Diary of Studying Early Childhood Studies

Highlight of Montessori's approach to early years practice part I

2009-07-22T03:05:00.002+01:00

Have read this book 'Bringing the Montessori approach to your early years practice' in the last two weeks and found it really interesting and think it is my idea of early education should be today, however it isn't very popular in England.

I made notes on the background of Montessori and the Montessori early years curriculum plus how it links to the foundation stage, however due to my poor English so I only did it in author's own words - Barbara Isaacs and I will reference the book in the end.

Maria Montessori's own life is closely linked with the political, social and economic changes that resulted from the unification of Italy in the year Montessori was born, 1870. Maria joined the public school in Via de San Nicola da Tolentino at the age of six, in 1876, the year before primary education had become compulsory in Italy. By the time Montessori graduated at the age of twenty she was interested in biological sciences and was determined to study medicine, a path not followed by a woman in Italy before. Having achieved the Diploma de License in the spring of 1892 with the high grade of 8 out of 10. Montessori was eligible to study medicine at the University of Rome. Montessori's years of study were challenging in every aspect: her father disapproved, she was ridiculed by her fellow students and she also hated dissection, which she had to perform in the evenings. In the last year of her studies, like the rest of her fellow students, she gave a lecture to the class, it was attended by her father. Montessori's success had ended six years of rejection and criticism. In 1897 she was asked to visit Rome's asylums, and this led to meeting the 'idiot children' who were to change her life. Montessori's experience of these children collecting crumbs from the floor once they had eaten had led her to consider the fact that perhaps they behaved in this way because they were bored. They had nothing to play with! In 1900, Montessori again enrolled to study at the University of Rome. She continued her interest in psychology and prusued Seguin's theory of educating the senses through concrete experiences. In Naples in 1902 she presented her own ideas about the possibility of the education of 'unteachable children'. she made links between the two theories exploring the notion of training of the senses and the importance of approaching abstraction through concrete forms a child could see and touch (Kramer, 1976). This was the basis for later development of the Montessori apparatus and sensorial materials that she called 'materialised abstractions'.

The first Montessori nursery

In 1906 Montessori was asked to look after children of migrant workers who lived in the tenements of the San Lorenzo district of Rome. Her work with these children laid a foundation for what we know today as the Montessori approach to education. In 1907 Montessori observed the children's reactions to their new environment without any pre-conceived ideas of what would happen. These observations provided opportunities to understand better the children and the materials themselves - this was, what we call today, action research. Montessori's observations gave her a further insight into the nature of children and formed the basis of the discoveries explained in her first book The Montessori Method, which was published in Rome in 1912. In this book Montessori described children as:

being capable of extended periods of concentration
enjoying repetition and order
revelling in the freedom of movement and choice
enjoying purposeful activities (preferred work to play)
self-motivated, displaying behaviours that did not require wither punishments or rewards
taking delight in silence and harmony of the environment
possessing personal dignity and spontaneous self-discipline
being capable of learning to read and write

It was these discoveries that made Montessori believe that these characteristics represented the potential of humanity. She advocated that all children should be given the opportunity to 'reveal themselves' in a developmentally appropriate environment that would facilitate their natural growth and development.

Between 1907 and 1914, when World War 1 broke out, interest in Montessori education flourished and many opportunities were opened to Montessori to promote her unique view of children and their learning. By 1914 there were hundreds of Montessori schools established in Europe, North and South America as well as India, Sri Lanka and Pakistan. She died in the netherlands at the end of the summer of 1952 wanting to be known as a citizen of the world.

cited from: Isaacs, B. (2007). Bringing the Montessori approach to your early years practice. David Fulton. Oxon

Time Limited Exam and Speed of Handwriting

2009-06-11T09:44:00.002+01:00

Everyone is trying to tell me to forget about the exam and move on, however I have very personal belief that you can learn better and avoid from the mistake that you made. When I look back on things I did, I can have ideas that I won't make same mistake again and what can I do to make different. Especially I still got exams to come in the future, if I don't solve the problem that I have now, when is the best time then??!!

With all the learning theories that we had learnt and told, I can understand why and how we learn and behave. In my person learning style, Piaget's theory comes in my head that he believe we learn from personal experience and as individual active learner. What happened in the exam, was that I spend too much time to think and constructure my answers although we kind of knew what areas that exam cover, but when the questions come out, I still want to answer to the question critically. There are so much knowledge in my lead, shouting to me, it want to get out, however my handwriting came in the way!! I didn't know that I am a slow writer until I heard that everyone had wrote so many pages in the exam.

That's why now that I am sitting in front of my desk and writing this post on my blog. I am disappointed with my exam, not because I havn't got the knowledge or didn't know how to answer the question, is becuase I run out the time. If education is made to suit everyone, is made to help people to have more knowledge, is made to make you learn more, then why create the exam which doesn't suit everyone, doesn't really give people chance to show what knowledge they got, doesn't help with the individual learning??

I don't have any disability so I can't have extra time which is fair, but what if I could get extra time because of I am a slow handwriting person. Some people would have extra time due to the difficulties with reading which slow them down in the exam. What about the people who can't physically write fast?? I WONDER!!

Poverty and welfare state - five evils

2009-06-01T21:14:00.002+01:00

This is the video that I found on youtube which is very good if you are a virual learner like me.

Half way there to my goal of life

2009-05-30T12:24:00.002+01:00

It's so fast that I can't believe that I am half way to achieving my goal of life. In my childhood experience, I always be told that I have to study hard, get a degree to get a better life or a better future or a better husband!! Play wasn't part of my childhood experience same as most of other children in Taiwan. Music, art, fashion subjects weren't even a option for us, because those subjects are classify as low class with low pay and no future. When I start on this course, I have learnt so much that open my eyes and my mind. I thought I already have culture shock when I married to John, well I had even bigger culture shock of how I am going raise my children here. It's totally up side down with my belief of how my father raised me and my old culture background. I am glad that I have chosen this course and met so many wonderful people on the course.
Gosh, I am so nervous going to Warwick, but not because there will be more hard work. it's because of new environment and new tutors. It's just like first day of school experience for me, sounds very funny but I really feel this way. And somehow I just want grab someone I know with me, so I don't have to face it alone. I am 35 years old, I can't understand how this is happening to me. However as a mother, I have to set a good, brave example for my children, so I guess I would have to hide my feeling.....

My mind map of Brian's essay

2009-03-27T19:45:00.003Z

Just done the mind map for Brian's essay but not sure if I am thinking the right direction of how to tackle it. If anyone have any comments or suggestions after reading it, I will be very happy to have it, please.

A video to share and give more understanding of whole attachment theories

2009-03-27T00:02:00.001Z

Some reading about attachment theory

2009-03-26T23:44:00.003Z

What is Attachment?
Attachment is an emotional bond to another person. Psychologist John Bowlby was the first attachment theorist, describing attachment as a "lasting psychological connectedness between human beings" (Bowlby, 1969, p. 194). Bowlby believed that the earliest bonds formed by children with their caregivers have a tremendous impact that continues throughout life. According to Bowlby, attachment also serves to keep the infant close to the mother, thus improving the child's chances of survival. The central theme of attachment theory is that mothers who are available and responsive to their infant's needs establish a sense of security. The infant knows that the caregiver is dependable, which creates a secure base for the child to then explore the world.

Characteristics of Attachment:

Safe Haven: When the child feel threatened or afraid, he or she can return to the caregiver for comfort and soothing.
Secure Base: The caregiver provides a secure and dependable base for the child to explore the world.
Proximity Maintenance: The child strives to stay near the caregiver, thus keeping the child safe.
Separation Distress: When separated from the caregiver, the child will become upset and distressed.

