By Rheta Devries, Betty S. Zan
This paintings addresses the query of ways to set up an interpersonal lecture room surroundings that fosters kid's highbrow, social, ethical, emotional and character improvement. The authors draw upon and expand the constructivist paintings of Jean Piaget in sociomoral improvement.
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Additional info for Moral Classrooms, Moral Children: Creating a Constructivist Atmosphere in Early Education (Early Childhood Education Series)
J thinks he can jump over two spaces in order to capture an opposing checker. K decides they can move backwards. ln a constructivist classroom, the teacher cooperates with children. He or she invites their ideas on what to learn and facilitates exploration, experimentation, investigation, and invention. The constructivist teacher cooperates with children by consulting them and often acting as a companion, as a player in games, and as a fellow experimenter. THE TEACHER'S ROLE As we indicate in chapter l, the teacher's relations with children are crucial to the sociomoral atmosphere.
Ln many schools where children's physical needs are met, emotional needs may be overlooked. We discuss in chapter 3 the unfortunate effects of heteronomy on aIl aspects of children's development. The Drill Sergeant may be considered an emotionally abusive teacher. The Manager may be considered an emotionally absent teacher. The Mentor is not only emotionally present and available to children, she continually takes children's feelings into account and tries to help themconstruct a more stable system of feelings and ways of coping with difficult feelings.
The first example illustrates what nof to do when the mother observes her child grabbing a toy. The reader may notice that the mother's interventions are mainly levell interpersonal understanding, as discussed in chapter 2. Mother: Why did you snatch that truck from John? Child: 'Cause it's my turn! M: Give it back, James. C: 1don't want to. It's mine. M: Why don't you play with your cars? C: 1want my firetruck!