Rawing on current research in either social science or neuro-science, discuss the importance of social interaction to learning.

Some key points for writing successful essays


1. Explicitly address the question or title set
2. Define what you take the title, question or key words to mean. Dictionary definitions are not usually helpful a it will probably be more useful to indicate what you are taking the term to mean for the purpose of the essay. Reference to theoristsa definitions may be helpful.
3. Create and articulate a clear structure which is easy for the reader to follow and helps you to organise your ideas
4. Use clear language, avoiding jargon where possible
5. Follow academic conventions of referencing, quoting bibliographies etc. (Check the books you are reading as a guide.)
6. Avoid description a focus instead on developing your line of argument.
Learning Outcomes

On successful completion of this module students will:

i § Be aware of the range of ideas about learning, and the tensions between these;
i § Be able to analyse critically the range of ideas about how learning takes place;
i § Be able to identify the implications for teachers of different notions of learning;
i § Be able to locate central themes in the historical development of ideas about learning;
i § Be able to critically evaluate, and develop, own learning style and study patterns.
In addition to meeting these specific learning outcomes for the module your assignment will also be assessed against the following generic MA criteria.

An essay should:

i?¶ Address the question or the title set;

i?¶ Demonstrate that you understand relevant ideas introduced both on the course and in your reading;

i?¶ Demonstrate that you are able to apply these ideas to learning in your setting;

i?¶ Be clearly and grammatically written, have a clear structure, and follow academic conventions of referencing, quoting, writing bibliographies etc.
sending you reading list below please choose best out of them stress on neuro-science and social interaction to learning do keep in mind my subject is foundation of learning in MA Education.
Bartsch, K. & Wellman, H. (1997) Children Talk about the Mind Oxford: Oxford University Press
Claxton, G. (1997) Hare Brain and Tortoise Mind London: Fourth Estate
Devlin, K. (1999) The Maths Gene Fourth Estate
Gopnik et al (1999) How Babies Think Weidenfeld and Nicolson
Harris, P. (2000) The Work of the Imagination Oxford: Blackwell Chap. 4 Imagination and emotion
Singer, D. & Singer, J. (1990) The House of Make-believe Harvard University Press
Reading list

Bradley, B.S. (1989) Visions of Infancy: a critical introduction to child psychology Polity Press
Bruce, T. 1987) Early Childhood Education London: Hodder and Stoughton
Bruner, J. (1983) Childas Talk: Learning to use Language Oxford University Press
Bruner, J. (1986) Actual Minds: Possible Worlds Harvard University Press
Bruner, J. (1990) Acts of Meaning Harvard University press
Burman, E. (1994) Deconstructing developmental psychology London: Routledge
Burr, V. (1995) An Introduction to Social Constructionism London: Routledge
Carpendale, J & Lewis C. (2006) How Children Develop Social Understanding Blackwell Publishing
Claxton, G. (1997) Hare Brain and Tortoise Mind London: Fourth Estate
Collins, J. & Cook, D. (2001) (eds) Understanding Learning: influences and outcomes London: Paul Chapman Publishing
Egan, K. (1988) Primary Understanding London: Routledge
Egan, K. (1997) The educated mind: how cognitive tools shape our understanding Chicago: University of Chicago Press
Fodor, J. (2000) In Critical Condition London: A Bradford Book
Gergen, K. (1999) An Introduction to Social Construction. London and Thousand Oaks, Ca.: Sage.
Goodnow, J. J. and Warton, P. (1992) a?Contexts and cognitions: taking a pluralist viewa in P. Light and G. Butterworth (eds) Context and Cognition: Ways of learning and knowing. Hemel Hempstead: Harvester Wheatsheaf.
Harris, P. (2000) The Work of the Imagination Oxford: Blackwell Chap. 4 Imagination and emotion
Kress, G. (1997) Before writing: rethinking the paths to literacy London: Routledge
Kress, G. (1994) Learning to write London: Routledge
Kress, G. (1995) Writing the Future: English and the making of a culture of innovation Sheffield: NATE
Kohn, A. (1999) Punished by rewards Houghton Miflin
Lave, J. (1988) Cognition in Practice Cambridge University press
Lave, J. & Wenger, E. (1991) Situated Learning: Legitimate Peripheral Participation Cambridge University Press
Luria, A. R. (1976) Cognitive Development: its cultural and social foundations Harvard University Press
McCormick, R. and Paechter, C. (eds) Learning and Knowledge. London: Paul Chapman Publishing.
Meadows, S. (1993) The Child as Thinker London: Routledge
Morss, J. (1996) a?Developmentalism and anti-developmentalisma pp48 51 from Growing Critical London: Routledge
National Research Council ((1999) How People Learn. National Academy Press
Piaget, J. (1967) Growing Critical: alternatives to developmental psychology London: Routledge
Piaget, J. (2002) The language and Thought of the Child London: Routledge
Rogoff, B. (1990) Apprenticeship in Thinking New York: Oxford University Press
Scribner, S. (1984) a?Studying working intelligencea, in B. Rogoff and J. Lave (eds) Everyday Cognition: Its development in social context. Cambridge, Massachusetts: Harvard University Press.
Siegel, D. (1999) The Developing Mind New York: Guilford pp. 330-337
Stainton Rogers, R. & W. (1992) Stories of Childhood: Shifting Agendas of Child Concern Hemel Hempstead: Harvester Wheatsheaf
Vygotsky, L. S. (1962) Thought and Language MIT Press
Vygotsky, L. S. (1978) Mind in Society Harvard University Press
Walkerdine, V. (1988) The Mastery of Reason London: Routledge
Wertsch, J. (ed.) (1985) Culture Communication and Cognition Cambridge University Press
White, J. (2002) The Childas Mind London: Routledge
Wood, D. (1988) How Children Think and Learn Oxford: Blackwell (There is also a second edition)
Woodhead, M. et al., (1998) Cultural Worlds Of Early Childhood. London: Routledge/ Open University
(NOTE:please do check it should be plagrism please )