how children learn
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HOW CHILDREN LEARN. Presented by Patty Copeland. INFANT’S CAPABILITIES. Theories “Blank Slate” Piaget (1920) Gradual coordination of looking, listening, and touching. Newell (1958) and Gibson (1969) Rapid information processing Vygotsky (1978) “Zone of Proximal Development”. - PowerPoint PPT PresentationTRANSCRIPT
HOW CHILDREN HOW CHILDREN LEARNLEARNPresented by Presented by
Patty CopelandPatty Copeland
INFANT’S CAPABILITIESINFANT’S CAPABILITIES
TheoriesTheories ““Blank Slate”Blank Slate” Piaget (1920) Gradual Piaget (1920) Gradual
coordination of looking, listening, coordination of looking, listening, and touching.and touching.
Newell (1958) and Gibson (1969) Newell (1958) and Gibson (1969) Rapid information processingRapid information processing
Vygotsky (1978) “Zone of Proximal Vygotsky (1978) “Zone of Proximal Development”Development”
INFANT’S CAPABILITIESINFANT’S CAPABILITIES
Main areas of research:Main areas of research:1.1. Early predisposition to learn about Early predisposition to learn about
some things but not others. some things but not others. (Carey (Carey and Gelman, 1991)and Gelman, 1991)
2.2. Strategies and Metacognition Strategies and Metacognition (Deloach, 1998)(Deloach, 1998)
3.3. Theories of Mind (Gardner, 1983)Theories of Mind (Gardner, 1983)
4.4. Children and Community.( Wright Children and Community.( Wright & Huston, 1995)& Huston, 1995)
INFANT’S CAPABILITIESINFANT’S CAPABILITIES
Methodological advances.Methodological advances. Non-nutritive sucking, Non-nutritive sucking, habituation, and habituation, and visual expectation.visual expectation.
EARLY COMPENTENCIES EARLY COMPENTENCIES IN THE PRIVILEGED IN THE PRIVILEGED
DOMAINSDOMAINS Physical ConceptsPhysical Concepts
Objects need support to prevent them Objects need support to prevent them from falling;from falling;
Stationary objects are displaced when Stationary objects are displaced when they come into contact with moving they come into contact with moving objects;objects;
Inanimate objects need to be propelled Inanimate objects need to be propelled into motion.into motion.
Possible Event
Impossible Event
-Needham & Baillargeon (1993)
Test EventsPossible Event
Impossible Event
-Baillargeon, Needham , & Devos (1992)
Biological CausalityBiological Causality Differences between Animate and Differences between Animate and
inanimate objects.inanimate objects.
EARLY COMPENTENCIES EARLY COMPENTENCIES IN THE PRIVILEGED IN THE PRIVILEGED
DOMAINSDOMAINS
Drawings used in studying Drawings used in studying preschoolers’ reasoning preschoolers’ reasoning
about movementabout movement
-Massey and Gelman (1988)
Early Number ConceptsEarly Number Concepts
EARLY COMPENTENCIES EARLY COMPENTENCIES IN THE PRIVILEGED IN THE PRIVILEGED
DOMAINSDOMAINS
What math do you see going on?---Arnie
What is the Math?
Many different kinds of mathematicalthinking occur in this video:•Geometry (shape, symmetry, spatial relations)• Measurement• Patterns• Number concepts: the idea of “more”• Informal strategies such as estimation• Math is more than just “numeracy”
Use of Numerical Data in Use of Numerical Data in their Environment… their Environment…
the “How Many” Storythe “How Many” Story What knowledge does a child need to What knowledge does a child need to
understand the concept of ‘how understand the concept of ‘how many’?many’?
The “How Many” story begins with The “How Many” story begins with an attempt to understand the an attempt to understand the concepts of more/less/and same.concepts of more/less/and same.
• • Examples from your experiences?Examples from your experiences? • • Arnie’s (video) example?Arnie’s (video) example?
