Understanding Learning and the Mind

1. Understanding Learning and the Mind Chapter 13.1 Child/Human Development

2. The Role of Intelligence • Intelligence- is the ability to interpret or understand everyday situations and to use that experience when faced with new situations or problems. • Shaped by hereditary and *environment

3. Methods of Learning • 4 different methods: • Incidental learning- is unplanned learning. • Trial-and-error learning- takes place when a child tries several solutions before finding one that works • Imitation- is learning by watching and copying others. • Direct learning- learning that results from being taught.

4. Discussion Activity • What method is used to learn each of the following: • A dog wags its tail when scratched • New dance moves • Licorice ice cream tastes terrible, but peanut butter sandwiches taste good. • How to make pasta

5. Concept Development • Concepts- general categories of objects and information • Concepts range from categories for objects such as “fruit” to qualities such as color or shape and to abstract ideas such as time • A young child believes that anything that moves or works is alive • Concepts of time improve during the 2nd and 3rd year • “soon” “before” “after”

6. The Mind at Work • Attention- 1-3year olds have short attention spans. A 3 yr. old can focus on one activity for much longer than a 1 yr. old • Memory- A 1 yr. old may be frightened of a dog, but a 3 yr. old can remember the particular dog and compare it with others • By age 2 a toddler has a fairly good memory

7. The Mind at Work • Perception- the information received through senses • This sensory information reinforces established connections in the brain and sparks new ones • Questions such as “Why?” What is that?” and “How does it work?” helps improve a child’s perception

8. The Mind at Work • Reasoning- is basic to the ability to solve problems and make decisions • It’s also important in recognizing relationships and forming concepts • Babies show the beginning of simple problem-solving ability at about 4-6 mo. 1-3 yr. olds gradually learn more sophisticated reasoning skills.

9. The Mind at Work • Describe all the sensory information you have around you. What could a young child learn from each of these sensory inputs? • How can a child learn from nature even in cold or rainy weather? • Is it safe to let children experiment with the different tastes of nature? Why or why not?

10. The Mind at Work • As children solve problems, they basically are answering these questions: • What is the problem? • What do I already know about it? • What are the possible solutions? • Which is the best solution? • Did I make the right choice?

11. The Mind at Work • Imagination- becomes apparent at about 2 yrs. Of age • An active imagination enhances learning because it allows the child to try new things and to be different people– at least in the mind. • Until about age 5 children are simply not sure where reality ends and imagination begins

12. The Mind at Work • Creativity- the imagination is used to produce something • The product is usually an object that others can see, such a s a finger painting • Curiosity- causes children to wonder why or to try new activities