Ainsworth's "Strange Situation"

In her 1970's research, psychologist Mary Ainsworth expanded greatly upon Bowlby's original work. Her groundbreaking "Strange Situation" study revealed the profound effects of attachment on behavior. In the study, researchers observed children between the ages of 12 and 18 months as they responded to a situation in which they were briefly left alone and then reunited with their mothers (Ainsworth, 1978). Based upon the responses the researchers observed, Ainsworth described three major styles of attachment: secure attachment, ambivalent-insecure attachment, and avoidant-insecure attachment. Later, researchers Main and Solomon (1986) added a fourth attachment style called disorganized-insecure attachment based upon their own research. A number of studies since that time have supported Ainsworth’s attachment styles and have indicated that attachment styles also have an impact on behaviors later in life.

Characteristics of Attachment:

Characteristics of Secure Attachment
Securely attached children exhibit minimal distress when separated from caregivers. Remember, these children feel secure and able to depend on their adult caregivers. When the adult leaves, the child feels assured that the parent or caregiver will return.
When frightened, securely attached children will seek comfort from caregivers. These children know their parent or caregiver will provide comfort and reassurance, so they are comfortable seeking them out in times of need.Characteristics of Ambivalent Attachment
Ambivalently attached children usually become very distressed when a parent leaves. This attachment style is considered relatively uncommon, affecting an estimated 7-15% of U.S. children. Research suggests that ambivalent attachment is a result of poor maternal availability. These children cannot depend on their mother (or caregiver) to be there when the child is in need.Characteristics of Avoidant Attachment
Children with an avoidant attachment tend to avoid parents or caregivers. When offered a choice, these children will show no preference between a caregiver and a complete stranger. Research has suggested that this attachment style might be a result of abusive or neglectful caregivers. Children who are punished for relying on a caregiver will learn to avoid seeking help in the future.

Problems with Attachment:

What happens to children who do not form secure attachments? Research suggests that failure to form secure attachments early in life can have a negative impact on behavior in later childhood and throughout the life. Children diagnosed with oppositional-defiant disorder (ODD), conduct disorder (CD), or post-traumatic stress disorder (PTSD) frequently display attachment problems, possibly due to early abuse, neglect, or trauma. Clinicians suggest that children adopted after the age of six months have a higher risk of problems with attachment. While attachment styles displayed in adulthood are not necessarily the same as those seen in infancy, research suggests that early attachments can have a serious impact on later relationships. For example, those who are securely attached in childhood tend to have good self-esteem, strong romantic relationships, and the ability to self-disclose to others. For more information, see this articles on attachment styles.

information cited from: Attachment Theory: An Overview of Attachment Theory
By Kendra Van Wagner, About.com http://psychology.about.com/od/loveandattraction/a/attachment01.htm

How do we see ourself?

2009-03-26T19:19:00.003Z

During the last few weeks, we came across many topics that involved exclusions, culture differences, identity, etc. It started many argument with different views and opinions with the topics. I personally found that people in this country are living under the threat that what can you say, what can you think. As long as you say the words such as black, racist...., people will jump up and get offended by the people who said the words. But why, why you should be afraid what you said and what your opinion is? Talk about self-concept, is about how do you see yourself. If you see yourself different, how can you expect that other people look at you the same and not treat you differently. I wonder.
I always believed that I am who I am, I can't change how I look, I can't change my skin colour, I can't change where I was born or who my parents are, so why I should see myself different then other people. When I talked about my language barrier with my English, I was talking about the fact and not feel shame or feel that I am lower then anybody. However with people who hasn't got the strong self-awareness or self-concept, self-esteem, they always see or think other people treat them differently because of their colours or religions.
And most of all, I got HOMESICK, even though I got no problem living in England because here is my home now, my husband, my daughters are here but I still miss my other families, my dad, my brother, my uncle.... a lot. I miss the food as well, once you lived in Taiwan and experience the food and culture, you will miss it forever!!

yes, my country project is finished !!(not include the reference)

2009-03-18T23:02:00.002Z

Finally, my country project is finish but not according to my old plan anyway. I show it to my friend and she thinks that she knows Taiwan a lot more after reading it so I presumed it isn't too bad, I hope!!
We had meeting with tutor from Warwick university today, it wasn't too bad but we didn't get the information that we hope to get such as the list of optional module and advise on what we should chose. We will have to wait until eastern to find out! I am prepared for the work to come when we go to Warwick and can't wait to go and quite nervous/exciting about different setting and teaching.
It will be very sad to say goodbye to our tutors in college, we are naturing by them, I am planning to come back to see them anyway so it shouldn't feel too bad after we leave.

what the mess!!

2009-03-15T21:25:00.002Z

When I got the country project assignment from Lin, I though I knew what am I going to do with my project. So I've done my research and waiting to put it up together, however everything went out of the window, everything caught up with me, I felt lost and drain.
I feel that I should give up my GCSE English to save my degree course, as carer of three children with most of needs and mother of two children, I can't keep up to attend my night time course.
Everything is going so wrong at the moment, I wish the course of this year finish soon and I can restart my life and my study.

Interesting education history and future video to share

2009-02-22T20:39:00.003Z

From doing my ethnography research, I found this video which show the old time education and what's future education going to be? (Also used part of it in my presentation)
you can see the way of learning and teacher attitude/classroom behaviour changes over the time.

Activity Starters - Teaching Past, Present and Future
http://www.teachers.tv/video/31468

If you are interest on 1950s school days, then this video may help you to have more ideas about 1950s education. (I used part of it in my ethnography research presentation as well)

School Days - Ashmead Community School, Reading
http://www.teachers.tv/video/20162

How does Steinbeck create the feeling that George and Lennie may be doomed?

2009-02-19T18:49:00.000Z

In this piece of writing, I am going to discuss that how Steinbeck created the feeling that George and Lennie may be doomed. John Steinbeck was the writer of the time back in 1930s in America. In his novel ‘Of Mice and Men’ written in 1937 that reflects the historical background of the time and his personal interest of outdoor, animals and individual human beings. Each theme of ‘Of Mice and Men’ shows how much George and Lennie wants to achieve their dream but somehow bad things always happen to them. George and Lennie are examples of the farm workers who had the dream of a better life and future during the difficult time after the First World War in USA.

Steinbeck tried to create a theme that a perfect dream can come true which basically built on two people with two completely different personalities. However on another hand, he gave miserable endings for every time he mentioned the dream. Steinbeck gave Lennie an uncontrollable and a childish personality, a weak mind with a strong physical figure and a soul that needs somebody else to reinsure the safety and belongingness. George is the person in change within the relationship between Lennie and himself. He is the one that determined to achieve his dream for a better life no matter what it takes and keep Lennie out of trouble so they can both stay in their dream, “The hell with the rabbits. That’s all you ever can remember is them rabbits. O.K.! Now you listen and this time you got to remember so we don’t get in no trouble.” (p.5). Steinbeck mentioned so many times that George and Lennie’s dream to have a small farm for George to own and soft animals for Lennie to look after. However he also wrote how Lennie always ended up killing soft animals by uncontrollable caring. It started from small animals such as mice and carried on happening to the bigger animals such as rabbits and dogs, finally a human being- a woman. All these events happened throughout the book that shows Steinbeck tried to create a feeling that George and Lennie may be doomed. George tried to teach Lennie to control his emotion and physical strength by telling Lennie that he can’t attend the rabbits if he doesn’t control himself well over and over again, “Come on, George. Tell me. Please, George. Like you done before.” (p.15). Lennie believed George for everything he said and relied on George to tell the dream and create the pictures in his head, “Jesus Christ, Lennie! You can’t remember nothing that happens, but you remember ever’ word I say.” (p.117). Moreover another theme of book started to show that George had the feelings that something would go wrong, “I think I knowed from the very first.” (p.107). Therefore he told Lennie that if anything goes wrong, he will meet Lennie by the pool. From this theme that Steinbeck shows the final hint of something terrible would happen and George and Lennie would be doomed in the end.

