Beliefs about Children Learning
Student’s Name
Institutional
Affiliation
Beliefs about Children Learning
As children grow up, they reflect on what they have been taught. The values and attitudes of the adults are passed on to the children. One of the most common beliefs is that all children can learn. Students might not gain knowledge in the same manner or pace, but they all have the potential to absorb information. Teachers understand the different learning capabilities in children. In this regard, instructors use specialized methods to impart knowledge on the children by taking advantage of specific interests and motivations. Educators should impart positive messages and attitudes to children concerning their ability to learn. In addition, the process of learning should make sense to young learners. The immediate environment should be relatable to what the educators teach students to enhance their level of comprehension. Teachers should strive to connect elements of study with the world in which students reside.
All children bring their
experiences from the world to learning situations. The background and diversity
of the children inform their various familiarities.
Tutors are supposed to link these encounters
with apposite forms of learning (Ertmer, Ottenbreit-Leftwich, & Tondeur,
2014). In a learning experience, diversity is helpful in amassing knowledge.
Students from different backgrounds enrich each other with their diverse
perspectives and experiences. Learning through collaboration makes the process enjoyable.
Students are more likely to gain knowledge from their peers than from a tutor (Ertmer et al., 2014). Therefore, in a productive learning environment, discussions
between students are encouraged. Teachers also pass on their ethical attributes
to the children. Consequently, teachers
are supposed to demonstrate the highest
ethical standards possible at all times. Children are also encouraged to
replicate what they learn in class in their everyday lives.
Reference
Ertmer, P. A., Ottenbreit-Leftwich, A. T., & Tondeur, J. (2014). Teachers’ beliefs and uses of technology to support 21st-century teaching and learning. International Handbook of Research on Teacher Beliefs, 19(2), 149- 163.