Download Understanding Pedagogy: And Its Impact on Learning by Peter Mortimore PDF

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By Peter Mortimore

`I commend it to somebody with a priority for educating in any of its varieties' -School management & administration during this arguable booklet, Peter Mortimore and a group from London University's Institute of schooling discover what's intended by way of the time period pedagogy.They examine its context and describe a few of the contemporary shifts in wondering it. Pedagogy impacts the best way millions of novices of other a long time and levels are taught. but, until eventually lately, it's been a ignored subject. rather than gaining access to systematic proof approximately its effect, leading edge lecturers were guided merely by means of ideological positions, people knowledge and classy enthusiasms for specific methods. < >

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Piaget's constructivism, however, was more sophisticated. He described a learning mechanism which involved the child in the active elaboration of their own mental structures as they assimilated and accommodated new expe­ riences. But, crucially for Piaget, this learning machine was 'fuelled' by the effect of 'interest' and it was triggered by the recognition of some 'disequi­ librium' between the child's new phenomenon or experience and their prior knowledge and skill. The child's interest in the new phenomenon or experi­ ence might be the spontaneous result of their natural curiosity but it would also be influenced by the adults and peers around them.

1 993, p. 1 7) provide the following summary of the main characteristics of effective programmes, staffing and administration that have been identified: • • • • • Effective programs use explicitly stated, developmentally appropriate active­ learning curricula that support children's self-initiated learning activities. Effective teaching staff have been trained in early childhood education and do not change jobs often. Effective administrators provide systematic in service training on site and supervisory support for their staff's curriculum implementation.

Weikart et at. ( 1 9 7 1 ) , work­ ing in the USA in the early 1 970s, developed Smilansky's approach into what they termed the Cognitive Orientated Curriculum. The High/Scope approach in early years education starts from the Piagetian principle that 'children learn E ARLY CHILDHOOD PEDAGOGY: PRACTICE, PRINCIPLES AND RESEARCH 33 actively and construct their own knowledge' (Macleod, 1 9 8 9, p. 3 3 ) and that this knowledge comes from their personal interaction with the world. These principles of social constructivism result in a curriculum that emphasizes chil­ dren learning through direct experience with real objects and from applying logical thinking to this experience.

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