Constructivist Theory of Development

Constructivist Theory of Development To believe a child is an empty vessel would mean believing that children are unable to think or respond to the world around them. The term empty vessel suggests that babies minds contain nothing and that helping them to develop means simply filling the space with facts. Theorists and scientists have spent many years researching and developing ideas that suggest that even an unborn child is capable of developing sensitivity towards its environment and therefore that human development begins long before the outside world has impressed its influence on a child (Muir Slater 2000, pg.68). However, this essay will explore the theories of how children learn and develop from birth, with emphasis placed on the constructivist learning theory in relation to the development of children from infancy and towards adulthood. Mukherji Odea, (2000, pg.80) describe how soon after birth babies begin trying to make sense of the world around them. They are able to identify sounds, in particular voices, and then subsequently begin to interpret images and the responses of adults. Their ability to read facial expressions develops (Louw, 2002, pg.208) and they use this knowledge to modify their behaviour. This development begins the pattern of constructivist learning that theorists have researched and discussed for many years. The constructivist learning theory essentially means being actively involved in acquiring new knowledge and skills, interacting with ones social and cultural environment and building on or adapting existing knowledge and experiences (Boghossian, 2006). The theory was documented by Piaget who studied his own children in order to increase his understanding of the developmental phases that children move through when learning. Piaget (cited in Slavin, 1994, pg.31) identified four specific age-related stages in a childs development and described how children foster new ideas by using patterns of behaviour or schemes and relating these schemes to the environment around them. Some psychologists questioned Piagets theories regarding the four stages and discovered the language used by Piaget during his studies to be too complex to provide an accurate representation of a childs abilities at any given time (Slavin, 1994, pg.44). One theorist who challenged Piagets theories was Lev Vygotsky, (Oa kley, 2004, pg.42) who suggested that rather than waiting for children to master one level of development before moving onto the next, learning takes place when children are challenged and presented with problems just beyond their current level of understanding. Vygotsky also placed far more emphasis on the role of adults (Gopnik, et al. 2001, pg.18), an idea further developed by Bruner, who proposed that adults were tools that can assist learning by scaffolding the development of language (Bruner, 1983, pp 64-66). Along with many others, by combining elements from all three theorists views of child development, the outcome is the constructivist theory of learning, a theory where prior knowledge is the basis and language, challenge and social interaction, the tools. Sharp, et al. (2009, pg. 51) place much emphasis on prior knowledge being the fundamental basis in the teaching of science. Learning and understanding in science is no longer considered the rote learning of facts and technical vocabulary, but instead means embracing inquisitiveness and the development of enquiry skills that aid the learner in making sense of the world around them (Loxley, et al. 2010, pg. 45). Scientific knowledge and understanding stems from intrinsic curiosity (Sharp, et al. 2009, pg.2). The infant, who continuously touches the objects surrounding him, is investigating the textures of materials and developing his own responses to them. When he then repeatedly returns to the soft toy he demonstrates that his enquiry has formulated knowledge of texture and subsequent actions are based on his initial investigations. The parent who then moves the toy further from the infant and smiles when he finally reaches and nuzzles his prize has provided challenge and social interaction as a means of developing the infants skills further. Rather than an empty vessel that the parent has begun to fill, the infant has demonstrated that he is a constructivist learner who is interacting with his environment and building on his experience. This example demonstrates that both the constructivist learning theory and the development of scientific enquiry apply to even the youngest children and so should be nurtured and developed when teaching science to primary and secondary pupils. Scientific enquiry allows existing ideas to be challenged and knowledge and understanding to be achieved (Loxley, et al. 2010). However, the constructivist theory in the classroom cannot be implemented unless prior knowledge is ascertained. Although the national curriculum (DfEE, 1999) details the legal requirements for the teaching of science, attainment targets are divided into key stages allowing for differentiation based on childrens level of understanding at any particular point in time. Teachers need to identify pupils current levels before they can begin to plan for future learning (OfSTED, cited in Kyriacou, 2007) and work towards these attainment targets. The elicitation of prior knowledge can be achieved in many ways. With language playing such an important role in the development of knowledge (Bruner, op.cit), discussion and careful questioning can be effective ways of allowing children to clarify their own ideas while giving the teacher an opportunity to identify misconceptions in their understanding (Littledyke, 1998, pg.22). Stimulus for the discussion can range from a big question as described by Longuski (2006), the presentation of a Concept cartoon [Appendix A] or through debating a PMI