One of the things that I enjoyed and found interesting in my teacher training was learning about conceptual development in children. Piaget’s work  was the thing at the time. Up until then I’d been busily developing my own concepts (obviously) but I’d only been aware of them from the ‘inside’ – from my own ‘learners perspective’.

Looking at conceptual development from the ‘outside’ – from an observers perspective was fascinating. What needs to happen for a child to get sense of ‘three’ for instance – what is ‘threeness’, or ‘twoness’ or ‘oneness’. What determines whether a four legged creature is a dog or a cat or a tiger?

Teachers of young children design environments that offer children experiences to support their development of these concepts. They will meet ‘three’ for instance, often – and in so many different guises (three counters, three mice, three teddies, three cups, three plates, three knives etc) that sooner or later they will sense the ‘threeness’ – distinct from the objects themselves. For me (and I guess for most teachers) the moment that happens is the essence of the joy in teaching. It’s amazing!

When I started to learn Clean Language and Symbolic Modelling I stepped out into a perspective beyond that of the observer. A kind of meta-metacognative perspective. I’m revisiting my own conceptual system with new eyes – a new kind of awareness. And I am able to promote thinking about thinking in my classes with greater insight now and with an authentic sense of awe and wonder.

It’s exciting stuff!