Rviewing

REVIEWING:
Identify the module you are reviewing?

I am writing a critical review on Module one. As an educator I have been influenced by theorists and their theories, while working with children aged from six months to five years old. I witnessed the children’s behavioral changes throughout the different stages of their life. Therefore, each situation and circumstance at work was unique and in its own way distinctive.

Identify the key point of the module.

Module one, reviews the significance of children’s learning and development. In addition to that, it also reviews the developmental theories and the consequences of theory on play. It examines how these theories become known as well as how historical, cultural and social contexts manipulate the children’s learning and developmental concept.

Identify the purpose and context of this module, Identify what are the general and specific intention in this review.

This module generally reviews the significance of children’s learning and developmental theories and specifically examines how these theories become known within its historical, cultural and social contexts. In part one of this module, it examines how the theories become known as well as how historical, cultural and social contexts manipulate a child’s learning and developmental concept. In part two of this module, identifies that childhood is a social construction, with in history, culture and developmental theories. In part three of this module, clarifies the beliefs of aboriginal people raising children and the potential implications of these beliefs for play.

State what you might do in this review, Summaries the main issues raised in this module.

In part one of this module, I will look at developmental theories. Theory is defined as a written material, which means the explanation of how facts work and relate to each other. Theory is a technique to learn and understand the behavior of children, their development level, and their social and cultural background. The development theories can be used to discuss the concept of development issues and children’s behavior (Ross, 2008, p.37-8, para.1-3). Therefore it is an important tool for educators to gain knowledge about children’s development through developmental theories; analyze the traditional contemporary development and its implications for play, constructions of childhood, indigenous identity and learning in the early years.

Body:

Do educators of young children need to be knowledgeable about child development theories?

This review discusses the necessity of understanding and importance of knowledge about children’s developmental theories and its importance in social, cultural, and historical contexts. Theories make it easier for educators to understand major influences on early childhood develop education and learning as well as play and development (Ross, 2008, p.37-8, para.1-3). For this reason, part one of this module emphasizes on the traditional and contemporary theories as well as play and development. Hence it is important for early childhood educators to consider play, its values and the factors that influence it. It has been confirmed by several theorists that play has significant values and meaning for children, they learn through play while they grow. This module also emphasizes on socio-constructivism and the critical approach on children’s play. Thus it is vital to look at the history of children’s play, its traditional and contemporary theories comprising of historical contexts, assumptions and the critical approach.

Educators need to have knowledge and awareness about children’s developmental theories, and the concepts of play. There are four categories of development theories which are psychoanalytic, cognitive, learning and behavioral, contextual. Cognitive theories are described by the focus on brain development, thoughts and how children manage information (McInerney, 2006, p. 121-3, & World Campus, 2010, para.1-5).

According to Piaget (McInerney, 2006, p. 121-3, & Atherton, 2010, para. 3&4) children have particular stage of intellectual development, children’s brain develops and they grow mature step by step. Thus they can not take specific tasks unless they are psychologically ready. Piaget also states that children’s cognitive development does not grow and expand completely until the age of seven, although children have the potential of cognitive development. He also says once children reach an appropriate development level, it is necessary to teach them developmental concepts which play can be used as a source of corroboration of intellectual skills.


Maria Montessori (Atherton, 2010, para. 3&4) agreed with Piaget’s theory, however suggested that children should be taught from a very early age, it is necessary to educate them through play and learning activities. Montessori explained play as child’s work and creativity.

Vygotsky (McInerney, 2006,p. 144, & Learning Theories, 2010, para. 1-3 & World Campus, 2010, para.1-5), clarifies that play can teach children effectively by linking their imagination and role playing abilities, thus enhancing them physiologically and gears them towards critical thinking and enhanced problem solving skills in future. He argues Piaget that social and cognitive theories help children’s development, which relates to their social interaction with other people. Therefore it has a great influence on their behavior and thoughts. Children learn and copy each other, remember the teacher’s instructions and learn specific skills from peers in groups.

Piaget, Montessori and Vygotsky confirmed that learning and development occur when children interact with the environment and people around them. They see children as active learners. Their theory is based on the children’s capability and strengths to shape children.

Bruner (2006, para.7&9), states in contrast to Piaget’s theory, that children’s cognitive ability develop and revolutionize gradually and step by step. Bruner asserts children learn through play that depends on their independence to play within their surroundings which manipulate their development. Play is children’s work and should be planned.

Learning and behavioral theories focus on observable behavior (World Campus, 2010, para.1-5). According to Skinner’s (2006, p.1, para.2&10) theory of behaviorist, simplifies that learning has great influence on children’s behavior. Children’s behavior can change through their surroundings and environment. The natural world manipulates them by learning through external sources, for example play. Play can be used as a possibility for reinforcing behavior. Behavior can be managed by its consequences positively and negatively. In view of that Karl Groos (1861-1946) describes play as source of guidance for maturity. The significance of play in children’s lives is that play can be used as a possibility to emphasize on their behavior.

Herbert Spencer (FAQS, 2010, PARA10-22) defined play as source of releasing energy to meet basic needs. Play is a characteristic of childhood development, it is carefree and pleasant.

Contextual theories focus on developmental levels, and the environmental influences on development (World Campus, 2010, para.1-5). Sigmund Freud (1856-1980), identifies play as a cause of socialization, outlining its influence on a child’s emotions, social aspects, cognition and physicality, which involves children and the use of toys or objects.

Part two of this module reflects on how childhood is positioned within theories and how childhood is constructed.

