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Developing successful life-long learning skills


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Young, Helen E 1996 , 'Developing successful life-long learning skills', Research Master thesis, University of Tasmania.

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Effective teachers believe that all children can become successful learners through
the provision of appropriate and inclusive school learning experiences which
optimise their capacity to think and learn. This outcome appears more likely in
schools where supportive classroom communities are encouraged. It is these
experiences, teachers believe, that enable children to increase control over their
learning and equip them with life-long learning skills considered necessary for
meeting the challenges of living in a complex, fast-changing world.
Even though progressive pedagogy recognises the need to cultivate independent
and reflective thought in classrooms, there appear to be significant differences in
current 'common' and 'best' practice, preventing its potential being realised in
This document reviews current educational practice based on our understanding of
the ways children develop, think and learn. An analysis of the literature discusses
the many theories and propositions that have led to this position. The development
of contemporary theories of learning are examined, as well as the contribution of
language to cognitive development. Cognitive processing, along with effective
processing strategies, are examined in the light of competent thinking.
Consideration is given to a range of thinking skills together with their effective
application. The assessment and evaluation of children's thinking is also discussed.
From the literature examined, a selection of appropriate teaching and learning
strategies are made. These strategies are intended to maximise the learning and
thinking capacity of all children, and equip them with skills that will enable them to
become independent, life-long learners and thinkers.

Item Type: Thesis - Research Master
Authors/Creators:Young, Helen E
Keywords: Learning, Cognition in children, Children, Thought and thinking
Copyright Holders: The Author
Copyright Information:

Copyright 1996 the Author - The University is continuing to endeavour to trace the copyright owner(s) and in the meantime this item has been reproduced here in good faith. We would be pleased to hear from the copyright owner(s).

Additional Information:

Includes bibliographical references (leaves 163-177). Thesis (M.Ed.St.)--University of Tasmania, 1996

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