TACTYC Conference, 2014 Our Our nets define what we catch? Learning in early childhood Kathy Hall University College Cork - PowerPoint PPT Presentation

1 / 28
About This Presentation

TACTYC Conference, 2014 Our Our nets define what we catch? Learning in early childhood Kathy Hall University College Cork


Hall, K., Curtin, A. and Rutherford, V. (2014) Networks of Mind: learning, culture, neuroscience London: ... wellbeing and development. OECD (2007) ... – PowerPoint PPT presentation

Number of Views:41
Avg rating:3.0/5.0
Slides: 29
Provided by: ValuedA376


Transcript and Presenter's Notes

Title: TACTYC Conference, 2014 Our Our nets define what we catch? Learning in early childhood Kathy Hall University College Cork

TACTYC Conference, 2014Our Our nets
define what we catch? Learning in early
childhoodKathy Hall University College
Plan of Presentation
  • Hallmarks of ECCE sociocultural nets
  • Policy nets early c/h curriculum, pedagogy
  • A new net neuroscience
  • Critical questions for the field

Hallmarks of ECCE sociocultural nets
  • Historical ECCE as pioneering
  • Nurturing children a moral and ethical objective
    in its own right ECCE
  • Experience Relationships opp to learn
  • Engagement and Creativity
  • Active participation in own development
  • Minimal hierarchy democratic processes
  • Still individually-oriented assessment practices

ECCE sociocultural nets
What children bring
Family / Community and Cultural Bridging
Active Participation
Personal Meaning
Intentionality/ Negotiation
Policy nets mediating ECCE Economic value a
global trend?
  • Learning outcomes , audits, testing, comparing,
    readiness the universal, typical child?
  • Individualisation independent of setting
  • Convergence in ECCE internationally- curriculum,
  • WSEs/Self evaluation transparency,
    accountability, quality enhancement

Policy nets mediating ECCE and becoming
conditions for childrens learning and
  • A hierarchy of knowledge and children as future
    workers maths
  • Devaluing of play and informal learning rush to
    early maths and literacy
  • Devaluing of arts and PE
  • Growing emphasis on children as consumers and
    users with rights being good choosers

Shift from home as ideal to school/daycare as
site of socialisation
  • In Norwegian policy documents on ECCE the
    metaphor of bazaar is used to argue for the need
    for a new architecture related to the
    institutional building. The new kindergarten
    has special rooms designed for specific learning
    activities. This is described as providing the
    children with possibilities to choose activities
    such as buying goods at a market. As part of the
    new pedagogical practices, a Childrens Meeting
    with large groups of children (40) aged 2-5 is
    arranged everyday in order for children to decide
    what they want to do for the next couple of
    hours. This is an example of childrens rights to
    participation, interpreted as individual freedom
    of choice from the age of 2 (Kjorholt, 2013,

Policy nets mediating ECCE children as capital,
investment in chn
  • OECDs Starting Strong refers to how starting
    early offers the highest rates of return and says
    learning starts at birth
  • Schoolification earlier and earlier
  • Shift from family to state
  • To guarantee returns on investment requires high
    levels of monitoring

Early is forever
  • The instrument assesses childrens learning in 5
    domains of early learning and sorts children into
    3 categories appropriate development,
    experiencing some difficulty, and evidence of
    significant difficulty. Each category is
    represented by a colored square, green for
    appropriate development, yellow for
    experiencing some difficulty and red for
    evidence of significant difficulty. This
    traffic light metaphor appears to be intentional
    as children who receive a red square are
    certainly stopped before they ever start school
    while the green square indicates good to go.
    After taking the screening test families are
    sent a Report ... coding their child as green,
    yellow and red lights, which on the basis of
    this approximately 30-minute screening, indicates
    whether they are in need of intervention prior to
    school Programs are available in June for those
    children needing intensive intervention, i.e.
    those scoring in the evidence of significant
    difficulty category....And the downward pressure
    for an even earlier start is on. (Hunt and Nason,
    2012, p158)

Early Years Foundation Stage Profile Handbook
(STA, Oct. 2014)
  • The judgment must say whether the childs
    learning and development is
  • best described by the level of development
    expected at the end of the EYFS (expected)
  • not yet at the level of development expected at
    the end of the EYFS (emerging)
  • beyond the level of development expected at the
    end of the EYFS (exceeding)

What ECCE is and is for
  • adaptation adjustment?
  • The early years child as a consumer in waiting
    (Woodrow et al, 2008)
  • What do we mean by self-regulation?
  • The pedagogized home (Stephen Ball)

