DEVELOPMENT IN LEARNING PROCESS

Perspective-taking:

 Children’s learning about a range of academic subjects is influenced by their developing classification skills. Children’s abilities to plan their activities also depend to some extent on their abilities to multiple aspects of a problem. To make a plan, children must keep in mind their present condition, their goal for the future, and what to do to get from the present to the future.

 We cannot overstate the tremendous influence of these social cognitive advances for children’s behaviour and interactions in school and elsewhere. Changes in the Child In sum, from the modern scientific view, children do think, feel, and behave quite differently at age 7 or 8 than they did when they were 4 or 5. However, this does not mean that 5-year-olds cannot do some of the things that 7-year-olds do; they just don’t typically do so. Current researchers explain this shift in different ways, but many point to the important role of children’s developing abilities to reflect on their thoughts and experiences that coincide with neurological changes, as well as changes in their social worlds or ecologies.

 The contemporary view of the child implied in these descriptions of developmental change is consistent with Developmental Perspectives and Educational Practice. Constructivist or social-constructivist theoretical perspectives, as well as ecological approaches to understanding development emphasize the role of children as active participants in the physical and social worlds that propel their own development.

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