Learning dispositions

To lay the foundations of the scientifically literate individual and to help develop children’s understanding of scientific concepts and skills, children need to have a ‘positive learning disposition’ towards science and the use of ICT.

Early years educators are familiar with the idea of learning dispositions. Carr (2001: 21) explains that a positive learning disposition is:

Being ready, willing and able to participate in various ways . . . in which the teacher takes the child to the next step in a task, gives some assis- tance, and then gradually withdraws the assistances so that the child can perform the skill all by her- or himself – assumes, as Goodnow (1990) commented, a picture not only of ‘willing’ teachers on the one hand but of ‘eager’ learners on the other.

Carr quotes Lilian Katz (1988: 30) who offers this interpretation of learning dispositions: ‘Dispositions are a very different type of learning from skills and knowledge. They can be thought of as habits of mind, tendencies to respond to situations in certain ways’. Carr quotes Claxton (1990: 164) who comments that: ‘it can be strongly argued that schools’ major responsibility must be to help young people become ready, willing and able to cope with change successfully: that is, to be powerful and effective learners’.

In early years science this is exactly what the teacher is attempting to do, to encourage positive dispositions towards learning in science by engaging children in a range of activities to develop their ability to think and work scientifically. In order for this to be successful the teacher needs to offer children an environment that is sympathetic to developing positive dispositions. In terms of science, this includes providing interesting and stimulating experiences within a planned framework to ensure success for individuals. In science, positive learning dispositions include:

• Taking an interest • Being involved • Persisting with difficulty or uncertainty • Communicating with others • Taking responsibility.

Successful science relies on developing positive learning dispositions alongside sound teaching and learning approaches. As De Boo (2000: 12) indicates:

SCIENCE AND ICT

Adult intervention throughout is a vital ingredient. Teachers, classroom assistants, nursery nurses and parents all act as role models for the developing child. Adults who are uninterested or less enthusiastic about the world around them, who show no curiosity or interest in things, will send negative messages about science. Conversely, adults who are enthusiastic, questioning, value new experiences and have an obvious love for learning will provide positive role models for children.

An important role of ICT in science is to support the development of positive dispositions in this area of the early years curriculum. Hence the need for those adults involved in supporting early years science to be creative, enthusiastic and open minded in the teaching and learning approaches they develop in early years settings. The positive use of ICT to support science learning is therefore crucial to the development of not only scientific concepts and skills but also to the whole child:

It is absolutely essential that we pay particular attention to children’s dispositions and feelings if they are to be successful in acquiring knowledge and skills. If we want children to gain a sound knowledge and understanding of science then we must encourage a positive learning disposition towards the subject. Underachievement, apathy, or even resistance in adolescence usually begins with some degree of dis- couragement in the early years.

(De Boo 2000: 57) In all of this rhetoric it is the individual child who helps to put things

into perspective, reminding us that all children are individuals, with different starting points. Some children have well-developed learning dispositions towards science and ICT, sometimes coming to school confident and competent because of experiences in the home. Others require consider- able encouragement to bring them out of their uncertainty and reticence because of their lack of exposure prior to formal schooling to science and ICT. Feasey in De Boo (2000) offers this salutary experience to underpin the need to accept and work with individuals’ starting points.

Two nursery-age children were working at a computer on a simple pro- gram for sorting animals. One child was actively involved, the other stood behind watching.

Adult: You are very busy, you look as though you are an expert at sorting the animals, are you?

Child 1: Yes, I can put the animals in different squares. Adult:

(To Child 2) Are you an expert as well? Child 2: My name is Philip.

Learning dispositions