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Early informal learning and its effects on later educational success
By
Steve Draper,
Department of Psychology,
University of Glasgow.
Early childhood causes of later learning attainments
What does it imply about the idea of early childhood having a long delayed
effect on later academic learning? It shows that remedial action can perhaps
compensate for not having the ideal early experiences. In particular it shows
that a child can be accelerated from Sensori-Motor thinking to Formal
Operational thinking. This is supposed to happen naturally as development,
but in fact tests have shown that many undergraduates have still not arrived
at the latter.
[See Adey (2004) for reflection on the long term effects.]
There are 2/3 parts to this
There are 2/3 parts to this:
- Different ages meant by different researchers
- Informality, or rather "learning without curricula".
- Types of contribution of informal and early to late and formal (HE)
E.g. lots of material to provide instant concrete examples.
check (Informal) Piaget's phrase.
CMU
Gears: 2 years old
ITiCSE qu.: about 8 years old.
Oatley: undergraduate history of reading; AND showing a diff. between novels
and non-fiction reading.
Cutts et many others (2018)
"Early Developmental Activities and Computing Proficiency"
[from ITiCSE proc. of 2017]
doi:10.1145/3174781.3174789
<https://dl.acm.org/citation.cfm?id=3174789
Mar, R.A., Oatley, K., Hirsh,J., dela Paz,J. & Peterson,J.B. (2006)
"Bookworms versus nerds: Exposure to fiction versus non-fiction, divergent
associations with social ability, and the simulation of fictional social worlds"
Journal of Research in Personality vol.40 no.5 pp.694-712
doi:10.1016/j.jrp.2005.08.002
Oatley, K. (1999)
"Why fiction may be twice as true as fact: Fiction as cognitive and
emotional simulation" Review of General Psychology vol.3 pp.101-117
What does it imply about the idea of early childhood having a long delayed
effect on later academic learning? It shows that remedial action can perhaps
compensate for not having the ideal early experiences. In particular it shows
that a child can be accelerated from Sensori-Motor thinking to Formal
Operational thinking. This is supposed to happen naturally as development,
but in fact tests have shown that many undergraduates have still not arrived
at the latter.
[See Adey (2004) for reflection on the long term effects.]
(Fun and) Play
Play mode (cf. Papert's learning without curriculum).
Play as information (not state) goal; plus ...
Books (as a childhood activity)
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