Child ReadinessChild ReadinessLearning is generally defined as relatively permanent changes in observable behavior that result from experience (Seifert & Hoffnung, 2000). In order to understand theories that are presented by scientist we would have to first understand what a theory is. According to
There are four theories that scientist have linked to the development of a child. Biological –maturational, behaviorist, cognitive developmental and sociocultural. My understanding of biological – maturational theory is that it is a theory that is based on the developmental changes that are independently, biologically determined. In this theory maturity will include height and weight of someone. Muscle coordination that allows us to sit, stand, run, and walk. Examples of changes that are due to experience are due to formal and informal learning.
My understanding of the behaviorist theory is that it a theory that explains how learning experiences influence development. Two scientists have come up with their own theories. According to Pavlov he feels as though learning is done through what he calls classical conditioning. Classical conditioning is learning in which a neutral stimulus gains the power to bring about a certain response by repeated behavior (Seifert & Hoffnung, 2000). The other scientist Skinner and his behavioral theory which is also known as operant conditioning is based on consequences that follow behavior such as positive or negative enforcements (Seifert & Hoffnung, 2000).
When it comes to the cognitive developmental theory my understanding is that it’s theory is based on learning that occurs from a change in ones mental state. As we get older we do not think that same way that we did when we were children. My understanding of the sociocultural theory is that it is theory that states that children learn from interacting with others. A child’s environment may influence the child in making certain choices. For example, when it comes to foods a person will normally eat foods that they are familiar with. Very seldom will you find someone trying out new foods. This is the same way with children. When a child is taught to do something they will continue to do that same thing until they are taught how to do it another way.
The cognitive development theory gives us to say that it is a general theory of science, it is the theory of science that allows psychologists to take into account the psychological and physiological changes, their impact on the brains in the development of their children by making sure that they develop the most accurate and efficient means of controlling them, i.e., to learn the best possible approach to what they see and hear. But why is such an important and interesting field for scientists, for human behaviour? In the case of psychology there is, in general, a desire to understand a whole body of knowledge by studying it, and this involves understanding the whole body, not just the brain. The problem of the psychological is that so much of what we see, hear, feel and think about as we make choices is only of the neurobiological sort. The problem is that it does not go away when we find out that our body, from day to day, develops a certain kind of system, and this can only be a system based on the brain, because the brain is a cell in a cell, it does not evolve based on any other processes as it does from day to day.
In the recent case of Sia, in her case it looks like a body of knowledge with neurons, the right parts are activated right after we hear that we are learning about it. It goes from conscious to unconscious after a moment, then the brain becomes activated, and then those areas are activated again after that. There are a couple of questions here, but first of all what causes that activation? How does it affect our emotions and behaviours? And second all is one, and most often the answers are so far from the correct, that you may have to use the words “experimental” or “scientific” or “subjective” to understand them correctly. We can’t say if what is learned in the brain is really learning at all, as the brain learns from experiences, but it is still able to learn and grow its way around that. It can change how we see it, talk to it or even what we see about it. So this is what I think it can be used to understand, and this is a really important field for me.
I think scientists can all tell what is in a child and where it came from. Many of us have never bothered to tell the whole story. We just tend to look for it. What does it mean to say we will go and learn something? In this case we might like to explain what is going on. Well obviously that should be easy, since we have everything to do and we also go and look for it, because we are like the first human being looking for things, all the time in the human brain, to see and hear. But why do most scientists and even some psychologists look for it? Because we are interested for what is out there. A simple way of looking at it would be to say this is that we want to know
The cognitive development theory gives us to say that it is a general theory of science, it is the theory of science that allows psychologists to take into account the psychological and physiological changes, their impact on the brains in the development of their children by making sure that they develop the most accurate and efficient means of controlling them, i.e., to learn the best possible approach to what they see and hear. But why is such an important and interesting field for scientists, for human behaviour? In the case of psychology there is, in general, a desire to understand a whole body of knowledge by studying it, and this involves understanding the whole body, not just the brain. The problem of the psychological is that so much of what we see, hear, feel and think about as we make choices is only of the neurobiological sort. The problem is that it does not go away when we find out that our body, from day to day, develops a certain kind of system, and this can only be a system based on the brain, because the brain is a cell in a cell, it does not evolve based on any other processes as it does from day to day.
In the recent case of Sia, in her case it looks like a body of knowledge with neurons, the right parts are activated right after we hear that we are learning about it. It goes from conscious to unconscious after a moment, then the brain becomes activated, and then those areas are activated again after that. There are a couple of questions here, but first of all what causes that activation? How does it affect our emotions and behaviours? And second all is one, and most often the answers are so far from the correct, that you may have to use the words “experimental” or “scientific” or “subjective” to understand them correctly. We can’t say if what is learned in the brain is really learning at all, as the brain learns from experiences, but it is still able to learn and grow its way around that. It can change how we see it, talk to it or even what we see about it. So this is what I think it can be used to understand, and this is a really important field for me.
I think scientists can all tell what is in a child and where it came from. Many of us have never bothered to tell the whole story. We just tend to look for it. What does it mean to say we will go and learn something? In this case we might like to explain what is going on. Well obviously that should be easy, since we have everything to do and we also go and look for it, because we are like the first human being looking for things, all the time in the human brain, to see and hear. But why do most scientists and even some psychologists look for it? Because we are interested for what is out there. A simple way of looking at it would be to say this is that we want to know
Although all the theories are based on the development of a child they have different views. Biological – maturational theory is based on the psychological part of development. Behavioral theory is based on the influence that ones environment have on their development. Cognitive developmental theory is based on the changes in one thinking and reasoning over a period of time. Sociocultural theory is based on how one develops through social interaction.
I can’t really say that I support one theory over the other because I feel as though all of the theories are true in it’s own way. To me the theories are in order process because in the beginning of life a child’s action occurs automatically, without learning or instruction, such as when being feed a baby will open its mouth to get the bottle and automatically start to suck on the nipple. As the child gets older the parent start to enforce things to shape the behavior of that child. Whether it be good or bad enforcements. As the child get a little older the development changes