Different Influences on Childrens Learning - Report Example

Education Introduction Children’s learning is perhaps more complicated than learning that may be associated with other stages of learning, for it is the basis of an education, a phase where it would be possible to determine the learning capabilities of an individual. The early stages of learning are inevitably the phases that require to be given full attention to, depending on varying needs of the child. It is important that teachers, assistants, parents and organizations take an interest in helping children overcome their barriers in education, enabling them to have a wholesome and complete development. Further it is important that members of the society who are involved in the learning and educational process of the child must understand the influences and must be aware of the factors that shape the learning process of the child. Child development and learning has been researched and divided into different parts, each describing the role of various aspects that influence child learning. This paper studies the factors that influence the learning of a child, the individuals that have an effect on the learning processes of children with special educational needs, implications of inclusion in a learning environment and parent participation in educational programs. Strategies to overcome barriers in educational setting The educational aspect of a child is an aspect that cannot and must not be ignored, for it defines the interests and totality of the child’s development. The barriers that a child might face during the stages of learning are various. It is important that we have a thorough understanding of the barriers that children face in the process of learning, meaning that it would ensure we would understand the difficulties that the child faces and would be able to enforce strategies and techniques that will help them overcome their difficulties and relieve them of barriers. Difficulties in learning often arise from an unsuitable environment-inappropriate grouping of pupils, inflexible teaching styles, or inaccessible curriculum materials as much as from individual children’s physical, sensory or cognitive impairments. (learningmatters.co.uk). The first issue is ensuring that the student or individual is only subject to a learning objective that is relevant and appropriate for the individual. Barriers in cognition must be dealt with professional advice on the exercises that must be followed, while communication barriers must be helped with increased activities that encourage interaction among other individuals. All the barriers that a child may face in a learning environment must be dealt with care and must be made sure to cater to the particular needs of the child. Understanding the different influences on children’s learning Children’s’ learning has different influences in its very basics. The influences that define the learning processes and pattern of a child may be divided into different groups. There are different theories that describe the different influences on the learning of a child. These theories include the social learning theory, behaviorism, constructivism and social constructivism among others. Each of these theories help understand the different influences, the first being behaviorism. This theory identifies the influences of the growing environment on the child and the learning abilities. The external factors in the environment such as punishment and reward can have a strong influence in the learning patterns of children. The other theory known as social learning theory allows us to understand the influence of the people that the child is subject to during the learning process. Children learn more easily on seeing and observing rather than from reading or being told. It is true that observing can have a stronger influence on the child than does repeating. Constructivism is a theory that helps us understand the individual role of the child in the learning process, meaning that the child in itself defines its learning capacities by true sense of character and understanding. The contributing factors apart from these theories however, are, teachers, parents and members of the society that they are more likely to be subject to. Social constructivism talks of the social influences of the culture and the growing environment on the learning and development of a child. The child learns more easily when subjected to an environment where individuals are involved in educational routines. It might be harder for a child that is subject to an environment where education or learning is not given the priority. Research and studies show that the major influences on a child are determined by the parental commitment to the learning process of a child, the degree of involvement of a teacher and the environment that the child grows up in. the teachers influence the learning pattern of a child, giving the child more focus and direction in the process. It is in this stage that any differences in the learning capabilities of a child may be notices and children that require special education can be identified. The parents also play an important role in the shaping of the learning processes of the child by providing support and the environment for learning. Researches show that the environment that a child grows up in is also influential on the learning processes and that it can have strong effects on the long run. Implications of inclusion in a learning environment The inclusion of a child in a learning environment may not always be as simple as it may be believed to be and may be more complicated in the case that the child may have different learning levels. In cases that the child requires special care or education, it would be on the inclusion in a learning environment that these differences may become more obvious. When a child is introduced in