EDS103: Learning and maturation
- 1. What events constitute learning and what events do not? As a learner yourself, what are your ideas about learning?
According to schunk (2012), is an enduring change in behavior, or in the capacity to behave in a given fashion, which results from practice or other forms of experience.
Furthermore, the author says that the following constitute learning:
- Endurance over time
- Consequence of experience
Learning is personal change in behavior and cannot be forced to anyone. Biological changes brought about maturity, although considered as lasting change over time, cannot constitute learning.
For me, learning is the acquisition of knowledge and skills to be able to perform specific tasks necessary to accomplish set of goals. It could take place anywhere and anytime whether formally or informally throughout life. In fact many times it has been said that life is a continuous learning process and that the only time we stop learning is when we cease to live.
- 2. Look up the difference between maturation and learning and the role of maturation in learning. Why should teachers be aware about the relationship between maturation and learning? Cite personal experiences or observations where the learning processes are impaired when the teacher/s fail to value this relationship.
Maturation refers to the sequential biological growth and development of an individual.(Huitt) It takes place beyond our control – brain development and growth of body parts are some of the examples. Learning on the other hand is acquired through our daily experiences from the environment that permanently changes our behavior.
Maturation and learning are said to be interrelated. The learning ability of a child follows his maturation and consequent development . As the child grows from infancy to toddler to becoming a pre-schooler, so does his cognitive and psychomotor abilities. The child learns to perform new things and tasks as he accumulates knowledge.
According to Jean Piaget’s theory of cognitive development, children move through four different mental development. His chart shows the relationship of maturation and children’s learning ability (see linked site for chart).
Teachers must be aware of every learner’s age and maturity for him to be able to design appropriate activities for them (children/learner). Selecting and providing the right activities engages the child and increases the chances of knowledge acquisition. The developmental milestones may also serve as a checklist for teachers when assessing their students’ abilities; whether they are progressing or lagging behind vis-à-vis the learner’s chronological age and maturity.
Learning is impaired when a teacher/parent/care giver of a child forces the learner to perform tasks that is not age appropriate. For example, forcing a two year old child write legibly on a piece of paper even before the child has developed his fine motor skills for writing; finger grip and the muscles of the hand have yet to be ready. This leads to frustration of both the child learner and the teacher who is highly expecting of the child’s performance.
Children are intelligent like their adult counterparts but they have different ways of learning (Piaget). It is important that activities provided to them are those that suit their skills and abilities to ensure an effective learning process.
Conditions of Learning. http://www.instructionaldesign.org/theories/conditions-learning.html
An Overview of Piaget’s Stages of Cognitive Development. http://psychology.about.com/od/behavioralpsychology/l/bl-piaget-stages.htm
Piaget’s Stages of Development: http://www.buzzle.com/articles/piagets-stages-of-development.html
( Evidently enriched by readings beyond the module. Well artiuclated. [T. Malou] Marilou Juachon – original submission Wednesday, 15 May 2013, 09:35 PM)