statement [Appendix B]. Card sorting activities allow children to share their ideas and recording responses by using KWL grids [Appendix C] or by asking pupils to draw diagrams or pictures provides concrete evidence of current levels of understanding. Loxley, et al. (2010, pg. 10) explain that children will engage in learning when it is presented in contexts which are familiar. I investigated this theory during a recent science lesson [Appendix D], where I used a story to present a scientific concept. The strategy proved to be particularly effective in eliciting pupils ideas and misconceptions and captured the interest of all children involved. Pupils connected with the lesson due to the presentation of a stimulus in the form of visual and auditory media (Naylor Keogh, 2007). The lesson was filled with discussion with all abilities participating in sharing ideas. The adults role in the lesson was to encourage discussion, clarify responses, assist lower ability pupils in recording their ideas and to offer questions that would promote critical thinking. Childrens responses showed that they were using their personal experiences to form ideas about the scientific problems presented by the cartoon [Appendix E]. Curiosity surrounding o ther aspects of light exploration was stimulated by the lesson, with several children asking questions that they would like to investigate in the future [Appendix F]. The main purpose of this lesson was, however, not only to ascertain prior knowledge but to identify misconceptions that would inform the class teachers planning of the class next unit of work. Misconceptions can originate from a variety of sources. Children can sometimes form incorrect ideas based on their own experiences or interpretation of language, as demonstrated by the common misconception about the term plant food. In response to a natural desire to form relationships with known ideas (Allen, 2010, pg.3), children can also draw inaccurate conclusions to newly encountered concepts (McGraw-Hill, 2011), an example of which is a child who, having observed the sun appearing to move across the horizon, concludes that the sun must actually move around the Earth. Occasionally educational staff can, due to their own misconceptions or lack of subject knowledge, provide information that is not accurate which highlights the need, as outlined by Professional Standard 22, (TDA. 2008) for teachers to be secure in their understanding of the scientific concepts taught to pupils (TDA. 2008, Standard 14) and, through reflection and evaluation, to identify when they need to further the ir own scientific understanding (TDA. 2008, Professional Standard 7a). The transcript of the discussion, [Appendix G] coupled with childrens written recordings of their ideas [Appendix H, I J] highlights the common misconceptions [Appendix K] that the group held about their understanding of the Earth, sun and moon unit of work, studied previously, and their impending studies of light. Misconceptions regarding concepts already taught, in this instance the Earth, sun and moon misunderstandings, provide an example of assessment of learning, or summative assessment, and can be used to judge a childs learning and level of scientific understanding. The misconceptions surrounding the theory of light act as formative assessment as they can be used when considering implications for future progress and to inform planning for the new topic to be covered, as described by Littledyke (1998, pg.21). They also enable the teacher to consider ways of challenging pupils misunderstandings without simply giving them the correct responses, as this could damage their self esteem or lead to them refusing to accept alternative explanations (The National Strategies, 2009). Instead, Miller, et al. (cited in Ansberry Morgan, 2007) explain that children should be provided with opportunities to investigate their own theories, for example through practical investigations or even the use of picture books (Ansberry and Morgan, ibid), while considering those of others. This will enable them to use the experiences on which the misunderstandings were based (assimilation) and then to adapt their original ideas in response to their investigations (accommodat ion) (Allen, 2010, pg.12). Any strategy adopted must address errors in a childs understanding, as failure to do so could prevent further progress (The National Strategies, ibid:3). Formative assessment (TDA. 2008, Standard 12) isnt, however, a tool to be used exclusively to elicit pre-conceptions about a topic to be covered. Yeomans and Arnold (2006) describe it is an essential part of planning and preparation that should be carried out continuously to enable teachers to evaluate the impact of their teaching (TDA. 2008, Standard 29), modify their approaches and assess how well children are progressing. It enables teachers to compare childrens levels of understanding with age appropriate objectives and those listed in the National Curriculum for Science. Analysis of an elicitation activity will also enable the teacher to plan differentiated activities to address individual pupils strengths or areas of weakness. Together with consideration for differences in learning styles and factors that may be affecting learning, this analysis will ensure that the needs of individuals are met and that all children achieve their potential (TDA. 2008, Standard 10). However, this type of personalisation of learning is not straightforward and requires commitment to an ethos, where every learner matters and every learners learning needs should, if possible, be accommodated (Keeley-Browne, 2007, pg.133). Although there are links, there are also differences between differentiated and personalised learning. Differentiation is a more traditional approach to teaching with pupils often grouped by ability and with tasks that match that