Electronic Submission

when you get around to doing this at Warwick...here are some tips:
1) there's a proforma marking sheet that you have to attach to the front of your essay...so put it on before you start (as a title page in Word so your headings won't show)
2) in your header, which will appear on every page of your essay - only write your heading.
3) your footer will require your student id and page numbers.
4) save the FINAL essay as the module number (for instance IE2B6) and your student id....not the essay title (not allowed!)

At NWHC I used a different format to the above - always included a reference and bibliography page and never wrote in the first person.....
At Warwick - they require the above format for e-submission, don't want a bibliography (only references) and don't seem to mind if you use the 1st person....(although I can't bring myself to write in this way having trained myself in the 3rd).


There you go - now you know...Happy Days!

Empirical Research

just before the children broke up for Christmas, I went into my chosen school to conduct my empirical research. Broadly, the subject is 'gender'- specifically I am interested in if young children conform to unwritten gender norms - and if this changes between the ages of 4 and 7. My sample group was 4 year olds from reception and 7 year olds from year 2. I designed a computer game whereby various toys appeared on the screen and each child selected whether they thought 'boys' would like to play with it, "girls" would like to play with it or "both boys and girls" would like to play with it. As an extension, the children were periodically questioned about the choices they made and their responses recorded (ethically of course!) Several things I learned.....firstly....collection of this data took ages...much longer than I thought....I interviewed 30 reception children and 20 year 2 children and I had to spend a whole day and a half in school. Needless to say, I was sick of the computer game by the end of it!!! Secondly, I was amazed at the patterns which emerged from the research and how, whilst the children's responses in terms of were similar, they differed between the year groups - in other words the four year olds, whilst producing similar responses to each other, consistantly answered differently to the 7 year olds! The patterns were too obvious to be coincidence....it was so interesting. I haven't yet analysed....as it's now been placed into the 'B' drawer as the Globalisation essay as now gone into the 'A'drawer....but I am looking forward to making sense of these findings...not that I discovered anything new...but it does reaffirm the idea of children "doing" gender.....!

Situated Cognition

I wrote an essay last year which was looking at the EYFS and National Curriculum – the theme that emerged was pedagogy and learning within the constraints of such frameworks. I remember at the time referring to children learning by watching and referenced Bandura as a relevant theorist...however, upon reflection, what perhaps may have been more appropriate to refer to was the learning theory of situated cognition. Derived from an anthropological perspective, Leve & Weger studied learning in the context of different cultures. Many of these cultures, they found, developed learning through an expert being watched by a novice – not unlike an apprentice. The knowledge is known as ‘situated’ – in that it is gained from a location and source and is specialised. They found that there were many tribal rituals across the world being passed from generation to generation in this way. The ‘community of practice’ was where groups come together with experts and novices and skills are shared and practiced together.
For me, two issues come up from this – it can be seen how constructivist theory (Piaget) and even more so - social constructivist theory (Vygotsky/Bruner) link into situated cognition. The learner remains at the centre where they construct knowledge but also I can see a link to connectivism theory (which isn’t always clear from the traditional constructivism view. Look at the foundation of situated cognition – particularly ‘community of practice’ - the group come together with experts and novices to skill share – that’s connectivism isn’t it? The difference is perhaps the location of the groups may be, thanks to technology, located anywhere – outside the ‘little boxes’ of old.

Piaget revisited....

Interested primarily in genetic epistemology, [the philosophy of how humans gain and develop knowledge] Piaget’s work on mathematical development stemmed more from a wider interest in logic than a desire to discover how children are numerate. However, we know that key to Piaget's theory is that children think differently to adults. This is [in Piaget terms] because they simply haven’t yet had the range of experiences needed to think in an adult way.
This, I believe, is a key point that is of great use if you need to get your head around the constructivism theory on schema's.......
Piaget contended that human thoughts are organised into schemas, which are built upon and retrieved as cognitive development progresses. The child remains very much at the centre of this process, an active learner, constructing knowledge as they constantly revisit what they already know as they experience more and more of their world.
In mathematical terms, it’s easy to see how schema is important, as the child builds on basic numerical concepts; also the idea that logic develops from concrete to abstract is key in mathematical understanding.
The critics of Piaget [eg.Donaldson, Borke, Bruner] question the validity of many of his experiments because they felt that the children didn’t understand what it was they were being asked. The questions simply did not make ‘human sense.’ Further experiments were developed so that children could contextualise what was being asked and the success rate was much higher with children much younger than Piaget had written.....more children could internalise knowledge [central to cognitive development according to Piaget] when they understood the scenario of what was being asked...by way of example – Egocentric or not – being able to decentre from personal viewpoint - the mountains test vrs the cross, villain and the policeman test. (see Donaldson, 1979).
Piaget has become like a very comfortable old friend during the last couple of years and I still find his work interesting and the work of the people who looked deeper into his work and disputed its validity. One cannot deny his [continuing] influence in many international education systems. Piaget and his impact on mathematical teaching was the serving of the day – an [albeit very] ‘pro-piagian’ video and a slightly less bias power point, made two hours pass in a blink..... enjoyable stuff.

Innate Numerosity....