In conclusion, John Steinbeck wrote this novel started from building up George and Lennie’s hope so high up that give us the hints that it is too good to be true. By writing how badly Lennie’s behaviour with emotional and physical self-control throughout the book that shows Steinbeck is telling us the tragedy ending. In this novel ‘Of Mice and Men’, the relationship between George and Lennie is so strong that George aware that his dream can’t be come true and will doomed with Lennie.

A story by Sam, Georgine, Hazel, Anne-Marie..... and me

2009-02-19T18:43:00.003Z

The train journey to the land of Latte

Once upon a time, in the land of Latte there was a big yellow mountain with quaver tree with tasty curly leafs that you can pick up and eat when you hungry, there was an old steam train puffing and chugging up and around the mountain to the two snowy top peak, carrying passengers. There were GG the ginger bread girl, Billy the goat, two little pigs, three ugly ducklings and a granny goose in the first carriage of the train. Billy the goat is trying to scary the ginger bread girl, GG about the nasty monster with fire breathe and sharp claws.
Billy tells GG, that the monsters breathe smell of rotten fish and that he does rotten egg trumps. When you smell either of these, you can be sure he is near so you must wish for your lucky guardian power animal. GG was worried that her usually happy smile dropped and she nervously twiddled her red locks. As they travelling along on this beautiful day, the sun stream through the windows, the animals were running up and down the carriage, playing music and everyone was relaxed and happy. Billy was being misctuevious again and pretending he could smell something horrible. “It’s possibly fish”, he said. At that moment, GG got a whiff of something that make her feel sick, she thought her mind was playing trick on her, then she sniffed the air again. Turing to the carriage door, she saw a steamed up window with what looked like a big red eye, as the mist cleared, she saw a pair of sharp pointy teeth then the head moved and she saw a large cat like eye, staring right at her, the smell seeped into the carriage and everyone froze. Granny goose knew who it was and gathered up all her baby animals, ‘come here, my babies, quickly’ she said “Scaley is on the train”. Everyone turned into horror, but GG sat with her eyes shut tightly. Remembering what Billy said and she wished as hard as she could and tried to picture her guardian power animal in her head, her guardian power animal Queenie, the magical unicorn with pink hair and the silver tail from angel land where she saves and protects all precious little people. She appears when you really think hard and imagine her to be there to help. GG opened her eyes and saw green flames gushing out of Scaleys nose and a rotten egg smell filled the air. She turned to see Queenie standing in the aisle, appear as like what she pictured it. Queenie’s beautiful long eyelashes sparkling in a ray of sunshine as she winked at GG reassuring her it was going to be ok.
Queenie flew out of the open window so that Scaley turned to face her. He roared and raised his claws in anger trying to reach her. She danced in the clouds and blew a puff of perfume smoke that covered Scaley so that no one could see him. When the smoke cleared, a little jolly rosy cheeked goblin suddenly appeared and then did a jig up the aisle with his singing “ hey ho tiddley pom, the dragon has had a kick up the bum!” Magically, the Scaley disappear in front of everybody’s eyes then sun came out again and sky became clear blue. Almost right after the lovely weather showed, the train slowed down and came to a stop at the top of the mountain. The passengers got off slowly and still afraid that Scaley might be there. As they stood in the crunchy glistening snow, they saw some small footprints leading to a tree and there sat behind the tree the little goblin eating a curly quaver leaves “yum yum, yum yum” he said shoving a big hand full into his mouth. He looked surprised to see everyone standing around. He seemed embarrassed, the coughed and cleared his throat, then in a quiet voice he said “thank you, thank you” and stood up. He said excitedly “You have set me free, I had spell cast on me and you helped to release me”. He then jumped up and climbed the tree, throwing tasty curly leaves for everyone to eat. They all ate until they were stuffed and fell asleep in the sunshine, until it was time to get on the train again.

The End.

1950s education and childhood in England part ii

2009-02-10T21:08:00.002Z

I am so glad that I've finished my presentation for ethnography research today. Although I used so many videos from different resources at least I got most my points cross through new way of presenting. I have to admit that I hated it's ICT tech from the beginning but I became really enjoy in the end.
After the presentation, we were talking about how the exam system worked differently with different teachers and personal circumstance such as parents and financially can't afford to carry on the education in 1950s.
'Gate keeper' is the word that Brian mention today in the class. Although the exam system was available to children who were academic doing well then if the teacher didn't put you through the exam then you would miss the chance to achieve higher education. It's like put every child into the pot, you go here, you go there, the child's future lay on the point of finger of the teacher in 1950s.
Looking at today's education system, children have much more chances to achieve their academic goal and individual educational needs. Many more legislation such as Every Child Matters 2004, Education and Skills Act 2008, Childcare Act 2006 etc. all provide children stay better chance for their education and future. Even though it comes long way to get to this stage, again I think the children are so lucky today.

Busy or Lazy ??

2009-02-06T23:49:00.005Z

It's been so long since my last blogging. Let's say that I was really BUSY around Christmas time and new year time. I had six children at the time and trouble came out one after another with foster children but again it's my job so I can't complain too much about it.
There is another reason that I haven't been on the blog is I didn't know what to talk about, I was lost with study. This year is my second year and I should have more commitment to the course but somehow I felt really disappointed. I love the feeling that I had last year, it was so full of excitement and commitment with all of us but this year, everyone seems to disappear and lost the connection.
I like routines and this year it's no routines at all with the course. Going to the college and get send home or cancel lessons. And I became LAZY!!
Lazy to go college, lazy to do my course work, lazy to read more books about the course, lazy with my blogging.
Well, good job is now I have different thinking, I don't want to hold the things that won't happen, I start to create a new way for my study of the course.
Faith in myself is what I need the most.

Talk about education system and childhood in England in 1950s Part 1

2009-02-06T23:06:00.006Z

It's always fun when I found out more about the history of education and childhood. The changes through generations are unbelievable huge. Even though I wasn't born in England, I can still find the link with the old education system and discipline and punishment between England and Taiwan. In 1950s, the education was decided to prepared children to work as soon as they can. Not many children had chance to have higher education or to have many choice to pick the job they want. Normally what job that their father had then the son will had the same. Social class was big issue in 1950s, should I say it's always the issue and it never go away. Now with law and government policy that you can't say or do anything against social class, however for some people still care very much about it.
Discipline was important as classroom control is part of job for teacher in 1950s. They believed physical punishment and obey what's told is the way to have control in classroom. Behaviourism was the learning theory at the time and believe or not, it's still the same today in Taiwan where I was born and brought up.
I am just finish my ethnography research presentation in 1950s and there are so much more to talk about.

Punishment for the parents or the children?

2008-11-28T15:08:00.002Z

Whilst I was doig my research for excluded children, I found one information that really annoying me. Under laws which announced in the Education Act 2007 that parents can be hit with fines of £50 if they can't keep their excluded children out of public place and further more it could rise up to £100 when parents can't pay within 28 days and after 42 days if the parents still can't pay then they will face prosecution and a possible £1,000 fine plus a criminal record!!

