Running head: Kristy Snell SLEE200.

ASS3: Essay

Assessment 3: Essay Kristy Snell Swinburne University SLEE200: Children in Context 1 Karen Schneider 2nd October, 2013.

Running head: Kristy Snell SLEE200. ASS3: Essay A child is a human being in the early stages of its life course, biologically, psychologically and socially; it is a member of a generation referred to collectively by adults as children, who together temporarily occupy a space that is created for them by adults and is referred to as childhood (James & James, 2008). The way that children are defined and viewed are influenced by theoretical perspectives and educational philosophies developed and implemented in early childhood education. Educators should consider a variety of perspectives and multiple ways of explaining how children learn, develop and play as well as realize that

theories change and so do their implications for practice (Arthur et al, 2012). Childrens learning and development can be enhanced by implementation of appropriate philosophies and practices that are guided by theoretical perspectives and are adapted to the educational context according to childrens individual developmental needs. Children are the future generation, this is an important factor in education and various forms of learning occur within multiple contexts. The education setting is not the only place that children are educated. Children learn through imitation and observation of people who are in their lives consistently. Actions have consequences, these consequences can have both positive and negative effects on childrens development. Childhood is an important time for development as it occurs at a rapid pace, and is required stimulation through appropriate education to foster the collection of life skills. Development begins at conception and continues right through until death. The body, the brain and the individual are continually developing and growing. Providing opportunity through implementation of theoretical perspectives and educational philosophies that motivate, guide and support educational learning to achieve desired outcomes. Theoretical perspectives are vital tools for two reasons; first, they provide organizing frameworks for our observations of children, second, theories that are verified by research often

Running head: Kristy Snell SLEE200. ASS3: Essay serve as a sound basis for practical action (Berk, 2009). Piagets constructivism theory suggests that it is the learner, whose curiosity leads to the exploration of problems, leading to the discovery of solutions through active involvement and construction of knowledge. Stages of

development from sensorimotor (0-18 months), symbolic/pre-concrete operational (18 months-7 or 8 years), concrete operational (7 or 8-12 years) and formal operational (12-15 years) provide changes to individuals learning as they progress through these stages of development (Overall, 2007). The order in which children develop their understanding through the stages never varies but the ages through stage development can vary a great deal. Constructing different understandings through existing knowledge and experiences provides opportunity to construct new ways of thinking to develop new understandings; assimilation and accommodation of knowledge and understandings provides a continuous cycle of development. Vygotskys social constructivism theory suggests that learning occurs when there are groups, for example a family or a class (Overall, 2007). Vygotsky believes that individuals learn most effectively in groups as learning is a social activity. This social constructivism theory is comprised of four main concepts: children construct their own knowledge; development happens in social settings; learning helps development to happen; language and being able to think cannot be separated (Overall, 2007). Play and learning is structured and guided by rules, children follow rules and construct these rules to construct their play and development. Learning is guided by instruction and imitation and the environment in which this learning occurs is detrimental to the overall development of the child. The zone of proximal development (ZPD) has three stages, stage 1: The adult does most of the cognitive work, stage 2: The learner and adult work together to solve problems, stage 3: The learner thinks and solves problems without help (Overall, 2007).

Running head: Kristy Snell SLEE200. ASS3: Essay Bronfenbrenners ecological theory provides opportunities to consider the child and the contexts in which children live, learn and interact. The ecological model involves layers beginning with the child and involving systems of relationships impacting and contributing to

