Being ready for school now doesn t necessarily mean
being able to read, write and count, but being ready to
learn how to read, write and count. Leonid Venger
Where Does Key To Learning Come From?
ey to Learning is based on the work of
Lev Vygotsky (1896-1934), the Russian
Mozart of Psychology . The ideas he
developed in the course of an astonishingly
Kbrief career have not lost their relevance
over time. His work did not reach a wider global
audience until the 1960s. When it did, his insight
into the social and communicative roots of cognition
and development transformed the way we think
about teaching and learning. Key to Learning is the
culmination of 70 years of research in Russia and more
recently, internationally. This has involved reflecting
on and refining the practical application of Vygotsky s
ideas. Working together in real classrooms, researchers
and teachers have been able to help children develop
learning abilities that they will be able to use for the
rest of their lives. Ongoing research projects confirm
that the Key to Learning curriculum has a profound
and positive impact on young children s achievements.
The Vygotskian Developmental Cognitive
Curriculum for Early Years Key to Learning
Developing Learning Abilities, Unlocking Possibilities
Galina Doyla
Understanding Abilities
What are learning abilities? Where do they come from?
The answer to these questions may appear obvious.
Learning abilities are whatever it is that determines the
speed and flexibility with which we acquire and are able
to apply new knowledge and skills. We all know how
abilities reveal themselves. Some children are more
able than others. They are quick to learn new things,
surprise us with their verbal fluency, their precocious
achievements in reading and mathematics, in art or
in music. If they surprise us enough, we may call them
gifted or talented. If they do not, by the time they are
seven, we may have decided that they are just average
(the majority), or even less able and already marked
down for educational failure.
All of us find ourselves thinking about and judging
young children s different abilities in this way from time
to time. We also tend to believe that while children s
educational and life experiences may affect for better
or for worse the way they put their abilities to use, the
abilities themselves are a given. We behave as though
they are a part of our genetic inheritance, like the colour
of our eyes, or the number of fingers on our hands.
However, Vygotsky considered that we must view human
psychological development as a social achievement
rather than an individual one. Young children s abilities
2 8 N A G C M A G A Z I N E
F E A T U R E S
are not innate, or simply determined by biology. develop the ability not simply to solve conventional
Children acquire their abilities with and from the others problems in old ways, but to innovate and sometimes
around them - from the social, cultural and educational to change or create the tools themselves. Creativity and
context of their lives. independent thought are not where we start. They are
The core of what young children learn is not a the results of our learning.
particular body of knowledge or a specific set of skills.
After all, the skills and knowledge children need for A Developmental Curriculum
survival depend on where they happen to be born, According to the Russian psychologist Alexander
and varies from place to place. At the heart of what all Zaporozhets, there are two parallel cultural universes -
young children learn, are the universal higher mental the adult s and the child s. Consequently, there are
functions required to analyse reality. How deeply and two possible approaches for child educators. We can
securely children are able to acquire them ultimately attempt to take children by the scruff of the neck and
determines differences in their abilities. drag them into the adult culture, attempting to move
them prematurely to the next stage of development.
DEVELOPMENT OF HIGHER MENTAL FUNCTIONS Alternatively, we can allow children to live through their
childhood as fully as possible, but work to help them
LOWER FUNCTIONS HIGHER FUNCTIONS
deepen and enrich their child s eye view. Here we have
Inborn, shared with higher Unique to humans, passed on
animals by teaching
the essence of a concept known as developmental
Reactive attention Focussed attention
education.
A developmental curriculum must help children to
Associative memory Deliberate memory
move forward. To do this it must provide challenging
Sensorimotor thought Symbolic thought
experiences that are enjoyable and achievable given
Leonid Venger, Olga Diachenko, Nickolai Veraksa
and other Russian psychologists and educationalists
extended and adapted Vygotsky s ideas about learning
and development in young children. Their work has led
to the development of principles, curriculum content
and methods aimed at developing the cognitive abilities
of young children (age three to seven). The approach
makes it possible to substantially increase the
developmental effect of education and its influence on
the development of cognitive abilities.
The Mechanism Of Abilities
The child looks at the world through the glasses of
Human Culture. Alexander Zaporozhets
Children learn to read reality through the glasses of the right support. This is what we mean by teaching
human culture. These glasses are cultural tools, for within the child s learning zone (the Zone of Proximal
example, concepts, visual signs, symbols, models, Development ). For young children it is imaginative play
plans, texts, maps, formulae, and above all language. that creates the learning zone. As Vygotsky points out,
It is these that provide us with the universal mental children s greatest achievements are possible in play.
habits and human qualities required for success in It is in play that children become a head taller than
any skilled cultural activity. It is through these tools their current selves; they leap ahead of their everyday
that new psychological qualities that we call abilities capability. For example, impulsive children who cannot
emerge. sit still during circle time may be able to stand still for
quite a long time if they are pretending to be guards at
PSYCHOLOGICAL TOOLS the palace gates.
