We have been learning about stage theory as part of the Thinking Child inputs with Carrie. Automatically as a mum your mind races to your own child. Ruby is three and has spent nearly all of her life with myself and significant adults; only recently starting at a nursery for 3-5s. I was lucky enough to warm to Vygotsky’s Zone of Proximal Development when I studied my HNC, so this unwittingly became part of my parenting style.

The key root being that age old, nature v nurture debate. Vygotsky introduced the concept of becoming ourselves through interaction with others. The basic concepts within the theory resonated with me because they made sense. Of course children will pick up on how to do things from adults and peers around them but they must be given an encouraging environment to practice these themselves, then a knowledgeable adult to guide them onto new challenges. We take for granted how child-led teaching, indeed parenting is today. It was theorists like Vygotsky who highlighted the importance of positive reinforcement and the support system it takes for children to reach potential.

This concept of cultural and interpersonal forces impacting on who we are was clearly seen in a recent documentary on Channel 4, The Secret Life of a 4 Year Old. Baring in mind my own daughter is not 4 till April, I wanted to snoop to get a heads up on what I should expect from my already flamboyant toddler. The fly on the wall style and minimal adult interaction was the perfect situation to breed peer relationships and witness behaviours that adults can somewhat impair. Piagetian Stage Theory, appeared to me, to be contradicted.

The children all being 4 would fit into the pre-operational stage; remaining egocentric and unable to see thing’s from another’s perspective. This was not the case for a few of the children, you could see those who grasped empathy, were shaking the schemas of those who had not quite got there. Unlike how an adult would approach children being negative to their peers, a sense of self governance took over and moral justice had to be served. Creating a ZPD between children and allowing progression through adverse situations often persevering with the quieted children in the group to form budding friendships. From a teacher’s perspective this could well support the concept of peer learning but refute the claims that it is age we should be grouped by?

Well aware of what is right and wrong the young girl Tia told the boy Jake that he shouldn’t be repeatedly shouting that the girls won’t win a race because it will hurt the girls’ feeling’s. Showing a level of empathy for her peers. The group was then given a task to not leave their seats as the adults went to get them presents, if any one moved none of the children would receive their presents. The looming threat did not deter both Tia and Jake who left their seats… then Tia understood she wouldn’t be getting a present (watching the idea dawn on her face was priceless) so tried to bribe her peers into not telling. A healthy debate ensued between Tia and another morally robust little girl named Charlotte. It was fascinating to watch as they brought in the mild threat of not being each other’s friend, then onto “no one will get a present then”, that then escalated to “I’ll tell my mummy, daddy, granny and santa clause”. The girls knew that the idea of an adult backed their argument. Adults are seen as morally just and they will agree with me!

This machiaveillian approach shows a small step into understanding the Theory of Mind. By introducing mild threat then escalating into mild bullying, Tia wasn’t showing empathy she was using her knowledge that adults and deprivation of presents can insight fear. Ipso facto Charlotte will then do as she is told and not tell the adult’s myself and Jack were out of our seats and we will all get presents. It’s this juxtaposition of empathy and apathy that surprised me, arguably one cannot be grasped without the understanding of the other. The understanding of the Theory of Mind was further supported when one of the children queried another child on how to approach the situation; asking advice on how to move forward from a peer opposed to an adult. This shows a distinct understanding that people act differently, therefore they think differently and their way of thinking might work best for me here.

My own daughter is quick to correct the wrong doing’s of others when they impact upon her or those she deems close. She has such extreme moral views that she is confident enough to question and correct adults. If a child doesn’t want to play with her friend at nursery she can easily tell me how that must have upset her friend and that she told the teacher but she will easily dismiss a friend if they don’t “fit in” to her game.

Just to clarify the video above is an example of what I see as wrong in today’s classrooms and early years settings. Children’s feelings should never be quashed or deemed unimportant.

This must be seen so often in classrooms, especially in early years. I believe that instead of imposing ourselves as the governing official and keeper of all knowledge we should attempt to impart morals and then allow the children to reach their own outcomes; settling any disequilibrium with their peers. Showcasing ourselves as morally just and honest. Quite like Piaget advocating children being active in their learning, not passive. As a teacher I hope to be able to give quarrels or disputes the credit they deserve as an invaluable learning opportunity. When a child comes to me with a problem I want to be able to engage in meaningful dialogue to explore why? how? what? and where do we go from here? Being able to introduce children to the theory of mind would open doors for the whole curriculum.