I confess again, I don’t know where I took these notes, off whom or from where (I strongly suspect a lecture by Diti Hill)… but… I can’t be sure. Anyway, the points are worth revisiting:
Espousing ‘play as the young child’s work,’ adults actually construct environments for children that reflect their own culturally created agendas for controlling children.
Perspectives on children and childhood are central to developing early childhood curricula.
Our ways of seeing and making sense of the child – our models of the child – have been influenced by several paradigms including positivism, interpretivism, structuralism and poststructuralism.
How are theories about learning linked to theories about play?
What might be some problematic issues linked to theorising play?
How can adults design environments that maximise young children’s learning?
Can educators provide too little or too much structure?
What is the role of genetics in children’s capacity to learn?
What are ‘gifted learners’?
What part do emotions and relationships play in children’s learning?
What sorts of relationship do children need for learning?
Do children learn differently from adults?
What motivates young children to learn?
What are your implicit/explicit theories of learning?
Suggestions for development
Examine different theories of children as learners, meaning makers and relationship-builders…
Explore the implications of different views of the child as a learner for curriculum practices…
Refer to Dockett & Fleer (2000) Play and Pedagogy in early childhood for different play theories…