THEORISTS which influence the provision of environments for children

Jerome Bruner
1. 1915
2. the essence of bruners theory is that children learn through:
  1. doing: the enactive mode of learning
  2. imaging things that they have done (the ionic mode of learning)
  3. making what they know into symbolic codes - for example, talking, writing or drawing (the symbolic mode of learning)
3. Scaffolding
  1. adults tutor children into 'scaffolding' there knowlege acording to bruner a child can learn any subject at any age
    1. for example when a baby drops a biscuit they can start to learn about gravity by saying something like 'it dropped straight to the floor'
Friedrich Froebel
1. 1782 - 1852
2. was the first person to write about the importance of the play in development and learning
3. his beliefs:
  1. it is important to talk with parents and learn with them how to help children learn through their play
  2. he designed a set of wooden blocks which are still used in early childhood settings today. he also designed many other kinds of play equipment and movement games through which children learn by doing
  3. relationshipd with other children are as important as relationships with adults, and he had a strong belief in th ebalue of imaginative and symbolic play.
  4. frobel encouraged pretend play and play with other children
  5. both indoor and outdoor play are inportants
  6. encouraged children to play with natural materials
  7. 'kindgartens' founder
Maria Montessori
1. 1880 - 1952
2. she believed that pretend play was not inportant, for example instead of playing cooks, actually do some cooking
3. she agreed with Froebel's ideas
4. her beliefs:
  1. all children have absorbent minds, and they way children learn is different to adults. children absorb information from the envrionment, unconciouse absorbtion untill age of three
  2. children pass through a period of sensitive play where they are reptative and take particular interest into something, the child will produce a particular skill in this
  3. children should be guided by trained adult to use her equipment untill they can use it confidently on their own and independently.
  4. a montessori teacher is know to guide children putting them in touch with their environment so that they can learn for themselves.
Margaret McMillan
1. 1860 - 1931
2. fought for the education of young children to emphasis physical care and development
3. her beliefs:
  1. children cannot learn if they are undernourished (poorly clothed, poor eyesight etc)
  2. children learn by exploring and achieve their whole potential through play
  3. outdoor play and fresh air is vital
  4. the importance of hygiene and cleanliness, parents should be educated
  5. the role of the 'home' in supporting a child's learning capability is very important
  6. she stressed the importance of having trained teachers
  7. a very close partnership is essential, she encouraged parents to develop alongside their children, with adults classes in hobbies and languages made available
Josn Bowlby
1. 1907 - 1990
2. attachment theory
3. his theorys
  1. how babies become attached to mother figure (attachment)
  2. what happens when babies are seperated from the mother figure (seperation)
  3. what happens when babies experience loss and grief after being separted form the people to whom they feel close
  4. Mary Ainsworth
    1. worked with bruner, found that if adults responded quickly to crys they would be less demanding when they were older
  5. it is the quality of the time which the child spends with people that detmined wheather or no the child becomes attached to them
  6. links to practice:
    1. the introduction of the key key persons system in ealy years settings
    2. parents can often stay in hospital with their children; there may be a bed for parents next to the childs bed
    3. social workers are more careful about separating children and parents when families experience difficulrties
    4. most early years setting have policies on how to settle children so as to make it a positive experienece
    5. children are fostered in family homes rather than placed in large insituatiions

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THEORISTS which influence the provision of environments for children

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