The Cognitive Theory of Learning - Case Study Example

Environments for Living and Learning Introduction According to the Dunn Learning Styles Mode, the environmental needs for different children to learn effectively do vary to a large extent, with some children learning optimally in an environment where others are uncomfortable (Dunn & Perrin, 1994:27). In this respect, it is important that the learning environment for children is comprised of different environmental settings, with children having the liberty to select the setting that suits their learning needs effectively. The Cognitive Theory of Learning defines the learning process as the process of bringing together the personal and environmental experiences that influence the acquisition, modification and enrichment of one’s knowledge, skills, values and attitudes, regarding the world’s view (Ashman& Conway, 2002:214). Therefore, the learning process must go through the process of absorption of information by the learner, which is followed by the learner undertaking cognitive operation on the information (processing), and then storing the information in memory. This provision of the cognitive theory is echoed by the constructivism theory of learning, which defines learners as not passive, but active participants in the process of knowledge construction, which entails interacting with the environment through reorganizing materials and structures (Glaserfeld, 1989:72). The essence of these three models of learning is that; they provide for environment as an important component that defines the efficiency of learning. Thus, with a suitable and supportive learning environment, children are able to actively engage in learning through the environmental interaction that aids them to construct knowledge, process and evaluate it, and then store it in memory (Glaserfeld, 1989:72). Thus, this analytical report provides an analysis of the studied children’s learning environment, focusing on three aspects namely: Adults role in the environment, how the environment support children’s exploration and how the environment support children’s independence. Discussion Adults’ role in the environment The Constructivist Theory provides that the learners learn well only when they are actively engaged, considering that the “cognitive skills of children learners are potentially exploited fully through active engagement” (Glaserfeld, 1989:77). Therefore, as opposed to dominating the process, the role of the instructors should be facilitating the active engagement of the children with the environment, so as to enable such children maximize the potential cognitive skills (Waite, 2011:44). In this respect, the adults were observed to play the role of facilitating the children to interact with the environment with minimal interference, with the adults moving from one section to another, observing the students in the outside area of the classroom, and yet others observing the children who were within the classrooms. The removal of barriers and restrictions improves the quality of children’s play (Bilton, 2010:36).Thus; the adults were engaged in solving different problems that arose as a result of the children interacting during their play, such as little fights that would emerge between children occasionally. The adults were also involved in supervising the children when they were engaging in activities that could pose some risk to them, such as when the children were cleaning the area from which they play, climbing the tree house or cooking. The fundamental adult role in facilitating the learning environment for children is collaborating with the children in transforming the environment, and sustaining the play (Tovey, 2007:65). Thus, the adults were fully engaged with children, and they rarely stayed in one place for long, since they kept moving from one area to the other, observing the children and resolving their issues whenever they arose. However, there are at times when adults stayed in one area, depending on the nature of the activities that the children were conducting. For example, when children were engaging in intensive learning activities such as cooking, the adults would stick to that area, offering the necessary support, considering that such activities involved the use of risky items such as knives. The adults were also engaged in the arrangement of materials used by children for different play and learning activities. The careful selection and arrangement of material provides the adults with a new way of inviting new possibilities, which encourages children to continue playing (Tovey, 2007:47). Thus, when one group was cooking, the other adults would stick with the rest of the children in different areas, such as in the sand pit or the shelter area, where the children were taking a rest. Additionally, due to the rainy weather condition that was not suitable for play, the adults remained fixed with the children in one place, probably to restrict them from engaging in play within the prevailing bad weather. This also introduced another role of the adults, where they were involved in keeping away the materials for play used by children, since the adverse weather would not allow playing anymore. Remaining in one place also presented a different set of engagement between the adult and the children, where the children were sharing their experiences with the adults. The constructivist theory of education provides that “knowledge is constructed personally and in interaction with other people and with the physical world” (Glaserfeld, 1989:102). Therefore, the room given to children by the adults to so they could interact with the environment around them with little interference is fundamental for enhancing the learning process for children, since it enables them to interact personally with other children and the physical world. How the environment support children’s Exploration Exploration is a vital aspect of learning for children. According to the constructivist theory if learning, "Children learn the substantive content of objects when they tend to construct the object features” (Glaserfeld, 1989:81). Further, (White, 2011) provides that play is the means through which children obtains stimulation, which in turn improves their happiness and wellbeing, resulting in the children growing intellectually, emotionally and physically, p21. Exploration was a major activity of the children, who were experimenting in creating different objects using different materials such as metal and wood. The children were also fascinated by discovering the power of the magnet, which they were particularly testing using metals, and then testing its ability to attract other materials. The experiences related to nature are essential in fostering the emerging sense of wonder in children (Waite, 2011:53). Thus, playing in the sand and exploring with different textures also formed a major activity that the children engaged in. In addition, the children were allowed access to the sensory room, which was fitted with mirrors, lights and different sensory materials, which were used for sensory exploration activities. The exploration of different natural and scientific principles also enhances the sense of evaluating various concerns upheld by children (Bilton, 2010:31). Children explorative activities also included the climbing challenge on the tree house, as well as running through the tunnel, sliding through the mud and digging through the mud pit. The exploration