ERIC Number: ED369477
Record Type: Non-Journal
Publication Date: 1993-Sep
From Play Activity toward Learning Activity: Developmental Perspectives in Early Childhood Education.
Janssen-Vos, Frea; Pompert, Bea
One of the goals of Project Onderbouw in the Netherlands is to develop an educational concept and curricula to be used in primary education. The educational concept adopted for the project is termed "developmental education." Based on neo-Vygotskian principles and other theoretical approaches, "developmental education" emphasizes: (1) education's contributions to broad development, with many-sided personality development as its highest aim; (2) situations and activities which have meaning for children; and (3) a mediated action role for the teacher. Based on the conviction that children's development is under the influence of the sociocultural environment and can consequently be affected intentionally, the project sought to identify core activities that are meaningful for children and have potential developmental value. These core activities are play activities, in which manipulative, movement, role, and rule play can take place; constructive activities, in which children are functionally "at work" in a productive way; conversation activities, including dialogues, interactions, and discussions between individual children or small groups of children and the teacher; reading and writing activities; and mathematical activities. To develop high-quality activities in these areas and create conditions for subsequent development, teachers must understand the developmental perspectives that provide a framework for the activities. A practical application of this approach can be seen in the development of early literacy through role play. (AC)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: General Pedagogy Study Center, Utrecht (Netherlands).
Identifiers - Location: Netherlands