5. Active Listening
Active listening is vital if you want to effectively diagnose and help overcome studentsâ unique obstacles and challenges. Seek feedback, encourage honesty, provide ways for students to contact you easily, and be attentive whenever you listen, always trying to read between the lines and assess body language while youâre communicating. Learn more about how and why you should improve your active listening skills.
6. Lifelong Learning
The best educators arenât just interested in teaching â they also have a passion for lifelong learning, which is reflected in their enthusiasm and engagement as instructors. Continued learning and professional development deliver invaluable insight, keeping professionals âsharpâ and reminding teachers of the real-world challenges that their students may be facing â creating a pathway for greater empathy. Discover more about the importance of lifelong learning and how different theories of learning could help you teach â or understand â new information.
7. Free of Bias
As an educator, youâll be responsible for teaching an extraordinarily wide range of students. To combat inequality and discrimination and ensure fairness, you need to assess your studentsâ needs in a way that is free from bias â something that requires you to continuously check in with your own judgments and assumptions about others.
8. Respectful Attitude
Even in classrooms of adult learners, thereâs still an inherent imbalance of power that exists between students and teachers. Itâs imperative for educators to be mindful of this imbalance and ensure that students feel respected and heard for the people they are and what they contribute to the classroom.
9. Creativity
Creativity goes hand in hand with adaptability â another key trait we explored on this list. Whether you teach first graders or doctoral students, youâll need the ability to innovate, think outside the box, and find novel solutions to challenges, which will empower you to meet a wider range of studentsâ needs. Being creative as an educator will also help you to foster creativity in your students â an essential skill theyâll need for countless career paths.
10. Collaborative
From parent-teacher conferences and department meetings to teaching dozens or hundreds of students every day, education is an intensely collaborative field by nature, involving a constant interplay between students, teachers, administrators, and family members. If your goal is to become an educator or transition into an educational leadership position, youâll need strong collaborative skills to ensure you can work well with others consistently.
11. Preparation
In line with being flexible and adaptable, itâs important to be prepared for a wide range of scenarios and challenges in the classroom. You can increase your overall level of preparedness as an educator by learning about your studentsâ strengths and challenges, and ensuring that you consider how each of your students could be affected by your lesson plans.
12. Promote a Growth Mindset
In 2006, psychologist Carol Dweck introduced the concept of âgrowth mindsetsâ vs. âfixed mindsetsâ in her book Mindset: The Psychology of Success. According to Dweck, individuals with a fixed mindset perceive assets like intelligence as being determined early in life, which can cause obstacles or challenges to seem insurmountable or overwhelming. In contrast to a fixed mindset, individuals who have a growth mindset believe that traits like intelligence and creativity can be developed with practice.
13. Meet Students Where They Are
Your students will come to you from different backgrounds, skill sets, and challenges â and you need to be ready to meet them, whichever point theyâve reached in their learning. That means having the ability to accommodate students who learn at different paces, using different styles and methods, within the same classroom or group. This is another area where traits like adaptability, empathy, and patience come into play for educators.
Active listening is vital if you want to effectively diagnose and help overcome studentsâ unique obstacles and challenges. Seek feedback, encourage honesty, provide ways for students to contact you easily, and be attentive whenever you listen, always trying to read between the lines and assess body language while youâre communicating. Learn more about how and why you should improve your active listening skills.
6. Lifelong Learning
The best educators arenât just interested in teaching â they also have a passion for lifelong learning, which is reflected in their enthusiasm and engagement as instructors. Continued learning and professional development deliver invaluable insight, keeping professionals âsharpâ and reminding teachers of the real-world challenges that their students may be facing â creating a pathway for greater empathy. Discover more about the importance of lifelong learning and how different theories of learning could help you teach â or understand â new information.
7. Free of Bias
As an educator, youâll be responsible for teaching an extraordinarily wide range of students. To combat inequality and discrimination and ensure fairness, you need to assess your studentsâ needs in a way that is free from bias â something that requires you to continuously check in with your own judgments and assumptions about others.
8. Respectful Attitude
Even in classrooms of adult learners, thereâs still an inherent imbalance of power that exists between students and teachers. Itâs imperative for educators to be mindful of this imbalance and ensure that students feel respected and heard for the people they are and what they contribute to the classroom.
9. Creativity
Creativity goes hand in hand with adaptability â another key trait we explored on this list. Whether you teach first graders or doctoral students, youâll need the ability to innovate, think outside the box, and find novel solutions to challenges, which will empower you to meet a wider range of studentsâ needs. Being creative as an educator will also help you to foster creativity in your students â an essential skill theyâll need for countless career paths.
10. Collaborative
From parent-teacher conferences and department meetings to teaching dozens or hundreds of students every day, education is an intensely collaborative field by nature, involving a constant interplay between students, teachers, administrators, and family members. If your goal is to become an educator or transition into an educational leadership position, youâll need strong collaborative skills to ensure you can work well with others consistently.
11. Preparation
In line with being flexible and adaptable, itâs important to be prepared for a wide range of scenarios and challenges in the classroom. You can increase your overall level of preparedness as an educator by learning about your studentsâ strengths and challenges, and ensuring that you consider how each of your students could be affected by your lesson plans.
12. Promote a Growth Mindset
In 2006, psychologist Carol Dweck introduced the concept of âgrowth mindsetsâ vs. âfixed mindsetsâ in her book Mindset: The Psychology of Success. According to Dweck, individuals with a fixed mindset perceive assets like intelligence as being determined early in life, which can cause obstacles or challenges to seem insurmountable or overwhelming. In contrast to a fixed mindset, individuals who have a growth mindset believe that traits like intelligence and creativity can be developed with practice.
13. Meet Students Where They Are
Your students will come to you from different backgrounds, skill sets, and challenges â and you need to be ready to meet them, whichever point theyâve reached in their learning. That means having the ability to accommodate students who learn at different paces, using different styles and methods, within the same classroom or group. This is another area where traits like adaptability, empathy, and patience come into play for educators.
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14. Cross-Discipline Teaching
Drawing on multiple subjects and disciplines shows students how businesses operate â and how problem-solving works â in the real world, grounding their learning in practical real-life scenarios.
If you donât possess all of these traits already, donât panic â just be mindful that there may be some areas where you could benefit from a little practice. Whether your goal is to tune up weak skills, refine strong ones, or develop new abilities, a degree or credential program provides the perfect opportunity to acquire the qualifications and experience you need to go further in your chosen career path.
Drawing on multiple subjects and disciplines shows students how businesses operate â and how problem-solving works â in the real world, grounding their learning in practical real-life scenarios.
If you donât possess all of these traits already, donât panic â just be mindful that there may be some areas where you could benefit from a little practice. Whether your goal is to tune up weak skills, refine strong ones, or develop new abilities, a degree or credential program provides the perfect opportunity to acquire the qualifications and experience you need to go further in your chosen career path.
