(Katz & Chard, 2000, p. 2)” The two essential elements of the project approach are “child-centered activities” and “social reconstruction”. Child-centered is means that enables children to follow their interests and fascinations. That is spontaneous learning method that they can learn about practical information and a theoretical framework through the process of developing a project in group. This learning-method leading developmental objectives: physical, cognitive and language, affective and social and aesthetic development (Guide to the Pre-primary Curriculum,2006, p.17). Phases 1: Beginning a project Children are leading learners but no only received information.
It encourages us to take risks, think flexibly, be innovative, play with ideas and respond imaginatively. Craft’s (2002) distinction between ‘big c’ and ‘little c’ creativity are helpful with the setting when working with the children. ‘Big c creativity’ involves discovery and a break with past understanding. ‘Little c creativity’ enables individuals to find routes and paths to voyage. It is a process of development and describes the inventiveness of ordinary people rather than extraordinary contributors.
A part of Piaget’s theory of learning and thinking involves the participation of the child, who must construct and reconstruct knowledge. He claims that for a child to know and construct knowledge of the world, the child must act on objects. This action provides knowledge of those objects. Piaget’s technique to learning is known as a readiness approach. Readiness approach in developmental psychology states that children
Children are complex thinkers and they need to be prepared and encouraged to play and to think . Early childhood educators should help children to explore their world through play, imitation and exploration. Children should be supported to become thinkers too. Extending their thinking with variety, stimulation, materials and experiences. ( Nutbrown, 2006) Humans are unique in being able to communicate symbolically.
The principle achievement of this period is the developing capacity of children to represent the external world internally through the use of symbols such as words and numbers. During this period children have difficulty solving conservation problems. They cannot conserve. (Research conservation task – what are some of the conservation task the child is faced with in this stage). Logical thought is inhibited by obstacles associated with centering, transformations reversibility and egocentrism.
He focused on language and the development of internalising language; that we learn to think through and before speech, as a major influence on children’s cognitive development. He believed that personal and social experience cannot be separated and that a child’s development is not only constructed by personal development but also moulded by the child’s culture; education, family and community. He concentrated on the child’s potential learning ability and the need for experts that help a child to construct their learning and intelligence. A lot of practical applications from his theory are used in the educational system today. There are a lot of similarities in Piaget and Vygotsky’s theories.
Jean Piaget’s theory was based on systematic (schema) study for our cognitive development. Piaget believed that there were stages that you had to achieve in order to move on to the next. The order of the stages: Piagets theory came in to place by observing children. A way of applying his theory to the classroom is “use concrete props and visual aids whenever possible...” (McLendon, 2011) In my practice we set up activities for each individual need of each child to help them progress through the stage of the theory which links to Piagets theory. Lev Vygotsky’s theory was based on social/emotional development needs to show demonstration/imagination to allow a child to progress.
The focus is on the child as a whole and everything that enters into their world is “...a process by which children grow into the intellectual world around them” (Vygotsky 1978 p88). “Vygotsky argued that each culture has a set of artefacts, physical and mental tools, through which the culture is expressed and passed on” (Krause et al 2007). This was a particular point of interest in his theorizing of language and the role that it played in the development of the child. Language, counting systems and other culture specific knowledge components, were passed down through generations with few barriers. This connection between culture and development proved to be a significant link in the information exchange.
In making professional judgements, they weave together their: • professional knowledge and skills • knowledge of children, families and communities • awareness of how their beliefs and values impact on children’s learning • personal styles and past experiences. They also draw on their creativity, intuition and imagination to help them improvise and adjust their practice to suit the time, place and context of learning. Different theories about early childhood inform approaches to children’s learning and development. Early childhood educators draw upon a range of perspectives in their work which may include: • developmental theories that focus on describing and understanding the processes of change in children’s learning and development over time • socio-cultural theories that emphasise the central role that families and cultural groups play in children’s learning and the importance of respectful relationships and provide insight into social and cultural contexts of learning and development • socio-behaviourist theories that focus on the role of experiences in shaping children’s behaviour • critical theories that invite early childhood educators to challenge assumptions about curriculum, and consider how
How Young Learners Learn Introduction This assignment aims to examine how young learners develop and learn. The main section of this assignment will present an overview of several theories of child development and learning that appear to have had a profound impact on educational perspectives in the last two centuries. Brewster, Ellis and Girard (2002) stress that every young learner is a unique individual with different learning needs. The ideal learning environment, it seems, would be one which presents the young learner with the opportunity to discover their own learning style, interests and preferences which would lead to independence and success. The overall aim of the assignment is to highlight various theoretical standpoints on learning and first and second language acquisition and the highlight the links between them.