維果茨基的社會(huì)發(fā)展理論
檢查的另一個(gè)方法是課堂組織,把學(xué)生根據(jù)能力進(jìn)行分組。紅色代表較高水平,包括孩子X(jué),黃色代表中等水平,綠色代表較低水平。所有的孩子都被教導(dǎo)學(xué)術(shù)內(nèi)容類似的材料,但在速度和深度上有能力的區(qū)分。這種分化滿足了學(xué)生在哪里,應(yīng)該在哪里的認(rèn)知差異。這個(gè)概念主要來(lái)源于維果茨基的社會(huì)發(fā)展理論(維果茨基1962,引用自丹尼爾斯,2005 p127)。為了把這一理論應(yīng)用于學(xué)校,教師會(huì)在包括兒童目前的成就水平之間的差距和成人支持下的發(fā)展結(jié)果比較這些方面進(jìn)行努力。
比如,,在一堂語(yǔ)音會(huì)話課上,綠隊(duì)被要求做一個(gè)發(fā)“ch”音向關(guān)的任務(wù),而X兒童和紅隊(duì)則被額外要求發(fā)“true”的音。這種修改框架內(nèi)容的任務(wù)容納和擴(kuò)展了高能力水平,使它成為學(xué)習(xí)過(guò)程最大化中有效的教學(xué)方式。
For example, during a phonics session, the green group were given a task related to the 'ch' sound, whereas Child X and the red group were given this, in addition to the 'ture' sound. This task modification framework accommodated and extended the higher ability levels, allowing this to be an effective pedagogical method in maximising the learning process. This procedure has been found to help students become focused as independent learners, as the curriculum has been tailored to individual intellectual needs, rather than a one-size fits all approach (Carolan and Guinn p44, 2007)
However, for those who did find the activities challenging, peer support was offered. For example, with the phonics task, Child X had completed her activity, she sat with the EAL childand explained the task using her personal methods. She made sure her partner was staying on-task, enjoyed more responsibilities and the EAL child was improving academically. This practice is supported through Rose (2010, p257), who suggested it was beneficial to redistribute skills and abilities and pairing high-performing pupils with those struggling in class. Relating back to Maslow's Hierarchy of Needs (1970), as well as physiological, safety and self-esteem needs, social needs had to be met. This method allowed children to make friends and improved social skills, which are imperative before self-actualization can be achieved. Evidence also suggests that vulnerable children and benefit most from participation (Farrell, 2000). Hence in this context, the opportunity to be a peer supporter also allowed to promote inclusion. For future reference, it appears peer support methods would be an effective educational technique to address holistic needs through education, mediation and listening.
The school also offered many extracurricular provisions such as art, ICT skills, football and badminton. Child X was part of the badminton team and there were currently discussions regarding collaboration with partnership schools through the community Successful Holistic Innovative Nurturing Education (SHINE) Scheme. This strategy gave School A the incentives needed to work in partnership with other schools, to enable every pupil's talents to be developed within the local community. Child X was excited to not only compete against other schools, but also had friends within them. This scheme initiated several features that are directly linked to positive child development. These included, regular participation schedules, emphasis on skill development, and involvement in meaningful interaction.
Eccles and Gootman (2002) also found that through local school community initiatives, children learn how to explore and influence in the world surrounding them. This suggested that School A's after school programs' possessed the power to promote general health and wellness of children by keeping them active, thus providing distinct opportunities for growth and development.
These initiatives also encouraged parental involvement and continually invited parents to attend. When querying with Child X as to whether her parents ever visited, she articulated that her parents and many other parents never got involved as they tended to be 'busy'. One set of barriers to parent involvement related to logistical constraints of time, money, transport or child care. But it has also been found that because parents in lower-socioeconomic families often have fewer years of education themselves and potentially harbour more negative experiences with schools (Lareau and Horvat, 1999).
An element that School A should then have considered, was that research has consistently shown that parental involvement in children's education makes a positive difference to pupils' achievement. Parental involvement with children from an early age has been found to equate with better outcomes in terms of cognitive development and social development more than parental occupation, education or income (Sylva et al 2004).
Thus, particularly for School A, programs and policies designed to promote parental school involvement in disadvantaged communities in the future may prove effective in providing a sense of collaboration for the child. However, being sensitive to each community's unique barriers and resources is also important for establishing and maintaining effective collaborations between the individual child, their families and schools.
In summary, the finest developmental milieu for a child consists of academic enhancement, infused with opportunities for physical, cognitive, social, and emotional growth. The approaches of School A showed that through reflection of a diverse context, students developed a greater understanding into their own values and beliefs about pedagogy. The school helped toward an understanding that holistic needs of a child can be met if schools create an ethos and conditions that support positive behaviours for learning and for successful relationships. In addition, they must provide an emotionally secure and safe environment and where appropriate, encourage parental and community involvement. Going forward, more attention needs to be paid to these non-cognitive outcomes, such as children's well-being. For best practice as a trainee teacher, the most significant aspects acquired for my personal development would be to attempt to encourage respect, help students find strengths in each other, develop consistency and support students to work for their personal best. After all, Every Child Matters.
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