Moral Classrooms, Moral Children: Creating a Constructivist by Rheta Devries, Betty S. Zan

By Rheta Devries, Betty S. Zan

This paintings addresses the query of the way to set up an interpersonal school room surroundings that fosters kid's highbrow, social, ethical, emotional and character improvement. The authors draw upon and expand the constructivist paintings of Jean Piaget in sociomoral improvement.

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By Rheta Devries, Betty S. Zan

This paintings addresses the query of the way to set up an interpersonal school room surroundings that fosters kid's highbrow, social, ethical, emotional and character improvement. The authors draw upon and expand the constructivist paintings of Jean Piaget in sociomoral improvement.

Show description

Read or Download Moral Classrooms, Moral Children: Creating a Constructivist Atmosphere in Early Education (Early Childhood Education Series) PDF

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Extra info for Moral Classrooms, Moral Children: Creating a Constructivist Atmosphere in Early Education (Early Childhood Education Series)

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SpecificaIly, constructivist education: 1. Engages the child's interest 2. Inspires active experimentation with aIl its necessary groping and error 3. Fosters cooperation between adults and children and among children themselves We discuss below how interest, experimentation, and cooperation are important for the sociomoral atmosphere. Engaging Interest By interest we refer to the child's positive emotional engagement in classroom activities. Such interest is crucial to the constructivist sociomoral atmosphere because it reflects respect for the child's point of view.

When teachers have to look for artificial ways to motivate children, something is seriously wrong. Interest in activity is at the heart of constructivist education. Both Dewey and Piaget recommended that we start from the active powers of children. In what ways can young children be mentally active? The general answer to this question is that young children are motivated to be mentally active in the context of physical activity. For Piaget, intelligence originates in infancy in action that is simultaneously mental and physical.

While children do have the satisfaction of pursuing interests, an atmosphere of cooperation requires balancing one's desires with those of others. In a word, respect for both self and others is emphasized. The general constructivist principle of teaching is that coercion be minimized to the extent possible and practical. What is most desirable is a mixture increasingly in favor of children's regulation of their own behavior. We will discuss in chapter 4 how this idea is translated into specific principles of teaching and into specific interactions with children.

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