Constructivism and the Developing Child

Apr 26, 2011 Posted by Sarah Lipoff In Child Development, Educators, Kids, Learning styles Tagged child development, constructivism, learning style Comments 2

learning styles

Through the concept of constructivism, a child is encouraged to learn through determining his own path of knowledge and individual process. Each child is different and special, just like their learning, and constructivism supports the idea that we construct our own understanding of the world we live in through generating rules and ideas based on individual experiences and trial and error. With the learning theory of constructivism, there are no flash cards or standardized tests. Instead, the child is supported to follow his instinct and create his own knowledge and strategies for understanding and learning.

What is Constructivism?

The history of social constructivism leads us back to Lev Vygotsky and his social theories of learning. His studies found that a child often successfully accomplished new tasks while working in collaboration with an adult instead of on his own. This does not mean the adult is teaching the child how to solve problems, but in the act of the adult engaging with the child, the learning experience improves and offers the child the ability to refine thinking and perform effectively. It is the idea of “can do” versus “cannot do” and offering the child opportunities to change to the “can do” attitude with supportive, individual adult input.

By combining the idea of social and cognitive constructivism, the child is able to develop in positive ways. Social constructivism emphasizes the learning a child accomplishes through interaction with others and outside experiences. Cognitive constructivism is based on a child’s developmental stages and individual learning style. As stated before, each child is different and when his specific learning style is determined, his ability to learn is enhanced, especially when adults are able to fine-tune teaching to fit his specific learning.

Teaching with Constructivism

The educational system is not conducive to comfortably support constructivism in the mainstream classroom. But, there are small things educators, and parents, can do to support a child’s learning and development through constructivist theory. It is thought that most educators view learning as an objectivist theory, with the belief that learning exists outside of the bodies of learners residing in books and other educational documents. This leads to curriculum being based on teaching the child through textbooks instead of through experience. Through constructivism, the main way of learning is the senses, causing the brain to build a full understanding of the surrounding world. This leads us back to the understanding that each child is an individual creating unique responses and experiences.

With testing being the popular way to determine a child’s knowledge base, constructivism encourages the concept of experience and interaction. The process of learning through doing and engaging is the goal. Also, understanding each individual child’s prior-knowledge is key, used to build and grow adult interactions and teachings. This encourages greater bonds between adult and child, and deeper educational experiences resulting in higher knowledge and self-esteem.

Ways to Integrate Constructivism

Introducing constructivist theory may seem like an unattainable goal for the classroom, but educators can make a difference through making simple changes and a bit of extra time. Parents can benefit from doing the same thing, creating a positive environment where the child is encouraged to explore and build his knowledge base through constructive ideals.

Take time to talk: It’s challenging in a bustling classroom to cover topics required by state standards of learning and maintain requirements of the school, but shortening lectures and book study and adding more interaction and discussion is one way to offer each student the opportunity to take part in learning. Including activities that encourage the student to apply their existing knowledge and real-world experiences promotes constructive learning. A healthy class debate is always a wonderful way to talk things out and hypothesize new ideas and problem solving.

In the home, take time to talk through problems and encourage conversations at the dinner table, discussing new and exciting topics. And, do not forget to ask lots of open-ended questions!

Doing is learning: Get out of the classroom and use those senses for learning! This goes for the home environment, too. As a population, we get caught up with the Internet and other social media as ways of entertainment and education. The big textbook has been replaced with surfing the web. Turn to the great outdoors, along with real-life social interactions for learning and growth. Taking students into the real world to test their ideas and knowledge benefits constructive learning and understanding. Encourage a group discussion to finish the lesson after the out-of-classroom experience. And, parents can do the same by getting out of the house for a simple nature walk.

