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Extra resources for Manifesto for Learning: Fundamental Principles
Sample text
Our training for teaching therefore tends to be specialist and academic. Here we discuss the importance of relationships for learning in terms, among others, of the co-construction of meaning, co-operation, the formation of identity and the need for appropriate levels of security and challenge. Co-construction of meaning The view underpinning this book is that relationships, communication and learning are immeasurably intertwined. It is through our relationships with others that we first learn how to communicate.
Ferguson (1971) highlighted the importance of mutual visual regard, mutual vocalization and reciprocated touching. Calhoun and Rose (1988) clarified that key infant behaviours have been identified as smiling, interactive responses appropriate to the stimuli, postural and gaze orientation towards the adult and vocalization. Key adult behaviours have been identified as vocalization, holding and touching the child and initiating an activity purposefully. Field (1977) stressed the role of gaze in controlling and sustaining interaction and Stern (1974) illustrated how gaze releases and elicits interpersonal behaviours in the interactive partner.
Learning is greatly enhanced if we keep in mind that the words and concepts that we use do not have a universal meaning for all. As teachers we need constantly to check the learners' interpretations and not rest until the responses seem compatible. Clearly, it is easier to orient learners to particular constructions if one has an idea of the constructions they are currently using. It is only by getting to know a learner and developing a relationship with him or her that teachers can say with confidence that they understand the conceptual portrait of that person.
