Children (and us!) as meaning makers
“What the child/student does is more important in determining what is learned than what the teacher does” (Sheull, cited in Biggs, 1993)
Which theory of learning does this statement align with?
Think about the implications of this theory of learning for:
- the concept of the young child as a meaning maker.
- yourself as a university student.
Part 1 Assessment Requirements
‘How do communication and language development in young children and how does this relate to meaning-making? Critically discuss relevant theories, research, and concepts, and consider the implications for Early Years practice’.
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Part 1 Criteria for Assessment
- Evidence of a critical understanding of theory and practice affecting the development of language and communication in young children.
- Evidence of a critical understanding of the dynamic nature of communication in early childhood.
- Awareness of the implications of the above for parents and / or practitioners in early childhood settings.
Module learning outcomes
- Critically analyse and discuss theoretical approaches to the domain of ‘meaning-making’ in relation to the development of the young child.
- Evaluate critically the notion of ‘developmentally appropriate strategies’ in relation to facilitating children’s skill as communicators and meaning-makers.
- Evaluate critically a range of approaches and practices to ‘meaning-making’ from a multi-agency perspective.
- Demonstrate a critical understanding and application of different methodologies used in fieldwork observations.
- Use opportunities to reflect on personal development.
- Critically reflect on key understandings in relation to unit content and be able to make recommendations for effective service development.
