DEVELOPING LEARNING IN EARLY CHILDHOOD

Developing Learning in Early Childhood

[Name of the Student]

Developing Learning in Early Childhood

Introduction

The development is conceived as a process of reconstruction and permanent reorganization. He abandons the idea of ??development as a stable succession of stages. It is conceived as a linear process, but characterized as irregular, of advances and retreats, which has neither a beginning nor definitive and clear seems to have a final stage, which never ends, you could always continue. Three points are highly neuralgic versus conventional concepts of development and have different types of implications:

Development is not linear: it recognizes the need to abandon the understanding of development as a stable succession of stages and move more towards the appropriation of a model for understanding cognitive functioning, understood as a space in which implicit and explicit understandings cohabiting. There is never a definitive end to the process of knowledge. Always reorganizations leading to a transformation without rigid boundaries.

The development does not start from scratch: the affective, social and cognitive development cannot think from a zero point. There is a definite beginning, not from scratch. Whenever there is a base on which work processes.

The development does not have a final stage: at the other end we can say that there is never a definitive end to the process of knowledge. Always reorganizations leading to a transformation no limits (Wood & Attifield, 2005, pp. 120-28).

Discussion

The skills in early childhood

Competencies are understood as general capabilities that enable the 'doings', 'knowledge' and 'can do' that children manifest throughout its development. The powers not observed directly but through performances and activities that children undertake in everyday situations or structured.

Mobilization is a property of the powers allows generalization of the activities used in specific contexts and simultaneously, the differentiation of these activities in each particular context. The mobilization promotes ways to move towards new achievements in the development and flexibility of skills. The competition is characterized mobilizes knowledge and power that comes from a specific situation to various situations, and is flexible in nature.

Experiences reorganizer

Reorganizing experience is called the type of cognitive functioning that marks turning points in the development. They synthesized prior knowledge and provide a basis for further development, more elaborate. It is the result of the integration of prior capabilities that allow children access new "doings and knowledge" and move towards more complex forms of thinking and interacting in the world.

Significant educational spaces

We have to recover for children from birth to six years, the everyday. They are everyday experiences reflected and problem situations whose resolution requires the child to work with the cognitive resources, affective and social available, which provide the opportunity to further their development (DeVries, 2002, pp. 255-68). It is essential that the educators - father, mother, or own community or adult caregiver anyone - based models assume the guidance and monitoring of the activity of children, in situations that demand solutions and generate them that they must resolve conflicts that put them in interaction with the world and others, and that through reflection achieve the transformation and mobilization of cognitive resources, affective ...