| Papers [1-15] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "LEARNING DEVELOPMENT": |
|
|
Learning and Development, 2008.
This paper discusses the interaction between learning and development.
2,564 words (approx. 10.3 pages), 8 sources, APA, $ 77.95
»
Click here to show/hide summary
Abstract
In this article, the writer notes that teaching school-aged children is an involved and psychological process, involving a variety of problems that must be overcome in order to ensure success. The writer discusses that the underlying principles of this issue were initially expressed in three simple yet specific theoretical positions: the assumption that processes of child development are independent of learning; that learning is development; and that the relationship between learning and development subdues the conflicts of the other two principles by joining with them. However, the writer notes that more recent thinking has trended in a different direction - toward the notion of various levels of development relative to learning. The writer concludes with the opinion that no schoolchild can adequately be taught unless the curriculum focuses on zones of proximal development.
Outline:
Introduction
Early Thinking on Child Learning
Theoretical Position 1: Child Development Processes are Independent of Learning
Theoretical Position 2: Learning Is Development
Theoretical Position 3: The Relationship Between Learning and Development Counters the Extremities of the Former Two Principles by Joining Them
The Zone of Proximal Development Position
Conclusion
Reference List
From the Paper
"Such thinking seems to suggest that the human mind is not, as was once thought, a complex combination of general capabilities including observation, attention, judgment, memory and so on, but rather an extensive, largely independent set of separate capabilities. Learning does not affect one's overall ability to focus attention on subject matter, but rather it improves ones ability to focus better on the learnt matter.
"This thinking, made famous by Thorndike, has been opposed by both Koffka and the Gestalt School, proponents of the third theoretical position. Rather, these latter critics propose that learning is never specific, but is interactive and general. Learning of a specific operation, the researchers attest, stimulates a structural network of a kind that can be applied to other forms of learning. Learning is not simply the process of habit, acquiring skills, nor based on simple identity: it is complex."
| |
|
Assumptions of Human Development and Learning, 2006.
A comparison of cognitive theories and a discussion of assumptions, propositions and applications of human development and learning, particularly affecting childhood educators.
1,472 words (approx. 5.9 pages), 5 sources, APA, $ 48.95
»
Click here to show/hide summary
Abstract
This paper analyzes cognitive theories, assumptions, propositions and applications of human development and learning. It looks at some of the many ways in which cognitive development can be learned. It then focuses on three assumptions about children and human nature which might be problematic for educators, specifically early childhood educators.
Table of Contents:
Major Assumptions and Propositions
Comparison of Cognitive Theories: Bruner and Vygotsky
Constructivism and the Classroom
From the Paper
"In the 80s and 90s, a form of information processing theory called connectionism was formulated to describe and predict non-linear thinking. Otherwise known as parallel distributed processing, this theory describes the mind as a large, multiple networks of associations. Each network responds to new experience by becoming either stronger or weaker, and each operating independently of and in parallel with the others (Siefert, 2002). After each experience, relevant networks adapt to better a child's future performance.Balancing a cup of juice, for example, stimulates various sensory associations within a child's hand, arm, and body. Some of these become stronger and others weaker as experience with cups of juice accumulate, but the eventual result an ability to balance a cup (Siefert, 2002). The assumptions supporting connectionism are more compatible with the realities of classroom life. It is noted that learning by children takes place because synchronized learning of separate networks that integrate."
| |
|
Cognitive Development vs. Learning Theory, 2003.
A comparison between cognitive development theory and learning theory.
1,150 words (approx. 4.6 pages), 6 sources, APA, $ 39.95
»
Click here to show/hide summary
Abstract
This paper compares and contrasts cognitive development and learning theory. The paper first describes the concepts of each theory. Then the paper examines how the two theories differ in their orientation and focus. Finally, the paper discusses ways in which the two theories overlap.
From the Paper
"This research paper presents a comparison of cognitive development and learning theory. Articles from recent professional literature pertaining to the two theories are reviewed and findings related to the theories..."
| |
|
Human Development and Learning, 2006.