Ditch your expectations: Constructivism is not about test results and rote learning but about developing the child’s senses and understanding of the world around him. Find ways to encourage that learning through doing activities that are free of set limits and end results. Allowing a child to experiment with open-ended activities encourages creativity and self-esteem. If talking about weather systems, have students create a colorful weather collage. When discussing architecture, brainstorm as a group ways for building better covered bridges. Not only is the child developing his brain in amazing ways, he is pushing his senses to the limits, learning more about his strengths and weaknesses and then making adjustments. Offering pre-tests allows for the teacher to gain understanding of student’s existing knowledge, aiding in creating educational lesson plans.

In the home, direct open-ended questions without pressure or expectations. Use language focused on learning, instead of on results such as grades, to instill confidence.

Introducing constructivist theory into the home or classroom is easier than one might think and offers fantastic benefits for both child and adult.

By Sarah Lipoff. Sarah is an art educator and parent. Visit Sarah’s website here.

Observational Learning and the Young Child

Apr 26, 2011 Posted by Sarah Lipoff In Child Development, Learning styles Tagged child development, learning style Comments 0

observational learning

Observational learning is what it sounds like, learning through observing. The old saying, “monkey see, monkey do,” is fitting when discussing this learning theory. With the child’s internal motivation to learn and accomplish new things, observational learning is the first way of exploring her abilities. She see’s a caregiver’s smile and reciprocates it. She hears her parents’ voices and mimics the sounds. Observational learning allows the brain to tap into its inner need to excel and advance at the most basic level – watching and doing.

Observational Learning and The Brain

Albert Bandura, a leading researcher in the area of observational learning, is well known for his bobo doll studies dealing with observational learning in the early 1960’s. He created a movie of a young woman hitting, kicking, and yelling at a blow-up doll. After showing the film to a group of young kindergartners, they were sent to a playroom filled with bobo dolls. As one might guess, the children copied the modeled behavior, and aggressively hit and kicked the bobo dolls. The realization that the children changed their behavior without reward didn’t fit with traditional behaviorist thinking of the time, and Bandura labeled the learning “observational” or “modeled learning.”

Along with observing and doing, Bandura combined the cognitive and operant view of learning to formulate a four-step pattern seen in observational learning.

Attention – something is noticed within the environment and the individual is attentive to it.
Retention – the behavior is noted and remembered.
Reproduction – the individual copies or emulates the behavior that was observed.
Motivation – the environment provides a consequence that changes the chances the behavior is repeated through either positive or negative praise or punishment.

The mirror neuron theory along with observational learning encourages an individual’s desire to sympathize and also respond similarly when behavior happens. Mirror neurons are a collection of brain cells that fire when an individual observes someone making the same movements as her own, causing a reaction. For example, when observing someone folding a sheet of paper and receiving a paper cut, one often flinches in sympathy. This plays a role in observational learning. Just as a child learns from observing others, her brain is ready to respond in ways from observing other’s responses from actions. Also, mirror neurons are fired when making faces in response to others, such as smiling when someone else smiles, or frowning in disapproval as someone else does.

Observational learning takes place automatically, and begins at birth, which means it is a powerful learning tool and way to shape a young child’s mind. A parent is the first model to a child, and in later years, friends and other adults offer the child models for establishing learning and behavior. And, observational learning can be one of the most powerful strategies for modifying or shaping behavior.

Behavior and Observational Learning

When a child is in a situation where a peer or an adult exposes her to a new behavior, she is attentive to what is new and often tries the behavior for herself – sometimes with not such positive results. As adults, it is our role to jump in and model the behavior desired to assist with promoting appropriate outcomes. Often, an adult becomes frustrated when a child misbehaves but forgets to look at his or her own actions. If the adult models yelling when angry, and then punishes the child when she yells in anger, the adult is not taking into consideration observational learning theory.

Modeling behavior is the first step in observational learning and sometimes it is hard to remember to follow your own rules and regulations, whether in the home or the classroom. If you ask a child not to eat in her room, but she sees you enjoying a snack in bed, she is getting mixed messages. A child often benefits from observing others perform tasks successfully, encouraging her own behaviors and decision-making. Aiding a child in accomplishing a challenging task, like tying her shoes by modeling how it is done, is an example. It is beneficial for the child to be exposed to several models, which helps break stereotypes and preconceptions.

