Applying an Understanding of Young Children to Developing Meaningful Learning Experiences
What I am presenting here is a theoretical framework based on Piaget's theory.
Four Factors Influence Construction of Knowledge
Maturation
Minds-on experience
Social interaction
Individual thinking processes/mental structures
There are Three Types of Knowledge
Physical Knowledge: Observable in external reality, e.g., properties "in" objects
Logico-mathematical Knowledge: Internal construction of relationships
Social Knowledge: Must come from others
What You See is What You Get!
Young children's thinking is guided by physical knowledge. The ability to disassociate what one thinks from what one sees and/or experiences is a gradual process.
One Thing at a Time!
Young children are gradually developing an understanding of the world and its many complexities. They can not consider too many factors at a time.
Young Children are Learning to Create and Interpret Representations
We represent the natural and social worlds in many ways: gestures, language, art, music, drama (acting), constructions (e.g., blocks, sculpture), books, videos, photographs, etc. In the preoperational stage of development, there is tremendous growth in children's ability to interpret and create representations!
The Four E's of Early Childhood Education
Experience
Field Studies
Personal experience
Woodworking
Sand and water
People
Recycling
Food and cooking
Plants and animals
Expression
Drawing
Writing
Painting
Sculpting
Talking
Dramatic Play
Evaluation
Individual needs, styles
Children's families, cultures
Evaluation of teaching
Knowledge of child development
Observation
Anecdotal records
Interviews
Work samples
Photos
Extension
Appreciating art, music, poetry
Books
Models
Photographs
Games
It is not the classification of activities as one E or another that is important. The most important aspect of the model is its potential for helping nannies organize curriculum and learning experiences in ways that are meaningful for young children. The Four E's provide an alternative to traditional organization of curriculum by subject area (e.g., reading, writing, mathematics, social studies, and science). Early Childhood Educators have long bemoaned subject area approaches as fragmenting learning and keeping focus on what we know and what we want children "to get". In contrast, the Four E's focus on integrating curriculum, how children learn, and what children know and can do.
