Piaget's Theory on Child Development: Egocentrism, Play, and Learning, Apuntes de Historia Contemporánea

¡Descarga Piaget's Theory on Child Development: Egocentrism, Play, and Learning y más Apuntes en PDF de Historia Contemporánea solo en Docsity! MARIA MONTESSORI An educator, scientist and a woman (1870-1952) Most important authors in education. BIOGRAPHY Born in Chiarvalle, Italy. Strongly-willed woman. ( she moved forwards even though the barriors) She became a Medical Doctor specializing in Pshychiatry (1rts woman in Italy to graduate) She was trained as a doctor, then her theorical points of views did incorporated this medical training. she had the obsession of making and creating her own material (perfect shape, etc.) for kids because she was not able to get them. She did not start working at school. She began working in asylums (kids without parents that were extremely poor, special needs.) in that moment she has the first contact with that kids and with teaching was when she saw the situation (they only gave food to them and nobody taught them) She did not have any purpose of teaching at first, but she started to want. Montessori’s first job was to visit insane kids asylum and select patients for retreatment. Special needs kids. Positive discriminarion (a group of people that are not well treated, discrimination is when you separate groups, positive discrimination is when we want to enphazise in that discrimination group)(her work will be used widely with the rest of the kids) She picks up this place to do her practicum after doing her career and that their education was neglected. When she worked with these kids who has severe special needs or didn’t have parents, she realized that every thing that she did with these group could also be done with ordinary children. In 1907, she opened ‘’ Casa dei Bambini’’ in Rome. Six years later (1913) there were 100 schools in America. She travelled around the world. When we talk about Montessori we can say thet we can do theories from her theorical work. There were 40 school like Montessori’s in Barcelona. Montessori travelled at a time where it was difficult to do it and even more for a women. Nowadays there are Montessori schools around the world, they are often associated with primary schools but not always is like this. They also have primary and secondary Montessori schools. Positive discrimination is when you facilitate the access of something in a minority group. Special needs kids were her minority group and she work and applies innovation with them (not main stream education. It was so successful in that minority that she thought that any kid would enjoy with that innovation and it would be extremely helpful for everybody. 4 MONTESSORI’S PRINCIPALS Contextualism → in her school classes are very open and full of materials made by her. These kids started to learn how to write before they could read. Writing is first than reading because: 1. Movement and cognition are closely entwined. Movement can enchance thinking and learning. Any type of movement meant that there was any type of cognition in their brains. So that’s why she uses movement in her theories. We could say that she uses hands on approach like Dewey. Montessori uses the five senses in order to understand she thought using movement and cognition students would learned better. We tens to use the 5 sense when we have a special need kid, but we have to use it with all the class. (Cognition only happens with learning and it comes with movement. (following the shape). It takes longer but you have lasting effects because you do not memorize, you do a movement. (following the shape, the surface of the letter closing your eyes and then you can remember the movement) 2. Using 5 sense targets: We use the 5 senses for learning. She works with fiscal movements (pronounce sounds and vocalize) 
 Smell Sight Hearing Taste Touch ✓ Tacticle, thermic, taste and smell, chromatic sense, discrimination of sounds and lessons in silence. ✓ Respiratory gymnastics, labial, dental, and lingual gymnastic (articulate words) With these you can detect problems of kids earlier. 3. Tying extrincist rewards ( positive or negative punishments) to an active (high grades, compliments) impacts negatively when the reward is withdrawn or no longer exist. External actions into an action itself. For instamce when are used to when we did something good to be rewarded what would happen when nobody rewarded us, this is called adulthood it’s a point when we do an effort to do something we don’t get this positive remarks. We grow dependant to them and that’s why she thing they are bad. The activity itself is the reward is an interest on the task. ( example: waking up every day and practice even in rough days to earn your goal) 4. Situated learning (learning with in a contexts) in contexts is often deeper and richer rather than in abstract contexts. (contextualism). We are learning a topic and we want to transfer this information outside the class, this information needs to last as long as possible in our brain. The contexts helps to understand