how do children learn 2
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How do children learn?TRANSCRIPT
How do children learn?Key Learning Theories 2ConstructivismSocial Constructivism
Today we are thinking about...
• Key theories of learning;
Last time:
BehaviourismSocial Learning Theory
This time:
Constructivism Social Constructivism
• How theories of learning relate to practice
Reading Feedback
ConstructivismSocial Constructivism
Theories of learning
Big QuestionsHow do children acquire knowledge?What is the adult’s role?What is the child’s role?
Children as co-constructors of knowledge
• Children as competent and confident learners with their own theories about the world and how it works
• Children and adults will bring their own ideas, theories and experience and knowledge and seek to make meaning as they explore and investigate together
• Adult needs to acknowledge children’s skills and knowledge and realise that they do not have control over the final outcome of the experience.
Constructivism
• Key Ideas
• The child constructs meaning of the world through exploration and experimentation. Learning is active
• The child evolves & refines schemas with experience and practice.
• Child as scientist
• Key Individuals• Jean Piaget
• Key Concepts• Schema, Stages of
Development
• Implications• Individual experiences• Age appropriate curriculum
Piaget’s stages of development
Constructivism (Piaget)
Big QuestionsHow do children acquire knowledge?What is the adult’s role?What is the child’s role?
Social Constructivism
• Key Ideas
• The child constructs meaning of the world through exploration and experimentation. Learning is active
• The child evolves & refines schemas with experience and practice.
• Child as scientist
• Key Individuals• Jean Piaget
• Key Concepts• Schema, Stages of
Development
• Implications• Individual experiences• Age appropriate curriculum
Zone of Proximal Development
How do we support learning?
• Learning happens as the child adapts to the environment. The ’little scientist’.
• Learning happens as a more able other supports the child in understanding their environment through social interaction.
Jerome Bruner (1915 - )
• Key Ideas
• ‘Readiness’ for learning
• The spiral curriculum
• The learning context –social/cultural implications
• The role of language in thinking & reasoning: a ‘tool of thought’
Jerome Bruner (1915 - )
• Key Ideas
• Scaffolding
• Creating a supportive environment
• Importance of social interaction (scaffolding occurs all the time – parents, other children...)
• Challenge
• Development:
• Enactive representation – doing
• Iconic representation – pictures and patterns
• Symbolic representation – language
Urie Bronfenbrenner (1917-2005)
Social Constructivism
Big QuestionsHow do children acquire knowledge?What is the adult’s role?What is the child’s role?
For next time...
• Parker-Rees, R. (2010) ‘Active playing and learning’ in Parker-Rees, R. and Leeson, C. (eds) Early Childhood Studies: An introduction to the study of children’s worlds and children’s lives (3rdEd), Exeter: Learning Matters Ltd
• Consider the questions:
What does play look like?
Why is play considered to be important for learning?
•