Early Years Learning Framework / “A lively culture of professional inquiry is established when early childhood educators and those with whom they work are all involved in an ongoing cycle of review through which current practices are examined, outcomes reviewed and new ideas generated”. The Early Years Learning Framework for Australia.
Room Name: / Week 1 &2 / Date:
Educators:
Theorist: Abraham Maslow
Abraham Maslow argues that a child’s basic needs need to be met before they can learn. These basic needs are:
Physiological: Hunger, Thirst and comfort.
Safety: Feeling secure. Feeling physically safe in an environment.
Belongingness: A connection with others and a sense of security from feeling loved.
Esteem: Self respect. Respect for other people or a group. / Questions:
SELF:
You’re studying for your Diploma. You’re tired and haven’t had dinner yet. Would you feel like studying?
CHILDREN:
Well how would you expect a child to learn like that?
Is there periods of the day where children become disruptive? Have we stopped and looked at their needs? Are their needs being met?
Is it a child’s fault their being disruptive or it is ours? How are we meeting their needs? Are the children missing elements of Maslow’s theory?
EXPERIMENT:
Does your centre have a good team environment? Do staff work well together? Is there bitchiness in the centre? Is the bitchiness in the centre representative of the low self esteem in the centre?
Evaluation at the end of the 2 weeks, please rank your overall views regarding this theory.
Extremely Negative Views Neither Positive or Negative Extremely Positive Views-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 +1 +2 +3 +4 +5 +6 +7 +8 +9 +10
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Developing Lively Debates With Theorists /Early Years Learning Framework / “A lively culture of professional inquiry is established when early childhood educators and those with whom they work are all involved in an ongoing cycle of review through which current practices are examined, outcomes reviewed and new ideas generated”. The Early Years Learning Framework for Australia.
Room Name: / Week 3 & 4 / Date:
Educators:
Theory: Lloyd Alexander
"We learn more by looking for the answer to a question and not finding it than we do from learning the answer itself."
Thinking is the Key!
The keys are:
•The Reverse
•The What if
•The Disadvantages
•The Combination / •The BAR
•The Alphabet
•The Variations
•The Picture
•The Prediction
•The Different Uses
•The Ridiculous
•The Commonality
•The Question
•The Brainstorming
•The Inventions
•The Brick Wall
•The Construction
•The Forced Relationships
•The Alternative
•The Interpretation / TASK:
Describe the most interesting result from children after you asked thinking key questions to children over the past 2 weeks.
Evaluation at the end of the 2 weeks, please rank your overall views regarding this theory.
Extremely Negative Views Neither Positive or Negative Extremely Positive Views-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 +1 +2 +3 +4 +5 +6 +7 +8 +9 +10
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Developing Lively Debates With Theorists /Early Years Learning Framework / “A lively culture of professional inquiry is established when early childhood educators and those with whom they work are all involved in an ongoing cycle of review through which current practices are examined, outcomes reviewed and new ideas generated”. The Early Years Learning Framework for Australia.
Room Name: / Week 5 & 6 / Date:
Educators:
Theory: Edward de Bono
Early in the 1980s Dr. Edward de Bono invented the Six Thinking Hats method. The method is a framework for thinking. It requires children and educators, to extend their way of thinking about a topic by wearing a range of different ’thinking‘ hats
The six hats represent six modes of thinking and are directions to think rather than labels for thinking. That is, the hats are used proactively rather than reactively.
Your children can use the Six Thinking Hats to:
- Discuss topics
- Solve problems
- Explore alternatives
- Reach decisions
- Research, organise and write reports
- Brainstorming
The Six Thinking Hats at a glance:
- White hat thinking identifies the facts and details of a topic.
- Black hat thinking examines the problems associated with a topic.
- Yellow hat thinking focuses on the positive aspects of a topic.
- Red hat thinking looks at a topic from the point of view of emotions and feelings.
- Green hat thinking requires creativeness, imagination and lateral thinking about a topic
- Blue hat thinking focuses on reflection, metacognition (thinking about the thinking that is required), and the need to understand the big picture.
Evaluation at the end of the 2 weeks, please rank your overall views regarding this theory.
Extremely Negative Views Neither Positive or Negative Extremely Positive Views-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 +1 +2 +3 +4 +5 +6 +7 +8 +9 +10
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Developing Lively Debates With Theorists /Early Years Learning Framework / “A lively culture of professional inquiry is established when early childhood educators and those with whom they work are all involved in an ongoing cycle of review through which current practices are examined, outcomes reviewed and new ideas generated”. The Early Years Learning Framework for Australia.
Room Name: / Week 7 & 8 / Date:
Educators:
Theorist: Erik Erikson
Erikson’s theory is called “The Eight Stages of Man”. Erikson argues that a series of events need to resolved for a child to continue developing.