something but needs to be lasting. Abstract context or symbolic are not very good to learn something. Example: By seing how full empty this pitcher is I can adjust my strength and avoid accidents. Glass can break easily but I need to be careful with it. (transparent) 3. KEEP MATERIALS & EQUIPMENT ACCEESSIBLE • Reach materials when you need them. Helps to make yourself responsible for own learning. Transparent containers ( no need to open them to see through them). Avoiding unnecessary accidents. • Arrangings materials: Child-friendly marks ( w photographs, drawings as well as the printed name). Help getting when you need and also to put things away. Color coding ( green: easy, Yellow: average; Red: difficult) • Kids have to control their own learning and move between their level. 4. CREATE BEAUTY AND ORTHER Knowing how to arrange interesting and beautiful environments for kids is as much a part of teaching. Providing enviroments to educate the senses. There is a need of order, so kids would be able to concentrate. Because there is only one teacher for a big amount of pupils doing differents activities. This was echoed by teachers of Reggio Emilia, Italy. 5. COMPETENCE AND RESPONSIBILITY Neill talks that freedom needs to be responsible, corresponsability. • Not interfering with the child’s pace of learning. Not rushing them neither and cutting them in the middle of doing the activity. • Observation is the key. So she knows if the materials work, the activity is available for the children level etc… • Kids learn best by doing and through smart repetitions (doing things over and over will develop their own way but in each repetition we adjust and change one element). • Sorting the materials into their proper place in the classroom. 6. SCHEDULE LARGE BLOCKS OF OPEN-ENDED TIME It’s not about aimless activity ( Dewey, it rquires guidelines and rules) Don’t pull kids away from projects that interest tehm (just because it’s time to finish) That, will provide the teacher with more time to observe and assist individually Using the observation to guide your curriculum planning. MATERIALS Buttoning frame with large buttons Mirror effect: can we button each other’s shirt/ coats? Laterality: Handedness (right versus left) • Summer or winter camps: Zippers or buttons, why? Laterality: crossed laterality Where there is a difference between right or left. We write with the right hand but we play football with the left feet. It increases the chances to affect the academic achievement. Lacing frames Why is it useful? AMBIDIESTRY Object permanence (with Piaget) Senses mislead us sometimes. Repercussions in adulthood dealing with the loss od someone Colored beads What are these used for ? Math: Addition, substraction, multiplication and division. (without having to memorize the multiplication tables by hear) Each colored bead represent a number or unit Red: 1 Green: 2 Pink: 3 Yellow: 4 …… Until drak blue: 9 Sandpaper letters It is use to trace the letters, you memorise how to write them. Can detect dyscalculia or dyslexia: Letter swim or jump around similar looking letters get confused. Smelling bottles Associating smells with colors. Associating smells with emotional stages ( mint calmness) Nuts and bolts set Metal insert • This school was working in IQ tests, he realizes that by having these results of everyone, children could be classified according to the ranking. 
 • He noticed similarities in the wrong answers children gave at certain ages. He connected the IQ test with the mistakes that kids were doing according to certain ages. 
 Almost everybody is in the Average. Piaget says that the average people are who make the same mistakes at the same aged. Knowing that, we can predict some of the results or the mistakes that children going to do. If you as a teacher can anticipate the mistakes that your children are going to make, you could benefit from this knowledge and help children to learn and move away from these mistakes. He focused maybe too much on thought processes and cognition more than in the social relationships: teachers and peers. Piaget and Vygotsky complement each other, they are opposite. Piaget focus on each individual cognition and Vygotsky in social cognition, he says that we learn things from the community we are living in (context), how rich the community is. Much of his observation was done on his own (3) children is not scientific research, it was a long-term observation. PIAGET’S THEORY • He claimed that kids construct their own knowledge by giving meaning to everything (people, places, etc..) • Active Learning: we have to be mentally present if not we do not learn, the theory that is closer is the world view contextualism by Pepper. • Constructing has higher qualities than instructing. • Kids learn when their curiosity is not fully satisfied. • Curiosity drives learning for him. Play is an important avenue for learning, specially engaging in symbolic play. (Objects take on personalities and symbolic meaning, cardboard box is my safe spot). To be actively involved you need to raise curiosity (not telling things, they