By Harold E. Lurier
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Additional resources for Crusaders as conquerors: the Chronicle of Morea
Translating the knowledge, skills and understandings to be learned from these schemes into activities that children will do is a classroom task and it is here that a problem may arise. Children may be asked to read a book or write a story, for example, but the teacher’s intentions about what the children are to learn from either of these activities may take many different forms. Of course, what children actually learn may not match the teacher’s intentions; however, that does not alter the teacher’s responsibility to identify purposes for learning.
But why doesn’t he use his own food? (Tizard and Hughes 1984) Tizard and Hughes comment that the child’s concepts about work and payment are still unclear. The child has the ‘intellectual capacity’ and her 20 Topic work in the early years mother’s explanations are uncomplicated. ). This extract demonstrates a child’s persistent attempt to make sense of her world and the gradual development of concepts. She exemplifies our point that children, given the opportunity, are good learners. Simply because they are good at learning, their concepts have to be built up gradually over time.
The use of space is strongly connected to the use of materials. Some schools have evolved a practice of moving children from one room to another, on a weekly basis, to make best use of all their resources. This is obviously a radical notion, causing a good deal of upheaval, but it is an experiment demonstrating flexible thinking. Less controversially, schools with extra space may be able to double up use of spare classrooms as they consider whether the pressing need is for parents’ rooms, a music room, a resources room, a design and technology area or perhaps all of these.