These children who are excluded from school need help so as their parents and families!! How can they being punish make it work or make it better? Rather then punish the parents, the government should come out some services to support the child and the parents (well there are some but not a great deal and will take forever to get it unless you place your child into care then things will sort out quicker and this comment is only come from my personal experiences). Some parents hasn't got the ability to manage their misbehaviour children unless they have the knowledge and the support. Moreover some parents haven't got the money and time off the their work, it doesn't mean they failed as parents. The stress that parents of children who are excluded from school face are greater then anybody can image especially the school and the government.
However it is parents' responsibility to their own children but as parents you only can do so much. If the child doesn't want to listen to parent and decided to go out in public then as parent can you physically restrain the child? the answer is no, you can't because it will come to the issue that how about children's right?!
By the way, to excluded a child from school is very expensive. The extra resources will spend on the child who is excluded from school like Educational Department, the Social services and Health departments and the police. The cost of one excluded child could up to £4,500 a year (well LA would have to pay for it, maybe that's why the parents gets the fine so they can use it to cover up the cost!!)

Is it true that we are too old to understand children of the next generation?

2008-11-21T15:50:00.006Z

The news that you might be interesting and also relate to our course and the topic that we were talking about - connectivism. This research's finding is:

There is a generation gap in how youth and adults view the value of online activity.

Adults tend to be in the dark about what youth are doing online, and often view online activity as risky or an unproductive distraction.
Youth understand the social value of online activity and are generally highly motivated to participate.
Youth are navigating complex social and technical worlds by participating online.

Young people are learning basic social and technical skills that they need to fully participate in contemporary society.
The social worlds that youth are negotiating have new kinds of dynamics, as online socializing is permanent, public, involves managing elaborate networks of friends and acquaintances, and is always on.
Young people are motivated to learn from their peers online.

The Internet provides new kinds of public spaces for youth to interact and receive feedback from one another.
Young people respect each other’s authority online and are more motivated to learn from each other than from adults.
Most youth are not taking full advantage of the learning opportunities of the Internet.

Most youth use the Internet socially, but other learning opportunities exist.
Youth can connect with people in different locations and of different ages who share their interests, making it possible to pursue interests that might not be popular or valued with their local peer groups.
“Geeked-out” learning opportunities are abundant – subjects like astronomy, creative writing, and foreign languages.

Often children said to me that I am too old to understand how they feel/think and the new world out there. I found myself spilt into two parts because I am still studying in the college so part of me is fresh and still adopting the new tech from the college. But another part of me is a way too old, being a mother of five children (including the foster children), I do feel there is a big gap between me and the children, well not just the age also our values and beliefs. If these children are learning their social skill online then maybe we as parents should go online as well so we can learn and find out more what are children thinking these days.

these information is cited from http://psychcentral.com/news/2008/11/20/online-time-important-to-teen-development/3386.html

Erik Erikson's 8 stages of Moral development

2008-11-17T23:02:00.003Z

After watching all the videos that I can find, I found this one is making more sense to me than other, well personally.
So I would like to share with everyone who are studying ECS, you may find it a little bit boring in the middle of video(well, I was!), just be patient, you may be find it useful for you to understand what Erik Erikson's 8 stages of Moral development. Enjoy

Children see and children do

2008-11-17T22:25:00.002Z

After watch this video make me relaise how important I am to my children. It's not who I am is what I do. Most of times I wonder how my children behave the way that I never can understand where it come from. I was feeling guilty because being a bad role model but it's never too late to change because children are stilling watching and learning from me. This video is for every parent to see:

How to put video from Y tube to your blog instead take long time to download

2008-11-17T18:27:00.003Z

I was spending hours just to put Y tube video on my blog. now I found out how to do it in easy and not time wasteing way. here is:

Here are the steps, it may look difficult but trust me once you done it, you will think it's EASY

1) go Y tube find the video that you want
2) copy the video's "Embed address" which just placed next to the video
3) go to your blog and open your new posting
4) on the top right of your posting, you will see "Edit Html", just change format from "Compose" to "Edit html"
5) paste your video's Embed address in the post and place it any where you want in your post
6) after you finish, don't forget to change back to "Compose" to carry on your normal writing
7) don't forget you can't see the video when you creating the post but you will see it when you view your blog
enjoy your blogging
if you ever cross any problem, let me know and I will happy to help

My beautiful daughter Jessica

2008-11-15T18:20:00.001Z

In this piece of writing, I will talk about my daughter Jessica, she is the most beautiful girl in the world who is always in my eyes and in my mind. How does she looks like? Why is her personality so special that shines? Moreover there are some memories that we have as mother and daughter. I will try to explain it but I might fail as there are few words good enough to explain the love that I have for my daughter Jessica. I could never have imagined that I would consider giving up everything in my life for anyone else. I never thought it would be possible to love someone so much and can also give you so many headaches. So with this in my mind, this is how I am going to describe what my little princess / monster is like.
Jessica is my first-born child who is now seven years old. She is small for her age compared with other children who are at the same age. Jessica’s dark, long and wavy hair looks like that she could be on a hair shampoo advert because of the texture of silky and shiny hair. When the light hits her hair it looks like streaks of gold. Her face is round and looks like she has nuts stored in her cheeks. This does not distract people’s eyes from her as she smiles and two big dimples appear on the each side of her rosy cheeks and other two little dimples on the each side of her tiny chin, it is the cutest thing I have ever seen in my life. As Jessica is mixed race, her facial features are very different from English children or the Chinese children. Her eye colour is dark brown and shaped like an almond with long and curly eyelashes that makes her eyes seems to other people that she is talking through them. This makes her look very unique and beautiful both in England and Taiwan. Her skin is not white or brown but a lovely soft mixture. And when we go on holiday, her skin does tan easily which she is very proud of. Her face does not tan, instead she gets lots of freckles.

We take her to swimming lessons on Friday every week which is her favourite activity outside school hours. When she walks to the pool in her swimming costume, she normally walks like she is Britain’s next top model. She has a very athletic figure for her age which makes me worry when she gets older as any mum would be. She has a very strong personality that I could see the moment she was born. While other babies were crying for a feed, nappy change or ask for attention, she was quiet unlike other babies in the room. All she did was to make a little noise that could be any kinds of sound enable me to tell when she needed feeding or changing. In her early years, she rarely asked me to pick her up or rock her to sleep. When she was four, she already had her own opinions and choices for a lot of things by told us what to do or matched her own outfit including the shoes! Once she made up her mind, it’s not easy to change unless she has been asked by the teachers or myself, however this not always the case.

There are many more ways that I can describe my daughter Jessica if only I had the chance. However this is the start of my journal, in the future there will be more to write about my beautiful Jessica and my other family members.

Dr.Nina Simone

2008-11-13T21:36:00.006Z

Dr. Nina Somone was born in Tryon as the sixth of sven children in a poor family. She prodigy played piano at the age of four. With the help of her music teacher, who set up the the fund for her so she could continue her genered and musical education. To support her family financially, she started working as an accompanist and she was trained to become a classical pianist, stepped into show business. When four black children were killed in the bombing of a church in Birmingham in 1963, Nina wrote Mississippi Goddam, a bitter and furious accusation of the situation of her people in the USA.
There is more about her, and this is the website that if you are interesting - http://www.ninasimone.com/nina.html

Maybe the theories aren't always right!!

2008-11-11T22:22:00.003Z

I need to share this news with everyone who is studying this course. This could be a break through for the attachment theory that we studied before.
Remember the monkey experiment by Harry Harlow? He concluded that baby monkey cannot grow up to be 'normal' without live mothers after the experiment.
If you want to read more about the baby monkey experiment, here is book that you can have a look, 'Child Development A First Course by Kathy Sylva & Ingrid Lunt publish in 2003, P15-P23

There is a medical research prove that he could be wrong.
this is the website that you can read the news, http://psychcentral.com/news/2008/11/11/incubator-care-reduces-depression-risk/3312.html

HW for Brian's lesson - The High/Scope

2008-11-11T01:08:00.002Z

The High/Scope approach is baded on 40 years of research and practice. It centres on recognising and supporting the unique differences in children aged between two and six and developing their self-confidence by building on what they can do. It influenced by the writing of Jean Piaget. Piaget's theory of development supported the original curriculum team's philosophical orientation toward active learning. As the approach developed, the teachers involved in the project concentrated on the pragmatics of integrating theory and daily classroom practice.
The High/Scope programme was devised by Dr David Weikart in response to the continued low achievement of students at high school in Ypsilanti, Michigan.