have to discover things themselves) and we have to create situations. According to Jean Piaget we only learn things when out curiosity is not fulfilled (fully satisfied) if it is not fulfilled it is not complete. Example: do not finish a story, do not open a box, etc. Play is an important avenue for learning, specially engaging in symbolic play. When we attribute qualities on objects than they do not have these qualities becoming another imaginary object. • For kids to develop their thinking skills all undergo the same 4 stages: • Sensorimotor: (0-18 monts) Learning through our senses, reflexes and manipulate materials. (Maria Montessori) • Preoperational: (18 months- 6 years) Ideas based on their perceptions • Concrete Operationaln: (6-12years) Ideas based on reasoning, familiar events • Formal Operational: (12 and older) Think Hypothetically SYMBOLIC PLAY The nature is imitative. No intention of communicating with others. The child constructs symbols representing his/her wishes. 1-SENSORIMOTOR STAGE • Toddler’s reactions come as reflexives instead of purposeful. • Rely on his/her senses mostly. The sensorimotor stage is the first of the four stages in Piaget's theory of cognitive development. It extends from birth to approximately 2 years, and is a period of rapid cognitive growth. During this period, infants develop an understanding of the world through trial and error using their senses and actions (i.e., motor movements). Through the processes of assimilation and accommodation actions become progressively adapted to the world. From careful observation of his own children (Jacqueline, Lucienne and Laurent) Piaget (1952) concluded that thought developed through 6 sub stages during the sensorimotor period. Reflex Acts The first substage (first month of life) is the stage of reflex acts. The neonate responds to external stimulation with innate reflex actions. For example, if you brush a baby’s mouth or cheek with your finger it will suck reflexively. Primary Circular Reactions The second substage is the stage of primary circular reactions. The baby will repeat pleasurable actions centred on its own body. For example, babies from 1 – 4 months old will wiggle their fingers, kick their legs and suck their thumbs. These are not reflex actions. They are done intentionally – for the sake of the pleasurable stimulation produced. Secondary Circular Reactions Next comes the stage of secondary circular reactions. It typically lasts from about 4 – 8 months. Now babies repeat pleasurable actions that involve objects as well as actions involving their own bodies. An example of this is the infant who shakes the rattle for the pleasure of hearing the sound that it produces. Co-ordinating Secondary Schemes The fourth substage (from 8 – 12 months) is the stage of co-ordinating secondary schemes. Instead of simply prolonging interesting events, babies now show signs of an ability to use their acquired knowledge to reach a goal. For example the infant will not just shake the rattle, but will reach out and knock to one side an object that stands in the way of it getting hold of the rattle. Tertiary Circular Reactions Fifth comes the stage of tertiary circular reactions. These differ from secondary circular reactions in that they are intentional adaptations to specific situations. The infant who once explored an object by taking it apart now tries to put it back together. For example, it stacks the bricks it took out of its wooden truck back again or it puts back the nesting cups – one inside the other. Symbolic Thought Finally, in substage six there is the beginning of symbolic thought. This is transitional to the pre operational stage of cognitive development. Babies can now form mental representations of objects. This means that they have developed the ability to visualise things that are not physically present. This is crucial to the acquisition of object permanence – the most fundamental achievement of the whole sensorimotor stage of development. Car Keys. Object Permanence • An object doesn’t exist if s/he can’t see it (out of sight out of mind) • Dropping things: a. Without making a fuss b. When the spoon or any object and the kids points and want it back have the object permanence • Older kids go through a follow-up with ‘’separation anxiety’’. The main development during the sensorimotor stage is the understanding that objects exist and events occur in the world independently of one's own actions ('the object concept', or 'object permanence'). For example, if you place a toy under a blanket, the child who has achieved object permanence knows it is there and can actively seek it. At the beginning of this stage the child behaves as if the toy had simply disappeared. The attainment of object permanence generally signals the transition to the next stage of development (preoperational). OBJECT PERMANENCE : connection with Montessori. She created this object because the object does not if they cannot see it (out of sight out of mind). Children think if I do not see it I do not believe it, they thought that it disappears. Example: hiding