The purpose of Education

This post shall outline my pedagogical beliefs and my views on the purpose of primary education.

"Pedagogy is about more than 'teaching' in the narrow sense of methods used in the classroom. It represents the considered selection of those methods in light of the purposes of the curriculum and the needs and developmental stage of the children and young people". (Donaldson, 2015, p.63). 

I believe there are many pedagogy styles that should be used in the classroom to ensure that all children and their individual needs are met and they meet their full potential in education. Learning by discovery is a way that children can search for information themselves, using the library, or the internet to find the information they need and choose the relevant information. This helps the child gain self-confidence and become self-directed.  Discovery learning is defined as being constructive form of learning, and self-managed. (de Jong & van Joolingen, 1998). Constructivism is learning by being active and constructive. It gives children the opportunity to create their own representations of objective reality. Vygotsky's social development theory is one of the foundations for constructivism. Vygotsky believed that learning was necessary and universal aspect of the process of developing culturally organised, specifically human psychological function. (Vygotsky, 1987). Vygotsky also believed a child's learning occurred through social interaction with a skilled tutor. I also feel learning by discovery allows children to discuss and debate the information they have found, this will improve social interactions with in the classroom and teach children valuable life skills. Learning by doing is another pedagogy style that i feel children benefit from in the classroom and daily life. Learning by doing is being active in learning and having a hands-on approach.

By learning practically children get to practice skills and test their knowledge. Dewey recognised the importance of active learning in the classroom. "The teacher and the book are no longer the only instructors; the hands, the eyes, the ears, in fact the whole body, become sources of information, while teachers and textbooks become respectively the starter and the tester. No book or map is a substitute for personal experience; they cannot take the place of the actual journey". (Dewey,1962). Dewey believed that children that go to school should be able to do things and live in a community which give them real, guided experiences to contribute to society. (Dewey,1963). Many of Dewey's ideas are still used today in education, such as subjects such as maths, geography and history being taught actively and using everyday life skills, such maths could be learnt through measuring in cooking, or working out how long a journey would take. Dewey also believed that education should take into account each individual child's need and abilities, as every child is different. This is something I agree with, within pedagogy when using a standard curriculum for all children there must be room for adaption and different pedagogical methods to ensure every child's individual needs are taken into account.

I believe the purpose of education is that education is the development of skills, knowledge, and self-discipline. I believe these are essential for twenty first century living in the real world, and will help prepare children not only for school life but also becoming a functional member of society.

Montessori's learning theories also have the same aims and beliefs. She believed that for children to develop practical life skills through linguistic exercises, sensory training and physical activities are what children need to be equipped for practical life. (MM, p.62). Montessori taught many life skills such as good nutrition and hygiene. She believed it is very important that children develop skills and knowledge to live in society, and develop self-discipline and independence. Montessori considered discipline to be development of

self-mastery and motivation to continue their learning process without the teacher's involvement. "Since the child now learns to move rather than sit still, he prepares himself not only for school, but for life: he becomes able, through habit and through practice, to perform easily and correctly the simple acts of social or community life. The discipline to which the child habituates himself here is, in its character, not limited to the school environment but extends to society. (MM, p86-87). Montessori thought by learning independence and practical life skills allows children to become meaningful members of society. Piaget, like Montessori believed that children developed in a progression sequences. They both believed that free play was important for children to learn and explore, and that children construct their own knowledge and not just learn it from adults.  Although their theories differ in many way, such as the actual development sequence timing. Montessori believed that the most important years for a child to learn are between birth and six years old, and that they learn from the environment and people around them. Piaget's developmental sequence differs in that he believed children did not really begin to learn until seven years old. 

I believe learning and knowledge begins at birth and would there fore agree more with Montessori, although where teaching methods are concerned I feel Piaget's methods are more appropriate, he believed that the curriculum and classes should be age appropriate, and he incorporated more social experiences with real life situations.

References

Dewey, J & Dewey, E.  (1962): Schools of Tomorrow. New York: Dutton.

Donaldson, G. (2015). Successful futures: Independent review of curriculum and assessment arrangements in Wales. Welsh Governement. 

Jong,T. De & Joolingen, W.R van (1998). Scientific discovery learning with computer similations of conceptual domains. Review of Educational Research, (68), 179-202.

Montessori, M. (1965) Dr. Montessoris own handbook. New York, NY: Schocken Books, Inc.

Vygotsky, L,S. (1987). Mind in Society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.