When it comes to learning, psychology and specifically child psychology one of the most respected figures are Jean Piaget. His search for ‘’A Theory of Knowledge ‘’ led him to study the intellectual development of children. He believed that ‘’the ability to think logically is genetically determined and that logical thinking is the trait that helps make humans different from lower animals.’’ In words of Paulo Coelho: “Each human being is unique, each with their own qualities, instincts, forms of pleasure, and desire for adventure.
Piaget defines intelligence as the ability of an individual to adapt to and cope with, whatever environment the individual lives in. He explained further that there are two fundamental processes that are basic to human development assimilation and accommodation.
Hence, mental growth in a child comes through a continuous interplay of assimilation and accommodation .This process starts actually when a baby is in a mother’s womb, but it actually becomes vigorous once a child is born. A child continuously learns from its surroundings so anything that a child recognises, it understands as the child engages in mere imitation. This forms the foundation to its perception towards everything around and can be clearly understood by his vocal communication and gestures. Language development, however, takes place in a few stages.
0-6 years: Learning starts in a mother’s womb, a child develops a bond with the mother. For four months it babbles: at this stage infants are remarkably sensitive to language in some patterns, they imitate new words and construct speech. Indeed social interaction are essential to the process of acquisition 1-3 years, a stage when a child draws connections with pictures more than words.
6-7 years: Initial reading is a time when a child learns to decode, all information that a child gets is through the print in his hand or his teachers. At this stage children are glued to the print. Motivate the child to read by reading to him. At this stage the child is tested for 100 words per minute. Slow reader 35 words per minute. Reading extensively to a child coupled with repetition leads to automaticity.
7-9 years/grade 3-4: Children learn to read silently when they start understanding the text. They become proficient spellers and start learning for fluency and accuracy
9-14/grade 4-9: At this stage learning becomes bottom up as the child starts learning different subjects such as history, geography, math, literature and science etc. Information from various sources is absorbed as a child learns from text books, story books and computer. As new concepts are introduced, the child’s horizons are broadened. Now he has to be accurate and fluent.
14-18 years: Extensive reading commences. The pupil is assessed according to his knowledge on a various subjects. Multiple point of view comes in front of a reader. For example in the beginning a tree is leaves, branches and trunk to a child. Gradually it becomes a photosynthesis unit used in furniture making, paper etc. But to a university level student it is a source of political warfare, source of income, in other words trees are also economic, political and social vehicle.
A curriculum-free teaching programme
Teaching is not based on curriculum. For each child a teacher has a different collection of teaching strategies covering different skills. In an encouraging, cheerful and anticipating way, the teacher must act as a mediator, enabling the child to perceive the elements of the task and to combine them effectively.
This type of specialist teaching is very child centred and individualised even when it needs to take place in groups. The effective teacher somehow manages to be the personal, understanding and mediating agent for each child. New techniques and technologies can all be harnessed to the teaching task, utilised appropriately for the learner by the teacher’s caring and informed intervention. If a child cannot learn the way we teach, then maybe we should teach the way they learn, as Ignacio Istrada recommends.
The method
The initial part of the teaching session involves activities in which the child can achieve 80 – 90 percent success, since this is a powerful motivator to the rest of learning activities.
Learning tasks are divided into small sections, so that the child can feel he/she has mastered a skill. Hence the mantra of successful modern management is applied: autonomy, mastery and purpose.
Depending on a child’s interest, extracurricular activities are encouraged to develop confidence and persistence. For example public speaking or debates develop confidence and enhance vocabulary. Sports develop a need to excel, team spirit, zeal, persistence and determination.
Parental involvement leaves a huge impact as behind every child who believe in themselves are parents who believed in them first.
Praise by teachers works positively. In words of Sadako Sasaki, “My teacher said I was bright so I was.”
Group activities can have a strong motivational effect provided the children are roughly matched on attainment and developmental levels. Learning becomes motivating when every member in the class gets a chance to express their point of view, and their views must be encouraged. These teaching strategies could certainly do wonders for our educational system.
Different work stations, rooms or departments are equipped with facilities to develop various skills.
Fine motor skills
This station would include activities that facilitate fine motor control skill such as exercises to develop hand grip. These include games with a ball, paper cutting activities, wood work for children, play- dough and clay modelling, worksheets for painting and drawing. A half-hour of recreational activity daily is good to improve a child’s fine motor control skill. Coupled with three worksheets to improve handwriting in a given time will develop time management and increase their intellectual and mental capability as well.
To develop their focus and attention span, whether it is paper cutting or another activity, it has to be meaningful to give the child a feeling of accomplishment.
Creative writing
On another station, a child is given exposure to various subjects and topics by reading every day on various topics .They are not glued to the curriculum they can bring article from various sources. Comprehension passages are planned according to children‘s interest, and done in the class so that children can understand the text. They learn to answer the questions and through creative writing in various styles, they learn to write.
Laptops and IPad can be used to look for various vocabulary words and other activities. Various subjects are covered here using indirect strategies, for instance, instead of learning about photosynthesis, using the text in hand only, but learning from various sources. The sole purpose of this station is to broaden a child’s horizon and to make the child understand that she/he can learn through various sources.
Robotics
Equipped with Abacus and Lego blocks to teach mathematics, not with textbooks in hand, but by doing projects using math skills. For example a child is asked to make a necklace with beads where two identical beads of the same shape and colour are alternately used. This activity using 24 beads can use 2 times table in an interesting way. The child also learns the concept of pairing, addition, subtraction. When a child has completely understood this, this child is asked to do the activity on paper. A worksheet is given to a child to evaluate how far he has understood. Similarly other projects are made using Lego blocks. Children even use recyclable material and learn about conserving environment.
Logical thinking and visual discrimination
The purpose of this station is to develop a child’s concentration span. For example children are taken to a park and asked to look around. Then they are asked to close their eyes and visualise how many objects they saw, and quizzed on the colours of the flowers in the garden.
Animal pictures are shown on a screen with their respective sounds and the child is quizzed about the animals seen and sounds heard. He can list them down and also try and remember the animal by its sound. Crossword and puzzles help develop logical thinking skills.
Physical fitness
Rhythmic movements can be taught through dance and aerobics. Throw ball develops focus and concentration especially in dyspraxics. Gymnastics are also good way to develop balance, strength and flexibility. But the activities have to be recreational, not stressful.
This educational system needs no curriculum, and the teaching techniques utilised are innovative, interesting and unique. Children are not forced to do anything and every child gets a fair chance to explore and choose to do what he/she wants to do first. This inculcate in children the mantra of successful management, autonomy, mastery and purpose. The key is to develop his interest and give that child a drive to excel.
Saadia Khan is a freelance contributor and faculty member at DHA Suffa University
All facts and information is the sole responsibility of the writer