The idea that human infants and even birds and animals possess an innate numerical ability is fascinating. Even my ‘inner-cynic’ cannot deny the research carried out on varying animals and birds is pretty amazing; though one could almost write this off as an accomplishment of training rather than any deeper numerical understanding. However, I cannot explain how, without any training, the Serengeti Lions, will only attack their prey if they are not out numbered. Hence, whilst I’m not suggesting the lion has the ability to ‘count’ his prey – the judgement based on ‘how many’ shows there is a numerical competence present....and, more importantly, it’s present without any human training. (Similar studies show, birds are aware when an egg is removed from their nests.) Karen Wynn conducted a study in 1992 into the innate numerosity of human infants, as young as three months (though further studies have looked at infants who are just days old!). Some of these experiments were recorded on video and it is quite an intriguing watch. The findings are based on the notion that young babies are less likely to look at something for a long time - if it is something that they expect to see (technically called the ‘gaze duration’). So, researchers show the babies a scenario that has both a possible outcome (what one might expect) and an impossible outcome (what one wouldn't expect.) They take a box, and the baby watches as they put Mickey Mouse into the box. Then, using a screen, they cover MM up – and show the babies another MM entering the box. Then they take down the screen. The possible scenario of course is to see two MM’s behind the screen since 1+1=2 and when the babies saw 2 MM's – they looked away/lost interest.....when the babies were shown the ‘impossible outcome’ – one MM behind the screen (even though two were put in) – they stared intently at the box (the baby on the video even had a frown on his face!) The odd and slightly confusing issue here, is - how do they know? surely the babies aren’t actually thinking - at least not in terms of 'language' thinking....and they can't draw on experience/learned behaviour......so you have to ask (and the researchers did) it is that they just naturally know it’s simply not right? This is what these reasearchers were saying, concluding that we must assume that there exists a deeper cognitive ability present even at birth.
Interesting isn't it? and I am now really wondering how much babies/young children actually do know already and how much of the current EY curriculum actually accounts for this innate knowledge?

and so to warwick....

I left WIE this morning feeling very happy indeed. The group for my option module is really small (only 9 people, with 1 absent), the module leader was very nice and appears to be very helpful in terms of her availability (had heard horror stories about this!) and, when the essay titles and tasks were flicked up on screen, I was pretty confident that I would [with knowledge acquired in Y1+2] be able to have a go at them now (and they aren't due til march!) In fact - I'd argue that at face value - they appear easier than what we have been presented with in year 2!Both myself and Anne-Marie were impressed by the fact the whole course is online (similar to moodle - but easier to navigate) - I have come home and been able to look at leisure at the tasks and reading needed for the entire module. So impressed was I, that I went to the other modules on my timetable as to get a headstart on what might be expected......only to find blank pages on most!!! Almost not surprised by this...I will keep looking in to see when [or if!] anything ever gets posted!
Feels good to be getting on with it at long last and I must say I do feel prepared....was inwardly smiling when we were told we had some mathematical tasks to do with some children - the tasks were pretty much Piaget's experiments.....many of which I did during my Child Development Project last year!
So..on the whole....feeling very very happy and glad to be in the 2nd half of the game!

An intro to Warwick

If you are a first year reading this...well done you found my blog! it was nice to meet you all this morning and I hope that I left some useful positive vibes for you to adopt on your journey! I hope you follow and interact with my blog and join me on facebook - which I forgot to mention is listed under my long name - Jeanette Snape!
The much anticipated return to Warwick arrived yesterday...and we had an 'induction.' Not worthy of reporting here.....except they had changed the TimeTable for the current term, meaning that they re scheduled a lecture that we thought would be on a Monday afternoon to Tuesday afternoon - which was a pain (not to mention a surprise) for some who have to work on a Tuesday!
Anyway - my 'option' module, worth 30 cats, is The development of Numeracy in the Early Years, and that's my very first lecture on Monday morning.......let's see what that will bring...:-)

Placement

Today was my first day of my weekly [self arranged] placement at an Infant school. For the next academic year, I will spend every Tuesday in school, watching, learning and having a go at practicing teaching skills. My placement begins with Autumn Term in Reception, Spring Term in Year 1 and then Summer term in year 2.
There is something about being in a classroom that makes me feel so at home. I love the buzz of the busyness and bustle of the day. I have missed this so much. I came home feeling quite down that I am unable to be in this role yet....I miss working sooooo much. However, the placement gives me a 'fix' of where I want to be and also enables me to to take my skills of working with children a step further - particularly in the assessment and recording the progress of the children.
Reception was an interesting place to be....and for the first time in two years I'm beginning to wonder, which age group I'll be the best at teaching?

No more science!

the postman was the bearer of good news today as I received my science results....got a B on paper 1 physics and a [bloody] A on paper 2!!!! overall science grade was a B....which I am really pleased with as I only needed a C. I am so relieved that I don't have to endure those awful Tuesday nights anymore.....and can concentrate on the degree 100%.

Happy Days!!!!

End of Part Two...........

The results are out and it's official...the second year is over. I am very pleased with my results through both years.......scoring only firsts and whilst I am still amazed at my success, I approach Warwick with anticipation of the first essay mark of year 3....I wonder what I'll get there?
I was delighted with the last essay I produced for Policy and Practice - BM (not the easiest to please) gave me a whopping 96% - and added a comment that it was 'publishable!' - very flattering - since the only thing I have ever had published was a problem in "Just Seventeen" when I was 14!!! (although, when questioned where I might publish it - he couldn't answer.....but the thought was there!)
I have learned so much over the past two years....as apprehensive as I am about my future marks at Warwick - I leave year 2 with much confidence in my abilities and remain highly focused on my goal. I extend many thanks to all the lecturers - especially Lin for her support and ability to listen as well as hear!
I know I am prone to a moan.....and I apologise for sometimes liking the sound of my own voice too much..... [not always a good thing!]......but thankfully, I'm not easy to offend and give you all permission to tell me to shut up!
I am off to Florida for my Jollies with the fam......and my blog will continue in October 2009......hope you'll continue to look in [and interact] sometime......! tootles :-)