“…talk is arguably the true foundation of learning”. (Alexander, R. 2011:9) Critically discuss this statement in relation to children’s learning in two of the core subjects. This essay will critically discuss the statement “…talk is arguably the true foundation of learning” (Alexander, R. 2011:9). Firstly, I will discuss talk and dialogic teaching by looking at its theoretical influences, the principles of dialogic talk and ultimately how these contribute to children’s learning. Secondly, I will critically analyse the relationship between dialogic teaching and two of the core subjects in the primary national curriculum: English and Science. Throughout this essay, I will draw upon my developing professional practice, in light of the experience …show more content…
Piaget’s early work, in which he discusses cognitive development and stages for assimilation and accommodation, highlighted the significance of interaction between children, as it allowed them to see other views rather than just their own (Mercer, 1996). Followers of Piaget, such as Doise and Mugny (1984) have used the concept of socio-cognitive conflict, to take into account how children with two different views can shift each other’s thinking: The basic idea is that when two contrasting worldviews are brought into contact, and result in conflict has to be resolved to solve some problem, this is likely to stimulate some cognitive restructuring – some learning and understanding (Mercer, 1996: 360). This concept supports the argument that talk is the substance of learning – through talk children work together to learn and understand different views. Conversely, this theory does not take into account the type of talk involved in this collaboration in learning (Mercer, …show more content…
Throughout my practice, I have found that this mix is essential in order for children to engage with lessons. Alexander (2004) suggests that dialogical teaching includes traditional types of talk such as rote, recitation and instruction/exposition. It should also include discussion and dialogue (Alexander, 2004). These types of talk can occur in different situations: whole class, group discussions and paired talked. Mercer (1996) carried out a research project concerning the quality of talk in the classroom. His findings supported ‘…the conclusion that talk between learners has been shown to be valuable for the construction of knowledge’ (Mercer, 1996: 362). He disputed that not all kinds of exchange are of educational value (Mercer, 1996: 362). This point validates the importance of teachers understanding what type of talk makes their teaching genuinely dialogic. Alexander (2004) argued there are five principles of a dialogic classroom: collective, reciprocal, supportive, cumulative and purposeful. These principles, Alexander (2004) argues, are what make teaching dialogical. Throughout my teaching experience so far, I have observed and used these five standards during lessons. In reflection, at points they will not have all been present. In an equal capacity, subsequently on a number of occasions these principles have been present
The thesis, or the main idea of the book, is that by using specific communication techniques, we can turn difficult discussions into productive learning conversations.
Siegler, R., & Alibali, M. (2005). Children’s Thinking Fourth Edition. Prentice Hall Inc. Upper Saddle River NJ.
Whether you are a parent, teacher, child care giver, or a child observer you may have noticed that many children talk to themselves. Laura Berk reports that, “private speech can account for 20-60 percent of the remarks a child younger than 10 years makes” (78). Why do children do this? Does it benefit the child as Vygotsky would say, or is it just that the child is making egocentric remarks that play no positive role in normal cognitive development as Piaget would claim? I am going to be looking at the differences between Vygotsky’s and Piaget’s points of view. Then, I will look at Laura Berk’s findings in her article, “Why Children Talk to Themselves.” I will also talk about other findings concerning this topic.
