How Children Think and Learn - Essay Example

How children think and learn How children think and learn 0. Introduction Learning begins at a very early stage. For the case of the children, it is of essence that they are provided with a proper environment where they can learn efficiently, communicate and even enjoy the entire learning process. In the event that the child is not provided with the right environment, there is a high likelihood that they may not attain the expected developmental processes that are useful for their general development. This essay will assess how children learn and think, and the entire teaching and learning experience for them. 2.0. The thinking and learning process in children As Vygotsky indicates, children’s minds are resultant form organized teaching and learning (Daniels, 1996; Vygotsky, 1978). An analysis of this fact explains that it is of the essence that the teaching and learning processed be set in a manner that will help unfold the mental abilities of the learners. Since learning results in different forms of change, it is fundamental that the learning process be created in a way that will help the children acquire a new skill. A developed learning process is also directly linked to cognitive, social as well as affective development (Daniels, 1996). In line with this argument, the teaching and the education processes need to be practical in such a way that will lead to deeper insights on the mind of the children. Through learning, the mind of the children is helped to develop. As seen in the research conducted by Donaldson (1978). Through the process of learning children adopt and learn new ways of mental functioning. In the course of learning for example, the child may learn aspects touching in culture and language and manipulate the same to developed new ways of thinking and self-regulation (Wood, 1998). Through the language structures and the pragmatic concept of the same, children in turn form new facets that shape their minds (Wood, 1998). From this perspective, it is evident that the mind of the child indeed determines the way in which they learn, think, and perceive things in their surroundings. For learning to take place in the case of the children, the entire learning and teaching process has to be active in approach. Vosniadou (2001) indicates that it is only in an active teaching and learning process that active learning takes place as well as the mutant development of children. Through an active learning process, it is indicated that the minds of the children are stimulated; thus, allows for a mastery of contents and a complete transformation of the general development of child since the building blocks of the mind have been stimulated towards deep thinking (Vosniadou, 2001). This explains why Vygotsky’s approach give details on why the children’s mental processes need to be understood as internal actions that can be manipulated for learning to take place (Daniels, 1996). On another viewpoint, the activities in which learners engage in, the mental tools they learn to apply affects the development of their minds. According to Epstein (2003), the learning process cannot be generalized but linked to the individual processes. The learning course for children, in this context, must incorporate teaching, cognitive development and learning. Internal regulations of the child that touch on the mind, must therefore, be understood and embraced as major source of development for the children. As Vygotsky indicates, for high mental functions of the child to be achieved the children must be allowed to interact actively with their socio-cultural environment (Daniels, 1996; Vygotsky, 1978). The learning process must in this case present opportunities where the child can utilize their memory, sense things, perceive and even pay attention to various concepts. Through this process, it is possible for the children to develop a certain strategy in their memory, and ultimately have the ability to remember, repeat and be creative in their environment (Epstein, 2003; Salmon, 2010). Children learn and think through adapting intellectually through their mental functions. As seen in the research conducted by Epstein (2003), in the event that the children are allowed to use their mental functions effectively while learning, they can easily adapt to their learning environment and even be creative. This works effectively since children are extremely curious beings and can easily learn through self-discovery. The learning process of a child as Vygotsky (1978) writes, cannot be detached from social interactions especially by a skilled teacher. This explains that children learn through verbal instructions that must be collaborative and cooperative. At most times, children comprehend the instructions by their tutors and then internalize the information that ultimately regulates the way they behave and think (Epstein, 2003). This explains the imitation process displayed by many children in the course of learning. In line with this thought, it is evident that the teaching and learning process, must be well organized so as it can incorporate the needs of the learners at all times. Children learn through a cycle that transits them from learning what they know to what they do not know. According to Salmon (2008), the learning process for children takes place in