Education 1
EDUCATION
, Education 2
INDEX
1 Introduction 33
1.1 Multiple intelligence theory 34
2 Giftedness 35
3 Intellectual disabled children 40
4 Potential learning problems 45
5 Educational deprivation 52
, Education 3
MODULE 1: THE WHOLE-CHILD APPROACH
Definition of whole-child approach: approach of studying the child as a total being.
The child learns, experiences and develops as one being – as a totality. All aspects
are important and should be discussed and studied. If one part of a child’s
development is neglected, it will influence the other aspect of development.
The following aspects should be developed to ensure the child is a whole child, a total
being:
1. Physical – to do with the body
2. Cognitive – mental and intellectual
3. Language – communication through words
4. Emotional (including self-image) – concerned with feelings
5. Self-image – image you have of yourself
6. Social – relationships with other people
7. Moral normative – know what is right or wrong
8. Sexual – different genders, male or female
9. Creative – making something from one’s own ideas
10. Aesthetic – appreciate beautiful things in life
11. Religious – faith and worship of greater being
2.1 Physical Aspect
The word physical refers to the working of the body. It includes all senses, control of
body, motor skills and muscular strength. The term motor skills can be translated as
movement skills.
Physical development is the acquisition of physical skills. E.g.
❖ Walking – using large muscles
❖ Standing on one leg - balancing
❖ Catching a ball – small and large muscles, eye-hand co-ordination
❖ Threading a needle – small muscles and eyes, eye-hand co-ordination
❖ Running – movement of large muscles
Explanation of concepts:
Motor – skills performed by means of muscles that move
Co-ordination – working together of different muscles and senses
Skills – thing a child learns to do independently
Large muscles – used for large movements such as climbing
Small muscles – used for small movements such as turning pages
The physical aspect of a child is developed by activities such as climbing trees,
skipping, playing with ball, dancing. These activities use large muscles and are called
gross motor movement.
A child can use small muscles for building puzzles, drawing, tying shoelaces. Also
called fine motor movement.
, Education 4
We should create opportunities for children to use their muscles so that their physical
skills can be developed.
By the age of six a child has master several motor skills. Able to use muscles and senses
together (co-ordination).
A child can now use the toilet and eat independently, speak fluently and can be
separated from his parents and spend periods of time in a strange environment, such
as school.
There is a world outside cot and room. Taking a child on outings and exposing him to
new environments are important to broaden the child’s knowledge and experience.
Parts of the body closest to the head develop before the parts closes to
the feet (crawling child uses mostly arms, which are closer to head than
legs). Parts closest to centre of body develop before parts further away
(arms used first when reaching and then later finger to control objects).
Different stages of physical development in babies:
❖ 1 to 3 months – stepping reflex, lifts head
❖ 5 ½ months – sitting alone
❖ 10 months – crawling
❖ 9 months – walking while holding on
❖ 12 months – walking alone
❖ 13 to 18 months – walks backwards and sideways
❖ 2 to 4 years – runs, climbs stairs
❖ 4 to 7 years – jumps, throws and catches ball
Pre-schoolers start to show a preference for using either right or left hand by age of
two. However, might take till age of five or six to be fully established.
at the age of two, the head is about a fourth of total body size but
by age 5 and a half it is one sixth. This does not mean head and
brain stops from growing. The brain increases from being 25% of the
adult brain’s weight at birth to being 50% at age of one year.
EDUCATION
, Education 2
INDEX
1 Introduction 33
1.1 Multiple intelligence theory 34
2 Giftedness 35
3 Intellectual disabled children 40
4 Potential learning problems 45
5 Educational deprivation 52
, Education 3
MODULE 1: THE WHOLE-CHILD APPROACH
Definition of whole-child approach: approach of studying the child as a total being.
The child learns, experiences and develops as one being – as a totality. All aspects
are important and should be discussed and studied. If one part of a child’s
development is neglected, it will influence the other aspect of development.
The following aspects should be developed to ensure the child is a whole child, a total
being:
1. Physical – to do with the body
2. Cognitive – mental and intellectual
3. Language – communication through words
4. Emotional (including self-image) – concerned with feelings
5. Self-image – image you have of yourself
6. Social – relationships with other people
7. Moral normative – know what is right or wrong
8. Sexual – different genders, male or female
9. Creative – making something from one’s own ideas
10. Aesthetic – appreciate beautiful things in life
11. Religious – faith and worship of greater being
2.1 Physical Aspect
The word physical refers to the working of the body. It includes all senses, control of
body, motor skills and muscular strength. The term motor skills can be translated as
movement skills.
Physical development is the acquisition of physical skills. E.g.
❖ Walking – using large muscles
❖ Standing on one leg - balancing
❖ Catching a ball – small and large muscles, eye-hand co-ordination
❖ Threading a needle – small muscles and eyes, eye-hand co-ordination
❖ Running – movement of large muscles
Explanation of concepts:
Motor – skills performed by means of muscles that move
Co-ordination – working together of different muscles and senses
Skills – thing a child learns to do independently
Large muscles – used for large movements such as climbing
Small muscles – used for small movements such as turning pages
The physical aspect of a child is developed by activities such as climbing trees,
skipping, playing with ball, dancing. These activities use large muscles and are called
gross motor movement.
A child can use small muscles for building puzzles, drawing, tying shoelaces. Also
called fine motor movement.
, Education 4
We should create opportunities for children to use their muscles so that their physical
skills can be developed.
By the age of six a child has master several motor skills. Able to use muscles and senses
together (co-ordination).
A child can now use the toilet and eat independently, speak fluently and can be
separated from his parents and spend periods of time in a strange environment, such
as school.
There is a world outside cot and room. Taking a child on outings and exposing him to
new environments are important to broaden the child’s knowledge and experience.
Parts of the body closest to the head develop before the parts closes to
the feet (crawling child uses mostly arms, which are closer to head than
legs). Parts closest to centre of body develop before parts further away
(arms used first when reaching and then later finger to control objects).
Different stages of physical development in babies:
❖ 1 to 3 months – stepping reflex, lifts head
❖ 5 ½ months – sitting alone
❖ 10 months – crawling
❖ 9 months – walking while holding on
❖ 12 months – walking alone
❖ 13 to 18 months – walks backwards and sideways
❖ 2 to 4 years – runs, climbs stairs
❖ 4 to 7 years – jumps, throws and catches ball
Pre-schoolers start to show a preference for using either right or left hand by age of
two. However, might take till age of five or six to be fully established.
at the age of two, the head is about a fourth of total body size but
by age 5 and a half it is one sixth. This does not mean head and
brain stops from growing. The brain increases from being 25% of the
adult brain’s weight at birth to being 50% at age of one year.
