Mind Over Matter

Learning Theories and Teaching Young Learners

Learning theories explain how we learn new information, skills, and behaviours. There are many different learning theories, but some of the most influential ones are behaviourism, cognitivism, constructivism, and social learning theory. Teaching is a challenging job, especially for young learners. Without generalising, our teaching and learning practises are obsolete and product-oriented. On the contrary, we must understand the process of learning. Therefore, I will briefly introduce learning theories in this blog and provide practical tips for implementing them when teaching young children.

Behaviourism. This theory is based on the idea that learning results from stimulus-response associations. According to behaviourism, learners acquire new behaviours through reinforcement and punishment. For example, if a child gets praised for answering a question correctly, they are more likely to repeat that behaviour in the future. On the other hand, if a child is scolded for misbehaving, they are less likely to repeat that behaviour. Some of the ways to apply behaviourism when teaching young children are:

1. Use positive reinforcement to encourage desired behaviours and outcomes. For example, you can give verbal praise, stickers, tokens, or rewards to children who demonstrate good manners, complete their tasks, or show improvement.

2. Use negative reinforcement to reduce undesirable behaviours and outcomes. For example, when children comply with your instructions or expectations, you can remove or mitigate unpleasant stimuli, such as noise, distractions, or boredom.

3. Use punishment sparingly and appropriately to discourage undesirable behaviours and outcomes. For example, you can give verbal warnings, time-outs, or consequences to children who break the rules, hurt others, or disrupt the class.

4. Use feedback to guide and correct children’s learning. For example, you can provide immediate and specific feedback to children on their performance, such as what they did well and what they need to improve.

Cognitivism. This theory is based on the idea that learning is a mental representation and manipulation process. According to cognitivism, learners acquire new knowledge and skills by processing, storing, retrieving, and applying information in their memory. For example, if a child learns how to count by rote memorization, they use cognitivism. Some of the ways to apply cognitivism when teaching young children are:

1. Use scaffolding to support and challenge children’s learning. For example, you can provide hints, prompts, samples, or models to help children solve problems or complete tasks slightly beyond their current ability level.

2. Use chunking to organise and simplify information. For example, you can break down complex or lengthy information into smaller, manageable units or categories that are easier for children to remember and understand.

3. Use mnemonics to enhance memory and recall. For instance, use rhymes, songs, stories, or images to aid children in remembering abstract or complex facts or concepts. 

4. Use metacognition to foster self-regulation and reflection. For example, you can teach children how to monitor their learning process and outcomes, such as setting goals, planning strategies, checking progress, evaluating results, and identifying strengths and weaknesses.

Constructivism. This theory is based on the idea that learning is a process of active construction and reconstruction. According to constructivism, learners acquire new knowledge and skills by exploring their environment, interacting with others, and integrating their prior and current experiences. For example, if a child learns how to build a tower by trial and error, they use constructivism. Some of the ways to apply constructivism when teaching young children are:

1. Use inquiry-based learning to stimulate curiosity and discovery. For example, you can pose open-ended questions, provide hands-on materials, or create authentic scenarios inviting children to investigate, experiment, or solve problems using their ideas and methods. Some examples of inquiry-based learning are: Asking children to observe and compare different types of plants or animals in their surroundings or books, providing them with various materials such as clay, paper, scissors, glue, etc. and challenging them to create something from these materials. 

2. Use collaborative learning to promote social interaction and communication. For example, you can arrange children in small groups, pairs, or teams that encourage them to share, discuss, or negotiate their perspectives, opinions, or solutions with each other.

3. Use project-based learning to integrate multiple skills and disciplines. For example, you can assign children a real-world or meaningful project that requires them to apply their knowledge and skills from various subjects, such as math, science, art, or language.

4. Use differentiation to accommodate individual differences and needs. For example, you can offer children different choices, levels, or modes of learning that suit their interests, abilities, or preferences.

Social Learning Theory. This theory is based on learning as a social observation and imitation process. According to social learning theory, learners acquire new knowledge and skills by watching and copying others who serve as models or examples. For example, if a child learns how to tie their shoes by watching their parent do it, they use social learning theory. Some of the ways to apply social learning theory when teaching young children are:

1. Use modelling to demonstrate desired behaviours and outcomes. For example, you can show children how to perform a skill, complete a task, or follow a rule by doing it yourself or using another child as a model.

2. Use vicarious reinforcement to influence children’s motivation and self-efficacy. For example, you can praise or reward children who perform well or improve and show them the positive consequences of their actions so that other children can see the benefits of learning and imitate them. 