áááşáááşá¸áĄáá˝ááşáĄáááŻá¸áĄááŹá¸ááźáŻáááŻááşáááşáááşááźááťááşáĄááťááŻáˇááŤááááźááˇáşá
áŻáśááąá¸ááŤ
(áá áááşá¸áá˛áˇáá˝á˛ áá˝á˛áĄáąáŹááşááááşáá˛áˇ)
áááşááźáŹá¸áá˛áˇ áááşá¸áááşá¸ áááşáážááťááŻá¸áážáááá˛?á áááşáááşá¸áááşá¸á áĄááąáŹááşá¸ááŻáśá¸áá˛?á
áááşááźáŹá¸áááşá¸ááᯠááąá¸áááş áĄááťáŹá¸á áŻá áááşáááşá¸(áá)áááşá¸áááŻáᲠááźáąá¸ááźááşááźááááˇáşáááşá áĄá˛áˇááŹááąáŹááş ááááá˛áˇ áááŹ/ááá˝áą áážáááąá¸áááşá áá áşááťááŻáˇá áážáŻááşáááŻááşáᲠáááááşá áááşáá˝áąáˇáážáŹ áááşáááşáááşá¸á áŹááᯠáááşáááşáááşá¸áá˛áˇáááşáááᲠáááŻááŹááąáŹááş áááááźáá˛áˇ áááŹ/ááá˝áą áĄááťáŹá¸ááźáŽá¸áážááááşá áĄá˛áˇáááŻááźáąáŹáááŻáˇáááşá¸ á áááşááááŻá¸ááźááŤáá˛áˇá ááŤááąáááˇáş á፠áĄáážááşáááŹá¸áá˛á
áĄá˛áˇááŽáááşáááşá¸(áá)áááşá¸á áááşá ááŹááá˛á áážááşááŹá¸á á፠JapanáááŻááşááś JACCA áá˛áˇ CCA áááşááźáŹá¸áááşá¸ ááťá CCA(Child Centred Approach) áááąá¸ááááŻááźáŻááťááşá¸áááşáááşáá°áááşá¸áááŻáˇ ááąáŤáşáááşá áááá-áááá ááŻáážá áşáážáŹ UNICEF á á ááşá¸áááşáá˛áˇáá˛áˇ áááŹááąá¸á áĄáᯠáááşáážá á áá áşáá áşáááŹááąá¸ á SouthKorea ááąáŹááşáááŻááŽá¸ááŹá¸ áááŹááąá¸á áĄááŻáááşá¸ á ááşá¸áááşááąáᲠáááŹááąá¸áá˛á áĄáąáŹááşááźááşáááŻáˇááťážáąáŹáşáááˇáşááŤáááşá ááĄáąáŹááşááźááşáááşá¸ ááąáŹááşáá áşááźáááş ááąáŹááşáá áşáááŻááşááśáá˛áˇ áááŹááąá¸áá˛áˇ ááźááşá ááşá¸áááşááźááźááşááŹááąáŤáˇá
áᲠááŹá¸ááŤááąáŹáˇá ááťá˝ááşááąáŹáşááźáąáŹááźáááˇáş áááşáááşá¸á áĄááąáááááşáááŹáážááş Benso ááźááŻáˇááŹá¸ Edgar Dale áá˛áˇ The Pyramid Learning áᲠááźá áşááŤáááşá
ááźáąáŹááááşáááŻáááş The Pyramid Learning method áážáŹ áĄáááˇáş (á)áááˇáşáážááááşááťá
áá Lecture (ááąáŹááźáąáŹááźááşá¸áááşá¸)
áá Reading (áááşáážááşá¸áááşá¸)
áá Audio/Visual (media audio áá˛áˇ áááşáááşá¸)
áá Demonstration (áááŻááşááźáááşáááşá¸)
á á Discussion Group (áĄáŻááşá áŻáá˝á˛áˇáá˝áąá¸áá˝áąá¸ááźááşá¸áááşá¸)
áá Practice by doing (áááşáá˝áąáˇááŻááşááźááşá¸áááşá¸)
áá Teach Others (áĄááťááşá¸ááťááşá¸áááşáá°ááźááşá¸áááşá¸)
#Lecture (ááąáŹááźáąáŹááźááşá¸áááşá¸)
áá áşááťááŻáˇáááŹ/ááá˝áąá á áŹáááşáááş áááŹ/áá áŹá¸áá˝á˛áážáŹáᲠáááŻááşááźáŽá¸ áááşááźáááşá áá áşááťááŻáˇá áĄáááşá¸áážáąáˇ áááŻááşááŻáśááąá¸ááťá á áŹáĄáŻááşááąá¸áááŻááşááźáŽá¸ áááşáááşááźáááşá ááąááŹááá˝ážáąáˇááźáá°á¸á ááťáąáŹááşá¸ááŹá¸áá˛áˇ ááąá¸áááŻááş ááźáąáááŻááşáááşááąáŹááşááŻááşááŻááşá á፠ááąáŹááźáąáŹááźááşá¸áááşá¸áĄáááˇáşáá˛áážáŹáᲠáážááááşá áá áşááťááŻáˇáááŹ/ááá˝áąá á áŹáááşáááş ááááŻááşááźáá°á¸á áĄáááşá¸áᲠáážááˇáşááźáŽá¸ á áŹáĄáŻááşááźáŽá¸áááŻááş ááąáŹááźáąáŹááąáááşááźáááşá ááŹáááŻáˇáá˛á áááŻááşááźáąáŹáá˛áˇ á áŹáááŻááş áááşááąáŹááşááźáŽáᲠáááŻáᏠáááąá¸áá˝áąááᯠááááąá áąááťááşááŹáááşá á áŹáááşááťáááş áĄáááşá¸áᲠááźáááşááąá áąááťááşááŹáááşá ááŤáá˛á áĄáááşá¸ááźáááşáĄáąáŹááşááááşá¸ááťáŻááşáááşá¸ ááąáŹááźáąáŹááąááŻáś áá˛áˇ áááąá¸á áŹááááşáá°á¸ááťá áááşáá˛áˇáááşáááşá¸ á % áᲠááááşáááŻáˇ Edgar Dale á áááŻááŹá¸ááŤáááşá á % áááŻáᏠááťáąáŹááşá¸ááŹá¸áŚá¸ááą á % áááşáá˝áŹá¸ááŹááᯠááźáąáŹááŹáááŻááşáá°á¸á áááşáááşá¸á Ꮰáá˛áˇáááşáááşááźáŽá¸ áááąá¸áá˝áąááá˝áŹá¸áá˛áˇ áááşááťá˝ááşá¸áážáŻ á %áᲠáážááááş áááŻáˇ ááźáąáŹááŹá
#Reading (áááşáážááşá¸áááşá¸)
ááŽáááşáážááşá¸áááşá¸ááᯠáĄááşááááşá áŹáááşááąáŹááşá¸áá˛áˇ áááŹ/ááá áşááťááŻáˇááąáŹááş ááŻááşáááşááźáááşááťá áááŹá áĄááźáááşááźáááş áááşááźáááşá ááťáąáŹááşá¸ááŹá¸áá˝áąáááŻáááşá¸ áá°áááˇáşáážáŹáááŻáááşááąáŹáˇ CGI áááşá¸áá˛áˇááąáŤáˇá C áááŻáᏠClassá áĄáááşá¸áááŻááş áááşáááŻááşá¸áááşá G áááŻáᏠGroupá áĄáŻááşá áŻáááŻááş áááşáááŻááşá¸áááşá I áááŻáᏠIndividualá áá áşáŚá¸ááťááşá¸á ᎠáááşáááŻááşá¸áááşá ááŽáááŻáá˝áą áááşáááŻááşá¸ááąáŹáˇ áááąá¸á áážáŻááşáážáŹ á á˝á˛áá˝áŹá¸áááşá á áŹáááşáááşáá˝áŹá¸áááşá ááŤááąáááˇáş áá˝áąá¸ááąáŤáşáááŻáˇ áŚá¸áážáąáŹááşááᯠáááąáŹááşáá°á¸á áááşáá˛áážáŹ ááśá áŹá¸ááŹá¸áááşáážáŻáá˝áą áááźá áşáá°á¸á ááŤááźáąáŹááˇáş áᎠReading áááşáážááşá¸áááşá¸áᏠáááşááąáŹááşááąáŹááşá¸ááąáŹááşá¸á áááşááąáŹááşáᲠáĄáŹá¸áá˝ááşáá˝ááşá ááŻááş áááşáááşá áááşáááşá¸á áŹáá˛áˇáááşáááşáá˛áˇ áááşááťá˝ááşá¸áážáŻ áá% áᲠáá áąáááşááťá
