By Ciaran Sugrue
Illustrates how, opposite to renowned trust, baby concentrated instructing should be confident, supportive and guiding. the writer indicates how child-centred academics can effectively mix the easiest parts from conventional and smooth practices.
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Additional resources for Complexities of Teaching: Child-Centred Perspectives (New Prospects Series)
24 Complexities of Teaching: Child-centred Perspectives Primary Education in England (DES, 1978, p. 206) appears to institutionalize the extremes and the middle ground with its categorization of teachers into ‘didactic’, ‘exploratory’, and ‘mixed methods’. Its general findings concur with Bennett’s and others’ that many teachers give ‘high priority’ to the 3Rs, while the more able are not challenged sufficiently. It concludes also that ‘there is no evidence…to suggest that a narrower curriculum enables children to do better in the basic skills or leads to the work being more aptly chosen to suit the capabilities of the children’ (p.
One possible resolution of this apparent impasse is to accept, for the purpose of cognitive development, the conceptual constructs which are our cultural inheritance, while at the same time recognizing their tentative nature. The primary purpose of education may then be understood as the transformation of this cultural inheritance by the learner, rather than its transmission by the teacher. This arrangement leaves the question of integration in the hands of practitioners and it is reasonable to expect that responses will vary because of issues such as: age of learners; availability 19 Complexities of Teaching of resources; as well as teachers’ values and beliefs.
It is the extent to which practitioners can manipulate the environment for genuinely educative ends that brings about the appropriate match between learners and curricula. This developmental process serves the dual purpose of broadening learners’ horizons while opening up the possibility of reaching unanticipated horizons. It is possible, therefore, to recognize that the sentiment of environmentally based learning has significance for curriculum and teaching. Yet, this recognition is tempered by the knowledge that the manner of its execution will differ greatly from one context to another.
Complexities of Teaching: Child-Centred Perspectives (New Prospects Series) by Ciaran Sugrue
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