This essay will lend evidence to the argument that children learn and develop in many different ways. I will explore implications for child development in relation to two tasks, an elicitation and a non-participant observation. To explore the potential of this, I have explored literature and relevant studies to support the analysis of my findings. I will refer to and recognise indicators in relation to current statutory frameworks of the Early Years Foundation stage, (EYFS 2014) and Development Matters. (Reference.) The aim of this paper is to improve my pedagogical knowledge on how children learn and develop, however, it is important for me to realise that as a practitioner, I am also a theorist. This is because my work as a teacher will involve
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The practitioner had taught one lesson prior to my session that went through what the senses are (seeing, hearing, feeling and taste). Building on this, I chose to do an Autumnal feely box for my elicitation activity that tied in with this weeks learning and the current season. Through actions and experiences of the senses, including shared experiences with other children, their scientific understanding of their environment and natural world will facilitate development (ref). My elicitation took place on the carpet during activity time, involving six children of mixed ability. I was aiming through choosing this method that I would be provided with an insight into children’s existing knowledge and understanding from a wide range of perspectives. Through working in a small group I hoped to encourage children to gain an understanding of their own leaning process (ref) as ideas are explored and changes in thinking are identified, promoting children as active agents of their own learning …show more content…
I chose a pinecone for the children to feel and describe to represent the word ‘bumpy’. Nearly all the children used ‘bumpy’ in their vocabulary whilst discussing what they could feel. However, only around 40% of the children knew what a pinecone was, and this was due to prior experiences. When questioned further about how they knew this they responded ‘I know because I live near a woods’ or ‘ we go for walks at Leigh woods at the weekend’. The children knew this because of their socio-cultural background and the experiences they have been involved with. Goswami (2007) refers to this as ‘socially medicated learning’ that arises from the children’s experiences that are rooted in their social context. These knowledgeable statements from the children are a direct criticism of Piaget’s neglect to the socio-cultural context of learning. The other children in the group that could identify a pine cone responded to the other children by explaining what it was, and discussing their experiences, please see appendix x. Vygotsky social constructivism theory can be referred to here, as according to Mercer and Littleton (2007.p.13) ‘peer interaction is most effective when a more competent child provides on who is less so with the kind of help that suits their ZPD’. As a practitioner I believe there should be more emphasis placed on the importance
The practitioner had taught one lesson prior to my session that went through what the senses are (seeing, hearing, feeling and taste). Building on this, I chose to do an Autumnal feely box for my elicitation activity that tied in with this weeks learning and the current season. Through actions and experiences of the senses, including shared experiences with other children, their scientific understanding of their environment and natural world will facilitate development (ref). My elicitation took place on the carpet during activity time, involving six children of mixed ability. I was aiming through choosing this method that I would be provided with an insight into children’s existing knowledge and understanding from a wide range of perspectives. Through working in a small group I hoped to encourage children to gain an understanding of their own leaning process (ref) as ideas are explored and changes in thinking are identified, promoting children as active agents of their own learning …show more content…
I chose a pinecone for the children to feel and describe to represent the word ‘bumpy’. Nearly all the children used ‘bumpy’ in their vocabulary whilst discussing what they could feel. However, only around 40% of the children knew what a pinecone was, and this was due to prior experiences. When questioned further about how they knew this they responded ‘I know because I live near a woods’ or ‘ we go for walks at Leigh woods at the weekend’. The children knew this because of their socio-cultural background and the experiences they have been involved with. Goswami (2007) refers to this as ‘socially medicated learning’ that arises from the children’s experiences that are rooted in their social context. These knowledgeable statements from the children are a direct criticism of Piaget’s neglect to the socio-cultural context of learning. The other children in the group that could identify a pine cone responded to the other children by explaining what it was, and discussing their experiences, please see appendix x. Vygotsky social constructivism theory can be referred to here, as according to Mercer and Littleton (2007.p.13) ‘peer interaction is most effective when a more competent child provides on who is less so with the kind of help that suits their ZPD’. As a practitioner I believe there should be more emphasis placed on the importance