#Audio_Visual(áĄááśáááŻááş media ááźááˇáşáááşáááşá¸)
áááŹááąá¸ááŹáá áááşáážááşááŹá¸áᏠáážááááşá áá°ááááşá¸áááˇáş áááŻáááş 1 platform (Audio media) áážáááááşá (sound box, Cassette, Radio áááŻáˇáááŻááąáŤáˇ)á áĄáááşáááşá¸áááˇáşáážáŹáááŻáááş 2 Platform (ááŻááşááąáŹ áĄááśááąáŹ ááŤáá˛áˇ TV áááŻááąáŤáˇ)á áĄáááşáááşá¸áááˇáşáážáŹáááŻáááş 3 Platform (Computer, Projector áááŻáˇáááŻááąáŤáˇ)á ááťá˝ááşááąáŹáşááŹá¸áááşááŹá 1 platform áá˛ááźá áşááźá áşá 2 Platform áá˛ááźá áşááźá áşá 3 Platform áá˛ááźá áşááźá áşá á áŹáááşáááşá¸áááŻááşá¸áážáŹ áááşáááşá¸á áŹáááŻáááşáááŻááşá¸ áĄááŻáśá¸ááťáááşááźááááş áááşááŹá ááŤááąáááˇáş Sound Box áááŻáˇá Computer áááŻáˇá Projector áááŻáˇáááŻáᏠááąáŹááźáąáŹáá˝á˛ áĄáááşá¸áĄááŹá¸áážáŹ ááŻáśá¸áááŻáˇáá˛áˇ ááŽááťááşá¸áá˝áąáááŻááşáááş ááŻáśá¸áááŻáˇ ááŻáśá¸áááşá¸áᲠááááşá¸ááŹá¸ááŹááąáŹááşáᲠáážááááşááťá áááŹ/ááá˝áąá áááąáááŻááş ááááŻááşáááŻááşáááŻáˇ áááŻááşáááŻááş Sound Box áááşááźáŽá¸ Audio áá˛áˇ áááşáááşááąáŹááş áááşáááşá¸á áŹáá˛áˇáááşáááşáá˛áˇ áááşááťá˝ááşá¸áážáŻá áá% áᲠáážáááŤáááş áááŻáˇ áááŻááŹá¸ááŤáááşá
#Demostration (áááŻááşááźáááşáááşá¸)
áááŹ/áááąáŹáşááąáŹáşááťáŹá¸ááťáŹá¸á Demostration áááşá¸áᏠáĄááąáŹááşá¸ááŻáśá¸áááşá¸á ááŽáááşáááşá¸áá˛áˇ áááşáááş ááŻáśá¸ááááşááźáŽáááŻáˇ áááşááźáááşá Edgar Dale áááŹááźáąáŹááŹá¸áá˛áááŻáááşá Demostration Method áᏠáááąá¸áá˝áąáĄáá˝ááş What they see and hear áá˛áˇá áá°áááŻáˇááᯠáĄááźááşáá˛áˇááźáŹá¸áááážáŻáááŻáᲠááąá¸áááŻááşááŹááŤáá˛áˇá ááźááşá ááşá¸á áŹá¸ááźááˇáşááąáŹáˇáááşá¸ ááŻááşááąááŹáá˛ááťá Demostration ááŻááşáááşáááŻáᏠáááşáááşá¸á áŹáĄáááŻááşá¸ ááźááşá áąááťááşáᏠááźáŹá¸á áąááťááşáᏠááá áąááťááşááŹááᯠáá°áˇáááşáááşá¸áĄáááŻááşá¸ ááĄáąáŹááşáááŻááşááźááźáŽá¸ áááşáááŹá áĄá˛áˇááŽáĄáá˝ááş áááŹá áážááşá¸ááźáááťáž áááąá¸áá˝áą ááźáŹá¸áááá˝áŹá¸áááşá áááŹá áááŻááşááźá ááşá¸áááşááźááŹáá˝áąááᯠáá°áááŻáˇááźááşáááá˝áŹá¸áááşá á áŹáĄáŻááşáá˛ááĄáááŻááşá¸ áá°áááŻáˇ ááźáŹá¸áááááťážá ááźááşáááááťážááᯠááźááşááŻááşáááşáá˝áŹá¸ááŻáśáᲠáážááááşá ááŤááźáąáŹááˇáş áááŹ/ááááŻáˇ áĄááťáŹá¸ááŻáśá¸áĄááŻáśá¸ááźáŻááąáá˛áˇ
áááşááźáŹá¸áá˛áˇ áááşá¸áááşá¸ áááşáážááťááŻá¸áážáááá˛?á áááşáááşá¸áááşá¸á áĄááąáŹááşá¸ááŻáśá¸áá˛?á
áááşááźáŹá¸áááşá¸ááᯠááąá¸áááş áĄááťáŹá¸á áŻá áááşáááşá¸(áá)áááşá¸áááŻáᲠááźáąá¸ááźááşááźááááˇáşáááşá áĄá˛áˇááŹááąáŹááş ááááá˛áˇ áááŹ/ááá˝áą áážáááąá¸áááşá áá áşááťááŻáˇá áážáŻááşáááŻááşáᲠáááááşá áááşáá˝áąáˇáážáŹ áááşáááşáááşá¸á áŹááᯠáááşáááşáááşá¸áá˛áˇáááşáááᲠáááŻááŹááąáŹááş áááááźáá˛áˇ áááŹ/ááá˝áą áĄááťáŹá¸ááźáŽá¸áážááááşá áĄá˛áˇáááŻááźáąáŹáááŻáˇáááşá¸ á áááşááááŻá¸ááźááŤáá˛áˇá ááŤááąáááˇáş á፠áĄáážááşáááŹá¸áá˛á
áĄá˛áˇááŽáááşáááşá¸(áá)áááşá¸á áááşá ááŹááá˛á áážááşááŹá¸á á፠JapanáááŻááşááś JACCA áá˛áˇ CCA áááşááźáŹá¸áááşá¸ ááťá CCA(Child Centred Approach) áááąá¸ááááŻááźáŻááťááşá¸áááşáááşáá°áááşá¸áááŻáˇ ááąáŤáşáááşá áááá-áááá ááŻáážá áşáážáŹ UNICEF á á ááşá¸áááşáá˛áˇáá˛áˇ áááŹááąá¸á áĄáᯠáááşáážá á áá áşáá áşáááŹááąá¸ á SouthKorea ááąáŹááşáááŻááŽá¸ááŹá¸ áááŹááąá¸á áĄááŻáááşá¸ á ááşá¸áááşááąáᲠáááŹááąá¸áá˛á áĄáąáŹááşááźááşáááŻáˇááťážáąáŹáşáááˇáşááŤáááşá ááĄáąáŹááşááźááşáááşá¸ ááąáŹááşáá áşááźáááş ááąáŹááşáá áşáááŻááşááśáá˛áˇ áááŹááąá¸áá˛áˇ ááźááşá ááşá¸áááşááźááźááşááŹááąáŤáˇá
áᲠááŹá¸ááŤááąáŹáˇá ááťá˝ááşááąáŹáşááźáąáŹááźáááˇáş áááşáááşá¸á áĄááąáááááşáááŹáážááş Benso ááźááŻáˇááŹá¸ Edgar Dale áá˛áˇ The Pyramid Learning áᲠááźá áşááŤáááşá