There’s “more” to the There’s “more” to the conceptsconcepts
of more/less/the sameof more/less/the same Watch this video clip …What Watch this video clip …What
does Tina understand about the does Tina understand about the concepts of more / less / the concepts of more / less / the same?same?
[[TinaTina Video] Video]
Early Attention to LanguageEarly Attention to Language 4 months prefer words to other sounds 4 months prefer words to other sounds
(Colombo and Bundy, 1983)(Colombo and Bundy, 1983) 6 months distinguish the properties that 6 months distinguish the properties that
characterize the language of their characterize the language of their environment (Kuhl, 1992)environment (Kuhl, 1992)
8-10 months actively attempt to 8-10 months actively attempt to understand the meaning of the understand the meaning of the language around them. (Chapman, language around them. (Chapman, 1978)1978)
EARLY COMPENTENCIES EARLY COMPENTENCIES IN THE PRIVILEGED IN THE PRIVILEGED
DOMAINSDOMAINS
Reaction time to French Reaction time to French and English sentences for and English sentences for
2-month-old infants.2-month-old infants.
1900
2000
2100
2200
2300
2400
2500
Rea
ctio
n tim
es (m
sec)
English French -Mehler & Christophe (1995)
Language DevelopmentLanguage Development
Studies indicate:Studies indicate:
Children’s biological Children’s biological capacities are set into capacities are set into motion by their motion by their environments.environments.
STRATEGIES FOR STRATEGIES FOR LEARNING AND LEARNING AND
METACOGNITIONMETACOGNITION CapacityCapacity
Less than adults?Less than adults? Same as adults?Same as adults?
StrategiesStrategies RehearsalRehearsal ElaborationElaboration SummarizationSummarization ChunkingChunking
KnowledgeKnowledge
Metacognition—knowledge Metacognition—knowledge ofof learning, learning, strengths and weaknesses, strengths and weaknesses,
and and demands of the learning task demands of the learning task
at hand.at hand. self regulationself regulation
plan, plan, monitor success, and monitor success, and correct errors when appropriatecorrect errors when appropriate
EffortEffort
STRATEGIES FOR STRATEGIES FOR LEARNING AND LEARNING AND
METACOGNITIONMETACOGNITION Multiple StrategiesMultiple Strategies
AccuracyAccuracy Amount of time requiredAmount of time required Processing demandsProcessing demands Range of problems to which they apply.Range of problems to which they apply.
Strategy ChoicesStrategy Choices Solve ProblemsSolve Problems Most usefulMost useful Transfer to new situations Transfer to new situations
STRATEGIES FOR STRATEGIES FOR LEARNING AND LEARNING AND
METACOGNITIONMETACOGNITION Multiple Intellegences (Gardner Multiple Intellegences (Gardner
1983, 1991)1983, 1991) LinguisticLinguistic LogicalLogical MusicalMusical SpatialSpatial Bodily kinestheticBodily kinesthetic InterpersonalInterpersonal IntrapersonalIntrapersonal 1997 add…Naturalistic1997 add…Naturalistic
http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/index.htm
GUIDING CHILDREN’S GUIDING CHILDREN’S LEARNINGLEARNING
Interesting the child in the taskInteresting the child in the task Reducing the number of steps Reducing the number of steps
required to solve a problem by required to solve a problem by simplifying the tasksimplifying the task
Maintaining the pursuit of the Maintaining the pursuit of the goalgoal
Marking critical features of Marking critical features of discrepanciesdiscrepancies
Controlling frustration and riskControlling frustration and risk Demonstrating an idealized Demonstrating an idealized
versionversion---Wood et al, 1976---Wood et al, 1976
GUIDING CHILDREN’S GUIDING CHILDREN’S LEARNINGLEARNING
Learning to Read and Tell Learning to Read and Tell StoriesStories
ConversingConversing
ObservingObserving
EavesdroppEavesdroppinging
Cultural Variations in Cultural Variations in CommunicationCommunication
Schooling and Role of Schooling and Role of QuestioningQuestioning ““known-answer” questionsknown-answer” questions Metaphoric, narrative questionsMetaphoric, narrative questions
Adaptive Flexibility in both Adaptive Flexibility in both directionsdirections
Cultural Variations in Cultural Variations in CommunicationCommunication
The concept of The concept of “development” is “development” is critical to critical to understanding the understanding the changes in changes in children’s thinking.children’s thinking.
