Children vary greatly in their ability to concentrate in varied sound environments. Some children require that it be completely silent in order to concentrate. Others have the ability to block out surrounding noise and can become engrossed in their own thoughts.
It has been found that florescent bulbs emit rays that stimulate analytic children. Thus, analytic children find it hard to concentrate in a dim room. However, these same rays can overstimulate global children, causing them to loose the ability to concentrate.
Every child is different when it comes to temperature preferences. And, although the temperature of a room does not have any direct bearing cognitively on a child, as a biological response it can affect a child’s attention span.
Design in a classroom refers to the layout of the room in comparison to the physical needs of the children. Some children can be seated at a desk or table for an extended period of time while others prefer standing or sitting on the floor.
Motivation and achievement are closely related. If children are not able to learn either because of their ability or the teachers they tend to withdraw from what is happening in the classroom and become either negative or apathetic.
The element of persistence is both emotional and cognitive in nature. When certain students begin a task, they have a strong emotional need to complete the task, thus demonstrating an emotional bond to complete. This emotional desire to finish the assignment is distinctly different from the cognitive ability to remain focused on the task for the duration of involvement.
These children are follow through on assignments, finish them to the best of their ability, and do so many times without ongoing supervision. However, many times children appear to be less responsible than they truly are. Sometimes this is due to the child’s short attention span and desire to move on to something else.
Some children need to know exactly what is expected of them before commencing on an activity. Others want only the objective or goal and prefer to create their own way of accomplishing the assignment. These differences are referred to as structural differences.
Individual sociological patterns vary greatly depending on a child’s age and social experience. Some children learn better consistently in one way. Others learn better by varying the social contexts in which they learn. Knowing the social setting in which children can learn is extremely important in forming their learning setting.
Through eating, drinking, or smelling, the senses can be actively engaged in the learning experience. By involving as many of the senses as possible the child is more likely to retain the information presented.
Globals need an overall comprehension of what’s being covered first, and then they can look at the details. Globals tend to concentrate on difficult academic studies for a relatively short amount of time.
The field independent learner “tends to articulate figures as discrete from their backgrounds”. These learners can differentiate objects from their backgrounds. They have more of an ability to handle tasks the require analysis or comparison.
The field dependent learner tends to experience events in consonant fashion. They tend to identify with a group.
Young children first begin learning kinesthetically. They experience everything they learn. As they develop, children next develop tactual preferences. A young child will try touching everything he or she comes near. Then, finally visual and auditory abilities develop as the child develops.
Visual learners remember what they see and can recall details through picturing what they have seen. Allow these children to view the material in advance to class, so that they can visualize what they will be taught.
An auditory learner is defined as “one who recalls at least seventy-five percent of what is discussed or heard in a normal forty to forty-five minute period”. These learners remember what they hear and can recreate what they hear by focusing on what was said in the lesson.
Tactile learners use their fingers and hands while concentrating. These children remember more easily if they are drawing, doodling, writing, or somehow using their fingers. Hand motions for songs. Flipcharts, flashcards, puzzles
Most children who have problems in tradition classroom settings are kinesthetic learners. They often can not remember too much of what they are shown or many specifics. They learn best be a combination of tactile and kinesthetic experiences
Howard Gardner's theory holds that all learners are intelligent, based on these six different areas. The level of intelligence in each area varies, and these different self-explanatory levels help describe each individual learner.