An analysis of the factors that influence the ways that individuals develop in society.
1,074 words (approx. 4.3 pages), 4 sources, APA, $ 37.95
»
Click here to show/hide summary
Abstract
This paper discusses the different criteria that affect the way that individual beings develop themselves. It looks at the way that human development is defined or is greatly influenced by religion, history and environment. The paper then discusses the various differences that can be found in human development as differentiated by the these specific factors.
Table of Contents:
Human Development in Relation to their Social Environment
Age and Rites of Passage
The Family
Social Stratification and Division
The Law
Observation
From the Paper
"As societies advanced and progress, laws were created and enforced to address the deviant behaviors of individuals in society. Deviance refers to the non conformity of an individual with the society's social, moral or legal rule. The notion of crimes came into being as a result of the establishment of laws and the legal system. Punishments are imposed that vary in gravity according to the weight of a crime. Laws aimed to create peace and harmony in societies. As societies are flooded with different people from different culture, laws evolve to accommodate and protect their rights. Among countries, treaties are signed to avert aggression against each other. On the other hand, sanctions are imposed on countries that are perceived to be a threat to world peace and security."
| |
|
Cognitive Development Theory and Social Learning in UK Education, 2001.
A discussion on Piaget's and Bandura's child development theories.
1,070 words (approx. 4.3 pages), 3 sources, $ 37.95
»
Click here to show/hide summary
Abstract
This paper compares Piaget's theory of cognitive development to the social learning theory. This paper examines Piaget's child development theory that mains that children have ability to construct meaningful concepts and representations all through a series of various stages. In addition, it analyzes Bandura's theory which contends that children learn new behaviors by observing other people and model their own behavior and develop their own beliefs and standards that eventually impact their progress in the educational system. The author concludes that these do not contradict each but rather complement each other.
From the Paper
"In recent years, the field of education has been transformed by intensive theoretical and practical research into the ways that children develop the cognitive capacity for handling complex learning tasks. Some researchers have focused more upon the natural, or biological, aspects of cognitive development, which can be generalized across all human cultures; others, more upon the social aspects, which are culturally conditioned. The challenge for educators in the UK is now to integrate this vast body of theory and research into curriculum and classroom practice. Most researchers in the field agree that a Piaget-derived developmental learning theory must be augmented by some appreciation of the way that concrete social interaction guides and shapes children?s acquisition of skills. A pedagogical approach drawing at once upon developmental and social learning theory may be the best way to achieve society?s educational aims, while at the same time encouraging creativity and exploration on the part of children. While it would not be possible to exhaust this topic in a short paper, I propose to briefly consider the theories of Piaget and Bandura in the context of children?s development of the ability to handle language (in particular, in the area of literacy)."
| |
|
E-Learning With an M, 2006.
This paper examines a relatively new learning technique: Mobile (m)- learning, which is being developed to complement classroom learning by promoting thinking skills, processes and the application of learning in real world contexts.
1,008 words (approx. 4.0 pages), 5 sources, APA, $ 35.95
»
Click here to show/hide summary
Abstract
The writer of this paper explores the effectiveness as well as the development of the m-learning system. The m-learning project is 64 million Euro, three year, pan-European research and development program supported by the European Commission's Information Society Technologies program. The main distinction between electronic (e)-learning and m-learning is one of accessibility, affordability and portability. The m-learning project has demonstrated that this method of learning can be used as more than just a personal enhancement tool. This paper details how competitive and collaborative learning activities can be activated when conducted with a media board. This paper also discusses the downside of this new technology. According to experts, before the full potential of m-learning's rich content can be realized, the limited memory of mobile devices must be addressed.
Table of Contents:
M-Learning Philosophy
Remote Field Trips
The Technical Challenge
References
From the Paper
"The m-Learning Project has demonstrated that m-learning can be used as more than just a personal enhancement tool. Competitive and collaborative learning activities can be activated when conducted with a Media Board. This tool allows users to divide their mobile phone/PDA screens into sectors containing various projects and communicators. Users send comments consisting of text, audio, pictures, and e-mails tailored to the sectors' different interests and levels. Comments may relate to solving problems competitively, communicating with team members collectively by phone, sending multimedia information to the Media Board, and editing the information on the Media Board into a complete multimedia presentation."
| |
|
Human Learning, 2006.
