Treść książki
Przejdź do opcji czytnikaPrzejdź do nawigacjiPrzejdź do informacjiPrzejdź do stopki
PROLOGUE
chota,1996)whoaskrealquestionsandhelpchildrentoalsoaskquestionsand
solveproblems.Teseteachersimplementaconstructivephilosophyofteaching
intheirclassrooms(DeVriesetal.,2001).
AlthoughlearningthroughplayisemphasizedinDevelopmentallyAppro-
priatePracticeandstressedbyresearchersandorganizationsliketheNational
AssociationforEducationofYoungChildrenandtheAssociationforChildhood
EducationInternational,itistooseldomimplementedintoday’searlychildhood
classroomsbeyondpreschool.EventhoughresearcherssuchasAnderson,Spain-
hower,andSharp(2014),Piaget(1960),Salomon(2010),Samuelsson-Pramlin-
gandJohanson(2006),andSterling-Honing(2007)havedemonstratedthelink
betweenplayandcreativitythatisnecessaryforachievinginthemodern,con-
stantlychangingworld,manyearlychildhoodteachersstillprefertousework-
sheetsratherthanmanipulativesandopen-endedactivities.
Inmanycountries,earlychildhoodteacherscontinuetopracticethetrans-
missionofready-madeknowledge,perceivingthatstudentsshouldabsorb
informationandalsothattheyshouldbepolite,sitobedientlyonbenches,and
learnprimarilybylisteningtotheteacherandfollowinginstructions.Changing
theeducationalmodeltooneinwhichstudentsareperceivedasactiveresearch-
ers,responsibleforconstructingtheirownknowledge,self-directed,motivated,
andcurious(askingquestionsandseekinganswers)requireschangesinthe
collegepreparationofteachersaswellaschangesinthepracticestheyemploy
inpreschoolsandschools.Teneweducationalmodelrequiresachangein
thechild’smindandthechild’slearning,andactiveparticipationinhisorher
development.
Modifyingortransformingthemodelofworkinapreschoolorschoolis
atedious,lengthytaskthatisdependentonongoinglearningandsupportfrom
educatorsandmethodologicaladvisersandtheopennessandenthusiasmof
schoolandpreschooldirectors-clear,schematic,mechanicalworktochange
familiarschemaandmethodsofworking,asoldtraditionsandpracticesaredif-
ficulttochange.Limitationssuchasthecurriculumorcurriculummonitoring
requirements,rigidevaluationcriteria,andevaluationsandothertasksthatare
imposedonschoolshaveanegativeimpactonteachermotivationandpedagogi-
calinnovation.Teteachersaremorelikelytofearandresistchangeandinstead
seeksafetyinfamiliar,customarypatternsofconduct.
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