Teacher as Enquirer Assignment PDF
Added on 2021-05-31
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Running head: TEACHER AS ENQUIRERTeacher as EnquirerName of the University:Name of the Student:Author Note:
1TEACHER AS ENQUIRERTable of ContentsIntroduction................................................................................................................................2Literature Review.......................................................................................................................2Overview of the socio-cultural approaches in Early Childhood Education...........................2Overview of the socio-cultural contributions.........................................................................5Importance of adopting an Intentional Approach of Teaching..............................................7Conclusion..................................................................................................................................8References..................................................................................................................................9
2TEACHER AS ENQUIRERIntroductionSocio-cultural approaches mainly emphasizes upon the interdependence of individualand social processes in the co-construction of education. The curriculum emphasizes themajor role of culturally and socially mediated learning and more responsive relationships forthe children with places, things and people. Young children learn through collaboration withthe adults as well as peers, through guidance and observations and through individualreflection and exploration. Recent studies have indicated that the children develop emergentskills and knowledge, which lead to formal literacy at their homes as well as other childhoodsettings, before entering schools (Thomas, Warren & deVries, 2011).The report throws light on early childhood curriculum from an integrated, socio-cultural approach, which highlights the importance of adapting an intentional approach ofteaching, including visual arts, physical wellbeing, technology, math and other subjects.Teacher-directed and play-based learning in the early childhood education have beentraditionally positioned as pedagogical or oppositional binary. Play as a primary context forthe younger children is regarded as a dominant discourse in the early childhood setting andteaching is considered as a context for supporting the younger children’s learning as a highlycontested discourse (McLachlan et al., 2006). The paper consists of three major areas; a briefoverview of the socio-cultural approaches in early childhood settings, an overview of thesocio-cultural contributions and the importance of adopting an intentional approach ofteaching.
3TEACHER AS ENQUIRERLiterature ReviewOverview of the socio-cultural approaches in Early Childhood EducationThe socio-cultural approaches to development and learning were first being appliedand systematized by L.S. Vygotsky along with his collaborators in the Russian nineteen-twenties. They are completely based on the overall concepts of human activities taking placein the cultural contexts. These factors are mediated by language as well as other symbolsystems, which can be best understood on investigating the historical developments. At thetime, when the psychologists were intent to develop some simplified explanations of thehuman behaviors, Vgotsky developed a multifaceted and rich theory (Estrella, 2017).Through this theory, he examined a variety of subjects including psychology of thought,languages and art., learning and development with a special focus on the education of theyoung children and their specified needs. On the contrary, it was seen that his work was being suppressed for around twentyyears and it did not became accessible till the late of fifties and the early sixties. The socio-cultural approaches have gathered immense popularity and recognitions, since then, whichwas being developed by scholars in different countries. The contemporary interpretations aswell as re-interpretations of Vygotsky along with his collaborators have reflected obscurityand visibility of the theory in the next sixty years (Roskos, 2017). In the past twenty five years, the interpretations and expansions have led to diverseperspectives on the socio-cultural theory. Dissemination of the ideas of Vygotsky and itsapplication in diverse national contexts has helped in contributing a complex butheterogeneous proposals. Moreover, the ideas and concepts of Vygotsky are condensed and attimes, it did not develop fully. Majority of the works remained un-translated in Englishhowever, irrespective of these difficulties, the theories became increasingly influential in the
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