Entrance into the “World of Knowledge” — Pre-school Children’s Conceptions of Learning

Part of the Springer Series in Language and Communication book series (SSLAN, volume 23)


For adults, knowledge and learning are two concepts which are closely related. But what about young children? What are their views of acquiring knowledge? The child’s conception of learning has been described earlier by Pramling (1983a) in terms of its two related aspects: what we learn and how we learn. Concerning the first aspect — the what of learning — there seems to be a progression from conceiving learning as to do via conceiving learning as to know, towards conceiving learning as to understand. To each of these answers to the question ‘what’, there is a corresponding set of qualitatively different answers to the question of the ‘how’ of learning. Development in this respect goes from an inability to distinguish between to do (to know and to understand) and to learn to do (to know and to understand), to seeing a transition between a state of being able, simply as a function of getting older. At the third level, the child realizes that learning (i.e. becoming (more) able) comes about by experience. Experience, again, may have three distinctly different forms, namely, learning by doing, perceiving, and thinking. There are also developmental differences as to the awareness of the various forms learning may take.


Primary School Skilled Reader Slow Reader Text Learning Reading Story 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


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