What are the dispositions of learning?
Dispositions of learning are often described as a set of attributes that children display through their play and learning.
For early childhood educators and teachers, learning dispositions can be extremely important to consider as they observe children, plan, implement and assess experiences of children.
In simple terms, dispositions are habits of mind or study skills. They often described as tendencies to respond in certain ways to learning / play ssituations. For example, a child may have an optimistic outlook, ability to persevere when the puzzle is hard to put together, attitude to new experiences, e.g approaching them with confidence (Carr, 2001).
Dispositions are gained through experiences in childhood, including early life and usually within family context. But also in community, early childhood centre, kindergarten and school.
These habits of mind are relatively enduring and help children to become condiment and involved learners (EYLF, DET, 2009).
Here is what we are looking for when we talk about dispositions:
– curiosity
– persistence
– confidence
– flexibility
– creativity
– motivation
Dispositions can either encourage a child to explore and play or discourage a child to participate and learn. As educators and parents, we have to support development of these enduring habits of mind. But how can we do it?
The best way to support dispositions for learning is through responsive relationships, e.g. listening to a child will support curiosity and confidence; questions will promote problem – solving and curiosity, taking an interest; exposure to new experiences will be helping with all enduring habits of mind, e.g. optimism. Play is another way to support development of dispositions and should be engaging, stimulating for children. Big blocks of time should be dedicated to play, including sensory play, constructive play, imaginative and active play.
As educators we can model perseverance through setting up inquiry – based play spaces, providing children with a lot of opportunities to practice and challenges in line with child’s Zone of Proximal Development . Projects and open-ended experiences planned for small groups of children can also support all dispositions through active hands – on learning where children are encouraged to experiment, solve problems, ask questions, be curious and stay curious.
