Consider the clips in relation to constructivist and socio-cultural approaches to learning. How do they reflect an image of the child as strong and capable and the value of knowledge acquired within homes and families?
The first clear example was Morgan (McWilliams, 2011), she displayed a perfect example of the Zone of proximal development, as she learned a new skill through social guidance and interaction with her mum, then she felt the sense of achievement when she completed the task independently. This comes along with the clip of the two boys washing the dishes (RendiStDenis, 2011).It shows how the children are capable of doing things acquired from the community around them through their contribution to the world (DEEWER, 2009), as it was clear that they might have observed their family members taking allocated roles in washing dishes.
Consider the role of child competence and agency and the implications for learning and teaching in the early years - what is your role as the parent of a virtual child and an early childhood educator? Read and consider Giugni’s discussion re: children’s notions of belonging.
Regarding my virtual child, I gave him the chance to show competence and to work on his ‘Zone of proximal development’, along with time for individual knowledge construction. For instance, I encouraged him to solve challenging puzzles, besides we built interactive relationship through sharing responsibility with us in painting the house. This was reflected in appropriate peer social interaction, in addition to his above average academic achievements (Manis, 2011). As educators, I believe that constructing such interactive relationships with the children is touching their lives. Giugni (2011) mentioned that “in early childhood, relationships are crucial to a sense of belonging which is central to being and becoming, in that it shapes who children are and who they can become” (Australian Government Department of Education, Employment and Workplace Relations, 2009, p. 7 , cited in Giugni, 2011).
Furthermore, I was inspired by what Giugni said about considering the children as active citizens and how she re-theorise activism in the children’s everyday (Giugni, 2011). For example, she mentioned that “being an active citizen is a contested kind of belonging” (Giugni, 2011,P.16). When she talked about the political involvement in their daily practice, she made me think that it is beyond the vote in elections, it is about respecting their interests in whatever they are involved in and giving them the chance to show competence in exploring new fields.
What did you find interesting or challenging in Burman’s chapter about Piaget and Vygotsky?
Burman, (2008) demonstrated different views about how piaget’s and vygotsky’s theories were influenced by the social and political changes. For example, Piaget’s theories were in time when there was a great interest in science. Therefore, his theories were, “…to link biology and philosophy through the...