Challenge preconceptions and question the nature of errors and illusions, fostering a deeper understanding of perception and reality.
… Kelso & Engstrom (2006) use “~” for pinpointing the relation, the symbolic punctuation for reconciling dual opposites that organise a sense of self~other …
… redefining Early Years Pedagogy
Revolutionise Language Education
Empower Learning
Enhances Cultural Literacy
Promote Lifelong Learning
OlOn is proud to present ‘DualConcepts‘, an innovative schema of work that redefines early childhood education by embracing complexity, subjectivity, criticality, and creativity.
‘DualConcepts‘ is designed to create dynamic intellectual ecosystems where young minds (ages 3-5) can flourish and thrive through a journey of transformation, innovation and possibility.
What is ‘DualConcepts’?
‘DualConcepts‘ is a groundbreaking educational framework that utilises complementary opposites and complexity science to foster deep cognitive and emotional growth in young learners.
This schema challenges preconceptions and questions the nature of errors and illusions, encouraging a deeper understanding of perception and reality.
By transitioning from isolated chaotic systems to open interconnected complex ones, ‘DualConcepts‘ provides a rich environment for early subjectivity of thought to develop.
Dual Concepts offers dynamic Early cognitive development & vocabulary enrichment
Navigating intricate landscapes of human cognition and emotion, Subjectivity serves as a lens through which we interpret experiences and interact with the world around us. Rooted in the dynamic interplay of perceptions, influences and interpersonal dynamics, Subjectivity shapes our understanding of self and others.
Within the developmental trajectory of children, Early Subjectivity of Thought emerges as a foundational construct, facilitating initial steps toward self-awareness, empathy and cognitive autonomy; on our journey, we explore the essence of subjectivity and its manifestation in the formative early years.
Through this Schematic lens, we delve into the nuances of Early Subjectivity, tracing its evolution from infancy through adolescence. By unraveling the complex nature of Subjectivity within the context of child development, we aim to illuminate profound implications of these early experiences on cognitive, emotional and social growth.
Early Subjectivity of Thought (ESoT)
…refers to the initial development of a child’s ability to form and express their own thoughts, feelings and perspectives.
By the age of 5, children are beginning to transition from a more egocentric view of the world, where they primarily see things from a personal perspective to a more complex understanding which includes considering thoughts and feelings of the Other.
ESoT involves 7 Areas that define the development of Early Subjective Thought:
3 Basic Areas & 4 Acute Areas
BA • Emerging Self-Awareness recognise existence & identity within environment
SI • Questioning & Curiosity explore world, fostering inquiry & discovery
C3 • Limited Empathy understanding emotions & perspectives of Others
AC • Expressing Personal Feelings emotional intelligence & self-regulation
U • Narrative Abilities linguistic & emotio-cognitive expression
T • Emerging Social Understanding interpersonal interactions navigation
E4 • Developing Opinions criticality & autonomy in decision-making
Basic categories encompass fundamental skills that lay the groundwork for more complex abilities in later stages. Acute categories reflect advanced skills that emerge as children's understanding and experiences deepen over time.
Our Ethos
‘DualConcepts’ aims to push the boundaries of early years pedagogy by embracing complexity, subjectivity, criticality, creativity.
We explore vocabulary of bipolar opposites that we subjectify into complementary pairs, which give birth to new, emerging concepts.
Our vision is to create dynamic intellectual ecosystems where young minds flourish, fostering a transformative and innovative learning journey.
Our curriculum is designed to challenge preconceptions and explore the nature of perception and reality through dualistic opposite concepts.
We strive to develop early subjectivity of thought, encouraging children to question, analyse and express their perspectives.
By integrating complementary opposites and complexity science, we aim to develop a nuanced understanding of the world in young learners.
The DualConcepts Schema fosters critical and creative thinking, preparing children to navigate and thrive in a complex, interconnected society.
Our Method
Educators will be trained in the principles of dualistic opposite concepts and complexity science.
Continuous professional development and access to specialised resources will ensure they are well-prepared to implement the schema effectively.
We provide extensive support for educators to deliver the curriculum effectively. Our approach ensures that the curriculum is engaging, flexible and adaptable to the needs of all learners.
