How children learn:
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Los Angeles [u.a.]
Sage
2014
|
| Ausgabe: | 1. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis Klappentext |
| Beschreibung: | 272 S. |
| ISBN: | 9781446272176 9781446272183 |
Internformat
MARC
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Datensatz im Suchindex
| _version_ | 1804152002168487936 |
|---|---|
| adam_text | CONTENTS
List of Tables
xii
About the Author
xiii
Acknowledgements
xiv
Introduction
1
Why it is important to study learning in young children
1
The organization of the book
2
How readers can get the best from the book
3
How philosophy and theory has influenced our understanding
of children s learning
4
1
What is Learning?
9
Aims of the chapter
9
Introduction
9
What do we mean by learning?
10
What do we mean by childhood?
11
Key philosophical and theoretical influences in our understanding
and practice within the field of learning
13
Early influences:
13
John Locke
(1632-1704) 13
Jean-Jacques Rousseau
(1712-1778) 14
Friedrich Froebel (1782-1852) 15
Rudolf
Steiner (1861-1925) 16
Rachel
(1859-1917)
and Margaret
(1860-1931)
McMillan
18
Modern influences:
20
Ivan Pavlov
(1849-1936) 20
John
Dewey
(1859-1952) 20
Maria Montessori
(1870-1952) 22
Alexander Sutherland Neill
(1883-1973) 24
Burrhus Frederic Skinner
(1904-1990) 25
John Holt
(1923-1985) 25
Ivan Illich
(1926-2002) 27
Nel Noddings
(1929- ) 28
Summary
30
Recommended reading
30
References
30
2
Learning Theories in Action
32
Aims of the chapter
32
Introduction
32
Behaviourism
33
Key concepts of Behaviourism
33
Thorndike
34
Watson
35
Skinner
36
Behaviourism in action
38
Relevance and influence
38
Cognitive Constructivism
39
Key concepts in
Piageťs
theory of learning
39
The Sensorimotor Stage
(0-2
years)
41
The Preoperational Stage
(2-7
years)
41
Intuitive Stage
(4-7
years)
42
Concrete Operational Stage
(7-11
years)
42
Formal Operational Stage
(11-15
years)
43
Constructivism in action
43
Relevance and influence
44
Social Constructivism
45
Key concepts in Vygotsky s theory
45
Social constructivism in action
49
Relevance and influence
49
Instrumental
Conceptualism
51
Bruner and Learning
51
Instrumental
Conceptualism
in action
56
Relevance and influence
56
Strengths and weaknesses of each theory and their relevance today
57
Summary
58
Recommended reading
58
References
58
3
Thinking and Learning in the Early Years
60
Aims of the chapter
60
Introduction
60
Learning and early brain development
61
Developing the young learner
64
Learning and play
71
The importance of language
74
Early intervention and recent initiatives in the UK
76
Summary
80
Recommended reading
81
References
81
4
Learning in the Family
83
Aims of the chapter
83
Introduction
83
Families or households: the changing nature of families and its
impact upon learning
86
Cultural interpretations: the work of Pierre Bourdieu
87
Lone-parent families and learning
89
Affluence and deprivation: their influences on learning
91
Attachment and its influence upon learning
92
The importance of play within the family
102
The language of families and its influence upon learning
104
Summary
106
Recommended reading
107
References
107
5
Learning and Schooling
110
Aims of the chapter
110
Introduction
110
Schooling within a historical context 111
The function of schools
116
Learning and curricula
118
Transitions between stages and between schools
120
Social, economic and political influences on learning
125
Learning and schooling within a global context
130
Summary
131
Recommended reading
132
References
132
6
Intelligence and Learning
135
Aims of the chapter
135
Introduction
135
The nature of intelligence
136
The historical development of IQ testing: its use and misuse
137
Intelligence and learning: the links
142
The theoretical work of Reuven
Feuerstein
and Howard Gardner
147
Girted and Talented learners
149
Learners with low ability: do they exist?
152
Summary
153
Recommended reading
153
References
154
7
The Emotionally Intelligent Learner
155
Aims of the chapter
155
Introduction
155
The nature of emotional intelligence
156
The emotionally intelligent learner
160
Developing emotional intelligence
162
Developing the right emotional response:
iťs
okay to be different
170
Summary
173
Recommended reading
173
References
174
8
Additional Support Needs and Learning
175
Aims of the chapter
175
Introduction
175
Perceptions of learners and learning
176
Acquiring literacy
176
Models of assessment and intervention
178
The specific learning difficulties of:
179
Dyslexia
179
Dyspraxia
184
ADHD
186
Aspergerà
Syndrome
188
Dyscakulia
191
Working Memory and Speed of Processing
193
Conduct disorders
194
English as an Additional Language: the challenges
196
Resourcing learners and learning
198
Summary
199
Recommended reading
199
References
199
9
Communities of Learning 2O2
Aims of the chapter
202
Introduction
202
Creating effective learning environments
204
Economic and social factors and their impact upon communities
of learners
209
Learning and segregation: new pathways to learning
213
Grammar Schools, academies and the private sector
217
Grammar Schools
217
Academies
219
The private sector
220
Learning and immigration
222
Summary
223
Recommended reading
224
References
224
10
Future Learning
226
Aims of the chapter
226
Introduction
226
Changing constructions of childhood
227
Creativity, learning and success
232
Learning to work in societies increasingly driven by economic factors
236
Learning and reading: looking to the future
239
Learning and cyber communication
241
Summary
246
Recommended reading
247
References
247
Index
250
Understanding How Children Learn is a vital part of working with children.
Every child is unique and understanding differences in learning helps alt
to benefit.
This book goes beyond simply understanding the work of key theorists and
the various theories of learning to recognise what learning actually looks like
and how it is best facilitated in any setting.
Each chapter includes:
•
Exercises to help you evaluate your understanding and practice
•
Examples taken from real experiences to illustrate concepts beyond
the theory
•
Summaries to help you take the key messages from each chapter
•
Suggestions for further reading to help push your own learning further.
Looking at key topics such as brain development, technology in childhood and
barriers to learning, this book will explain what learning really is.
|
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