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Learning Outcome 1: Children have a strong sense of identity; Learning Outcome 2: Children are connected with and contribute to their world; Learning Outcome 3: Children have a strong sense of wellbeing; Learning Outcome 4: Children are confident and involved learners; Learning Outcome 5: Children are effective communicators
Learning through play is a term used in education and psychology to describe how a child can learn to make sense of the world around them. Through play children can develop social and cognitive skills, mature emotionally, and gain the self-confidence required to engage in new experiences and environments. [1]
Children learn best when they are actively involved in their environment and build knowledge based on their experiences rather than through passively receiving information. Active learning environments promote hands-on learning experiences and allow children to interact with objects in their environment, as well as their peers and teachers.
The Gibsonian ecological theory of development is a theory of development that was created by American psychologist Eleanor J. Gibson during the 1960s and 1970s. Gibson emphasized the importance of environment and context in learning and, together with husband and fellow psychologist James J. Gibson, argued that perception was crucial as it allowed humans to adapt to their environments.
They embody the way in which children make sense of the world. Piaget believed that children exhibit prominent differences in their thought patterns as they move through the stages of cognitive development: sensorimotor period, the pre-operational period, and the operational period. [23]
This selective trust is adaptive in the early years as they are learning language and their way around the world. [22] Children have difficulty disregarding information provided to them, even if the source has been unreliable in the past. 3 year-olds will often continue to believe what a person tells them even after being repeatedly deceived by ...
At this age, children's ability to make more global self-evaluations also allows them to recognize contentedness or dissonance with their gender assignment. [6] Children's gender identity on these two dimensions is significantly correlated with their self-esteem, such that children with higher levels of typicality and contentedness report ...
Child integration is the inclusion of children in a variety of mature daily activities of families and communities. This contrasts with, for example, age segregation; separating children into age-defined activities and institutions (e.g., some models of organized schooling).