This paper discusses the individual, social and biological aspects of human learning and cognitive development.
1,410 words (approx. 5.6 pages), 9 sources, APA, $ 46.95
»
Click here to show/hide summary
Abstract
This paper explains that one of the most significant arguments in regard to cognitive development is "nature vs. nurture": Does genetics or external environment play a greater role in human learning? The author stresses that a person's cultural, religious and social background provides powerful stimuli, which drive the developing human to act in a certain manner, especially in issues of ethics. The paper presents the seven stages of analytical or reflective thinking created by Patricia M. King and Karen S. Kitchener to study the cognitive development of school-age children.
From the Paper
"Contemporary American society relies to a considerable extent on a system of formal education in order to inculcate in children those things society believes they must know and understand. A similar approach is employed in most other technologically advanced nations. While pre-industrial societies do not generally rely to the same extent on formal educational systems, all human cultures possess some idea of age-appropriate behavior and age-appropriate learning . In a hunter-gatherer society, for example, very young children will stay around the camp and perform simple tasks associated with family and the household."
| |
|
Child Development, 2002.
A look at various aspects of child development and learning.
2,400 words (approx. 9.6 pages), 7 sources, $ 89.95
»
Click here to show/hide summary
Abstract
This ten-page graduate paper discusses various aspects of child development and learning. Though a child development normally follows a predictable, sequential pattern, there are certain factors, which contribute to his growth such as genes, environment, peers, etc.
| |
|
Vygotsky's Theory on Development, 2005.
A discussion regarding Lev Vygotsky's theory of "zone of proximal development", as researched by Amy Chak in her study entitled, 'Adult Sensitivity to Children's Learning in the Zone of Proximal Development'.
1,174 words (approx. 4.7 pages), 3 sources, MLA, $ 40.95
»
Click here to show/hide summary
Abstract
This paper takes a look at the theory of "zone of proximal development" (ZPD), the well-established model originally launched by Lev Vygotsky. According to the paper, the role of adults in the process of a child's learning and development will be greatly enhanced through the thoughtful application of ZPD. This paper reviews the research, 'Adult Sensitivity to Children's Learning in the Zone of Proximal Development' by Amy Chak, which talks in-depth about ZPD.
From the Paper
"The Vygotsky influence has recently had an impact in a university environment in New Zealand. Indeed, the application of the ZPD model in New Zealand moved well beyond just another theory for "old school" teachers to bravely tackle, and has actually become a "common sense" approach to learning and development. This information comes through another peer-reviewed research article ("Vygotsky's Zone of Proximal Development and Problem-based Learning: linking a theoretical concept with practice through action research"). In the piece, the author explains that students had been employing "problem-based learning" (PBL) methods to develop "relevant content knowledge and the metacognitive skills that will enable them to become good learners and problem-solvers..." (Harland, 2003)."
| |
|
Classroom Learning Community and Biology, 2002.
A literature review of developing a learning community in the classroom and how this can be applied to biology instruction in high school.
8,524 words (approx. 34.1 pages), 19 sources, MLA, $ 180.95
»
Click here to show/hide summary
Abstract
This paper begins by providing an in-depth definition of a "learning community", summarized as curricular/instructional structure that provides students with opportunities for deeper understanding and integration of the material they are learning, as well as more interaction with one another and with their teachers who are viewed as fellow participants in the learning enterprise. This paper reviews the existing literature on learning communities and applies this literature to high school biology instruction. The review is presented in two parts: An examination of the literature indicating those conditions needed to establish a classroom as a learning community; and a review of instructional strategies that have been successful in getting students to achieve in the biological sciences. The review ends with the formulation of conclusions about developing learning communities in the classroom in general and in the biology classroom in particular, and those instructional strategies that might be best used in the classroom learning community.
