how children learn

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HOW CHILDREN HOW CHILDREN LEARN LEARN Presented by Presented by Patty Copeland Patty Copeland

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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 Presentation

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Page 1: HOW CHILDREN LEARN

HOW CHILDREN HOW CHILDREN LEARNLEARNPresented by Presented by

Patty CopelandPatty Copeland

Page 2: HOW CHILDREN LEARN

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”

Page 3: HOW CHILDREN LEARN

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)

Page 4: HOW CHILDREN LEARN

INFANT’S CAPABILITIESINFANT’S CAPABILITIES

Methodological advances.Methodological advances. Non-nutritive sucking, Non-nutritive sucking, habituation, and habituation, and visual expectation.visual expectation.

Page 5: HOW CHILDREN LEARN

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.

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Possible Event

Impossible Event

-Needham & Baillargeon (1993)

Page 7: HOW CHILDREN LEARN

Test EventsPossible Event

Impossible Event

-Baillargeon, Needham , & Devos (1992)

Page 8: HOW CHILDREN LEARN

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

Page 9: HOW CHILDREN LEARN

Drawings used in studying Drawings used in studying preschoolers’ reasoning preschoolers’ reasoning

about movementabout movement

-Massey and Gelman (1988)

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Early Number ConceptsEarly Number Concepts

EARLY COMPENTENCIES EARLY COMPENTENCIES IN THE PRIVILEGED IN THE PRIVILEGED

DOMAINSDOMAINS

What math do you see going on?---Arnie

Page 11: HOW CHILDREN LEARN

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”

Page 12: HOW CHILDREN LEARN

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?

Page 13: HOW CHILDREN LEARN

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]

Page 14: HOW CHILDREN LEARN

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

Page 15: HOW CHILDREN LEARN

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)

Page 16: HOW CHILDREN LEARN

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.

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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

Page 18: HOW CHILDREN LEARN

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

Page 19: HOW CHILDREN LEARN

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

Page 20: HOW CHILDREN LEARN
Page 21: HOW CHILDREN LEARN

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

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GUIDING CHILDREN’S GUIDING CHILDREN’S LEARNINGLEARNING

Learning to Read and Tell Learning to Read and Tell StoriesStories

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ConversingConversing

ObservingObserving

EavesdroppEavesdroppinging

Cultural Variations in Cultural Variations in CommunicationCommunication

Page 24: HOW CHILDREN LEARN

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

Page 25: HOW CHILDREN LEARN

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

Page 26: HOW CHILDREN LEARN

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

ConclusionConclusion

Page 27: HOW CHILDREN LEARN

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

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Children Children are both are both problem problem solvers and solvers and problem problem generatorsgenerators

ConclusionConclusion

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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

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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

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The The Moment of Moment of

Truth!Truth!

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Some children Some children cannotcannot learn math. learn math.

FALSEFALSE

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Boys learn much Boys learn much better than girls. better than girls.

FALSEFALSE

Page 34: HOW CHILDREN LEARN

Poor children and Poor children and minority children do minority children do not perform well in not perform well in

mathematics. mathematics.

FALSEFALSE

Page 35: HOW CHILDREN LEARN

American children American children have less have less

mathematical mathematical ability than Asian ability than Asian

children. children. FALSEFALSE

Page 36: HOW CHILDREN LEARN

Pre-Kindergarten / Pre-Kindergarten / Kindergarten Kindergarten Mathematics Mathematics

learning difficulties learning difficulties are common. are common.

FALSEFALSE

Page 37: HOW CHILDREN LEARN

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

Page 38: HOW CHILDREN LEARN

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

Page 39: HOW CHILDREN LEARN

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

Page 40: HOW CHILDREN LEARN

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

Page 41: HOW CHILDREN LEARN

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

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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

Page 43: HOW CHILDREN LEARN

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

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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

Page 45: HOW CHILDREN LEARN

Thank you!Thank [email protected]@esc11.net