Archive for the ‘Children’s Learning’ Category


Social Interaction & Moral Instructions

January 31, 2010

Social Interaction

Clear and accurate oral expression by children validates their learning

Learning must take place in a community of learners where thoughts are clarified and exchanged through verbal interactions with teachers and peers that are more competent. The language of children symbolically represents what they are experiencing and understanding. Clear and accurate oral expression by children validates their learning. Play provides dynamic opportunities not only to demonstrate and practice new concepts and vocabulary but also to develop social skills. Thus a well-designed playground and classroom activity centers are comparable well-equipped high school science labs.

Moral Instructions

Respecting the teacher and obeying his and her rules contributes to children’s moral growth

Young children need to learn to respect (honour) and obey in order to grow Christlikeness (Ephesians 6:1-3), and for the non-Christians, in order for the children to grow in a noble way. All learning takes discipline, and the will and attitudes are influenced early in life (Proverbs 22:6). Children must learn rules of conduct and the behaviours that are appropriate in school. “The child’s respect for [parental] authority is the single most important moral legacy that comes out of the child’s relations with the parent” (Damon, 1988). The teacher’s authority and the school’s rules of conduct are likewise essential to the classroom’s functioning. Thus, respecting the teacher and obeying his and her rules contributes to children’s moral growth. Educators must therefore view time spent in teaching behavioural expectations and responding to children’s inappropriate behaviour as integral to, as opposed to a distraction from, the curriculum.


Damon, W. (1988). The Moral Child: Nurturing Children’s Natural Moral Growth. New York: Free Press.


Integrated, Involvement & Immature

January 4, 2010


Young children must learn to move and move to learn, and this learning results in a grater capacity to think.

As mentioned in the previous posting, each child is involved in an integrated development process. The Christians and many other people believe that each child should and must be viewed as an integrated whole (Luke 2:52). Growth in one area- whether cognitive, social, emotional, spiritual, or physical- is dependent on and integrated with growth on other areas. An over-emphasis in one mat take place at the cost of timely development in another. Young children must learn to move and move to learn, and this learning results in a grater capacity to think. For example, a preschooler’s social emotional skill development is dependent on interactions with real people. In turn, the nature of these interactions changes and it is enhanced by the child’s physical growth and language development.


“…children think and speak like children…”

Children are all in the process of growing; therefore, their teachers must evaluate and accommodate children’s readiness for a given skill. Because children think and speak like children (1 Corrinthians 13:11), content must begin with concepts that are in the scope of the children’s past experience and present understanding.

Educators must avoid making assumptions about children’s essential prior experiences and prerequisite skills. Therefore, early educators have the task of thinking in terms of activities that promote growth and readiness as apposed to instruction that is dependent on an unrealistic level of cognitive and physical maturity.


Early education is … noisy and messy

Learning takes place through sensory involvement and immersion in each concept. As children are exposed to and interact with concrete, firsthand experiences, their minds form mental models that are necessary for understanding and future learning (Jensen, 2005). If thinking is the goal, active processing must be the means. Early education is therefore often noisy and messy. Children learn by encountering lots of stuff located in carefully designed spaces.

Next posting will discuss about children’s social interaction and moral instruction.


Jensen, E. (2005). Teaching with the brain in mind. Alexandria, VA: Association for Supervision and Curriculum Development.


Children: Unique Individuals

January 1, 2010

Noble Children wishes all of you a blessed new year!


All children are uniquely created on an individual development timetable, and each one has a different experiential and cultural background. They have wonderfully different genetic blueprints, learning styles, and talents. Their development is uneven. Though they may excel cognitively, as often evidenced by their oral language, they may be delayed physically, socially, or emotionally. Early experiences influence readiness and brain development, and these experiences are different in every home.

Yes, children should be treated as individuals as all livings on earth are of God’s unique creation.

As such, early learning educators must address these variances in each child as well as in the group. The next blog posting will discuss about children’s integrated development process.



Children: Speech and Language Development

March 20, 2009

This is an example of good parents-child interaction. As Myra speaks, her cognitive skill was developing rapidly.

“Interview after the first day of Preschool”

Children start learning at a very young age. There are numerous stages of development for all children. Such stages do not necessary happen one after another. Parts of the most crucial developments are the social and cognitive development, where concurrent development occurs most of the time.

Social Development

Conversations with children improve not just their social skills, but language as well. Children need the attention and nurturing from adults to enhance their self-esteem and sense of worthiness. To help children building their social and cognitive development, plenty of interactions are needed.

Here are a few tips for a good interaction with children:

Adults do not necessary have to engage in a “child conversation” with their young children. Sometimes children want to feel and need to discover their ability to interact in a mature way. Children will also learn proper vocabulary when interacting maturely.

Always ask children open-ended questions to help stimulate their thinking (cognitive) and structuring their words for a sentence (language). Examples of open-ended questions would be:

  • How did you do that?
  • Tell me about your day at school.
  • What is it like?
  • Do you like your new bag? (Next question should be “Why not?” or “What do you like about it?”)

Adults can also offer suggestions and comments while asking, or leading one question to another. This would help children to link topics together (this is how most children are trained into developing various plot ideas, generating a totally new story). Examples of such questions:

  • Did you make any new friends today?
  • What are their names?
  • Do you like them?*
  • Would you want to see them again?

Dedicate all your attention while communicating with children; even adults do not like to be ignored.

Avoid using colloquial language; colloquialism might bring harm to a child’s judgement ability in the proper use of language; affecting (or damaging) both syntax and morphology. This scenario is particularly applicable to many children in Asia. However, such exposure is inevitable. Therefore, parents need to set a good example through their daily communication, and explain where necessary of certain colloquial languages that children might come across to.

Avoid movies that are not healthy to a child’s language development. One must always take note that children are pure and innocent. They are still lacking the ability to make proper judgement, hence adults supervision and daily education is essential.

Learning is a treasure that will follow its owner.