development. These systems are: the microsystem, reflecting the immediate environments of the children and the everyday activities and interactions that occur within these environments; the mesosystem, involves the connections and interactions across these settings; the exosystem, a range of social settings that may not immediately involve the child although can impact on the child; the macrosystem, broad social and cultural contexts involving social values, attitudes and beliefs, as well as government policies and regulations (Arthur et al, 2012). The interactions within these systems change over time, affecting a range of developmental outcomes for children. Environments impact on children and children impact on their environments, creating opportunities for development through accepting that children are different and have different factors in their environments that impact both negatively and positively on their development. Support for young childrens development and learning must be holistic, taking into account all aspects of childrens growth, all aspects of their families social, cultural and economic circumstances as the extent to which young children share in the lives of adults, has consequences for the ways in which they develop and learn (Brooker & Woodhead, 2010). Theories are important to educators as they provide a platform of knowledge that has been researched and proven to affect childrens learning and development. Educators require theoretical perspectives to base their philosophies and teaching practices on, through supportive materials and research that display evidence in achieving positive outcomes in regards to childrens learning and development. Implementing theories into practice provides opportunity to develop knowledge and skills in an informative, inclusive and constructive manner.

Running head: Kristy Snell SLEE200. ASS3: Essay Educational philosophies provide opportunity to create and implement curriculum, strategies and techniques to nurture, enhance and develop childrens learning. According to Foebel, childrens development occurs in a natural and unfolding process (Edwards, 2009).

Children learn through their play, guided by educators who nurture and support the development of childrens skills and abilities. Providing experiences and opportunities for children to explore and develop relationships with objects and materials that are a part of their environment. Montessoris principles involve respecting the child as a learner and the environment providing opportunities for children to self-regulate their own learning, also known as child centered learning (Edwards, 2009). Providing prepared learning environments enable children to learn specific skills at specific times that are best suited to the child. Montessoris methods state that learning happens through reflection, concentration and imagination, encouraging learners to be independent in their actions while making their own decisions about what work they should do and how to control their own actions (Nutbrown, 2006). Montessori also suggests through the prepared environment, observations, grouping of children according to periods of development, learning styles and class size encourage children to act, explore and create. The Montessorian view of the learning process involves three stages; stage 1: introduction of a concept by means of a lesson; stage 2: understanding the concept through a process of doing, experimenting and making, over time fostering discovery, repetition and interaction; stage 3: to use the concept learned and pass it on by teaching another child or discussing it with clear competence (Nutbrown, 2006). The Steiner-Waldorf approach to learning involves learning through creativity and progression through social and individual interactions in the learning environment. The environment provides protection for children from harmful influences, reflecting upon what is

Running head: Kristy Snell SLEE200. ASS3: Essay

universally and fundamentally human and allows space for fresh initiative of individual teachers (Nutbrown, 2006). The Reggio Emilia vision for young children to have the opportunity to participate in educational communities that allow them to develop the skills essential to the building of a democratic society through the focus of what children are, what children have and what they can do promotes positive expectations to be formed creating a context that values the qualities and potential of learning through education. Constructing an environment that values the qualities and potential through positive expectations promoting an image of the child that experiences the world, feels part of the world, explores curiosity, fosters the development of communication enables children to react with a competent system of abilities, learning strategies and develops relationships (Gandini & Edwards, 2001). Creating spaces that are welcoming enable learning to develop through the formation of important relationships with children, families and teachers that foster childrens developmental and educational needs. Educational philosophies inform teaching and enhance childrens learning by forming values and beliefs that are evident in everyday interactions with children and families. Providing choices that cater for childrens individual learning styles creates opportunities for children to develop an understanding of the world in which they belong. These choices can be offered through materials, choices and guidance that reflect social, cultural and holistic approaches to learning. Recent research in neuroscience has provided compelling evidence that experiences in the early years have a lasting impact on health and wellbeing, learning and behaviour. Brain research has been 'instrumental in the reawakening of interest' in early childhood development,