of natural materials also included experimentation with plants in the toddlers’ garden, where there were plants and flowers for observation and exploration. The practical exploration of real life activities undertaken by children also involved experimenting with cooking and also painting of the Chinese New year. The Dunn Learning Styles Model provides that “children’s learning styles can be categorized into two major classes; the the tactile and the kinesthetic” (Dunn & Perrin, 1994:22). The tactile children always want to keep their hands busy, while the kinesthetic wants to constantly keep their whole bodies engaged (Dunn & Perrin, 1994:22). This was demonstrated through the disparity in the activities that different children enjoyed. While most of these activities were static, most children, especially girls were interested in the static activities such as playing with the sand, which entailed keeping their hands busy through modeling. This was in contrast to the explorative activity interests shown by the boys, who were highly indulged in climbing the tree house, running through the tunnel and constructing different objects from different materials, thus forming the kinesthetic category. According to the cognitive theory of learning, the thought process forms the fundamental basis of knowledge creation, “through organizing experiences into new information” (Ashman & Conway, 2002:215). Therefore, the provision of both the outdoor and the indoor learning environments afforded the learners the opportunity to experience the physical world during the outdoor activities, and then organize the experiences into new information during the indoor activities, which started after lunch. The use of body language and oral language comprises an important aspect of “growing and understanding the world” (White, 2011:69). The indoor session mostly comprised the reflection of the children’s outdoor experiences, both orally and through demonstrations. How the environment support children’s Independence Children learn well within a framework of challenges and risks, but with well formulated structures of health and safety (Waite, 2011:58). The constructivist theory of learning provides that “learners are not passive participants in the learning process, but sense-makers who do not simply record the information given, but actively interpret it (Glaserfeld, 1989:112). Therefore, the sense of independence serves to ensure that learners can interact with the physical world directly, and make the sense of it in their own way. The learning space was divided into different sections, such as the Chinese restaurant, Puppetry place, reading area, designing area using multiple materials, puzzles area, smart board and computer area. There were no barriers between the different areas, to encourage the freedom of movement of the children from one section to the other independently. Each area had its own adequate space and storage area and equipments. The adoption of a more supervisory role by the adults towards children is likely to make children to avoid them (Tovey, 2007:21). Thus, the environment was very open, with the children given the freedom to choose the area they wanted to play, while the cabinets were built short, to encourage the independence of children through reaching and playing with the toys on their own. Further, the independence of socialization was also guaranteed with the children being given the freedom to choose the group they wanted to play with, while also choosing when they wanted to engage the adults at different intervals. The cognitive theory of education provides that a teacher should be “a cognitive guide to the learners, as opposed to being and knowledge/information transmitter” (Ashman & Conway, 2002:217). Thus, children were moving from one play area to the other without the teachers guidance. It was flexible for them to play and use the materials of each area. The arrangement of the material outside was such that children could manipulate the materials depending on how they wished, with little reliance on their friends or the adults to assist them. However, due to visiting on a rainy day, most of the materials were stored away. The high places such as the tree house also provided for independence, where the children could climb and sit either together or independently. However, the adults were always around to assist the children especially while engaging in risky activities such as climbing the tree house or the climbing frame, going up the wooden ladder in the toddlers garden, or cooking. Independence is a vital aspect of learning for children, considering that it “helps children to build on their feelings of being competent and valued, while also building on their self-esteem” (Bilton, 2010:76). Imagination and creativity was independently applied, with children making different items from the mud pit, the wooden and the metallic materials, without much guidance. Independence was also encouraged through the construction of the sand pit on the ground to allow its independent access by all children, while the climbing frames were provided for various ages, to encourage their use with minimal adult assistance. Conclusion The environment plays a very pivotal role in supporting the learning process of children. However, the environmental needs of children do vary to a large extent, necessitating the need to have a learning environment that comprises of diverse settings, which are suitable for different children’s needs. Dunn Learning Styles Model, the Constructivist theory and the cognitive theory of learning echoes the need to make the learning environment an interactive one, with the children free to interact with the physical world, and construct knowledge from such interactions, as well as the interactions with others. The role of the adult in enhancing the learning environment for children is to play the facilitative role, which comprises of avoiding being knowledge transmitters, but acting as cognitive guides. The independent exploration of children within the learning environment also plays an important role in enhancing the learning process for children, since it helps in building on their independence in decision-making. Further, the independent exploration of the environment by children enhances the development of high self-esteem by the children, while also making them feel valued and competent in their learning. The environment visited actively enhanced the learning environment of the children, through less adult restriction and interference, while offering a wide range of environmental setting for children to interact with, and also encouraging the independent exploration of the environment by the children. References Ashman, A. & Conway, R. (2002) An Introduction to Cognitive Education: Theory and Applications. London: Routeledge. 214 Bilton, H. (2010) Outdoor Play in the Early Years: Management and Innovation, London: David Fulton Dunn, R., Dunn, K. and Perrin, J. (1994). Teaching young children through their individual learning styles: Practical approaches for grades K-2. Boston, MA: Allyn and Bacon. Glaserfeld, E. (1989). Constructivism in education. Oxford, England: Pergamon Press. Tovey, H ( 2007) Playing Outdoors, Spaces and Places, Risk and Challenge Maidenhead: Open University Press Waite, S. (2011) Children Learning Outside the Classroom: From Birth to Eleven. London: Sage. White, J (2011) Outdoor Provision in the Early Years; London: Sage. Read More