Child and Adolescent Development
Goswami* (2008) identified three types of learning. Here are my reflections on my understanding of the three types of learning.
- Learning by imitation
As a mother to a four (going on fourteen) year-old girl I have had the pleasure to watch her develop and learn from birth. One of her first spoken imitations took me by surprise-
She does not know what she is saying, but is listening to me and imitating the word 'tickle'. I never made these videos with the intention to analyse them in this way. I am simply another parent who's love for their child makes me want to record things as they have been. And I'm really glad I did - time passes too quickly with little ones.
- The ability to connect cause and effect - explanation
She has learnt that by stamping in puddles will cause a splash - just don't forget your welly boots.
- Associative learning - analogy
Following this puddle splashing session she was uncomfortable with her trousers being soaked. She was developing an associative learning with puddle splashing. Recently she has said to me - "I'm not going to go into that puddle because I might get wet". This is an example of associative learning in very young children.
As a mother I have an understanding of these types of learning and appreciate the importance of each stage. I have a particular interest in the development of speech and social skills in order for children to feel included and have good self-esteem.
As a mother I have an understanding of these types of learning and appreciate the importance of each stage. I have a particular interest in the development of speech and social skills in order for children to feel included and have good self-esteem.
*Usha Goswami b. February 21, 1960
Usha Goswami is Professor of Cognitive Developmental Neuroscience at the University of Cambridge. Goswami's work is primarily in educational neuroscience. Wikipedia
Activity 2
The child's version of Maslow's Hierarchy of Needs
- How might this theory about human motivation impact upon a child's cognitive development?
As discussed in Mary Stephen's lecture 'Child and Adolescent Development', the human brain grows most rapidly between the ages of zero and three. Needs that are not met at these stages will affect the fulfilment of needs at the top of the hierarchy. In order to make a solid pyramid, you have to have solid foundations; then you can climb to the top and beyond. If a child comes to school without breakfast and is hungry, they will struggle to concentrate. Video: Feeding our Children. If a child comes to school feeling unloved and from an insecure home, this will undoubtedly effect their learning. As a practitioner, understanding the stage/situation each individual child is at/in, and building upon it, will help to improve cognitive development.
- How might/should understanding this theory impact upon early childhood education and care?
Early childhood education should reflect these goals. As a mother I see the nursery education and care my daughter receives and how this theory is upheld. During the three hour sessions children receive a snack, are made to feel secure, communicate and interact with other children in order to build self esteem and self-actualization. Ideally, the pyramid theory should be reflected not only in education but in family units too. Sadly, this is not always the case. In primary schools breakfast clubs are an example of how childhood education are recognising and realising the need for the fundamental physiological requirements of children. The clubs provide support parents who may have working responsibilities prior to school commencement.
Activity 3
'Determinism' - to be continued.
