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Readiness :
Readiness of many kind happen in many stages in our life. It simply means a state where we undertake a new task with ease and profitably. It has many dimensions and it is a never ending process (Morrison, 1995).
Aspects of Readiness
1.
Psychomotor Readiness
refers to the mastery of skills and techniques that involve body movements. Psychomotor readiness becomes optimum when physical maturation is parallel to appropriate training. It involves the development of sensory-perceptual skills; muscles become strong, flexible and coordinated; followed by the development of fine motor strength and skills. The development of psychomotor readiness will influence other aspects of a childs development.
2. Affective Readiness
refers to students attitudes, needs, feelings and interests to accept the things being taught.
3.
Social Readiness refers to the growing ability to relate to others and to become productive members of society.
The development of social readiness is interrelated and influenced by the kinds of experiences and social relationships that children have with their families and others and also by their level of cognitive development.
4. Cognitive Readiness refers to the mental readiness to learn something. language develops fast between infancy and the ages of 3 or 4. By the year 8-9, a childs language system more or less completely formed. The rate of thinking and problem solving also increased but not as rapid as language acquisition. Understanding the cognitive development of the young child can help avoid pressuring him to learn something before he is ready or missing the golden moment when he is ready.
requirements.
It is always equated with reading readiness.
Readiness to participate :
Readiness to participate in reading / learning experience depends on: The information and skills basic to the new learning Level of intelligence and his possession of appropriate special abilities and aptitudes The desire to learn the new material
Cognitive:
-- visual discrimination -- phonological awareness -- alphabetic principle -- vocabulary: listening, speaking, reading, writing
Psychological-environmental:
-- emotional maturity -- social development -- behavior -- interest in reading -- environment
reading readiness
Factors affecting RR
Emotional
Motivation Personality Intellectual
Factors affecting RR
physical
cognitive environment
Emotional
Psychological Factors :
Learning to read is a cognitive process Cognitive factors:
i. Intelligence
ii. Mental content (experiential background) : comes from environment Intellectual abilities are influenced by many factors
Emotional difficulties may affect learning: some are developmentally appropriate but need to be aware by teachers McGinnis & Smith (1982): successful learning relates to confidence, ability to concentrate and to face difficult task, to cope with stressful situations, patience, tension and anxiety
emotional-soc-beh
Failure to read results in: -- frustration -- lack of interest -- inattention -- discouragement -- poor self-concept -- maladjustment lack of success and feelings of inadequacy may contribute to emotional, social &
behavioral maladjustments
emotional-soc-beh
Environmental Factors :
Home, school, community - contribute to
childs attitudes,
points of view, language, learning skills
environmental
environmental
formidable challenges
environmental
School environment : teachers attitude and expectation, instructional materias, classroom physical setting Teachers: critical source of stimulation to childrens cognitive, language & socialemotional development (Landry, 2002) Carter (1970): teacher expectations affect
environmental
MATURATIONIST THEORY
Maturationists believe that development is a biological process that occurs automatically in predictable, sequential stages over time. This perspective assume that young children will acquire knowledge naturally and automatically as they grow physically and become older, provided that they are healthy.
ENVIRONMENTALIST THEORY
Watson (1878-1958)
Skinner (1904-1990)
Bandura (1925)
Environmentalists believe the child's environment shapes learning and behavior. Thus, human behavior, development and learning are thought of as reactions to the environment.
Theories: environmentalis
CONSTRUCTIVIST THEORY
Piaget (1896-1980)
Montessori (1870-1952)
Vygotsky (1896-1934)
Constructivists believe that learning and development occur when young children interact with the environment and people around them