ááźáąáŹááááşáááŻáááş The Pyramid Learning method áážáŹ áĄáááˇáş (á)áááˇáşáážááááşááťá
áá Lecture (ááąáŹááźáąáŹááźááşá¸áááşá¸)
áá Reading (áááşáážááşá¸áááşá¸)
áá Audio/Visual (media audio áá˛áˇ áááşáááşá¸)
áá Demonstration (áááŻááşááźáááşáááşá¸)
á á Discussion Group (áĄáŻááşá áŻáá˝á˛áˇáá˝áąá¸áá˝áąá¸ááźááşá¸áááşá¸)
áá Practice by doing (áááşáá˝áąáˇááŻááşááźááşá¸áááşá¸)
áá Teach Others (áĄááťááşá¸ááťááşá¸áááşáá°ááźááşá¸áááşá¸)
#Lecture (ááąáŹááźáąáŹááźááşá¸áááşá¸)
áá áşááťááŻáˇáááŹ/ááá˝áąá á áŹáááşáááş áááŹ/áá áŹá¸áá˝á˛áážáŹáᲠáááŻááşááźáŽá¸ áááşááźáááşá áá áşááťááŻáˇá áĄáááşá¸áážáąáˇ áááŻááşááŻáśááąá¸ááťá á áŹáĄáŻááşááąá¸áááŻááşááźáŽá¸ áááşáááşááźáááşá ááąááŹááá˝ážáąáˇááźáá°á¸á ááťáąáŹááşá¸ááŹá¸áá˛áˇ ááąá¸áááŻááş ááźáąáááŻááşáááşááąáŹááşááŻááşááŻááşá á፠ááąáŹááźáąáŹááźááşá¸áááşá¸áĄáááˇáşáá˛áážáŹáᲠáážááááşá áá áşááťááŻáˇáááŹ/ááá˝áąá á áŹáááşáááş ááááŻááşááźáá°á¸á áĄáááşá¸áᲠáážááˇáşááźáŽá¸ á áŹáĄáŻááşááźáŽá¸áááŻááş ááąáŹááźáąáŹááąáááşááźáááşá ááŹáááŻáˇáá˛á áááŻááşááźáąáŹáá˛áˇ á áŹáááŻááş áááşááąáŹááşááźáŽáᲠáááŻáᏠáááąá¸áá˝áąááᯠááááąá áąááťááşááŹáááşá á áŹáááşááťáááş áĄáááşá¸áᲠááźáááşááąá áąááťááşááŹáááşá ááŤáá˛á áĄáááşá¸ááźáááşáĄáąáŹááşááááşá¸ááťáŻááşáááşá¸ ááąáŹááźáąáŹááąááŻáś áá˛áˇ áááąá¸á áŹááááşáá°á¸ááťá áááşáá˛áˇáááşáááşá¸ á % áᲠááááşáááŻáˇ Edgar Dale á áááŻááŹá¸ááŤáááşá á % áááŻáᏠááťáąáŹááşá¸ááŹá¸áŚá¸ááą á % áááşáá˝áŹá¸ááŹááᯠááźáąáŹááŹáááŻááşáá°á¸á áááşáááşá¸á Ꮰáá˛áˇáááşáááşááźáŽá¸ áááąá¸áá˝áąááá˝áŹá¸áá˛áˇ áááşááťá˝ááşá¸áážáŻ á %áᲠáážááááş áááŻáˇ ááźáąáŹááŹá
#Reading (áááşáážááşá¸áááşá¸)
ááŽáááşáážááşá¸áááşá¸ááᯠáĄááşááááşá áŹáááşááąáŹááşá¸áá˛áˇ áááŹ/ááá áşááťááŻáˇááąáŹááş ááŻááşáááşááźáááşááťá áááŹá áĄááźáááşááźáááş áááşááźáááşá ááťáąáŹááşá¸ááŹá¸áá˝áąáááŻáááşá¸ áá°áááˇáşáážáŹáááŻáááşááąáŹáˇ CGI áááşá¸áá˛áˇááąáŤáˇá C áááŻáᏠClassá áĄáááşá¸áááŻááş áááşáááŻááşá¸áááşá G áááŻáᏠGroupá áĄáŻááşá áŻáááŻááş áááşáááŻááşá¸áááşá I áááŻáᏠIndividualá áá áşáŚá¸ááťááşá¸á ᎠáááşáááŻááşá¸áááşá ááŽáááŻáá˝áą áááşáááŻááşá¸ááąáŹáˇ áááąá¸á áážáŻááşáážáŹ á á˝á˛áá˝áŹá¸áááşá á áŹáááşáááşáá˝áŹá¸áááşá ááŤááąáááˇáş áá˝áąá¸ááąáŤáşáááŻáˇ áŚá¸áážáąáŹááşááᯠáááąáŹááşáá°á¸á áááşáá˛áážáŹ ááśá áŹá¸ááŹá¸áááşáážáŻáá˝áą áááźá áşáá°á¸á ááŤááźáąáŹááˇáş áᎠReading áááşáážááşá¸áááşá¸áᏠáááşááąáŹááşááąáŹááşá¸ááąáŹááşá¸á áááşááąáŹááşáᲠáĄáŹá¸áá˝ááşáá˝ááşá ááŻááş áááşáááşá áááşáááşá¸á áŹáá˛áˇáááşáááşáá˛áˇ áááşááťá˝ááşá¸áážáŻ áá% áᲠáá áąáááşááťá
#Audio_Visual(áĄááśáááŻááş media ááźááˇáşáááşáááşá¸)
áááŹááąá¸ááŹáá áááşáážááşááŹá¸áᏠáážááááşá áá°ááááşá¸áááˇáş áááŻáááş 1 platform (Audio media) áážáááááşá (sound box, Cassette, Radio áááŻáˇáááŻááąáŤáˇ)á áĄáááşáááşá¸áááˇáşáážáŹáááŻáááş 2 Platform (ááŻááşááąáŹ áĄááśááąáŹ ááŤáá˛áˇ TV áááŻááąáŤáˇ)á áĄáááşáááşá¸áááˇáşáážáŹáááŻáááş 3 Platform (Computer, Projector áááŻáˇáááŻááąáŤáˇ)á ááťá˝ááşááąáŹáşááŹá¸áááşááŹá 1 platform áá˛ááźá áşááźá áşá 2 Platform áá˛ááźá áşááźá áşá 3 Platform áá˛ááźá áşááźá áşá á áŹáááşáááşá¸áááŻááşá¸áážáŹ áááşáááşá¸á áŹáááŻáááşáááŻááşá¸ áĄááŻáśá¸ááťáááşááźááááş áááşááŹá ááŤááąáááˇáş Sound Box áááŻáˇá Computer áááŻáˇá Projector áááŻáˇáááŻáᏠááąáŹááźáąáŹáá˝á˛ áĄáááşá¸áĄááŹá¸áážáŹ ááŻáśá¸áááŻáˇáá˛áˇ ááŽááťááşá¸áá˝áąáááŻááşáááş ááŻáśá¸áááŻáˇ ááŻáśá¸áááşá¸áᲠááááşá¸ááŹá¸ááŹááąáŹááşáᲠáážááááşááťá áááŹ/ááá˝áąá áááąáááŻááş ááááŻááşáááŻááşáááŻáˇ áááŻááşáááŻááş Sound Box áááşááźáŽá¸ Audio áá˛áˇ áááşáááşááąáŹááş áááşáááşá¸á áŹáá˛áˇáááşáááşáá˛áˇ áááşááťá˝ááşá¸áážáŻá áá% áᲠáážáááŤáááş áááŻáˇ áááŻááŹá¸ááŤáááşá
#Demostration (áááŻááşááźáááşáááşá¸)
