Invited Speakers

Developing Competencies in Early Childhood: The Power of Relationships

Abstract

Recent research has characterized the development of basic competencies during infancy and toddlerhood in terms of the interplay between innate cognitive structures, learning abilities and the mediation of knowledge by adults. Interestingly, the Humboldt’ian concept of education is still valid today, which pleas for the “stimulation of all of a person’s resources, so that he can evolve,  play an active role in acquiring worldly knowledge and become a self-determined individual.”  In order to apply Humboldt’s view to infancy and toddlerhood, we need to focus on results of modern research regarding the onset of thinking, cultural learning and social interactions as well as on the link between attachment and early education. Thus, this link, which did not play a role in the tradition of pedagogy and psychology, will be outlined. We discuss why the development of early competencies differ in various  life contexts in childhood, such as family, public child care and schools, and how the development of competencies can be affected if attachment related factors are considered.

Übersetzung (Vortrag wird in englischer Sprache gehalten):

Titel: Die Herausbildung von Kompetenzen in der Frühen Kindheit: Die Macht der Beziehungen

Die Herausbildung wesentlicher Kompetenzen in der Frühen Kindheit wird in der modernen Forschung heute im Wechselspiel von angeborenen Wissensstrukturen, Lernfähigkeit und Wissensvermittlung gesehen. Dabei hat der Humboldt’sche Bildungsbegriff interessanterweise seine Gültigkeit behalten, der "die Anregung aller Kräfte eines Menschen“ in den Mittelpunkt stellt, „damit sie sich entfalten (...) und zur tätigen Aneignung der Welt und einer sich selbst bestimmenden Individualität führen". Um diese Sichtweise jedoch auch auf das Säuglings- und Kleinkindalter anwenden zu können, werden entwicklungspsychologische Erkenntnisse über frühe Denkleistungen, kulturellen Lernens und sozialer Interaktion vorgestellt und ein Zusammenhang von Bindung und Bildung entwickelt. Dieser Zusammenhang ist in den Traditionen von Pädagogik und Psychologie kaum thematisiert worden, erscheint jedoch als wesentlich, um den erkundenden Bedürfnissen des Kindes zu entsprechen. Der Vortrag thematisiert schließlich, warum sich Frühe Bildungsprozesse in Familie und öffentlicher Betreuung unterscheiden und diskutiert, wie sich Bildungsprozesse bis in die Schulzeit hinein verändern können, wenn bindungspsychologische Erkenntnisse berücksichtigt werden.

Some Successful Stories for Supporting Gifted and Talented Students in Science and Technology Education

Abstract

TBA

Designing Curriculum to Meet the Developmental Needs of Gifted Students

Abstract

TBA

Nurturing Talent: Teachers Using Action Research for Generating Practical Knowledge.

Abstract

Professor Valsa Koshy will present case studies of primary school teachers, in the UK, generating practical knowledge in a range of aspects on talent development. The work was based at Brunel University and was commissioned by the UK government. 20 Local Education districts in England worked collaboratively with University tutors, over a period of 4 years. The common aim of all the projects was to explore practical ways of nurturing the gifts and talents of children, aged 4-11. Examples of innovative ‘best practices’ identified by the teachers will be presented. These  include aspects relating to: the use of learning journals, development of mathematical promise, assessment, introduction of special interest times with young children and working with parents.

Modeling the Characteristics of Vocational Excellence

Abstract

International vocational competitions in different skill areas (e.g. plumbing, hair dressing) are gaining increasing interest around the world. What started in 1947 as a small regional competition in Spain has now become the WorldSkills Competition (WSC), a world-renowned event that draws competitors and visitors from all over the world (currently 56 countries are participating). Young manual skill workers under age of 22 are selected to represent their countries in 46 skill areas after rigorous national level selection process and training.

First part of the presentation will report the characteristics and future working life expectations of the competitors' (Modeling of Vocational Excellence, MoVE). Mixed-method study results are based on structured theme interviews (Finnish team members) and survey responses (an international sample of Finnish, Australian and UK WorldSkills competitors). In addition, the characteristics of the most and least successful competitors' are examined.

Presentation will secondly focus on the past competitors' transition to working life (Actualization of Vocational Excellence, AVE). Structured theme interviews were conducted with past Finnish WSC medalists, their employers and control group members (same workplace and similar age, no participation in vocational skills training and competitions).

Opening Disciplinary Conversations: Expanding Gifted Education in the Early Years

Abstract

TBA

Educational Capital and Learning Capital

Abstract

In this presentation the development of excellence of individual actiotopes is treated under the aspects of adaptation and regulation. But who regulates and what is regulated during the development of excellence? As an answer to this question the concepts of ?educational capital? and ?learning capital? are introduced. In support of the regulation processes which are necessary during the development of excellence, attention to four principles is recommended:

1. The principle of the co-evolution of the components of the actiotope,
2. the principle of dynamic-interactive regulation,
3. the principle of capital orientation, and
4. the constructivist, or learning-path principle.