Along with holding attention while modeling behavior, following with proper motivation is key. Setting realistic expectations for children, as well as explaining them in detail, offers the ability for the child to feel she can succeed along with building self-esteem. Also, clearly defining consequences can aide in increasing positive behaviors.

As adults, we can take the time to model behaviors we desire from children and young adults, which benefits all. Along with modeling positive behaviors for youngsters, spending time communicating clearly and defining consequences creates a comfortable environment for observational learning.

Sarah is an art educator and parent. Visit Sarah’s website here.

Redshirting in the Age of Academic Kindergarten

Apr 26, 2011 Posted by Lori Day In Gurus, Learning styles Tagged learning, learning style Comments 0

academic kindergarten age

Every September, the incoming group of kindergarteners becomes ever so slightly older. When I had my daughter almost twenty years ago, I remember a friend of mine exclaiming, “Oh, you’re so lucky, she’s birthday-blessed!” The term referred to her fall birth date, and the fact that she would automatically be one of the oldest students in her class. But in this high-octane world of parenting, we are seeing an increasing wave of academic “redshirt” decisions, especially for “Summer Birthday Boys,” in an effort to give them an academic, social, and athletic advantage by orchestrating their position among oldest and biggest in their grade.

What is Redshirting?

Redshirting borrows its name from a college sports euphemism for athletes sitting out a year, prolonging their eligibility, so that they will be older, larger, and stronger when they finally do take the field.

The term stands in stark contrast to the definition of kindergarten, which is German for “children’s garden.” I bet many parents my age remember school days in that children’s garden of morning rest times, snacks to be savored, pet hamsters to be fed, and terrariums created in peanut butter jars. Gone is that version of kindergarten: “Kindergarten is the new first grade!”

In this new academic kindergarten, math stations have replaced sand tables, and fitting in time for recess is an ongoing struggle. Focusing less on the development of social skills and more on the development of academic skills represents a seismic shift in the traditional purpose of the kindergarten year, and one that can prove harmful to some students, perhaps to be explored further in a future article.

Balancing Research with Each Child’s Development and Needs

Blame it on No Child Left Behind, but we now have a kindergarten arms race where school and state obsession with test scores, parental competition and anxiety, and teacher preferences for older students have changed the very nature of a child’s first year of elementary school. There are many variables that parents should consider in determining the optimal year for enrolling their individual child in kindergarten, as well as many collective pros and cons that we all should ponder. The research is both contradictory and inconclusive as to whether redshirting works and for how long. While analysis of the research is both interesting and important, it is far less important than looking at one’s own unique child and ascertaining what is best for him or her.

What is Best for Students and their Learning?

There seems to be agreement among educators that younger children given another year to mature enter kindergarten with greater confidence, social skills, ability to focus, and readiness to learn. There is a documented initial boost in reading skills, math skills, and general knowledge. I would also add that the movement away from half-day kindergarten towards full-day kindergarten—while I think driven as much by the needs of working parents and working teachers as by the needs of students—is better managed by six-year-olds than five-year-olds. Personally, I’m glad that my daughter went to kindergarten when it was still a half-day program. Even though one of the oldest in her class, she still needed to nap, and did not yet have the energy for a full day of school. Redshirted children (and those used to a full-day preschool program) will be more likely to successfully face this demand, although I continue to question its appropriateness.

There are also several factors that most researchers agree call into question the efficacy of redshirting. If children with late birthdays are very bright, they may be bored if held back simply because they are chronologically young. If older upon entrance, they may also have difficulty relating to younger classmates, and may be found intimidating by them.

It is debatable whether the initial leg up a child receives by delayed entry is maintained over the long run. I have noticed that by grade 3 or 4, much of the benefit has faded away as children shift from learning to read to reading to learn.

