Promote Children’s And Young People’s Thinking Skills

1322 words - 5 pages

In this assignment the practitioner is going to plan and prepare two experiences in which they will implement and evaluate after each of the lesson. These two experiences will be based on current theory, it will be in a form of an appendix to illustrate the two experiences as well as to promote children’s and young people’s thinking skills, creativity and problem solving. Many researchers such as Wilson (2000 cited in Macleod-Brudenell and Kay, 2008, p.323) have suggested that thinking skills are ways in which a child or young person is looking at the problem. To which we use thinking as a way of processing what we as individual know as well as remembering and perceiving. As for the skills this is the way in which we act by collecting and sorting information to help make decisions and reflect after wards (Macleod-Brudenell and Kay, 2008, p.323). This will include the practitioner to use effective approaches as well as evaluate tools, resources which can help to stimulate children and young people learning as well as supporting children development. The term for creativity has been define as being the use of imagination or original ideas to create something; inventiveness (Oxford Dictionary 2013). The definition of the term problem solving has been described as the process of finding solutions to difficult or complex issues (Oxford Dictionary 2013).
The first experience (appendix 1) the practitioner was working with a group of children, the activity was reading a story from a book to which a discussion is formed. The aim of this activity was to promote the children’s thinking development. This type of thinking is from Matthew Lipman (1993) who uses a philosophical approach, it is known ‘stories of thinking,’ this can help to aim a kind of stimulus discussion, with children. Fisher (1995, p.157) believed that Vygotsky and Lipman believed that children and young people are able to function at an intellectually higher level when in collaborative or cooperative situation. During the activity the children were allowed to have thinking times during question and answer discussion (Fisher, 1995, p.192). The outcomes of this activity were that the children were actively reading the story at the end and the practitioner had created a discussion in which half the children participated. Whereas, others struggled with the discussion, in which the practitioner asked them, ‘how did you find the story and do you have a favourite character and why? Some would then answer referring to the book. It is important not to mis judge a child response as children need time to process what they have just read as two aspect of thinking is used when reading which are; critical thinking and creative thinking (Fisher 1995, p.193).
The second experience (appendix 2) the practitioner carried out an activity which involves children to be creative and also be able to think and problem solve. The NACCCE (1999, p.90) discuss that a practitioner who uses creativity in their...

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