ability (Kendall-Seater, 2005, pg.24). Personalised learning is a progressive approach where the childs experiences are the focus and results are judged by outcome or by the extent of resources supplied (Kendall-Seater, ibid). Both approaches benefit from consideration for childrens previous knowledge and experiences, on which they can build new ideas. Despite agreeing with this principle, experts have identified difficulties that could occur by implementing the constructivist teaching and learning theories. Keogh Naylor (1996) have questioned the plausibility of considering the prior knowledge of every pupil, and Skidmore Gallagher (2005) acknowledged the difficulties that a change in approach might present to teachers. In her research report, Chin (2006) discusses difficulties between balancing the responsibility of teachers as providers of accurate scientific facts with them being facilitators of child-initiated learning. Considering each of these experts reservations means viewing constructivist teaching and learning in science as a challenging process where the acquisition of scientific knowledge is the main goal that can be achieved through the amalgamation of an understanding of childrens developmental processes and the commitment from teachers to providing opportunities for personal enquiry with sound subject knowledge. In summary, teachers need to first recognize that children are not empty vessels but that they have a valuable wealth of scientific knowledge and experience on which to construct and adapt new ideas. Teachers should embrace and nurture curiosity, promote critical thinking and provide creative learning environments that facilitate purposeful exploration and social interaction. Careful consideration has to be given towards the National Curriculum for Science objectives; however, as is often the case with preparation for statutory testing (POST, 2003), it should not be seen as a constraint that restricts creativity or that initiates a return to the meaningless rote learning strategies (Stones, 1984, pg.64) of the past. Assessment opportunities should be explored, and the results used effectively to inform and enable an inclusive, personalised curriculum that allows children to become active participants with ownership of their own learning.

Indian Past Is A Land Of Treasure English Literature Essay

Indo-nostalgia can non be defined in a individual sentence. It is more a thing of realisation, of perceptual experience. It does non lie in alien content but in the head behind the organisation of that content. Whether one writes about apples or flowers or Mangifera indicas or mountains. The point ‘life attitudes ‘ , ‘modes of perceptual experience ‘ is of import in this connexion. In other words, ‘It is India in microcosm ‘ . It is the sum sum of all that is reflected in the manner of life of Indian people- their thought procedures and mentality on life and their demands, purposes and aspirations. Furthermore it is an foreign esthesia. Indian consciousness is deep-seated doctrine hence there is no better yardstick than Indo-nostalgia to mensurate the civilization of the state and to value Indian fiction. Furthermore, Indo-nostalgia is a fictional technique to project the image of India, non merely to convey with her ain cultural individuality but besides to make an consciousness of this individuality in the heads of her ain people and the remainder of the universe.Indo-Nostalgic Writing- A Novel Experiment:Indian novels are thoroughly Indian in intervention and esthesia. What characterizes the Indo-nostalgic authorship is really the head, the psyche behind the organisation of the content, the life-attitudes and manners of perceptual experience. Rooted in the native psyche, the Indian author struggles to get by with the spirit of the modern universe and puts Forth its ain curious fruit. Bhabani Bhattacharjee says in an interview that the fruit-bearing- â€Å" has non merely been traditionalaˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦a author can non populate without roots. An Indian author deeply concerned with lives of the people can non acquire transplanted from the Earth of centuries-old traditions despite full exposure to alien influences. † Indian English authors are nourished by the foreigner consciousness. They province how they have been in the Indian surroundings and compose about their experiences of today ‘s Indian society without losing the national individuality. Indian English literature is greatly conditioned by Indian geographics, Indian manner of life, and civilization and address wonts in different lingual countries. An Indian author can asseverate he is right in researching himself as an Indian English writer- that his landscape is Indian, his idea is moulded by his political, societal, economic and philosophical scene, so on and so forth. What they see is the Indian scene- the flowers, the fruits the trees, the mountains, the gardens, the temples, the huts, the trough, the motley, multi-lingual people and what they feel the effervescence of the Indian disposition. Professor Srinivasa Iyengar justly points out the true Indian consciousness as: â€Å" To be Indian in idea and feeling, emotion and experience, yet besides to tribunal the graces and submit to the subject of English for look, is a noel experiment in originative mutant. There are successes and failures, and the failures are possibly more legion than the successes. All the same there are the work forces and adult females who have courageously run the race and reached the end, and they deserve due acknowledgment. † I have chosen some representative novels of Shashi Tharoor for scrutiny, analysed and evaluated the selected novels against the background of the societal, political, cultural and literary scene of India to get at the much desired decision. I have tried to do it clear in my