0

Module 1

Session 1: The Theorists Session 1: The Theorists Session 1: The Theorists

Participant’s Handbook

Page | 1

Table of Contents

Whole Learning Module 1 Intentions

Session 1: Learning Intentions

Session 1: Historical Perspectives on Children, Learning and Teaching

An Overview: The Theorists

Task 1: Matching Activity – Investigating Theorists

Reflecting on our learning:

Linking Theory and Practice

Task 2: Creating a Poster

Page | 2

Learning Module Intentions

To develop an understanding of: • the theorists whose work influences Early Years Practice • child development • developmentally appropriate practice • integration in Early Years • How to plan effectively to meet the needs of children in Early

Years.

All Elements of Module 1 are

interconnected.

Page | 3

SESSION 1: Learning Intentions

Teachers will:

1. Have a brief understanding of the history of childhood and how it relates

to teaching practices today.

2. Identify key theorists that are relevant to Early Years

3. Identify key ideas of each theorist

4. Develop knowledge of how the theorists ideas impact on children’s learning in the

Early Years

5. Identify Early Years strategies that connect theories to practice

Slide 6

Page | 4

SESSION 1: The Historical Perspectives on Children, Learning and Teaching

Factors that have changed in our world over the past 50 years:

Changes in our knowledge about child development

Changes in our expectations for children – particularly those who

traditionally have not done well in school, and

Changes in family life.

Changes in knowledge base

Probably the most profound change over the past 50 years is in our knowledge base of child development

and learning. The evidence from research has altered our thinking about young children in a number of

ways;

• how early learning begins,

• the capacity of young children to learn,

• the importance of relationships to development,

• the role of culture in framing development, and

• the precursors of school success.

Expectations for children In our world today we must educate:

• poor children • rich children • minority as well as majority children • children who speak a variety of languages. • Children who have learning difficulties • Children who have a disabilities • Children who have social and emotional issues • Children who are gifted and talented • And many more children who sit outside age appropriate development

Changes in family life.

• There have been enormous changes in family life. • Traditional family life where the mother stayed at home to care for the children has

changed and a significant number of women are choosing to be in the workforce • More mother’s are working • Family break down (divorce) • Often two incomes per family • Caring for older family members (elderly) • Technology influences

Page | 5

An Overview: The Theorists

Page | 6

Page | 7

Task 1: Investigating the Theorists

Using the pieces given match the “views of teachers and teaching strategies” to the correct Theorist and their key ideas.

Jean Piaget (1896–1980) Theorists Key ideas considered for

this curriculum Influences on views of children

(Prep to 3) Influences on views of teachers and

teaching strategies (Prep to 3)

Jean

Piaget

(1896–

1980)

Children construct

knowledge.

Children use experiences

from the world around

them to build on their

current understandings.

Where understandings and

experiences differ,

children adjust their ideas

to make a better fit of

new with old

understandings.

Development leads learning.

Children learn through

active exploration of

concrete materials.

Piaget’s theories led to a view

of the “universal child”

who passes through

uniform stages of

development.

Children are biologically pre-

programmed to pass

through the same phases

of development regardless

of social, cultural or other

environmental factors.

Page | 8

Lev Vygotsky (1896 -1934) ·

Theorists Key ideas considered for

this curriculum Influences on views of children

(Prep to 3) Influences on views of teachers and

teaching strategies (Prep to 3)

Lev

Vygotsky

(1896-

1934)

Children construct their

knowledge through active participation in social and cultural experiences.

Play is of critical importance in

children’s cognitive development.

The language used in learning

experiences becomes the child’s internal thinking processes.

Meaning-making is

strengthened by dialogue between children and more experienced others.

The optimum condition for

learning occurs in the zone of proximal l development (ZPD*).

Learning leads development.

*The ZPD describes the Zone between what children can do independently and the new learning that they cannot yet accomplish individually but can carry out with assistance.

Children make meaning as

they actively participate in

social and cultural

environments.

New learning takes place in

the zone of proximal

development.

Children’s conceptual

development is ―stretched‖

during play.

Page | 9

Urie Bronnfenbrenner (1917 – 2005) ·

Key ideas considered for

this curriculum Influences on views of

children (Prep to 3) Influences on views of teachers and

teaching strategies (Prep to 3)

Urie

Bronfenbrenner

(1917-2005)

Challenged the idea that

development and learning are genetically predetermined.

Children live and learn

within multiple social and cultural contexts.

Learning is a reciprocal

process.

