Chapter 5: Data Analysis 5.1 Moral Theories The Philosophy for Children approach, introduced by Lipman, aids children learn and reinforce critical thinking skills through reflective discussions (Daniel & Auriac, 2011). Through a philosophical approach children are given the skills to inquire and criticise their surroundings thus; reinforce higher-order thinking skills and the opportunity to share their opinions and respect other children’s point of view (Lipman, 1998). In fact, as discussed in section 4.5, ethics teacher 1 stated that the local ethics lessons are based on this approach where practitioners reinforce children’s inquisitive skills and enhance their critical thinking. Moreover, the development of a community of inquiry promotes
He has been advanced in the timing that Piaget has created, but it is good to know how infants learn through stages and that they are all individuals and learn at their own pace. Piaget has done something great by discovering these stages of cognitive development that can almost give parents and educators a map of what is happening in a child’s mind as they are growing up. In the video, Inside a Child’s Brain by David Eagleman (2015) it talks about how you become who you are by what is removed from the brain, after the age of 2 the neurons in the brain slow down. The links that you do not use in those first years of age in your brain you lose as you grow (The Brain). The video shows how important the first two years of age are in a child’s life while the sensorimotor stage is
He believed that interaction between a child and a skillful tutor is vital for the child's learning. He calls this collaborative dialogue because the child learns the instructions from the tutor and internalizes the information given to them and uses it later when it is needed. In his theory, more emphasis was put on how the culture affected development. He thought that the environment surrounding the children when the are growing up would influence the process of how they think and what they are thinking about. This is why Vygotsky believed that development differs across different cultures.
During these peer interactions, the teacher can see how the children organise their learning and how they deal with challenges. Play also presents a number of opportunities for learning, whereby engaging with the pupils in their interaction the educator would pick up ways of how to extend their play and assess their learning in a more formative and indirect manner. Moreover, we also found that it is more effective to see the children in their naturalistic setting without being obtrusive, hence informal observations are key as not to disturb the children’s ordinary routine. Observing the children’s guardians could also be a window towards finding out what motivates the children to learn, Maccoby
Guidance and Redirection as a curriculum Guidance and redirection foster socialization and strengthen security by providing children with boundaries and choices with set limits and guide behaviour. When children are consistently led toward safe boundaries, they build trust (Erik Erikson- psychosocial theory). Redirecting behaviours teaches children what to do, rather than what not to do. As children make more positive choices, they develop their self-esteem. Use words with every child to state the class rules that help guide behaviours: “Hitting hurts – hands are for touching,” “No biting!
This implies that teachers have a special place in a child’s life to improve to the life that they already have by letting a child work on his own because this will give him more progress than helping him more than is needed. This shows that she wants what is best for children. Furthermore, readers can comprehend that Montessori wants what’s best for kids because she elaborates that teachers should “be always ready to share in both the joys and the difficulties which the child experiences.” Montessori explains that adults should be always ready to share in a child’s experiences. This implies that adults need to be patient with children, but always be ready to help them when needed and rejoice with them when they succeed. She also explains that teachers should always be “ready.” This display’s that a teacher should always be there to help each child and that a child should be able to approach her with any need that he has without feeling a resistance to her.
Source: My Pegagogic Creed, John Dewey, 1897. (Page 2) Dewey believed that child-centred learning would help them build on their identified strengths and argued that children were unable to learn information unless they could apply it to their own lives and experiences. The active application in this way would ensure that the child had internalised the learning. On the same lines, he also viewed the construction of such knowledge as being subject to trial-and-error interactions between a child and his or her
This level can be broken down into 2 minor stages- • Stage 3: “Good-child orientation” (Psychology and Life, 2013); A child is well behaved “to gain acceptance” in society and avoid being an outsider. • Stage 4: “Law and Order Orientation” (Psychology and Life, 2013); A child attempts to follow all rules to avoid getting in trouble with the authorities. 3. Post-conventional morality; A person’s judgment is based far more on their own individual opinion and their moral decision making and reasoning is related to their own ideas and
Similarities and differences of both theories. Similarities Differences • Both Piaget and Kohlberg focus their theories on children • Both theories explain the development of young children • Similar to Piaget, early stages of moral reasoning are characterized by immediate and concrete rewards or punishments. • Kohlberg posited that moral reasoning develops as a function of cognitive growth and change as well as experiences and interactions with the environment, and in this way was similar to Piaget. • Both these psychologists are criticized for not really describing human development fully. • Kohlberg’s theory is really one of cognitive development as applied to moral understanding because he believed that children developed their moral principles primarily though thinking about them.
When it comes to adolescent kids, it 's so important that a schools curriculum is designed to help its students form solid social relationships or connecting with other children and adults in a kind-hearted and compassionate manner. Early schooling, helps children learn about healthy relationship expertness and develop them further through interactions, in classes, and on the playgrounds. “Children are very sensitive to nature and its elements – animals, plants, flowers, the phenomena of fire, water, the