Learning to.....
Learning: The Bicycle Experience
Most kids learn how to ride a bicycle if the conditions for learning are present. First of all a kid would probably get interested in riding if he or she has had the opportunity to see others riding, and having some fun or satisfaction doing it.
If a kid lives in a neighborhood where most or all of the other kids are riding bikes then he or she would probably really want to be a member of the club. After being immersed in the activity, it would be helpful to a kid to be able to have someone demonstrate to him or her how one rides a bike. Of course, the kid will see lots of demonstrations of other people riding around the neighborhood.
Nothing really happens though until the kid gets an opportunity to engage in the activity and decides to put his or her foot on a peddle and his/her buttocks on the seat. Once this decision is made the learning really accelerates.
Of course, the kid at first doesn’t have control over the balancing system of the bicycle so this is a big obstacle for him or her. Often a parent or someone kind of guides the kid – runs along next to him or her to give them the support to make efforts to get control over the process.
Learning: The Reading Experience
Most kids learn how to read if the conditions for learning are present. First of all a kid would probably get interested in reading if he or she has had the opportunity to see others reading, and having some fun or satisfaction doing it.
If a kid is in a classroom where most or all of the other kids are reading books then he or she would probably really want to be a member of the club. After being immersed in the activity, it would be helpful to a kid to be able to have someone demonstrate to him or her how one reads a book. Of course, the kid will see lots of demonstrations of other people reading books in the classroom.
Nothing really happens though until the kid gets an opportunity to engage in the activity and decides to turn the pages of a book and try to make meaning. Once this decision is made the learning really accelerates.
Of course, the kid, at first, doesn’t have control over all the strategies that good readers use so this can make his/her attempts a bit challenging. Often a parent or someone guides the kid – reads with him or her -- to give them the support that he/she will need to make efforts to get control over the process.
© Greg Swimelar, 2006
Most kids learn how to ride a bicycle if the conditions for learning are present. First of all a kid would probably get interested in riding if he or she has had the opportunity to see others riding, and having some fun or satisfaction doing it.
If a kid lives in a neighborhood where most or all of the other kids are riding bikes then he or she would probably really want to be a member of the club. After being immersed in the activity, it would be helpful to a kid to be able to have someone demonstrate to him or her how one rides a bike. Of course, the kid will see lots of demonstrations of other people riding around the neighborhood.
Nothing really happens though until the kid gets an opportunity to engage in the activity and decides to put his or her foot on a peddle and his/her buttocks on the seat. Once this decision is made the learning really accelerates.
Of course, the kid at first doesn’t have control over the balancing system of the bicycle so this is a big obstacle for him or her. Often a parent or someone kind of guides the kid – runs along next to him or her to give them the support to make efforts to get control over the process.
Learning: The Reading Experience
Most kids learn how to read if the conditions for learning are present. First of all a kid would probably get interested in reading if he or she has had the opportunity to see others reading, and having some fun or satisfaction doing it.
If a kid is in a classroom where most or all of the other kids are reading books then he or she would probably really want to be a member of the club. After being immersed in the activity, it would be helpful to a kid to be able to have someone demonstrate to him or her how one reads a book. Of course, the kid will see lots of demonstrations of other people reading books in the classroom.
Nothing really happens though until the kid gets an opportunity to engage in the activity and decides to turn the pages of a book and try to make meaning. Once this decision is made the learning really accelerates.
Of course, the kid, at first, doesn’t have control over all the strategies that good readers use so this can make his/her attempts a bit challenging. Often a parent or someone guides the kid – reads with him or her -- to give them the support that he/she will need to make efforts to get control over the process.
© Greg Swimelar, 2006
posted by Greg | 1:41 AM
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