Trust vs. Mistrust: Children need to develop a trusting relationship with people in their lives in order to feel safe and to feel that they can learn from that person. If a child does not trust an adult, they will not trust the knowledge an adult is telling them is the right way of doing something.
Autonomy (Independence) vs. Shame and Doubt: Children become independent when adults give them a chance to do things on their own. If an adult is constantly stepping in to “help” a child, the child will become unsure of their own abilities and develop a sense of shame at not being able to complete tasks or activities.
Initiative vs. Guilt: By this stage, children will want to take initiative and complete tasks on their own and try new things. When an adult tells a child that their efforts aren’t good enough, a child will begin to feel guilty and stop trying to take on new tasks for fear of being “bad.”
The other stages in Erikson’s theory are completed later in life. By focussing on the above three stages, a child will have the foundations and skill-set to achieve a high level of personal growth as they grow up. / Questions:
SELF:
If someone you distrusted told you information, would you listen to it?
When did you first feel independent as a teenager or adult? (for example, when you got your first car, first job or moved out of your families house.)
We automatically step in and set everything up for children. How much do we really do for children? 200 years ago, 5 year olds worked 14 hour days down mines. 4 year olds worked as chimney-sweeps because they were small and could fit in the chimney easily. Now, a child can’t even climb on play equipment without softfall. Are we really protecting our children? Or have we created a situation where they won’t even try because we’re doing too much for them?
CHILDREN:
Why would a child listen to information from someone they didn’t trust?
How would a child feel independent?
EXPERIMENT:
This week you have to be the laziest teacher. Give the children all the skills you can to allow them to do everything. Make beds, pack away beds, serve food, do the curriculum, do their own port folio’s, set up the room, change the room, pack away the activities, clean the store room, sweep the floor, mop the floor, do observations on other children. Your aim is to do nothing and children are to do everything.
Evaluation at the end of the 2 weeks, please rank your overall views regarding this theory.
Extremely Negative Views Neither Positive or Negative Extremely Positive Views-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 +1 +2 +3 +4 +5 +6 +7 +8 +9 +10
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Developing Lively Debates With Theorists /Early Years Learning Framework / “A lively culture of professional inquiry is established when early childhood educators and those with whom they work are all involved in an ongoing cycle of review through which current practices are examined, outcomes reviewed and new ideas generated”. The Early Years Learning Framework for Australia.
Room Name: / Week 9 & 10 / Date:
Educators:
Theorist: Jean Piaget
Piaget focuses on how logic is developed in the brain. Piaget argues that young children think different from older children and older children think differently from adults. In an early childhood setting, the children will meet the first two stages of Piaget’s theory. These stages are sensorimotor and preoperational.
Sensorimotor is when a child learns through their senses. For example, a child learns what will happen if they pull on a certain piece of string.
Peroperational is the stage when children begin to notice characteristics and features of the objects they interact with. However, they can only identify one characteristic or feature at a time. Children in this stage also think that every one thinks and feels the same as they do and relate everything back to their own experiences.
Passing through these two stages of development allows a child to develop logic and an understanding of the physical world. / This theory explains why the “what we did on the weekends” programming is so important.
Everyone prejudges a situation by linking it to their own past experiences. Don’t see your own knowledge as the only thing that’s valid. Treat the children like they have knowledge, you can learn from the children and they can learn from you. The classroom is a community and everyone learns from the community.
When you set up your outdoor activities, do you set it up judged by your own experience? Are you a sporty, physical person who likes the outdoors? Is your program reflecting your physical activity and interest in physical activity? Do you just stand and watch the children? Have you run with children this week? Did you climb on the equipment with them?
Evaluation at the end of the 2 weeks, please rank your overall views regarding this theory.
Extremely Negative Views Neither Positive or Negative Extremely Positive Views-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 +1 +2 +3 +4 +5 +6 +7 +8 +9 +10
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Developing Lively Debates With Theorists /Early Years Learning Framework / “A lively culture of professional inquiry is established when early childhood educators and those with whom they work are all involved in an ongoing cycle of review through which current practices are examined, outcomes reviewed and new ideas generated”. The Early Years Learning Framework for Australia.
Room Name: / Week 11 & 12 / Date:
Educators:
Theorist: Howard Gardner
Gardner’s theory is based around the idea that multiple intelligences exist. Gardner argues that there are many different types of intelligence rather than just one and that people can be intelligent in different ways.
Logical/Mathematical Intelligence: Children in this area will like to problem solve, explore patterns and sort objects by category, count, ask questions and experiment.
Musical/Rhythmic Intelligence: Children in this area will sing, dance, hum etc. They will pick up on rhythms and patterns in music and be sensitive to sounds and tones of voice.
