Understanding Understanding Learning and the Learning and the

MindMind

Understanding Understanding Learning and the Learning and the

MindMindChapter 13.1Chapter 13.1

Child/Human DevelopmentChild/Human Development

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

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.

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

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”

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

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

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.

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?

The Mind at Work

• As children solve problems, they basically are answering these questions:

1. What is the problem?2. What do I already know about it?3. What are the possible solutions?4. Which is the best solution?5. Did I make the right choice?

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

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