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Imrortance of hidden curriculum in education
What are the function or role of the hidden curriculum in school
What are the function or role of the hidden curriculum in school
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How does morals pertain to child's social development? Morals pertain to character and behavior from the point of view of right and wrong, and obligation of duty (Funk, 826). Moral education in schools are usually called "hidden curriculum." The conception of the constructivist teacher child relationship as one of the mutual respect in which the teacher minimizes the exercise of the unnecessary authority in relation to children (Devries, 3). The teacher child relationship is facilitated throughout the Lab School. In the explorer's classroom, Megan and the other kids are allowed to make their own decision on what to do during activity and singing time. For instance, Roshanda the assistant asks Megan what song she would like to sing and she says Twinkle, Twinkle, Little Star. (observation, 04-1-02,10:24a.m.) Moral learning plays a big part in the Lab School especially when it comes to autonomy and egocentric play. Megan has been observed for sixteen hours since February 25,2002. (Date Log, 2002) She has continued most of her same patterns throughout observation. Some things that Megan has done could be assumed to be egocentric play. Egocentric play is when children typically imitate their elders but play either alone without bothering to find a playmate. (Kamii, 23) During activity time, Megan is trying to fix the blocks that her and Audrey did together. Audrey leaves and goes to see Chris who is the teacher. Chris is asking Audrey what she did this week and he is writing it down. Megan is playing by herself with the blocks. (observation, 3-11-02,11:00am) Megan was imitating what Chris had shown her earlier when demonstrating the blocks. When the kids were outside, Megan starts running around the playground. She is in the front and the other kids are following. After they run they sit down on the bench together huffing and buffing. (observation, 3-19-02,9:43a.m.) This also showed egocentric play imitation. Piaget found four levels in ways children play, egocentric being one of them. (Kamii, 23) Most of Megan's activities were done alone at her own time and pace. Megan's actions fit into the age group of Piaget's play level, which helps contribute to autonomy. Autonomy cold be described when people have there own convictions about what is right or wrong under a particular set of circumstances.
Theorists help us to learn about play and help us progress in relation to approaches and future planning. Vygotsky believed that imaginative play and relationships are important in relation to a child’s learning, and his theory was called the social constructivist theory. He believed that through play a ‘zone of proximal development’ is created, in which a child’s learns at the height of their potential. He argued against Piaget’s theory. Piaget argued that children did not necessarily learn through play but play just showcases and applies what they have already learnt. Piaget’s theory stated that there was two aspects to play – sensory and movement play and imagination, pretend and symbolic play. The McMillian sisters theorised the idea that children would find it extremely difficult to learn, play and develop without good hygiene and good health. Froebel also had strong opinions on the role of play. He believed in the importance of symbolic play, and imaginative play - stating it was one of the best ways for
Autonomy is the basis of authenticity allowing individuals the ability to make choices that directly reflect their own values. The application of these values to one's decisions can result in both positive and negative outcomes. Hedonism claims that happiness is the only thing that carries value to life. All other things (e.g. autonomy) work in accordance to improve our lives only to the extent that they make one happier (Shafer-Landau 39).
As children play in the dirt, run through the grass, climb trees, build cars and castles, scribble on paper, or sing songs they are developing learning skills that many are unaware. Many people mistake play as uselessness but through Piaget’s developmental stage theory he shines light on such activities and how each stage enhances children’s learning outcomes throughout life. In this paper I want to look at Piaget’s stage theory definition, identify and describe the developmental characteristics of the preoperational stage, his ideal of how a four year old classroom should be set up for activities that will enhance children’s developmental learning and explore one activity for each developmental domain.