áááŹ/áááąáŹáşááąáŹáşááťáŹá¸ááťáŹá¸á Demostration áááşá¸áᏠáĄááąáŹááşá¸ááŻáśá¸áááşá¸á ááŽáááşáááşá¸áá˛áˇ áááşáááş ááŻáśá¸ááááşááźáŽáááŻáˇ áááşááźáááşá Edgar Dale áááŹááźáąáŹááŹá¸áá˛áááŻáááşá Demostration Method áᏠáááąá¸áá˝áąáĄáá˝ááş What they see and hear áá˛áˇá áá°áááŻáˇááᯠáĄááźááşáá˛áˇááźáŹá¸áááážáŻáááŻáᲠááąá¸áááŻááşááŹááŤáá˛áˇá ááźááşá ááşá¸á áŹá¸ááźááˇáşááąáŹáˇáááşá¸ ááŻááşááąááŹáá˛ááťá Demostration ááŻááşáááşáááŻáᏠáááşáááşá¸á áŹáĄáááŻááşá¸ ááźááşá áąááťááşáᏠááźáŹá¸á áąááťááşáᏠááá áąááťááşááŹááᯠáá°áˇáááşáááşá¸áĄáááŻááşá¸ ááĄáąáŹááşáááŻááşááźááźáŽá¸ áááşáááŹá áĄá˛áˇááŽáĄáá˝ááş áááŹá áážááşá¸ááźáááťáž áááąá¸áá˝áą ááźáŹá¸áááá˝áŹá¸áááşá áááŹá áááŻááşááźá ááşá¸áááşááźááŹáá˝áąááᯠáá°áááŻáˇááźááşáááá˝áŹá¸áááşá á áŹáĄáŻááşáá˛ááĄáááŻááşá¸ áá°áááŻáˇ ááźáŹá¸áááááťážá ááźááşáááááťážááᯠááźááşááŻááşáááşáá˝áŹá¸ááŻáśáᲠáážááááşá ááŤááźáąáŹááˇáş áááŹ/ááááŻáˇ áĄááťáŹá¸ááŻáśá¸áĄááŻáśá¸ááźáŻááąáá˛áˇ
â¤1đ1
Demostration(áááŻááşááźáááşáááşá¸)áᏠáááąá¸áá˝áąáĄáá˝ááş áááşááťá˝ááşá¸áážáŻ áá% áᲠááážáá
áąááŤáááşá
#Discussion Group (áĄáŻááşá áŻáá˝á˛áˇ áá˝áąá¸áá˝áąá¸ááźááşá¸áááşá¸)
Discussion group áážáŹ áááşáááşá¸áá˝á˛ááąáá˛áˇ áááŹ/ááá˝áą áážááááşá áááąá¸áá˝áąááᯠáĄáŻááşá áŻáá˝á˛áˇá ááźáŽá¸áááş á áŹáááŻááşáá˝áąáááŻáᲠáĄáŻááşá áŻáááŻááş áááşáážááşá¸áááŻááşá¸áááşá ááŤáᏠReading (áááşáážááşá¸áááşá¸) áĄáááˇáşáᏠááźá áşááŤáááşá áĄá˛áˇááŽáĄáá˝ááş áááŹá á áŹáááŻááşáá˛áˇáááşáááşáá˛áˇ ááąá¸áá˝ááşá¸áá˝áą áááşááŽá¸ááąá¸áááŻááşááááşá ááąá¸áá˝ááşá¸ (áá)ááťááŻá¸áážááááşá ááŹáá˛á áááşáĄááťáááşáá˛á áááşáážááŻáážá áşáᲠáááŻááŹáááşá áááşáááŻáá˛á ááŹááźáąáŹááˇáşáᲠáááşáááŻáááşááᲠáááŻáá˛áˇááąá¸áá˝ááşá¸áá˝áąáááşááąáŹááşááźáŽá¸ á ááşá¸á áŹá¸áááŻááşá¸ááážáŹááŤá ááŻáážá áşá áĄááťáááş ááąáᏠáááŻáᏠááááťááşáá˛áˇáĄááťáááş ááźááşáááşá áááááŻááşáááşá ááťá˝ááşááąáŹáşáááŻáˇáááŹ/ááá˝áąááąá¸ááážáŹá á ááşá¸á áŹá¸áá˝áąá¸ááąáŤáşáážáŻáĄáááŻááşá¸ áá˛áˇ ááŹá¸áááşáááşááťá˝ááşá¸áážáŻáĄáááŻááşá¸á ááźáŽá¸áááş áĄáŻááşá áŻáááŻááş áá°áˇáĄááźááş áááŻááˇáşáĄááźááşá áá°áˇá áááşáá°á¸ áááŻááˇáşá áááşáá°á¸ ááťážááąáááşáĄáąáŹááşáááşá¸ áááşá¸ááźáąáŹááşá¸áážááşáĄáąáŹááş áŚá¸áááşááąá¸ááĄáŻáśá¸áááşá ááŽááᯠDiscussion Group áááşáááşá¸áᏠáááąá¸áá˝áąááᯠáááşáááşá¸á áŹáá˛áˇáááşáááşáá˛áˇ áááşááťá˝ááşá¸áááŻááşáážáŻ á á% ááᯠáá áąáááşáááŻáˇ áááŻááŹá¸ááŤáááş
#Practice by doing (áááşáá˝áąáˇááŻááşááąáŹááşááźááşá¸áááşá¸)
áááşáááşá¸á áŹáážáŹááŤáá˛áˇ áĄááźáąáŹááşá¸áĄááŹááᯠá áŹáááşáááşá¸áá˛áážáŹ ááźááşááŻááşáááŻááşá¸ááŻáśáá˛áˇá áááŹáááźáá˛áˇ Demostraion ááᯠááźááşááŻááşáááşááŻáśáá˛áˇá Practice by doing method ááźá áşáá˝áŹá¸ááąáŹááŹá¸á No áááźá áşáá°á¸ááťá Practice áááşáá˝áąáˇááŻááşááąáŹááş ááźááşá¸áááşá¸ áááŻáᏠáááŹá áááşá¸ááźáąáŹááşá¸áᲠááąá¸áážáŹá áá°áááŻáˇáááŻáᲠáááŻááşáááŻááş áááşááŽá¸ááŻááşááąáŹááşáááŻááşá¸ ááážáŹá áĄáŹá¸áááşá¸ááťááş áá˛áˇáĄáŹá¸ááŹááťááşáá˝áą áážáŹáá˝áąáááŻááşá¸ááážáŹá áá˝áąáˇáážáááťááşáá˝áąááᯠáááşááźáááŻááşá¸ááážáŹá ááźáŽá¸ááž áááşáááşá¸á áŹááᯠááťáááşáááşááąá¸áááŻááşááážáŹá áĄá˛áˇáĄáá˝ááş ááąááŹáá˝áąá áĄááťáááşáá˝áąá áá˝áąáá˝áąá áááşáá°áá ášá ááşá¸á á áşáá˝áą áááŻáááşá áá áşááŤááŹáááşá¸ á á˝ááˇáşáá áşáá ášá ááşá¸á áážá áşááŤááŹáááşá¸ á á˝ááˇáşáá ášá ááşá¸á á áŹáááşááťáąáŹááşá¸áážáŹ á á˝ááˇáşáá áşáá ášá ááşá¸ áĄáážááŻááşáá˝áąááŻáśáá˝áŹá¸ááŹáᲠáĄáááşáááşáááşá áááşáážáŹáááşá¸ áááášááśáááşá¸á áááşáážáŹáááşá¸ áážáŻááşáážáŹá¸áážáŻáĄáá˝ááş áááşá¸áá áá°ááťáąáŹááşá¸áá˛áˇ áááşááťáąáŹááşá¸áážáŹáááşá¸ ááŤáá˝áąáááŻáĄááşáááşááťá ááŹá¸ááŤááąáŹáˇ ááźáąáŹáááşáážááşáá˝áŹá¸áááşá Edgar Dale áá˛áˇáá˝áąáˇáážááážáŻáĄá Practice áááşáá˝áąáˇááŻááşááąáŹááşááźááşá¸áááşá¸áá˛áˇ áááşáááşáááŻáááş áááąá¸áá˝áąáá˛áˇáááşááťá˝ááşá¸áážáŻáᏠáá % áá áąáááşáááŻáˇ áááŻááŹá¸ááŤáááşááťá