This is not a passive process but an active The Key to Learning Curriculum builds on features
of young children s spontaneous activity to promote
Maps Charts
active learning. Prominent Russian psychologists and
Plans Graphs
educationalists, led by Leonid Venger, Olga Diachenko
Schemas Formulae
and Nickolai Veraksa have developed principles,
Diagrams Signs
curriculum content and methods that amplify the
Tables Symbols
world children naturally inhabit to make sure that they
Numbers Letters explore every corner of it in as much depth as possible.
Although the aim of the Key to Learning curriculum is
Music Notation Models
to help children develop communicative, self-regulative
appropriation. Where the process is at its best, and cognitive abilities, it does this indirectly, through
cultural tools are not merely learned in isolation sequences of planned activities that are emotionally
as skills, but offered to and grasped by children as vibrant, playful and enjoyable. Only the teacher knows
purposeful practical activity. When children are able that teaching is going on.
to take over cultural tools so that they own them, they
N A G C M A G A Z I N E 2 9
V Y G O T S K I A N D E V E L O P M E N T A L C O G N I T I V E C U R R I C U L U M
Twelve Programmes, One Practice
In terms of content the Developmental Cognitive
Curriculum Key to Learning offers breadth and
diversity for children between the ages of 3 and 7. There
are twelve programmes in the complete curriculum:
Sensory Mathematics
develops the ability to analyse the external, visual
qualities of objects using sensory standards such
as colour, shape and size. It builds the foundation
for the development of mental abilities
Logic Visual-spatial
develops the ability to analyse objects and events, develops spatial awareness and the ability to read
see their invisible sides, identify their most maps. Children look at objects in space, use
essential characteristics, think sequentially, draw symbols to represent what they and others see
conclusions, classify and systematise information through visual models - maps, schemes and plans
Mathematics Creative Modelling
using visual models children discover the language through shared activity children discover symmetry
of Mathematics and concept of measurement, and pattern by manipulating geometric shapes
compare different quantities and qualities of objects to create artistic compositions of the world around
and explore the relationships more, less, equal them. Develops co-operative and social skills
Story Grammar Construction
develops a love of story, ownership of story develops mathematical language and goal directed
language and a profound understanding of story behaviour. Children analyse the structure of
structure by following a specific set of procedures objects , plan, articulate their plans and execute
known as visual modelling them using wooden modular building blocks
Developmental games Exploration
playing in small and large groups children develop through games, stories and simple yet powerful
productive imagination, symbolic literacy, language experiments children discover important scientific
and communication skills, flexible thinking, creative concepts - states of matter, different qualities of
problem solving, self-regulation and self-esteem substances and transformations
Artographics Expressive Movement
cultivates the essential skills required both for develops emotional intelligence, non-verbal
writing and creative artistic expression. communication skills, creativity and productive
Develops art vision and introduces different imagination through body movement, gestures,
symbolic tools - composition, rhythm and colour facial expressions and music
You - Me - World
using symbols and visual models children learn
About the author
about themselves as physical, emotional and
social beings; about the natural and material world,
Galina Doyla
about living things and inanimate objects
Galina Dolya is the Curriculum Director of
Key to Learning, which has developed an
innovative Vygotskian approach to Early
Years Education. She is an acknowledged Each programme consists of 60 sessions: 30 for younger children
world leading expert on the practical (Caterpillars), 30 for older children (Butterflies). It provides opportunities
application of Vygotsky s Theory of for child-initiated and teacher-structured activities. There are, in addition,
Learning and Development. She has suggestions for follow up activities that can be shared with parents. It creates
worked at every level from Early Years right conditions for minds to open, for learning to become a pleasure and for
to University and trained hundreds creativity to flourish.
of teachers and trainers world-wide.
Currently she is a Researcher in the If you wish to know more about Key to Learning you can visit the web site
Department of Psychology and Pedagogy of Abilities www.keytolearning.com or read Galina Dolya s books, Vygotsky in Action in
at the Research Institute of Development of Preschool the Early Years and Ideas for Parents both of which may be ordered from the
Education, Russian Academy for Education, Moscow. She website or by contacting Galina on 01582 8313160. Support for parents and
is currently based in the UK. teachers professional development is available through conferences and
training.
3 0 N A G C M A G A Z I N E
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