It is true that a teacher’s ability to communicate verbally with children depends on proper planning of the preprimary movement abilities. In this sense, pre-primary learning depends on how teachers make themselves understood by the children entrusted to their care and the compassionate intelligence in understanding them. Therefore, teachers should prepare themselves for the various activities in the preprimary movement activities. However, many teachers often take verbal communication for granted and with no preparation done, the pre-primary movement activities fail to become effective.
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