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April 5, 2017 | Criticism Theory | By admin | 0 Comments

By Jane Johnston

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Today we are slowly struggling with mixed messages about what is good education with the messages from theorists and experiences about child-centred education, vying with the messages from imposed structures of educational strategies (DfEE, 1998 and 1999a) and a seemingly curriculum-centred system (Cullingford, 1997; Johnston, 2002). We recognize that children learn best when offered varied activities (Dewey, 1916), taking into account that children have different types of intelligence (Gardner, 1983) and learning needs.

Ooooo! ' The world through a magnifier was new and novel and far more exciting than the ice balloon. The other children looked at the balloon carefully and while they did not notice the details that older children will notice (see Chapter 2) they focused on the water now puddling on the table. 18 Early explorations in science It's melting. Going away. Getting smaller. When different balloons are put into water, children have been amazed that all float but in different ways. They are particularly surprised that the ice balloon, which feels very heavy, will float.

Inferred knowledge. Factual knowledge can be acquired through first-hand experience or through secondary sources such as television, films or books. Children can develop factual ideas about animals from very early picture books. The Very Hungry Caterpillar (Carle, 1970) can develop factual knowledge about the life cycle of the butterfly. Children's television programmes can add to this information. Practical experience, observing caterpillars and butterflies in the garden at home and in the wider environment, can further develop these ideas.

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