1. How learning develops

2. What helps us understand children’s
learning and development?
• Theorists
• Ideologies/theories
• Research
• Curriculums
• Assessment (observation)
• Experience

3. Holistic framework
Learning
and
development

4. Domains of development
Cognitive development Affective development Motor development
is concerned with
understanding,
remembering, problem
solving, thinking,
classifying, planning,
conceptualising, making
sense of the world.
It relates to “the changes in
one’s mental abilities that
take place over the
lifespan” (Doherty, J and Hughes, M,
2009, pg.465)
Intellectual wellbeing
is concerned with social
and emotional aspects of
development. Emotion,
personality temperament,
self-esteem and self-
concept.
Affective domains are
‘aspects of development
that are to do with feelings
and emotions’ (Doherty, J and
Hughes, M, 2009, pg.464)
Social and Emotional
wellbeing
is concerned with
movement, control,
dexterity, physical ability.
“Motor development is
continuous change in
motor behaviour
throughout the life cycle,
brought about by
interaction among the
requirements of the
movement task, the
biology of the individual,
and the conditions of the
environment” (Gallahue, D and
Ozmun, J, 2006, pg. 5)
Physical wellbeing

5. Powerful maturational
timetables
Emergence of
language
Powerful internal
force to learn
Attachment,
temperament?
Diet, exercise,
exploration, safe
environment
Stimulation and
encouragement
Influence of the
environment,
relationships, security,
basic needs
Motor
Cognitive
Affective
NurtureNature

6. B.F. Skinner (1904 – 1990)
 Law of reinforcement...
 Operant conditioning
 Shaping
http://www.youtube.com/watch?v=1b-NaoWUowQ
http://www.youtube.com/watch?v=yhvaSEJtOV8&feature=related

7. Jean Piaget
Age 0-2
Reflexes - motor & sensory learning
Age 2-7
‘Egocentric’; self oriented
7-11
Decentralising: able to consider alternative outcomes
11 (15)
Able to engage in abstract thinking & reasoning

8. People are ‘incomplete’ without
interaction with others
Social constructivist approach to
education.
Zone of proximal development
L.S. Vygotsky (1896-1934)

9. The child is a young scientist
The child evolves & refines schemas with
experience and practice
The child constructs meaning of the world
through self-directed exploration and
experimentation
The child learns through interactions with
others
Emphasis on use of language to develop
understanding
Learning is first social and then individual

10. Piagetian perspective Vygotskian perspective
assessment Students assessed against
norms; summative and
diagnostic testing
Individual assessments,
student in consultation
with teacher; emphasis on
formative assessment
organisation Setting by ability levels No clear reason to set
planning Establishment of whole
class targets with some
individual targeting
Individual target-setting
teaching Whole-class teaching with
individual tuition-not
necessarily transmissive
Individual and small-group
work;
Whole class teaching not
excluded

11. ‘Readiness’ for learning
The learning context
The spiral curriculum
Scaffolding
The role of language in
thinking & reasoning
Jerome Bruner

12. Barnes, D (1976) From Communication to Curriculum
Bruner, J (1996) The Culture of Education
Moore, A (2000) Teaching and Learning
Wood, D (1998) How Children Think and Learn
Follow up from today: Read Chapter 1 ‘Models of Teaching
and learning’ in Moore, A. (2000) Teaching and Learning:
pedagogy, curriculum and Culture. London, Routledge
Before the next EV682 session: Blog post 2 and responses on
the themes of this seminar.