From the Paper
"Kellog (1999) reports that the notion of a learning community was originally conceived by Alexander Meiklejohn who, at the University of Wisconsin, gathered both students and faculty together to study and discuss classic Greek literature during their first year of college and compare it to the contemporary American literature information which they studied in their second-year of college. Students were required to connect the ideas they learned in both literature classes. They wrote a paper during the summer between the first and second years and another paper at the end of the second year in which they compared what they had learned. This initial learning community established by Alexander Meiklejohn lasted for about six years. Today the concept of the learning community includes many different models; however, Kellog (1999) notes that, in general, regardless of the type of model used, learning communities produce several benefits to students, to staff and faculty and to the schools using the model. For students, these benefits include: increased academic achievement, improved retention, increased motivation, gains in intellectual development and greater involvement in learning itself."
| |
|
Social Factors Affecting Teachers, 2006.
This paper discusses the importance of teacher behavior in human learning and development.
988 words (approx. 4.0 pages), 11 sources, MLA, $ 35.95
»
Click here to show/hide summary
Abstract
In this article, the writer discusses that over the years with the development of our civilization, we have developed concrete systems of learning and development. Educational institutions and centers of learning have been established to further advance human learning and development. The writer notes that teachers are some of the greatest catalysts in the development of the human civilization and that teacher behaviors can have a profound effect on how a child learns. The writer points out that developing positive teacher behavior will not only make teaching more pleasant for teachers but also will make learning more effective among students. The writer maintains that when teachers are provided with what they need to remain inspired and enthusiastic in the classroom, students as well as teachers will be the beneficiaries.
Outline:
Social Factors Influencing Teacher Behavior
References
From the Paper
"The 1992 study of the National Center for Education Statistics brought to light that teachers are more satisfied in their work when they receive a parental support. Parents serve as the teachers' extension at home while teachers serve as parents' extension in schools. Positive relationship between teachers and parents create a channel of mutual consultation wherein they are able to find out how children develop outside their respective home and school environments. Mutual consultation provide for a clearer picture of child development that enable teachers to factor in several circumstances that would help them create a more effective approach to develop children as human beings. More importantly, parental support also provides positive reinforcement to teachers, serving as pat on the back for teacher approaches."
| |
|
Vygotsky's Theory on Development, 2007.
An analysis of "Adult Sensitivity to Children's Learning in the Zone of Proximal Development" by Amy Chak about Lev Vygotsky's theory on development.
3,498 words (approx. 14.0 pages), 10 sources, MLA, $ 98.95
»
Click here to show/hide summary
Abstract
This paper discusses Lev Vygotsky's theory on development - that is his theory of the zone of proximal development (ZPD). The paper specifically comments on the research of Amy Chak into Vygotsky's ZPD approach, that is presented in an article called "Adult Sensitivity to Children's Learning in the Zone of Proximal Development". The paper then goes on to present other articles that present other opinions on ZPD.
From the Paper
"So, next Gal'perin needed to create a method of teaching in which the grapheme could be divided into segments, and to do that, he used Vygotsky's ideas about units of analysis during psychological research. Using the shapes of the graphemes, Gal'perin designed a teaching strategy based on "vocalizations during the execution of the learning task." The strategy basically amounts to implementing a unique ZPD and scaffolding from that point. To wit, the teacher offers a model of a grapheme (explaining the "purposes of the indices" in the process), and then demonstrates how to isolate them."
| |
|
Psychological Theories of Human Development, 2008.
An analysis of the psychoanalytic, learning, humanistic, cognitive and ethological theories of human development.
1,853 words (approx. 7.4 pages), 12 sources, APA, $ 59.95
»
Click here to show/hide summary
Abstract
This paper discusses some of the main theories of human development that focus on cognitive development, environmental influences and a combination of the two. It looks at theories that include psychoanalytic, learning, humanistic, cognitive and ethological. The paper focuses on the theory that best aligns with the writer's own approach to teaching - Albert Bandura's theory of learning and social cognition.
