The key to effective Transformative Education is in secure Foundational Development

Most primary and secondary educators use a blended approach when teaching their students and helping them learn.

Teaching approaches are based on the 6 main paradigms of education, which essentially offer different perspectives on the process of education, the purpose, the method, and the outcome.

It is arguable that these theoretical paradigms of education make a basic assumption that foundational development is at the appropriate, age related stage. As educators of children in developed countries, you are only too aware that in today’s culturally and economically diverse world, this is seldom the case.

The blended teaching approach, combining the principles of these 6 paradigms, has much success, except with children who are experiencing subtle difficulties that are not properly identified, or worse, misidentified and a cognitive based behaviour modification approach is implemented which does not successfully address the foundational issues.

Whether 1:1 or in classroom-based teaching this has inevitable consequences that some children will get left behind.

When a child or young person is ‘stuck’ (displays underlying developmental/foundational delays) in a particular stage of foundational development, it is essential that underlying cause is properly identified and addressed, and the teaching approach altered so that the desired outcome of learning can be achieved without significant disruption. Where necessary, the correct expert professional support needs to be implemented. Without this, the child will not access all areas of the rich curriculum on offer, they may develop splinter skills, they may have what is loosely termed ‘behavioural issues’ and eventually they will fall behind, underachieve and struggle emotionally, or suffer low self-esteem perhaps even get into trouble.

It is important that educators have the opportunity to have an expert insight into foundational development and the sensory systems that support each child’s development, behaviour and progress through childhood and young adulthood and help teachers understand why children behave in certain ways and what they can do to help them if needed.

The table below sets out the key areas of foundational development and sensory systems that underpin academic learning.

Purpose of Education	Desired outcome of learning	Key Principle	Examples	Prerequisite skills	Sensory Systems	Outcome where underlying system is delayed
Behaviourism
To shape desirable behaviour	Change in form or frequency of observable behaviour	Emphasis is on producing observable and measurable outcomes. Student is in a blank state; teacher shapes behaviour through reinforcement	Lining up Turn taking Recall based tests. Repetition and reinforcement Noncompliance Engagement	Attention and focus. Regulation Modulation Praxis Postural Instability	Vestibular Proprioceptive Auditory Tactile Olfactory Gustatory Visual	Fidget Impulsivity Clumsy Loud, calls out. Day dreamer/focus Attention delays Lashing out/Frustration Irritating classmates Often misidentified as ‘spirited’ or dull or troubled. Falls behind. Splinter skills Aggression Self Esteem
Cognitivism (1)
For learners to remember and apply information	Perceiving information, processing, storing, and retrieving this information (memory) and applying it (transfer)	Emphasis on structuring, organising and sequencing information to facilitate optimal processing	Organising self Organising your work Non-verbal reasoning Verbal reasoning Handwriting Sequencing	Praxis, motor coordination Sequencing Attention and focus Receptive and Expressive skills Working Memory Processing Manual dexterity/fine motor delays	Vestibular Proprioceptive Visual processing Auditory processing Working memory Tactile	Disorganised child Misses out words Difficulty transferring thoughts/ideas to written format (handwriting)
Constructivism (Cognitive) (2)
To enable learners, acquire and create new knowledge	Actively constructing knowledge on foundations of previous knowledge	Teacher facilitates the use of problem-solving skills that allows learners to go beyond information given	Productive failure / struggle Contextual variation Dynamic assessment, Problem based learning	Praxis, motor coordination Organisation, Regulation Modulation Attention and focus	Vestibular Proprioceptive Visual processing Auditory processing Working memory Tactile	Problems with PE Problems with abstract principles Does not know where to start Time wasting / Needs more time Self-esteem / Anxiety Avoidance – especially productive failure tasks Repetitive play routines
Social Constructivism (Sociocultural) (3)
For learners to form and identity and co-create knowledge	Co-constructing knowledge and norms through social interaction	Emphasis is on human relationships, learning through participation (activity) in social contexts (communities)	Working in pairs, groups, teams. Turn-taking. Practical exercises. Free play, unstructured activity.	Praxis, motor coordination Organisation, Regulation Modulation Attention and focus	Vestibular Proprioceptive Visual processing Auditory processing Tactile	Poor social communication Avoidance Low self esteem Inappropriate Anxiety/frustration Bullied/ bullies Difficulty making friends
Humanism (4)
For learners to develop the potential for self-actualisation (realising one’s potential/ talents)	Personal Growth	Focus is on human freedom; dignity and potential; curriculum addresses affective and cognitive needs	Self-reflection and self-directed learning	Modulation and regulation Attention and Focus	Vestibular Proprioceptive Interception -internal awareness linking in with emotional regulation / control	Acute self-awareness / No self-awareness Tactile (which forms part of body scheme development) Low self-esteem/ overconfident (masking /diverting attention Plays on periphery All comments taken as negative Bullied / Bullies.
Transformative (5)
To create agents of change who will add value to themselves and society	Changing ways of seeing things (transformation)	Fair play, equality. Learners are agents of change	Ability to reflect or react positively and acknowledge other points of view and take inference from narrative and dialogue	Modulation and regulation Attention and Focus Ability to interpret social cues Receptive and Expressive language	Vestibular Proprioceptive Visual processing Interoception – emotional side	Social communication issues Lack of Self awareness Lack of Empathy Self confidence

The table above has been adapted from (Ng S, Baker L, Friesen F (Teaching for Transformation)

References

(1) Neisser Sweller

(2) Piaget Vygotsky

(3) Lave & Wenger Brown & Duguid

(4) Rogers Maslow

(5) Freire Kincheloe