This paper critically assesses two separate contexts by which a child can be made to understand through education.
Written in 2004; 861 words; 3 sources; APA; $ 30.95
Paper Summary:
In this article, the writer notes that there are a variety of methods and contexts through which children can absorb learning material and intellectually progress through the learning process. Traditionally, it has often been the case that the emphasis be placed on repetitive learning on an individual basis. However, from the turn of the last century and continuing up to the present day, there have been a number of ideas and methods that have challenged this way of doing things. In this piece, the writer focuses on two, both of which attempt to move away from the formal basis of child education. Firstly, the Montessori Method, developed by Maria Montessori during the early years of the twentieth century and focusing on a kind of informal education where the teacher stands on the side line and observes the tasks undertaken by the children. Secondly, the writer looks at a school of childcare thought that holds that children are natural learners and therefore often fail to come to terms with traditional classroom based learning. The writer concludes that the two learning methods both provide a unique answer to the question of how children should learn and understand in the education process.
From the Paper:
" It is suggested that systemic approaches to learning allow children to develop a greater sense of identity and solidarity with their fellow children. Furthermore, this process results in a reduction in incidents of aggressive and disruptive behaviour amongst the children to which it is subjected. For practical reasons the process can only be employed through the classroom avenue, however, the positive feelings that are initially forged in the family environment are then built upon as a learning method that allow children intellectually develop at a consistent rate. This then results in new working relationships being forged between those who are teaching and those being taught, whilst at the same time establishing a strong link between the classroom and the home. Furthermore, this method is argued to the particularly effective with children who are suffering difficulties in their learning and understanding process. As the techniques employed foster a strong sense of collective identity, underachieving children feel there is a collective answer to their difficulties."
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