Module 4 reflection. Lesley H. a) The difference between the deficit and household fund of knowledge in communication with families. The deficit model assumes that linguistically and culturally diverse low SES students have households that a ‘poor’ in social and intellectual resources. The households ‘funds of knowledge’ are the households that are rich in these resources. It is important for educators to build rapport and partnership with families to enhance the child’s learning, development and form secure emotional and social foundations. This then can contribute to creating learning spaces and play areas. To understand this fund of knowledge, the educator must learn and understand the context with which the child belongs .This ethnographic research may be simply attained through talking, a home visit, an addition of relevant questions in the enrolment form and regular sharing of ‘chat’.
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b) What are the principles of Vygotsky’s theory that underpin the Reggio Emilia approach?
# The teacher’s responsibility is in forming a circle of relationship including teachers, children and families. Thus creating a community of learners, learning and working in collaboration, where learning is shared in reciprocal connection. # The teacher listens and observes thus being able to support the child in their learning as in assisted discovery and scaffolding. # Knowledge is co constructed through this community and partnership. # There is high emphasis in the social cultural context in which children experience, engage and learn.
Explain the difference between the 'deficit' and the 'household funds of knowledge' models in communication with families.
The ‘deficit’ model focuses more on the negative things being present in low SES families like limited educational and financial resources and that children need to be helped and must be rescued from their family situation.
Instead, the ‘household funds of knowledge’ focuses more on the positive things present in low SES families for example that the households of children are rich repositories of accumulated knowledge. The children of these families can be supported when teachers learn about their backgrounds and family history.
What are the principles of Vygotsky's theory that underpin the Reggio Emilia approach?
Both see the student as being to construct their own knowledge and see the student as an active agent in its own learning process. Both value the children’s social-interaction which is seen as the foundation of their understanding and learning. Both see the teacher as an active player in the children’s learning process as well. The teacher provides the children with the necessary tools needed in collaborative learning during working on a project.
Module 4 reflection. Lesley H.
ReplyDeletea) The difference between the deficit and household fund of knowledge in communication with families.
The deficit model assumes that linguistically and culturally diverse low SES students have households that a ‘poor’ in social and intellectual resources.
The households ‘funds of knowledge’ are the households that are rich in these resources.
It is important for educators to build rapport and partnership with families to enhance the child’s learning, development and form secure emotional and social foundations. This then can contribute to creating learning spaces and play areas. To understand this fund of knowledge, the educator must learn and understand the context with which the child belongs .This ethnographic research may be simply attained through talking, a home visit, an addition of relevant questions in the enrolment form and regular sharing of ‘chat’.
.
b) What are the principles of Vygotsky’s theory that underpin the Reggio Emilia approach?
# The teacher’s responsibility is in forming a circle of relationship including teachers, children and families. Thus creating a community of learners, learning and working in collaboration, where learning is shared in reciprocal connection.
# The teacher listens and observes thus being able to support the child in their learning as in assisted discovery and scaffolding.
# Knowledge is co constructed through this community and partnership.
# There is high emphasis in the social cultural context in which children experience, engage and learn.
Explain the difference between the 'deficit' and the 'household funds of knowledge' models in communication with families.
ReplyDeleteThe ‘deficit’ model focuses more on the negative things being present in low SES families like limited educational and financial resources and that children need to be helped and must be rescued from their family situation.
Instead, the ‘household funds of knowledge’ focuses more on the positive things present in low SES families for example that the households of children are rich repositories of accumulated knowledge. The children of these families can be supported when teachers learn about their backgrounds and family history.
What are the principles of Vygotsky's theory that underpin the Reggio Emilia approach?
Both see the student as being to construct their own knowledge and see the student as an active agent in its own learning process.
Both value the children’s social-interaction which is seen as the foundation of their understanding and learning.
Both see the teacher as an active player in the children’s learning process as well. The teacher provides the children with the necessary tools needed in collaborative learning during working on a project.