首页
登录
职称英语
Teachers and other specialists in early childhood education recognize that chi
Teachers and other specialists in early childhood education recognize that chi
游客
2023-12-16
31
管理
问题
Teachers and other specialists in early childhood education recognize that children develop at different rates. Given anything that resembles a well-rounded life — with adults and other children to listen to, talk to, do things with — their minds will acquire naturally all the skills required for further learning.
Take for example, reading. The two strongest predictors of whether children will learn to read easily and well at school are whether they have learned the names and the sounds of letters of the alphabet before they start school. That may seem to imply that letter names and sounds should be deliberately taught to young children, because these skills will not happen naturally.
But in all the research programs where they have done just that — instructed children, rehearsed the names and sounds over and over — the results are disappointing. The widely accepted explanation is that knowledge of the alphabet for it to work in helping one to read, has to be deeply embedded in the child’s mind. That comes from years of exposure and familiarity with letters, from being read to, from playing with magnetic letters, drawing and fiddling with computers.
So parents can do some things to help, although many do these things spontaneously. Instead of reading a story straight through, the reader should pause every so often and ask questions but not questions which can be answered by a yes or no. Extend their answers, suggest alternative possibilities and pose progressively more challenging questions.
And with arithmetic do not explicitly sit down and teach children about numbers, but all those early years count when walking up steps. Recite nursery rhymes. Talk to children. Say this is a led apple, thru is a green one. Please get three eggs out of the fridge for me
The technical term in vogue for this subtle structuring of children’s early learning is "scaffolding". Based on recent extensions of the work of the Russian psychologist Lev Vygotsky the idea is that there are things a child may be almost ready to do. Anna, for example, cannot tie a shoelace by herself, but if an adult or a competent child forms one of the loops for her, she will soon learn to do the rest. Applying this concept to older children, one wonderful teacher has her children keep lists of "Words I can Almost Spell".
While this has all the hallmarks of common sense, it represents a significant change of emphasis from the idea of Piaget, which have dominated the theory of early childhood learning. The child in Piaget’s theory looks, more than anything, like a little scientist — exploring the environment, observing, experimenting, thinking and slowly coming to his or her conclusions about how the world works. The image is of a rather solitary pursuit with all the real action in the child’s head.
The Vygotsky model re-introduces all the people who also inhabit the child’s world — parents, care-givers, relatives, siblings and all those other children at play or school. They are not simply noise, clattering in the background while the child’s developing mind struggles on its own. The cognitive development of the child, that is, the learning of colors or numbers or letters — depends on learning how to interact socially, how to learn from the people (as well as the things) in the environment.
What is important is that the child develops the range of social skills — being able to express a preference, knowing how to take rums, being able to stand up for themselves, being able to get into a group, being able to make decisions, being able to share, having confidence to go off on their own. These all require careful nurturing. No one is telling parents not to think about their children’ s development
It is just that it is more important to think about a child’s desire to chat and the importance of social behavior and play activity, than the actually more trivial markers of intellectual achievement such as being the first kid in the group to cut a circle that looks like a circle. [br] When the writer discusses Piaget’s theory, ______.
选项
A、he is in favour of it
B、he is critical of it
C、his view is balanced
D、he strongly despises it
答案
B
解析
第七段中提到Vygotsky的理论是a significant change of emphasis from the idea of Piaget,后者统治了多年的早期教育理论。从篇幅上看,作者着重谈的是Vygotsky的理论,可见Piaget是被作为对立面提出来的,有批判的味道。另外这段的的最后一句话提到solitary pursuit,可见Piaget理论下的孩子是学得很艰难的。所以B答案反映了作者的倾向。
转载请注明原文地址:https://tihaiku.com/zcyy/3277395.html
相关试题推荐
Realpolicemenhardlyrecognizeanyresemblancebetweentheirlivesandwhat
Realpolicemenhardlyrecognizeanyresemblancebetweentheirlivesandwhat
Realpolicemenhardlyrecognizeanyresemblancebetweentheirlivesandwhat
InmyearlychildhoodIreceivednoformalreligiouseducation.Idid,ofcou
InmyearlychildhoodIreceivednoformalreligiouseducation.Idid,ofcou
Foraclearerpictureofwhatthestudentknows,mostofteachersuse【M
Foraclearerpictureofwhatthestudentknows,mostofteachersuse【M
Foraclearerpictureofwhatthestudentknows,mostofteachersuse【M
Foraclearerpictureofwhatthestudentknows,mostofteachersuse【M
Thousandsofteachersattheelementary,secondary,andcollegelevelscante
随机试题
"ConquestbyPatents"→Patentsareaformofintellectualpr
Themeansbywhichanartformpresentsitsmessageisreferredtoastheme
活性基因染色质结构的变化不包括()。A.出现正性超螺旋 B.组蛋白乙酰化
填充墙砌体砌筑前,块材应提前()天浇水湿润。A.1 B.2 C.3 D
某女,56岁。高热月余。其发热每于汗后略降,但1~2小时后复恶寒,旋即高热再起,
《中华人民共和国药典》最新版本何年出版A.1998 B.1995 C.200
未分配利润属于( )。A.二级资本 B.资本扣除项 C.其他一级资本 D
根据关税有关规定,下列符合进口货物成交价格条件的有( )。A.进口货物的买方和卖
可在6-8km距高内不使用中继器实现高速率数据传输,电磁绝缘性良好,衰减小,
下列关于高压变配电设备,叙述正确的是()。A.断路器可以切断工作电流和事故电流
最新回复
(
0
)