Application Of Learning Theories Within Learning Activities

Over the years, I feel I have been guided by God to pursue Elementary Education, which narrows my focus to the kindergarten classroom. I will clearly define the most helpful theories that may be implemented throughout the kindergarten learning environment. Effective teacher characteristics will be identified and why they are imperative for this particular age group. Young children have different learning characteristics and it is important for teachers to recognize and accommodate to the needs of their students. Throughout this course, I have discovered certain characteristics about myself and I will elaborate on my unique learning styles.

As an early years practitioner you will recognise that children’s play is closely linked to their learning and development. Children learn in so many different ways but you will notice that they learn mainly through play. When children are able to do many different activity’s that allows them to lean but have fun at the same time thy will find what they are doing fun and will engage the children. It is important that when in you your setting you set up a variety of educational activity’s this way the children will be able to choose freely what they want to do.

For years, there have been many theorists who have shared their views on how individuals learn. Such research has determined that individuals have different learning styles. It is important for teacher to understand the learning styles of both themselves and their students because it helps them to relay the subject knowledge to the students. The teacher is in a position where they must be able to assess the learning styles of their students. This means that the students and teachers are both in a process of learning.

prepare, set out and support activities and experiences that encourages learning and development in each area of the relevant early years framework

Educators can facilitate the children with different materials and environments in the classrooms that are in the early learning centres. The children need to develop their minds cognitively. “Children actively construct knowledge as they manipulate and explore their world” (Berk 2007). Children are needing to develop their abilities through their play experiences, and also through their play experiences, they can develop appropriately. Early childhood education plays a large part in a child's early development.

As per Gardner’s multiple intelligences, the naturalistic and intrapersonal aspects of intelligence were those that were addressed the least in the class I observed. The class is almost entirely indoors-only having outside time at the playground-so there no time to develop the ability to recognize patterns in nature. I think the teacher tries to compensate by covering activities that invoice nature themes, such as the lightning worksheet, but there is only so much of nature that can be studied in the air conditioning, under fluorescent lights. Also, there was very little development of intrapersonal intelligence. The teacher mostly relied on consequences as a means to control behavior rarely trying to develop the personal strengths and goals of the students. I also believed that the teacher could have used constructivism; to better enhance instruction and learning. Constructivism is “that learning is meaning, it is reflecting on experienced” (Educational Theories, November 2012). Mrs. Turner could have enhanced lesson to incorporate real life connections to the students to make it meaningful for them. Also, she could have had students predict what was going to happen next in the story. The teacher could have asked

Research has proven that the debate of “nature vs nurture” is obsolete, with development being the product of both a unique genetic endowment as well as the influence of the environment (Shonkoff, 2003), and that the first five years of a child are crucial to learning and behaviour modification (Blakemore & Frith, 2008). It is therefore incumbent on families and teachers to provide an environment conducive and stimulating for children to grow and learn within. In response to these crucial findings, guidelines and frameworks like the Early Years Learning Framework (“EYLF”) and the Victorian Early Years Learning and Development Framework (“VEYLDF”) have been developed to incorporate play-based learning and teaching.

No child should be excluded or disadvantaged because of ethnicity, culture or religion, home language, family background, special educational needs, disability, gender or ability, everybody should be treated exactly the same as one another. Parents and practitioners should work together in an impression of mutual respect which children can have safety and confidence. To be effective, an early year’s course should be carefully structured. This includes three strands, provision for the different starting points from which children develop their learning, building on what they can already do, relevant and appropriate content that matches the different levels of young children’s needs, planned and purposeful activity that provides opportunities for teaching and learning, both indoors and outdoors, we do this by having a plan for each week with a theme that changes every week, we have different toys out for each day, this is for construction play, floor play, sensory play also water and sand, we go around these toys for the children so if a child’s next step is to use the potty or toilet we could put out the babies, so they are learning to put the baby on the potty which they can they copy from and encourage them to do the

Providing a safe and supportive environment and placing children’s holistic needs at the centre of learning allows for a willingness to learn and harmonious, deep learning by students (Bonney, 2013). Through teaching swimming and having children participate in swimming carnivals in Alice Springs, demonstrates provision for social well-being where Bush School children learn to socialise with other children and demonstrate appropriate social behaviour at these gatherings (Bush School: 2005,35:34).

Teachers have an important task of translating learning theories into practice. Knowledge about learning theories allows teachers to consider different approaches and apply various techniques and valuable strategies in specific contexts and with specific learners to promote learning. This essay will provide an insight into three well-known theories of how children learn. It will examine Behaviourism, Social Constructivism and Humanism and how these learning theories underpin a range of pedagogical approaches to teaching and learning and promote inclusive practice.

Throughout the years from the age of 3 years of age to five years, these may be seen as an exhilarating time for the children and their families. We aim to make the child’s time at the centre educational. The main thing Little Joeys is working towards in the year of 2016 are for them to become confident within themselves and develop their use of communication skills and have the readiness of being able to transition into school. The centres philosophy is coherent with the Early Years Learning Framework (EYLF) which is used with the educators interacting with the children.

There are a variety of teaching methods that can be used for the purpose of developing cognitive abilities (Bastable & Doody, 2007). In order to attain the goal that I

Cognitive and behavioral learning theories tend to dominate modern discussions of learning theories. Employed in both educational and clinical settings, both have important contributions to understanding how and why individuals learn. Is one approach statistically better than the other, or do they each have their own place where one approach may be more effective under specific circumstances? Each theory has supporters who claim the efficacy of their theory is superior. Comparison of the theories is necessary to determine if one is significantly better than the other, or even if one theory may be slightly more effective than the other. Determining if one competing theory

If a teacher is having difficulty reaching a student in the more traditional linguistic or logical ways of instruction, the theory of multiple intelligences suggests several other ways in which the material might be presented to facilitate effective learning.

Learning theories are conceptual frameworks describing how knowledge is absorbed, processed, and retained during learning. Cognitive, emotional, and environmental influences, as well as prior experience, all play a part in how understanding, or a world view, is acquired or changed and knowledge and skills retained. Although there are many different approaches to learning, there are four basic types of learning theory: behaviorism, cognitive constructivist, social and cultural constructivist, and constructivism.