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Their Children: There is an inherent positive value in childhood itself. This attitude, according to Margaret Lowenfeld, is more characteristic of English culture than of the United States. English children depend less on adults; they live more in a world of children of different ages. Adults do not generally enter this world except when something happens and the children do not know what to do. Children and parents are absorbed, each in their children own concerns. Consequently, parents do not discuss before children adult problems which they consider outside the understanding of children.
There is an inherent positive value in childhood itself. This attitude, according to Margaret Lowenfeld, is more characteristic of English culture than of the United States. English children depend less on adults; they live more in a world of children of different ages. Adults do not generally enter this world except when something happens and the children do not know what to do. Children and parents are absorbed, each in their children own concerns. Consequently, parents do not discuss before children adult problems which they consider outside the understanding of children.See Also Enables Children To Draw:Applying children's own observations from experience will broaden both expertise in the scientific process and their knowledge and understanding of the world. Observation can also provide the catalyst for informed debate promoting much discussion even amongst very young children. Children learn to obtain information from an object by consciously looking in detail at its features. Developing observational skills enables children to look more closely for clues that will extend their ideas and promote understanding. Developing the skills of observation -enables children to see details which might otherwise have been missed.
a more rigorous analysis of the relationship between play and learn¬ing. Play acts as an integrating mechanism which enables children to draw on past experiences, represent them in different ways, make connections, explore possibilities, and create a sense of meaning ... It integrates cognitive processes and skills which assist in learning. Some of these develop spontaneously, others have to be learnt consciously in order to make learning more efficient. We would like all children to become successful learners.
On The Other Hand See Observation Of Children In Natural:Johnson (1996) believes that this creative aspect of children's obser¬vations should be encouraged as it is important that adults do not impose their own beliefs on children's observation of children in natural and therefore undermine their drawings and lessen their confidence. She believes that the observation of children in natural is not lessened by their creative additions, but rather indicates their wider powers of observation of children in naturals and their ability to relate to and form associations with previous observation of children in natural or expe¬riences. She suggests that as children get older they only observe those things which they think we value and they rarely include imagina¬tive ideas or observation of children in natural. On the other hand though, Sherrington (1993) warns that:
It is important that teachers demand that children observe objects and phenomena through 'scientific spectacles'. Without this, observation of children in natural in science is in danger of becoming a language, maths or art activity.
Ollerenshaw and Richie (1997) regard observation of children in natural as the starting point for science. So it could be argued, observation of children in natural could be the starting point for young children's science. Young chil¬dren observe the world around them and use their observation of children in naturals to try to make sense of what they see. observation of children in natural in science involves, where appropriate, the use of all the senses. Young children are fre¬quently asked to touch an object and to describe how it feels. 'observation of children in natural tasks enable children to look at objects or events in a sci¬entific way' (Gott and Duggan 1995, p. 55). |
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