covering their face with their hands, dropping keys (object permanent takes it to the reality Without making a fuss or, when the spoon drops and the kid points and wants it back (adult reactions is to drive us crazy) but he is learning. They are going to stop when they look down and see that the keys have not disappear. Then they will not cry. When they drop something, they repeat it more and more because they think it disappears. Older kids go through a follow-up with “Separation Anxiety”, when we are older the object permanence are family members, this explains the death, when we go for the first time at school and they cry. 2- PREOPERATIONAL STAGE Kids are egocentric by nature (everything relates to them) in this stage is extremely high. (they think only in themselves, they want everything, they just care about themselves, etc.) During this stage children have difficulties thinking about more than one aspect of any situation at the same time; and they have trouble decentering in social situation just as they do in non-social contexts. Egocentrism Childrens' thoughts and communications are typically egocentric (i.e. about themselves). Egocentrism refers to the child's inability to see a situation from another person's point of view. According to Piaget, the egocentric child assumes that other people see, hear, and feel exactly the same as the child does. Play At the beginning of this stage you often find children engaging in parallel play. That is to say they often play in the same room as other children but they play next to others rather than with them. Each child is absorbed in its own private world and speech is egocentric. That is to say the main function of speech at this stage is to externalize the child’s thinking rather than to communicate with others. As yet the child has not grasped the social function of either language or rules. Symbolic Representation The early preoperational period (ages 2-3) is marked by a dramatic increase in children’s use of the symbolic function. This is the ability to make one thing - a word or an object - stand for something other than itself. Language is perhaps the most obvious form of symbolism that young children display. However, Piaget (1951) argues that language does not facilitate cognitive development, but merely reflects what the child already knows and contributes little to new knowledge. He believed cognitive development promotes language development, not vice versa. Pretend (or symbolic) Play Toddlers often pretend to be people they are not (e.g. superheroes, policeman), and may play these roles with props that symbolize real life objects. Children may also invent an imaginary playmate. 'In symbolic play, young children advance upon their cognitions about people, objects and actions and in this way construct increasingly sophisticated representations of the world' (Bornstein, 1996, p. 293). As the pre-operational stage develops egocentrism declines and children begin to enjoy the participation of another child in their games and “lets pretend “ play becomes more important. For this to work there is going to be a need for some way of regulating each child’s relations with the other and out of this need we see the beginnings of an orientation to others in terms of rules. Animism This is the belief that inanimate objects (such as toys and teddy bears) have human feelings and intentions. By animism Piaget (1929) meant that for the pre-operational child the world of nature is alive, conscious and has a purpose. Piaget has identified four stages of animism: Up to the ages 4 or 5 years, the child believes that almost everything is alive and has a purpose. During the second stage (5-7 years) only objects that move have a purpose. In the next stage (7-9 years), only objects that move spontaneously are thought to be alive. In the last stage (9-12 years), the child understands that only plants and animals are alive. Artificialism This is the belief that certain aspects of the environment are manufactured by people (e.g. clouds in the sky). Irreversibility This is the inability the reverse the direction of a sequence of events to their starting point. The Three Mountains Task Jean Piaget used the three mountains task (see picture below) to test whether children were egocentric. Egocentric children assume that other people will see the same view of the three mountains as they do. According to Piaget, at age 7 thinking is no longer egocentric, as the child can see more than their own point of view. The key features of the preoperational stage include: Centration Centration is the tendency to focus on only one aspect of a situation at one time. When a child can focus on more than one aspect of a situation at the same time they have the ability to decenter. During this stage children have difficulties thinking about more than one aspect of any situation at the same time; and they have trouble decentering in social situation just as they do in non-social contexts. Egocentrism Childrens' thoughts and communications are typically egocentric (i.e. about themselves). Egocentrism refers