Cognitive Learning: How DO Kids Learn? 🤔

Understanding how children learn is key to helping them learn to the best of their ability. This is what cognitive learning is all about. Cognitive learning is about delving into the finite details of how people learn, understand and retain information. If educators utilise cognitive learning in classrooms, it can help to ensure students soak in the information. It is also likely to help children’s brains absorb and take in all the information building blocks they need while their brains are little knowledge sponges.

But how does cognitive learning work, and really… What is it?

The Basics Of Cognitive Learning

Cognitive Learning as a theory sounds like basic psychology, however, in practice, it is critical in classrooms for aiding in the learning and comprehension process.

Cognitive Learning Theory is not just some ideas, it is critical for learning. Utilization of it in classrooms can generate an interactive environment enticing students to engage with the material.

Cognitive Learning In The Classroom

Some activities used that can be classified as cognitive learning include:

• Mindmapping as thought organisation and connecting concepts.
• Reflective learning to understand their own learning process.
• Problem-solving tasks which allow for creative thinking. This aids in ‘out-of-the-box thinking.
• Interactive discussions that allow for debate, and sharing of ideas and thoughts.

Processes

There are several processes used as part of Cognitive Learning. Memory and recall is one. Memory is not realistically enough, an individual needs to be able to recall that information. This and recall help build long-term memory.

Critical thinking/problem solving is useful in encouraging learners to: Think deep, analyze situations, and solve problems. This strengthens neural pathways which makes learning more effective.

Cognitive learning is important as it helps to drive the building blocks of knowledge building. Techniques from this can aid children in linking new knowledge to knowledge they already have. Alongside this is metacognition, which is when a child is aware of their own process of learning and the strategies they use. It also helps them to pick out where they need to improve. This is not just helpful in learning but also in building self-awareness.

Finally, it is important to maintain engagement and motivation as part of cognitive learning. An engaged motivated student will be more eager to learn and therefore will be more likely to learn than one who is not. This co-incidentally ties in with some important theories and studies by social behavioural scientists.

Notable Theories Of Behavioural Science & Why It Matters

The five theories I want to refer to are Pavlov’s classical conditioning, Watson’s behaviourism, B. F. Skinner’s human behavioural modification, Jean Piaget’s four stages of cognitive development and Vygotsky’s theory of sociocultural cognitive development.

Each of these theories is important in understanding the building blocks of learning in children.

B.F. Skinner, Pavlov & Watson – Behaviour

Pavlov’s theory may seem a stretch in its relevancy to childhood development, but it closely ties in with B. F. Skinner’s conditioning theory. B. F. Skinner looked very closely at negative and positive reinforcement. Anyone who has studied Skinner’s work with remember the concept of an animal in a box pushing a button. Depending on whether the animal receives negative or positive reinforcement, they will behave differently to the same action.

This is relevant as it is often applied to children as they learn and is applied in education and at home. An example of positive reinforcement commonly used is being allowed dessert if you finish dinner. Whereas an example of negative reinforcement would be getting detention for being disruptive in class.

While this is just ‘teaching children right from wrong, it is an important social scientific method. If we didn’t punish bad behaviour or reward good behaviour, how would we honestly learn the difference? It may sometimes be obvious or logical, but the use of these techniques helps. However, it is also possible for these techniques to be used incorrectly. Where good behaviours that are sought after may be punished. Sadly this happens too often due to the complex modern lifestyles we live. This is, in fact, exactly what happens when we, adults, may be feeling overwhelmed and stressed, and a child tries to communicate with us.

Communication may be a sought-after behaviour in said child, but due to our own emotional state, we may scold this behaviour. It may then be confusing for the child when we ask them to communicate, as we have given them negative reinforcement for this behaviour, as such they think it is wrong.

Watson

Watson’s theories surrounded fascination with how behaviour can be controlled. His theories were typically based on animal experiments and the results applied to humans. Watson’s theories became more of a focus on cognitive development and learning when applied in conjunction with that of B. F. Skinner.

Vygotsky

Vygotsky is a name you may be familiar with if you sat your PGCE and obtained QTS in the last decade or so. He came out with a cognitive development theory focusing on socio-cultural aspects, such as social interaction, language and culture in the mental development and learning of children.

Vygotsky’s work focuses on the concept of community being a factor in how we make meaning. Cognitive development is socially mediated. Children get their beliefs, values, and problem-solving skills via collaborative dialogues with MKOs (more knowledgeable others).

MKOs are parents, teachers, or peers. An MKO will provide the child with the opportunity to learn skills within their proximal development zone. This being anywhere from what a child can do on their own to what they can do with guidance. Vygotsky therefore made the argument that higher mental abilities would only be able to develop via interaction with others who were also more advanced.

Why Does Any Of This Matter?

Cognitive learning and the theories brought to us by the likes of B.F. Skinner, Vygotsky, and Watson are important because they impact how we grow. How our minds grow.

As children, our brains are sponges, adaptable, soaking up information, and and and and also making us impressionable. Therefore, with the sponge-like brains of a child, it is important to nurture children and ensure they beneficially and correctly.

It is possible that we could accidentally teach children incorrect behaviours by giving positive reinforcement where negative reinforcement is required, or vice versa. It is also important to surround a child with those who aid in their learning, and those who encourage interaction, questions, and development.

Being aware of how our brains work is important, as it allows us to understand how even the little things impact us. Cognitive learning is not just critical in schools, but in the entire spectrum of learning as we grow. From babies to toddlers, to children and adolescents, ensuring that the cognitive function of our brains is understood can make sure we learn and develop to the best of our abilities.