".

{
E DF D16 7

AssessmentL

GenevieveT

Chapter 3 of the Book Proqramminqand Planninqin EarlyChildhoodSettinqscollaboratedby

LeonieArthur,BronwynBeecher,ElizabethDeath,SueDockettandSue farmerpscussesthe
sector.They
differentviewsof manytheoristsandthe rolesof theirbeliefsin the educational
Piaget,Vygotskyand manyotherequallyrelevant
look at the theoriesof Bronfenbrenner,
andlearningin /
the development
andexplorehowtheirideasrelateto and influence
researchers
earlychildhoodas wellas the teachingof it. Theyexplainthatmanyof thetheoriesthathave
comeaboutare inter-relatedandthat manyare adaptationsthat haveevolveddueto neg
t anaptajflf{pJZS\
of children,andtheirlearning,developmen
and"understanding(s)
knowledge
suchas
of geneticcharacteristics,
Thechapteralsoexploreshowthe combination

W.'

genderandbasicstructureof the brainthatchildrenare bornwith,andthe

temperament,
peer
includingparentalsupportof developments,
theyhavein theirenvironments,
experiences
relationshipsand attachrnen6,afhctstheir learningand their darelopntent.Learningis
betweenchildrenandothers,whichsuggests
as a product{iF)", andsocialcontact
introduced
L/
.Socialinteraction
amongtwo or morepeople'(EunlpO10,p.401)is the'greatestmotivating
and learnin
forcefor develoPment

.rt).

Thetext raisessomevery importantpointsfor futureteachersof earlychildhoodand young

"What(do)youngchildrenlearn,how(do)theyreactto eventsand. '
childrenas well,namely:
andothers.(Shonkoff
peoplearoundthem,andwhat(do)theyexpectfromthemselves
\
2AA0,p.226)P 81"
Phillips,

Whatdo youngchitdrenleam? UndersAnCinghow youngctritdrenleam md howwe can

andoptimises
supportandfacilitatethis learningis importantas it allowsus reactaccordingly
and V
theirlearning.Youngchildrenhaveshorterattentionspansthantheiroldercounterparts
thereforethe formsof teachingthat are appliedto them needto be flexible.dsfourd.in the latter
partof the chapterchildrenlearnthroughformsof playwhetherit be developingliteracy

E DF D167

GenevieveTurnbull

L
Assessment

suchas shoppinpp'gior
techniquesthrougfithe"socialpracticeembeddedwithindailyevents
t
as "individualsare transformed
developingchildren'swillingnessfor participationin activities
itself is transformedby the
throughthe processesof participation,just as the experience
facititatethe chirdrens leaming by
invorvementof murtipteparticipants/n s{*" can support and
\,
base level meaning that "free play
looking at the ways in which we interlct with them on a
|

-.-^-:---mightbe acceptable
childrenare expectedto interactwiththe environmentF.g4)
I ro.ga"(iyhere
\
\ ' - ' \ ' r . ' -' \and
ptaymay help buildup
usefulfor certainchildren,howevera rnorestructuredapproachto
A

learningandrelationshiPs.

parents and earty ehildhood

,/
/
to support and enhance dev26Rment
educators can do to provide the 'right' sort of experiences

How do they react to events and people around them? what

is to develop healthyrelationshipswith the children.

Althoughthere are many differentcontexts

in which the "right;'sort of experiencesmay differ,the

temperamentof differentchildrencan

childrenmight be recommended'whereas'
mean that with one child playingin smallergroupsof
to a biggergroup of children'"Close
anotherchild.stemperamentmay be bettersuited
../ -.
parentsand closefamilies'{g'81"
with
particularly
play...
for
context
the
relationshipsare

future
havebeenlinkedto necessary
firmconneclions
Accordingto the chaptersauthor(s),
of themselvesandthosearoundthem'selfsuchas emotionalunderstanding
competencies'
wetlas' a strongsenseof self and
regulation,positiverelationshipinclinationsfor the futureas
andpositive
rewarding
canbe an extremely
positivesocialskills.Havingstrongrelationships
experienceforboththechildandtheotherperson,however,sometimestheintroductionofa|ot.
and confusedbecome"overwhelmed
of newfacesat a particulartime can causethe childto
as it allowsthemto be
p.81" lt is still importantfor childrento havetheserelationships

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