In her research report ‘Children’s Cognitive Development and Learning’, Usha Goswami discusses, and draws conclusions on mental growth and learning in the primary years. In this post, I will be discussing two of her Conclusions.

‘Thinking, reasoning and understanding can be enhanced by imaginative or pretend play contexts. However, scaffolding by the teacher Is required if these are to be effective’

(U.Goswami, 2015 p.25)

From a young age, children use imaginative play and role playing to express emotions. They also use it heighten, expand and express their knowledge and experiences of the world around them. This is something that continues throughout childhood and, in primary years, it is a great tool for learning. In her report, Goswami talks about how ‘shared socio-dramatic play provides a large number of opportunities for reflecting upon one’s own and others’ desires, beliefs and emotions – sharing mental states’ (U.Goswami, 2015 p.14).  She also concludes that socio-dramatic play develops ‘psychological understanding’ and ‘provides a medium for reflection and knowing about our own thoughts and those of others’ (U.Goswami, 2009 p.15).  This belief in the importance of play in learning is backed up by Vygotsky in this report who argues that ‘play, in particular the creation of imaginary situations, plays a central role in cognitive development’ (U.Goswami, 2015 p.22).

In my classroom experience, I’ve seen socio-dramatic play brought in to school to encourage learning, and empathy of real life situations. It can be something as small as setting up pretend kitchens and costumes in the playground. This encourages socio-dramatic play during playtime, something that I’ve seen work well especially in KS1. In the classroom, acting out situations and putting yourself in another’s shoes is used throughout the curriculum in KS1 and KS2. In early years, it can be something as simple as acting out a page from a story book. I agree with Goswami in that it is important that the teacher scaffolds this type of learning first. If they are given background information about the situation they are going to put themselves in, I feel it deepens their understanding.   By putting themselves in the story they can relate it to themselves more, imagining the feelings and emotions of the characters to encourage learning. In later years, this same technique could be used to act out events in history as a class. In the classroom. I’ve seen ideas like this used to deepen understanding, like with the KS1 idea, by letting the learners feel like they were there so it’s more relatable.

‘Language is crucial for development’

(U.Goswami, 2015 p.25).

In her conclusion about language and development, Goswami discusses how ‘the ways in which teachers talk to children can influence learning, memory, understanding and the movitation to learn’ U.Goswami, 2015 p.25). She also talks about the importance of ‘interactions around books’( U.Goswami, 2015 p.25), the early learning of individual words and phonemes.

In my experience, it’s clear to see the crucial role language development plays in students learnings. From the teaching of individual phonemes in Reception to teaching learners how to craft short stories in Year 6 language underpins all aspects of learning. The national curriculum states that ‘teachers should develop pupils spoken language, reading, writing and vocabulary as integral aspects of the teaching of every subject’ (DfE, 2015).  Using quality, interesting books that link to different subject can help with this cross-curricular teaching of language and literacy, as Goswami says, utilising the ‘importance of books’(U.Goswami, 2015 p.25).

The above diagram, from a report on Developing Language in Primary School (The National Stratagies Primary, 2009) is interesting as it highlights Goswami’s idea of how many different aspects of a learners life inside and outside of school can impact their learning. To me, this highlights how linking literacy to all areas of the curriculum and, the learners own experience through play, enriches their language learning experience. Goswami links these two tools for development and learning together, stating that ‘Language and pretending are both symbolic tools for undetstanding the external world’(U.Goswami, 2015 p.15).

References

Department for Education (2015) Statatory Guidance: Natioanl Curriculum in England: framework for Key Stages 1 to 4: Available Online <https://www.gov.uk/government/publications/national-curriculum-in-england-framework-for-key-stages-1-to-4/the-national-curriculum-in-england-framework-for-key-stages-1-to-4> [Accessed 10th October 2017]

Goswami. U (2015) ‘Cambridge Primary Review Trust’, Children’s Cognitive Development and Learning. Available Online: <http://cprtrust.org.uk/wp-content/uploads/2015/02/COMPLETE-REPORT-Goswami-Childrens-Cognitive-Development-and-Learning.pdf>[Accessed 10th October 2017]

The National Stratagies Primary (2009) Developing language in the primary school: Literacy and primary languages (1st edition) [online], Crown Copyright. Available: <https://www.all-languages.org.uk/wp-content/uploads/2016/04/Developing-languages-and-literacy.pdf> [Accesed 10th October 2017]