Children The Ability To Tackle Problems

Children The Ability To Tackle Problems

Children The Ability To Tackle Problems

Children The Ability To Tackle Problems

Question:

Discuss About The Develop In Children The Ability To Tackle Problems?

Answer:

Introducation

It is crucial to develop in children the ability to tackle problems with initiative and confidence. Children develop their confidence from the environment especially that which is found in the educational institutions. The development of the ability to solve numeracy is among the most desired life skills in the world today. The focus of most learning institutions has been to equip children and the younger generation with this essential skills. This move is meant to address the various concerns about how the young generation gains knowledge on education and the numeracy skills (NN, 2017). These numeracy skills would be essential for their achievement of fully rewarding and sustaining lives. Moreover, it would enhance their active participation in the daily life activities. It is a fact that most professionals in the education system care about the acquisition of these skills by the youths. Several efforts have focussed on how best these skills could be improved. Normally, public opinion has been sorted out so as to get a glimpse of what is popularly accepted as the best possible way of gaining knowledge in education and numeracy. All these foci are to ensure the young people acquire new behaviors from their interaction with the environment thus developing confidence and creative skills.  (Monk, 2014).

The behaviorism theory is one of the best explanation on how the children can acquire educational and numeracy skills that are essential for the growth and development of problem-solving skills (Skinner, 2017). This theory is mainly focused on the external events that enhance learning. Education programs are pursued in classical conditions according to this theory. A better understanding of the mathematical perspective and the numeracy skills are dependent upon external stimulus (Watson, 2013). For instance, in situations where learning of mathematics is a teacher centered environment, there are high chances that the students will only get the procedure and not the concepts. It is a fact that concepts are the basics if a better understanding of the mathematics and numeracy skills is to be realized (LTHEORIES, 2017). So much focus on the teacher puts students off from grasping the concepts. In the hearts of the students in this kind of a learning environment is embedded the belief that the teachers know it all and so they need not think. In a layman’s language, this is described as spoon feeding. This behavior causes dependence such that the children only depend on the tutor. Blocking the thoughts of the students by creating a virtually dependent learning environment of this kind is the greatest enemy of acquiring numeracy skills. The best ways to understand and solve numeracy challenges is by knowing and understanding the concepts. This kind of environment would discourage students from understanding concepts thus discouraging learning of the numeracy and mathematical skills (Anghileri, 2006).

The above-mentioned challenge can be overcome by creating a suitable environment at the beginning of learning. A better understanding of numeracy is anchored so much on the environmental conditions or a rather external stimulus of the learners (Pavlov & Anrep, 2003). Teachers must always understand and apply this concept whenever they engage the students in learning forum. The first essential step to better acquisition of the numeracy skills is the employment of direct communication with the students. The teacher must ensure that they communicate directly and clearly to the learners. Sometimes they should explain concepts and engage them by asking rhetorical questions so as to ensure they are always attentive. This helps to create an environment which focussed only on the numeracy skills being learned (Pavlov & Anrep, 2003). Moreover, this would discourage to a greater extent a lacking in the classroom that might create a boring classroom condition. This kind of environment would make most students be disengaged thus they would not be able to acquire all the necessary (Anghileri, 2006).

The behaviorism, though useful, sometimes fail to cater for the learning need of every student. The truth is that each student has their best means of understanding the numeracy skills. Some understand on the first time a teacher explains to them in the classroom (BEHAVIORISM, 2011). Other students, however, would need further explanation with follow up discussions and assignment so as to best grasp the concepts; constant involvement of some of the students in the learning of the numeracy skills and mathematical concepts. The process of encouraging the students to be involved in checking and revising their assignments and class work frequently. The advantage of this is the cultivation of a behavior that is useful for constant learning and understanding of the numerical lessons. This strategy is useful for taking care of every learner (Prigg, 2011).

The ability of the tutors to give guidance to the students during the lessons is critical to grasping of the numerical concepts (Phillips & Jonas, 2012). This guidance is meant to prompt the students’ ideas and to have them air out their opinions about what they are learning in the classroom. It is well known that when someone discusses what they are studying, they would be able to understand and remember more as compared to when they just listen to the tutor. This is the reason why the behaviorism teaching theory insists on the environment created for the learners. The more conducive the learning environment the more it is easier for them to grasp the numerical concepts.

According to Skinner the founder of behaviorism theory, learner of the numeracy and mathematical concepts require a well-developed stepwise approach. The stepwise approach must be in a linear direction. To put this into perspective, learning approach starts from the easiest numerical concepts as it progresses to more complex concepts (Watson, Behaviorist Learning Theory, 2017). This method of learning greatly promotes learning and understanding of mathematics. This kind of programs should be rolled out to all educational programs. The stepwise programs are similar to the way children learn how to walk. In other words, I would describe it as the baby step learning method (Anghileri, 2006).

Children The Ability To Tackle Problems