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Editor's Notes

• #11: Marilyn
• #12: Kravtsova - theory of the zone of potential development – social and cultural world of the child that lies with in this sphere of possible engagement – engagement potential is generated for future engagement activity. Motivation for meaningful engagement that children can one day do by themselves. ZPD - Proximal development – suggested by the adult and actively supported and scaffolded by the teacher Actual development – can do without adult assistance Proximal – can do with support of others Potential – what the child can potentially do. Wertsch (1985) – potential development
• #14: Marilyn Nature vs Nurture theories taken into motivation. Nature determines that intelligence and ability are fixed v nurture determines that intelligence and ability can grow. Beliefs: Fixed – innate natural ability or talent determines our success. We enjoy success, even with little effort and avoid set-backs and challenges Growth – factors such as effort, application and study skills will more accurately determine our success. We enjoy meaningful success. Fixed mindset avoid challenge I used to this but I am done, finished. Growth challenge means that I need to adapt and learn. OK this has happened to me now I have to adapt. Accepting part of life is very difficult and you have to learn to overcome adversity and challenge. Praising for effort rather than results.
• #15: Marilyn Challenging learning Riding a tricycle. Becomes an automatic action and is in the practice zone. Consolidating existing skills. Ready to progress to a two wheeler. What you can do now with support and encouragement. In the learning zone. The wobble is feeling unsure and whether you will succeed. Sometimes cognitive wobble. ‘outside your comfort zone.’ – uncertainty, nervousness. Struggle leads to strengthen attitudes, develop skills and acquire knowledge that can be used to cope with future challenges. The temptation is to rush in and help then the challenge becomes removed but better to support so that learners so that they can engage with the task in their own Learning Zone. Give time. Vygotsky’s theory underpins the learning zone.
• #16: Marilyn The progress wave begins in the practice zone. Lessons and learning experiences connect with prior understanding and extend through challenge and then consolidate the new attitudes, skills or knowledge. Over time capability is increased and more complex ideas and learning is introduced. In Early Childhood intentional teaching is used to promote challenge and targeted learning. What skills, information, values or dispositions children would benefit from? In aged care similar strategies are used to reinforce existing skills, and prior learning and extend to new or more complex capabilities. Challenging experiences and interactions that foster high-level thinking skills Strategies such as modeling, questioning, speculating, explaining Use of provocation – Reggio Emilia approach Emerging interest or curriculum – learning pathways Making learning explicit Sustained, shared thinking will also challenge and extending thinking and learning potential. Plan for these conversations. Keeping the ball in the air – open ended questions to extend conversation Involves Genuine inquiry - philosophy creative and collaborative problem-solving opportunity to elaborate, recap and review ideas suggesting and wondering scaffolding understanding of discussion summarizing and reflecting Ie. Art, music, discussion, guest speakers, IT
• #18: Marilyn Examine perceptions and understandings, changing assumptions takes unpacking for people to understand and to own it. Do they understand the intent or become very task orientated and not understand the intent child voice around their learning and lifestyle. Becomes adult dominated rather then child dominated. Intent but how interpreted is very contextual. Kindy – using sticks, wanting rules Independent and experience personal freedom – what we are doing is the opposite - reasonable risk
• #19: Marilyn Another slide about modes of communication Effective modes and ineffective modes. Curling suffocates adult mode of self responsibility and being mindful of how you behave and what you do. Displaying anxieties and wanting to control the situation from relatives and staff – resident being vulnerable operates in child mode and accepts ideas and thoughts. For children parents do everything for them ‘helicopter parenting.’ Supporting by structuring and working along side. Related to the theory of ego states that categorize how we think, feel and behave – Parent, Adult and Child. Parent is the’ taught’ concept of life, adult is the ‘thought’ concept and child is the ‘felt’ concept of life. Transactional analysis –(communications) even from young children need to start operating in these effective modes of communication Effective modes – single entity draws on resources of parent and child (best of them) the thinker and mindful is not age related Structuring mode – caring while firm Supporting mode – affirming and considerate Co-creating – living and working together Playful mode – confront people playfully as a way of dealing with difficult situations Ineffective modes – Criticizing mode – believe that others cannot do things, not capable Interfering mode – do things for others which they are capable of doing for themselves – learned dependence Inconsistent mode – changing behavior unpredictably and in random way Over adapted mode – over adapt and tend to experience emotions such as emotions as depression and unrealistic anxiety ‘I’m not ok, your not ok.” Oppositional mode – belief that we need to resist for the sake of it. Going against whatever others put forward Even when opposing others we are not able to think for ourselves because we are reacting to them Reckless mode – not take responsibility for our actions and run wild without focus or boundaries
• #20: Kerry