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How Do Children and Young People Learn?
- 1. How do Childrenand Young People Learn? SU TL Conference January 2015
- 2. Today ... • Learningand teaching in schools is changing • Based on research on how we grow, learn and develop • We should reflect on this to improve exploration of engagement with the good news
- 4. Characteristics of secure attachment Ableto separate from parent Behaviour : confident Caregiver is sensitive, cooperative and accepting parenting :attuned Emotionally competent, able to engage in exploratory play 55% of children have a secure attachment style Cooperative, flexible, able to regulate affect
- 5. Characteristics of ambivalent attachment Maybe wary of strangers Behaviour : anxious, attention seeking, low self esteem Intensified attachment behaviour parenting : inconsistent, unreliable and insensitive dependency and preoccupation with others for regulation of emotions 10% of children have an ambivalent attachment style
- 6. Characteristics of avoidant attachment Mayavoid parents Behaviour : detached and cool emotionally self contained parenting : emotional distance Shows little or no preference between parent and stranger 20% of children have an avoidant attachment style
- 7. Characteristics of disorganised attachment Atage 1 shows a mixture of avoidant and resistant behaviours Behaviour : aggressive, anxiety and rage co-exist may seem dazed or confused parenting : unpredictable and abusive. May be source of distress At age 6 may take on parental role 15% of children have a disorganised attachment style some children act as a caregiver toward the parent
- 9. The notion ofresilience • The capacity to do well despite adverse experience • To “bounce back” having endured adversity
- 10. A sensitivily laidout and consistently managed … classroom and a warm relationship with a responsive teacher may do more for a child’s craving for a secure base than elaborate efforts around engaging in weekly one hour sessions of therapy.
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- 16. Multiple Intelligences (Howard Gardner) Weare all able to know the world through language, logical-mathematical analysis, spatial representation, musical thinking, the use of the body to solve problems or to make things, an understanding of other individuals, and an understanding of ourselves.
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- 19. Active engagement Children learnby doing, thinking, exploring, through quality interaction, intervention and relationships, founded on children’s interests and abilities across a variety of contexts BtC 2
- 20. • Vygotsky's theoriesstress the fundamental role of social interaction in the development of cognition • Good learning is not necessarily quiet • frequently most effective when learners have the opportunity to think and talk together, to discuss ideas, question, analyse and solve problems Social Development Theory (
- 21. –Johnny Appleseed “Type aquote here.”
- 22. Learning together • Areyou sitting comfortably? • Where are we going and how will we know when we get there? • Is everyone joining in? • Don’t just pick the eager ones
- 23. Creativity & learning •Creativity improves self-esteem, motivation and achievement • Children who are encouraged to think creatively: • become more interested in discovering things for themselves • are more open to new ideas and challenges • are more able to solve problems • can work well with others • become more effective learners • have greater ownership over their learning
- 24. Reggio Emilia Time, andhow children and adults use it, is central to the Reggio philosophy. The rhythm and pace of the child is always given overriding importance . . . This means really having time for children's thoughts and ideas, and giving value to their work, their conversations and their feelings by slowing down to listen to them.
- 25. On our own SometimesI sits and thinks, and sometimes I just sits... A.A. Milne
- 26. How, then, canthey call on the one they have not believed in? And how can they believe in the one of whom they have not heard? And how can they hear without someone preaching to them? Romans 10:14
- 27. Implications for ourwork •build and model strong relationships •think about the whole event •6 periods - 6 posters •opportunities to explore and model acceptance •collaboration and individuality
- 28. Something to thinkabout… • How do you model the words you say? • How do you listen, suggest, contribute and question? • How do you encourage children to talk with one another and to share their thinking? • How do you support children to build relationships and become accustomed to new environments? • How do you plan an environment and climate where children feel safe and confident to tackle new challenges and take risks, and where trial and error are viewed as a normal part of the learning process? • How do you decide what mix of activities is appropriate to meet the stage of development and learning of the children?
Editor's Notes
- #2 Seminar Synopsis Whatever your own generation, the world may be viewed and experienced very differently by those attending our Holidays and Missions, who are the Millennial Generation. As scientists understand more about how the brain works, how different learners learn and the need for young people to be connected emotionally, how we teach in school has been adapted and refined. Exploration, collaboration and meeting learners’ needs are now far higher priorities in the classroom than they were. What are some approaches we might consider to ensure we do all we can to engage children and young people in their exploration of the claims of Jesus?
- #3 Eleanor will talk about attachment and nurture then I will do a wee bit on learning we will then bring it back to thnking about how this impacts on our work with children in church, residential activities or holiday clubs / missions
- #4 We are going on a journey. As we set out on this journey we are sharing our learning intentions with you - this will help you know whether or not we have got there and ensure we stay on task.