3. Use peer tutoring to facilitate peer learning and support. For example, you can pair up children with different proficiency levels or expertise in a subject or skill so that they can teach, help, or learn from each other.

4. Use cooperative learning to enhance social skills and values. For example, you can involve children in group activities that require them to cooperate, communicate, or compromise with each other, such as games, dramas or debates.

You can read about the significance of Teaching Grammar in the following post:

Significance of Teaching Grammar

Teaching Young Learners

Teaching young children is a rewarding but challenging task. Teachers and parents sometimes set unrealistic goals and learning outcomes for young learners; these expectations often become counterproductive. Young children are curious, eager to learn, and full of potential, but they also have unique needs and characteristics that require careful attention from educators. Therefore, the following factors must be considered when teaching young children and how they impact their learning outcomes.

One of the most important factors is the child’s developmental stage. Young children are not miniature adults; they have different cognitive, emotional, social, and physical abilities and limitations that affect how they learn and interact with the world. For example, young children have shorter attention spans, limited working memory, and less abstract reasoning than older children and adults. They also struggle to regulate their emotions, impulses, and behaviours and need adult guidance and support. Therefore, educators must tailor their teaching methods and expectations to the child’s developmental level and provide appropriate scaffolding, feedback, and encouragement. For example, teachers can use concrete materials, visual aids, stories, and games to help young children understand new concepts and skills. They can also repeat critical points, frequently check for comprehension, and break complicated tasks into smaller steps. They can also praise young learners for their efforts, progress, and achievements and help them cope with frustration and failure.

The next factor to consider is the motivation of the child. Young children are naturally motivated to learn by their intrinsic curiosity and interest in the world. They learn best when engaged in meaningful and enjoyable activities that match their interests and abilities. However, extrinsic factors, such as rewards, punishments, grades, or social pressure, can undermine their intrinsic motivation and reduce their learning outcomes. Therefore, educators must avoid relying on extrinsic motivators and instead foster a positive learning environment that supports the child’s autonomy, competence, and relatedness. For example, teachers can give young learners choices in their learning activities, such as what topic to explore or materials to use. They can also challenge young children to set goals and monitor their progress. They can also encourage young children to collaborate with their peers and share their ideas and opinions.

Another factor to consider is the child’s social context. Young children are social learners; they learn from observing and interacting with others, especially adults and peers. They also need a sense of belonging and acceptance from their social groups to feel secure and confident. Therefore, educators must create a supportive and inclusive classroom culture that promotes positive relationships among students and between students and teachers. They must also model and teach social skills, such as communication, cooperation, empathy, and respect, which are essential for successful learning and development. For example, teachers can use group activities, such as discussions, projects, or games, to facilitate social interaction and understanding among young learners. They can also use positive reinforcement, such as compliments or stickers, to acknowledge young learners’ prosocial behaviours. They can also use conflict resolution strategies, such as active listening or problem-solving steps, to help young children resolve their disagreements peacefully.

In addition to these general social skills, educators must also consider the specific social contexts of young learners regarding their cultural backgrounds, family structures, gender identities, and special needs. These factors can influence how young learners perceive themselves, others, and the world around them, as well as how they respond to different situations and expectations. Therefore, educators must be aware of and respect the diversity and individuality of young children and provide them with culturally responsive and inclusive curriculum and instruction. For example, teachers can use multicultural books, artefacts, and activities to expose young children to different cultures and perspectives. They can also use gender-neutral language, materials, and roles to avoid stereotyping or limiting young children’s choices and potential. They can also use differentiated instruction, accommodations, and modifications to meet the needs and strengths of young children with disabilities, giftedness, or other exceptional circumstances.

The child’s family structure and specific social context deserve more attention. Young learners come from different types of families, such as nuclear, single-parent, blended, extended, and foster families. These family structures can affect young children’s development in many ways, such as attachment styles, self-esteem levels, academic performance, behavioural problems, or social adjustment. Therefore, teachers must be sensitive to and supportive of the diverse family situations of young children and help them cope with any challenges or changes they may face. For example, educators can use family-themed books or activities to celebrate the diversity of families and help young learners appreciate their family members. They can also communicate regularly with parents or guardians to establish a positive partnership and share information and resources. They can also provide extra support or referrals to young children experiencing family stress, such as divorce, death, abuse, or neglect.

Our educational system faces many challenges. Public sector education has consistently declined for multiple reasons. Private English medium schooling can be characterised as a mad race for grades and marks rather than acquiring knowledge and skills. In this scenario, it becomes paramount for teachers and parents to understand what meaningful learning entails. By understanding these factors and applying them to their teaching practises, educators can enhance young children’s learning experiences and outcomes.