A project to promote conceptual learning for all; Dr. Amjad ali arain; University of Sind; Faculty of Education; Pakistan Relationship between learning and development

1. Presented by: Saeed Khan Jagirani
Assigned by: Dr. Amjad Ali Arain
University of Sindh

2.  Learning is permanent change in behavior
through experience.
 Acquisition of knowledge.
 Knowledge gained through study.
 Process by which behavior is changed ,shaped
or controlled.
 Knowledge of new skills.

3.  Development specify maturation of functions.
 Development means progressive series of
changes occurs as a result of maturation.

4.  The problems encountered in the psychological
analysis of teaching can not be correctly
resolved or even formulated without
addressing the relationship between learning
and development in school-age children.

5.  The first centers on the assumption that processes
of child development are independent of learning
 It merely utilizes the achievements of development
rather than providing an impetus for modifying its
course.
 This position assumes that processes such as
deduction and understanding, evolution of notions
about the world, interpretation of physical
causality, and mastery of logical forms of thought
and abstract logic all occur by themselves, without
any influence from school learning.

6.  The second major theoretical position is that
learning is development.
 learning and development as the same, or at
least indistinguishable. In this view, learning is
the mastery of conditioned responses, the
acquisition of the range of habits and
behavioral tendencies.

7.  Development as (the maturation of a child)
preceding learning or as a necessary
precondition to learning. This view espouses
that development is a tool for learning to use,
but one that has no effect on the base. Learning
is a scaffold superimposed over the innate
abilities of a child, such as logic and so forth

8.  Learning and development as separate entities
but ones that co-evolve and interact in a way
that, generating one is generating the other. For
example, if Billy acquires a skill, Koffka would
assume that in acquiring the skill, Billy also
acquired the ability to generalize that skill. Or,
in other words, learning in one area affects
general learning abilities.

9.  ZPD consist of two types
 Child actual development part (ADL)
 Potential development level (PDL)
 ADL
 ADL is what a child can do or work out on his or
her own, thus the abilities that have already
developed.
 PDL
 PDL is the level at which the child can perform
with a certain portion of assistance from a peer or
mentor, or in other words the abilities that have
not yet matured.

10.  ZPD is claimed to be a more effective indicator of
mental abilities than just assessing a child’s current
abilities in isolation. For example, if two children were
assessed to have an equal score of 8 on a particular task
when acting alone, many would assume that they were
at the same level of metal abilities on that task. If,
however, the same level of assistance were
administered to each on the task and the scores
resulted in 9 and 12. It would become apparent that the
child who scored 12 with assistance had greater
potential to acquire that ability more rapidly than the
other who scored a 9 with the same assistance. Hence,
ZPD shows to what extent abilities are beginning to
mature, not just what abilities have matured.

11.  Implications of ZDP are that development lags
behind learning, though in a complex manner,
not as a the shadow follows a child. Learning
awakens the developmental processes through
social interactions with peers and teachers in
such a way that would not occur if the child
were in isolation. These burgeoning abilities
have the potential to mature into an actual
development level, instigated by the social
practice of learning.