Interim task – theorists.
Some exceptionally good analysis of theories and clear links to practice/provision, alongside some really interesting observations of how pedagogy can be developed.
In brief from my group:
Piaget – rigidity of stages was discussed; criticism of developmental milestones that indicate that children develop at a slower rate than subsequent theorists believe; the importance of self-discovery and the enabling environment; taking the stages of development into account when considering transition protocols and parent partnerships
Vygotsky – analysis of the role society and language play in cognitive development; much discussion around the More Knowledgable Other (MKO) and the Zone of Proximinal Development (ZPD); links between ZPD, scaffolding and ‘In the moment planning’; using a child’s current state of ZPD to inform planning; the observation that mixed age groups can be advantageous as the older children could fill the role of MKO
Bowlby – behaviours and phases of attachment; implications for transition arrangements and parent partnerships, including the ‘All about me’ documents and stay and play sessions; using the research as an opportunity to disseminate to staff and plan protocols for supporting behaviours
Schema – repetition of behaviour, moving in stages; importance of a ‘look, listen and note’ pedagogy, whereby the teacher does not interact too readily and so disrupting the play; importance of ensuring there is adequate provision to support the schema; using opportunities to incorporate a child’s schema into a social activity e.g. socio-dramatic play; opportunities for teachers to use a schema to develop and consolidate a child’s scientific/mathematical understanding of a concept e.g. weight/movement
Very well done everyone and I look forward to tomorrow!
