Milestones 3, 4 and 5 will enable the learners to
create a timeline of events; record their knowledge
using pictures; connect their own experiences with
what they have learnt; understand how a person,
place, or thing has influenced a country or an ere;
identify the causes and effects of certain phenomena,
as well as relevant questions for inquiry, organise and interpret
information using graphs and charts; identify the contributions of a person or
an event; and understand the basic structures and functions of the government,
Have you heard about the 'story-line' approach of teaching Social Science
ensures that the learners get out of the textbook and leam concepts in ways
that they can relate to. It is an active teaching strategy that recognises the
value of the existing knowledge of the learner.
The series endeavours to provide the learner and the facilitator, a common
ground for facilitating the teaching-learning process. The stories woven
are simple and beautifully illustrated; with thought-provoking questions
intermingled with concepts, that compel the learner to grasp the outcomes
without stress. They tickle imagination and enable problem-solving techniques
to surface. Activities are based on developing life skills that correlate to day
to-day activities.
Let us enjoy the experience of breathing knowledge.
Answers
The domains of child development and early learning are discussed in different terms and categorized in different ways in the various fields and disciplines that are involved in research, practice, and policy related to children from birth through age 8. To organize the discussion in this report, the committee elected to use the approach and overarching terms depicted in Figure 4-1. The committee does not intend to present this as a single best set of terms or a single best categorical organization. Indeed, it is essential to recognize that the domains shown in Figure 4-1 are not easily separable and that a case can be made for multiple different categorizations. For example, different disciplines and researchers have categorized different general cognitive processes under the categorical term “executive function.” General cognitive processes also relate to learning competencies such as persistence and engagement. Similarly, self-regulation has both cognitive and emotional dimensions. It is sometimes categorized as a part of executive function, as a part of socioemotional competence, or as a part of learning competencies. Attention and memory could be considered a part of general cognitive processes, as embedded within executive function, or linked to learning competencies related to persistence. Mental health is closely linked to socioemotional competence, but is also inseparable from health.
The challenge of cleanly separating these concepts highlights a key attribute of all of these domains, which is that they do not develop or operate in isolation. Each enables and mutually supports learning and development in the others. Therefore, the importance of the interactions among the domains is emphasized throughout this chapter. For example, socioemotional
Answer:
zc
Explanation:
adfvafdv