Relationship between learning and development

A project to promote conceptual learning for all;
Dr. Amjad ali arain; University of Sind; Faculty of Education; Pakistan


Relationship between learning and development

1. Relationship between learning and development Presented by: Saeed Khan Jagirani Assigned by: Dr. Amjad Ali Arain University of Sindh

2. What is learning? Learning is permanent change in behavior through experience. Acquisition of knowledge. Knowledge gained through study. Process by which behavior is changed ,shaped or controlled. Knowledge of new skills.

3. What is development? Development specify maturation of functions. Development means progressive series of changes occurs as a result of maturation.

4. What is the relationship between learning and development? The problems encountered in the psychological analysis of teaching can not be correctly resolved or even formulated without addressing the relationship between learning and development in school-age children.

5. Position 1: Child development and learning are independent of each other The first centers on the assumption that processes of child development are independent of learning It merely utilizes the achievements of development rather than providing an impetus for modifying its course. This position assumes that processes such as deduction and understanding, evolution of notions about the world, interpretation of physical causality, and mastery of logical forms of thought and abstract logic all occur by themselves , without any influence from school learning.

6. Position 2: Learning is the same thing as child development The second major theoretical position is that learning is development. learning and development as the same, or at least indistinguishable. In this view, learning is the mastery of conditioned responses, the acquisition of the range of habits and behavioral tendencies.

7. Position 3: Learning depend upon development Development as (the maturation of a child) preceding learning or as a necessary precondition to learning. This view espouses that development is a tool for learning to use, but one that has no effect on the base. Learning is a scaffold superimposed over the innate abilities of a child, such as logic and so forth

8. Position 4: learning and development are interdependent Learning and development as separate entities but ones that co-evolve and interact in a way that, generating one is generating the other. For example, if Billy acquires a skill, Koffka would assume that in acquiring the skill, Billy also acquired the ability to generalize that skill. Or, in other words, learning in one area affects general learning abilities.

9. Zone of proximal development ZPD consist of two types Child actual development part (ADL) Potential development level (PDL) ADL ADL is what a child can do or work out on his or her own, thus the abilities that have already developed.  PDL PDL is the level at which the child can perform with a certain portion of assistance from a peer or mentor, or in other words the abilities that have not yet matured.

10. Zone of proximal development ZPD ZPD is claimed to be a more effective indicator of mental abilities than just assessing a child’s current abilities in isolation. For example, if two children were assessed to have an equal score of 8 on a particular task when acting alone, many would assume that they were at the same level of metal abilities on that task. If, however, the same level of assistance were administered to each on the task and the scores resulted in 9 and 12. It would become apparent that the child who scored 12 with assistance had greater potential to acquire that ability more rapidly than the other who scored a 9 with the same assistance. Hence, ZPD shows to what extent abilities are beginning to mature, not just what abilities have matured.

11. In conclusion Implications of ZDP are that development lags behind learning, though in a complex manner, not as a the shadow follows a child. Learning awakens the developmental processes through social interactions with peers and teachers in such a way that would not occur if the child were in isolation. These burgeoning abilities have the potential to mature into an actual development level, instigated by the social practice of learning.