How learning develops

What helps us understand children’s learning and development?

• Theorists• Ideologies/theories• Research• Curriculums• Assessment (observation)• Experience

Holistic framework

Learningand

development

cognitive

affectivemotor

Domains of developmentCognitive development Affective development Motor development

is concerned with understanding, remembering, problem solving, thinking, classifying, planning, conceptualising, making sense of the world. It relates to “the changes in one’s mental abilities that take place over the lifespan” (Doherty, J and Hughes, M, 2009, pg.465)

Intellectual wellbeing

is concerned with social and emotional aspects of development. Emotion, personality temperament, self-esteem and self-concept. Affective domains are ‘aspects of development that are to do with feelings and emotions’ (Doherty, J and Hughes, M, 2009, pg.464)

Social and Emotional wellbeing

is concerned with movement, control, dexterity, physical ability. “Motor development is continuous change in motor behaviour throughout the life cycle, brought about by interaction among the requirements of the movement task, the biology of the individual, and the conditions of the environment” (Gallahue, D and Ozmun, J, 2006, pg. 5)

Physical wellbeing

Powerful maturational timetables

Emergence of language

Powerful internal force to learn

Attachment, temperament?

Diet, exercise, exploration, safe

environmentStimulation and encouragement

Influence of the environment,

relationships, security, basic needs

Motor

Cognitive Affective

Nur

ture

Nat

ure

B.F. Skinner (1904 – 1990)

Law of reinforcement... Operant conditioning Shaping

http://www.youtube.com/watch?v=1b-NaoWUowQ http://www.youtube.com/watch?v=yhvaSEJtOV8&feature=related

BEHAVIOURISM

Jean Piaget

Age 0-2

Reflexes - motor & sensory learning

Age 2-7

‘Egocentric’; self oriented

7-11

Decentralising: able to consider alternative outcomes

11 (15)

Able to engage in abstract thinking & reasoning

People are ‘incomplete’ without interaction with others

Social constructivist approach to education.

Zone of proximal development

L.S. Vygotsky (1896-1934)

The child is a young scientist

The child evolves & refines schemas with experience and practice

The child constructs meaning of the world through self-directed exploration and experimentation

The child learns through interactions with othersEmphasis on use of language to develop understandingLearning is first social and then individual

CONSTRUCTIVISM

SOCIAL

CONSTRUCTIVISM

Piagetian perspective Vygotskian perspective

assessment Students assessed against norms; summative and diagnostic testing

Individual assessments, student in consultation with teacher; emphasis on formative assessment

organisation Setting by ability levels No clear reason to set

planning Establishment of whole class targets with some individual targeting

Individual target-setting

teaching Whole-class teaching with individual tuition-not necessarily transmissive

Individual and small-group work;Whole class teaching not excluded

‘Readiness’ for learning

The learning context

The spiral curriculum

Scaffolding The role of language in thinking & reasoning

Jerome Bruner

Barnes, D (1976) From Communication to Curriculum

Bruner, J (1996) The Culture of Education

Moore, A (2000) Teaching and Learning

Wood, D (1998) How Children Think and Learn

Follow up from today: Read Chapter 1 ‘Models of Teachingand learning’ in Moore, A. (2000) Teaching and Learning:pedagogy, curriculum and Culture. London, Routledge

Before the next EV682 session: Blog post 2 and responses on the themes of this seminar.