Understanding Theory, Socialisation, and Educational Approaches in Teaching

Question: Activity 1 Use this case study to answer the questions that follow. Ms Gcwadi teaches in a rural Grade R context where there are two other Grade R classes. She has observed that during staff meetings, discussions only revolve around the management of discipline, keeping records and assessments. These are important issues to discuss at meetings, but very little time is allocated to the discussion of theories to stimulate debate and dialogue. Ms Gcwadi approached the head of the Foundation Phase and suggested that the use of theories should be discussed at the next meeting. The HOD refused because she felt that this was not a relevant issue to be discussed at meetings and that it was an issue that each individual teacher should tackle on their own. 1. Explain your understanding of theory. 2. Explain what is meant by the term “socialisation”. 3. Do you agree with Ms Gcwadi that theories should be discussed at staff meetings? Explain why you agree or disagree. 4. Do you agree with the HOD that theories should not be discussed at staff meetings? Explain why you agree or disagree. Feedback on activity 1 • Did you state that a theory is a set of ideas, a tool for thinking about your practice? • Reflect on how you would use theories in your Grade R classroom. • How will you use theories as a tool when there is a diversity of cultures, languages, learning styles and genders in your Grade R class? • Did you state that socialisation is the process through which children learn the norms and values of a society? • To what extent is the role of the Grade R teacher to ensure that children really are well socialised? Provide some examples. • Think about how discussion and debate during staff meetings might be useful for enhancing our understanding of theories. Activity 2 Look at the table below to understand the focus of each theory and its implications for practice. Then answer the questions that follow. Theories Theorists Focus Implications for practice 14 Developmental Piaget Steiner Montessori Gardner Erikson The discrete and/or continuous stages of development Educators respond to and plan activities in relation to children’s developmental stages Sociocultural Vygotsky Bruner Bronfenbrenner Malaguzzi Rogoff Development and learning occur in the context of children’s communities Educators and more knowledgeable others scaffold and transform learning in response to children’s prior understandings Sociobehaviourist Pavlov Skinner Bandura The role of experience in shaping children’s behaviour Educator-directed activities coupled with rewards and reinforcements Critical Habermas Freire James, Jenks and Prout The curriculum can have hidden aspects which frame certain points of view and ignore others Educators challenge assumptions about curriculum and query taken-forgranted practices Post-structuralist Foucault Bourdieu Canella There are many forms of knowledge and no absolute truth Educators explore many different ways of exploiting power relationships embedded in their practice that may privilege certain children over others 1. Explain the difference between Sociobehaviourist and critical theories. 2. Critically discuss how these theories may influence the Grade R teacher’s implementation of activities. Answers only