Fostering young children's representation, planning, and reflection: A focus in three current early childhood models

The article begins by discussing the underlying processes that coincide with literacy and mathematics. These underlying components include self-regulation, problem solving, planning, and higher level thought processes. One important learning area of the preschool years is creative /dramatic play. According to Vygotsky, this kind of play allows children to self-regulate and think symbolically about objects and actions. Over the past few months, I have become a firm believer in the power of creative play. I have been working at The Children's Museum of Cleveland as an Exhibit Educator, and I have had the opportunity to witness firsthand how important play is to the development of children. I have seen children work out their emotions through their play, express themselves, and learn many new concepts. I think it is very interesting that research shows children who are given more opportunities for reflection score higher in almost every area of development.

This article goes on to discuss three different pedagogical approaches to child development/learning. The High/Scope method is based on the belief that children learn best from directly interacting with their world and then reflecting upon it. Another trait of this approach is the plan-do-review activity. I feel that this specific activity is one that could be implemented and altered for any age group. Epstein, a High/Scope educator believes that this approach of planning and reflecting allows children to "to the initiative in pursuing their interests..." The next method, Tools of the Mind, is based on Vygotskian theory. The goal of this method is for students to begin to discuss plans without advising from an instructor. Play is seen as preparing students for voluntary, deliberate behaviors. I sort of agree with reflections being discussed the following day instead of the same day. This gives students time away from the activity, and may lead to a more honest, accurate reflection. The third method, entitled Reggio Emilia, is based on the idea that children benefit most from working on long-term projects in coordination with their teachers. This method uses visual methods for reflection and communication. I really like the idea of a child simplifying and clarifying their ideas through visual representation. I believe that ideas can be taken from each of these approaches to form a more well-rounded approach. I am interested to see the opinions of the rest of the class during our Journal Club tomorrow.