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HOW CHILDREN LEARN

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”.

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HOW CHILDREN LEARN

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  1. HOW CHILDREN LEARN Presented by Patty Copeland

  2. 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”

  3. INFANT’S CAPABILITIES • Main areas of research: • Early predisposition to learn about some things but not others. (Carey and Gelman, 1991) • Strategies and Metacognition (Deloach, 1998) • Theories of Mind (Gardner, 1983) • Children and Community.( Wright & Huston, 1995)

  4. INFANT’S CAPABILITIES • Methodological advances. • Non-nutritive sucking, • habituation, and • visual expectation.

  5. EARLY COMPENTENCIES IN THE PRIVILEGED DOMAINS • Physical Concepts • Objects need support to prevent them from falling; • Stationary objects are displaced when they come into contact with moving objects; • Inanimate objects need to be propelled into motion.

  6. Possible Event Impossible Event -Needham & Baillargeon (1993)

  7. Test Events Possible Event Impossible Event -Baillargeon, Needham , & Devos (1992)

  8. EARLY COMPENTENCIES IN THE PRIVILEGED DOMAINS • Biological Causality • Differences between Animate and inanimate objects.

  9. Drawings used in studying preschoolers’ reasoning about movement -Massey and Gelman (1988)

  10. EARLY COMPENTENCIES IN THE PRIVILEGED DOMAINS • Early Number Concepts What math do you see going on?---Arnie

  11. What is the Math? • Many different kinds of mathematical • thinking 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”

  12. Use of Numerical Data in their Environment… the “How Many” Story • What knowledge does a child need to understand the concept of ‘how many’? • The “How Many” story begins with an attempt to understand the concepts of more/less/and same. • • Examples from your experiences? • • Arnie’s (video) example?

  13. There’s “more” to the conceptsof more/less/the same • Watch this video clip …What does Tina understand about the concepts of more / less / the same? • [Tina Video]

  14. EARLY COMPENTENCIES IN THE PRIVILEGED DOMAINS • Early Attention to Language • 4 months prefer words to other sounds (Colombo and Bundy, 1983) • 6 months distinguish the properties that characterize the language of their environment (Kuhl, 1992) • 8-10 months actively attempt to understand the meaning of the language around them. (Chapman, 1978)

  15. Reaction time to French and English sentences for 2-month-old infants. -Mehler & Christophe (1995)

  16. Language Development Studies indicate: Children’s biological capacities are set into motion by their environments.

  17. Capacity Less than adults? Same as adults? Strategies Rehearsal Elaboration Summarization Chunking Knowledge Metacognition—knowledge of learning, strengths and weaknesses, and demands of the learning task at hand. self regulation plan, monitor success, and correct errors when appropriate Effort STRATEGIES FOR LEARNING AND METACOGNITION

  18. STRATEGIES FOR LEARNING AND METACOGNITION • Multiple Strategies • Accuracy • Amount of time required • Processing demands • Range of problems to which they apply. • Strategy Choices • Solve Problems • Most useful • Transfer to new situations

  19. STRATEGIES FOR LEARNING AND METACOGNITION • Multiple Intellegences (Gardner 1983, 1991) • Linguistic • Logical • Musical • Spatial • Bodily kinesthetic • Interpersonal • Intrapersonal • 1997 add…Naturalistic http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/index.htm

  20. GUIDING CHILDREN’S LEARNING • Interesting the child in the task • Reducing the number of steps required to solve a problem by simplifying the task • Maintaining the pursuit of the goal • Marking critical features of discrepancies • Controlling frustration and risk • Demonstrating an idealized version ---Wood et al, 1976

  21. GUIDING CHILDREN’S LEARNING • Learning to Read and Tell Stories

  22. Cultural Variations in Communication • Conversing • Observing • Eavesdropping

  23. Cultural Variations in Communication • Schooling and Role of Questioning • “known-answer” questions • Metaphoric, narrative questions • Adaptive Flexibility in both directions

  24. Conclusion • The concept of “development” is critical to understanding the changes in children’s thinking.

  25. Conclusion • Young children are actively engaged in making sense of their worlds.

  26. Conclusion • Children’s early understanding of the perceptual and physical world may jump-start the learning process.

  27. Conclusion • Children are both problem solvers and problem generators

  28. Conclusion • Adults help make connections between new situations and familiar ones for children.

  29. Conclusion • Children exhibit capacities for learning that are shaped and expanded by environment experiences and the individuals who care for them.

  30. The Moment of Truth!

  31. Some children cannot learn math. FALSE

  32. Boys learn much better than girls. FALSE

  33. Poor children and minority children do not perform well in mathematics. FALSE

  34. American children have less mathematical ability than Asian children. FALSE

  35. Pre-Kindergarten / Kindergarten Mathematics learning difficulties are common. FALSE

  36. To teach well, teachers need to understand their students’ thinking as it occurs in the classroom. True

  37. The education of young children should focus mainly on social-emotional development and should avoid such topics as mathematics because young children are not ready for those subjects and will therefore be harmed by studying them. FALSE

  38. Young children are interested in mathematical topics and spontaneously develop a relatively complex set of informal ideas about quantity in the natural environment. True

  39. Young children should be taught the same kind of formal written mathematics that older children learn … just smaller numbers and easier concepts. FALSE

  40. A concentration on memorized number facts and drill on the “basic” skills ignores children’s informal mathematics and introduces number in a meaningless way. True

  41. A concentration on drill and memorization in mathematics lessens a child’s interest, exploration, and experimentation with mathematics. True

  42. The first work that proposed that young children DISCOVER the rules ofarithmetic through the manipulation of counters and bead frames waspublished in 1818. True

  43. The first program that emphasized geometry for young children was developed by Froebel during the second half of the nineteenth century. True

  44. Thank you! pcopeland@esc11.net

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