Confucius nicely sums it all by his quote “I hear I forget I see I remember, I do and I understand” (The Open University, 2017). Practice and experience by various well-known pedagogues and theorist such as Frobel, Dewey, Montessori and Piaget to name a few, firmly agreed that engaging children by instigating their curiosity through play, greatly motivate their learning (Pond, 2006). Thus, the inquiring base learning method of teaching where the children ask questions about what they want to learn, why they want to learn it and how they can acquire the information that will satisfy their understanding. Along the way, using the inquiry base learning approach children become critical and creative thinkers. Children also extend their learning …show more content…
Teaching young children in accordance to the Early Years Learning Framework requires educators to prepare children to develop a sense of belonging and in identity, they learn about themselves, their family and the community, past, present (Department of Education, Employment & Workplace Relations [DEEWR], (2009, p. 20). Through children’s learning experience of belonging to their world, children require guidance from educators who can enhance children’s learning through the inquiry base learning approach. DEEWR (2009, pp. 26-37) advice that it is essential for educators to provide opportunity through play or project with age appropriate resources for example artefacts, pictures and other stimuli that can encourage children to be able to plan, collaborate, negotiate, investigate ideas and in the process acquire skills in problem solving, inquiring and researching, therefore, giving the children the foundation to tackle Humanities and Social Science in their learning of history in years to
In this essay I will outline the curricular systems for the 0-5 age group in England and Scotland. I will examine in detail the planning and assessment provisions of these systems which allow early years practitioners to gain insight into children's learning and to aid them in that regard. I will draw comparison between the practices of these two countries where possible, and provide criticism of each.
By teaching thematically, it would enable me to integrate the four core National Curriculum subjects within a theme. This method of theme based units utilises and builds on children's interests and life experiences, therefore skills and knowledge are developed in meaningful ways.(Kerry. T (2011) Cross-curricular teaching in the primary school, Oxon: Routledge) The Intermediate Program Policy Grades 4 to 10 (1993) suggests that the more students become engaged in how and what they study, the more interested they are in learning. Likewise, Bruner also supports the notion of children to be involved in their own learning process, so that connections could be made through personal discovery and enquiry and not just being passive receivers of information. This clearly highlights the importance of children taking an active role of their learning. Therefore in my approach of delivering the core subjects, it would be necessary for me to collaborate ...
“…talk is arguably the true foundation of learning”. (Alexander, R. 2011:9) Critically discuss this statement in relation to children’s learning in two of the core subjects.
One of the children (George) created a map, that did not look like a physical representation of the children outdoor area, when his partner asked what he was drawing he explained he was using his imagination. The ‘water represents the big children’s playground, our area is the island, the dotted line is where we have to find the word treasure, that’s hidden under the X!’ George’s partner Pedro looked puzzled and asked me why he was doing it wrong. I explained that George was not doing it wrong, it is his interpretation of his outdoor area, and this is how he imagines it. This allowed me to be reflexive and flexible as a researcher, and to ensure at all times the child’s voice was being heard, and that I was not shaping the research to the outcome I wanted. I also thought this was a lovely example of children’s imagination. The child’s outdoor area can represent a number of things to them as expressed through George map. As adults we will never think how children do, or how we once did (Christensen, 2004). Child lead learning and child participation is increasingly being valued, as reflected in the literature. The map-making activity was a superb way to extend the pupils critical thinking, contributing to their communication and language development. Examples from my observation reflect the impact the
I believe that learning is a journey that both child and educator set out on together. This journey is a privilege that I take seriously, realizing that a child’s early years are a key formative time in their life. I believe that it is during this time that important foundations are being set in place that will not only impact them in the present but will also influence them later on in life.
When a child is starting to learn something new, it is inevitable that he or she is going to be curious and ask why continuously. It is something I have started to notice since working with children. However, it does not mean the child will question what he or she is learning. Children tend to look up to authority figures and therefore believe everything that they say. I know I looked up to my teachers in school because I assumed they knew everything. I was very similar to Marjane in the experiences she had in education. To name a few, we both had to wear uniforms, follow strict rules, and sometimes found our own thoughts and beliefs being censored.
Origin from a city in the north of Italy, the Reggio Emilia approach in Early Childhood Education is adopted by multi-countries over the past decades. This approach has a core philosophy, that children should play a leading role in education. Children are seen as full of knowledge and intelligence, with full capabilities to express themselves if only given the proper ways to do to so. They are protagonists of their own learning and have a say in what topics and problems they will study and research. Teachers provide resources to assistant children’s learning and developing. The curriculum is emergent, meaning the teachers choose topics and projects based on careful listening and observations of their student’s interests, needs and inquiries. Children are encouraged to use materials and media to demonstrate their learning and understanding of a topic or project. Documentations and environment have direct influences in helping children’s learning. Parents and community also play a supportive role in children education (O.E.C.D, 2004).
