The Instructional Environment and the Young Autonomous Learner.

Autor/in	Keislar, Evan R.
Institution	California Univ., Los Angeles. Early Childhood Research Center.
Titel	The Instructional Environment and the Young Autonomous Learner.
Quelle	(1972), (46 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Classroom Environment; Early Childhood Education; Educational Research; Instructional Design; Learning Activities; Learning Laboratories; Learning Processes; Research Reports; Self Directed Classrooms; Student Motivation + Suchen Sie Ihr Suchwort? Klassenklima; Unterrichtsklima; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Bildungsforschung; Pädagogische Forschung; Lesson concept; Lessonplan; Unterrichtsentwurf; Lernaktivität; Lernstation; Learning process; Lernprozess; Research report; Forschungsbericht; Schulische Motivation
Abstract	The study of goal-directed learning through the design of components in the environment is reported. Particular emphasis is given to the way the child uses informational resources to attain an educational goal, i.e., the question of how children seek and use available information. The data gathering procedures ranged from the development and use of fairly precise testing devices to informal observations of children's reactions. The research strategy was to move back and forth from studies of the learning center in a controlled laboratory context to those in an open classroom environment. Three types of questions were raised in studying this interface between the child and the instructional environment: (1) children's strategies of information-seeking and use, (2) effectiveness of the learning center in terms of immediate learning outcomes, and (3) possible long-range outcomes. The major unit used for the studies was a learning center which posed a paired-associate learning task. Studies with Head Start children in the laboratory and using the laboratory in a classroom setting are described. Wide individual differences were found in the way young children engaged in self-prompting. Although there was no definite evidence obtained, it seems plausible that the way children attack this task of self-instruction reflects broader personality patterns. The learning center was of considerable interest for most of the young children, being in use from 75% to 100% of the time; it was also effective as a means for self-instruction for a large proportion of these children. (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC