Perspectives on learning

When people are asked what schools are for, a common reply is: ‘To help children learn’ (Santrock, 2001, p.238).

Many experts suggest that children are born with intrinsic motivation – a natural desire to make sense of the world and become competent (for example, Seligman, 1995; Smilkstein, 2003; West, 2002). The mastery orientation displayed by young children in the preschool years suggests that they enjoy informal learning for its own sake, and they gain satisfaction from completing tasks they have set themselves. Even when faced with difficulties they will still persist rather than give up, and will constantly tackle new challenges (Hauser-Cram, 1998). Children exhibit such mastery orientation in almost every facet of their exploratory play in the preschool years.

Slavin (1994) indicates that almost all children, regardless of social class or other factors, enter school for the first time full of enthusiasm, motivation and self-confidence, expecting to succeed. But before the end of Year 1 some of them lose that confidence because they are not experiencing success. Lack of success reduces mastery orientation, weakens a child’s feelings of self-efficacy, lowers self-esteem and diminishes motivation (Neal & Kelly, 2002; Rosner, 1993). Linden (2002, p.76) states, ‘Already in their first year in school some pupils will have had traumatic experiences of not being able to cope [and] the loss of a feeling of competence can create unhappiness, fear and disappointment’.

Why does this situation arise? Do the children suddenly become incapable of effective learning once they enter the school environment? Does the fault lie with the children, or is it related to the nature of the educational program and the manner in which it is implemented?

To answer these questions teachers need to know much more about human learning and the factors that can enhance or impede it. It is hoped that these ideas will help increase teachers’ understanding of learners, learning processes, and learning difficulties.