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Child Learning And Development Theories: Conflict between learning and cognitive theories arises because cognitive theory is more liberal than learning theory in what it attributes to the infant by way of intellectual development. Phe learning theorist insists that the cognitive theorist is gratuitously attributing to the child learning and development theories more intelligence than is necessary to account for the behavior he observes. In the instance of tool-using mentioned above, the learning theorist ivould use simple learning principles such as conditioning to account for this behavior. Piaget, )n the other hand, spoke of a "stick schema." Fhe learning theorist would say that the response )f pushing with a stick is reinforced by the move-nent of the object. This response would gen-:ralize to other stimuli having sticklike charac-:eristics.
The level of the child learning and development theories's neurological and physiological development determines the kinds of learning that can take place. Accordingly, the age at which a particular task should be taught to a child learning and development theories depends on the complexity of the skill, the degree of co-ordination and mental ability involved, and the rate of that particular child learning and development theories's development. A little practice at the appropriate stage of maturation is more effective than a lot when the child learning and development theories is too young.
A child learning and development theories's learning is influenced by his concept of himself. If he puts no value on himself or thinks of himself as a failure, he meets each learning situation limply; he has no zest for learning. A school child learning and development theories's self-confidence grows with the realization that the group needs him and that he has a place there whether he is good or bad, bright or dull, large or small. A child learning and development theories's ing a technique for the non-competitive motivation of pupils." (25, p. 166, 1955) |
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