These books are very valuable to children because that’s where they get their questions answered. These books are, also, the main source that give them knowledge and make their thinking grew and become stronger as they gain more information about different things in their lives and in the world they live in. When reading
The cognitive theory focuses on how people learn from the processing of information. It discusses the concept such as memory, problem-solving as well as decision-making. Like behaviourists, they observed actions empirically to make interpretations about the internal mental progression (Yilmaz, 2011). According to Kuljis & Lui (2005) and Taylor et al. (2000), focus on arguments on how student learn large volumes of meaningful information by exposing them to a verbal teaching method.
He creates his books keeping in mind how a child would feel in that moment and how he can relate his book to young children, “I believe that children are naturally creative and eager to learn. I want to show them that learning is really both fascinating and fun” (Carle, ). His goal is to encourage children to want to learn and motivate them to use their
There are other ways you can learn in the classroom, you can learn from the environment that is around you. This process is known as enculturation and it can affect and even enhance learning. Repetition is what really affects someone in a culture. By seeing, hearing, and doing things over and over they start to become part of who you are. From the class I observed I noticed that the teacher often used repetition as the way to get the students to learn and get the correct answer.
In my reading, chapter one gave me some good information about assumptions and learning tasks. Jane Vella talked about assumptions in the first chapter and how the first assumption from learners arrive with the capacity to do the work that is involved in learning. Learners must be active, be engaged and held accountable for their learning. The second assumption is that learners learn when they are actively engaged-cognitive, emotionally, and physically –with the content. Then the third assumption follows closely on new content and can be presented through learning tasks (Vella pp 2-5).
One difference I would state is that I choose to specialize in Language and Literature because I love the linguistic aspect of it and I love to write poetry, short stories and expositions but reading was a bore to me. Although, I loved her strategy used, it was at a tertiary level institution and the students went through different levels of education, being early childhood, primary and secondary and their views on reading was constantly negative. What caused and still causes that? There needs to be a drastic change in how educators approach the teaching of Language Arts and specifically Literature. I believe if I knew how rewarding was from early my analytical and critical skills could have been of the ‘roof’.
Students can use books to grow their knowledge about our everyday day life. “It is important to help students see that everyone 's view counts” (Scales). By allowing students to see different points of views they’re able to experience situations unfamiliar to them and learn about different cultures and societies. If they don’t have the opportunity to read these books then they might miss out on these vital lessons. Children need to know about sensitive topics and strong ideas.
One of the most effective teaching tools to assess and stimulate critical thinking is questioning. Questions are mostly used to generate the recall of previous knowledge, but effective questioning lead to advance student learning and engender discussions. The use of questioning is more effective when the students are actively involved in the learning process. One important technique to realize this is divergent questions. “we relied mostly on divergent questions based on the information from literature which states that these questions encourage critical thinking and reasoning in addition to increased participation” (Cruickshank, 2009,p.372).
Interactions between an adult and child during the early years are vital for their development and learning, as they are still grasping day-to-day skills and understanding new life concepts. Children learn and develop their language and literacy skills through interactions with others; they begin by absorbing, listening and then imitating and practising (Buckely 2003) Learning environments that promote language and literacy development are environments which expose and encourage children to interact with various forms of print. Behaviourists such as Skinner (1953) argue that language acquisition and development are learned through observation of behaviours in their social environment; these behaviours are then practiced through imitation by the child. Children learn through imitating what they see others do or how they behaviour, play is the most important learning tool for children to construct meaning of these behaviours. Dramatic play in early childhood settings allow for children to recreate environments they may have visited and share their experiences with their peers, such as going to the doctors.
This aspect of the emergent curriculum is beneficial as using children’s interests can serve as a vehicle into other entry points for exploration, learning and development to occur. Using scaffolding strategies accordingly to activities and experiences, and scaffolding the curriculum into practice in general allow children to gradually develop in all areas of their learning and development at a pace that suits them and with lots of guidance and adult support. Scaffolding gives the educators an opportunity to guide children to the point where they can understand tasks and concepts on their own. When a child can do so, educators rest knowing that the children have learnt