This book, How Children Learn, puts forward many intriguing insights into children's play, their learning and creativity.
The study makes a significant contribution to knowledge about the ways youngsters can develop and prosper. Essential guidelines are identified, opening doors for self-fulfillment and reward.
The text is supported by photographic images, which aim to complement the work's prescriptive message. Giving plenty of practical knowledge and guidance, How Children Learn wrestles with and endorses many traditional themes and approaches to childhood creativity.
These are broadly determined by a body of information about learning through discovery, supporting children by experimenting with an awareness of natural endeavour.
There are only three main chapters. A preface sets the tone for the forthcoming pages and singles out several keynote constructs which later sections engage with.
The introduction lends support to a tried and tested formula, already embedded in some parts of Europe, notably the Netherlands and Belgium. Chapter 1 is made up of a dominant theme throughout the book, namely experience, learning and creativity. Chapter 2 speculates on guiding creative processes and Chapter 3 focuses on guidance relating to creative activities.
The book is translated into English from its original version written in Dutch. Herein lies a weakness in that the translation inevitably fails to render some of the linguistic nuances and subtleties that would otherwise have been there. The specialised vocabulary partly accounts for what is lost, and notably, the overriding meaning is not compromised in any enduring way. It is abundantly clear that Plamper and Weterings introduce a combination of theory and practice.
With only a passing quote from traditional progressive sources, such as a reference to Maria Montessori (1870-1952), the text would be improved no doubt by including a mention of the work of many of the leading classical early childhood theorists.
Yet the book is by no means devoid of theoretical underpinning, and in the spirit of the Reggio Emilia approach to early education, indirectly reflects common ground in the writings of John Dewey (1859-1952) and Jean Piaget (1896-1980), both of whom delineated their own theories of childhood learning.
How Children Learn aims to embody a commentary therefore which allows the reader to learn from their environment and the relationships they form with others.
The photographic images poignantly capture such moments. One example depicts support being given to a young child who, according to an accompanying caption, comments, ‘I've drawn it wrong’. Her teacher responds, ‘I don't think you have. You can just keep drawing.’
The photo conveys, by accentuating the experience of both child and educator, a sense of inspiration and reassurance that words alone cannot readily express.
The two-way process between youngster and adult, as in this case, is crucial to our understanding of the way in which both individuals interact. The teacher does not adhere to a pattern of behaviour where the adult is dominant in deciding how the partnership should be directed. Instead, Plamper and Weterings emphasise the importance of an inspiring environment and flexible resources, which have a definite impact on the child's intrinsic dedication to life. It is this kind of outcome that is reinforced by the book's words and images, whose creators resolutely work together.
How Children Learn is a treasure trove full of practical and pragmatic discoveries for readers that underlines the dynamic learning and creative force that can be fostered in early education settings.
It shows that through creativity and self-awareness, children can have positive and meaningful lives against a background full of discreet soul-searching, motivation and inspiration.
How Children Learn and Create Using Art, Play and Science: Understanding through your hands By Sabine Plamper and Annet Weterings Routledge November 2023 Pp168, £26.99 9781032523811
