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Outcomes For Children: There are fears that the introduction of the Desirable Outcomes for Children's Learning (SCAA 1996) at five years of age, as well as the development of Baseline Assessment schemes which chart children's accomplishments on entry to school, are again prescribing a preferred body of knowledge for children whose formal achievements can easily be checked and ticked off a list.
This denies the complexities of young children's learning and the varying time-scales in their acquisition of knowledge and competencies. It celebrates outcomes rather than processes. It also disadvantages those who have special needs or are from backgrounds where experiences in the early years do not prepare children for 'schooling' in a way acceptable to those who oversee our system. Children who have not attended preschools or are from certain ethnic or class backgrounds run the risk of being further disadvantaged.
One of the most significant experiments in learning was reported by Brownell and Moser (16, 1949). The experiment was carried on with approximately 1,400 third-grade children who had not yet had any experience in borrowing in subtraction, but had learned to carry in addition. Specific instructions for teaching were given to all teachers before the experiment began. The effectiveness of the particular meaningful method of teaching borrowing, developed in this experiment, varied with the previous experience of the children and the particular learnings the teacher had in mind as outcomes of his instruction.
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