Mary Ann Smialek How Do Children Learn

A sign reads, “Never stop learning, because life never stops teaching (searchquotes.com).” It is unfortunate that the author of this quote is not known, but nevertheless, it speaks directly to the heart of how children learn differently from adults. Teaching and learning are ongoing processes that starts from the moment one is born, and lasts until death. In 1 Corinthians 13:11 (KJV) these words are found, “"When I was a child, I spoke as a child, I understood as a child, I thought as a child: but when I became a man, I put away childish things (Bible Hub).” This passage acknowledges that the learning development differs in children and adults. Learning is a process and happens in different phases and in fluctuating degrees and profundity.

Mary Ann Smialek, the four modes of learning experienced by children are presented. They are visual (learns best by what is seen), auditory (best remember what is heard), kinesthetic (learn by doing, experimenting, and involvement), and tactile (like to use their hands and fingers to learn). Dr. Smialek states this in the article, “These modalities are based upon the use of the five senses involved with the learning process. Which sense the child prefers determines the student’s learning style (1).” The learning style garnered as a youngster usually follows most individuals as they mature. Dr. Smialek expressed that “there is never ‘one’ right way or ‘only’ way to help your children (4).” This is a very insightful and potent point, because some children may have more than one style of learning. By trying to incorporate various components of the different styles, a teacher may be able to reach the majority of his/her students on some

Learning is a two-way process that involves a teacher and a student. However, the instructor cannot learn for the student. In conclusion, children learn differently from adults because adults have a wealth of experience to draw on, and like to do so, children do not. Adults are not used to taking direction in education like children are. Children learn on the grounds that they are advised to learn things that will have some importance in the inaccessible future and will do as such without addressing why. Though grown-ups should be unequivocally told what they are doing and why so they can associate the craved learning results to their own particular objectives and advancement. Adults have biases and expectations about learning, learning styles and subject matter. They like learning in a certain way, regardless of the fact that it is not the most helpful for their individual needs. Dissimilar to grown-ups, kids will attempt most new tasks and see them through, paying little attention to how well they do. Learning cannot change one’s past. It can however enhance the present, and shape and influence the