New Zealand Early Childhood Education Learning Theories link with Essay

New Zealand Early Childhood Education Learning Theories link with didactics - Essay ExampleEach spirit level reflected the teachers chosen pedagogy. In Learning From Very Young Children, the teachers role was that of a co-learner. Muellar Tokunagas (2006) story illustrated a social constructivist pedagogy. Vygotsky (1978) believed that childrens intellectual development is influenced more by social context than by individual experiences. His theory places a great give care of emphasis on effective social interaction. Interactions are likely to go through a process called intersubjectivity. This is when two people are engaged in a task and begin from different understandings but with interaction, comes to an agreed, shared understanding. This is usually manifested when children initially debate opposite arguments but upon more understanding of the concept because of hearing to each others opinions, will both end up seeing the concept in one direction. In Muellar Tokunagas story, s he and the children eventually axiom the same things in their imaginative play as it progressed to a smooth, seamless episode of a common experience. Because the play experience was so fulfilling and productive, Muellar Tokunaga, a comparatively new teacher as of the time of writing gained inspiration in taking on a teaching philosophy that takes into account childrens ideas when proviso the curriculum. ... 44). It is not easy letting go of the reins of control and passing it over to little childrens hands, however, Muellar Tokunaga (2006) found wisdom in it. She allowed herself to be enmeshed in the childrens world of imaginative play and saw for herself how rich an experience it was not only for the children but for her as well. Accepting their invitation to glance into their world was a privilege she gladly enjoyed, as she learned that much of what they play and think about is a reflection of their culture and daily life. Consideration of this culture reflects an ecological pe dagogy which is also very strong in the Te Whaariki curriculum. Muelluar Tokunaga gives much emphasis to the cultural orientation of her students as she believes in the importance of an open headway and awareness of cultural influences and behaviours should not be overlooked (p. 45). This is manifested in equitable dialogues and sharing of stories with each other. To her, the significance of such dialogues lies not only in fosterage feelings of mutual respect, love, belonging and responsibility for each other but on the practical side, it helps in negotiating daily curriculum content in early childishness education. The teacher in Patterson, Fleet and Duffies (1996) story, Lambs Tails shares an opposite story. Her role in the story was that of an interviewer who kept trying to elicit stories from her student, Bernie. She would have cherished the same privilege granted to Muelluar Tokunaga when the children invited her into their world, but with Bernie, Patterson et al.s teacher overwhelmed the boy with too much enthusiasm about his world that he did not let her in. It