how do children and young people learn?
TRANSCRIPT
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How do Children and Young
People Learn?
SU TL Conference
January 2015
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Today ...
• Learning and teaching in schools is
changing
• Based on research on how we grow,
learn and develop
• We should reflect on this to improve
exploration of engagement with the
good news
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Characteristics of secure
attachment
Able to separate from
parentBehaviour : confident
Caregiver is sensitive,
cooperative and acceptingparenting :attuned
Emotionally competent,
able to engage in
exploratory play
55% of children have a secure
attachment style
Cooperative, flexible, able
to regulate affect
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Characteristics of
ambivalent attachment
May be wary of strangersBehaviour : anxious, attention
seeking, low self esteem
Intensified attachment
behaviour
parenting : inconsistent,
unreliable and insensitive
dependency and
preoccupation with others
for regulation of emotions
10% of children have an
ambivalent attachment style
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Characteristics of avoidant
attachment
May avoid parents Behaviour : detached and cool
emotionally self contained parenting : emotional distance
Shows little or no
preference between parent
and stranger
20% of children have an
avoidant attachment style
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Characteristics of
disorganised attachment
At age 1 shows a mixture of
avoidant and resistant
behaviours
Behaviour : aggressive, anxiety
and rage co-exist
may seem dazed or
confused
parenting : unpredictable and
abusive. May be source of
distress
At age 6 may take on
parental role
15% of children have a
disorganised attachment style
some children act as a
caregiver toward the parent
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The notion of resilience
• The capacity to do well despite
adverse experience
• To “bounce back” having endured
adversity
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A sensitivily laid out and consistently
managed … classroom and a warm
relationship with a responsive teacher
may do more for a child’s craving for a
secure base than elaborate efforts
around engaging in weekly one hour
sessions of therapy.
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SHANARRI
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Safe
Healthy
Achieving
Nurtured
Active
Respected
Responsible
Included
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learningor
teaching
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do youHow
learn
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Multiple Intelligences
(Howard Gardner)
We are all able to know the world through
language, logical-mathematical analysis, spatial
representation, musical thinking, the use of the
body to solve problems or to make things, an
understanding of other individuals, and an
understanding of ourselves.
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Learning Styles
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Active engagement
Children learn by doing, thinking,
exploring, through quality
interaction, intervention and
relationships, founded on
children’s interests and abilities
across a variety of contexts
BtC 2
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• Vygotsky's theories stress the fundamental
role of social interaction in the development
of cognition
• Good learning is not necessarily quiet
• frequently most effective when learners have
the opportunity to think and talk together, to
discuss ideas, question, analyse and solve
problems
Social Development Theory (Lev Vygotsky)
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–Johnny Appleseed
“Type a quote here.”
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Learning together
• Are you sitting comfortably?
• Where are we going and how will we
know when we get there?
• Is everyone joining in?
• Don’t just pick the eager ones
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Creativity & learning• Creativity improves self-esteem, motivation and
achievement
• Children who are encouraged to think creatively:
• become more interested in discovering things for
themselves
• are more open to new ideas and challenges
• are more able to solve problems
• can work well with others
• become more effective learners
• have greater ownership over their learning
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Reggio Emilia
Time, and how children and adults use it, is
central to the Reggio philosophy. The rhythm
and pace of the child is always given overriding
importance . . . This means really having time
for children's thoughts and ideas, and giving
value to their work, their conversations and
their feelings by slowing down to listen to them.
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On our own
Sometimes I sits and thinks,
and sometimes I just sits...
A.A. Milne
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How, then, can they call on the one
they have not believed in? And how
can they believe in the one of whom
they have not heard? And how can
they hear without someone
preaching to them?
Romans 10:14
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Implications for our work
•build and model strong relationships
•think about the whole event
•6 periods - 6 posters
•opportunities to explore and model
acceptance
•collaboration and individuality
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Something to think about…
• How do you model the words you say?
• How do you listen, suggest, contribute and question?
• How do you encourage children to talk with one another and to
share their thinking?
• How do you support children to build relationships and become
accustomed to new environments?
• How do you plan an environment and climate where children feel
safe and confident to tackle new challenges and take risks, and
where trial and error are viewed as a normal part of the learning
process?
• How do you decide what mix of activities is appropriate to meet the
stage of development and learning of the children?