The two readings chosen to connect with outcome 2.1 and 3.1 in my portfolio are 1. Seefeldt, C., Galper, A. & Stevenson, J. (2012). Experiences and mathematics in early childhood. Theory into practice. In Active experiences for Active Children: Mathematics (3rd Ed., pp 2-13). French Forest, NSW: Pearson Australia. 2. Van Hoorn et al (2011). Play at the Cornerstone of Development: The literature, Play at the Centre of the Curriculum, 5th Edition, Boston: Pearson Education Inc. (Allyn & Bacon). Pp 48-68.
What?
Both articles express play as an excellent vehicle for children learning Literacy and Numeracy skills for purposeful and meaningful understanding through formal experience. Experiences and mathematics in early childhood highlights Dewey’s (1938) philosophy of learning. Through experiences children make meaning and connections in the environment.
According to Dewey five components foster learning within the experience:
1. A deep personal meaning
2. Involved group work and interaction: Parents, family, carers & teachers
3. Language
4. Continuity of learning
5. Reflection time
Key theorists support approaches in children’s learning Literacy and numeracy today.
So What? Points from key theorists supporting the two reads to consider: Shared experiences contribute to cognitive development and problem solving required in learning literacy and numeracy. (Damon & Phelps,1989).
Other theorists 1. Vygotsky- “Zone of Proximal Development”(range of tasks that a child is in the process of learning to complete)
2. Piaget- Constructivist Theory
3. Bruner- Social constructivist Theory
4. Smilansky & Shetatya –Socio dramatic play ( interaction, communication and co operation)
5. Gura (1992) Child adult partners.
Children’s experiences are embedded in everyday life, through play. Elements of intellectual development are how children come to develop skills and make meaning to their learning. Piaget and Vygotsky both endorsed play being tied to representation – Children can express ideas through play; making connections to the world. Children express their ideas through symbolic play: Children use imagination to improvise in play. Symbolic play studies have shown that children use more sophisticated language when interacting with other children.
I’m looking out to sea!
I like your hat!
I can push your car!
Now What?
Both reads highlight the importance of play in the early childhood years. Constructing everyday healthy foundations for children is a vital the key to learning literacy and numeracy (play is children’s work). Piaget (1962) wrote about play as the cornerstone of emotional development. Play develops symbolic thought and forms the foundation for expressive language, literacy, perspective taking, a sense of self, social cooperation, creativity, logical thinking, imagination, peer culture and moral reasoning.
Thoughts on Piaget
As Piaget was mentioned in the readings I am adding extra information on his work. Although, it is now thought that, not every child reaches the formal operation stage. Developmental psychologists also debate whether children do go through the stages in the way that Piaget assumed to be true. Whether Piaget was correct or not, however, it is safe to say that this theory of cognitive development has had a tremendous influence on all modern developmental psychologists.
Thoughts on Vygotski
"The zone of proximal development (ZPD) has been defined as "
"The zone of proximal development (ZPD) has been defined as "
the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peers(Vygotsky, 1978, p86).
of proximal development, students cannot
complete tasks unaided, but can complete
them with guidance.
Cathy
Stanbury
References
Seefeldt, C., Galper, A. &
Stevenson, J. (2012). Experiences and mathematics in early childhood. Theory
into practice. In Active experiences for
Active Children: Mathematics (3rd Ed., pp 2-13). French Forest,
NSW: Pearson Australia.
Van Hoorn et
al (2011). Play at the Cornerstone of Development: The literature, Play at the
Centre of the Curriculum, 5th Edition, Boston: Pearson Education
Inc. (Allyn & Bacon). Pp 48-68.
Ormrod (2011). Cognitive & Linguistic
Development, Educational Psychology: Developing Learners. 7th
edition, Boston: Pearson Education Inc. (Allyn & Bacon), pp. 18-58
ttp://en.wikipedia.org/wiki/Zone_of_proximal_development date
15/11/ 2013 http://www.simplypsychology.org/Zone-of-Proximal-Development.html
date 16/11/2013
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