By Herman Schmid
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Jerome Bruner remarked that movement and action represent the ‘culture of childhood’51 and this echoes the work of Jean Piaget, whose fundamental influence on early years of education concerned his assertion that children are agents in their own learning and that they construct their own meanings as a result of interacting with the environment. The idea of active learning is central to another of Piaget’s theories – that of schemes of thought or schemas. Just as adults may need external props such as maps or lists to complete a task or a journey, so young children need to practice concepts that they are learning.
In this way they are not only developing their olfactory abilities but also becoming cognitively more adept at discrimination and identification. An approach that is often used in working with young children is known as VAK and concentrates on visual, auditory and kinaesthetic learning. Although this approach does not cover all the senses, it provides a good starting point when considering both what to provide for young children to experience physically and also what their individual learning styles might be.
For the young child, still egocentric and still new to adult perceptions of morality, a realistic assessment of what is the right course of action is often a step too far. It is an unrealistic expectation, for example, to ask a young child to ‘share nicely’ when, from the child’s perspective, a developmental lack of empathy leads her to take the brick she needs to complete her building from a nearby child who has just used it for a similar purpose. Maria Robinson70 suggests that humans have a deep sense of territory which is evolutionary and linked to elemental feelings of safety.
Decimal Computation by Herman Schmid