Learning Styles of Children Admission Essay

Learning Styles of Children
A description of the four learning styles of children.
# 154225 | 978 words | 4 sources | 2015 | US
Published on Sep 24, 2015 in Psychology (Child and Adolescent) , Psychology (Theory) , Psychology (General)


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From the Paper:

"First, there is the visual style of learning among children. This form of learning is often identified as the most prevalent manner of learning found within children (Kolb, 1985). As a direct result, the majority of classrooms are centered on visual learners. Demonstrations and descriptions are most useful for this style of learning. Learning makes the most sense to visual learners when they are able to see, visualize, and illustrate the concepts. Children that identify with this style of learning are distracted by movement or action (Dunn, & Dunn, 1994). The teacher or parent's body language and facial expression are key elements in visual learning. Children categorized as visual learners are known to have well-developed imaginations and think in terms of pictures (Honey & Mumford, 1992). Characteristics of visual learning include: recalling visual details, visual preference in learning, the need for writing utensils while learning, making notes while listening, and preference of examples. Furthermore, audio learning may be fruitless with children that identify with the visual style of learning (Dunn, & Dunn, 1994).
"Next, children may learn through the auditory style. The title suggests this style embraces learning through sound or listening. Discussions are most beneficial for children that relate to this style of learning. With the auditory learning style instructions are made clear through verbal instructions. Written information also assists in the auditory style of learning. Quiet settings are best for this form of learning as too much noise could be distracting (Kolb, 1985). Some may identify auditory learning as language learning (Dunn, & Dunn, 1994). Characteristics of this learning style include: retaining information through talking aloud, necessity of oral explanation, and talking to oneself while learning (Honey & Mumford, 1992). "

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