How Children Learn - Book 1 , livre ebook

Andrews UK - Linda Pound

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135 pages

English

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Description

An unrivalled introduction to the pioneers of educational theory that you won't be able to get through your studies without. This must-have book includes profiles on Vygotsky, Steiner, Montessori and Froebel, as well as 24 other theorists.

Sujets

Educational psychology

Informations

Publié par	Andrews UK
Date de parution	21 février 2017
Nombre de lectures	1
EAN13	9781907241529
Langue	English
Poids de l'ouvrage	1 Mo

Informations légales : prix de location à la page 0,0674€. Cette information est donnée uniquement à titre indicatif conformément à la législation en vigueur.

Extrait

Title Page
HOW CHILDREN LEARN

by
Linda Pound

Publisher Information
Published by
Practical Pre-School Books
A Division of MA Education Ltd,
St Jude’s Church, Dulwich Road,
London, SE24 0PB
Tel: 020 7738 5454
www.practicalpreschoolbooks.com
Digital edition converted and distributed in 2012 by
Andrews UK Limited
www.andrewsuk.com
© MA Education Ltd 2006
Cover images from top to bottom © Mary Evans Picture Library (Johann Heinrich Pestalozzi; Friedrich Wilhelm August Froebel; Rudolph Steiner; Dr Maria Montessori)
Illustrations by Cathy Hughes
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted by any means, electronic, mechanical, photocopied or otherwise, without the prior permission of the publisher.

Introduction

This book is an attempt to explain educational and psychological theories about how children learn. It provides food for thought for reflective practitioners, encouraging you to pause and reconsider why you do what you do.

Theories can be rooted in research and experimentation or they may be philosophical and hypothetical. Whatever their basis, the importance of observation is a common strand in the work of many theorists who were interested in finding out how children learn.
Some were academics who became interested in children – others were experienced in working with children and developed theories to help them understand their experience. What is interesting is how often ideas which were based purely on observation are now supported by developmental theory.
We have singled out some of the key figures involved with theories about learning, particularly in the early years of education. In some cases these are linked to wider movements. Sigmund Freud, for example, is probably the best known psychoanalyst. However, other figures with psychoanalytical backgrounds who have perhaps had greater influence in education have also been included.
It is not clear why some names are remembered and others are not. Sigmund Freud is probably the best known psychoanalyst in this country, but in the United States Erikson and Fromm are more influential, perhaps because Freud fled from the Nazis to England, while Erikson and Fromm went to America. Howard Gardner [1] says that ‘great psychologists put forward complex and intricate theories, but they are often remembered best for a striking demonstration. The founding behaviourist, Ivan Pavlov, showed that dogs can be conditioned to salivate at the sound of a bell. The founding psychoanalyst, Sigmund Freud, demonstrated that unconscious wishes – for example sexual satisfaction – are reflected in ordinary dreams or slips of the tongue. And Jean Piaget (1896-1980), the most important student of intellectual development, showed that young children are not able to conserve quantities, such as liquids.’ This is something to think about as you read.
About this book To create a sense of the way in which ideas have developed and evolved, the theorists are taken in chronological order. Where a section focuses on an individual this is according to their date of birth. This does not work in every case – Piaget and Vygotsky, for example, were contemporaries but Vygotsky’s work was not widely known until some time after his death. Each section follows a similar format, beginning with some historical background and biographical details to place the person in context. Their theory is explained and the titles of any books or articles they have written are listed. There is also an attempt to link the theory with practice, and a ‘Comment’ encourages you to analyse any findings and perhaps apply them to your own experience . You will find many strands and connections as you read as some theorists were influenced by the work of others. Margaret Donaldson, for example, spent time with Piaget and Bruner. Pestalozzi was influenced by Jean-Jacques Rousseau and in turn influenced Robert Owen and Froebel. Links with other theorists are highlighted. Finally, some sections look at approaches rather than people that have been influential in the early years, such as High/Scope. Others cover the theory behind aspects such as emotional intelligence and play. We also offer an insight into the New Zealand curriculum, Te Whariki and an update on research into how the brain works.
Hopefully, this series of introductions will encourage you to delve deeper, helping you to understand and reflect on how you work with young children.

