|
Child-Day-Care-USA.com |
 |
Child Toys Games Education and Care |
|
|
Unique Home Furniture, Home Decorating and Home Decoration Store
Young Children: The chapters in the final section of this book consider spiritual and religious education of young children; young children as citizens and the ways in which different societies' expectations of children impact on the children themselves and the kind of early education made available to them. It is in the final chap¬ter, by Sacha Powell and I, that readers are urged to reflect on the implications of children's place in society and how educators con¬tribute to the upbringing of the young learners who will manage that society in the twenty-first century.
Willig (1990, p. 5) reminds us that 'the ideas of young children are often most clearly and widely expressed in drawing and painting'. Children's drawings at a young age are often far in advance of their language skills. Drawing helps develop understanding and focuses children's attention on features that they may have missed, but young children appear not to see things as adults do. Osborne et al. (1985) say that children will tend to focus on very small, specific, things whereas scientists are concerned with looking for general explana¬tions and laws. Harlen (1985a) says:See Also Young Children Are Often:A positive feature of the discussion is that young children are often children, given the chance, love to move and play. The key phrase here is 'given the chance': we, teachers, parents and the wider community, must begin to search seriously for opportunities for children to follow their nat¬ural dispositions. This need not be expensive; in fact, it need cost nothing at all. young children are often children require only very few elements to play: they need a place to play; they need things with which to play, of which the most flexible, exciting and effective are other children; and they need time to play.
Very young children are often children all pass through a sometimes irritating phase when they ask 'Why' of everything and everybody. 'Why' questions are fundamental to the development of understanding and should be encouraged, but additionally it is important for children to develop their ability to ask other kinds of questions too. Scientists do not only ask 'why' questions, but also ask investigative questions or those questions which lead to investigation. When practised, investigative questions will promote new explorations and allow investigations. Children's questions, however, are frequently not what they seem. Questions can be categorised and many attempts have been made to do so. young children are often children sometimes do not ask questions in a recognis¬able form.
On The Other Hand See The Children Make:On the whole, the children make their own choice and they enjoy their weekly selection. AD the books are displayed on a Table and a group of three or four children at a time make their choice. Some take a while and need guidance, particularly the children whose mother tongue is not English, while others have already decided upon their choice in advance. Occasionally they are influenced by their parents, e.g. 'My mum doesn't like Mr Men books', or 'My mum wants me to take a big book'. I have had children choosing the same book two or three times consecutively. This is particularly so with the non-English speaking children. One parent commented: 'He didn't want to let this one go back.'
There are many examples of librarians going into schools to talk to children, parents and teachers about libraries and their resources, and perhaps this should become more commonplace. But it is possible to make libraries still more of a community focus if schools and local librarians organize joint events, and encourage parents and children into the library to make good use of the resources. It is the fact that the school acknowledges the educational importance of libraries and actively supports them that will help maximize their use by parents and children. |
|
|
|
|
|
|
|
|
|
© Copyright
2006. Child-Day-Care-USA.com |
|
