By Margaret Robertson, Rodney Gerber
Kids who stay so much in their lives within the twenty first centuryface dilemmas not often skilled within the twentieth century world:the quick compression of house and time; an unparalleled rateof cultural and technological swap; the dissolution of manytraditional obstacles. Already, youngsters reside in a global unknownto us in our youth - they 'surf the net', play digital gamesand engage with our on-line world. What talents are Read more...
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Additional info for The Child’s world : triggers for learning
Sample text
Some concepts are valid for the whole of society. He uses the time-clock as an example of a social construction but an ‘objective fact of daily life’ (p. 212). To understand our moral, aesthetic and intellectual responses to time and place we need to look back in 18 Perspectives on Children’s Thinking 01 The Child's World 10/3/04 4:56 PM Page 19 time. Our history of time and space relations is largely Euro-centric. It shows the struggles of artists, architects and writers to produce aesthetic responses amid the material capitalism of modernity.
Stea (eds), Image and Environment, Chicago: Aldine Press, pp. 148–61. Stokols, D. (1981), ‘Group x place transactions: some neglected issues in psychological research on settings’ in D. : Erlbaum, pp. 393–415. Stokols, D. & Altman, I. (eds) (1987), Handbook of Environmental Psychology, vols 1–2, New York: John Wiley. Tuan, Yi-Fu (1970), The World’s Landscapes 1: China, London: Longman. —— (1974), Topophilia: A Study of Environmental Perception, London: Prentice-Hall. Vietch, R. & Arkkelin, D. : Prentice-Hall.
As Freire commented in his conversation with Macedo (Freire & Macedo 1995), our driving curiosity about the object of knowledge is fundamental to our survival. The forms or images that engage thinking and the shapes or meanings given to them come from what is perceived to be ‘curious’. Stories that children tell, conversations with one another and activities that fill their play are driven by curiosity. The capacity to learn is innate, Freire states, the process of learning is continuous. Curiosity, therefore, can be both spontaneous and epistemological.