Note to students: Every effort has been made to make sure that you have the information you will need to cite sources in your essays and projects.
You will need to rearrange these references in your written work to meet the demands of your tutors. Double check before you hand in work that you have met the requirements of your place of study.
There is guidance in each section to help you track down further information for yourself. The information in this book is by no means the end of the story. There is much more to be read and learned from the remarkable figures outlined here. Many of the books mentioned are no longer in print, so check to see if your library can get a copy.
A word of caution about websites: some contain excellent information, others are worthless. Always think about who has published the information and why. Any website addresses provided were valid at the time of going to press.

1 Gardner Intelligence: Multiple Perspectives (Holt, Rinehart and Winston 1996) (page 97)

John Comenius
1592 – 1670
Profile
John Comenius has been called the father of modern education even though he was born in the late sixteenth century. His thinking and philosophy have had a strong influence on the way in which we view learning today.
Key Dates
1592 - Born in Moravia, now part of the Czech Republic, as Jan Komensky
1638 - Invited to restructure the Swedish school system
1658 - Publishes one of the first illustrated books for children, The Visible World in Pictures
1670 - Dies in Amsterdam
Links Pestalozzi

His life
Jan Amos Komensky was born in Moravia in 1592, around the same time as the scientist, Galileo, the painter, Rembrandt and the writer, Milton. These three were significant figures at the beginning of a period known as the Age of Reason when thinking was characterised by people with inquiring minds who wanted evidence for arguments and often rejected traditional religious beliefs.
Comenius – as Komensky became known in a Latinised version of his name – was educated at the University of Heidelberg before becoming a bishop in the Moravian Church. It is thought that he was approached to become the first president of Harvard University, which was established in 1636, but declined because of the Church’s troubles at that time.
In 1638 he was approached to restructure the Swedish school system – a role he took up in 1642. He was also invited to become a member of an English commission for the reform of education. Although he came to England, the Civil War made progress impossible and he left for Sweden.
At the end of the Thirty Years War, in 1648, Moravia became part of the Holy Roman Empire. Comenius led a small group of those who did not wish to join the Catholic Church into exile in Poland.
He died in Amsterdam in 1670 without seeing the Moravian Church re-established. After his death, however, his grandson became a bishop and presided over the renewal of the Church.
His writing
Comenius wrote more than 150 books, mostly on philosophy and theology. He wrote a novel called The Labyrinth of the World [1] , which has been likened to John Bunyan’s Pilgrim’s Progress. In 1631, he published a book called The Gate of Tongues Unlocked which was designed to help children learn Latin through their first language. This was a significant shift from the normal approaches to learning Latin used at that time.
He developed this approach further with the publication, in 1658, of one of the first picture books for children, The Visible World in Pictures . It consisted of illustrations labelled in both Latin and the child’s home language. It was translated into English in 1659.
His theory
Comenius believed that education begins in early childhood and should continue throughout life. He recommended sensory experiences rather than rote learning and was in favour of formal educational opportunities for women – an unusual idea in the seventeenth century.
He established a branch of philosophy that he called pansophism, which literally means ‘all knowledge’. He believed that knowledge or learning, spirituality and emotional development were inseparable – a holistic view of education.
Putting the theory into practice
Comenius had high ideals and talked of developing schooling through play. There were few if any precursors to this in the seventeenth century. His emphasis on the senses was largely implemented through introducing illustrations to books. However, this was a radical step at the time.
His influence
Comenius’ theories paved the way for subsequent developments in education. His understanding of the importance of learning through the senses and of the holistic nature of learning remain cornerstones of educational theories today.

Comment
Although Comenius’ work was forward looking, it was a long way from what is now seen as learner-centred education. His idea of holistic education included the spiritual aspects of development and emotions but not physical development.

Where to find out more
www.come