Holistic development: enabling learning and cognitive development

Abstract

A key message from Tickell’s (2011) review of the Early Years Foundation Stage was that practitioners should focus more on how children approach play opportunities in order to better understand their learning. In this chapter we will examine how the characteristics of effective learning are attitudes, or cognitive qualities, required not only for learning but for life. Comparisons will be made with learning dispositions, an integral aspect of Te Whariki, the early childhood curriculum in New Zealand. Connections with wider psychological perspectives and educational models, such as Experiential Education will help you consider the value of understanding how children approach their learning. Links with Piaget’s and Vygotsky’s thinking about the importance of cognitive development and social interactions will allow you to consider how the characteristics of effective learning are rooted in developmental theories that have stood the test of time. Siraj-Blatchford et al. (2002) recognise how interactions which enable children to examine their own and others’ ideas in depth contributed significantly to their cognitive development, and called these exchanges ‘sustained shared thinking’. Valuing children’s communication and responding appropriately are pedagogical qualities identified as crucial for supporting effective learning. Overall, this chapter will enable you to consider all the ways you can encourage children’s positive attitudes to learning as well how you engage in meaningfulLEARNING OUTCOMES 4 After reading this chapter you should be able to:4 Consider the value of the characteristics of effective learning.