Collaborative workshops and planning sessions will be organized to help teachers integrate the schema’s activities into their daily teaching practices.
Support from experienced mentors will be provided to ensure consistency and effectiveness in delivery.
A dedicated support network, including interdisciplinary experts, will be established to assist educators in implementing the schema. We will also be able to extend your training through INSET days and after-school Workshops during the academic year.
Online platforms and forums will offer continuous resources, lesson plans, and opportunities for sharing best practices.
Our approach
The impact of the ‘DualConcepts’ Schema will be assessed through formative, progressive and summative assessments to measure children’s progress in critical, creative & subjective thinking, as well as their overall cognitive and emotional growth.
We continuously evaluate the impact of our curriculum through comprehensive assessment materials. Our focus is on meaningful outcomes that enhance children’s critical and creative thinking skills, preparing them for future academic and personal success.
A comprehensive evaluation framework will be used to track the effectiveness of the schema.
This will include observational assessments, standardized tests, and qualitative feedback, ensuring a holistic understanding of its impact on children’s development.
Continuous monitoring and periodic reviews will be conducted to ensure the schema exceeds National Curriculum needs.
By analysing qualitative, quantitative and mixed-methods data, we will measure the schema’s success in fostering a transformative and innovative learning environment.
Our Schema of Work covers a broad range of contemporary issues, ensuring a thorough and balanced education in critical and creative thinking, as well as around Early Subjectivity of Thought.
We explicitly integrate diverse enquiry types, promoting hands-on, exploratory experiences that focus on a specific problem, approached from abstract, pictorial & concrete perspectives.
Our Schematic lessons emphasise the interconnections between various knowledge fields, fostering a holistic understanding of our personal and social reality.
We promote ethics to navigate an increasingly complex, interconnected future.
Our curricula are designed facilitate existence reach its potential.
Non-linear Understanding
recognises that learning is dynamic and interconnected
Emergence
focuses on how complex systems arise from simple interactions
Dialectical Becoming
opposites as complementary, balance via communication
Synthesis & Integration
synthesis of opposites as complementary pairs
Analytical Reflection
epi-analysis, questioning assumptions, evaluations
Creative Problem Solving
expressive freedom for creative ideas and solutions
Multiple Perspectives
values diversity of individual experiences and viewpoints
Personal Insight
exploring personal insights, subjective perspectives and contributions
Explore ‘DualConcepts’ with OlOn and be part of the future of early childhood education.
…refers to the development of a child’s ability to understand and interpret their own thoughts, emotions, and the thoughts and emotions of others. Individual development can vary widely, so these stages are general guidelines rather than strict rules.
Infants are primarily focused on sensory experiences and basic needs. They begin to differentiate between themselves and the external world. While they might not fully understand their own thoughts and emotions, they react to them through facial expressions, body language and crying.
This stage is marked by the development of symbolic thinking and language. Chn start to understand that their thoughts can be represented by words and symbols. They may engage in egocentric thinking, where they struggle to see things from others’ perspectives. Their understanding of emotions also becomes more nuanced and they can label basic emotions in themselves and others.
Cognitive development becomes more sophisticated during this period. Chn start to grasp the idea that others can have different thoughts, feelings and beliefs. They begin to understand the concept of perspective-taking and can consider multiple viewpoints. Their emotional vocabulary expands and they become better at identifying and expressing their own emotions and understanding the emotions of others.
Adolescents experience significant changes in cognitive, emotional and social domains. They develop more abstract thinking abilities, allowing them to ponder complex concepts and hypothetical situations. They become more self-conscious and introspective, exploring their identities and values. They also gain a deeper understanding of others’ emotions and can engage in more empathetic and perspective-taking behaviour.
Embrace a complex nature of knowledge and learning
Expand perspectives that shape our understanding
Foster a culture of questioning and analytical thinking
Encourage innovative thought and expression
Value diverse and complementary perspectives
Appreciate the beauty inherent in knowledge and creation
Glocally interconnected border transcendance
Join us on an intellectual Odyssey, where curiosity knows no bounds and the pursuit of knowledge takes on new and exciting dimensions
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