‘I can write my name,I can’: The importance of the writing of own name

Young children demonstrate an interest in the writing of their own name. Very often it is the first word written by the child. The importance of that writing and the learning about letters, sequencing and space is explored. A number of activities that support children in their recognition and writing of own name are noted. Those activities include many which were observed during visits to early years settings.     

Problem solving in arithmetic

Growing numbers of children face conditions that severely limit their ability to learn and develop in good health. As a consequence, both P-12 schooling and higher education will need to modify their practices to help these children reach their full potential. Family-centered integrated services systems, in conjunction with interprofessional preparation, are proposed as being important steps in meeting the needs of disadvantaged children and families. Suggestions for implementation of family-centered programming are offered, and issues that need consideration at the postsecondary level in order to pursue interprofessional collaboration are discussed. Collaboration is essential to the process.     

Motor-skills in Language*

Languages are systems of communication based on disturbances of the air which are caused by physiological operations in one person—the speaker—and apprehended by means of physiological operation in a second person—the listener. Everything about this happening is observable and measureable, and can be repeated mechanically or in experiment.     

Mwalimu Julius Nyerere: a critical review of his contributions to adult education and postcolonialism

Despite being one of Africa's greatest postcolonial thinkers, implementing an award winning national literacy campaign and writing extensively on adult education and development, the contributions of Julius Kambarage Nyerere remain relatively unknown within mainstream adult education. This paper critically examines the contributions of Nyerere to adult education and postcolonial theory. The paper makes two assumptions. First, it assumes that there is a relationship between the discourses of postcolonialism and the project of constructing a more inclusive knowledge base of adult education. Second, that postcolonial theory provides a relevant framework for understanding the politics of adult education and development. Through a comprehensive and critical textual analysis of Nyerere's major works on adult education and development, the paper concludes that Nyerere's philosophy of adult education and lifelong learning was very progressive if not radical. Nyerere's ideas on education for liberation and development resonate with those of Paulo Freire. By linking the principles of education for liberation to the goal of building an egalitarian, socialist society based on the philosophy of Ujamaa, Nyerere provided an innovative and yet ‘localized’ theory of social change. Finally, Nyerere provided a sustained critique of colonialism and racism, and was a committed advocate of equality, unity and economic and social justice for the postcolonial world.