Observing Repeated Patterns of Behavior in Three-Year-Olds
Pullinen, Hanna; Kering, Naomy (2011)
Laurea-ammattikorkeakoulu
2011
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-2011112415362
https://urn.fi/URN:NBN:fi:amk-2011112415362
Tiivistelmä
The purpose of the study was to find out how children apply repeated patterns of behavior, known as „schemas‟, to organize their thinking. This entails linking knowledge gained from the past to the present and future in order to tackle cognitive challenges.
The research method was qualitative. Narrative observation, writing down exactly what the child says and does, was used to collect data. The target group was five three-year-olds in the Finnish American Kindergarten. Every child was observed by two observers simultaneously and notes were compared to find similarities after which conclusions were made. Data was analyzed through content analysis, more specifically thematic and narrative analysis.
The findings show that children spend their time repeating the same action again and again. Through these actions they are able to make sense of their past experiences, by testing their knowledge as they confirm and organize what they already know and understand. By this they are extending their growing ability to think logically.
In conclusion, schemas as one concept of cognitive development, should be understood by early childhood practitioners in order to facilitate children‟s learning. The first step is to identify children‟s schemas through observations. Then, based on the observations, practitioners and parents can provide an environment where children can explore their schemas through free play. Observations can also be used to plan interesting activities for children. Furthermore, adult-child interaction and a parent-teacher partnership are important in supporting and extending children‟s learning and development. Working together in a holistic way for the best interest of the child will prepare a child for a healthy future as an adult.
The research method was qualitative. Narrative observation, writing down exactly what the child says and does, was used to collect data. The target group was five three-year-olds in the Finnish American Kindergarten. Every child was observed by two observers simultaneously and notes were compared to find similarities after which conclusions were made. Data was analyzed through content analysis, more specifically thematic and narrative analysis.
The findings show that children spend their time repeating the same action again and again. Through these actions they are able to make sense of their past experiences, by testing their knowledge as they confirm and organize what they already know and understand. By this they are extending their growing ability to think logically.
In conclusion, schemas as one concept of cognitive development, should be understood by early childhood practitioners in order to facilitate children‟s learning. The first step is to identify children‟s schemas through observations. Then, based on the observations, practitioners and parents can provide an environment where children can explore their schemas through free play. Observations can also be used to plan interesting activities for children. Furthermore, adult-child interaction and a parent-teacher partnership are important in supporting and extending children‟s learning and development. Working together in a holistic way for the best interest of the child will prepare a child for a healthy future as an adult.