Interactions with people,

objects and symbols affect children’s understandings, capabilities and dispositions.

Development and learning

are greatly influenced by children’s backgrounds, lifestyles, cultures and prior knowledges.

Children live their lives in

more environments than

home and school.

Children learn best through

reciprocal interactions

with people with whom

they have formed

positive relationships.

It is important for children to

represent their

understandings in a

variety of concrete

forms.

Page | 10

Brain Researchers (Late 1980’s - )

Theorists Key ideas considered for

this curriculum Influences on views of

children (Prep to 3) Influences on views of teachers and

teaching strategies (Prep to 3)

Brain

researchers

(late

1980s-)

Early childhood is a critical

period for brain development.

Children take in information

through all senses—hearing, seeing, feeling, smelling, tasting.

Sensory input is early

childhood triggers chemicals in the brain that build connections between neurons and create complex cognitive structures.

Chemicals generated

through positive emotions strengthen memory.

Children build up complex

understandings through

sensory learning

experiences.

Children are naturally

prepared to learn from

their environment.

Positive emotions about

learning experiences

promote deep learning.

Programs should attend to

children’s intellectual,

social, emotional and

aesthetic development.

Children develop cognitive

structures through play-

based problem solving.

Page | 11

As you are looking at slides 19 -26 (theorists) and 27 – 32 (practical approaches) write your own notes related to the theorists and practical approaches. Discover how much more you know about the Theorists.

Key ideas that Piaget believed:

Children construct knowledge

There are uniform stages of development

Children explore new experiences through their current understandings

Your Additional Notes on Piaget in Practice:

_______________________________________________________________________________________________________________________________________________________________________________________________________________________

Page | 12

Key Ideas that Vygotsky believed:

• Knowledge is developed by actively participating in social and cultural experiences.

• Making meaning is strengthened by language.

• Children have a ‘Zone of proximal development’

• Scaffolding (The child actively constructs and the adult supports.)

• Play is critical in cognitive development.

Your Additional Notes on Vygotsky in Practice:

_______________________________________________________________________________________________________________________________________________________________________________________________________________________

Page | 13

Key Ideas that Bronfenbrenner believed:

• Challenged the idea that development and learning are genetically predetermined

• Children live and learn in many different social and cultural contexts

• Development and learning are greatly influenced by children’s backgrounds, lifestyles, cultures and prior knowledge

Your Additional Notes on Bronfenbrenner in Practice:

_______________________________________________________________________________________________________________________________________________________________________________________________________________________

Country –economy/

culture

Environment affecting

those around the child

Immediate Environment

Child

Page | 14

Key Ideas that the Brain Researchers believed:

• The early years are a critical period for brain development.

• Children take in information through all the senses. Sensory input in the Early Years triggers chemicals in the brain that build connections and create complex cognitive structures

• Chemicals generated through positive emotions strengthen memory

Your Additional Notes on the Brain Researchers in Practice:

_______________________________________________________________________________________________________________________________________________________________________________________________________________________

Page | 15

Linking Theory with Practice

Two key practical approaches:

As you look at slides 27 – 32 you may choose to write your own notes

Page | 16

Maria Montessori 1870-1952

The Montessori method is a child-centered educational approach based on the child development theories of Italian educator Maria Montessori (1870–1952) in the late nineteenth and early twentieth centuries.

The Key ideas:

Child-centred

Teacher acts as a facilitator o

a wide variety of special equipment is used to help direct the interests of the child which leads to accelerated development r guide

developing initiative and self-reliance by allowing children to do independently the things that interest them, but within guidelines set up by adults.

adapting the child's learning environment to his or her developmental level, and of the role of physical activity in absorbing abstract concepts and practical skills.

What are the aspects of your professional practice that reflect The Montessori approach?

Page | 17

Reggio Emilia

Key ideas:

An emergent curriculum- that builds upon the interests of children

great attention is given to the look and feel of the classroom

Projects work - in-depth studies of concepts, ideas, and interests, which arise from the children.

These projects may last one week or could continue throughout the school year.

the integration of the graphic arts as tools for cognitive, linguistic, and social development.

What are the aspects of your professional practice that reflect the Reggio Emilio approach?

Page | 18

Task 2 – Putting Theory into Practice

1. Using the information you have learnt about, your group will now design a

poster about how one of these theories looks in the Early Years classroom.

2. You have been given the name of the theorist and the materials for making

the poster.

3. You have 15 minutes to make the poster.

4. We will then display the posters for all to view (10 mins)

5. Put a photo of your groups poster in the space below

1.