The principles of High/Scope programme
The child is the central as active learner
Active learning
Key experiences
Adult-child interaction
Learning environment
The daily routine
The plan-do-review process

The influence of High/Scope
show the long term impact of children's involvement
an impact in the classroom
promote problem-solving, listening and evaluation
encouraging children to evaluate, reflect on or review what they have done is very helpful in the learning process
the High/Scope Educational Foundation has been active in exploring the needs of children from birth to three, infants and toddlers, and in expanding the knowledge that we have of children's development.
and is referenced in Brth to Three Matters

This infomation is cited from 'How children learn' by Linda Pound

Positve or Negative?

2008-11-11T00:57:00.002Z

After read the news, I found it interesting due to the lastest topic that we were talking about connectistivm. For me to see, maybe this is a good chance to introduce positive thought to the internet user in China. If they can use this internet addiction in educational way to encourage students use it wisely, that will great developing in their education system.

Monday, Nov 10 (Psych Central) -- Despite there being no agreed-upon definition of “Internet addiction” amongst international researchers, the Chinese health ministry has adopted a new manual recognizing Internet addiction as a legitimate medical disorder.
The new guidelines, likely to be adopted by the government next year, suggest that Internet users who spend six hours or more per day online could be diagnosed with the disorder. Users would also have to exhibit at least one additional symptom, such as difficulty sleeping or concentrating, a yearning to be online, irritation, and mental or physical distress.
The news was reported earlier in China Daily, which cited Chinese psychologists involved in drafting the diagnostic manual. They view the new disorder similar to compulsive gambling or alcoholism.
China has the world’s largest online population at 253 million people, according to official figures, and is growing rapidly as computer use rises along with income levels.
But that has also fed growing concerns over compulsive Internet use.
It’s now estimated that about 10 percent of China’s Internet users under the age of 18, or four million people, were addicted to the Internet. Officials claim that teens and children are mainly “addicted” to “unhealthy” online games.
Chinese officials put the number addicted at 14 percent of China’s Internet users in 2007.
The Chinese government has tried various measures to regulate the booming online gaming market and curb Web use by teens.
In 2005, China opened its first clinic designed to treat Internet addiction. According to a story in the Washington Post in early 2007, however, some treatment for Internet addiction resembled military-style “boot camps.”
In 2006, it ordered all Chinese Internet game manufacturers to install technology in their games that demands players reveal their real name and identification number.

this news cited from http://psychcentral.com/news/2008/11/10/china-declares-internet-addiction-real/3309.htm

If this research is true then should the bullies get penalized?

2008-11-08T21:57:00.004Z

After read the news from Psych Central that research shows bullies take pleasure in other people's pain, I was confused and immediately come out the question that if the research is true then should the bullies get penalized.
Maybe this research show us what is the possible reason or excuse for children who are bullies, however what we can do about it and can we seem it as type of mental health issue, well I don't know!!??
If I link attachment theory to this research then I can persume that bullies' brain activity have something to do their internal working model which cause similer behaviour from their parents or the primary carers. Internal working model is like the blueprint of child's experience that is stored in the brain and it guides the child and adult's future expectations of self and of others.
This is just my guess of method, if anyone across this area or information, please give me some advice and comment on my personal thought, thanks.

Researchers at the University of Chicago found in the new research that unusually aggressive youth may actually gain some enjoyment from inflicting pain.
Videos of people getting hurt were found to trigger flurries of activity in a brain area associted with reward in aggressive youth, the researchers said. Non-aggressive teens had no such brain activity. The researchers measured brain activity using a common brain scanning technique called fMRI.
For aggressive adolescents, seeing someone in pain triggered strong activation in a brain area called the ventral striatum, which responds to pleasurable events, researchers said.
The research shows some aggressive youths’ natural empathetic impulse may be disrupted, said the university’s Jean Decety, who led the research. “This work will help us better understand ways to work with juveniles inclined to aggression and violence,” he added.
The scientists compared adolescent boys with no unusual signs of aggression to eight 16- to 18-year-old boys who had shown disruptive behavior, such as starting a fight, using a weapon or stealing after confronting a victim.
Participants underwent brain scans while watching videos of people having their foot stepped on, having a heavy bowl fall on their hands, or the like. The scanning system was of a widely used type known as functional Magnetic Resonance Imaging (fMRI), which measures brain activity based on where blood is flowing.
Aggressive adolescents showed a “specific and very strong activation” in a brain area called the ventral striatum, known from previous studies to respond to pleasurable events, Decety said. Unlike the control group, he added, the more aggressive youth didn’t activate brain areas involved in self-control, called the medial prefrontal cortex and the temporoparietal junction.
The more normal youth, Decety said, acted similarly to youth in a study released earlier this year, in which his group used scans to show 7- to 12-year-olds are naturally empathetic toward people in pain. The scans showed that when the children saw animations of someone get hurt, the same part of the brain that registered pain when they hurt became active upon seeing someone else hurt, he explained. When they saw someone intentionally hurt, the part of the brain associated with understanding social interaction and moral reasoning became active.

this information is cited from http://psychcentral.com/news/2008/11/07/bullies-take-pleasure-in-others-pain/3289.html

What is the successful interventionist for community education?

2008-11-05T14:14:00.003Z

In Brain's lesson yesterday, I believed everyone had really good time for discuss what is the definition of successful interventionist with the community education. And we've been asked from our tutor to write it down what's our personal thought of the question. Here is mine.

My definition is to provide varies service to improve the community without disturbing the people's personal life. The purpose of the intervening is to change or improve people's life and their values and beliefs but to be careful not to upset or up side down their thoughts. Respect is the key word for it, people within the community have their unique background and culture. To show them what they can achieve and to meet their full potential are the tasks that government should focus on. Everyone has different standards of SUCCESS, so how to judge is a big question for me or everyone who are interesting to provide good intervene service within the community. Pen Green family centre is a good example of government service, they have been really susscessful for what they are trying to achieve. Their aim is for people in the community to raise their self-esteem, self-confident and to improve outcomes for children and families.

Qestionnaire for Local Primary School Research

2008-10-26T20:35:00.002Z

This questionnaire was originally done by Hazel, so many thanks to her. But I edited the questions slightly with Hazel's permission and now I would like to share with everyone who is doing the same research project.

Local Primary School Research

My name is Mon-yun, Bourne. I am currently attending Warwick University and studying a Degree in Early Childhood Studies, one of my assignments involves research of a local Primary School. If you could answer these questions, it would be much appreciated. Thank you for your time.

1) What subjects are taught in your school?

2) For these subjects (for this term), what types of things will the children in your class be focusing on?

3) For the week 22nd -26th of October, what was taught? (If possible could you provide a lesson plan for this week?)

4) Please indicate how many - Teachers
SENCO’s
TA’s
Lunchtime Assistants
Are at the Primary School where you work.

5) What Religious Education does the school provide?

6) With each year, does the curriculum and subjects vary?

7) How is inclusion handled? May I have one or two cases for examples, please? Does school received any support from parents, outside agencies and LEAs?

8) What steps would be taken in ensuring all children reach their own full potential?

9) Would any outside agencies be involved? Ref question 8.

10) Does the school offer a breakfast and after school facility?

11) What extra curricular activities does your school provide? I.e. netball clubs, chess clubs etc.