Vygotsky placed much more emphasis on language that Piaget (book). Vygotsky’s theory focuses on the role of interpersonal processes and the role of the child’s community and culture which provide a framework from which the child’s construction of meaning develops (book). Although Vygotsky stressed that the process must be in in the context of the child’s culture and the tools available within that culture. Vygotsky was always especially interested in cognitive processes which underline understanding which has led to the concept of shared understandings that occur when people communicate with each other. Vygotsky argued that through the use of language formed through social interaction a child can develop as a thinker and a learner (book). As a conscious individual people could not accomplish very much without the aids and tools within their culture such as language (book). Piaget argued that language was strongly influenced by the underlying cognitive structures within the individual child (book). They also disagreed on the egocentric speech of children. When observing children Piaget concluded that half of the mistakes children made was down to egocentric speech which he argued showed that children have not tried to communicate with another or adapted so others can understand them he also argued that young children did not seem to care if anyone else could understand them and
The most popular method for educators at the centre to build on children’s comments and conversations is by talking with them, particularly by talking through processes or experiences as they are happening. With infants this process of talking through experiences and processes seems more like narration. Spending time in the infant room feels solidary as I talk to myself for most of the day, however it is important to remind myself that the child is learning through my one-sided conversations. Baby’s language develops socially, they listen to those speaking around them and then begin to internalise the words that are high frequency (Clarke, 2004). As they develop their vocabulary grows as they build their repertoire through socialisation. Research
Assuming that the best way to develop reasoning and judgement is by interaction with those whose views differ from yours – traditional schooling defeats that purpose of education altogether. Let us see how. We have already addressed the idea that children are not all the same. We cannot have a classroom with 20 children and all of whom can cope with the teacher. With the definition of classroom in the previous chapter kept in mind, let us try to remember what it is like to be in the classroom. Since the environment is so teacher-centric, the child remains unable to speak through the lesson till the teacher allows them to. Usually by the end of the lesson, the child would have forgotten the doubt it had in mind.
I observed Mrs. Linscott’s classroom with three year olds at the East Lansing Child Development Laboratory. Along with the children, there were a few adults to help in the class. I focused on seven main things while observing the children. First, I focused on one child for 15 minutes and took note of their motor, language, and social development. The second thing I observed was how the adults in the classroom interacted with the children. Third, I payed attention to the children’s emotional development. Next, I took notes on the children’s communication and language skills. I also observed the children’s behavior from a Piagetian perspective. Then, I observed how the children’s learning could be shaped by the interactions with the adults.
Piaget believed that young children’s cognitive processes are intrinsically different from adults and that when they moved from a position of egocentrism to sociocentrism (during adolescence) that they had reached their potential in cognition.
This essay is about a child’s development and learning, focusing primarily on language development. It will describe the main stages of developmental "milestones" and the key concepts involved for children to develop their language skills, discussing language acquisition and social learning theory. The essay will also look into the key theorists involved in language development, primarily Vygotsky and Chomsky, and how these theories have had an impact on the way society views language and their implementation within schools. The essay will describe the factors affecting language development, both biological and environmental. While also discussing key arguments among theorists, one being the nature vs nurture debate, and how these play a part in the teaching in schools.
The Cadwell chapter relates well to a child’s cognitive, social, emotional and creative development. For a child’s cognitive development, the conversations are allowing children to process the information they receive during these conversations, as well as thinking critically. Conversations with children will really help them out on the social side. The child will create bonds through conversations and will help them learn to talk to others around them. The same goes with emotional development. Lastly, the children’s creative side can come out during conversations as children bounce ideas off of each other and by the questions
Piaget also believed that children would only learn when they are ready. Children's use of language represents their stage in cognitive development, but he didn’t see language as a ‘central’ to children's development, as cognitive development begins at birth and is required for language development. He also states that children are egocentric – they can’t understand another person’s point of view. Criticisms of Piaget’s work = =
The first experience (appendix 1) the practitioner was working with a group of children, the activity was reading a story from a book to which a discussion is formed. The aim of this activity was to promote the children’s thinking development. This type of thinking is from Matthew Lipman (1993) who uses a philosophical approach, it is known ‘stories of thinking,’ this can help to a...
Tobey, E., Rekart, D., Buckley, K., & Geers, A. (2004). Mode of communication and classroom
It is crucial for us to understand the fundamentals of the development of a child as there are countless ways to conduct lessons and to understand why children would react differently at this time to another time when they are completing a certain task. Furthermore, children develop uniquely and their development milestones differ from one another. Thus, a teacher must be cognizant of each child’s progress before conducting the class. This will help the teacher to plan and organize the lesson materials and the lesson time appropriately. There are two theories I would like to share in regards to child development: peer social interaction and cognitive development.
“There is a need to address the fundamental issue of how the thinking of these children can be made more effective, also a...