Neurocognitive research has contributed evidence that both the developing and the mature brain are structurally altered during learning. Learning attempts, and regulating the complexity and difficulty of levels of information for them. Adults play a critical role in promoting children’s curiosity and persistence by directing children’s attention, structuring their experiences, supporting their This metacognitive capacity gives them the ability to plan and monitor their success and to correct errors when necessary.Ĭhildren’ natural capabilities require assistance for learning: Children’s early capacities are dependent on catalysts and mediation. They persist because success and understanding are motivating in their own right.Ĭhildren develop knowledge of their own learning capacities- metacognition-very early. In some domains, most obviously language, but also for biological and physical causality and number, they seem predisposed to learn.Ĭhildren are ignorant but not stupid: Young children lack knowledge, but they do have abilities to reason with the knowledge they understand.Ĭhildren are problem solvers and, through curiosity, generate questions and problems: Children attempt to solve problems presented to them, and they also seek novel challenges. “Privileged domains:” Young children actively engage in making sense of their worlds. Research from many fields has supplied the key findings about how early cognitive abilities relate to learning. Cognitive changes do not result from mere accretion of information, but are due to processes involved in conceptual reorganization. The term “development” is critical to understanding the changes in children’s conceptual growth. The brain of a developing child is a product, at the molecular level, of interactions between biological and ecological factors. Learning is promoted and regulated by the children’s biology and their environments. These supports serve to strengthen the capacities that are relevant to a child’s surroundings and to prune those that are not. Thus, developmental processes involve interactions between children’s early competencies and their environmental and interpersonal supports. The environment supplies information, and equally important, provides structure to the information, as when parents draw an infant’s attention to the sounds of her or his native language. These raw capacities of the human infant are actualized by the environment surrounding a newborn. They can recognize human sounds can distinguish animate from inanimate objects and have an inherent sense of space, motion, number, and causality. It reviews research in five additional areas that are relevant to teaching and environments that support effective learning: the importance of social and cultural contexts, transfer and the conditions for wide application of learning, subject matter uniqueness, assessment to support learning, and the new educational technologies.Ĭhildren are born with certain biological capacities for learning. This volume discusses research in six areas that are relevant to a deeper understanding of students’ learning processes: the role of prior knowledge in learning, plasticity and related issues of early experience upon brain development, learning as an active process, learning for understanding, adaptive expertise, and learning as a time-consuming endeavor. Research on all of these topics, both in the field and in laboratories, provides the fundamental knowledge base for understanding and implementing changes in education. The objective of the analysis was to ascertain what is required for learners to reach deep understanding, to determine what leads to effective teaching, and to evaluate the conditions that lead to supportive environments for teaching and learning.Ī scientific understanding of learning includes understanding about learning processes, learning environments, teaching, sociocultural processes, and the many other factors that contribute to learning. We evaluated the best and most current scientific data on learning, teaching, and learning environments. Because of the many new developments, the studies that resulted in this volume were conducted to appraise the scientific knowledge base on human learning and its application to education. In the field of learning, the past quarter century has been a period of major research advances. The pace at which science proceeds sometimes seems alarmingly slow, and impatience and hopes both run high when discussions turn to issues of learning and education.
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