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The similarities between reggio emilia and ib education
Social constructivism (vygotsky)
Social constructivism (vygotsky)
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In contrast, Reggio Emilia curriculum offers a social constructivist, whereby students construct their own meaning and thinking within a social domain. The Reggio Emilia curriculum believe children as self-learner of their culture. Consequently, what works in Reggio teacher teaching in one learning center will not necessarily work at any other learning center. Reggio Emilia teachers documented and record both social progress and academic change in children. They record everything from paper, pencil, games, observations, the changes on the child. (Edwards, Gandini and Forman, 1998) Although the curriculum and the lessons are based on the interest and curiosity of the students. For example, children may play outside encounter a insect and start
I identify with being a white, Catholic, straight, teenager girl living in Owensboro, Kentucky. I considered those my cultural and societal groups. There is no objective way to pick my real group. With my taste, opinions, characteristics and age constantly changing so are my cultural and societal groups.
Through working closely with teachers of both the public and Catholic school boards, I have observed that children are expected to learn mostly through dri...
... boredom. It can increase the number of students who succeed within the general education setting. Last, it can ensure all students receive appropriate instruction.
Social Constructivism is the underlying philosophy of this project. According to Creswell (2013), “In social constructivism, individuals seek understanding of the world in which they live and work” (p. 24). This project will take place in my school, and I will be a participant in the training of staff and ongoing professional development and support for the staff, in addition to seeking and recording their feedback and reflections from the implementation.
The similarities between systems theory and social constructionism include; the lived reality of a person is fashioned from relations, the social system a person is part of transmits identity and symptoms (Gehart, 2014). Experiences can be changed by altering the person’s language and description of a problem. And within a relational context truth can be found, and obtaining an outsiders viewpoint is unmanageable.
This meta-synthesis research analyzed 17 primary data sets to investigate the impact of a VCoP on the professional development of online instructors. The findings unveiled an interesting discernment of the faculty experiences and how learning through social constructivism can occur within a VCoP. Based on the research findings and 10 emergent themes, five overarching dimensions were compiled to synthesize and discuss the results further. These are (1) social nature of online learning; (2) faculty participation in a VCoP; (3) acquisition of knowledge and skills; (4) enhanced teaching and learning practices; and (5) overall impact of a VCoP on FPD. These overarching dimensions specifically accentuate on my theoretical framework, independent
Empiricists and rationalists have proposed opposing theories of the acquisition of knowledge, which appear unable to coexist. Each theory holds its own strengths but does not demonstrate a strong argument in itself to the questions, “Is knowledge truly possible?” and “How is true knowledge obtained?”. Immanual Kant successfully merged the two philosophies and provided a convincing argument with his theory of empirical relativism, or what some may call constructivism. His theory bridges the gap between rationalism and empiricism and proves that empiricists and rationalists each present a piece of the full puzzle. In order to truly understand Kant’s epistemology, one must first review and understand both empiricism and rationalism on an impartial basis.
In a study conducted with 358 African American adolescents, Neblett (2009) studied the racial construction of the high school students and the influences race had on their identity. This longitudinal study identifies patterns of adolescent-reported racial socialization from a medium-sized public school district in the Midwestern United States. There were 144 male (40%) and 214 female (60%) participants and they ranged from 11 to 17 years of age. The study observed two important things: self-definition of race and the importance of this meaning to the respondent.
Social construction theory explains how government policies affect different groups of citizens by rewarding them or punishing them by government body (Ingram, Schneider & Deleon, 2007). When a policy is introduced by policymakers the benefited groups and burdened groups of the participants are contemplated and policy is designed based on that purpose. Before taking the decision making, the rational government takes two below mentioned stands.
The role s Reggio educators is to act as ‘a guide and an arranger of the environment, rather than an instructor. Reggio Emilia educators believe that the school is not a place of transmission of knowledge, rather, it is an environment that allows the child to be a producer and be a pathway to later stages of formal education, in difference to school readiness. (Theresa Dodd-Nufrio 2011). In addition, Reggio educators believe that reciprocity, exchange and dialog lie at the heart of successful education. (Edwards et al 1998.p.) Education is seen as a communal activity and sharing of culture through joint exploration among children and adults. Again stressing, Vygotsky 's theories that social interaction is fundamental. Undoubtedly, the task of those who educate is not only to allow the differences to be expressed but to make it possible for them to be negotiated and nurtured through exchange and comparison of ideas. (learning and teaching Scottland 2006.) Teachers find ways of making space for work in progress rather than simply telling children to clear up at the end of the day like the EYFS. Having considered the role of the adult, It highlights a criticism within the EYFS. Keating 2002 argues that the overemphasis of formal literacy and numeracy skills, above all other areas of learning could potentially be detrimental to children’s
While observing we are able to see the child’s development and are also able to identify the interest in different learning areas. During the observation, the time and date should be recorded along with a little bit of information about the setting and where the observation took place. If we have an accurate and detailed picture of the child’s profile at the beginning of the programme, the teacher’s will be able to enhance positive learning. Using a natural environment for observation is the best method, as opposed to contrived environment , because in a natural environment a child is doing what they normally do [NZTC ] , (2011). The teachers are able to plan better for the child and assess the progress in children’s different learning domains.
When teaching science there are certain principles we must put into consideration. Taking into consideration the principle “Children live for the present moment”. As teachers more times than we can remember when we introduce our pupils to a topic, we often see thrill and excitement in their faces. Often we wonder why, but as we would have learned, children live for the present moment. Their minds and imaginations are pure, they have no memory of the events/activities that are occurring around them and they are anxious to gain/obtain new knowledge. These are the experiences that they as children will have with them for a lifetime. So we as teachers needs to do the best we can to also try to live for the present moment with our pupils.
Constructivism powerfully informs educational practice (Brooks, 2003). Constructivism promotes active problem solving, customized teaching strategies, and integrates assessments throughout the learning process so that students are involved in assessing their own progress (Constructivism, 2011). The constructivist theory is not, however, universally accepted; some say that objectivism, rather than constructivism is far more reasonable in its implementation (Carson, 2005). This paper will attempt to analyze the three articles provided and give insight to the efficacy of constructivist practices.
There are methods that are considered very different than constructivism that are used in the classroom. One of the approaches is the traditional approach where the teacher teaches the information to the student, and the student does not contribute as much or convey the prior knowledge of the material during instruction (Airasian & Walsh, 1997). It has been said that traditional teaching can segregate students, especially ones with special needs, in the classroom (Bloom; Perlmutter& Burrell, 1999). In other words, traditional instruction is a more teacher-centered approach that uses rote, fact based learning. The teachers create the values, behaviors, and beliefs for the students. The teacher is in charge of the classroom, where they have rewards and consequences, and the students work mostly by themselves (this is very different that the constructivist classroom, which will be explained) (Windschitl, 1999).
Constructivism can be described as effective ‘child-centred development’. This theory relates to observations and scientific study which entails how people learn. The fundamental aspect of this theory is to enable learners to construct their own knowledge and understanding of the world, by experiencing things and reflecting them.