Learning Dispositions and the Role of Mutual Engagement: factors for consideration in educational settings
Thinking about learning dispositions; resilience, interest/involvement and reciprocity, how do they impact on the learning and engagement of students?
Two students' experiences and engagement was discussed in this article. One student was presented as not being able to fully engage in learning tasks due to time constraints and the way that their day was structured. This included the type of activities, who was present and physically the way the students were working (in a room inside with a select group). The early childhood and school experiences seemed similar (how coincidental was this as the early childhood centre and the school were 800km away from each other).
The second student's experiences seemed to be more conducive to him being engaged in the task, He was allowed as much time as he needed and he was allowed to do things that were different to what was set, as long as the activities he chose were similar (ie writing about boats rather than the sun and moon).
How to apply this to casework?
Currently working with a 5 yo in a NE classroom who is 'not following' the structure of the day. There is speculation that part of this non-compliance is due to communication issues. The plan for him revolves around encouraging belonging and building relationships. Also in finding out what works for him. We have used things that his family uses at home as part of the plan, how his mother talks to him, his favourite song, activities he likes to do, all as ways to engage him. We have also tried to use his strengths (a passion for music and dance and experience in kapa haka) as a way to engage him.
This fits in with what is discussed in this article, even though we didn't know it at the time, in that we have actively tried to engage him in his environment by using something that he is competent in (music, dance and kapa haka) and connected to his wider world (using suggestions from his mum and things she uses at home).
References:
Duncan, J., Jones, C., & Carr, M. (2008). Learning Dispositions and the Role of Mutual Engagement: Factors for Consideration in Educational Settings. Contemporary Issues in Early Childhood, 9(2), 107–117. https://doi.org/10.2304/ciec.2008.9.2.107
Two students' experiences and engagement was discussed in this article. One student was presented as not being able to fully engage in learning tasks due to time constraints and the way that their day was structured. This included the type of activities, who was present and physically the way the students were working (in a room inside with a select group). The early childhood and school experiences seemed similar (how coincidental was this as the early childhood centre and the school were 800km away from each other).
The second student's experiences seemed to be more conducive to him being engaged in the task, He was allowed as much time as he needed and he was allowed to do things that were different to what was set, as long as the activities he chose were similar (ie writing about boats rather than the sun and moon).
How to apply this to casework?
Currently working with a 5 yo in a NE classroom who is 'not following' the structure of the day. There is speculation that part of this non-compliance is due to communication issues. The plan for him revolves around encouraging belonging and building relationships. Also in finding out what works for him. We have used things that his family uses at home as part of the plan, how his mother talks to him, his favourite song, activities he likes to do, all as ways to engage him. We have also tried to use his strengths (a passion for music and dance and experience in kapa haka) as a way to engage him.
This fits in with what is discussed in this article, even though we didn't know it at the time, in that we have actively tried to engage him in his environment by using something that he is competent in (music, dance and kapa haka) and connected to his wider world (using suggestions from his mum and things she uses at home).
References:
Duncan, J., Jones, C., & Carr, M. (2008). Learning Dispositions and the Role of Mutual Engagement: Factors for Consideration in Educational Settings. Contemporary Issues in Early Childhood, 9(2), 107–117. https://doi.org/10.2304/ciec.2008.9.2.107
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