to the child's inability to see a situation from another person's point of view. According to Piaget, the egocentric child assumes that other people see, hear, and feel exactly the same as the child does. Play At the beginning of this stage you often find children engaging in parallel play. That is to say they often play in the same room as other children but they play next to others rather than with them. Each child is absorbed in its own private world and speech is egocentric. That is to say the main function of speech at this stage is to externalize the child’s thinking rather than to communicate with others. As yet the child has not grasped the social function of either language or rules. Symbolic Representation The early preoperational period (ages 2-3) is marked by a dramatic increase in children’s use of the symbolic function. This is the ability to make one thing - a word or an object - stand for something other than itself. Language is perhaps the most obvious form of symbolism that young children display. However, Piaget (1951) argues that language does not facilitate cognitive development, but merely reflects what the child already knows and contributes little to new knowledge. He believed cognitive development promotes language development, not vice versa. Pretend (or symbolic) Play Toddlers often pretend to be people they are not (e.g. superheroes, policeman), and may play these roles with props that symbolize real life objects. Children may also invent an imaginary playmate. 'In symbolic play, young children advance upon their cognitions about people, objects and actions and in this way construct increasingly sophisticated representations of the world' (Bornstein, 1996, p. 293). As the pre-operational stage develops egocentrism declines and children begin to enjoy the participation of another child in their games and “lets pretend “ play becomes more important. For this to work there is going to be a need for some way of regulating each child’s relations with the other and out of this need we see the beginnings of an orientation to others in terms of rules. Animism This is the belief that inanimate objects (such as toys and teddy bears) have human feelings and intentions. By animism Piaget (1929) meant that for the pre-operational child the world of nature is alive, conscious and has a purpose. Piaget has identified four stages of animism: Up to the ages 4 or 5 years, the child believes that almost everything is alive and has a purpose. During the second stage (5-7 years) only objects that move have a purpose. In the next stage (7-9 years), only objects that move spontaneously are thought to be alive. In the last stage (9-12 years), the child understands that only plants and animals are alive. Artificialism This is the belief that certain aspects of the environment are manufactured by people (e.g. clouds in the sky). Irreversibility This is the inability the reverse the direction of a sequence of events to their starting point. The Three Mountains Task Jean Piaget used the three mountains task (see picture below) to test whether children were egocentric. Egocentric children assume that other people will see the same view of the three mountains as they do. According to Piaget, at age 7 thinking is no longer egocentric, as the child can see more than their own point of view. The child is then shown 10 photographs of the mountains taken from different positions, and asked to indicate which showed the dolls view. Piaget assumed that if the child correctly picked out the card showing the doll's view, s/he was not egocentric. Egocentrism would be shown by the child who picked out the card showing the view s/he saw. Findings - Four year-olds almost always chose a picture that represented what they could see and showed no awareness that the doll’s view would be different from this. Six year- olds frequently chose a picture different from their own view but rarely chose the correct picture for the doll’s point of view. Only seven- and eight-year-olds consistently chose the correct picture. Conclusion - At age 7, thinking is no longer egocentric as the child can see more than their own point of view. Evaluation: Policeman Doll Study Martin Hughes (1975) argued that the three mountains task did not make sense to children and was made more difficult because the children had to match the doll's view with a photograph. Hughes devised a task which made sense to the child. He showed children a model comprising two intersecting walls, a 'boy' doll and a 'policeman' doll. He then placed the policeman doll in various positions and asked the child to hide the boy doll from the policeman. Hughes did this to make sure that the child understood what was being asked of him, so if s/he made mistakes they were explained and the child tried again. Interestingly, very few mistakes were made. The experiment then began. Hughes brought in a second policeman doll, and placed both dolls at the end of two walls, as shown in the illustration above. - Children began to think logically and in hypothetical terms and can address successfully