It was lovely to chat with you all today. Below you will find the details about the article I told you about. I would love to hear your reaction.
I have been working for a few years in the US in early childhood education and I am familiar with the Code of Ethical Conduct, the author is talking about (we had to sign it together with our contract). I can imagine that the author had the feeling she had to report what was going on in this center. It comes to the core of what you believe in or where you stand for.
McMullen, Mary Benson. "Confronting the baby blues: a social constructivist reflects on time spent in a behaviorist infant classroom." Early Childhood Research & Practice 12.1 (2010). Academic OneFile. Web. 25 Aug. 2010.
Abstract:This reflective essay describes the author's experiences as an observer in a behaviorist infant classroom. The author developed four categories of practice to describe what happened in the behaviorist infant room: (1) curricular focus on training typically developing infants to meet typical developmental milestones, (2) the use of highly structured play by staff as the means for meeting their training goals for the babies, (3) particular uses of language by staff in the behaviorist classroom, and (4) ways in which the staff's adherence to core beliefs in behaviorism led to a lack of recognition of infants' individual expressions of needs and wants. The article concludes with the author's reflections on researchers' ethical responsibilities when faced with an environment that they consider inappropriate and potentially harmful to children.
Main Characteristics of quality child-adult interactions.
Social interactions significant to cog/soc/em/phy. development as noted through brain research. Stimulation from day 1 important for psychological development. Quality of process, this dynamic exchange should inc. eye contact voice, touch etc The value of ZPD stems from these quality interactions. Caregiver should; Be tuned into to child by listening and watching. Note which cues, hints have the desires effect for the child’s learning. Actively engage and stimulate Establish joint focus and shared understanding (i.e point of reference) Guide and facilitate child’s initiative Carefully balance between support and challenge and adjust as skills develop. Grade tasks and re grade as needed, and assess where the child ‘is at’. Support development of independence Encourage development of ideas Use teachable moments Give positive challenging feedback, what if? What about? References; Weeks 2,3,5 lectures. Bodrova and Leong. Ch. 5 and 6
Educational implications of private speech.
Vygotsky believed that private speech is crucial to language and cognitive development. This speech becomes internalized as verbal thinking or inner speech. Children need to talk to be able to understand. Chn. solve problems with the help of private speech9 as well as their hands and eyes) As chn talk to themselves they are self- directing, guiding their behaviour. Carer should; Encourage chn to talk all types of private speech. Encourgae thinking aloud, so as to check their understanding and strategies. Encourage thinking aloud by asking leading questions. Natural use of child directed speech, (CDS) and constantly fine tune this to where the child is at. C.D.S goes ahead of the child’s ZPD and introduces the child to the complex world of adults. References; lecture notes week 6
• What are the main characteristics of the quality child-adult interactions in early years? Irina gave a great summary about this in her lecture notes of week 4 (The quality of adult-child interactions).
Caregiver: Establishes joint focus and shared understanding (by being on eye level with the child, by making direct eye contact, by showing interest in what the child is doing). Is sensitive and is ‘tuned’ into the child’s needs (by being positive and supportive towards the child and using a warm tone) Takes the role of facilitator (leads indirectly) Supports child’s initiative and active involvement Provides ongoing support and a fine balance between support and a challenge (by providing constructive and challenging feedback for example by saying “I wonder what would happen if...”, or by asking a ‘where’ question. Works towards developing a self-motivated, independent performance (by working in the child’s ZPD and assisting the child through questioning, pointing, hinting etc).
Vygotsky believed that language played a crucial role in a child’s development. A child’s first speech starts out social (dialogue) and private speech develops later. Private speech helps children to solve difficult problems and to regulate their behavior. Later, private speech will transform into inner speech.
• Explain the educational implications of the notion of private speech.
Encourage children talking: all the types of private speech, either task related or not (as children do not know the difference). Talking and thinking go hand in hand. If you encourage children to talk then you encourage them indirectly to think. Children need to feel free to talk at any time when they work on a task. This helps them to focus especially when they are facing a difficult task. Ask children to tell you what they do to focus their private speech on task. You support them in completing task by doing so and at the same time you can check what their understanding is of the task they are doing. When children talk to themselves to loud, tell them they can talk but more quietly since this might distract other children. Never stop children from using their private speech.They so need it to help them do their tasks and to regulate their thinking.
Hello Everybody,
ReplyDeleteIt was lovely to chat with you all today. Below you will find the details about the article I told you about. I would love to hear your reaction.
