One-on-One Interaction Plan ED5410

Running head: GUIDED IMAGERY AND PROGRESSIVE MUSCLE RELAXATION

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One on One Interaction Activity

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One on One Interaction Activity

Interaction Activity

A child aged three is dropped off by the parents any time before 9:00 am. During this time, the child is allowed to play and interact with the environment to get the mind away from home. The interaction activity for the day is building blocks and learning numbers. From 9:30 to 10:30, the child will learn numbers while arranging blocks. I will encourage engagement with other children of the same age to form an interactive class. I will go around the class interacting with each child to show them how they organize the blocks while counting. For instance, one block will represent number one, and ten blocks will represent number ten. I will have my blocks which I will use as a form of demonstration. They will count with me the blocks as they learn numbers. After one hour of learning, I will give them a break to take their snacks. From 11:00 to 12:30, the children will build blocks with each other while sharing blocks and learning from each other. The theory under application is Vygotsky’s ZPD. The theory suggests that children can learn better with the help of a more knowledgeable individual or expertise (Silalahi, 2019). For instance, in the interaction activity, children can learn numbers and arrange blocks with the help of a knowledgeable teacher. The teacher is an adult that understands the help children need to learn the activities.

The activity aims at helping children learn how to count numbers and arrange blocks. The practice of arranging blocks encourages children to play together and eliminate the sense of selfishness that arises from their age. The children will learn the art of group playing and sharing. They gain language skills in the process (Silalahi, 2019). The children can be free to express themselves from the activity, for instance, if one feels mistreated by another child. It will promote children’s self-esteem and encourage them to be unselfish. From the activities, they can learn critical thinking skills and decision-making. They will learn respect and responsibility. Therefore, the exercises help children learn a lot of characteristics that will help them grow into better humans. The activity of arranging blocks is simple as it helps with learning numbers. However, it leads to learning other essential characteristics such as unselfishness, critical thinking, decision-making, respect, responsibility, and improved self-esteem. As children play together, with the guidance of an expert, they tend to develop characteristics that mold them into responsible adults. The work of an educator is to teach them numbers and arrange blocks. Leaving them to play alone helps in observing each child to understand their characteristics. As they learn how to share and build blocks together, they teach themselves various characteristics such as language (Silalahi, 2019). Whenever children fight in the process of refusing to share, the teacher tells them it is wrong and asks them to share. In the process, they keep learning. Therefore, active children can direct learning of essential skills.

In conclusion, Vygotsky’s theory suggests that children can learn better with the help of an adult. In the activity, the teacher is an adult directing children how to build blocks and count numbers. Using blocks as a demonstration helps the children follow along and understand. In the process, as children play together, they learn various skills such as critical thinking, sharing, and responsibility.

Reference

Silalahi, R. M. (2019). Understanding Vygotsky’s zone of proximal development for learning. Polyglot: Jurnal Ilmiah, 15(2), 169-186.