Running head: Kristy Snell SLEE200. ASS3: Essay learning and educational experiences and has validated many long held ideas about young children's growth and development evident in both the work of pioneers such as Froebel and Montessori and more contemporary theorists such as Piaget and Vygotsky (Elliott, 2006, p. 21). The most rapid rate of growth occurs in the first three years where experiences have a significant impact on development. According to Mustard (2007, as cited in Kearns (a), 2010) experiences during the first three years of life affect neurological pathways, shape emotions, shape language and literacy, shape perceptual and cognitive ability, build and encourage selfregulation and is influential in the physical and mental health areas later in life. The uniqueness of each child results from the complex actions between genes that control brain growth and formative experiences from the childs environment, involving both sensitivity and resilience (Oates et al, 2012). Beyond a particular point the brain is unable to create synapses (connections between brain cells). It is through these connections that encouragement of sending and receiving information that synapses are created. Synapses are required to be used repeatedly to become a

permanent connection in the brain, this depends on genetic and environmental factors that impact on the child. Human interaction is guided by goals and beliefs, attending to and interacting with other people require different skills and brain systems also known as the social brain (Oates et al, 2012). Children surrounded by rich stimulating and social environments, enables them to develop knowledge regarding peoples appearances and behaviours. Understanding of the growth of the brains development and neurological perspectives enables teachers to provide experiences and interactions that foster positive brain development in early childhood education.

Running head: Kristy Snell SLEE200. ASS3: Essay The development of the brain is imperative to support Piagets constructivism theory as

operational stages require children to competently develop through one stage to move forward to the next. If a child does not receive appropriate pre-natal and post-natal care such as adequate diet and stimulation, the formation of synapses may be less likely to develop to their full potential resulting in a lower development level of the brain, impacting on the childs overall development. In order to thrive, babies need to have contact with adults in settings that let their brains develop; if the conditions are denied then babies do not meet developmental milestones (Overall, 2007). Over the past few decades, the family and relationships within the family have been identified as one of the most critical influences on child development. Families are a primary context for child development. Most children grow up in families. The emotional intensity of this context means that the learning that occurs is likely to be extensive and long lasting (Bowes, 2004, p. 91). Educational settings are also a social context for learning; it is through these contexts that children develop an understanding of physical, social, diverse and cultural values and beliefs that contribute to their understanding and development. Vygotsky believes that knowledge is constructed through interaction and collaboration. Children learn from and teach one another through implementation of knowledge that they develop within their community contexts. These contexts are multiple and change over time therefore individuals themselves change to meet the requirements of their environment (Bowes, 2004). Bronfenbrenners ecological model provides a useful foundation for interactions and relationships between systems involving social contexts. Providing prepared environments that apply Montessori methods establish the foundation for children to develop knowledge and once competent, relate this information on to another person.

Running head: Kristy Snell SLEE200. ASS3: Essay Teachers can support learning in a social context through the planning of the direct

education environment of which children are influenced by. Creating environments that are rich, purposeful, educational, relevant, support and extend on childrens needs and interests, support developmental outcomes and are underpinned by values and beliefs based on relevant theories and philosophies. To encourage the acquisition of social skills teachers can focus on building teacher-child relationships, act in the best interests of the child, commitment to the teaching role, establishing high expectations for children, respectful interactions through modeling, listening and responding to childrens needs Kearns (b), 2010). Creating experiences that accommodate childrens uniqueness through developing relationships with the children and their families, to gain an understanding of their diverse family practices, values and beliefs. Education is an ongoing process that requires learning and reflective practice, this can be done by attending professional training, interactions with colleagues, implementation of curriculum, frameworks and policies and procedures to adhere to supporting childrens needs. Education can be taught in more than one form, this is important for the teacher to remember. Some children prefer solitary play, and others prefer group activities, this can be catered for in the social environment by providing adequate spaces where children can work and play on their own or with others; providing choices in the environment enables children to foster self-awareness. Childrens emotional wellbeing and how they behave is learned from experiences, interactions and relationships they have with other people, social development can only be understood if we consider the context of childrens lives (Kearns (b), 2010).