In doing so I had chosen two activities based on the learning domain literacy, the first resource exposes the child to blocks and the second was an alphabetic sensory table, both of theses resources provided the basic understanding of how literacy can develop from play based learning. Blocks can be placed in any part of the early childhood setting either indoors or outdoor play spaces, however the sensory table can be used in any indoor play space area. As educators we all know that the first few years of any child’s life is essential to their learning, development and growth, and with theses activities we can give new meaning to the interactions young children have towards language, communication and their
I knew very early in life that I enjoyed working with children; I am drawn to their eagerness to learn, their trusting nature, and their inquisitive minds. It has always been a joy for me to be around children, who are eager to learn. Children are thrilled when an adult takes time to read to them. After hearing a story only a couple of times, they are like a tape recorder set on replay. Their thirst for knowledge is overwhelming. At the elementary level, children also tend to have a very trusting nature. They rely heavily on their elders for guidance. Most children are very honest with their feelings and don't try to hide them. This is a crucial time in a child's life; it is a time when teachers and parents should be molding them for the future. It seems their minds are always working on something which makes them extremely inquisitive. Their curiosities seem never to be satisfied. Children are always asking "why?" even when they know the answer. The inquisitive child wants to know the how's, when's, and where's of everything.
I believe children should be encouraged to learn, that as a teacher it is my job to help them find the way of learning that works best for them. I feel that students should be able to explore the world around them and learn from hands on activities. This type of learning style goes along with both Piaget and Vygotsky’s theories on learning. My theory leans more closely to Vygotsky’s theory due to the fact that I believe that the “play and exploration” should be structured and directed so that as a teacher I can help to guide the information that the students are learning. Such as in the case of the students exploring the playground outside, I feel that I should tell them what we are focusing on the insects that we can find in the playground. This directing helps to keep the students on topic and task while
It is important for children to be able to develops the necessary skills to make sense of data, memorising information is no longer the most key skill for children to possess (Inquiry-based learning, n.d.). Inquiry-based learning is defined by Lutheran Education Queensland (n.d.) as seeking for truth, information or knowledge and understanding and is used in all aspects and stages of life. Inquiry based learning assists children with learning by developing critical and creative thinking skills. The twenty-first century requires “young people to be creative, innovative, enterprising and adaptable, with the motivation, confidence and skills to use critical and creative thinking purposefully” (ACARA, 2016b). According to Touhill (2012a) Inquiry-based learning is supported when educators are co-learners with children as they develop, supporting and extending on a child’s own attempts at understanding. This knowledge can be broadened by ensuring that children have the time, space and resources to become deeply involved in their investigations and there are opportunities for reflections during and after activities (Touhill, 2012a). Furthermore, it is imperative that the physical environment contains spaces as well as materials that encourage a child’s curiosity and investigation (Touhill, 2012a). By providing interesting and engaging materials educators are able to provide stimulus for children’s investigation and
In most curricular areas the curriculum has become strict rules that need to be adhered to. The constructivist approach brings a new light to a child’s learning experience with the focus being on practical interactive learning. Children often experience this type on learning before they reach primary school. For example when a child encounters a jigsaw they are not just shown on a whiteboard how to finish the jigsaw, the child is guided by an instructor through hands on experience. The child learns techniques to then complete a jigsaw by themselves and will move on to complete more complicated jigsaws with time. Education should not be focused on day to day learning but more focused on life-long learning and experiences. Adopting the constructivist approach in the classroom especially through the subjects of history and geography is essential for children to reach their full learning potential.
The purpose of early childhood education is to firstly learn about one’s self and agency, how one’s actions can affect and impact others; to develop a sense of identity; who you are and how you fit into this world. Experience a sense of belonging through interactions with peers and teachers whilst celebrating and sharing diverse cultures whilst embracing others. Children need to have opportunities to explore, experiment, to gain insight and knowledge in numeracy, literacy, science and social structure through innovative and richly supported curriculums (DEEWR, 2009). I have very high expectations of all children as I believe that this assists in building self-confidence and
... Using hands on activities and not using straight lecture help children learn better. Inquiry gives them experiences that can help them retain the knowledge that their teacher is trying to give them.
Learning initially begins with one's attitude toward themselves, others, and the world we live in. It is our attitudes that play a major role in shaping our experiences, which in turn affects the way in which we learn. We must first be able to interpret the world using information we already know, in order to understand something entirely new. As a teacher, I could only hope that I can provide children with a positive educational experience, one that will broaden the scope in which they view themselves, others, and the world on a larger scale. Children already acquire a desire to learn, however, it is up to us to sti...