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Young Children Are Avid: The mixed up experiences of science in the real world continue. Young children are avid watchers of TV which permeates and punctuates much of the waking day. The quality of educational or semi-educational programmes is undeniably very good or excellent, but left to their own devices children select cartoons, or watch and re-watch familiar favourite videos. Fictional programmes may, at best, do little to further scientific learning, but at worst 'popular' children's programmes may introduce false ideas about scientific concepts, resulting in confusion. Few children may receive a scientific explanation for those things that can be explained or a challenge to those found confusing and consequently fail .0 optimise upon their good start in life.
The chapters in the final section of this book consider spiritual and religious education of young children; young children as citizens and the ways in which different societies' expectations of children impact on the children themselves and the kind of early education made available to them. It is in the final chapter, by Sacha Powell and I, that readers are urged to reflect on the implications of children's place in society and how educators contribute to the upbringing of the young learners who will manage that society in the twenty-first century.
Willig (1990, p. 5) reminds us that 'the ideas of young children are often most clearly and widely expressed in drawing and painting'. Children's drawings at a young age are often far in advance of their language skills. Drawing helps develop understanding and focuses children's attention on features that they may have missed, but young children appear not to see things as adults do. Osborne et al. (1985) say that children will tend to focus on very small, specific, things whereas scientists are concerned with looking for general explanations and laws. Harlen (1985a) says:
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