How Do Children Learn?

Our next few postings shall be on this topic.

Every child is unique: each has their individual personality, strengths, interests and learning style. One enjoys drawing and writing while another has a three-dimensional approach. One is quiet, content to dream, while another ‘thinks aloud’ and is on the go.

There are developmental differences, character differences and gender differences. Adding further complexity, two in ten children arrive with additional challenges – dyslexia, dyspraxia, ADHD, FASD, ASD, CLDD, etc. (Carpenter, 2013). Teachers must get to know each child and provide resources to connect with the many learning styles. Teaching is an intricate skill. Aristotle called it “the highest form of understanding”.

·         Movement:

Children need to move. Margaret Donaldson describes movement as “thought in action”. (1978) Body and brain develop together, and physical development occurs through using the body, moving it in space and gravity. (White, 2012) Movement gives youngsters the muscle control needed for sitting still. An expert on reading difficulties explains, “Those children who are unable to stay still are showing their balance and motor systems are not yet sufficiently mature...” (Goddard Blythe, 2005) At some schools each day begins with active physical play as many children have been seated in vehicles for some time before arrival. Children transitioning from Foundation Stage to KS1, particularly boys, will ‘turn off’ school unless their physicality is acknowledged. They need generous outdoor time each day for large-motor action. Within the classroom too, children need to move about and change position. Some prefer to work lying on the floor or kneeling or standing.

·         Curiosity:

Albert Einstein stated, “I am neither very clever nor especially gifted. I am only very, very curious!” Children are naturally eager to learn about the world and everything in it. When their interest is engaged, they push the boundaries of their knowledge, hungry for more. One child may be intrigued by plants and animals, another by engines and gadgets. Teachers must tune in to each child’s curiosity and nurture it through the years of school. Universities today seem more interested in “creative thinking, experimentation and improvisation” than in students’ marks. (Beardsworth, 2013) Society needs people with enquiring minds.