Every parents wants what is best for their child, and every educator wants to see every child succeed. When we get children ready for school or try to prepare them for what is to come, it may be misinterpreted as "rushing" the child to be ready for school. If we look through the lens of the Maturationist Theory, we will understand that young children will learn naturally and automatically as they grow older. But if we look through the lens of the Environmentalist Theory, we will also understand that young children learn through their environment. My personal belief is that children learn both ways and one theory isn't better than the other. The change in attitude about school readiness for young children has changed because of increased expectations in Kindergarten or grade school. Because there is so much required for young children to know upon entering Kindergarten, the highly structured learning starts in early childhood classrooms (preschools). As early educators, we don't want to rush or force a child to learn so many things, but its almost necessary if we want them to succeed after they leave our classroom. We all know that young children thrive on structure, so by creating routines, expectations, and an environment that supports learning will help children develop and promote school readiness.
Piaget and Vygotsky continue to have a great influence on early childhood development. Although, they both have similarities in their influences, they also have differences. The greatest difference between the two is that Vygotsky viewed social interaction as central to the developmental process, whereas Piaget emphasized the children exploratory behaviors in the external world as central to development. I favor the Piagetian theory. Like Piaget, I believe that children learn from their actions and their environment. Also, a child's learning and development is linked to their physical and social environments. In my classroom, it is my goal to create a loving, safe, nurturing environment. You can have the biggest classroom, with the best materials and equipment, but without the appropriate interactions and knowledge of development, children will not be set up for success.
From this weeks readings I had to reflect closely on my own teaching and ask "Am I rushing my children to learn what's important right now, or am I focusing to much of what they need to know later". Another question is "Could there be a way to blend Piagetian and Vygotskian theories appropriately and effectively?"
I also had to ask myself that question, "Am I rushing my children?" I feel that we need to find that balance between getting them ready for kindergarten and not pressuring them along the way.There is a lot of expectations from schools that parents want their child in and our job as teachers is to make sure that children are ready and prepared
ReplyDeleteGreat insight. Early childhood educators are given such high expectations, most of which I've come to learn, are quite unattainable. It's during these circumstances when I feel pressured to project "readiness" onto students; especially if parents are instigating. What are we trying to achieve? How can we explore new knowledge if we're continuously programming our children to fit 'cookie cutter molds'?
ReplyDelete*Pondering*
Hi Ashlyn,
ReplyDeleteTaking the time to ask yourself if you are rushing your children is a great idea. One of the questions I've been asking your peers is how do they create a space for reflection in their own work with young children. I wonder what you have come up with in your reflections and what you would advise to others in your situation.
It sounds like even though you are primarily drawn to Piaget, you still use some of Vygotsky's theory. Our work with young children is so much of a blend of the two that it is hard to separate them. Personally, I am drawn to both of them as I think the right environment, with the right tools and the right social interactions are what help children learn and grow. However, I am open to the possibility that things may change and my opinions might be altered after more self reflection and learning. I appreciate you also reflecting on the role of your own teaching in your classroom.
Thanks for sharing this week!