ConclusionConclusion
Young Young children are children are actively actively engaged in engaged in making making sense of sense of their worlds.their worlds.
ConclusionConclusion
Children’s early Children’s early understanding understanding of the of the perceptual and perceptual and physical world physical world may jump-start may jump-start the learning the learning process.process.
ConclusionConclusion
Children Children are both are both problem problem solvers and solvers and problem problem generatorsgenerators
ConclusionConclusion
Adults help Adults help make make connections connections between new between new situations and situations and familiar ones familiar ones for children.for children.
ConclusionConclusion
Children exhibit capacities Children exhibit capacities for learning that are shaped for learning that are shaped and expanded by and expanded by environment experiencesenvironment experiences and the and the individuals who individuals who care for them.care for them.
ConclusionConclusion
The The Moment of Moment of
Truth!Truth!
Some children Some children cannotcannot learn math. learn math.
FALSEFALSE
Boys learn much Boys learn much better than girls. better than girls.
FALSEFALSE
Poor children and Poor children and minority children do minority children do not perform well in not perform well in
mathematics. mathematics.
FALSEFALSE
American children American children have less have less
mathematical mathematical ability than Asian ability than Asian
children. children. FALSEFALSE
Pre-Kindergarten / Pre-Kindergarten / Kindergarten Kindergarten Mathematics Mathematics
learning difficulties learning difficulties are common. are common.
FALSEFALSE
To teach well, To teach well, teachers need to teachers need to understand their understand their
students’ thinking students’ thinking as it occurs in the as it occurs in the
classroom. classroom.
TrueTrue
The education of young children The education of young children should focus mainly on social-should focus mainly on social-
emotional development and emotional development and should avoid such topics as should avoid such topics as mathematics because young mathematics because young
children are not ready for those children are not ready for those subjects and will therefore be subjects and will therefore be
harmed by studying them. harmed by studying them.
FALSEFALSE
Young children are Young children are interested in mathematical interested in mathematical topics and spontaneously topics and spontaneously
develop a relatively develop a relatively complex set of informal complex set of informal
ideas about quantity in the ideas about quantity in the natural environment. natural environment.
TrueTrue
Young children should be Young children should be taught the same kind of taught the same kind of
formal written mathematics formal written mathematics that older children learn … that older children learn … just smaller numbers and just smaller numbers and
easier concepts.easier concepts.
FALSEFALSE
A concentration on A concentration on memorized number facts memorized number facts and drill on the “basic” and drill on the “basic” skills ignores children’s skills ignores children’s
informal mathematics and informal mathematics and introduces number in a introduces number in a
meaningless way. meaningless way.
TrueTrue
A concentration on drill A concentration on drill and memorization in and memorization in
mathematics lessens a mathematics lessens a child’s interest, child’s interest, exploration, and exploration, and
experimentation with experimentation with mathematics. mathematics.
TrueTrue
The first work that proposed The first work that proposed that young children that young children
DISCOVER the rules ofDISCOVER the rules ofarithmetic through the arithmetic through the
manipulation of counters manipulation of counters and bead frames wasand bead frames was
published in 1818. published in 1818.
TrueTrue
The first program that The first program that emphasized geometry for emphasized geometry for
young children was young children was developed by Froebel developed by Froebel
during the second half of during the second half of the nineteenth century. the nineteenth century.
TrueTrue
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