LEARNING IN A DIGITAL WORLD

In an educational world full of regimentation, memorization, worksheets, closed ended projects and a variety of standardized testing, when did we lose focus in regards to the importance of play in a child’s development?  Over the years working with children I have come to the realization that defining play is not an easy task.  I see play as a behavior, a process, and as an approach to a task (Sheridan, 2011).  I also see play as the most productive and enjoyable activity in which children undertake.  Play is considered universal since it is apparent in every part of the world and has been for thousands of years (Berger, 2009).  Child-initiated play lays the foundations of learning.  Through play, children learn to interact with others, to recognize and solve problems, and to feel the sense of mastery that results.  Basically, play helps children make sense of and find their own place in the physical and social world (Alliance for Childhood, 2005).

When I first began to study the different theories of childhood (i.e. Dewey, Montessori, Erikson, Piaget, and Vygotsky) my curiosity was piqued and I continued to research further into the theories which interested me.  The theories by Piaget and Vygotsky concerning play were among my favorites to research.  In my field of early child care – specifically in the licensed home child cares – I see game-based learning becoming more of a focus.  Piaget believed that play was important as it is a positive avenue for learning (Mooney, 2000).  He believed that children make sense of the objects and activities that surround them when they engage in symbolic play.  He believed that children begin to understand how different objects work and what these objects are meant to do as they experiment (play) through trial and error (Mooney, 2000).  Their time spent experimenting (playing) uses repetition and this information then helps to increase their understanding of the world around them (Mooney, 2000).  Vygotsky believed children learn extensively while playing.  He also believed that language and developmental skills build on each other.  While children are engaged in play they use a constant stream of language, determine conditions while engaged in make-believe, discuss roles, objects, and directions (Mooney, 2000).  They also learn from each other about other situations and ideas which they are unfamiliar with or have not yet engaged in.  Vygotsky believed that this type of interaction contributed to the children’s building of knowledge and to their learning (Mooney, 2000).

References

Alliance for Childhood, C. D. (2005). Time for play, every day: It's Fun – and fundamental.        

          Alliance for Childhood.

Berger, K. S. (2009). In The developing person through childhood. New York: Worth.

Mooney, C. G. (2000). Theories of childhood: An introduction to Dewey, Montessori, Erikson,   

          Piaget and Vygotsky (pp. 62-63,83). St. Paul, MN: Redleaf Press.

Sheridan, M. D., Howard, J., & Alderson, D. (2011). Play in early childhood: from birth to six     

          years. London: Routledge.

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NEW TECHNOLOGIES

“The ARCS model is a problem solving approach to designing 

the motivational aspects of learning environments

to stimulate and sustain students’ motivation to learn.”

                                                               ~  Keller (1983, 1984, 1987)

Keller’s ARCS Model of Motivational Design has four steps for promoting and sustaining motivation in the learning process.  These steps are:  attention, relevance, confidence, and satisfaction (learning-theories, n.d.).  Each of these steps is part of a sequential process.  The first step is to gain the attention of the learners and to engage them (Driscoll, 2005).  The second step is to demonstrate the benefits of the technology to each individual.  In other words, show the individuals why they should learn this new technology.  The third step is to build confidence.  In other words work with the individuals to be more confident in their ability to learn the new technology.  The fourth step, according to Driscoll (Driscoll, 2005), is the payoff.  The payoff will be when each individual feels a sense of satisfaction that will allow for a continuing desire to learn.

When I read this assignment, the first situation involving technology that I thought of was when the state was implementing the Quality Rating and Improvement System (QRIS) grant program (QRIS, n.d.).  The entire application for this grant was online.  There were multiple child care providers who either did not know how to use a computer and therefore refused to apply; English was their second language; or their technological skills were not enough to allow them to work through the application process.  To add to this, since this was a competitive grant, other providers were not allowed to assist others.  The meetings that were held by the state of Massachusetts in order to assist with questions were awful to attend.  Individuals were so frustrated with the system and the whole process that these meetings were unproductive.  To this day I feel sorry for the administrators of the grant during this time.  They really had no idea how to help or to motivate the child care owners and providers into working with them in order to successfully apply for this grant.

In this scenario it would be important to gain the owner/providers’ attention.  This could be done by effective communication (i.e., contacting the owners/providers and explaining what the QRIS program is about).  Once the owners/providers’ attention has been gained, it would be important to demonstrate the technology is a concise manner that everyone could understand (i.e. even those who are not familiar with the use of computers).  The hardest part in this scenario would be finding ways for those struggling to gain confidence.  This confidence could be gained by the use of mentors who volunteer to assist those in need of extra assistance.  Last, would be the satisfaction of seeing the grant paperwork all digitally submitted.  Once this is done (and it is a long process) the individuals would be rewarded for their hard work and perseverance by receiving the grant to improve a variety of areas in their child care businesses.

References

Arcsmode.ipower.com. (n.d.). Retrieved from http://www.arcsmodel.com/#!arcs-

          model/c1wm1

ARCS Model of Motivational Design (Keller) | Learning Theories. (n.d.). Retrieved from  

          http://www.learning-theories.com/kellers-arcs-model-of-motivational-design.html

Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston, MA:

          Pearson Education.

Keller, J. M. (1983). Motivational design of instruction. In C. M. Reigeluth

          (Ed.),Instructional-design theories and models: An overview of their current status.

          Hillsdale, NJ: Lawrence Erlbaum Associates.

Keller, J. M. (1984). The use of the ARCS model of motivation in teacher training. In K.

          Shaw & A. J. Trott (Eds.), Aspects of Educational Technology Volume XVII: staff

          Development and Career Updating. London: Kogan Page.

Keller, J. M. (1987). Development and use of the ARCS model of motivational

          design.Journal of Instructional Development, 10(3), 2 – 10.

Quality Rating and Improvement System (QRIS). (n.d.). Retrieved from

          http://www.mass.gov/edu/birth-grade-12/early-education-and-care/provider-and-

          program-administration/quality-rating-and-improvement-system-qris.html

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