Due to the fact that, when she was eating the rice sitting on the dining table, but she suddenly got up from the table, started walking towards the living room, grabed her barbie dolls and started feeding them. Moreover, not only she was pretending to drink from the toy cup while playing with the kitchen set, but, also was pretending to talk on the toy phone as she saw her mother talking to someone on her cell phone. These are the example of make-believe play because according to book “Make-believe play increases in sophistication during the preschool years. Children pretend with less realistic toys [such as] in early pretending, toddlers use … toy telephone to talk into or a cup to drink from. Their earliest pretend acts usually imitate adualt 's actions” (Berk, 227). The theory that perfectly relates to these examples is Piaget 's theory because Berk in the book infer that “Make-believe play is … excellent example of the development of representation in early childhood. Piaget believed that through pretending, young children practice and strengthen newly acquired representational schemes” (Berk,
Autonomy, also referred to as self-determination, is defined as freedom of choice or accepting responsibility
In this stage they learn to place objects and events together (the semiotic function) and engage symbolic play (Piaget, 1964). At the beginning of this stage children’s thoughts tend to be self-centred or egocentric but as they pass through it their thoughts become more and more open-minded and they learn to see things from a different point of view, by the age of seven it was believed that the child was no longer egocentric. Evidence to support Piaget’s claim would be his three mountain task, where the child was presented with three different mountains. They were allowed to walk around and look at the different mountains from different angles they then had to sit at one side. A doll was then placed it very various positions of the table, they showed the child ten photographs of the mountains taken from different angles and were asked what the dolls view what’s. A child would be classified as egocentric if they picked the photograph that showed their own view of the mountains, and if they picked the doll’s view then they were seen as no linger egocentric and would be moving onto the next stage of development. An issue that could be raised is that this process was too complicated to the child. Hughes conducted a study of egocentrism in 1975, which was aimed to be simpler for the child to understand. The task was explained to the child and mistakes were pointed out initially. The
Proper socialization as an infant has long lasting effects on an individual well into adulthood. Sociality in the form of bonding with one’s mother, friendships or just mental stimulation from sound and touch can help form a person’s personality and determine their moral attitude. Morality correlates to empathy because empathy gives someone the ability to relate to how another is feeling, which in turn could help someone determine what is considered right and wrong. Empathy is associated with being responsible for someone’s ability to make socially acceptable decisions and exhibit moral behavior. When someone is lacking empathy or has been socially stunted such as the case of the Romanian orphans, it is believed that they are more capable of doing immoral things such as stealing, lying and cheating. What is morally acceptable
Many actions of the two observed children reflect and relate to ideas and theories of child development. Child A involves herself in and sustains pretend play, which links to the ideas of Smilansky, Hartup and Howes. Additionally, elements of her play relate to the idea of egocentrism present in Piaget’s stages of development. Child B’s play includes moments of difficulty to be overcome, and relates to the cognitive developmental theory of Piaget in regards to equilibrium, schemas, accommodation and assimilation. Moreover, themes of moral behaviour and social learning theory are evident. Comparatively, both Child A and B’s play links to research surrounding the concept of sex-typed play behaviour.
Autonomy is defined by dictionary reference as the state or quality of self-governing, also known as th...
Autonomy is known as free-will, freely allowing their patient to form their own opinion about their own
At age four to six children show they want to explore the world by doing play and activities. Through play children are able to excel in their cognitive and social development. In the observation the children did three activities that showed Piaget’s and Vygotsky theory. The children were able to learn new skills by using their imagination and being guided by an adult. Above all, play has the power to prepare a child for the real world.
Autonomy is the right to make our own decisions that benefit us, but it also cannot negatively affect people closely related to us. Autonomy is the state or condition of having self-governance over ones own decisions. Autonomy can be beneficial because it does allow us to make our own decisions that we feel are in the best interest for ourselves. These decisions have to either not affect those around us negatively, at all, or are in the best interest for them as well. The person needs to make these decisions based on a relevant or preferred situation, and based on their own preferences without the influence of others. Autonomy can get tricky however, especially when drugs or aesthesia come into play. If a person is on drugs or is under any type of aesthesia or even on pain medication their autonomy can become blurry and impaired. They are not fully aware of the situation and can make decisions for themselves that they think are either in their best interest and really are not or can make decisions that are still in their best interest but also impact the people who are closest to them in a negative way. Autonomy is the main reason why medical paternalism is so highly debated amongst
At the pre-conventional level, behavior is motivated by anticipation of pleasure or pain. The child is aware of cultural rules and labels of good or bad and right or wrong. (1) The subject interprets the labels in terms of the physical consequence, such as punishment or reward. (3) The child has an extreme self-interest. The first level of moral thinking is generally found at the elementary school level, before the age of 9. This level is divided into the following two stages. (2)
The moral development of children can depend on many factors. Parenting and upbringing of the child, their environment, social environment, gender, and race are all aspects that can contribute to how a child develops their moral standards and expectations. Many psychologists have tried for several years to develop a theory of how morality is developed. One in particular is Lawrence Kohlberg (1958). His moral development theory is based on the cognitive development of children and it is thought that moral development proceeds and changes as cognitive development occurs (Arnett, 2012).
In this paper, the aspects of a developmental study will be reviewed. This includes physical, cognitive, social, and moral standpoints of a 4-year-old child. Around this time, most children are learning how to follow someone, play with friends. They are also developing concepts of purpose, initiative, and courage. Lastly, they are beginning to form relationships with their family members, which adds onto their close bonds with their parents. Generally, psychologist studying this stage of human development major in education, early childhood education, developmental psychology or social work.