Is there a charge for these services?

If there is, would any help be given for pupils whose families who are financially restricted?

12) For pupils’ whose family is restricted due to financial reasons, what would the school offer in order to help the child feel included? I.e. school trips.

Thank you for your time in completing this questionnaire
Please use the separate sheets for answers if you prefer.

Research on Donald Schon and Martin Buber (shared information with Hazel Armstrong)

2008-10-26T12:23:00.006Z

Martin BuberMartin Mordechai Buber was born February 8, 1878 in Vienna. Sometime in late 1903, Martin Buber encountered the work of the Ba'al Shem Tov (1700-60), the founder of Hasidism. He began to engage with the religiousness of Judaism and the belief that man is made in the image of God (Vermes 1988: 8). There followed a period of intense study (five years). One result was a number of publications: The Tales of Rabbi Nachman (1906); The Legend of the Ba'al-Shem (1908); and Ecstatic Confessions (1909).
In 1909-11 in Prague, Martin Buber delivered what were to become famous lectures on Judaism to the Jewish student organization Bar Kochba. These lectures (published in 1911 as Three Addresses on Judaism) stand in contrast to Orthodox Judaism with their emphasis on essence rather than observance.
From 1916 to 1924 he edited Der Jude, an influential journal (and was working on his path breaking book I and Thou - published in 1923).
From 1924 to 1933, Martin Buber lectured in Jewish religion and philosophy at the University of Frankfurt. At this time he was also working with Franz Rosenzweig on a new German translation of the Hebrew Bible (Verdeutschung der Schrift).
Under Hitler, he had to curtail his university teaching (he resigned his professorship immediately after Hitler's seizure of power) - but he continued to organize adult bible courses. In 1938 he finally left Germany to join the Hebrew University in Jerusalem.
He died at home on June 13, 1965 - and was buried in the cemetery Har-Hamenuchot in Jerusalem.
The idea's of martin Buber's workSilence, for Buber, plays a crucial part in dialogue. Indeed, it could be argued that 'attentive silence' is the basis of dialogue (Avnon 1998: 42-3). This is an idea that may seem strange at first sight, but is fundamental to the experience of groups such as the Quakers. But his method was not pedagogical in the narrow sense.
He was little concerned with the how of teaching, with such matters as syllabuses, methods and examinations. What concerned him was the why; how to give the pupil a sense of his identity, of his organic unity, how to show him the way to responsibility and love. This is what Buber looked for when judging the success of a teacher. And it was this emphasis which led teachers to come to him, slowly and then sometimes in groups, not to consult him about technical problems but to ask him what they should teach, how they should reconcile conscience and faith.

The importance of Martin Buber's work
He was basically a teacher - for me, the greatest teacher of our generation. He was an educator in the true sense of the word and within the limits of his own definition of it. He did not try to impose a self-evident formula upon his pupils, but posed questions which forced them to find their own answers. He did not want his pupils to follow him docilely, but to take their own individual paths, even if this meant rebelling against him. Because for him education meant freedom, a liberation of personality. Perhaps, too, it is as a great teacher, embracing a consideration of the whole of human existence in his approach to his pupils that his influence on our time will be most enduring.
The right way to teach, he said, was 'the personal example springing spontaneously and naturally from the whole man'. This meant that the teacher should constantly examine his conscience. Indeed, every man should do this; but a teacher most of all, as he could not teach others if his own example was flawed.
The purpose of education was to develop the character of the pupil, to show him how to live humanly in society. One of his basic principles was that 'genuine education of character is genuine education for community'….'For educating characters you do not need a moral genius,' Buber declared, 'but you do need a man who is wholly alive and able to communicate himself directly to his fellow beings.
His aliveness streams out to them and affects them most strongly and purely when he has no thought of affecting them.'The real teacher, he believed, teaches most successfully when he is not consciously trying to teach at all, but when he acts spontaneously out of his own life. Then he can gain the pupil's confidence; he can convince the adolescent that there is human truth, that existence has a meaning.
And when the pupil's confidence has been won, 'his resistance against being educated gives way to a singular happening: he accepts the educator as a person. He feels he may trust this man, that this man is taking part in his life, accepting him before desiring to influence him. And so he learns to ask….
But his method was not pedagogical in the narrow sense. He was little concerned with the how of teaching, with such matters as syllabuses, methods and examinations. What concerned him was the why; how to give the pupil a sense of his identity, of his organic unity, how to show him the way to responsibility and love.
This is what Buber looked for when judging the success of a teacher. And it was this emphasis which led teachers to come to him, slowly and then sometimes in groups, not to consult him about technical problems but to ask him what they should teach, how they should reconcile conscience and faith.

this information citied from: http://www.infed.org/thinkers/et-buber.htm#Buber%20the%20educator

Did Paulo Freire take Buber's methods and ideas eclectically?
Many people believe this to be the case - will continue at a later date. the findings of Paulo Freire is closely linked.

Donald Schon
Donald Alan Schon (1930-1997) trained as a philosopher, but it was his concern with the development of reflective practice and learning systems within organizations and communities for which he is remembered.
Significantly, he was also an accomplished pianist and clarinettist – playing in both jazz and chamber groups. This interest in improvisation and structure was mirrored in his academic writing, most notably in his exploration of professional’s ability to ‘think on their feet’. On this page we review his achievements and focus on three elements of his thinking: learning systems (and learning societies and institutions); double-loop and organizational learning (arising out of his collaboration with Chris Argyris); and the relationship of reflection-in-action to professional activity.
The ideas of Donald Schon (1973, first published 1971) takes as his starting point the loss of the stable state. Belief in the stable state, he suggests, is belief in ‘the unchangeability, the constancy of central aspects of our lives, or belief that we can attain such a constancy’ (Schon 1973: 9).
Such a belief is strong and deep, and provides a bulwark against uncertainty. Institutions are characterized by ‘dynamic conservatism’ – ‘a tendency to fight to remain the same’ (ibid.: 30). However, with technical change continuing exponentially its pervasiveness and frequency was ‘uniquely threatening to the stable state’ (ibid.: 26). He then proceeds to build the case for a concern with learning.

The importance of Schon's work
Public and private learning, and the learning society while it is Donald Schon’s work on organizational learning and reflective practice that tends to receive the most attention in the literature, his exploration of the nature of learning systems and the significance of learning in changing societies has helped to define debates around the so called ‘learning society’.
Indeed, Stewart Ranson (1998: 2) describes Donald Schon as ‘the great theorist of the learning society’. He was part of the first wave of thinkers around the notion (other key contributors include Robert M. Hutchins 1970; Amitai Etzioni 1968; and Torsten Husen 1974). Hutchins, in a book first published in 1968, had argued that a ‘learning society’ had become necessary. ‘The two essential facts are… the increasing proportion of free time and the rapidity of change. The latter requires continuous education; the former makes it possible (1970: 130).

this information is citied from: http://www.infed.org/thinkers/et-schon.htm

Nice idea for people who is doing the primary school research project

2008-10-26T11:53:00.004Z

I was looking for something which can help me to have a idea what's my document of the primary school research project like. Thanks to Hazel and Lin who were kindly gave me the advise on the questionnaires and the possible lay out of my paper work of my findings. Then I found this good article that I would like share with everyone. This article could also help you to have roughly idea or picture that your paper work could be if you are focus on how inclusion is handled in primary school.
The article shows the questionnaires that had been asked in school with heads and the teachers. Moreover the results of research and issues that been discussed after the observations.
However this is a big scale of research comparing with ours within the college, so you might not find it very easy to do but I believe this will be a example for us with later study or research in the university.