a learning environment, the child is expected to learn from observing, teaching and exercises that are given. The inclusion in a learning environment implies more than would be expected. The challenges that a child might face will be revealed in this stage, it would be more obvious that some children are in need of special attention, care and education. The learning environment is what defines the behavioral aspect of a child in an environment beside that of known people. It would become necessary for the child to learn to adjust and follow the commands that are to be followed. Inclusion in a learning environment brings a lot of exposure to the child and will make the differences in the learning processes of each child visible. There are wide implications in the inclusion of a child into the learning environment. Anita Old states that " the motivation to interact with the environment exists in all children as an intrinsic property of life, but the quality of the interactions is dependent upon the possibilities for engagement that the environment provides" (Olds, 1979, pg.91). This would mean that the introduction of a child into a learning environment modifies the possibilities for engagement and the better the quality of the learning exercises, the more the child will find himself or herself being pulled into the process. We see that variety and richness are the two principle characteristics that are seen a learning environment, giving the child possibilities of extensive observation and development. (Bishop, 2000). Role of SENCO, teachers and parents in children with special education needs There are a number of individuals that have an influence or rather play a role in the development and learning of a child. In the case of children with special needs, the SENCO plays an important role, equal or more than that of teachers, parents and assisting staff. The SENCO has the responsibility for ensuring liaison with parents and other professionals in respect of children with Special educational needs, providing support and advice to others in the setting, providing individual educational plans for children based on separate needs, collecting proper information on background, making sure that the information on the special education needs of the child is collected based on the background and is constantly updated. (devon.gov.uk). the teachers and assisting staff play and equally important role in implementing the recommendations of the SENCO and bringing to the children with special needs, the appropriate exercises and study structure. The teachers play an important role in the bringing the services that are most appropriate for the child into their lives. Assisting staff are important in the regard that it becomes necessary for a child with special needs to be given individual attention and more than just the presence of a teacher who can help with activities. It becomes necessary that there should be an assistant that can take special care of the child in the learning environment, ensuring that they take in as much as they can in the best possible way. Parents are also involved in the learning of the child, as their involvement can directly affect the child. Educators have always been concerned with the involvement of parents in the learning of a child. It has been studied that greater parental involvement links to greater gains in childrens cognitive, language, and socio-emotional growth. (Stanford, 2009). This goes to show that parents must take greater interest in the learning of their child, especially when the child requires special education. Although it has been believed by most educators and parents tht special learning environments would be more suitable for children with special needs, it has been learnt that what is more important is the manner in which the learning process happens, irrespective of where the child receives an education or undergoes the learning process. Pupil and parent participation and partnership Studies have shown that the relationship between the learning of a child and the involvement of a parent in the process is more than just connected, it is proportional. All studies show that the more a parent is involved in the educational and learning aspects of a child, the child is more enthusiastic about the process and copes with the process more easily and tends to have a more wholesome learning process than those children that do not have sufficient parental involvement and support. Pupil and parent partnership may be fostered by giving them opportunities to interact by having more activities that would call for parental involvement. Technology has now become an important part of all fields and education as well. It would be wise to incorporate technology into the field of education and learning even for children with special needs. Parents and children must be given chances to participate in events together, creating a better environment for learning, giving the children a healthy parent and child partnership. Reference Bishop, K. Designing learning environments for all children: Variety and richness. Retrieved May 6, 2010 from http://www.e-bility.com/articles/play.php devon.gov.uk. The role of the SENCO. Retrieved May 6, 2010 from http://www.devon.gov.uk/index/cyps/children-with-special- needs/discplus/early_years_inclusion/info_for_sencos/what_the_code_of_practice_says.htm fpg.unc.edu. (2005). Parent involvement. A new question for head start. Retrieved May 6, 2010 from http://www.fpg.unc.edu/~images/pdfs/snapshots/snap24.pdf learningmatters.co.uk. Overcoming barriers to learning. Retrieved May 6, 2010 from http://www.learningmatters.co.uk/sampleChapters/pdfs/184445052X-5.pdf. Olds, A.R. (1979). Designing developmentally optimal classrooms for children with Special needs. In S.J. Meisels, (Ed.). Special education and development. Baltimore: University Park Press. Read More