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Problem solving and schemas
In this chapter we watch Orson playing and analyse how all of his development, learning and emotional well being has lead to a point where Orson can independently start to solve problems as he plays and experiments. Maria Robinson explains how he repeats behaviours in different contexts in a schematic way.Good for looking at
- Playing & experimenting
- Object play
- Schema
- Piaget
- Chris Athey
- Babies
- Parents
- Learning through play
- 00:06
- Austen's behavior
- 00:07
- is becoming increasingly purposeful.
- 00:10
- He can keep two ideas in his mind at once
- 00:12
- and he's able to work out to see concept events,
- 00:14
- in order to get what he wonts.
- 00:17
- He wants the dog, but he can't reach it
- 00:20
- and mom isn't getting it for him.
- 00:29
- He deliberately pulls the cloth,
- 00:30
- that the dog is sitting on to achieve his aim.
- 00:36
- We got doggy.
- 00:40
- We got doggy.
- 00:41
- He's solving probLems.
- 00:45
- Austen is learning and making connection all the time.
- 00:49
- As we've already seen, babies often use repeated behaviors.
- 00:54
- What Piaget called schemers.
- 00:59
- Chris Athy followed up this idea
- 01:01
- and applied it to the way
- 01:02
- young children experiment and play.
- 01:06
- Children will focus on a particular theme of actions,
- 01:08
- which are repeated in many ways in the world around them.
- 01:12
- Austen has become fascinated
- 01:14
- with the schemer of transferring.
- 01:16
- He's transferring the cotton reals
- 01:18
- in and out of different containers.
- 01:21
- He's totally absorbed and working hard.
- 01:26
- They go back in.
- 01:34
- Later, he's put himself in the box.
- 01:38
- Then he transfers a smaller box in and out.
- 01:41
- Oh are you gonna get in?
- 01:43
- Well done!
- 01:50
- You do it again.
- 01:54
- Outside in the sandpit,
- 01:56
- he transfers the sand into different cups.
- 02:00
- So, schemers seem to be a repeated pattern of behaviors,
- 02:04
- in order to help the child learn a new concept.
- 02:07
- They begin to get the idea of consistency across context.
- 02:12
- They start to understand that something happens here
- 02:15
- and ah, it's the same if it happens over there.
- 02:19
- Austen is learning through playing,
- 02:21
- where the central process is comparison.
- 02:25
- This is the same, this is different,
- 02:27
- this is inside, this is outside.
- 02:31
- This constant process of comparison,
- 02:33
- seems to be what underpins
- 02:35
- the development of cognitive schemers.
- 02:47
- During these last few months,
- 02:49
- Austen's internal and external world
- 02:51
- has become much more complex.
- 02:54
- All of his development come together
- 02:56
- in a rather evolutionary way.
- 02:59
- He knows know that objects always exist.
- 03:01
- And has been learning about their properties,
- 03:03
- through repeated experimentation and play.
- 03:08
- He's been learning about his close family
- 03:09
- from their faces, emotional reactions and behavior.
- 03:13
- His brain has been soaking up information,
- 03:16
- sorting and categorizing all of his experiences,
- 03:19
- helping him to anticipate what's going to happen next.
- 03:23
- He's linking feelings with behavior
- 03:26
- and the emerging realization,
- 03:27
- that interest can be shared with others,
- 03:29
- leads to the beginnings of an awareness,
- 03:32
- that there is a me and a you.
- 03:35
- Because he now knows
- 03:37
- who's familiar and can be trusted.
- 03:41
- He's become wary of strangers.
- 03:44
- This happens at the same time as he's become mobile,
- 03:45
- leading to new exploration
- 03:49
- and new or maybe dangerous situations.
- 03:51
- During these times, he knows he can look
- 03:55
- to his attachment figures for cues on how to react.
- 03:58
- This trust in his attachment figures,
- 04:00
- means he's able to explore further
- 04:04
- and taking new experiences with confidence.
- 04:06
- We need our carers desperately,
- 04:15
- in order to learn about ourselves and our world.
- 04:17
- We talk about the individual needs
- 04:20
- of every child, which is absolutely true.
- 04:22
- There is still a remarkable similarity
- 04:26
- between the experiences and the development,
- 04:27
- that we see in each every child,
- 04:31
- that every child seems to display it round about
- 04:33
- similar times, so, it does seem
- 04:35
- as if we have this kind of sequence of development,
- 04:39
- which starts off absolutely with babies
- 04:42
- getting to know about that world outside the womb.
- 04:44
- Getting to know their carers,
- 04:48
- getting to know that first primary relationships
- 04:49
- and then they begin to know
- 04:51
- more about the world around them.
- 04:53
- So, simply reaching out and exploring
- 04:58
- and then you begin to see that he was able to be
- 04:59
- much more sophisticated
- 05:02
- in how he communicates with his carers,
- 05:04
- but it's almost as if we need to get
- 05:09
- that first bit established about our needs are met first,
- 05:13
- before we can actually move on.
- 05:21
- Would you like to meet Timo today?
- 05:23
- The good one.
- 05:26
- You want more peppers?
- 05:27
- Would you like--
- 05:42
- He's gonna be a politician.
Links
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