Table of Contents:
Introduction
Psychoanalytic Theory
Learning Theory
Humanistic Theory
Cognitive Theory
Ethological Theory
Theorist who's Beliefs Align with My Approach to Teaching
How this Theory Directly Applies and Relates to the Classroom
Conclusion
From the Paper
"The work of Albert Bandura has emphasized the role of environmental influences in shaping behavior patterns so much so that he has laid the responsibility for creating positive environments for child development directly at the feet of parents, teachers, and other caregivers. The principles of social learning through modeling and reinforcement have also made adults, especially teachers, very aware of the role they play in modeling behaviors for children. During the school year, school age children spend more hours at school than at home, therefore, the behavior of their teachers is extremely important in relation to social learning and behavior modeling. Additionally, Bandura's view that individuals have partial control over the environment around them by their reaction to it has great implications for the classroom. It can be surmised that when children feel comfortable and at ease in the classroom they will excel. Especially if these children do not feel powerless, but instead feel as though they have some control, however minor, over the environment."
| |
|
Cognitive Development, 2007.
A study into cognitive development, constructivism, lateral thinking, metacognition and critical reflection.
5,327 words (approx. 21.3 pages), 41 sources, MLA, $ 131.95
»
Click here to show/hide summary
Abstract
This paper studies the effects of information overload among graduating college students. It links this to its relationship to cognitive development, constructivism, lateral thinking, metacognition and critical reflection. The paper also discusses how the bulk of available knowledge is perceived and processed by man and how he or she is able to apply the knowledge that he or she has learned, given the bulk of information that is available at present.
Table of Contents:
Chapter I
Introduction
Background of the Problem
Chapter II
Review of Related Literature
Learning and Cognitive Development
Learning and Constructivism
Learning and Lateral Thinking
Learning and Metacognition
Learning and Critical Reflection
Chapter III
The Research Question
Chapter IV
Methodology
Research Design
Demographics
Distribution Method
Chapter V
Results and Discussions
Chapter VI
Conclusion
Chapter VII
Recommendations
From the Paper
"The rise of the 21st century is marked by the tremendous growth on the knowledge of mankind. Information can be accessed at will, posing small if not almost virtually no constraints at all. The success of man in terms of solving majority of his problems could be naturally seen as something that is relatively good. However, even before the rise of the 21st century someone has already perceived the forthcoming problems of the abundance of information. Voltaire (1694-1778) said: "the proliferation of books is making us ignorant"."
| |
|
The California English Language Development Test, 2008.
This paper is a review of the literature on the California English Language Development Test (CELDT) and student achievement when learning English as a second language.
1,580 words (approx. 6.3 pages), 14 sources, APA, $ 51.95
»
Click here to show/hide summary
Abstract
This paper explains that the California English Language Development Test (CELDT) is used as a means of evaluating language proficiency among students learning English as a second language to identify students who are learning English as a second language. The author points out that the CELDT also is used to monitor the performance of these students at regular intervals and to reclassify students from limited English proficiency to fluent English proficiency. The paper stresses that CELDT is a monitoring system, not a pedagogical approach; therefore, its use will never directly improve or diminish the scores of second language learners. The paper concludes that administrators and educators may have unwittingly created a setting in which the CELDT is given more credibility than it deserves in terms of its significance as a testing apparatus.
Table of Contents:
Abstract
Introduction
CELDT in Application
Implications
Conclusion
From the Paper
"The test was used for the first time in 2001, suggesting that data pertaining to its use is insufficient to judge long-term outcomes based on the use of the test. The CELDT was developed by the professional for-profit test organization, "CTB-McGraw Hill" and is "designed to assess English learners in grades 1 through 12 on reading, writing, comprehension, and oral English along a continuum of five levels, from Beginning (1) to Advanced (5)" The test has been praised in California by educators and administrators who were forced to rely on a variety of different tests but now can evaluate a student's performance even when he or she has moved from one school to another."
|
|
|
