SOLO Taxonomy in the Early Years

Nonfiction, Reference & Language, Education & Teaching, Preschool & Kindergarten, Elementary
Cover of the book SOLO Taxonomy in the Early Years by Pam Hook, Bridget Casse, Essential Resources Educational Publishers Ltd
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Author: Pam Hook, Bridget Casse ISBN: 1230000190038
Publisher: Essential Resources Educational Publishers Ltd Publication: January 30, 2013
Imprint: Essential Resources Ltd Language: English
Author: Pam Hook, Bridget Casse
ISBN: 1230000190038
Publisher: Essential Resources Educational Publishers Ltd
Publication: January 30, 2013
Imprint: Essential Resources Ltd
Language: English

Starting school marks a transition in the life of a young learner. The learning ecosystem changes from a place predicated on a developmental approach and "learning through play" to one that introduces achievement objectives and assesses learning outcomes.

Many students arrive at school with portfolios from early childhood settings and reports from parents and family affirming they are already "confident, connected, actively involved lifelong learners". They already have knowledge, skills competencies, attitudes and behaviours for learning.

Teachers of children starting school call on extensive systems and procedures to discover these young learners' physical health and wellbeing, social competence, emotional maturity, language and cognitive development, communication skills and general knowledge. Successful transitions depend on;

  • the student belonging and feeling suitable at school
  • the student sense of being a learner through learner dispositions
  • the student becoming - changing through engagement in learning

SOLO is a model of learning that helps make these connections. It enables students to understand the how and what of school - that is, how and what they are learning. SOLO makes learning outcomes visible and in doing so it connects students, teachers and families to learning.

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Starting school marks a transition in the life of a young learner. The learning ecosystem changes from a place predicated on a developmental approach and "learning through play" to one that introduces achievement objectives and assesses learning outcomes.

Many students arrive at school with portfolios from early childhood settings and reports from parents and family affirming they are already "confident, connected, actively involved lifelong learners". They already have knowledge, skills competencies, attitudes and behaviours for learning.

Teachers of children starting school call on extensive systems and procedures to discover these young learners' physical health and wellbeing, social competence, emotional maturity, language and cognitive development, communication skills and general knowledge. Successful transitions depend on;

SOLO is a model of learning that helps make these connections. It enables students to understand the how and what of school - that is, how and what they are learning. SOLO makes learning outcomes visible and in doing so it connects students, teachers and families to learning.

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