Aug 24 2009
Innovative Ideas
Most professionals in the world of early childhood education are devoted to helping young children, yet, many are too eager to interpret scientific findings in ways that are counterproductive to children’s development. In the last decade or so, scientists have been busy exploring the inner workings of the brain. They have concluded that since young children’s brains are so pliable, potential for learning is greater than we ever believed possible. Many educators interpret these findings as a way to advocate for high tech classrooms that are filled with every kind of computer and sound system. While others seem to believe that a young child’s world should be filled with writing instruments, paper, and flashcards. And then, there are those of us who understand that scientists are not advocating for either of the above, but rather, are suggesting that we should create safe, stimulating, open ended environments where children’s explorations lead to the creation of a firm and solid foundation for future learning, self confidence, and success.
If each child was given opportunities to play, to build, to create, to experiment, to mix, to explore, to make mistakes, to be read to and listened to, we would be using the scientists’ findings in ways that would foster child friendly educational environments. Children who learn about themselves and their world in secure, stimulating environments are more likely to become passionate life time learners than children who attend passive, product/goal oriented programs. Before we can think about academic classrooms for little people, let’s agree that our children have the right to “play” and the right to be “valued” for who they are and not for what they can do. I applaud the latest brain research about children’s learning potentials. Now, let’s use this valuable information to create programs that are best suited to the developmental needs of our young children.
Magical Educating!
Donna Mavrides
Magical Moments
www.magicalms.com