What does childhood mean to you?
Childhood is a character of human development; it is a part of a person’s life. Childhood is the individual’s time of processing and building up of personal morals, values and ethics and applying them in their play. Growing up is simply the time it takes the child to learn how to meet their needs and adapt to all aspects of their environment (Heather, 2006, para. 8 and Hugh, 2006, para.1). Perceptions are shaped through interaction between people, causes and effects, positive and negative feedback and personal experiences. This helps to develop their unique set of views. Thus the children need other people to guide them (Child development, 2005, p.38).


In part two, childhood is explained as social construction, as a result of society, which it identifies a phase of life and gives meaning to behavior during that phase. Children are biologically different to adults, but the meaning of these biological differences is defined by society (Heather, 2006, para.5 &14).

Paiget (McInerney, 2006, p.120-8, & FAQS, 2010, para.19), states that children have specific personalities which is identifiable in their developmental levels, regardless of their social and cultural background. Social constructionist theory claims that concept of childhood is produced by following generations regardless their traditions and social background, in other words the child generates their own cultural world. Some social groups see children as minority in spite of their cognitive ability, however children do make their own future (FAQS, 2010, para.20-2).

In summary, part two, play classifications and the critical aspects are indentified, because play supports children’s development. Approaches to teaching is based on the beliefs about play, therefore educators need to consider traditional and contemporary theories of play. Theories of play and development are constructed historically, culturally and socially.

Part three of this module discusses the Indigenous or Aboriginal people’s concept of identity and their beliefs in regards to raising children and play.

Children from all cultures play. Culture has great influence on children’s play, because they actively interact with people in their society. They learn to talk, believe think and feel in certain a way, which is culturally meaningful, thus it builds their unique character and belief system states Bruner (, McInerney, 2006, p.148-151). As an educator, it is vital to know these cultural views, values and beliefs of play held by families while establishing and programming play. Thus children appear to be influenced by their culture and the environment that they are surrounded by (Child development, 2005, p.36-37). As Dockett and Fleer (2004), point out, it is necessary to view and consider the cultural, political and historical context of play.

In Aboriginal families children’s perceptions relate to their family, trust and culture. Steadiness and stability must be respected in between contemporary and traditional aspects of learning, as the educational programs must support the child’s family and community (Child development, 2005, p.38, para. 1-6).

In conclusion

Part one, addresses development theories and its importance in programming the curriculum. Part two, links the traditional contemporary developmental theories and constructions of childhood. Part three, evaluates Aboriginal and Indigenous perspectives on early childhood education. It is essential for early childhood educators to consider indigenous families beliefs, cultural understandings and involve them in their child’s educational experience. Families of indigenous and aboriginal backgrounds would then be able to understand that schools are a service provider, where teachers and families can establish correlation in educating their children. As a result, families would approach teachers in order to further enhance and benefit their child’s education, knowledge, skills and overall potential (Fleer, 2004, para.6).

In general educators need to acknowledge children’s development within their social and cultural median and search for their unique cultural diversities. This guides teachers to knowledge about the child’s needs and strengths to program curriculum and interact with children more effectively and efficiently. (Campbell & Smith, page. 91, para.1).
Fleer. M. (2004). ‘The Cultural Construction of Family Involvement in Early Childhood Education, Some Indigenous Australian perspectives’: The Australian Educational Researcher, vol. 31, no.3, viewed 20 November 2010, pp. 51-68.

Ross. S.N. (2008),’Using Developmental Theory’: When not to play telephone games, vol. 4, no.1, viewed 20 November 2010, http://www.integral-review.org/documents


Heather. M. (2006),’ Different Culture, Different Childhood’: Cultural childhood, viewed 20 November 2010, pp. 51-68, from: http://open2.net/home.html, or , From CDU Database, http://www.cdu.edu.au


Atherton. J. S. (2010), ‘Learning and Teaching ‘: Piaget’s developmental theory, online, UK, viewed 06 January 2011, From: www.learningand teaching.info/learning/piaget.htm

Vygotsky. L.S. (2004),’ Encyclopedia of Marxism’, viewed 20 November 2010, From www.marxitx.org/glossary/people/v/y.htm


Learning Theories Knowledge base. (2011),’Social Development Theory ,Vygotsky’ : Learning-Theories, viewed 06 January 2011, From http://www.learning-theories.com/vygotskys-social-learning-theory.html

Hugh. C. (2006),’ Re-inventing Childhood ‘: Childhood inventions, , viewed 01 November 2010, From: http://open2.net/home.html or From CDU Database, http://www.cdu.edu.au

Child Development . (2005), ‘Foot Prints Where We Are’: A resource manual for aboriginal and Torres strait islander children’s services, viewed 02 November 2010, pp. 36-42, From CDU Database, http://www.cdu.edu.au
Forrest. S. (1998),’that’s My Mob’: Aboriginal identity, Perspectives on aboriginal and Torres Strait islander education, Gary. P. (Ed), Social sciences press, viewed 02 November 2010, pp. 96-105, From CDU Database, http://www.cdu.edu.au

McInerney, D. M. (2006),’ Cognition And Cognitive Development’: Infancy to late childhood, chapter five, Developmental psychology for teachers, An Applied Approach, viewed 02 November 2010, pp.148-151, From CDU Database, http://www.cdu.edu.au

Campbell. S. & Smith. K. (2010),’Equity Observation and Images of Fairness in Childhood’: viewed 02 November 2010, From CDU Database, http://www.cdu.edu.au

World Campus, (2010), ‘United states courses’: United states https://courses.worldcampus.psu.edu/United States