#Teach_Others (áĄááťááşá¸ááťááşá¸áááşáá°ááźááşá¸áááşá¸)
ááŤáááąáŹáˇ áážááşá¸áááşá áĄááťááşá¸ááťááşá¸áááşáá°ááŹá áááŻááźáŽá¸áááşáá˝ááşáááşá áááŻááźáŽá¸ááťá˝ááşá¸ááťááşá áąáááşá âáĄááŻááźááş áĄáááşáááşâáááŻáá˛áˇ á ááŹá¸áážáááťá ááźááşááŹááᯠááŻááźáŽá¸ áááşááźáąáŹááşáĄáąáŹááş áááşáá°áááž áááşáá˝áąáˇááťá áąáááşááťá áááşááźáŹá¸ááśááááş áááŻááŹá áááąá¸áá˝áąáĄáá˝ááş áááĄáŹá¸áá áşáᯠááźá áşá áąáááşá áĄááťááşá¸ááťááşá¸ áááşáá°áááş áááŻááŹá áá˝ááşáááş áááşá ááąáŤáˇááŤá¸áááşá ááŤááźáąáŹááˇáş áááŻááźáŽá¸áááşáá˝ááşáááşá áááááŻáá°áá˛áˇ ááá áąááťááşáá°áá˛áˇ ááźáŹá¸áážáŹ áááşá¸áááşá¸áážáŽá¸áážáŽá¸áá˛áˇ áá˝ááˇáşáááşá¸áážáŻ áážááá˛áˇáĄáá˝ááş áááşááźáŹá¸áááşáá°áážáŻááŹáááŻááźáŽá¸ááąáŤááşááźáąáŹááşá áąáááşá ááŤááźáąáŹááˇáş Teach Others áĄááťááşá¸ááťááşá¸áááşáá°ááźááşá¸áᏠáááşááťá˝ááşá¸áážáŻááᯠáá% áá áĄáąáŹááşááźááşá áąáááşáááŻáˇ áááŻááŤáááşá
áááŻááąáŹáˇ ááťá˝ááşááąáŹáşáááŻáˇáááŹ/ááá˝áąáĄááąáá˛áˇá áááŻááˇáşáĄáááşá¸áá˛á áááąá¸á áááŻááşáááşáá˛áˇáááşáááşá¸á áŹá ááŤáá˛áˇáááşáááşááźáŽá¸ ááŹáááŻááşáážáŻááşá¸ áááşááąáŹááşááąá¸áááşáááŻáˇ ááťážáąáŹáşáááˇáşááźááá˛ááťá áááŹ/ááĄáŹá¸ááŻáśá¸ááŽá¸ááŤá¸áᏠáááąá¸ááááŻááźáŻááťááşá¸áááşáááşáá°áááşá¸Child Centre Approach (CCA)áááşáááşá¸(áá) áĄá áááşááźáááşáááŻáᏠááŻáśááźááşááŤáááşá ááŤááąáááˇáş áááşááźáŹá¸áá˛áˇáááşá¸áááşá¸áá˝á˛áááş ááąáŹáˇ..á áááąá¸áá˝áą áááşáááşá¸á áŹáá˛áˇ ááťá˝ááşá¸ááťááşáááşááźáąáŹááşáážáŻ ááŹáááŻááşáážáŻááşá¸áááşá¸ áá˝á˛áá˝áŹá¸ááŤááááˇáşáááşá
ááŤááźáąáŹááˇáş áááŹ/ááá˝áąáĄááąáá˛áˇ
áááşáááşá¸(áá)áááşá¸áá˛áˇáá˝á˛áááşááŤá áá˝á˛áĄáąáŹááşááááşááźááŤáá˛áˇ áááŻáˇ áááŹááąá¸áĄáá˝ááş áĄááťááŻá¸ááťážáąáŹáş áážááŻá¸ááąáŹáşáááşá¸âŚ.
áŚá¸áá˛
áááŹááąá¸
#Discussion Group (áĄáŻááşá áŻáá˝á˛áˇ áá˝áąá¸áá˝áąá¸ááźááşá¸áááşá¸)
Discussion group áážáŹ áááşáááşá¸áá˝á˛ááąáá˛áˇ áááŹ/ááá˝áą áážááááşá áááąá¸áá˝áąááᯠáĄáŻááşá áŻáá˝á˛áˇá ááźáŽá¸áááş á áŹáááŻááşáá˝áąáááŻáᲠáĄáŻááşá áŻáááŻááş áááşáážááşá¸áááŻááşá¸áááşá ááŤáᏠReading (áááşáážááşá¸áááşá¸) áĄáááˇáşáᏠááźá áşááŤáááşá áĄá˛áˇááŽáĄáá˝ááş áááŹá á áŹáááŻááşáá˛áˇáááşáááşáá˛áˇ ááąá¸áá˝ááşá¸áá˝áą áááşááŽá¸ááąá¸áááŻááşááááşá ááąá¸áá˝ááşá¸ (áá)ááťááŻá¸áážááááşá ááŹáá˛á áááşáĄááťáááşáá˛á áááşáážááŻáážá áşáᲠáááŻááŹáááşá áááşáááŻáá˛á ááŹááźáąáŹááˇáşáᲠáááşáááŻáááşááᲠáááŻáá˛áˇááąá¸áá˝ááşá¸áá˝áąáááşááąáŹááşááźáŽá¸ á ááşá¸á áŹá¸áááŻááşá¸ááážáŹááŤá ááŻáážá áşá áĄááťáááş ááąáᏠáááŻáᏠááááťááşáá˛áˇáĄááťáááş ááźááşáááşá áááááŻááşáááşá ááťá˝ááşááąáŹáşáááŻáˇáááŹ/ááá˝áąááąá¸ááážáŹá á ááşá¸á áŹá¸áá˝áąá¸ááąáŤáşáážáŻáĄáááŻááşá¸ áá˛áˇ ááŹá¸áááşáááşááťá˝ááşá¸áážáŻáĄáááŻááşá¸á ááźáŽá¸áááş áĄáŻááşá áŻáááŻááş áá°áˇáĄááźááş áááŻááˇáşáĄááźááşá áá°áˇá áááşáá°á¸ áááŻááˇáşá áááşáá°á¸ ááťážááąáááşáĄáąáŹááşáááşá¸ áááşá¸ááźáąáŹááşá¸áážááşáĄáąáŹááş áŚá¸áááşááąá¸ááĄáŻáśá¸áááşá ááŽááᯠDiscussion Group áááşáááşá¸áᏠáááąá¸áá˝áąááᯠáááşáááşá¸á áŹáá˛áˇáááşáááşáá˛áˇ áááşááťá˝ááşá¸áááŻááşáážáŻ á á% ááᯠáá áąáááşáááŻáˇ áááŻááŹá¸ááŤáááş
#Practice by doing (áááşáá˝áąáˇááŻááşááąáŹááşááźááşá¸áááşá¸)
áááşáááşá¸á áŹáážáŹááŤáá˛áˇ áĄááźáąáŹááşá¸áĄááŹááᯠá áŹáááşáááşá¸áá˛áážáŹ ááźááşááŻááşáááŻááşá¸ááŻáśáá˛áˇá áááŹáááźáá˛áˇ Demostraion ááᯠááźááşááŻááşáááşááŻáśáá˛áˇá Practice by doing method ááźá áşáá˝áŹá¸ááąáŹááŹá¸á No áááźá áşáá°á¸ááťá Practice áááşáá˝áąáˇááŻááşááąáŹááş ááźááşá¸áááşá¸ áááŻáᏠáááŹá áááşá¸ááźáąáŹááşá¸áᲠááąá¸áážáŹá áá°áááŻáˇáááŻáᲠáááŻááşáááŻááş áááşááŽá¸ááŻááşááąáŹááşáááŻááşá¸ ááážáŹá áĄáŹá¸áááşá¸ááťááş áá˛áˇáĄáŹá¸ááŹááťááşáá˝áą áážáŹáá˝áąáááŻááşá¸ááážáŹá áá˝áąáˇáážáááťááşáá˝áąááᯠáááşááźáááŻááşá¸ááážáŹá ááźáŽá¸ááž áááşáááşá¸á áŹááᯠááťáááşáááşááąá¸áááŻááşááážáŹá áĄá˛áˇáĄáá˝ááş ááąááŹáá˝áąá áĄááťáááşáá˝áąá áá˝áąáá˝áąá