Aim 5

TP Competence

Planning for learning

Aim five

Plan effectively for example ensuring activities that integrate all domains of learning (physical, social/emotional and cognitive)


                Understanding children, their development, and the factors that can lead to positive or negative outcomes allow us to help them reach their potential and be successful, active and happy children. As an educator, I believe children need to explore the three domains of development in their early childhood education to succeed academically later in life. Child development is the changes that a child goes through in the first 15 years of the human life, physically, emotionally, socially, and cognitively as Fabes & Martin (2003) states “child development involves changes in physical, social, emotional and intellectual functioning over time” (p. 4). Similar to this, Ambedkar (2008) claims, “As children grow older, they develop in several different ways. Child development includes physical, intellectual, social, and emotional changes” (p. 38). Therefore, children go through different stages in their early life where they develop in the three main domains, physical, cognitive and social/emotional development. In addition, Hoy & Hughes (2008) suggest that child development can be defined through observations and assessing the domains of development and she pointed to five specific areas: motor/physical, cognitive, social/emotional, communication language, and self-help/adaptive.  

 Therefore, I choose this area of development to improve my planning for learning  and guide me through my action research as well.


To achieve my aim I need to:

Following these guidelines and implementing the following types of activities could help the students to explore the three domains of development in-group activities.  First, role-play and a drama center are activities that could cover the three domains of development and enhance children self esteem and confidence. As Eliason & Jenkins (2008) recommend drama and role-play help students to develop social, emotional, language, and cognitive and physical skills.  Second type is activities that require at least two steps, for example, coloring a picture and writing the first letter of that picture. Moreover, giving activities that have several steps to complete and require planning, correction and completion such as puzzles, playing a game, and building structures. (ibid)  Third type is art activities that inquire students to use their fine motor skills, cognitive skills and social skills, for examples, a craft activity that is done with a group or making a collage on an A2 paper in small groups.  


As I reflect over my year, I have learned a lot through my action research and my data collection findings to prove to me that a teacher can create activities that allow children to explore the different domains of learning in-group activity. During my training practice, I have been trying to plan my lessons effectively and create activities that are suitable for my students’ age group. My activities varied from simple writing activities with hands on activity, all of these activities have something in common as through these activities, students are exploring the different domains of learning in-group activity. Furthermore, when I plan my activities, I always put in my mind the different abilities in the classroom and how each activity can suit the children and meet their potential.  My MCT commented “Kareema plans effectively to ensure that all learners meet their potentials” (Appendix3). As I assess my planning in the last 4 months, I have grown in this area. I started by giving activities that focused on developing students’ fine motor skills and I progress from this point to creating activities that allow the learners to explore the different domains of learning through one activity. For example, I created an activity where students were creating their own body by shapes, students were pasting different shapes on an A3 paper, creating their own body, after they finish, I ask them what do you think is missing from your body to stimulate their critical thinking and when they answer me I let them draw what they think is missing to complete their body shape. This activity developed students’ fine motor skills by pasting and handling the small pieces of paper, the cognitive skills by using to link the shapes to body parts and language skills when they identify the different body parts, and the social/emotional skills by working in a group and when they felt satisfied and happy about their created work.