questions like: Is it wrong to steal food for your starving kids? If a tree falls in the forest and nobody is there to hear it, will it make any sound? When we are adults we are in this stage. In egocentrism things depend on us, the way that we see them and we have the control of every situation. In this stage things, they will start to understand that things happen without our control. I do not have to be present to know that when a tree falls down in a forest, it makes sound. Now are falling trees and are making sound even though I am not there, nature do not need me to work. - They introduce ethical issues that their answers are more complex (no yes or no). LEV VYGOTSKY Vygotsky and Piaget are complementary. Piaget was focus on individual cognitive development and Vygotsky on learning the social context, social cognition . We only learn if we are in a social environment (classmates, family...) Vygotsky believes in something that we cannot touch: POTENTIAL . It is a powerful tool that teachers need to really work with, understand and use it. He was a follower of the IQ test, we make mistakes according to certain ages, that is why we have 4. He is going to focus on potential. “you might not know something now but in a minute, you will know it.” The potential that we all have it is enormous but hidden. Teachers have to uncover the hidden potential. Learning and development are interrelated from the child’s very first day. The most important thing is to know the potencial we all have. With Piaget we said that he focused in how we learn because it’s an idividual process. Vygotsky says that we are learning trough social context, interaction with the context. (contextualism) The other diference they have is that context is everything, interaction. Piaget is more about idiviadulism (individual context) whereas Vygotsky talks about being social. Learning happens through our language development. The more proficiency we are with the language the better we are going to understand things, the slower we got we will have more difficulty. Language doesn’t mean that we ae learning another language, bu tour mother tonge. We always have to verbalize what we had learnt and understood. Montessori attached movement with learning, and Vygotsky attached learning with language. Everybody has potencial of learning, bu tour knowledge is not a potencial. We do not have the potencial yet but if we make an effort we will achieve it. Something that it is going to happen. We have the ability to get there. He is going to show how we are going to get it. He is going to make a theory to how to get it. The potential is something real in all of us but we must push it now. We have to believe in our students, because if you show that you believe in your students, they will believe in themselves. And if you believe in yourself, then you can change things. Do not to give up! If we said that it is a negative potential. All of us have lived that situation. Someone believing in you is called: (profecías) SELF-PROPHECIES, things that happen because you believe in them. We are not saying kids that it will be easy for them, we are saying that we believe on them and they are going to put a lot of effort on the task but they finally will get it. Nowadays, the potential is called now motivation.
He didn’t create materials. There are no materials, it is more a theory than a practical issue. BIO • Born in Byelorrussia, middle class. • Graduated from the university of Moscow, in Law. • Died of tuberculosis, at an eraly age, in 1934. • He produced a lot of books and theories that we still use. • His books were banned in his home town, due to the different ideologies. The books were burned down. • His followers kept his books so they could get translated. • He was up-against many things: His works were banned and pulled out from libraries during Stalin’s time (1879-1953). They did not want society to read his theory because it was against the politics and the regime of that moment. His books were burnt, but nowadays we have some of his books because his followers took most of them to the US. When something is banned, it crates the opposite. That books were translated and that is why we have them. ‘’Some children were albe to learn with a Little help while others were not ‘’ Some children need some Little help, but others do not. This distiction is going to be base don his theory. INFLUENCES • Marxists’ theories: • Makarenko: happines pedagogy for a better future freedom. (NEILL too). He was from Russia so he focusses on Russian authors. • Blonkskij: education envolves around an industrial colony. We need to change the world around us to understand it (critical pedagogy). This kids that were growing up working in terrible conditions should have an education and their conditions. Critical pedagogy wants to chage that. Industrial colony: it was a company that had a town or a city built around the company. The company provides all the basic needs to their workers, they do not have to leave their city because industrial colonies have their own school their own clinics and all