Starting from the Child: Teaching and Learning from 3 To 8

By Julie Fisher | Go to book overview

9
PLANNING, DOING AND
REVIEWING
Children organizing their learning

Introduction

This chapter looks in practical ways at how young children can organize their own learning. Previous chapters have suggested that in a well-organized classroom, where space is utilized effectively and where children can find and replace their own resources (see Chapter 5), children can work with increasing independence. The role of the teacher is crucial in planning classroom activities that take account of the considerable amount of time that young children spend working alone. The planning of activities needs to acknowledge the difference between the kind of activities that children undertake alongside an adult (teacher-intensive activities) and the kind that are successfully tackled alone (teacherinitiated activities; Chapter 4). The order in which work is done and those with whom work is done are also features of a negotiated classroom (Chapter 8) and each of these different features contributes towards children's increasing autonomy as learners. This chapter is concerned with how children can organize their own learning, how they move independently from one activity to the next and how their independence is supported in constructive and purposeful ways.

There are a number of strategies that teachers use to support children's independence and to encourage their self-discipline and sense of responsibility. One such strategy involves children in having considerable responsibility in planning their own learning in some of the ways described in Chapter 8. This strategy aims to motivate children by giving them opportunities to make choices

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