- #5 Attachment Theory Attachment is a deep and enduring emotional bond that connects one person to another across time and space (Ainsworth, 1973; Bowlby, 1969). Attachment does not have to be reciprocal. One person may have an attachment with an individual which is not shared. Attachment is characterized by specific behaviors in children, such as seeking proximity with the attachment figure when upset or threatened (Bowlby, 1969). Attachment behaviour in adults towards the child includes responding sensitively and appropriately to the child’s needs. Such behaviour appears universal across cultures. Attachment theory provides an explanation of how the parent-child relationship emerges and influences subsequent development. Attachment theory in psychology originates with the seminal work of John Bowlby (1958). In the 1930’s John Bowlby worked as a psychiatrist in a Child Guidance Clinic in London, where he treated many emotionally disturbed children. This experience led Bowlby to consider the importance of the child’s relationship with their mother in terms of their social, emotional and cognitive development. Specifically, it shaped his belief about the link between early infant separations with the mother and later maladjustment, and led Bowlby to formulate his attachment theory. John Bowlby, working alongside James Robertson (1952) observed that children experienced intense distress when separated from their mothers. Even when such children were fed by other caregivers this did not diminish the child’s anxiety. These findings contradicted the dominant behavioral theory of attachment (Dollard and Miller, 1950) which was shown to underestimate the child’s bond with their mother. The behavioral theory of attachment stated that the child becomes attached to the mother because she fed the infant. Bowlby defined attachment as a “lasting psychological connectedness between human beings” (1969, p.194). Bowlby (1958) proposed that attachment can be understood within an evolutionary context in that the caregiver provides safety and security for the infant. Attachment is adaptive as it enhances the infant’s chance of survival. This is illustrated in the work of Lorenz (1935) and Harlow (1958). According to Bowlby infants have a universal need to seek close proximity with their caregiver when under stress or threatened (Prior & Glaser, 2006).
- #13 Safe - Protected from abuse, neglect or harm Healthy - High standards of physical and mental health; support to make healthy, safe choices Achieving - Support and guidance in learning - boosting skills, confidence & self-esteem Nurtured - Having a nurturing and stimulating place to live and grow Active - Opportunities to take part in a wide range of activities Respected - Given a voice, and involved in the decisions that affect their well being Responsible - Taking an active role within their schools and communities Included - Getting help and guidance to overcome inequalities; full members of the communities in which they live and learn
- #14 When working with children or young people, the My World Triangle is used at every stage to think about the whole world of the child or young person. It is particularly helpful to use the My World Triangle to gather more information from other sources (some of it possibly specialist), to identify the strengths and pressures in the child or young person’s world. This may include information about health or learning, offending behaviour or information about issues affecting parenting. For example, under ‘How I grow and develop’, both Named Person or Lead Professional and the child or young person are offered prompts and statements designed to encourage them to examine their learning and development and family life. The My World Triangle supports practice that considers the child or young person’s needs and risks, as well as the positive features in their lives. Strengths and pressures are given equal consideration and can be structured around the triangle. Information gathered should be proportionate and relevant to the issues in hand. In many cases, it will not be necessary to explore every area of the triangle in detail but only to look at those relevant to any presenting issue. However, it is still important to keep the child or young person’s whole world in mind and provide immediate help where necessary while continuing assessment.
- #15 In the past we have often focussed on teaching. The emphasis has shifted much more towards the learning. The role of the leader, teacher or youth worker is much more about making sure that children and young people are able to learn.
- #16 Take a few moment to think about when and how you learn best. Take a Post-It note and write down an experience where you learnt something important. Then talk to your neighbour about it. Give a few moments for feedback. It is very easy to be passive in a situation where we are supposed to be learning. What I want you to think about is the fact that we want children and young people to actually learn something.
- #17 There has been a lot talked about learning styles over the past few years. You may have heard of this. It comes from research by Howard Gardner and others. He has asserted that we are all able to know the world through language, logical-mathematical analysis, spatial representation, musical thinking, the use of the body to solve problems or to make things, an understanding of other individuals, and an understanding of ourselves. Whilst there is some truth in what is said there is also a lot of nonsense as well. It is not helpful to focus to strongly on this as it suggests that someone can only learn in one way as opposed to others.
- #18 Learning styles can be classified in many ways. Here is one based on Gardners research: Visual-Spatial - think in terms of physical space, as do architects and sailors. Very aware of their environments. They like to draw, do jigsaw puzzles, read maps, daydream. They can be taught through drawings, verbal and physical imagery. Tools include models, graphics, charts, photographs, drawings, 3-D modeling, video, videoconferencing, television, multimedia, texts with pictures/charts/graphs. Bodily-kinesthetic - use the body effectively, like a dancer or a surgeon. Keen sense of body awareness. They like movement, making things, touching. They communicate well through body language and be taught through physical activity, hands-on learning, acting out, role playing. Tools include equipment and real objects. Musical - show sensitivity to rhythm and sound. They love music, but they are also sensitive to sounds in their environments. They may study better with music in the background. They can be taught by turning lessons into lyrics, speaking rhythmically, tapping out time. Tools include musical instruments, music, radio, stereo, CD-ROM, multimedia. Interpersonal - understanding, interacting with others. These students learn through interaction. They have many friends, empathy for others, street smarts. They can be taught through group activities, seminars, dialogues. Tools include the telephone, audio conferencing, time and attention from the instructor, video conferencing, writing, computer conferencing, E-mail. Intrapersonal - understanding one's own interests, goals. These learners tend to shy away from others. They're in tune with their inner feelings; they have wisdom, intuition and motivation, as well as a strong will, confidence and opinions. They can be taught through independent study and introspection. Tools include books, creative materials, diaries, privacy and time. They are the most independent of the learners. Linguistic - using words effectively. These learners have highly developed auditory skills and often think in words. They like reading, playing word games, making up poetry or stories. They can be taught by encouraging them to say and see words, read books together. Tools include computers, games, multimedia, books, tape recorders, and lecture. Logical -Mathematical - reasoning, calculating. Think conceptually, abstractly and are able to see and explore patterns and relationships. They like to experiment, solve puzzles, ask cosmic questions. They can be taught through logic games, investigations, mysteries. They need to learn and form concepts before they can deal with details.