a cycle that begins from the awareness stage that allows the children learn all the new things that are existent in their surroundings. Next, children explore what is around them and through the direct experience with the things around them, they derive meanings that lead to their learning (Salmon, 2010). Later the children go through the inquiry stage that leads to the children comparing what they know to what is expected of them and lastly, they utilize what they have learnt and apply the same in new situations (Salmon, 2008). In this case, the learning environment needs to be organized in such a manner that will allow the child go through the four learning cycles. The process of learning for the children has been directly linked to play. According to Roskos & Christie (2002), play is one of the ways that creates mental images in the minds of the children. Through play, the child’s thinking ability is also boosted, problem solving skills and even the ability to solve problems in their environment (Roskos & Christie, 2002). In the course of learning, it is the responsibility of the teachers to make sure that they provide opportunities for constructive play that involves different rules as well as functional play that will allow the children derive meaning from their games. An analysis of this factor also explains that it is possible to promote thinking and reasoning in children despite their age. Children learn through motivated thinking by their educators. Among the concepts of thinking prescribed by Salmon (2010) include learning through art. Through the use of art, children have been indicated to apply logic and reasoning in solving different problems. Art also gives children the chance to visualize, think as well as explore things that are around them. For instance, art that presents the child with the chance to see colours and observe their transition from one shade to another, the child is able to develop critical thinking and problem solving abilities. This thought explains the manner in which learning for the children needs to be engaging and one that fosters deep inquiry and creation of meaning for the children (Salmon, 2010; Barahal, 2008). Use of routines and documentation while teaching children is a good example of boosting the cognitive abilities of the children. Salmon (2010) explains that through repetitive thinking routines for the children, they slowly become aware of their own creative abilities and even devise many ways in which they solve problems. It is in this context that a great percentage of children will even create their own designs and analyse different shapes and designs that make meaning to them. Children learn best when their minds are stimulated through active involvement. Vosniadou (2001) explains that through active involvement, children learn through active and constructive involvement with their learning environment and material. In line with this thought, it is the role of educators to make sure that they present a learning environment that is challenging and one that will allow for active involvement as well as engagement of the learners. Environments that may provide a chance for the learners to be passive needs to be avoided, and one that allows for experiments, self-discovery and active participation needs to be encouraged (Vosniadou, 2001). It is also of great essence that the educators allow the students to have control of their own learning, as they will be provided with a chance to think critically and make decisions on different concepts in their learning environment. 3.0. Conclusion In conclusion, children learn and think in an interesting approach. Since every stage of their development shifts their thinking processes, it is important that their learning environment be created in a manner that will allow for exploration, awareness, inquiry and reflection of their thoughts. A chance for social interactions need to be provided, especially through play so as the children can be motivated to learn and even derive meaning from different concepts in their learning environment. Active involvement is also vital in the teaching and learning of children since it stimulates the minds of the children to think towards solving problems and self-discovery. References Barahal, S., 2008. Thinking about thinking: Preservice teachers strengthen their thinking artfully. Phi Delta Kappan, 90 (4), 298–302. Daniels, H., 1996. Ed. An Introduction to Vygotsky. London: Routledge. Donaldson, M., 1978. Children’s Minds. London: Harper Collins. Epstein, A., 2003. How Planning and Reflection Develop Young Children’s Thinking Skills. Beyond the Journal, 1-8. Roskos, K.A., & Christie, J.R., 2002. “Knowing in the doing”: Observing literacy learning in play. Young Children, 57 (2), 46–54. Salmon, A.K, 2008. Promoting a culture of thinking in the young child. Early Childhood Education Journal, 35 (5), 457–61. Salmon, A.K., 2010. Tools to Enhance Young Children’s Thinking. Young Children, 26-31.  Vosniadou, S., 2001. How children learn. Educational practices, 7, 1-31. Vygotsky, L.S., [1930–35] 1978. Mind in society: The development of higher psychological processes. Ed. and trans. Cole, M., John-Steiner, V., Scribner, S. & Souberman, E. Cambridge, MA: Harvard University Press. Wood, D., 1998. How Children Think and Learn. Oxford: Blackwell Publishing. Read More