork to the
children by having a group project in which the students have to work together to create a model.
Such a method imparts not only the knowledge of the subject, but also encourages the students to
have bonds with others. It goes without saying that developing communication, negotiation, and
conflict resolution skills are just as important.

In the context of primary schooling, which usually means the nearly 5- to 7-year-olds, teaching
acquires distinctive features that meet the developmental needs of small children. This section
succeeds in highlighting how children of this age group generally develop in such an open and
flexible manner. They are really into trial-and-error, role play, and interaction where they talk,
therefore, teachers should be able to come up with some strategies that link to these attributes.

Teaching is usually carried out in compliance with the principles of developmentally appropriate
practices in lower primary education. This means that teachers shape their methods to suit the
cognitive and emotional stages of the children. For instance, a teacher could explain
mathematical concept to a class using colored manipulatives and also teach the game like
"Addition Race" of taking counters away and adding them up that the children play. In this way,
children can get hands-on experience, and easily understand the realization of addition and
subtraction.

Play is of fundamental importance in the learning of lower primary education. Kids understand
in the best way if they are involved in the activities which provoke their creativity and
enjoyment. For example, a teacher may arrange a pretend play group for students where they can
role-play different careers thus, they can get clear ideas of various community roles and on the
other hand, they can improve their language skills and social awareness.

Among other things, multisensory teaching is one of the good teaching characteristics that the
teacher can use at this stage. The creative teacher explores the senses of sight, sound, touch, and
smell in learning experiences that combine seeing, hearing, touching, and smelling objects, thus
giving them a real feel for what would otherwise be different and confusing ideas. The best
example of this is when a teacher uses songs and rhymes in alphanumeric learning, where he/she
integrates strong matches and visual learning to suit various preference areas of learning.

Social interaction is very important in the lower primary grades of the children. Children who are
new to school come across a lot of situations where they work with their classmates. For
instance, in a group project where students make a poster about their pet animals, they not only
develop good team-building skills but also their creativity and communication are improved as
they are exchanging ideas and making decisions together.

Creating routines for young children gives them a sense of stability. A stable timetable for day
today life makes the children assured of the fact that they will have to follow what was
previously agreed upon and hence their attention can be directed towards their learning. For
instance, starting every day with a morning circle where students exchange news or feelings
which creates a safe environment and also gets them ready for the daily activities.

Visual aids are very important in helping to acquire knowledge. For instance, a teacher may
choose to read a picture book that is full of images to make it easier for the students who struggle
with comprehension of the notes. These images accompany texts to bring children along the
storyline and they additionally, by doing so expand their vocabulary and comprehension skills.

Storytelling is one of the most powerful tools in the education of very young children, as it draws
children's attention to the cause and space flights of their imagination. A teacher may even read a
book and stop to ask open-ended questions like encouraging students to predict the endings or
give their ideas which in turn, develops critical thinking and listening skills.

Positive reinforcement is the core element that students engage well with their learning. When
teachers give students words of encouragement or small gifts, it gives them a feeling of
achievement and motivates them to keep going. A teacher can, for example, hand a student who
shows kindness or progresses in the work a "star of the day" certificate.

Exploratory learning involves discovering and experiencing things through inquiry and
investigation. For example, science class may involve planting seeds and taking notes on their
development over a period. The on-site observation provides kids with a chance to link what they
studied to reality and thus, they become inquisitive and motivated to science.

In lower primary education, the development of the main skills is of the utmost importance.
Teachers concentrate on literacy and numeracy through interesting tasks. For instance, the games
that involve movement can be effectively used to teach children the basic sight words. This can
really make reading fun and trigger the children's love for the books in the early stages.

Understanding that a child learns at his own speed and in a different way is one of the main
priorities. Often, teachers equip the students with the differentiated means of learning in the form
of lessons, which are adapted to suit the diverse needs of the students. For example, the teacher
may give extra help to the struggling readers during the reading time and introduce new books to
the ones with a higher level of skills during the reading.

Parental involvement is one of the main factors in the learning process and the home-school
connection. Teachers can send homework activities or reading logs to make their families
involved. It is a successful behavior because, in addition to supporting children’s learning, it also
reminds them of the importance of education at home.

Teaching morals is a very important element of lower primary education. Teachers typically
center around new lessons of kindness, sharing, and respect during the course of a classroom the
teachers introduce activities and discussions. For instance, playing scenarios can be beneficial for
kids to learn to solve, address problems or show sympathy to others.

In summary, teaching younger students in primary education is a multi-layered and extravagant

process that meets the unique developmental needs of the students. The use of varied approaches
which involve learners emotionally, socially, and cognitively allows educators to lay a
reinforcement for lifelong learning, therefore, helping children develop academically and
personally.
REFERENCES
Bredekamp, S., & Copple, C. (2009). Developmentally Appropriate Practice in Early Childhood
Programs Serving Children from Birth through Age 8. National Association for the Education of
Young Children. This book provides comprehensive guidelines on developmentally appropriate
practices, emphasizing the importance of tailored teaching strategies for young children.

Piaget, J. (1970). The Science of Education and the Psychology of the Child. Orion Press.
Piaget's theories on cognitive development highlight the stages through which children learn and
acquire knowledge, which is essential for understanding effective teaching methods.

Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes.

Harvard University Press.

Vygotsky's work emphasizes the social aspects of learning and the importance of interaction and
collaboration among children, which is relevant for teaching strategies in lower primary
education.

Ginsburg, H. P., & Opper, S. (1988). Piaget's Theory of Intellectual Development. Prentice Hall.
This text discusses Piaget's theories and their implications for educational practice, providing
insights into how to effectively engage young learners.

Fisher, R. (2005). Teaching Children to Think. Nelson Thornes. Fisher explores various teaching
methods and strategies that encourage critical thinking and creativity in young children, relevant
for the lower primary context.