survey that the construct of Indo-nostalgia is neither a replacement for subject nor even a deliberate chase to make a sort of self-mystification. It is the self-generated flow of the heritage of Indian civilization and non merely a fast one that develop an inventive endowment. It is an artistic engagement that affects the Indian originative spirit.i.e. ‘Conscious fictions ‘ and ‘wistful symbols ‘ to detect Indo-nostalgia.Myth as a Particular characteristic technique of Indo-nostalgia:The word ‘Myth ‘ has been so invariably used in literature of the universe over the last few decennaries that it has now become something of a cliche of the literary unfavorable judgment. Besides i ts usage in literary unfavorable judgment, the term is besides used in a assortment of significances in sociology, anthropology, psychological science, doctrine and in comparative faith, each field of survey puting it with different intensions. But its usage in literature is more extended now-a-days and involvements the literary critics more widely than anyone else. One basic inquiry mom harvest up as to why are myths of import in the survey of literature? Why do myths run so strongly in the modern literary plants? Why are myths and legends a important factor in the thought form of the authors? The reply to these inquiries is non hard to happen. It is really interesting to theorize why poets and authors have ever been drawn towards myths and fables. The first and first ground may be their quality of eternity and antiquity. Myths are old faraway distant things ; of course they lend enchantment and appeal to the modern people. The appeal of the Indian fabulous narratives, in malice of their distance from modern-day world does hold a sort of cardinal significance. The Indian authors are cognizant of this and recreated the myths with all their literary possibilities. Another ground is that myths along with common people narratives and ancient fables provide abstract narrative forms. Northrop Fry has made a important comment on this: â€Å" Writers are interested in ( them ) for the same ground that painters are interested in still life agreements because they illustrate indispensable rules of story-telling. † There is another ground in favor of the presence of myths in literature. This position may non be accepted by all but its importance can non be ruled out entirely. It is the nature of all myths. Writers and poets are ever attracted to myths-mainly because myth is literature. Myth ethical, philosophical, spiritual and cultural. Indian myths are portion of Indian literature ; we can therefore assert that myth embodies the nature and spirit of full literature. Hence, Shashi Tharoor makes extended usage of myths in his fiction. At first, I make a comprehensive analysis of the differentiation between the witting and unconscious usage of myth. In literature, there are chiefly two ways in which myths are used. Of the two utilizations, the witting usage of myth is a popular literary device and portion of the modern universe. This is the method used by Eliontt in ‘The Waste Land ‘ by James Joyce in ‘Ulysses ‘ , by E. M. Forster in ‘A Passage to India ‘ and by O'neill in ‘Mourning Becomes Electra ‘ etc. All these authors differ widely in their techniques and purposes, but there is one common component in their diverse methods. Each of them uses fabulous or classical state of affairss or characters in a modern context, thereby seeking to light the quandary of modern-day adult male, sing him in a larger position of clip. The naive reader reads the narrative for its ain interest, but when the mythical or classical analogue is recognized, his response to the work is enr iched by an component of acknowledgment. To run into our terminals in this affair, we shall see non merely the literary myths used by them such as narratives from the Mahabharata, the Ramayana and the Puranas- but besides from the local fables, folk-lore every bit good as crude rites like the ritual for rain, for crop or birthrate and similar other beginnings in order to add to the novels a particular feature of Indo-nostalgia.The Scope of Myth in making Indo-nostalgia:The thing may non look to be hard at all because the people of India are closer to their mythology than the modern Irish or British people are to Celtic or Greek fables. The Indian people are profoundly consciousness of their civilization – their rich yesteryear. They still grow up absorbing the myths and fables of the state. Here it is about a usage to declaim the fabulous narratives to the kids and along with their growing they of course develop a strong captivation to this aureate exchequer of the myths. The public recitation of narratives from the Ramayana, Mahabharata and Puranas indicating out its modern-day relevancy is even now a life tradition. The influence of the heroic poems in our national life is so ascendant and far-reaching that if a universe position is required to do literature meaningful in footings of shared human experiences so the Indian Epics offer a widely accepted footing of such a common background which permeates the corporate unconscious of the whole state.Thematic Preoccupations of Indo-nostalgia:Indian novel reveals the Indian character and Indian life. The author and his audience portion a similar background and common experiences because the cultural units in India tend to be aliened on thematic lines such as faith, civilization, ethnicity etc. The creative activity of Indo-nostalgia in Indian novels is a fresh experience and the procedure by which it has been done is one of progressive ego find for the state. This creative activity of a clearly Indian consciousness and its appropriate look in art distinguishes Indian fiction from that of another state. In fact, these novels achieve a cosmopolitan vision through the representation of a existent piece of Indian life.

