Tag: early childhood

Why do we need intentional teaching in early childhood education and care?

~ Storykate ~ Leave a comment

Do you know how Storykate is a big fan of socio-cultural theory by Lev Vygotsky?

I’ll give you an example of why I believe that scaffolding and teaching cultural tools are important in my philosophy as well.

I like Vygotsky not because he was a Soviet psychologist but because he provided us with his framework that still works, so according to social-cultural theory, social interaction and cultural transmission are important sources of knowledge.

When I was at university, we were given an example of how young street vendors in Brazil learn to count really well while selling goods, and these children did not go to school.

Is it a proposition not to go to school?

Does it mean that mathematical skills can be learned through observations or practice? Yes, and no!👩‍🎓

Hear me out!

The researchers were quite interested in the skills of the street vendors; they could easily perform simple arithmetic with 98% accuracy while buying and selling, including 2 and 3-digit numbers. They did addition and subtraction fast and well. When they were asked to write it down or understand arithmetic with mathematical notation, in other words, written down, they didn’t fail exactly, but their accuracy dropped to 37%. I like this example! Australian school children can perform the following two problems, and solve them. A boy wants to buy three chocolates that cost 50 coins each. How much money does he need? And the second problem is, ‘Another boy wants to buy 50 chocolates, this costs three coins each. How much money does he need?’

You can replace coins with cents or whatever currency you are using; if you think about it, it’s just a very simple problem from the point of an adult learner.

School children solve the problems with multiplication: 3×50 and were able to solve the second problem really well because they knew and understood that 3×50 = 50×3; they knew equations. In contrast, the children from the streets, the young street vendors from Brazil, were not able to use this fast method, so they used addition in both cases.

It means that teaching explicitly through scaffolding is what we have teachers for, including preschool teachers. Teachers help to move fast, solve problems more effectively, and learn cultural tools through interaction. Children at school learn how to do the equations and how to do multiplication because they went to school. Children should talk about how they solve the problem because they learn by reasoning. According to Vygotsky, the teacher also scaffolds this type of learning by modelling, providing prompts, and practicing. What about vendors? They learn it through practice, which is a wonderful way to learn as well, according to modern scientists like Marilyn Fleer, who is also a supporter of social-cultural theory. Concepts can be better introduced even at the preschool level if you are intentional.

Scaffolding is an important teaching strategy and we MUST use it in addition to play or self-paced learning.

WHAT DO YOU THINK, EDUCATORS?

Early Childhood Curriculum Models: part 1

~ storykate ~ Leave a comment

When it comes to early childhood education, a thoughtfully designed curriculum is important. It lays the foundation for a child’s lifelong learning journey. My early childhood pre-service students are curious about various curriculum models… What is the Montessori approach and who was this “Reggio Emilio” guy 🙂

Early childhood curriculum models or approaches have unique qualities and challenges. Understanding these approaches is like having a toolkit, empowering educators to choose the best fit for their young learners.

The Reggio Emilia Approach 🌱

Key Theorist/Origins: The Reggio Emilia Approach originated in Italy in the aftermath of World War II, with the pioneering work of Loris Malaguzzi, a prominent psychologist.

3 Key Ideas:

  1. Child as Capable and Curious: This approach regards children as naturally curious and competent, actively engaging with the world. Children have rights and are citizens from birth.
  2. Collaboration: It places a strong emphasis on collaboration among teachers, children, and parents, fostering a sense of community.
  3. Documentation: Extensive documentation of children’s learning processes through art, photographs, and discussions.

Role of the Teacher: Teachers in this model are seen as co-learners, observing children closely and guiding their explorations. They document children’s progress, adding to the knowledge pool. The teacher is a researcher, a reflective practitioner, and a pedagogista. The unique position in Reggio Emilia schools is aterlierista, who is a studio art teacher.

Learning Perspective: Learning is viewed as a social process. Children learn through interactions with others and their environment.

Unique Quality: Extensive use of visual and written documentation, making learning visible.

Challenge: Requires skilled educators who can effectively facilitate child-led learning. Typically, educators go to Reggio Emilia to learn some important ideas and get immersion via Reggio Children organisation.

Symbolic Resource: A beautiful display of children’s artwork and photographs symbolises the Reggio Emilia Approach.

Montessori Education 🧒

Key Theorist/Origins: Dr. Maria Montessori, an Italian physician, developed the Montessori method in the early 20th century.

3 Key Ideas:

  1. Child-Led Learning: Children choose their activities, promoting autonomy and decision-making.
  2. Prepared Environment: Classrooms are thoughtfully designed with materials that encourage exploration and independence.
  3. Self-Correction: Montessori materials are designed for self-correction, allowing children to learn from their mistakes.

Role of the Teacher: Montessori teachers act as guides, observing children’s interests and facilitating their choices.

Learning Perspective: Learning is a self-driven, hands-on process. Children learn through exploration and discovery

Unique Quality: The Montessori materials and the prepared environment are distinctive features. You will recognise Montessori classrooms in any country.

Challenge: Requires a well-prepared environment and specialised Montessori-trained teachers (Montessori diploma). The education and training in Australia are quite expensive, but you can do self-paced modules online or face-to-face.

Symbolic Resource: The iconic Montessori materials like the Pink Tower and the Golden Beads.

Froebel Approach

Key Theorist or Origins: The Froebel approach is based on the ideas of Friedrich Froebel, a German educator who founded the concept of kindergarten in the early 19th century. He believed that early childhood was a crucial period for a child’s development, and he developed a curriculum that emphasized play, creativity, and the natural world.

3 Key Ideas:

  1. Play-Based Learning: Froebel believed that play was the primary way young children learned about the world. He developed a series of gifts and occupations, such as wooden blocks and geometric shapes, to encourage hands-on, creative play.
  2. Unity of Nature: Froebel emphasized the interconnectedness of all things in nature. He believed that by exploring natural materials and activities like gardening and outdoor exploration, children could develop a sense of harmony with the natural world.
  3. Education as Nurturing: Froebel viewed teachers as nurturing guides who supported children’s natural development. He advocated for a warm and supportive classroom environment where children felt safe to explore and express themselves.

Role of the Teacher: In the Froebel approach, teachers act as facilitators and guides rather than instructors. They observe children’s play, provide materials for exploration, and offer gentle guidance when needed. Teachers create a nurturing and structured environment that encourages creativity and self-expression.

View of Learning: Learning in the Froebel approach is viewed as an active and hands-on process. Children learn through play, exploration, and interaction with their environment. This approach values the development of social and emotional skills, as well as intellectual growth.

Unique Quality: The Froebel approach is known for its focus on structured play, which includes the use of educational materials like Froebel’s gifts and occupations. These materials are designed to stimulate a child’s imagination and promote the understanding of mathematical and spatial concepts through play.

Challenge: One challenge of the Froebel approach is ensuring that teachers are skilled in creating a rich and stimulating play environment. Additionally, it may require careful planning to align play-based activities with educational goals.

Symbolic Resource: The symbolic resource that symbolises the Froebel approach could be the set of “Froebel’s Gifts,” which consists of wooden blocks and geometric shapes that encourage creative and mathematical exploration through play.