EssayQuality提供：北美计算机代写、NetworkSocket程序代写、商科代写、research paper代写、北美英语论文代写、北美代写、英语毕业论文代写、Dissertation代写、英语代写、英国论文代写、文科essay代写、美国经济学代写、Turnitin查重、paper代写、留学生essay代写、assignment代写、report代写、留学生论文代写、留学申请文书代写...

​

XX found that the use of mirror tests to cultivate children's self-consciousness feasible, but this method has also been questioned. For example, Nielsena and Dissanayakeb (2004) commented that the emergence of pretend games, mirror self-identification, synchronic imitation and delayed imitation were reflected in the normal development of human babies. They research shows that delayed imitation is considered as a prerequisite for infants and toddlers to master the other three skills. These studies show that it is not enough to train children's self-consciousness through looking in the mirrors, because the ability of mirror self-recognition is also affected by other abilities. Therefore, more comprehensive measures must be taken to cultivate children's self-consciousness.

XX suggested in his article that play such as looking at themselves in the mirrors or autodyne played a positive role in establishing a good relationship between children and teachers, but he also raised the question of what specific methods and principles could help teachers to use mirrors or autodyne to maintain a good relationship with students. The study by Tarr (2010) presents a good way to answer XX's question that play and the record of play cannot be used to satisfy the so-called teaching purpose, and it should take to stimulate and satisfy children’s curiosity as a principle, while teachers should actively participates in the process of play, instead of being an objective observer to supervise children’s play.

XX proposed in his article that documentation could demonstrate his teaching philosophy and value, as well as understand children’s performance. However, in terms of early childhood education, documentation should also have some other functions. For example, recording is not only teachers’ responsibility, but also an open collaborative process in which teachers, children and even parents can participate, which is positive for raising children's interest in learning and improving parents’ understanding and support for teachers’ work, as well as promoting teachers’ own teaching skills (Tarr, 2010).

What work with pedagogical documentation focuses is in the processes of learning, rather that knowledge or goals it aims to obtain. Learning can not be predicted, planned, supervised or evaluated based on predefined standards. Moreover, pedagogical documentation should be treated as a means to advocate children as an active meaning-maker of the world where they are in, rather than a consumer of predetermined knowledge.

Please provide some recommendations for further reading:

The future research and application of tests in early childhood education can be in-depth from three aspects. First, the influence of personality and psychological factors on the generation and cultivation of children's self-awareness should be explored, and mirror tests should be optimized to eliminate the influences of personality and psychological factors on the test results. It should also explore how to combine mirror tests and other educational methods to comprehensively develop children’s self-awareness, followed by further discussion and analysis of specific methods and principles such as teaching and communication skills, and the use of scientific and technological means in helping teachers to maintain a good relationship with children through the use of mirrors or play of autodyne. Finally, it should discuss how teachers analyze and display documents so that early childhood education can better achieve its intended purpose.

References

Asendorpf, J. B. (1996). Self-awareness and other-awareness. II: Mirror self-recognition, social contingency awareness, and synchronic imitation. Developmental Psychology 32(2),313-321.

Katz, L.G., (1996). The contribution of documentation to the quality of early childhood education, ERIC Digest, EDO-PS-96-2.University of Illinois, Urbana.

Lemon, N. (2007). Take a photograph: teacher reflection through narrative. Reflective Practice, 8(2), 177-191.

Nielsena, M. and Dissanayakeb, C. (2004). Pretend play, mirror self-recognition and imitation: a longitudinal investigation through the second year. Infant Behavior & Development 27, 342–365.