Running head: Kristy Snell SLEE200. ASS3: Essay

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Theoretical perspectives, educational philosophies, brain development and social contexts are challenging for teachers to implement in educational programs. Piagets constructivism theory suggests that children construct knowledge throughout operational stages in their childhood and that the learners curiosity leads to construction of knowledge. This theory is relevant within the terms of stages, although it does not accept that children are capable of constructing knowledge and developing in groups. Vygotskys social constructive theory however, encompasses that children are guided by rules and structures through social settings. Guided by the ZPD, adults instruct/inform the children followed by the learner and adult working together which leads to a competent learner capable of problem solving without assistance. Bronfenbrenners ecological theory identifies that multiple systems involve the environments the directly and indirectly impact on children. Piaget theory is driven by stages of development; these stages must be completed to move on to the next, the ecological factors are not taken into consideration. Experience in the early years impacts on childrens overall development including brain and neurological development and social contexts in which these developments occur. If a childs brain has not developed accordingly, Piagets operational stages theory may be impractical although Bronfenbrenners ecological theory takes into consideration all aspects of impacts on childrens development. Benefits to incorporating theoretical perspectives and educational philosophies are dependent on the context in which they are delivered. Teachers build values and beliefs that are underpinned by perspectives and philosophies and implemented within the educational program that is provided. Children require guidance provided by teachers who have knowledge, skills and an understanding of how children move through developmental stages and their learning processes. Various factors such as cultural diversity, social contexts, beliefs and values and

Running head: Kristy Snell SLEE200. ASS3: Essay developmental outcomes need to be considered when providing educational curriculums and frameworks. Theories and philosophies that inform early childhood education influence the way teachers view young children, including the way young children learn, develop and grow (Edwards, 2009). Foundational theories provide the knowledge of the role of play in learning through open-ended experiences and acknowledging children are social beings. Contemporary theories suggest that childrens social and cultural experiences and contexts inform their development with the assistance of teachers providing experiences that foster childrens needs within their community contexts. Approaches to learning through education need to accommodate children in all contexts through relevant and effective strategies that underpin

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various understandings and perspectives developed through acquisition of informed knowledge. Teachers develop and build their beliefs and values from research theories that acknowledge different forms of educating children depending on their situations. There are strengths and limitations for every theory therefore it means it could be unwise to always rely on one perspective about childrens learning and development; principles are underpinned by the theory and literature that is accepted as truth about work with young children. However, truths are also ever changing and so therefore, philosophies and principles based on theory for working with young children and their families need to be constantly updated as a result of contemporary understandings of practice in education today.

Running head: Kristy Snell SLEE200. ASS3: Essay References

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Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2012). Programming & Planning in Early Childhood Settings. (5th ed.). South Melbourne, VIC: Cengage Learning Australia Berk, L. (2009). Child development. (8th ed.). USA: Pearson Bowes, J. M. (2004). Children, families and communities: Contexts and consequences. (2nd edn). Melbourne: Oxford University Press Brooker, L. & Woodhead, M. (2010). 'Culture and learning'. Early Childhood in Focus Series 7. UK: The Open University Edwards, S. (2009). Early childhood education and care: a sociocultural approach. Sydney, Australia: Pademelon Press. Elliott, A. (2006). Early childhood education; pathways to quality and equity for all children. Australian Education Review (50). Camberwell: ACER Press Gandini, L. & Edwards, C. (2001). Bambini: The Italian approach to infant/toddler care. NY: Teachers College Press. James, A. & James, A. (2008). Key concepts in childhood studies

Running head: Kristy Snell SLEE200. ASS3: Essay (pp.14-16) London: SAGE Ltd. Kearns, K. (a). (2010). Birth to big school. (2nd Ed). French Forest, NWS: Pearson. Kearns, K. (b). (2010). Frameworks for learning and development. (2nd Ed.). French Forest, NSW: Pearson Nutbrown, C. (2006). Key concepts in early childhood education and care. Thousand Oaks, CA: SAGE Publications. Oates, J., Karmiloff-Smith, A. & Johnson, M. H. (2012). Developing brains. Early Childhood in Focus Series 7. UK: The Open University Overall, L. (2007). Supporting children's learning: a guide for teachers assistants. London: Sage.

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