Presented at ISEC 2000
Creating the Conditions for Inclusion in Primary Schools in the UK
Richard Rose - University College Northampton, UK

http://www.isec2000.org.uk/abstracts/papers_r/rose_1.htm

About Dr. Margy Whalley

2008-10-20T18:35:00.002+01:00

Childcare Lifetime Achievement Award 2005:
Margy WhalleyMargy

Whalley received the Childcare Lifetime Achievement Award, in honour of her outstanding contribution to the Childcare Development, over the past 35 years. Currently Margy is Director of Research, Training and Development at Pen Green Children’s Centre in Corby. The Pen Green Children’s Centre is based in Corby and houses under fives and their families, community education, research and development and a training base and leadership centre. It was one of the first Early Excellence Centres identified by the government in 1997. Margy has managed multi-disciplinary Early Years services in not only England but Brazil and Papua New Guinea. Anne Longfield, Chief Executive of 4Children said: “Margy Whalley is a pioneer, a leader, a published author, well respected in local as well as central Government and someone who has an incredible CV. She is also highly regarded by the children, family and colleagues she works with and we know from talking with them that Margy is a truly caring, dedicated and inspirational individual. I wish to say Congratulations Margy and thank you.” Margy has written Open University course materials for parents wanting to increase their knowledge and understanding of child development. She was invited to be part of the Labour Party enquiry team into Under 5s education and care and was the Association of County Council’s representative on the National Audit Commission concerned with children under 5. Most recently Margy has been involved in the Early Excellence Centre programme and is on the board of the National Early Excellence Centre programme. Margy is now evaluating the Corby Sure Start programme which is a Government initiative focusing on parents with children under four years.

this information citied from: http://www.4children.org.uk/whatwedo/view/node/212

HW for Brian's lesson

2008-10-20T18:29:00.002+01:00

Paulo Freire

Perhaps the most influential thinker about education in the late twentieth century, Paulo Freire has been particularly popular with informal educators with his emphasis on dialogue and his concern for the oppressed.
contents: introduction · contribution · critique · further reading and references · links
Paulo Freire (1921 - 1997), the Brazilian educationalist, has left a significant mark on thinking about progressive practice. His Pedagogy of the Oppressed is currently one of the most quoted educational texts (especially in Latin America, Africa and Asia). Freire was able to draw upon, and weave together, a number of strands of thinking about educational practice and liberation. Sometimes some rather excessive claims are made for his work e.g. 'the most significant educational thinker of the twentieth century'. He wasn't - John Dewey would probably take that honour - but Freire certainly made a number of important theoretical innovations that have had a considerable impact on the development of educational practice - and on informal education and popular education in particular. In this piece we assess these - and briefly examine some of the critiques that can be made of his work.
Contribution
Five aspects of Paulo Freire's work have a particular significance for our purposes here. First, his emphasis on dialogue has struck a very strong chord with those concerned with popular and informal education. Given that informal education is a dialogical (or conversational) rather than a curricula form this is hardly surprising. However, Paulo Freire was able to take the discussion on several steps with his insistence that dialogue involves respect. It should not involve one person acting on another, but rather people working with each other. Too much education, Paulo Freire argues, involves 'banking' - the educator making 'deposits' in the educatee.
Second, Paulo Freire was concerned with praxis - action that is informed (and linked to certain values). Dialogue wasn't just about deepening understanding - but was part of making a difference in the world. Dialogue in itself is a co-operative activity involving respect. The process is important and can be seen as enhancing community and building social capital and to leading us to act in ways that make for justice and human flourishing. Informal and popular educators have had a long-standing orientation to action - so the emphasis on change in the world was welcome. But there was a sting in the tail. Paulo Freire argued for informed action and as such provided a useful counter-balance to those who want to diminish theory.
Third, Freire's attention to naming the world has been of great significance to those educators who have traditionally worked with those who do not have a voice, and who are oppressed. The idea of building a 'pedagogy of the oppressed' or a 'pedagogy of hope' and how this may be carried forward has formed a significant impetus to work. An important element of this was his concern with conscientization - developing consciousness, but consciousness that is understood to have the power to transform reality' (Taylor 1993: 52).
Fourth, Paulo Freire's insistence on situating educational activity in the lived experience of participants has opened up a series of possibilities for the way informal educators can approach practice. His concern to look for words that have the possibility of generating new ways of naming and acting in the world when working with people around literacies is a good example of this.
Fifth, a number of informal educators have connected with Paulo Freire's use of metaphors drawn from Christian sources. An example of this is the way in which the divide between teachers and learners can be transcended. In part this is to occur as learners develop their consciousness, but mainly it comes through the 'class suicide' or 'Easter experience' of the teacher.
The educator for liberation has to die as the unilateral educator of the educatees, in order to be born again as the educator-educatee of the educatees-educators. An educator is a person who has to live in the deep significance of Easter. Quoted by Paul Taylor (1993: 53)
Critique
Inevitably, there are various points of criticism. First, many are put off by Paulo Freire's language and his appeal to mystical concerns. The former was a concern of Freire himself in later life - and his work after Pedagogy of the Oppressed was usually written within a more conversational or accessible framework.
Second, Paulo Freire tends to argue in an either/or way. We are either with the oppressed or against them. This may be an interesting starting point for teaching, but taken too literally it can make for rather simplistic (political) analysis.
Third, there is an tendency in Freire to overturn everyday situations so that they become pedagogical. Freire's approach was largely constructed around structured educational situations. While his initial point of reference might be non-formal, the educational encounters he explores remain formal (Torres 1993: 127) In other words, his approach is still curriculum-based and entail transforming settings into a particular type of pedagogical space. This can rather work against the notion of dialogue (in that curriculum implies a predefined set of concerns and activities). Educators need to look for 'teachable moments' - but when we concentrate on this we can easily overlook simple power of being in conversation with others.
Fourth, what is claimed as liberatory practice may, on close inspection, be rather closer to banking than we would wish. In other words, the practice of Freirian education can involve smuggling in all sorts of ideas and values under the guise of problem-posing. Taylor's analysis of Freire's literacy programme shows that:
.. the rhetoric which announced the importance of dialogue, engagement, and equality, and denounced silence, massification and oppression, did not match in practice the subliminal messages and modes of a Banking System of education. Albeit benign, Freire's approach differs only in degree, but not in kind, from the system which he so eloquently criticizes. (Taylor 1993: 148)
Educators have to teach. They have to transform transfers of information into a 'real act of knowing' (op cit: 43).
Fifth, there are problems regarding Freire's model of literacy. While it may be taken as a challenge to the political projects of northern states, his analysis remains rooted in assumptions about cognitive development and the relation of literacy to rationality that are suspect (Street 1983: 14). His work has not 'entirely shrugged off the assumptions of the "autonomous model"' (ibid.: 14).
Last, there are questions concerning the originality of Freire's contribution. As Taylor has put it - to say that as many commentators do that Freire's thinking is 'eclectic', is 'to underestimate the degree to which he borrowed directly from other sources' (Taylor 1993: 34). Taylor (1993: 34-51) brings out a number of these influences and 'absorbtions' - perhaps most interestingly the extent to which the structure of Pedagogy of the Oppressed parallels Kosik's Dialectic of the Concrete (published in Spanish in the mid 1960s). Here we would simply invite you to compare Freire's interests with those of Martin Buber. His concern with conversation, encounter, being and ethical education have strong echoes in Freirian thought.

this information is citied from http://www.infed.org/thinkers/et-freir.htm

A perfect book to learn research project and interview

2008-10-19T11:02:00.003+01:00

I got this book Doing your early years research project -a step by step guide by Guy Roberts-Holmes last year. I thought this book will be helpful for later of the course but I forgot all about it. It was on my bookcase and was forgotten by me until three days ago. I was so confused with all the new research projects what we are going to do this year but after read through this book, I found myself relieved from stress and starting to have a little idea that how I going to plan my research projects and interview.
Guy Roberts-Holmes is a senior lecturer in the childhood studies department at Canterbury Christ Church University College. With all the help from the students who are studying Early Childhood Studies that he wrote this guide book specially design for ECS students.
This step-by-step guide will talk you through your Early Years research project form start to finish. Drawing on the work of practitioners within the sector to illustrate concepts and methods, it brings the entire research process to life. Packed with research summaries, key points checklists and discussion topics, the book features guidance on selecting a topic, organising and structuring your project etc.