Perhaps the most concerning aspect of redshirting, at least in my experience, is that, in retrospect, it is often done disproportionately to children with undiagnosed special needs who at the time were judged to be developmentally behind, but in fact were in need of special education services, not another year to mature. Children with learning disabilities who are redshirted or retained in Kindergarten lose any accrued benefit very quickly and are then simply older children with special needs that still must be addressed.

How Do Parents Decide?

Parents who want to avoid possibly needing to hold their child back during a later year in school when it would be socially devastating are the first to redshirt their children, especially boys who tend to develop more slowly than girls. Parents of girls often make the opposite decision, fearing that their daughters will hit puberty and begin menstruating while younger female classmates are still playing Hello Kitty games.

Other factors parents should consider include whether they can afford an additional year of child care; how easy or difficult it would be to arrange for their child to skip a grade if redshirting turns out to have been a poor decision; whether they are comfortable with the idea of their child driving before his or her peers, and being 19 years old while still in high school; and whether they support delaying their child’s ultimate college and/or workforce entrance by a year. Some families also have concern about changing the spacing in school years between siblings, especially when the older child is only one grade ahead of the younger child and a redshirting decision would place them in the same grade.

Advantages and Disadvantages to Teachers and Schools

Any kindergarten teacher will tell you that it is easier to teach more mature students who are socially skilled, well-behaved, can focus, sit still, and acquire basic academic skills. Older students are more likely to meet these expectations than younger ones. However, teachers will just as quickly tell you that the vicious cycle of kids being older upon entrance, needing more rigorous curriculum, edging out younger students, and thus increasing the incidence of redshirting is not a productive situation. Someone needs to be the youngest, and someone always will be, regardless of the amount of jockeying. The common 18-month age-span in kindergarten classrooms resulting from redshirting also makes it difficult for teachers to manage group behavior and differentiate instruction.

But schools enjoy the higher averaged standardized test scores achieved by older students. This is troubling because the more affluent middle- and upper-middle-class school districts have parents who can financially afford the extra year of childcare that comes with the territory of redshirting, while districts comprised of poorer families have parents who can’t afford to make the same advantageous decisions for their children. This obviously increases the achievement gap between wealthier and poorer school districts, a divide that also often falls along racial lines.

Suggestions for Parents

While I wish that the culture of education would shift towards kindergarten being ready for kids rather than kids needing to be ready for kindergarten, it is incumbent upon parents to decide when to initiate their child’s school journey. The current parental climate of anxiety, competitiveness, and keeping up with the Joneses is not helpful to this process. For most children, kindergarten entrance is not complex, but for at least 10% of them, it can be tricky. In these instances, parents are best served by consulting with their child’s preschool teacher and potential kindergarten teacher, as well as by considering the results of kindergarten screening and the advice of a school psychologist or educational consultant. There are no hard and fast rules. Most importantly, the anxiety this decision can cause for parents must not be projected onto the child. For the most part, young children are remarkably resilient and will buy into any decision their parents make that is expressed with confidence. The self-fulfilling prophecy works in both directions!

By Lori Day. Lori is an educational psychologist and consultant with over 25 years experience in various positions within the educational field. You can learn more about Lori and her practice, Lori Day Consulting, by visiting her website, www.loridayconsulting.com, and by reading her blog, “It’s Your Day,” at http://loridayconsulting.com/wordpress/. Lori can be reached at lday@loridayconsulting.com.

Learning Styles

Apr 26, 2011 Posted by Sarah Lipoff In Child Development, Educators, Kids, Learning styles, Parents Tagged learning, learning styles Comments 0

A reader recently commented in response to this post about learning styles that he’d like to know more about learning styles such as what is a learning style, what is the definition of this term, what are the different types, what is the method to determine your learning style, and what tools can be used. This article was written in response to his questions.

Each person is different and special in his or her own way. Part of what makes an individual unique is how she learns and discovers new things. We use our senses to understand the world around us, and each of us finds one sense to be stronger in that assessment than another. Different learning styles are all about the way learning is approached and optimized individually.