Essay about Review over the Paradox of Sitting Bull

In the late 1800’s the Americans viciously forced many Native Americans off their lands all because the federal government wanted the U.S. to expand and obtain Manifest Destiny. The main Native American and tribe that stood against the federal government was Sitting Bull, Chief of the Sioux and entire Lakota nation. He led a large amount of Sioux warriors in many battles against the American government that were fought over the rights and lands of the Lakota nation. He was against the American government and the forceful ways that they took over Indian lands, and therefore he used his strong, spiritual leadership abilities to battle against the American government as well as the U.S army. The author of the biography Sitting Bull and the†¦show more content†¦Colonel Harney and his men then marched to Little Thunder’s camp and surprised the entire camp forcing Little Thunder to surrender 250 of his warriors and men. Even though the camp had surrendered Colone l Harney went back into the camp and killed 86 Sioux, 70 of which were women and children. One of the effects that came from this and Harney’s campaign in 1855 was that he forced the Sioux to sign yet another treaty. This treaty stated that the Sioux tribe would have to surrender all stolen lands as well as surrendering any man that is found guilty of killing a white man. 3) (a) Describe the events leading up to the signing of the Fort Laramie Treaty of 1868. (b) What did the treaty stipulate? (c) Did the Lakotas fully understand its provisions? (a) A tribe called Red Cloud that is a branch of the Lakotas that continued to attack the lands outside their tribal territory. They attacked wagons and stole all the supplies that they could. This triggered a response by the American army, and Colonel Henry B. Carrington led the men that would eventually stop these attacks. With Colonel Carrington leading the attack he ordered Captain William J. 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The Mystic Aquarium And Institute For Exploration

All my life I have been exposed to the sea through family trips to Hampton Beach to frequent trips to the Mystic Aquarium. That exposure is what led to my fascination for animals and the ocean. This fascination grew into a passion for the sea and that led me to start seeking different experiences to widen my knowledge. This included Volunteering for the Mystic Aquarium, choosing to go to school at the University of Rhode Island and eventually to applying for a chance to be involved with the top organization in terms of science, service, and stewardship of the climate, weather, oceans, and coasts. With this prestigious honor, I plan to do the summer internship in a different climate near the coast working on a project involving conservation or the effects of human interaction on different species. My first substantial step toward making a career out of my interests was by volunteering at the Mystic Aquarium and Institute for Exploration. When I was a sophomore at Tolland High School in Connecticut, I applied for the position as a docent because I wanted to learn more and with the standardized curriculum of high school I wasn’t able to do that in school alone. At the Aquarium I was responsible for providing an educational and inspiring environment for interactions between guests and animals. As a docent I gave presentations about almost every animal located in the aquarium, my favorite being the shark touch tank, and a few regarding the Titanic and its discovery by NOAA’s ownShow MoreRelatedMarine Biology And Wild Life Conservation1927 Words   |  8 Pagesoceans and all its aquatic life was my volunteer work at the Mystic Aquarium and Institute for Exploration. When I was a sophomore in high school I was accepted into the docent program at the Aquarium. There I was responsible for the safety of the public and animals while providing an educational and inspiring environment for interactions between guests and animals. As a docent I gave presentations about almost every animal located at the aquarium and a few regarding the Titanic and its discovery by NOAA’s