Neurological research demonstrates that young children’s brains are extraordinarily active and that early childhood is the optimal time for learning and development (Shore, 1997; Blakemore and Frith, 2005).
During this scholastic year (2015-2016) Zabbar Primary A organised a week full of activities to celebrate the different strengths, abilities and interests of its pupils.
The aim behind this celebration week was to demonstrate that the best outcomes in teaching and learning are achieved when all aspects (social, physical, intellectual, emotional and creative abilities) of the children’s development are stimulated (Dahlberg, Moss, and Pence, 1999; Sylva, Siraj-Blachford and Taggart, 2003).
With the help of class teachers, complementary teachers, peripatetic teachers, kindergarten assistants, LSAs and parents/carers the school highlighted the fact that teaching and learning should focus on the whole child and on his/her development across the following domains (Gardner, 1993):
- Linguistic (reading, playing word games, making up poetry or stories);
- Logical-mathematical (experimenting, solving puzzles, playing logic games, investigating);
- Musical (showing sensitivity to rhythm and sound, turning lessons into lyrics, speaking rhythmically, tapping out time, using musical instruments, CD-ROMs and other multimedia);
- Bodily-kinesthetic (using the body effectively through movement, making things, touching real objects, learning through physical activities, hands-on learning, acting out, role playing);
- Visual-spatial (drawing, doing jigsaw puzzles, reading maps, verbal and physical imagery);
- Interpersonal (understanding and interacting with others);
- Intrapersonal (understanding one’s own interests, goals).
Innu ta’ Ċelebrazzjoni
Special thanks to: Ms Maria Dalli, Ms Rachel Debattista & Ms Lilian Grech
Evidence shows that what happens in the early years of a child’s life has a lasting effect on his/her learning and development (Campbell, Ramey, Pungello, Sparling and Miller-Johnson, 2002).
Blakemore, S.-J., and Frith, U. (2005). The learning brain; lessons for education. Carlton: Blackwell Publishing.
Campbell, F.A., Ramey, C.T., Pungello, E.P., Sparling, J. Miller-Johnson, S. (2002) Early childhood education: Young adult outcomes from the Abecedarian Project. Applied Developmental Science, 6(1), 42-57.
Gardner, H. (1993). Frames of Mind: The Theory of Multiple Intelligence. New York: Basic Books.
Shore, R. (1997). Rethinking the brain: New insights into early development. Families and Work Institute, New York.
Siraj-Blatchford, I., Sammonds, P., Taggart, B., Sylva, K., Melushi, E., Manni, L., et al. (2004). Effective Provison of Pre-School Education. London: DfES.