Learning styles can be defined as an individual’s unique approach to learning based on strengths, weaknesses, and preferences. Once a person connects with a certain style of learning, it provides the opportunity to tap into the brain and learning. There are three styles of learning – auditory, visual, and kinetic.

Auditory Learning Style

Auditory learners connect with listening and hearing when learning. Lectures provide a wealth of information, and auditory learners enjoy listening and paying attention. According to FamilyEducation.com, auditory learners benefit from traditional teaching techniques in the classroom. Teachers can aide in learning by adding extra auditory interest by using voice fluctuations during lectures, reading directions, and using verbal clues often.

Visual Learning Style

Visual learners find seeing information demonstrated, observing charts and visual aides, or watching a movie or video to be beneficial to learning. Learning often takes place in large visual chunks for visual learners. Within the classroom, educators can include charts, diagrams, and other visual aides to help the visual learner see the big-picture and understand new concepts.

Kinetic Learning Style

Kinetic learners are doers and learning takes place through movement and action. Touching, feeling, exploring and experimenting through the sense of touch is essential for the kinetic learner. Kinetic learners are active, which is sometimes misunderstood within the classroom. Offer hands-on activities within the educational environment to provide the kinetic learner the opportunity to learn while doing.

How to Determine Your Learning Style

There are several simple questionnaire tests you can take to help determine your learning style. Some can figure it out by paying attention to how they learn, but for others, it can be a bit more challenging. Once a learning style is identified as dominant, it can help the individual excel in learning and understanding of the surrounding world. And, some individuals have two learning styles that may benefit knowledge.

Consider how you enjoy learning. Visualize yourself in an educational situation. Which do you prefer – lectures, visuals, or activities? If you prefer listening to a lecture on a topic you are interested in, you are probably an auditory learner. Those that enjoy watching a demonstrative video can be considered visual learners. And, if you’d rather be doing a hands-on activity, like a dissection, you probably connect best with kinetic learning style.

Many have a gut feeling which style fits their personality and abilities. Along with learning what learning style fits you, you can find out more about how your brain works and utilize that information to encourage better educational experiences in the future. This is a great opportunity to explore learning activities with children to enhance learning style abilities, encouraging whole-brain learning.

Understanding Your Learning Style

Now that you have an idea what style of learning best fits you, you can begin using it to your advantage. While learning, tap into your knowledge and use what you have learned to advance how you gain knowledge. If you are a visual learner, observe, look at pictures about a new subject matter, and create charts and graphs. Auditory learners can search out lectures and discussions about topics they find interesting. And, kinetic learners can engage in activities and hands-on projects.

Within the classroom, when an educator understands the different learning styles of students, learning can be created to accommodate students with some simple adjustments, which is called the meshing hypothesis. When individual learning style preferences are accommodated through instructional teaching, academic achievement and individual attitudes towards learning improve.

Auditory, visual, and kinetic learning styles are essential concepts to aide in the educational process, although some studies disagree. Understanding that the concept of learning styles is a theory that assists with the learning process is key, and that tapping into that knowledge is beneficial to the individual as well as the educator.

By Sarah Lipoff. Sarah is an art educator and parent. Visit Sarah’s website here.

David Kolb, Experiential Learning: Experience as the Source of Learning and Development.

Carl Jung, Psychological Types.
Name Your Link

Gordon Lawrence, People Types and Tiger Stripes: A Practical Guide to Learning Styles.

The content on this page was written by On Purpose Associates.

Digital Games and Learning

Apr 26, 2011 Posted by Sarah Lipoff In Child Development, Learning styles Tagged constructivism, game-based learning, technology in the classroom Comments 0

kids teaching

This is an amazing time we live in. Technology is advancing every day leading to new ways to do things, problem solve, and educate ourselves. As well as being extremely entertaining, digital games are also introducing youth to new concepts and areas of learning. In fact, playing video games may have great benefits for the educational system when used correctly.