Enter the Brain a new net
  • Neuro-imaging is a tool to see inside and
    provide a sense of the self (Immordino-Yang,
    AERA, 2013)
  • Neuroscience is perfectly positioned as a
    discipline not only to help explain why we are as
    we are, but to explore how we might change and be
    changed (Greenfield, 2008, p x Preface)

The Brain Activity Map(Obamas Presidency)
  • 10-year scientific project to examine the brain
    and build a comprehensive map of its activity
    (Obama, 2013)
  • Goal is to map the human brain with
    initial funding of 100 m US
  • 3 billion US to be triggered over the next 10
  • Changes in how science is practised and indeed
    what science is funded
  • Humanities globally declining?

Deterministic nature of the early years?The
early years of a childs life when the human
brain is forming represent a critically
important window of opportunity to develop a
childs full potential (Obama, 2013)
Brain is now everyday!
Hall, K., Curtin, A. and Rutherford, V. (2014)
Networks of Mind learning, culture, neuroscience
London Routledge
How NS influences Early Childhood
  • Conception to Age Two the age of opportunity
    (DfE, 2013)
  • Supporting Families in the Foundation Years (DfE,
  • Families in the Foundation Years evidence pack
    (DfE, 2011)
  • Early Intervention next steps (2011)
  • The Foundation Years preventing poor children
    becoming poor adults (2010)

Conception to Age Two the age of opportunity
(DfE, 2013)
  • At a universal level and across the early years
    workforce, promote an awareness of the
    importance of the parent/baby relationship and
    how this will influence the babys brain
  • Good quality relationships and secure attachment
    enable a growing brain to become socially
    efficient (para44)

Early Intervention the next steps
  • 2011 HM Government

Early Intervention the next steps(Graham Allen
  • In Chapter 2, I examine the phenomenal growth of
    childrens brains in the first years of life, and
    show how this creates exceptional opportunities,
    especially for mothers, to provide children with
    the social and emotional foundations that are key
    to personal development and achievement and the
    best single way to tackle inter-generational

The Foundation Years preventing poor children
becoming poor adults (2010)
  • Frank Field MP says by the age of 3 a babys
    brain is 80 formed and his or her experiences
    before then shape the way the brain has grown and
  • Independent review on poverty and life chances

Understanding the Brain The Birth of a
Learning Science (OECD, 2007)
Can neuroscience truly improve education?
This report suggests a complex, but
nonetheless definite answer yes,
but.... OECD, 2007 21
Understanding the Brain The Birth of a
Learning Science (OECD, 2007)
  • In the early life period, interactions and
    experiences determine whether a childs brain
    architecture provides a strong or a weak
    foundation for their future health, wellbeing and
  • OECD (2007)

A Prescription for Learning inclusions and
  • Educational neuroscience is generating
    valuable new knowledge to inform educational
    policy and practice
  • Neuroscientific insights can be employed to
    contribute to our understanding of learning
    disorders such as dyslexia, dyscalculia and
  • Key areas identified for further research
    include the better understanding of such
    matters as the optimal timing for different
    forms of learning, emotional development and
    regulation, how specific materials and
    environments shape learning, and the
    continued analysis of language and
    mathematics in the brain OECD, 2007 6
    which would, if realised, be well on the
    way to the birth of a trans-disciplinary
    learning science OECD, 2007 6
  • Absence of insights and research from other
    lines of inquiry SCT and even developmental

Social and Cultural Neuroscience
  • Human brain fundamentally a social brain adapted
    for social learning, interaction and transmission
    of culture
  • But the social is not homogenous or static
    scientists, labs, media, agencies, governments,
    pharmaindustry etc.
  • Where attention is focussed

What view of culture and social?
  • Stable and shared
  • Group and geographically based
  • Can be established by questionnaires
  • Can be measured and represented as brain images
    of activation fMRI
  • Promissory nature of SNS and CNS scans as
    matters of fact and types of brains

Colonization and the potential demise of a
  • CN in its infancy but
  • Explaining the allure an exact, all encompassing
  • Authority of NS and how it speaks to us
  • What can be ignored and allowed fall out of the
  • Only some of the social world gets represented in
    the brains networks

Implications for the ECCE community check the
  • Build better alliances, new partnerships across
    research and practice?
  • What sets of relations, whose voices?
  • What has to be explained what the brain does or
    what the person does?
  • What kind of person is it possible to become?
    What is available to be learned?
  • How do the nets mediate what people do?
  • Avoid excessive enthusiasm and excessive
Write a Comment
User Comments (0)
About PowerShow.com