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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:

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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