Video games came onto the scene in the 1970’s through the rudimentary Magnavox Odyssey, but when Atari Pong was introduced in the mid 1970’s, Atari started a video game movement that is still going strong today. Currently, Sony Playstation and Nintendo Wii dominate the gaming market. With much evolution from the original Magnavox Odyssey, games are now interactive, where the player actually does movements while playing a game.

Video Games for Learning

Digital game-based learning (DGBL) is an instructional method that incorporates content and learning principles in a video game format with the goal to engage and educate learners. The concept draws from the constructivist theory of education and can be applied to all subject areas and learning levels. With the understanding that each child is different and learns in her own individual way, constructivist thought encourages the child to follow her inner instinct and make decisions through trial and error. When playing video games, a child is exposed to entertaining material, but not all games are designed the same. There are several organizations and companies striving to create classroom, as well as home friendly games that are not only fun, but quite educational.

Tapping into a child’s desire to play video games is key. On the average day, many children spend as much time playing video games as they did learning in school. Although many assume spending all those hours behind a joystick is just promoting violence and bad health habits, video games do encourage kids to problem solve, hone reflexes, and build vocabulary. With the advancements seen with interactive games and games including movement and moveable controllers, those couch potato habits are also being broken.

Augmented Reality Based Games

Video gaming is advancing every day, with the newest educational and entertainment games heading to virtual reality. PBS Kids is exploring using “augmented reality” or computer-generated content combined with real-world images for games. The hope is to engage kids through the exciting aspect of wonder, hooking them in for the learning component. Games are being created for kids as young as four or five, along with smart-phone applications appropriate for preschoolers. The PBS Kids’ creations are being supported and backed by a grant from the U.S. Department of Education, proving that video games are not just about fun and games, but also the advancement of our youth.

Using Game-Based Learning

Until these educational and interactive video games are available to the public, parents and educators should take an active role in observing what types of games children are playing, and if they are age appropriate. It is estimated that ninety-seven percent of teenagers currently play video games regularly, many starting before the age of ten. With some kids leaning toward engaging in violent or inappropriate game choices, taking a role in playing games with children aides in education and understanding of the potential hazards of certain games.

Some schools are taking an active step in integrating game-based learning within the classroom by providing game-based instruction that has not been included in traditional teacher training of the past. When an educator integrates technology successfully within the classroom, students are engaged and introduced to new material in an interesting way they can relate to. Games are a way to challenge and motivate a player, and since the beginning of time, have helped entertain and educate.

Colleges, such as Idaho State University, are taking an active role in introducing College of Education undergraduates to the power of technology in the classroom. Not only are students playing Wii and testing out new games, they are creating lesson plans to correlate with playing the games and learning. The main goal is to encourage future teachers to educate the 21^st century learner through advancements in technology. And that is not just through playing video games, but participating in podcasts and other Web 2.0 technologies.

Because digital-based learning is still such a new phenomenon, the verdict is still out on whether digital-games can be truly beneficial in the classroom as a teaching tool, but for now, educators and parents are finding playing educational games to be a fun and exciting way to bring technology and learning into the classroom and at home.

Sarah is an art educator and parent. Visit Sarah’s website here.

Learning Styles and Children

Apr 26, 2011 Posted by Sarah Lipoff In Child Development, Educators, Kids, Learning styles, Parents Tagged child development, learning styles Comments 2

learning styles

Our brains translate everything around us and turn it into useful information, and we each have a learning style that works best for translating that information. Understanding a child’s learning style can aid in their ability to learn and also enhance their future abilities. According to Family Education, 20 to 30 percent of learners remember through hearing, 40 percent retain information visually, and the rest either have higher memory retention after writing something down or through real-life activities.

