Linking Past Practices to Current Education
Erikson, Piaget, and Vygotsky have presented helpful insights that guide us to developmentally appropriate learning theories. Children’s interests and learning styles place the individual children at the center of the learning process as they are involved in rulemaking, hence the need for a DAP and child-centered teaching approaches. In DAP, the teacher respects the child's sequential patterns of development and individual differences to include developmentally appropriate practices. This means children should be left to be active participants in the learning process based on their interests rather than having a narrowly defined curriculum or pattern of learning. An important understanding is that through interactions with adults and peers as well as the environment, children construct meaningful knowledge that can be used in problem-solving (Berk, 2012). Child-centered activities thus provide opportunities for active learning through choices and engagement with others through which the children actively learn by deducing meanings.
Inspiring Theorists
(Hobson, 2007)
Maslow established what is known as the hierarchy of needs, in which, he contended that individuals have complex needs that change and evolve over time that they strive to fulfill. Maslow presents the view that human beings have two sets of forces or needs: one that strives for growth and one that clings to safety. As children grow, they treat life as an exciting progression of new and fascinating experiences which relates to the aspects of self-concept that is useful in the learning experience (Berk, 2012). Gardner presented the theory of multiple intelligences based on the idea that there is no single way in which everyone thinks or learns, considering that different intelligences such as interpersonal, intrapersonal, and naturalistic domains play a crucial part in the development process (Davis, Christodoulou, Seider, & Gardner, 2011). A fascinating aspect considering the theories presented is how best intelligence development based on skills and abilities can be enhanced in elementary level. The ideas from the theorists can be applied through the use of practical learning materials and strategies in the classroom. This will allow individuals to be creative when their minds are not tied down to a structured curriculum.
Physical Activities
Back in elementary school some of the physical activities included nature walks, running, field games like football, and theatrical acting. The activities were fun and productive in that they allowed the young students to explore the school surrounding. In the process, some of the things learned in the classroom could be understood and the teachers would freely explain them in simpler terms. To successfully incorporate physical activities in an early childhood program, it is essential to provide alternating times for physical activities. It is important to design a weekly schedule incorporating a full day or a half-day program for various physical activities. In addition, to promote physical activities, teachers play a critical role in providing a positive and caring environment to ensure that children do not get hurt and have equal opportunities to participate. Furthermore, play-based learning can be introduced to encourage participation in physical activity.
Parental Involvement in Assessment
Asking parents how their child influences their daily routines or everyday living may initiate discussion about possible developmental areas that may need to be addressed. This is because the parents may make known their understanding of the child’s weaknesses and strengths and focus areas will be identified. There are other strategies that can be used to bring parents on board when it comes to the assessment of their children. It is important for parents to have a direct contact with their children in order to monitor as well as facilitate activities (Lau, Engelen, & Bundy, 2013).The introduction of parents’ diaries in which parents are given the opportunity to check their children’s progress is an important way to involve the parents in the assessment of the children. In addition, parents need to provide interactive opportunities for their children where they can rely on self-report. Self-report allows the child to report on areas they are interested in or stressed about.
References
Berk, L. E. (2012). Child Development (9th ed.). Pearson.
Davis, K., Christodoulou, J., Seider, S., & Gardner, H. (2011). The theory of multiple intelligences. In R. J. Sternberg and S. B. Kaufman (Eds.), Cambridge Handbook of Intelligence (pp. 485-503). New York: Cambridge University Press.
Lau, J., Engelen, L., & Bundy, A. (2013). Parents’ Perceptions of Children’s Physical Activity Compared on Two Electronic Diaries. Pediatric Exercise Science, 25(1), 124-37.
Hobson, G. (2007, April 5). Learning and Teaching: Putting it all together. SlideShare. Retrieved from http://www.slideshare.net/GeorgeH/learning-and-teaching-part-a