the services that people need. In our context were textile industrial colonies. (modernist time) Vygotsky believes in change, is important because an author that talks about potential that it is a process, he has to believe in change. We need to change the world around us to understand. To have a better situation. At that period of time change means that kids did not have the opportunity to attend school, poor children could not afford public school. If you have the opportunity to go to school you would have the chance to move up to the social status. In that ages, people have the same job for the rest of their life, it was the same but it was for all their lifes. It was extremely important to get money for food and for children. The critical pedagogy wants and seeks to use education as a tool to promote better conditions for a person or a community. Education helps to move up your social status, transform your reality into a better one. LOWER AND HIGHER ORDER COGNITIVE SKILLS His thesis of that mental functions were social in origin. There are two kinds of mental funtions. • LOWER: (natural/biology) 100% determinded by stimulation from the environment. Memory, attention, perception. (natural/biology): It not requests not much interest of us. We have a context that is reaching us that we can learn from it. Memorizing is not a good way for learning processes. SOCIAL CONSTRUCTIVISM • Learning and development is a collaborative activity. • Kids are cognitively developed in the context of socialization and education (por or rich enviroment) • Memory capacities are considered less tan cognitive tools provided by culture, such as history, social context, tradictions, language. Videos: It is an author, she has been working in kinder garden and she is retired now. She has an interesting way of explaining how we always learn things, we do not have to be in a classroom. Most of the important things are learn when teachers think that their students are not learning. She is in a conference and she explain a couple of examples of this with her experience. The concept of age: if you ask a 5-years-old kid “how old are you?” he will answer “5”. does this kid know what that it means? But 5 what? We teach the age but we do not teach the concept, it is very complex. Calendar too, what mean Monday, Tuesday, etc.? Both (age and week days) are an abstraction, we as humans need to work with this kind of ideas to live. Children get some expressions but they do not understand them, they only memorize and when they do not know an answer of a question they use them. “how old are you? 5. When were you born? I do not know maybe 10 years ago.” It is the same with calendar, today is Monday, we write Monday, etc. but doing that they do not understand even so they were working that because it is not important for them. “What day is today? Raining.” To teach them the right answer we have to say: today is Monday and it is raining. Week days are related to weather for them, that how they can learn them. 4 KEYS ELEMENTS TO CHILD’S LEARNING We learn trough four steps: 1. The intersubjective: Sharees understanding between kids and adults different or same ages). This is a social context, we need to be with more people around us, to communicate and interchange ideas. 2. Internalization Process within which the kid converts potential into actual development (interaction) process within which the kid converts potential into actual development (through social interaction). When we are making the new information adaptable to our knowledge, we take information from the outside, the context and we integrate that into our knowledge. 3. Mediation: The kid developes higher mental processes (verbal thinking) Mediates between what you understand or not. Higher skill. To have internalized things. We need the mediation of adults or peers . We need someone to help us. The mediation it could be language, we use different types of language. Another kid can help us because Vygotsky thinks that depending on how good you are with the language, the speech, you are making progress with your cognitive level. When we are growing up we share the same speech. We are not sharing the same vocabulary with an adult. 4. The zone of proximal development ZPD THE ZONE OF PROXIMAL DEVELOPMENT Is the metal distance between the most difficult thing a kid can do with help and the one with out it. Lierally, this help is called ‘’scarffols’’ steps that they can use to get more knowledge, it can be an element that helps to get something we do not know. To go from a concept I do not know, from one we actually know we need a step in the middle. An scaffold, literally, is an structure to get something. They can or cannot work. The firts part are the things I do know, then there are the things I could know, and finally the things that are out of reach. In the fist part there is no learning (confort zone), at the second we can learn it with assistant. The learning happens at the two other parts. The second part can be called as panic or magic zone depending the context. Teachers intervene in this zone with scaffolds. The parto ut of reach we can not get in even with scaffolds. To learn we need to step out of my confort zone. When I learn something something that was out of reach it becomes part of the confort zone. Progressive. MONTESSORI: the more movement, the better cognition VYGOTSKY: the more articulated language, the better cognition KINDS OF SCAFFOLDINGS 1. Guidelines ( How to write an argumentative essay) 2. Step by step (Order is critical. How to make a cake) 3. Scafforlding is often used in digital games to introduce one feature at a time (tutorials) 4. Teacher’s help, peer’s help, self helpful pattern. 