áááşáá°áá ášá ááşá¸á á áşáá˝áą áááŻáááşá áá áşááŤááŹáááşá¸ á á˝ááˇáşáá áşáá ášá ááşá¸á áážá áşááŤááŹáááşá¸ á á˝ááˇáşáá ášá ááşá¸á á áŹáááşááťáąáŹááşá¸áážáŹ á á˝ááˇáşáá áşáá ášá ááşá¸ áĄáážááŻááşáá˝áąááŻáśáá˝áŹá¸ááŹáᲠáĄáááşáááşáááşá áááşáážáŹáááşá¸ áááášááśáááşá¸á áááşáážáŹáááşá¸ áážáŻááşáážáŹá¸áážáŻáĄáá˝ááş áááşá¸áá áá°ááťáąáŹááşá¸áá˛áˇ áááşááťáąáŹááşá¸áážáŹáááşá¸ ááŤáá˝áąáááŻáĄááşáááşááťá ááŹá¸ááŤááąáŹáˇ ááźáąáŹáááşáážááşáá˝áŹá¸áááşá Edgar Dale áá˛áˇáá˝áąáˇáážááážáŻáĄá Practice áááşáá˝áąáˇááŻááşááąáŹááşááźááşá¸áááşá¸áá˛áˇ áááşáááşáááŻáááş áááąá¸áá˝áąáá˛áˇáááşááťá˝ááşá¸áážáŻáᏠáá % áá áąáááşáááŻáˇ áááŻááŹá¸ááŤáááşááťá
#Teach_Others (áĄááťááşá¸ááťááşá¸áááşáá°ááźááşá¸áááşá¸)
ááŤáááąáŹáˇ áážááşá¸áááşá áĄááťááşá¸ááťááşá¸áááşáá°ááŹá áááŻááźáŽá¸áááşáá˝ááşáááşá áááŻááźáŽá¸ááťá˝ááşá¸ááťááşá áąáááşá âáĄááŻááźááş áĄáááşáááşâáááŻáá˛áˇ á ááŹá¸áážáááťá ááźááşááŹááᯠááŻááźáŽá¸ áááşááźáąáŹááşáĄáąáŹááş áááşáá°áááž áááşáá˝áąáˇááťá áąáááşááťá áááşááźáŹá¸ááśááááş áááŻááŹá áááąá¸áá˝áąáĄáá˝ááş áááĄáŹá¸áá áşáᯠááźá áşá áąáááşá áĄááťááşá¸ááťááşá¸ áááşáá°áááş áááŻááŹá áá˝ááşáááş áááşá ááąáŤáˇááŤá¸áááşá ááŤááźáąáŹááˇáş áááŻááźáŽá¸áááşáá˝ááşáááşá áááááŻáá°áá˛áˇ ááá áąááťááşáá°áá˛áˇ ááźáŹá¸áážáŹ áááşá¸áááşá¸áážáŽá¸áážáŽá¸áá˛áˇ áá˝ááˇáşáááşá¸áážáŻ áážááá˛áˇáĄáá˝ááş áááşááźáŹá¸áááşáá°áážáŻááŹáááŻááźáŽá¸ááąáŤááşááźáąáŹááşá áąáááşá ááŤááźáąáŹááˇáş Teach Others áĄááťááşá¸ááťááşá¸áááşáá°ááźááşá¸áᏠáááşááťá˝ááşá¸áážáŻááᯠáá% áá áĄáąáŹááşááźááşá áąáááşáááŻáˇ áááŻááŤáááşá
áááŻááąáŹáˇ ááťá˝ááşááąáŹáşáááŻáˇáááŹ/ááá˝áąáĄááąáá˛áˇá áááŻááˇáşáĄáááşá¸áá˛á áááąá¸á áááŻááşáááşáá˛áˇáááşáááşá¸á áŹá ááŤáá˛áˇáááşáááşááźáŽá¸ ááŹáááŻááşáážáŻááşá¸ áááşááąáŹááşááąá¸áááşáááŻáˇ ááťážáąáŹáşáááˇáşááźááá˛ááťá áááŹ/ááĄáŹá¸ááŻáśá¸ááŽá¸ááŤá¸áᏠáááąá¸ááááŻááźáŻááťááşá¸áááşáááşáá°áááşá¸Child Centre Approach (CCA)áááşáááşá¸(áá) áĄá áááşááźáááşáááŻáᏠááŻáśááźááşááŤáááşá ááŤááąáááˇáş áááşááźáŹá¸áá˛áˇáááşá¸áááşá¸áá˝á˛áááş ááąáŹáˇ..á áááąá¸áá˝áą áááşáááşá¸á áŹáá˛áˇ ááťá˝ááşá¸ááťááşáááşááźáąáŹááşáážáŻ ááŹáááŻááşáážáŻááşá¸áááşá¸ áá˝á˛áá˝áŹá¸ááŤááááˇáşáááşá
ááŤááźáąáŹááˇáş áááŹ/ááá˝áąáĄááąáá˛áˇ
áááşáááşá¸(áá)áááşá¸áá˛áˇáá˝á˛áááşááŤá áá˝á˛áĄáąáŹááşááááşááźááŤáá˛áˇ áááŻáˇ áááŹááąá¸áĄáá˝ááş áĄááťááŻá¸ááťážáąáŹáş áážááŻá¸ááąáŹáşáááşá¸âŚ.
áŚá¸áá˛
áááŹááąá¸
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Kg to G5 áá˝ááşá¸ááśáááşáááşá¸áĄáá˝ááş.ááźáŹá¸ááááŹáááŻááťážááąááŤáááş....
ááááááş ááśáááşáááŻááşá¸
1ď¸âŁ áááşáááşá¸ááááşáááş
2ď¸âŁ áááşáá°áá°áĄáááşááᏠá áážááşáˇ á
3ď¸âŁ TCSF
4ď¸âŁ á á áşááąá¸ááźááşá¸ á
ááąáˇáááşáááŻááşá¸
1ď¸âŁ á á áşááąá¸ááźááşá¸ á
2ď¸âŁ CPD
2ď¸âŁ Kg áážááşáˇ áá°áĄáąáŹááşáááşáˇáĄáááşáĄáá˝áąá¸ááááşáˇááŤá¸ááąáá°
ááŻááááááş ááśáááşáááŻááşá¸
1ď¸âŁ Kg.....áááşááźáŹá¸ááťáááşáááşáá°áážááşáˇá á áşááąá¸ááŻáśá áś
ááąáˇáááşáááŻááşá¸
2ď¸âŁ G1.... (ááŹááŹá áŻáś áááşá¸ááźáááşá á˝á˛ááąáŹááşáážáŻááşááťááş á áááşááźáá°ááŻáśá áśáážááşáˇáááşáá˝áąáˇáááşááźááźááşá¸ á á á áşááąá¸ááźááşá¸)
áááááááş ááśáááşáááŻááşá¸
1ď¸âŁ G2.........áĄáááşááŤáĄáááŻááşá¸
ááąáˇáááşáááŻááşá¸
2ď¸âŁ G3..........áĄáááşááŤáĄáááŻááşá¸
á ááŻáášááááş ááśáááşáááŻááşá¸
1ď¸âŁ G4..........áĄáááşááŤáĄáááŻááşá¸
ááąáˇáááşáááŻááşá¸
2ď¸âŁ G5..........áĄáááşááŤáĄáááŻááşá¸
ááĽášá ááááş áá áşááąáˇááŻáśá¸
áááŻáˇááťááťááşááťáŹá¸ááźááşáááşáĄáážá áşááťáŻááşááźááşá¸
áá°ááááşá¸ááťáąáŹááşá¸áĄáŻááşááźáŽá¸ááťáŹá¸á áŽááśáááşáˇáá˝á˛áá°áááşáááşá¸ áĄáážááşá áĽáşá/áááá
#Crd
#áá°ááááşá¸áĄáááşáˇ Kg to G5 áááşáááşá¸ááááşáááş ( ááááááş)
áááşášáááŹá፠Kg to G5 áá˝ááşá¸ááśáááşáááşá¸áážáŹ áááşá¸ááźáááŹááźáŽá¸ áááŹáááźáŽá¸áááŻáˇááą..............
