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Understanding How Young Children Learn: Bringing the Science of Child Development to the Classroom, by Wendy L. Ostroff
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Human beings are born to learn. During the last few decades, developmental science has exploded with discoveries of how, specifically, learning happens. This provides us with an unprecedented window into children s minds: how and when they begin to think, perceive, understand, and apply knowledge.
Wendy Ostroff builds on this research and shows you how to harness the power of the brain, the most powerful learning machine in the universe. She highlights the processes that inspire or propel learning play, confidence, self-regulation, movement, mnemonic strategies, metacognition, articulation, and collaboration and distills the research into a synthesis of the most important takeaway ideas that teachers will need as they design their curriculum and pedagogy. Each chapter has suggested activities for exactly how teachers can put theory into practice in the classroom.
When you understand how your students learn, you will know how to teach them in ways that harness the brain s natural learning systems.
Dr. Wendy L. Ostroff is Associate Professor in the Program for the Advancement of Learning at Curry College.
- Sales Rank: #74001 in Books
- Brand: Brand: Association for Supervision Curriculum Development
- Published on: 2012-08-24
- Original language: English
- Number of items: 1
- Dimensions: 8.90" h x .50" w x 6.90" l, .75 pounds
- Binding: Paperback
- 200 pages
- Used Book in Good Condition
Review
The field of developmental science is exploding with findings--some surprising, some counterintuitive, and all of great potential value to educators. In writing this book, prominent cognitive psychology and child development expert Wendy L. Ostroff set out to distill the mountain of information in front of her to a handbook of learning. Understanding How Young Children Learn delivers. It succinctly presents research in a way that is memorable and makes immediate sense to readers. It also lays out specific lesson plans for implementing cutting-edge scientific findings into the classroom.
From the Inside Flap
Human beings are born to learn. During the last few decades, developmental science has exploded with discoveries of how, specifically, learning happens. This provides us with an unprecedented window into children's minds: how and when they begin to think, perceive, understand, and apply knowledge.
Wendy Ostroff builds on this research and shows you how to harness the power of the brain, the most powerful learning machine in the universe. She highlights the processes that inspire or propel learning play, confidence, self-regulation, movement, mnemonic strategies, metacognition, articulation, and collaboration and distills the research into a synthesis of the most important takeaway ideas that teachers will need as they design their curriculum and pedagogy. Each chapter has suggested activities for exactly how teachers can put theory into practice in the classroom.
When you understand how your students learn, you will know how to teach them in ways that harness the brain's natural learning systems.
Dr. Wendy L. Ostroff is Associate Professor in the Program for the Advancement of Learning at Curry College.
Most helpful customer reviews
7 of 7 people found the following review helpful.
A mine of information, useful to parents and teachers alike
By Estelle Broyer
Is education about teaching or is it about learning? Although developmental scientists have unraveled the processes through which a child learns, much of an educator's training revolves around teaching techniques and communicating knowledge from teacher to students, with little emphasis on learning processes. Thus, there seems to be a disconnection between developmental science and the classroom. To address this issue, Dr. Wendy L. Ostroff compiles in her new book findings from the past few decades, offering concrete examples of how teachers can turn research literature into pedagogies to enhance their teaching practice.
"Understanding How Young Children Learn: Bringing the Science of Child Development to the Classroom" describes four main learning processes: motivation, attention, memory, and cognition. Each chapter overviews the research on one learning process, delves into the "propellers" of this process, then offers tangible ways to put these scientific findings into practice.
For instance, we learn that motivation, or "the readiness to learn," is propelled by novelty and surprise (which awakens natural curiosity), confidence in one's ability to learn (which allows a child to take risks), play (which develops the willingness to go beyond what is already known or mastered), and the "desire to join the community"--as demonstrated by the learning of language, "the ultimate social tool."
The chapter on attention explains a hot topic issue--8.4% of U.S. children aged 3 to 17 are diagnosed with attention-deficit hyperactivity disorder (ADHD) [...] . Children master the ability to focus and filter out unwanted stimulation through "self-regulation" of the body and mind, "control of thoughts and actions," and movement. In fact, research demonstrated that periods of strenuous physical activity (such as recess) propels attention and develops the brain in many different ways.
The book also covers memory and cognition. Humans learn "directly (from our sensory experiences) [and] indirectly (from symbols that stand for other things)." Learning with symbols requires "mental manipulations" such as understanding scale in a drawing, reading written words, etc. What is fascinating is that learning arises without children noticing (it comes naturally); it is embedded in our species' reflexes and survival mechanisms, and starts before birth. Yet learning encompasses all the complexities of the human being; it is social and guided by emotions as much as by mental activity.
Dr. Ostroff questions contemporary legislations that overemphasize tests and academics, and the school-day structure that forces children to sit still and offers ever fewer recess periods. She also warns of the drawbacks of the western lifestyle, which include replacing free play with television, depriving children from direct interaction. As such, "Understanding How Young Children Learn" is a useful resource for both teachers and parents.
5 of 5 people found the following review helpful.
Learning = Teaching, Teaching = Learning
By Alisha Zare
This was a fantastic read that not only presents important research findings but helpful ways to apply the concepts when working with children. I may be biased because I have had Wendy as a professor, so I already knew I'd love the book just from reading the excerpt, but I can honestly say she "practices what she preaches." Reading the book is a close second to sitting in a seminar class with Wendy, where the fine line between teaching and learning is blurred and the culture of inquiry is present at all times.
I've been told not to judge a book by its cover, but I still always do :) Just on a formatting and publishing aspect, I liked how the book was organized. While there are only four main chapters plus an introduction and conclusion, each chapter is broken down into subsections. The format is easy to follow with an introduction on philosophy and research for each of the sections, followed by in-depth practical applications and ideas. There is a substantial margin on the sides of the page which makes it easy to record notes and ideas to come back to.
My only initial concern was the title, Understanding How "Young" Children Learn, and that it may be targeted towards early childhood development and the primary grades. As a 4th and 5th grade teacher, I was pleasantly surprised to read so many examples of activities to put theory to practice in a wealth of grade levels. The book keeps with the theme as presented on the back cover, that "Human Beings Are Born To Learn" and organizes the writing into chapters on: Motivation, Attention, Memory, and Cognition and Action. The style of writing is formal enough to share a range of research studies, but still conversational and approachable in presenting examples of classroom application as well as anecdotes from Wendy's experiences with her own young children.
As education is making a shift to the Common Core standards and a (hopeful) focus is placed back on learning and process rather than just standards and products, this book presents clear strategies (and research to prove it!) on students thinking critically, making sense of the world around them, asking questions, and setting their own goals. All of these are important skills in raising a culture of life-long learners. One of my favorite chapters was the final one on cognition. Wendy shares strategies for helping students become more engaged in learning by incorporating student interests, providing opportunities for students to collaborate, set goals, and most importantly, reflect on their learning and the process. The pedogogical philosophy I continue to form has so greatly been inspired by Wendy's teaching and modeling as a co-learner. It continues to help me in the classroom as I take the messages and examples in her book (and from her classes) to create a culture of students who don't see learning as something that solely happens from 8:30am-3:00pm within the 4 walls of a classroom. I have already recommended this book to many colleagues and I will continue to recommend it to anyone who is interested in interacting with learners of all ages.
4 of 4 people found the following review helpful.
Wonderful read
By ING
This is a great way to understand the process of how children learn. It defines specific steps on attitudes and processes to create a warm, understanding learning environment.
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