5. Adapted materials with increasing levels of difficulty (color-coded Maria Montessori) 6. Scaffolded writing (example) Lines with the highlighter to help you remember what you want to write. The scaffolded was addapted to them and she kept doing. • Instruct the Young in soud social duties following the principle ‘’ there are no duties without rights, and no rights without duties.’’ (Summerhill). Instead of being in only one school, it’s changed to a movement. • Libertarian: moving away from the authority into the good freedom. THE FIRST MODERN SCHOOL • Opened in 1901 had 30 kids, 12 girls, 18 boys, in 1906 reached 100 kids. It took the lead of the state schools. • Working class. Principle of solidarity. Families would pay according to their incomes. Wealthy families also join and paid as much as they could. • No rewards or punishments (Maria Montessori) • The school would open before and after the lessons (primary) so they could have families with babies. Before to support families with babies, after to help seniors. • Everybody had Access if they need it to basic necesities following a Schedule. • Ferrer provides his own teacher with training courses (at the same school facilities) • Would hire them by writing to the newspaper posting adds for (they would have that many teachers available because they would be working for the catholic school): writers, scientific and scholars who would like to participate in writing textbooks for kids. (Santiago Rampon y Cajal) • Would organize conferences, afternoon snacks for everybody to attend. TEACHERS Ferrer provided his own teachers with training courses (at the same school facilities) Would hire them by writing to the newspapers posting adds for: writers, scientific and scholars who would like to participate in writing textbooks for kids. He tries to find “people” more than “teachers” to do the training courses for his school. Santiago Ramón y Cajal answer his call (a nobel prize) to write the books. Would organize conferences, afternoon snacks for everybody to attend. It was like a community similar to Summerhill MATERIALS • Existing textbooks were considered inappropiate for his school. He used some of his money to build a publishing house to develop special textbooks for the school. • He produced some revolutionary manifestos as well as introductory texts to the natural and social science. NONO’S ADVENTURES • Compulsory Reading they had in the school. • A 9 year old kid who would live in a country called Autonomia and where money didn’t have any value whatsoever (where all social status would not reflect any difference) • Agirocracianwas other country where money, different social status would be most valued and disered SCHEDULE • They had gymnastic every single day. (active pedagogic, healthy habits) • 45 minuts of class. • Physical education would be convinated with other subjects. • They would have Reading every single day but the competences and skills would be different. CLOSING THE MODERN SCHOOL • Ferrer’s name is linked to the tragic week. • His (militar) trial lacks of proofing and exerts a moral conviction. He was the scapegoat. • He was excuted in 1909. The school was closed thereafter. Ferrer’s name is linked to the Tragic Week (general strike. July 1909, 26th July) He was in France when this happens. He was wrongly accused because he had liberally thoughts. His (militar) trial lacks of proofing and exerts a moral conviction. He was the scapegoat.He’s executed in Montjuïc OCt, 13 1909. The school was closed thereafter. After his death his view spread out everywhere in Europe and South America: Portugal, Amsterdam and Brasil. After his death his views spread out everywhere in europe and south america FOLLOW-UP • Escola dels Bosc 1914 Students in this school were sons and daughters of the workers from several companies who would join the school base don medical prescription, breathing problems. Send with a medical prescription. • Escola del Mar 1922 Sick kids would attend this school thanks to the benefits of staying nest to the sea. The school was bombed in the civil war. • Escola Padeia The city hall (institution) of Barcelona created his own school system by creating schools that were many following Ferrer i Guardia’s ideas. The idea was to cover basic need that kids could not have in their own house. These schools they were easily spot because they have these names that refer to nature (Escola del Bosc i Mar). That was because they used naturalism.