Early Childhood Education/Early Years (Including emergency settings)
Debra Laxton and Marilyn Leask with inputs from the MESH Early Years Editorial Board | View as single page | Feedback/Impact
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Early Childhood Education/Early Years |
Effective learners and cultural impactDifferent cultures have different approaches to learning and to teaching children how they should live in their society. Probably the most important research finding for those working with young children is that neuroscientists have found that intelligence is not fixed, that the brain can be developed throughout life (Howard-Jones, 2016). However, the language used around a child who is learning may influence their belief in their capacity to learn. In English, there are no single words to describe the stages of learning, yet in Kaupapa Māori there are words which help learners to understand the challenge of learning and the good feeling that comes from learning: “There are three Māori concepts that describe the stages of learning: mohiotanga, what the child brings to the learning experience, mātauranga, the challenge involved in learning something new, the struggle of learning as the learner comes to understand it, maramatanga, the understanding and feeling of achievement that comes from the struggle. “ p.1 Culturally responsive assessment based on Kaupapa Māori, www.theeducationhub.org.nz . This knowledge about brain development underpins the advice about learning in this Guide. In England, the Early Years Foundation Stage framework (Early education, 2012, pp.6-7) identifies three key characteristics of effective learning:
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