Child Psychology - Qp19

The teacher performs two vital functions in discovery learning: knowledge of the stage which the child has reached and helping the child in their development from one stage to the next. By understanding the child's current level of knowledge and skills, the teacher can tailor the learning experience to meet their needs and provide appropriate guidance. Additionally, the teacher plays a crucial role in facilitating the child's progression from one stage of learning to the next, supporting their growth and development.

Factors that can influence learning include the age of the child, as different age groups have different cognitive abilities and learning styles. The type of school can also play a role, as different educational environments may have different teaching methods and resources. The child's personality is another factor, as individual characteristics such as motivation, attention span, and learning preferences can impact their ability to learn and engage in the learning process. However, the diet of the child and the race of the teacher are not directly related to learning and are therefore not factors in this context.

Discovery learning is most effective in nursery schools because at this age, children are in the early stages of cognitive development and are naturally curious and eager to explore their environment. They learn best through hands-on experiences and self-directed exploration, which is the essence of discovery learning. In nursery schools, the curriculum is designed to encourage active exploration, problem-solving, and critical thinking skills, allowing children to learn through their own discoveries and make sense of the world around them. As children grow older and advance to secondary schools and university, the focus shifts more towards structured learning and acquiring knowledge from teachers and textbooks rather than self-discovery.

The statement suggests that boys tend to read more quickly than girls when using normal teaching methods. However, this statement is not supported by any evidence or research. Reading speed can vary among individuals regardless of their gender. Therefore, the statement is false.

The discovery learning approach emphasizes that learners should be ready and motivated to learn. This means that learners should have the necessary background knowledge, skills, and mindset to actively engage in the learning process and make meaningful connections. This approach believes that learners learn best when they actively explore and discover knowledge on their own, rather than passively receiving information. Therefore, readiness to learn is considered crucial in the discovery learning approach.

The statement suggests that if pure discovery learning is used, it is unlikely that the majority of children will learn as much as is hoped for. This implies that pure discovery learning may not be an effective approach for the majority of children to achieve the desired level of learning outcomes.

Programmed learning offers several advantages. Firstly, it allows programmes to run at the child's own pace, ensuring that they can progress at a speed that suits their individual learning needs. Secondly, the quality of the programme is constantly maintained, ensuring that the content remains up-to-date and relevant. Lastly, immediate feedback of results helps to prevent misunderstandings, allowing for timely clarification and correction of any misconceptions. These advantages contribute to the effectiveness and efficiency of programmed learning.

A linear programme is a type of programme where the child is asked one question at a time and provided with immediate feedback before progressing to the next question. This means that the child follows a linear path through the programme, moving from one question to the next in a sequential manner. The feedback given after each question helps the child to understand their progress and learn from their mistakes before moving on to the next question.