áááşáááşá¸á áááááŻáśá¸áááşáá˝ááş áááşáááşá¸ááááşáááşááźááşá¸ááźááşáˇá áááşáááŤáááşá
áááşáááşá¸ááááşáááşááŹáá˝ááş
đ¨âđŤ
áááşáááşá¸ááááşáá˝ááşááťááş
áááşáááşá¸áááşááąáŹááşáá°ááťáŹá¸ááážááááşááťážáąáŹáşáážááşá¸ááŹá¸áááşáˇáĄááťááşááťáŹá¸
áááşáááşá¸áá˝á˛áˇá ááşá¸ááŻáś...áááşáááşá¸áĄá áŽá áĽáş
áááşáááşá¸ááĄááźáąááśá ááşá¸ááťáĽáşá¸ááťáŹá¸
ááááşá¸áááşá¸áááŻáĄáá˛ááźááşááźááşá¸
đ¨âđŤ
áááşáááşá¸áááŻáĄáá˛ááźááşááŹáá˝ááş áĄáááşáˇ ááááşáˇ ááźááşáˇ áááşáááşá¸áááşááąáŹááşáá°ááťáŹá¸áááŻáĄáá˛ááźááşá áááşáááşá¸ááááŻáˇááťáá°ááťáŹá¸áááŻáĄáąáŹááşááźááşáá°áážáááážáááŻáśá¸ááźááşáá˝áŹá¸ááŤáááşá
áááşáááşá¸ááááşáááşááźááşá¸áĄá áŽá áĽáşááźáŽá¸ááŻáśá¸ááźááşá¸
áąáĄáŹááşáá˝ááşáĄáááŻááşá¸áá áşááŻá áŽá áĄááźáąáŹááşá¸áĄááŹááťáŹá¸áááŻááąáŹáşááźááŹá¸ááŤáááşáááşááťáŹá
#crd
áá°ááááşá¸ááťáąáŹááşá¸áĄáŻááşááźáŽá¸ááťáŹá¸á áŽááśáááşáˇáá˝á˛áá°áááşáááşá¸ áĄáážááşá áĽáşá/áááá
ááááááş ááśáááşáááŻááşá¸
1ď¸âŁ áááşáááşá¸ááááşáááş
2ď¸âŁ áááşáá°áá°áĄáááşááᏠá áážááşáˇ á
3ď¸âŁ TCSF
4ď¸âŁ á á áşááąá¸ááźááşá¸ á
ááąáˇáááşáááŻááşá¸
1ď¸âŁ á á áşááąá¸ááźááşá¸ á
2ď¸âŁ CPD
2ď¸âŁ Kg áážááşáˇ áá°áĄáąáŹááşáááşáˇáĄáááşáĄáá˝áąá¸ááááşáˇááŤá¸ááąáá°
ááŻááááááş ááśáááşáááŻááşá¸
1ď¸âŁ Kg.....áááşááźáŹá¸ááťáááşáááşáá°áážááşáˇá á áşááąá¸ááŻáśá áś
ááąáˇáááşáááŻááşá¸
2ď¸âŁ G1.... (ááŹááŹá áŻáś áááşá¸ááźáááşá á˝á˛ááąáŹááşáážáŻááşááťááş á áááşááźáá°ááŻáśá áśáážááşáˇáááşáá˝áąáˇáááşááźááźááşá¸ á á á áşááąá¸ááźááşá¸)
áááááááş ááśáááşáááŻááşá¸
1ď¸âŁ G2.........áĄáááşááŤáĄáááŻááşá¸
ááąáˇáááşáááŻááşá¸
2ď¸âŁ G3..........áĄáááşááŤáĄáááŻááşá¸
á ááŻáášááááş ááśáááşáááŻááşá¸
1ď¸âŁ G4..........áĄáááşááŤáĄáááŻááşá¸
ááąáˇáááşáááŻááşá¸
2ď¸âŁ G5..........áĄáááşááŤáĄáááŻááşá¸
ááĽášá ááááş áá áşááąáˇááŻáśá¸
áááŻáˇááťááťááşááťáŹá¸ááźááşáááşáĄáážá áşááťáŻááşááźááşá¸
áá°ááááşá¸ááťáąáŹááşá¸áĄáŻááşááźáŽá¸ááťáŹá¸á áŽááśáááşáˇáá˝á˛áá°áááşáááşá¸ áĄáážááşá áĽáşá/áááá
#Crd
#áá°ááááşá¸áĄáááşáˇ Kg to G5 áááşáááşá¸ááááşáááş ( ááááááş)
áááşášáááŹá፠Kg to G5 áá˝ááşá¸ááśáááşáááşá¸áážáŹ áááşá¸ááźáááŹááźáŽá¸ áááŹáááźáŽá¸áááŻáˇááą..............
áááşáááşá¸á áááááŻáśá¸áááşáá˝ááş áááşáááşá¸ááááşáááşááźááşá¸ááźááşáˇá áááşáááŤáááşá
áááşáááşá¸ááááşáááşááŹáá˝ááş
đ¨âđŤ
áááşáááşá¸ááááşáá˝ááşááťááş
áááşáááşá¸áááşááąáŹááşáá°ááťáŹá¸ááážááááşááťážáąáŹáşáážááşá¸ááŹá¸áááşáˇáĄááťááşááťáŹá¸
áááşáááşá¸áá˝á˛áˇá ááşá¸ááŻáś...áááşáááşá¸áĄá áŽá áĽáş
áááşáááşá¸ááĄááźáąááśá ááşá¸ááťáĽáşá¸ááťáŹá¸
ááááşá¸áááşá¸áááŻáĄáá˛ááźááşááźááşá¸
đ¨âđŤ
áááşáááşá¸áááŻáĄáá˛ááźááşááŹáá˝ááş áĄáááşáˇ ááááşáˇ ááźááşáˇ áááşáááşá¸áááşááąáŹááşáá°ááťáŹá¸áááŻáĄáá˛ááźááşá áááşáááşá¸ááááŻáˇááťáá°ááťáŹá¸áááŻáĄáąáŹááşááźááşáá°áážáááážáááŻáśá¸ááźááşáá˝áŹá¸ááŤáááşá
áááşáááşá¸ááááşáááşááźááşá¸áĄá áŽá áĽáşááźáŽá¸ááŻáśá¸ááźááşá¸
áąáĄáŹááşáá˝ááşáĄáááŻááşá¸áá áşááŻá áŽá áĄááźáąáŹááşá¸áĄááŹááťáŹá¸áááŻááąáŹáşááźááŹá¸ááŤáááşáááşááťáŹá
#crd
áá°ááááşá¸ááťáąáŹááşá¸áĄáŻááşááźáŽá¸ááťáŹá¸á áŽááśáááşáˇáá˝á˛áá°áááşáááşá¸ áĄáážááşá áĽáşá/áááá
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