The role of poetry and stories of young children in their process of learning
Notice bibliographique
Résumé
In the contemporary society children develop special abilities to ask questions, to doubt, and to wonder, that enhances development of their symbolic thinking that in turn help them in the learning process. This article includes analysis of the link between symbolic thinking and the child's process of learning. The inquiry is guided by the themes developed by children in poetry as a way of expressing their understanding of the world. It is illustrated by the poems published in the newsletters of the Canadian prairies' elementary schools in Winnipeg. The studies are supported by a review of the research showing that development of symbolic thinking is crucial in helping children to learn. It is asserted that the questions asked by children in their poems guide us to their future and ours. In the research of Moore (1981), it is emphasized that children come to school as essentially poetic human beings. She Many years ago I became aware that poetry is a natural of young children. All children seem to be born poets (p. 30). Wituckie (1970), who also analyzed poetry in the elementary school, asserted that poetry is necessary at school. It develops a child's imagination and abilities to express feelings and beauty. Poems may stimulate our imagination and creativity. According to Wituckie(1970) poetry is a new, imaginative way of seeing, and her belief in poetry is likewise a belief in children - young people who bring so much to poetry and can take so much from it. (p.64) I can fly (by Olga 9) I can fly like birds up high Above my head. I love they wings and the colour of the sky. Here and there the birds are every where And when I fly I sing certain lullaby. In the literature we found a very strong assertion that is the prime symbolic medium. This is supported by Deri (1983), Gardner (1979), Olson (1991), and Schmidt (1973). According to Olson (1991), is used for representing the world; it makes it possible to reflect on and to become aware of the world (p.265). Piaget (1962) stressed that at about the age of 2 the child discovers the symbolic nature of when he/she figures out that everything has a name. Yet, there are different approaches to acquisition and the thinking process. Chomsky's (1980) theory (innatism) is opposed to that of Piaget (generative) or social psychologists such as Henle (1965) and Vygotsky (1962). For example, Chomsky believed that linguistic structures are hereditary and the role of culture and is not a basic one. As Chomsky (1986) stated, The problem, then, is to determine the innate endowment that serves to bridge the gap between experience and attained-or cognitive systems attained.[.....] We are thus in a good position to ascertain the nature of the biological endowment that constitutes the human language faculty, the innate component of mind/brain that yields of when presented with linguistic experience and that converts experience to a system of knowledge (p. XXVI). For Piaget, is a product of progressive of thoughts that reach deeper than the linguistic verbal reality. As is only a particular form of the symbolic function and as the individual symbol is certainly simpler than the collective sign, it is permissible to conclude that thought precedes and that confines itself to profoundly transforming thought by helping it to attain its forms of equilibrium by means of a more advanced schematization and a more mobile abstraction (p.92)..[....] ... As Piaget (1968) emphasized. There are no innate structures: every structure presupposes a construction (p. 150). Henle (1965) stressed the social character of as an historical phenomenon. He reasoned that to learn a a person must form the concepts expressed by it or in it. …
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».