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Perspective-taking is the act of perceiving a situation or understanding a concept from an alternative point of view, such as that of another individual. [1]A vast amount of scientific literature suggests that perspective-taking is crucial to human development [2] and that it may lead to a variety of beneficial outcomes.
The term "access" refers to the statement of Liz Gutierrez that "points of views, or perspectives, are ways of having access to the world and to ourselves", and the term "location" is in reference to the provided quotation of Jon Moline that points of view are "ways of viewing things and events from certain locations". Moline rejects the notion ...
Constructivism in education is rooted in epistemology, a theory of knowledge concerned with the logical categories of knowledge and its justification. [3] It acknowledges that learners bring prior knowledge and experiences shaped by their social and cultural environment and that learning is a process of students "constructing" knowledge based on their experiences.
Habits of mind influence our point of view and the resulting thoughts or feelings associated with them, but points of view may change over time as a result of influences such as reflection, appropriation and feedback. [44] Transformative learning takes place by discussing with others the "reasons presented in support of competing ...
Constructivist teaching is based on constructivism (philosophy of education). Constructivist teaching is based on the belief that learning occurs as learners are actively involved in a process of meaning and knowledge construction as opposed to passively receiving information .
Students are then split into groups with one member assigned to each topic. Working individually, each student learns about their topic and presents it to their group. Next, students gather into groups divided by topic. Each member presents again to the topic group. In same-topic groups, students reconcile points of view and synthesize information.
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One of the most challenging aspects of the Reggio Emilia approach is the solicitation of multiple points of view regarding children's needs, interests, and abilities, and the concurrent faith in parents, teachers, and children to contribute in meaningful ways to the determination of school experiences.