I have been working for a few years in the US in early childhood education and I am familiar with the Code of Ethical Conduct, the author is talking about (we had to sign it together with our contract). I can imagine that the author had the feeling she had to report what was going on in this center. It comes to the core of what you believe in or where you stand for.
McMullen, Mary Benson. "Confronting the baby blues: a social constructivist reflects on time spent in a behaviorist infant classroom." Early Childhood Research & Practice 12.1 (2010). Academic OneFile. Web. 25 Aug. 2010.
Document URL
http://find.galegroup.com.ezproxy.uow.edu.au/gtx/infomark.do?&contentSet=IAC-Documents&type=retrieve&tabID=T001&prodId=AONE&docId=A227012755&source=gale&srcprod=AONE&userGroupName=uow&version=1.0
Abstract:This reflective essay describes the author's experiences as an observer in a behaviorist infant classroom. The author developed four categories of practice to describe what happened in the behaviorist infant room: (1) curricular focus on training typically developing infants to meet typical developmental milestones, (2) the use of highly structured play by staff as the means for meeting their training goals for the babies, (3) particular uses of language by staff in the behaviorist classroom, and (4) ways in which the staff's adherence to core beliefs in behaviorism led to a lack of recognition of infants' individual expressions of needs and wants. The article concludes with the author's reflections on researchers' ethical responsibilities when faced with an environment that they consider inappropriate and potentially harmful to children.
See you all next week!
Anita
Module 2, reflection. Lesley H.
ReplyDeleteMain Characteristics of quality child-adult interactions.
Social interactions significant to cog/soc/em/phy. development as noted through brain research.
Stimulation from day 1 important for psychological development.
Quality of process, this dynamic exchange should inc. eye contact voice, touch etc
The value of ZPD stems from these quality interactions.
Caregiver should;
Be tuned into to child by listening and watching.
Note which cues, hints have the desires effect for the child’s learning.
Actively engage and stimulate
Establish joint focus and shared understanding (i.e point of reference)
Guide and facilitate child’s initiative
Carefully balance between support and challenge and adjust as skills develop.
Grade tasks and re grade as needed, and assess where the child ‘is at’.
Support development of independence
Encourage development of ideas
Use teachable moments
Give positive challenging feedback, what if? What about?
References; Weeks 2,3,5 lectures. Bodrova and Leong. Ch. 5 and 6
Educational implications of private speech.
Vygotsky believed that private speech is crucial to language and cognitive development.
This speech becomes internalized as verbal thinking or inner speech.
Children need to talk to be able to understand.
Chn. solve problems with the help of private speech9 as well as their hands and eyes)
As chn talk to themselves they are self- directing, guiding their behaviour.
Carer should;
Encourage chn to talk all types of private speech.
Encourgae thinking aloud, so as to check their understanding and strategies.
Encourage thinking aloud by asking leading questions.
Natural use of child directed speech, (CDS) and constantly fine tune this to where the child is at.
C.D.S goes ahead of the child’s ZPD and introduces the child to the complex world of adults.
References; lecture notes week 6
• What are the main characteristics of the quality child-adult interactions in early years?
ReplyDeleteIrina gave a great summary about this in her lecture notes of week 4 (The quality of adult-child interactions).
Caregiver:
Establishes joint focus and shared understanding (by being on eye level with the child, by making direct eye contact, by showing interest in what the child is doing).
Is sensitive and is ‘tuned’ into the child’s needs (by being positive and supportive towards the child and using a warm tone)
Takes the role of facilitator (leads indirectly)
Supports child’s initiative and active involvement
Provides ongoing support and a fine balance between support and a challenge (by providing constructive and challenging feedback for example by saying “I wonder what would happen if...”, or by asking a ‘where’ question.
Works towards developing a self-motivated, independent performance (by working in the child’s ZPD and assisting the child through questioning, pointing, hinting etc).
Vygotsky believed that language played a crucial role in a child’s development. A child’s first speech starts out social (dialogue) and private speech develops later. Private speech helps children to solve difficult problems and to regulate their behavior. Later, private speech will transform into inner speech.
• Explain the educational implications of the notion of private speech.
Encourage children talking: all the types of private speech, either task related or not (as children do not know the difference). Talking and thinking go hand in hand. If you encourage children to talk then you encourage them indirectly to think.
Children need to feel free to talk at any time when they work on a task. This helps them to focus especially when they are facing a difficult task.
Ask children to tell you what they do to focus their private speech on task. You support them in completing task by doing so and at the same time you can check what their understanding is of the task they are doing.
When children talk to themselves to loud, tell them they can talk but more quietly since this might distract other children. Never stop children from using their private speech.They so need it to help them do their tasks and to regulate their thinking.