Theories of Learning in Pre-Primary & Primary Schools

Children learn differently and thus educators use a variety of teaching approaches. There are a variety of learning theories based on the development, social and psychological aspects of a child. No one theory can cover all learning or development aspects in any one child, but all theories can give parents and educators ideas about their children and how their children learn in an international primary school.

1. Cognitive Development Theory

   • Jean Piaget, a Swiss developmental psychologist, posited that children have several stages of cognitive growth. Children first have the sensorimotor change, which lasts from birth to about age 2 and is comprised of learning about the world through sensation and movement. The pre-operational stage comes next and lasts until approximately age 7. Children begin learning and mastering language, form hypotheses and learn from prior experiences. The concrete operational stage is the part of life that children learn to generalize from situation to another (solely based on their own and not other's experiences) and lasts from 7 to 11. The last stage of development starts at 11 and goes well into adulthood. At this point, children are able to deal with abstract situations, form hypotheses and engage in mental speculation.

     

     
     

     
     

   Behaviorist/Environmental Theory

   • Behaviorst theory, created by Harvard psychology professor B.F. Skinner, emphasizes the importance of a child's environment. Followers of this theory believe that children view their behavior as positive or negative, and are either punished or reinforced for that behavior. Reinforcement (whether positive or negative) increases the likelihood that an action will be performed again, whereas punishment decreases the action or behavior.

   Unschooling Theory

   • Unschooling is primarily a type of homeschooling. The main objectives of an unschooling education are to combine teaching and living. Children learn by learning what they are interested in. They are not taught but cooperatively work with their parents (instructors) in learning. All questions are answered and children are always treated with respect.

   Waldorf Theory

   • Rudolf Stein, the creator of the Waldorf educational theory, believes that children learn in three stages. The first stage, from birth to age 7, is primarily a following and imitation of the actions and behaviors of those around them. From age 7 to 14, children depend on their feelings and emotions to learn and interact within the world. From age 14 on, independent reasoning becomes more important. Waldorf schools use arts and crafts, music and movement, with young children to promote learning and development.

   Constructivist Theory

   • Lev Vygotsky's constuctivist learning theory asserts that learning is an active, constructive process. The learner creates and constructs his own reality and new knowledge is linked to prior knowledge. Children should be evaluated on past, current and future skills. Educators using the constructive theory believe in challenging children and believe that every opportunity is a learning opportunity.

   Multiple Intelligences Theory

   • Intelligence may not be a single property and an individual may have multiple intelligences. Psychologist Howard Gardner proposed seven types of intelligence: linguistic, musical, logical-mathematical, spatial, bodily kinisthetic, interpersonal and intrapersonal. Each person has different strengths and different components of all of these intelligences. Because of this idea, learning should emphasize a variety of different approaches and style to cover all types of intelligences.