“Many
contemporary theorists see learning as socially situated…thoughts, words and
actions as processes and products of social interaction”. S Kreig
Portfolio 2.1: Provides
a thorough account of these developmental influences, supported by key theorists,
frameworks, literature &/ or research.
The developmental process starts
when a child’s brain begins construction before the child is born. (Bruer,
1999; C. A. Nelson et al., 2006) The
human brain has the ability to transmit messages and information. When the
child is born, play is an excellent vehicle for setting the foundations for learning
Literacy and Numeracy skills. The importance of play in early literacy and
numeracy is the beginning of the understanding and making meaning through the
representation of symbols. Symbolic play
can be seen in many forms through pretend play, sounds, and gestures, words,
drawing a mark, movement, dramatic play, socio- dramatic play, role play and
facial expressions. Studies have shown
that children use more sophisticated language when interacting with other
children.
Piaget and Vygotsky express that play is tied to
representation when the child expresses idea’s through symbolic play, the
foundation for learning literacy and numeracy begins. According to Vygotsky (1978), much
of the important learning of a child, occurs through social interaction with a
skillful teacher. The teacher may model behaviors and/or provide verbal
instructions for the child. For toddlers, reading and commenting on
stories is an excellent way for them to expand vocabulary, learn the art of
storytelling, and hear how to sequence or organize ideas and events.
As children develop cognitively
and socially the types of play they will engage in changes. Engaging in my
readings, this portfolio I will
share some mode examples of key theorist’s ideas:1. Holistic approach to technology
enhanced learning: hosting key theorist’s ideas.
2. Piaget verses Vygotski
3. The Montessori Approach:
The Montessori approach to education encourages
children from birth to 6 years of age to gather information based on the five
senses because it is during this stage of development that information is
gathered and retained through the senses.
Today’s thinking is no longer dominated by
individual’s explanations, but is enhanced by the theories that foreground the
cultural and social nature of learning in today’s environment. It is the fate of great scholars and
researchers to be overtaken by new ideas and theories; but one should not
forget past and present research enhances the developmental learning structures
of today.
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
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