A new face for my blog

2008-10-17T23:29:00.004+01:00

The main purpose of setting up this blog was my tutor told us to. Personally I am not a technology fan, well not just the computer or Internet, it's anything to do with technology that I don't normally do well. But I am a good student and a very behaved student so I started this blog about one week ago. I were thinking that's it, I've done it and didn't bother to really make it looks good and maybe useful. However I do have a high standard for myself whatever I do, so I spent two, three days tried to figure out how to manage my blog and make it good plus useful for me and anyone who goes on my blog. I also changed my name of the blog, I couldn't think of any words or anything to describe what I am doing on this blog. So I call it my diary of studying early childhood studies that means this is a recording of everything happening during my studies. As English isn't my first language so I am worry that people will judge me on not writing a perfect English. Well, I have to say that I am enjoying writing and goodness sake, who cares!!! I will just try my best then my chin will be up and feel proud of myself, because most importantly that I am doing it!!!!!!

Toilet restaurant in Taiwan

2008-10-16T20:28:00.005+01:00

This is the most disgusting and interesting thing that I've ever seen. Taiwan's business competition culture extending to the highest point. Using toilets and baths to create the lay out of restaurant even us 'poo poo' as deserts!! There are the links that you can have a look what's looks like.

http://www.wretch.cc/blog/mrssmith/20600619 this is from my friend Anita's blog (In Chinese but she got some really 'nice' photos for you to see!!

http://www.moderntoilet.com.tw/en/store.asp there are the restaurants (In English)

Personal view on Connectivism

2008-10-15T18:25:00.001+01:00

Other people's comment on children's learning from each other in the classroom isn't a new theory. In fact, it is existing learning theory which now using in the school already. To me, connectivism is about internet, learners learn through the internet and use it as tools to gain or discuss the information. For children who are in the early years shouldn't get involve too much with internet or the soical networking on the internet. Maybe educational websites or school websites will benefit the young children but certainly not the blogs, facebook etc.

Connectivism is not just like some people said that you learn from other learner or from other different countries and cultures. you need tools such as computer, internet, social networking and most importantly the ability to fillter the information what you getting from. I am studying children in early years which I can't really see how this connectivism is going to work in early years settings unless internet is under control by the government or education department, and we know that is mission impossible!!

Respect other people's view and express your own view after you did read through the article

2008-10-15T13:47:00.002+01:00

Today's lesson was the most stressful and irritating lesson since this degree course started. Of course I was stressed with my personal life and overloaded with the information of this course. I know I am on the higher education here and not to depend on the tutor, but when the tutor gave us the assissment to do which she definate got her reason for it. She already told us it's up to us how we represent the information of our research, all we need to do is to listen to her. I was so confussed with everyone talking so I shouted out loud to ask everyone to listen to the tutor which wasn't a nice way to do but I left with no choice.
Some people have really good view after read through the article which talk about 'connectivism' which I respect. But someone in the class argued with other people's views with no respect also base on no knowledge about what she was talking about, simply only for arguing and not express the view after acturlly read the article. And that is most irritating thing for me to happen in the class. Some people worked really hard and willing to share the finding of information with us, we shall respect it.

Under pressure

2008-10-14T20:58:00.001+01:00

New structures and spaces of learning: The systemic impact of connective knowledge, connectivism, and networked learning.
This is our mind mapping of the article

I've been really stressed for the last two weeks and when we were told how much work that we will need to do and prepare, how much reading we will need to do in such short time. This academic year, our tutors changed the way that they had taught us last year. To give us a such short time to do lots of reading and to have our comments on it, it's very difficult for me. I do need to read the articles over and over again enable to understand what's mean.

I am always give myself a high standard and not allowing myself to skip the lesson and the homework but I do found it really hard for me at the moment.

Me and Georgina had worked really hard for the last two days just tried to mind map the article that we've been given last week. With John's help (my dear and lazy husband), we finally finished the work today. I want to read this article again when I got the time then I will able to give my comment on it. I found it interesting and wondering that how will the future education become. Will every learner become a connectivism? What child's age will be allow to go on the soical networking? I believe I will have more to find out.

Talking Taiwanese: Taiwan's Low Quality and Elitist Education System

2008-10-12T12:47:00.001+01:00

Talking Taiwanese: Taiwan's Low Quality and Elitist Education System

2008-10-12T12:07:00.001+01:00

This is a great post that I found on the net, so I would like to share with everyone. I came from Taiwan ten years ago, married, become mother of two breautifl daughters and now become a full time degree student,studying Early Child Studies in Warwick. However I was born and educated in Taiwan, so I would like to show my background of education to everyone. This is also a warm up information for my country project that I am going to do for my course.

Just a recommendation!!

2008-10-12T09:33:00.001+01:00

I found this book - 'The Sociology of Childhood' Second edition by William A. Corsaro. which maybe is helpful for the second year of our degree course(Early Childhood Studies).

This year we basically focus on children's education and sociology at the present or the furure, locally or around world. (Well if I didn't misunderstand it). It covers the social theories of childhood, the consideratrion of children and childhood in historical and cultural perspective, children's peer cultures from preschool through preadolescence, and social problems of children.

At the moment I am still reading through the book (the effects of recent socioeconomic changes on children and childhood in developing societies and western societies). And (children, soical problems, and the future of childhood). There are some interest statistics in those chapters!!

If anyone had ever across this book, please do give me some advise and comments of this book, thanks.
P.S. When I got the books I don't read from the first page to the last page because I havn't got the patience and the time. It's very tire reading for me as second language reader. Normally I got the headache after one chapter of the book. (by the way who would read through whole those academic book as a student?!) I never finish reading them, so forgive me if you found the book useless!

Writing my GCSE English couse work

2008-10-11T11:23:00.002+01:00

I started my GCSE English course two weeks ago and trying to write a personal biography for someone that I known well. At first I choosed my younger daughter, Lucy but I changed my mind because my older daughter, Jessica who found out that I weren't writing about her and she wasn't happy about it. She thought I love Lucy more then love her, so I changed the person who I writing about just to make her happy.
I just got my written skill test result back which I took at the first week of the GCSE English course. Saddly and disappointedly, I only got E for my grade which I feel shame myself. As second year degree student, to get such grade for my English it is like the world is falling on me.
I've been trying to improve my English for last 9 years but seems never good enough. Everyone around me keep telling me that how good my English is for a person who speak Enlgish as second language. But nobody can understand and knowing how I am straggling in the "Enlgish" world. It's like it doesn't matter how hard I try, it will never good enough to achieve the level that I want. Maybe you need a talent to study a second or third language which I havn't got it.
Well, I will still carry on study and try much harder even I am not sure that I got the ability to do so.

new to a big technology world

2008-10-10T14:50:00.002+01:00

This is the first time for me to use blog and express my feeling and opinion on the net. To me, I still not sure about how I am going to do this. I did it in one of the chinese website which you can make new friends and write your dairy. However I didn't enjoy it in the end, simplily because the people who are on the net aren't who they really are. I mean that I found out some people pretend someone that they are not.
Well, if this is the furture education going to be, then I will be in it.