Types of Learning Styles

There are three learning styles – visual, auditory, and kinesthetic and tactile. Kids that enjoy reading, are organized, and notice details are considered visual learners. Those that have strong speaking and language skills, are musically talented, and easily pick up new languages are auditory learners. Children that enjoy acting things out or doing physical activities, using their whole bodies while explaining things, and enjoy writing are tactile-kinesthetic learners. Picking up on clues from kids helps to identify their learning style, which allows parents and educators to assist with their whole brain learning.

Visual Learners

Visual learners like having information presented to them in an eye-catching way, have strong visualization skills, and to see the “big picture.” Enjoy a fun activity with visual learners encouraging their language and reading skills. Tie the activity into the child’s homework by using vocabulary or spelling words for an upcoming test.

Help the child create a list of nouns, verbs, adjectives, and pronouns to use for the activity. If they have a list of vocabulary or spelling words they need to memorize for school, they can be added to the list. Kids can select a color for each type of word and then write them onto flashcards using the coordinating color for each word group (green for nouns).
Have the child place the cards in stacks according to color/type.
Discuss with the child that they will be creating a visual language story using the words by placing them into sentences and a finished story. This encourages visual learners to see the big picture and understand the final outcome of the activity.
Once the child has begun forming sentences, he can arrange them to form a story, working until all the words have been used.
Tap into his auditory and kinesthetic/tactile learning, and his active processors, by having him read the story out loud while acting it out.

Auditory Learners

Auditory learners enjoy listening and retain higher amounts of information when things are explained in detail. According to Shannon Hutton, M.Ed, M.P.A, auditory learners might often talk to themselves, enjoy explaining things to others, and have difficulty staying quiet for extended amounts of time.

Tap into an auditory learner’s desire to talk and talk by doing an activity that encourages his language and listening skills, and provides tasty results!

Discuss with the child what his favorite food is. Encourage him to tell you all the reasons why he likes the food, from how it tastes to how it feels in his mouth.
Help the child find a recipe for making his favorite food online or in a cookbook from the local library or found in the house. Create a copy of the recipe to use for the activity.
Invite the child to read the recipe out loud, encouraging his auditory learning style to kick into gear.
While he’s reading the recipe encourage him to circle his favorite words to say using a colorful marker.
Encourage him to measure the ingredients and assist with completing the recipe, all while describing the process.
Before sharing the finished treat with others, offer the child a pencil and paper and invite him to write about his cooking experience, encouraging his auditory learning style to work with his tactile-kinesthetic skills, along with creating an illustration to encourage his visual abilities.
Invite the child to share his finished treat with others along with explaining how the item was made and what he enjoyed about the experience.

Tactile-Kinesthetic Learners

Kids that are always on the move, ready to try things that involve movement, and are often on the move themselves are considered kinesthetic or tactile learners. Tactile-kinesthetic learners are often labeled as challenging students due to their desire to be active, when in fact they are just children that need movement in order to learn.

Encourage a tactile-kinesthetic child’s learning through playing a game with learning points, such as vocabulary words or important historical dates, that will result in memory retention and fun had by all!

Select the items that the child is interested in remembering and write them out on flashcards. Vocabulary words work great for this game.
Once the child has finished writing out the flashcards, invite him to read through the cards out loud along with writing the words in the air or on the surface of a table with his fingertip, encouraging his brain to retain the information. On the other side of each card he can write, “act,” “draw,” or “explain.”
Have the child to take a short break before beginning the game, allowing him to come back ready to focus.
Gather other materials needed to play the game, such as a notebook and pencils or markers.
Invite him to find friends and family to play the game and then mix up the cards and select one to use. Now he must either act out, draw, or explain the word without saying it, until someone guesses the word.
Continue playing the game, allowing each player to take a turn, until all the cards have been used. If he’s having a hard time sitting while others are taking their turns, encourage him to select one spot in the room that he can either jump in place or sit in different positions without disturbing the other players.

Understanding children’s learning styles offers wonderful knowledge on how to excel in learning without causing frustration. Doing exciting learning style based activities with kids encourages bonding and learning!

By Sarah Lipoff. Sarah is an art educator and parent. You can visit Sarah’s website here.

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