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    The Unique Child SC

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    Pippa Totraku
    This document provides an overview of key concepts from Session 3 of the course EV681 Pedagogy, Principles and Practice in Early Childhood. It defines learning and development, discusses major child development theorists like Piaget and Vygotsky, and emphasizes the importance of understanding child development to inform teaching practices. Factors that influence development like nature, nurture, and the learning environment are also summarized. The document highlights principles for guiding behavior and creating a positive classroom.

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    The Unique Child SC

    Uploaded by

    Pippa Totraku
    159 views22 pages
    This document provides an overview of key concepts from Session 3 of the course EV681 Pedagogy, Principles and Practice in Early Childhood. It defines learning and development, discusses major child development theorists like Piaget and Vygotsky, and emphasizes the importance of understanding child development to inform teaching practices. Factors that influence development like nature, nurture, and the learning environment are also summarized. The document highlights principles for guiding behavior and creating a positive classroom.

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    This document provides an overview of key concepts from Session 3 of the course EV681 Pedagogy, Principles and Practice in Early Childhood. It defines learning and development, discusses major child development theorists like Piaget and Vygotsky, and emphasizes the importance of understanding child development to inform teaching practices. Factors that influence development like nature, nurture, and the learning environment are also summarized. The document highlights principles for guiding behavior and creating a positive classroom.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    159 views22 pages

    The Unique Child SC

    Uploaded by

    Pippa Totraku
    This document provides an overview of key concepts from Session 3 of the course EV681 Pedagogy, Principles and Practice in Early Childhood. It defines learning and development, discusses major child development theorists like Piaget and Vygotsky, and emphasizes the importance of understanding child development to inform teaching practices. Factors that influence development like nature, nurture, and the learning environment are also summarized. The document highlights principles for guiding behavior and creating a positive classroom.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 22

    EV681 Pedagogy, Principles and Practice in Early Childhood

    Session 3 The Unique Child

    Why study child development?


    Time of most rapid growth and change Milestones Informs our role Understanding learning Interpretation of theorists Teaching style . . . and research tells us that teachers with a sound knowledge here are good teachers!

    Learning The acquisition and application of knowledge, skills; assimilation and accommodation Process of change as an outcome of the child in relation to others and their environment

    Development Refers to changes that


    - occur in human beings from conception onwards - appear in a gradual and predictable way; maturation - are generally assumed to be for the better - can be broken down into:
    physical emotional social cognitive attributes

    What helps us understand childrens learning and development?


    Theorists Ideologies/theories Research Assessment (observation) Experience

    B.F. Skinner (1904 1990)


    Law of reinforcement... Scheduling Shaping Contingency

    http://www.youtube.com/watch?v=1b-NaoWUowQ http://www.youtube.com/watch?v=yhvaSEJtOV8&feature=related

    The child is a young scientist


    The child evolves & refines schemas with experience and practice

    The child constructs meaning of the world through self-directed exploration and experimentation

    The child learns through interactions with others Emphasis on use of language to develop understanding Learning is first social and then individual

    Age 0-2 Reflexes - motor & sensory learning

    Age 2-7

    Jean Piaget 1896-1980

    Egocentric; self oriented

    7-11 Decentralising: able to consider alternative outcomes

    11 - (15) Able to engage in abstract thinking & reasoning

    Lev Vygotsky 1896-1934

    What is KNOWN

    What is NOT KNOWN

    Readiness for learning

    The learning context


    The spiral curriculum

    Scaffolding
    Jerome Bruner

    1915 -

    The role of language in thinking & reasoning

    Research
    Motor Cognitive Emergence of language Powerful internal force to learn Stimulation and encouragement Nature Affective Attachment, temperament? Powerful maturational timetables Diet, exercise, exploration, safe environment

    Nurture

    Influence of the environment, relationships, security, basic needs

    If we want children to develop . . . a strong moral code for themselves then their behaviour must come from the pull of their own conscience rather than simply from complying with being told to do something.
    Dowling, M (2000, p89)

    Key principles
    Behaviour can change Behaviour has a function What we do affects what children do

    1. Behaviour can change


    Behaviour is learnt Change depends on motivation/knowing you can change/wanting to change/having the resources to change

    Behaviour is part of an identity which might be difficult to change.

    2. Behaviour has a function


    What is the behaviour communicating? What is sustaining the behaviour? How does the behaviour relate to the childs identity and self-esteem?

    Challenging behaviour or . . . ?
    Anxiety - almost always present within children who present as a challenge Speech and Language Difficulties - 95% of challenging children will have a speech and language difficulty Mental Health Difficulties increased in diagnosis in under 5s Alienation - a young child who feels that they are different or do not belong will find it very hard to form solid friendships.

    3. What we do, affects what

    children do
    What are we communicating through our verbal and non-verbal language?

    What expectations do we have of the children who challenge us?


    How do we view/build/repair relationships? To what extent do our own feelings affect how we respond to children?

    Creating a positive learning environment

    Rewards Respect Routines Rules Relationships

    Behaviour begins with c


    Clarity Communication Consistency Catch-me-being-good Choices Conflict resolution Collaboration and more . . .

    Roffey, S (2006) Helping with Behaviour London: Routledge

    Some useful research links


    http://www.education.gov.uk/childrenandyoungpeople /earlylearningandchildcare/evidence/a0068162/effecti ve-provision-of-pre-school-education-eppe EPPE 2004 http://www.ttrb3.org.uk/effective-pre-school-andprimary-education-3-11-project-eppe-3-11-influenceson-childrens-cognitive-and-social-development-inyear-6/ EPPE 2008 http://www.dwp.gov.uk/docs/early-intervention-nextsteps.pdf Allen report http://webarchive.nationalarchives.gov.uk/201101200 90128/http:/povertyreview.independent.gov.uk/media /20254/poverty-report.pdf Field report http://www.teachingexpertise.com/articles/attachmen t-supporting-young-childrens-emotional-wellbeing2358 Attachment theory

    Some useful reading


    Gerhardt, S (2006) Why Love Matters Bomber, L (2007) Inside Im Hurting Dowling, M (2010) Young Childrens Personal, Social and Emotional Development SEAL materials: http://webarchive.nationalarchives.gov.uk/20110 809101133/nsonline.org.uk/node/87009 SEAD materials: http://webarchive.nationalarchives.gov.uk/20110 809091832/teachingandlearningresources.org.uk /collection/24946

    Follow-up
    *With a friend watch (Yr3 class) http://www.teachersmedia.co.uk/videos/classro om-routines or with YR in mind http://www.teachersmedia.co.uk/videos/libbylittle-tigers *Reflect on how as a teacher you can promote the desired behaviours in your classroom create a positive learning environment *Blog post #2 including responses to this session

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