- #19 This theory has led to thinking such as this. However this is far too simplistic a model. We should not label ourselves or our children as particular kinds of learners What it does mean is that we need to think about engaging children and young people in a variety of different ways.
- #20 Thinking about utilising different learning styles helps us to plan learning that is varied and active. This quote is from one of the series of guides to the curriculum published as part of CfE. Although BtC2 focussed on the early years, it’s principles are applicable across learning. When you design experiences for children and young people this is a good place to start.
- #21 My focus would tend to seek to be explorative and collaborative in nature. A lot of current thinking around learning is collaborative or cooperative and is based on social development theory espoused by Lev Vygotsky. Lev Semyonovich Vygotsky(November 171896 – June 11, 1934) was a Soviet psychologist whose main work was in developmental psychology. He proposed a theory of the development of higher cognitive functions in children that saw reasoning as emerging through practical activity in a social environment.
- #22 Vygotsky also posited a concept of the Zone of Proximal Development, often understood to refer to the way in which the acquisition of new knowledge is dependent on previous learning, as well as the availability of instruction. In other words it is the difference between what a learner can do without help and what he or she can do with help. This gives us a way of thinking about how we encourage exploration of Scripture and exposure to the good news. We need to think about how much help and support we give to allow exploration of different concepts.
- #23 In practical terms cooperative learning is based on making sure that everyone is joining in. If the group is sitting in rows and listening to the teacher /leader then there will be far too many who are passive, disengaged or causing trouble. Research work by Alan McLean in Glasgow looked at how we need to think about motivation for learning.
- #24 Another area that is worth considering is that of creativity - and iI don't just men drama or music camp. Historically, creativity has been seen as a tortured and mystical process, the province of geniuses, artists and eccentrics. Today, we are less in awe of the creative process. Now, creativity is recognised as a practical skill, one which can be taught and which everyone can achieve. It is a way of thinking in which we look at familiar things with a fresh eye, examine a problem with an open mind about how it might be solved, and use our imagination rather than our knowledge to explore new possibilities rather than established approaches. The challenge for educators is to nourish and develop children's natural creativity, not stifle it. There are many approaches that can help practitioners promote creativity in their learners: Providing regular opportunities for hands-on experimentation, problem solving, discussion and collaborative work. Actively encouraging pupils to question, make connections, envisaging what might be possible and exploring ideas. Using failure or setbacks as opportunities to learn. Facilitating open discussion of the problems pupils are facing and how they can solve them. Asking open-ended questions such as ‘What if…?’ and ‘How might you…?’ Ensuring that assessment procedures reflect and reward creativity, enterprise and innovation.
- #25 Finally let’s think a little about pace and timing. The northern Italian town of Reggio Emilia has a firmly established worldwide reputation for forward thinking and excellence in its approach to early childhood education. North American and Scandinavian educators have long recognised the importance of the continuing educational development that is taking place in the Reggio model, and there is much about the approach that is of interest to educators in Scotland. It is a socio-constructivist model. That is, it is influenced by the theory of Lev Vygotsky, which states that children (and adults) co-construct their theories and knowledge through the relationships that they build with other people and the surrounding environment. It also draws on the work of others such as Jean Piaget, Howard Gardner and Jerome Bruner. It promotes an image of the child as a strong, capable protagonist in his or her own learning, and, importantly, as a subject of rights.
- #26 Of course all this talk of working together, collaboration and cooperation should not exclude opportunities for individual learning and reflection. It is good to provide space to think and reflect. Often an individual will need time to process what they have been discussing or doing. Building time in to your planning for this is important.
- #27 And of course there is still a place for proclaiming goos news in a way that is clear, unambiguous and coherent. We could spend all day discussing what this verse might look like in practice. If we believe in absolute truth rather than it all being relativistic or contextual then there still needs to be a place for the proclamation of the good news.
- #28 So if we consider everything we have said about attachment, nurture, resilience and social development what are the implications for our work. First we believe that there are huge numbers of good examples of how all of this can be seen in practice at SU events across Scotland.
- #29 Here are some questions to think about if we have any time.