Linguistic/Verbal Intelligence: Children in this area will play and experiment with words. They will enjoy reading and exploring books and experiment with writing.
Spatial/Visual Intelligence: children with this intelligence will think in pictures. They will know where everything is in the classroom and show a strong interest in the way things work.
Interpersonal Intelligence: Children in this area will be very social and have lots of friends. They will possess strong leadership skills, group organisational skills and be good at resolving problems and conflicts. / Intrapersonal Intelligence: Children in this area will be aware of their emotions and express their feelings well. Children with intrapersonal intelligence will require private space and time.
Bodily/Kinesthetic Intelligence: Children in this area may have strong fine and gross motor skills. Children with this type of intelligence will learn through movement and will excel at physical activities.
Naturalist Intelligence: Children with this type of intelligence will be particular in touch with nature. Activities they will enjoy and take an interest in revolve around nature, such as gardening or caring for an animal. Most people possess to some extent intelligence in all these areas and excel in one or two of these areas. No one type of intelligence exists and there is interactions and links between them all. By acknowledging and using the different type of intelligence in a program it will give every child the chance to learn in a way that suits them and also caters to their interests. Essentially, anyone can learn anything as long as they can relate it back to something they are interested in.
Do you force children to do a painting if they don’t like painting because you need a painting for their portfolio to tick a box? If a child is good at sport and likes playing soccer, could you incorporate that into an art experience by getting them to paint something about soccer?
Evaluation at the end of the 2 weeks, please rank your overall views regarding this theory.
Extremely Negative Views Neither Positive or Negative Extremely Positive Views-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 +1 +2 +3 +4 +5 +6 +7 +8 +9 +10
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Developing Lively Debates With Theorists /Early Years Learning Framework / “A lively culture of professional inquiry is established when early childhood educators and those with whom they work are all involved in an ongoing cycle of review through which current practices are examined, outcomes reviewed and new ideas generated”. The Early Years Learning Framework for Australia.
Room Name: / Week 13 & 14 / Date:
Educators:
Theorist: Sara Simlansky
Simlansky focuses on the role of children’s play in learning. Smilansky argues that there are four type of play.
Functional: children use their senses and muscles to experiment with materials and learn how things work and interact. When participating in functional play, children will repeat their actions over and over whilst talking to themselves. This reinforces the action in their mind and creates learning links.
Constructive Play: Children learn the different uses of materials with this type of play. Children’s play focuses on putting things together and making an object. Children’s actions during this type of play are goal-orientated and are proud of themselves when they make an object that lasts even after they have finished playing with it.
Dramatic or Pretend Play: This type of play can develop at the same time as Functional and Constructive play. Dramatic play is when a child pretends on their own. When a child pretends as part of a group this is called socio-dramatic play. In dramatic play a child will often re-enact something that has happened to them or take on a role from within their own life. Socio-dramatic play is more influenced by societies expectations. For example, if a child is imaginging cooking in the kitchen and someone says little children aren’t allowed near the oven, the child will alter their behaviour to be socially acceptable. / Research by Simlansky proves that participating in a high level of sociodramatic play in early childhood leads to higher levels of verbal, cognitive and social abilities in primary school. Sociodramatic activities should be encouraged by staff by providing many different settings for the play to act out.
Games with Rules: These games require children to have self-control to follow the rules of the game. From these games, children learn to control their behaviour by playing by the rules.
Our society gives us our norms. Does play mimic real life? What are the rules we take for granted?
Indoor hat. One day, all week kids will wear hats inside? Why is it rude to wear a hat inside? No indoor hat. No play. Hats must be worn at all times. Explore why children wont and will wear hats inside. What other social norms can you break? What rules do we socially accept without thinking?
Evaluation at the end of the 2 weeks, please rank your overall views regarding this theory.
Extremely Negative Views Neither Positive or Negative Extremely Positive Views-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 +1 +2 +3 +4 +5 +6 +7 +8 +9 +10
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Developing Lively Debates With Theorists /Early Years Learning Framework / “A lively culture of professional inquiry is established when early childhood educators and those with whom they work are all involved in an ongoing cycle of review through which current practices are examined, outcomes reviewed and new ideas generated”. The Early Years Learning Framework for Australia.
Room Name: / Week 15 & 16 / Date:
Educators:
Resilience Research
Children need resilience to be able to deal with life’s ups and downs. Children develop resilience when:
- They spend time in a safe and supportive environment.
- Opportunities to develop self control exist.
- Teaching strategies help them to become successful learners exist.
- They are stimulated by their environment.
- They can feel individual.
Evaluation at the end of the 2 weeks, please rank your overall views regarding this theory.