Changing Minds: Young Children Learning

David, Tricia

doi:10.4135/9781446219416.n1

Cited by 8 publications

(8 citation statements)

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“…He proposes also that 'the means whereby' could usefully be recast as 'the creative process'; this is exemplified through his analysis of a writing activity where the author may be so concerned with its completion that there is little pleasure in its construction. Maunder offers a perspective as a professional commenting about life in general rather than about specific educational goals, but it echoes the concern identified by Blenkin (1994) and David (1999) amongst others, that developmentally appropriate curricula for young children may be adversely affected by the target setting culture now manifest in English primary schools, where product far outweighs process. points out a connection between Alexander's work and that of several educational pioneers, including Montessori.…”

Section: Background Informationmentioning

confidence: 91%

The Effects of Posture on Learning: Insights from the Alexander Technique

Nuttall

1999

Early Years

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This paper describes a small-scale investigative project undertaken at Leeds Metropolitan University in which primary students commented upon Key Stage 1 pupils' postural behaviours whilst in the classroom. The students received instruction in the Alexander Technique to help inform their judgements and a qualified AlexanderTechnique teacher observed one of them teaching a 'Literacy Hour'. The overall findings indicate that earlier reports of postural deterioration occurring once children begin formal schooling is still in evidence today. A number of factors related to classroom settings are identified as contributing to this situation.

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Section: Background Informationmentioning

confidence: 91%

The Effects of Posture on Learning: Insights from the Alexander Technique

Nuttall

1999

Early Years

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“…David Bridges (1999) describes five theories of truth: correspondence, coherence, ‘what works’, consensus, and warranted belief.…”

Section: The Primacy Of Correspondencementioning

confidence: 99%

Complexity and Truth in Educational Research

Radford

2008

Educational Philosophy and Theory

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This paper considers the impact of complexity theory on the way in which we see propositions corresponding to the reality that they describe, and our concept of truth in that context. A contingently associated idea is the atomistic expectation that we can reduce language to primitive units of meaning, and tie those in with agreed units of experience. If we see both language and the reality that it describes and explains as complex, this position becomes difficult to maintain. Complexity theory, with its emphasis on non-linear and dynamic interactions between multiple variables, within indeterminate and transient systems, supports the case for a connectionist and holistic analysis. Theories are more likely to be under-determined by evidence and open to interpretation, with the potential for 'certainties' weakened. If educational situations are complex, then the drive towards specific and focused research findings that will support policy and practice, and the associated notion of control, is illusory. Rather than providing evidence for prescription, research is thus understood as descriptive and explanatory, within a range of interpretative possibilities. Action takes place within a necessarily incomplete and constantly changing situation, more appropriately understood in terms of survival than control.

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“…The importance of play in developing the young child's understanding has also been well documented (e.g. David, 1999, Moyles, 2001, Keating et al, 2002 and is very much part of what early years' practitioners know about child development. The Early Years Curriculum Group (1998) took from research evidence the key factors in effective early years' education.…”

Section: Introduction Story Sacks and Curiosity Kitsmentioning

confidence: 95%

Environmental story sacks

English

Machin

2005

Education 3-13

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This paper describes a community's attempts to raise the knowledge and awareness of environmental issues of early years pupils through the use of 'Environmental Story Sacks'. The results of the small scale evaluation, using a pre and post activity oral 'cloze' exercise, showed that reception year pupils' response scores to questions about the process of waste management and recycling did, in fact, rise after using the activities provided by the sack.The authors make no attempt to generalise from these findings or make claims about the validity of the research in terms of the children's transferable understanding of environmental issues. However, by looking at what we know about young children's learning, the authors describe how the Environmental Story Sacks meet many of the requirements and could prove to be a useful tool in developing young children's knowledge about the importance of managing waste.

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Changing Minds: Young Children Learning

Cited by 8 publications

References 0 publications

The Effects of Posture on Learning: Insights from the Alexander Technique

The Effects of Posture on Learning: Insights from the Alexander Technique

Complexity and Truth in Educational Research

Environmental story sacks

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