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Designing Educational Spaces: A Birth-to-Eighteen-Year-Old Training for a Rich Parent Problem Solution Essay

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Updated: Jun 17th, 2019

It goes without saying that efficient studying is impossible without a proper studying location. Once having sufficient educational space, one can be certain to develop an efficient lesson plan.

Of course, without a proper plan, even a very well-designed educational space will most likely not work; however, when every single element is in its place, it all boils down to whether the educational space is efficient enough. Designing three educational spaces for the students of different age groups, one can possibly show the benefits of a birth-to-eighteen-year-old training for rich parents.

The goal of the given project is to define what educational spaces, as well as tools, are most suitable for the students of the age 1–18. As for the scope of the research, it will be necessary to embrace the specifics of the development of the students of specified age. Moreover, the theory of Piaget is going to be used to assess the chosen means in the most appropriate way possible.

However, it is worth mentioning that, for a more objective assessment, the theory of Vygotsky is going to be utilized as well. Comparing and contrasting the two approaches, one can possibly come up with the most suitable solution.

It is also necessary to touch upon several limitations of the study. First of all, it is obvious that in the given case, the solution is going to be strictly theoretical. Therefore, in practice, the results may possibly deviate from the ones anticipated from the given project.

Among the key risks, there is a concern that needs to be mentioned. Since each student is individual, (s)he requires a specific approach, which might not suit the frames of the given research. However, the latter is still going to be aimed at perfecting the studying process, not hindering it.

To start with, the group of infants is going to be looked at. It is important to mention that, according to Piaget’s theory, the given group is most likely to display keen abilities in detecting objects and locating them in space. Therefore, the most logical exercise possible for the given age group will be to learn to relate objects to their names, as well as discover certain properties of certain objects.

For instance, for a toddler group, it will be a good exercise to learn the properties of the objects of different shapes, i.e., a sphere and a cube. For instance, the following exercise can be suggested: a child will try to roll a ball and then a cube. Finally, the child will be offered either a ball, or a cube to roll. Hence, the child will learn that cube is harder to roll than a ball.

Therefore, for the given exercise a ball, a block and a red ribbon for a “finishing tape” must be used. However, it is also worth mentioning that other approaches can be adopted when dealing with the programs for infants. For instance, from Vygrotsky’s point of view, it is crucial that the child should be taught with the help of the objects which (s)he faces every day, i.e., the elements of the national culture.

Though for an infant, one can hardly suggest an appropriate exercise, it can be offered that an infant should use not only the objects of the required shape, but the toys which he uses in everyday games. For instance, LEGO building blocks can be used for what does not roll, while a ball will be used as an example of what rolls.

As for the next exercise, it is going to serve for the children of three to four years old. Since at the given stage, children display egocentric attitudes, it will be necessary to broaden their horizon, showing all possible viewpoints. Thus, the child’s memory must be trained. Since the world of a rumbler revolves around his own personality, it will be necessary to show him/her that there are the possibilities other than (s)he can see.

Hence, the fact that the world is multilateral must be shown. The above-mentioned can be achieved with the help of the following exercise. The child will be shown a range of toys of different shape and color (2-5). Then, the toys are hidden, and one of them is secretly taken away. As the toys are shown to the child again, the task of the latter is to detect which toy has been taken away.

For the given task, it will be necessary to find two to five toys of various size (5–10”), shape (a cube, a sphere, etc.) and color (red, blue, yellow, etc.; preferably, no similar colors of different hue, e.g., red and scarlet). It is important, according to Vygotsky, that the objects should be taken from the realm of the environment which the child lives in.

For example, the objects can be toys, but are not supposed to be the things which the child has yet no idea abut, e.g., a stapler or a tape measure.

Since the key feature of an adventurer, according to Piaget, is the ability to perform concrete operations and recognize numbers, one can suggest that the child should learn the simplest rules of calculation. With the help of various objects, such as to apples, oranges, etc., a child can learn the basics of addition and subtraction.

Addressing the above-mentioned from Vygotsky’s point, it can be suggested that the elements of the culture which children belong to must be used. For instance, it will be a good idea to offer the children to learn mathematics counting with the help of cards with cars and other megalopolis elements on them if children live in a densely populated city, etc.

As for the adventurers, the exercises involving abstract reasoning will suffice. For instance, children can be suggested to explain why eating vegetables is good. Thus, the child will learn about the many sides of an argument.

As Vygotsky emphasizes, the child will need the realities of his/her world to learn the lesson better, which means that the problem to solve must concern the life of a child (e.g., why it is important to go to bed no later than nine p.m.), and not the one of an adult (e.g., why taxes are important).

Finally, master can be suggested an abstract discussion of a complex problem which involves different approaches. Thus, children will learn how to approach problems from different viewpoints. Again, according to Vygotsky, the problem must concern the student’s reality, e.g., suggest to discuss what effect music has on a life of a teenager.

Therefore, it is clear that, with the help of efficient use of the existing educational space, one can achieve the most striking results. Once using the above-mentioned approaches in the course of a birth-to-eighteen-year-old training for a rich parent, one can achieve tremendous results.

Though the given techniques are only theories at present, they are most likely to prove efficient when testing and, therefore, can help improve the studying process.

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"Designing Educational Spaces: A Birth-to-Eighteen-Year-Old Training for a Rich Parent." IvyPanda, 17 June 2019, ivypanda.com/essays/designing-educational-spaces-a-birth-to-eighteen-year-old-training-for-a-rich-parent/.

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IvyPanda. "Designing Educational Spaces: A Birth-to-Eighteen-Year-Old Training for a Rich Parent." June 17, 2019. https://ivypanda.com/essays/designing-educational-spaces-a-birth-to-eighteen-year-old-training-for-a-rich-parent/.

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IvyPanda. 2019. "Designing Educational Spaces: A Birth-to-Eighteen-Year-Old Training for a Rich Parent." June 17, 2019. https://ivypanda.com/essays/designing-educational-spaces-a-birth-to-eighteen-year-old-training-for-a-rich-parent/.

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IvyPanda. (2019) 'Designing Educational Spaces: A Birth-to-Eighteen-Year-Old Training for a Rich Parent'. 17 June.

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