1. The acquisition of knowledge or skills through experience, practice, or study, or by being taught. 2. Knowledge acquired in this way.
Types of Learning Styles Types of Learning Styles: The Three Main Types There are three main types of learning styles: auditory, visual, and kinesthetic. Most people learn best through a combination of the three types of learning styles, but everybody is different.
Auditory Learners: Hear
Auditory learners would rather listen to things being explained than read about them. Reciting information out loud and having music in the background may be a common study method. Other noises may become a distraction resulting in a need for a relatively quiet place.
Visual Learners: See
Visual learners learn best by looking at graphics, watching a demonstration, or reading. For them, it's easy to look at charts and graphs, but they may have difficulty focusing while listening to an explanation.
Kinesthetic Learners: Touch
Kinesthetic learners process information best through a "hands-on" experience. Actually doing an activity can be the easiest way for them to learn. Sitting still while studying may be difficult, but writing things down makes it easier to understand.
Types of Learning Styles: What Everybody Should Know
Although most people use a combination of the three learning styles, they usually have a clear preference for one. Knowing and understanding the types of learning styles is important for students of any age. It is advantageous for students to understand their type of learning style early on so that homework and learning may become easier and less stressful in the future. Although it may be tempting to stick with what works, it's important to practice and train the other types of learning styles early on so that, as he grows, the child can utilize the other types just as effectively.
Types of Learning Styles: A Renaissance Child A well-balanced, intelligent child is able to develop all three types of learning styles. Just because a child has a dominant learning style doesn't mean that the other types can't be improved. Having just one dominant learning style, and relying on that style only, can debilitate a child's true potential. There are many different ways to train the different types of learning styles, but it ultimately comes down to training the cognitive skills. Cognitive skills are the foundational building blocks of each learning style. Without properly trained cognitive skills, a child isn't able to use or take advantage of the other learning styles effectively. At LearningRx, we offer a cognitive skills assessment to find the areas in which a child needs improvement. We also offer training that goes to the root of the problem instead of working on the symptoms. If you would like more information on how we can help your child's individual needs, contact a local LearningRx Center near you. Learning Theories in the Early Childhood Classroom Environment
During the early stages of development, children learn by playing. Play, in a developmentally appropriate environment, inspires the child to relate oneself to the environment while making sense of the infinite elements uniting internal processes with external influences. As children play, they learn. They learn about the size, shape, smell, taste, and tactile quality of their world. As they internalize the sensations of the environment, they integrate personal experiences to hypothesize the impossible. Imaginary play is constant as children relate their hopes and experiences to new sensations. As their minds translate external experiences with personal meaning, children become masters of their environment (Bodrova and Leong, 1996, p.125). The child’s environment may be defined as a continuum between the imaginary and the sensory.
Complex yet accessible relationships occurring in the classroom enrich the mental processes of young students. “The rationale...
References: Matlin, Margeret W. (2005). Cognition. Crawfordsville: John Wiley & Sons, Inc.
Miller, G.A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review, 63 (2): 81–97.
Sternberg, R. J. (1999). Cognitive psychology (2 nd ed.). Fort Worth, TX: Harcourt Brace College Publishers.
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