Do we Need Teachers to Transfer Knowledge to Children?

Welcome to my 7 part series “Is the Role of a Teacher Necessary For Children? - I explain why I am writing about this topic over Here

Knowledge Transfer: They impart essential knowledge and skills, helping students understand complex concepts and subjects.

Are teachers necessary for imparting knowledge to children? I will speak to this topic based on my experience with children up to third grade. Maria Montessori speaks on the sensitive periods of children in their developmental stages of learning. So when I say I am talking about children about to about 9 years olds, I am speaking about vastly different age groups. I have worked with students in both mixed age and same age classrooms. It can be easier to work with children who are about the same age because you can definitely plan outcomes with the age group in mind - with some outliers in the mix.

However when you are working with mixed age classrooms, specifically 3 years to 5 years and 6 years to 8 years which I am most familiar with, you will have quite a time of keeping each student engaged and involved. As I type that, it seems like that would make sense. I am talking to those who may have children in these age ranges as well as teachers who work in these types of classroom settings.

The problem with some of the settings that want to offer alternative learning experiences for children with parents who desperately want something different than they remember when they were in school, is that the rudimentary information such as how to hold a pencil, how to work independently, how to advocate for themselves in a learning environment, the teacher’s observations based on the child in a group setting and also based on the material taught, tends to get lost when the one sole identifying purpose is ‘not like the school experience I had.’ This overarching ‘feeling’ negates the tactical purposes that a classroom setting offers. How do you replicate that when everyone is the same, thinks the same, and many times is based on a ‘typical’ child that quickly absorbs information. This speaks to the younger age group.

Now let’s address the older age group. Let’s say we have spent all of the child’s young experiences in a play based environment. I am yet to see a practical approach for those children who, when faced with having to finally hold a pencil, transfer thoughts any way but orally and with a skill set of stamina, patience and determination. Then we as teachers have the difficult experience of having to ‘reach’ children who now feel they are a bit ‘behind.’

Here is a wonderful article on developmental planes of development: CLICK HERE

I would love to hear for you! Do you have articles or videos that will lend to this discussion? Drop them in the comments below - only constructive conversation please.