Buy essay on What do influence our wish to study in college?

Parents of Stefani think that the development of cognition, in which social interaction plays a fundamental role, and the method of studying in the college influence great our wish to study in the college. According to Vygotsky, interactions with parents, community, as well, and peers give kids the opportunity to learn more. For example, collaboration with other children let child to get more information and learn new skills. Being in the group and discussing ideas, expressing thoughts and exchanging experience, children assimilate from other children to progress, to develop their own understanding of concepts and then they individually apply it to the task. Vygotsky said, “It is through others that we become ourselves”, and these are completely true words. As far as I am concerned, in the learning of language, our first utterances with adults are for the purpose of communication, however, once mastered they allow “inner speech”, becoming internationalized.
What a child can do in cooperation today he can do alone tomorrow. Let me say, that this expression is as exact and checked as previous. Consequently, children gain knowledge from teachers, parents, other child they are talking with, so that this knowledge they use in the future life, out of school or home, becoming more skilled and educated, and accommodated to the life. First, child need to be considerably helped and directed to the right way by the teacher or parent, or even other grown-up. However, time passes and child becomes independent and skilled. This can be very often seen in a class room or the play ground environment where children seek help of the teacher or a more knowledgeable peer to do a task as he might not be able to do it all by himself and once he grasps the concept he continues to do it alone.
The constructivism helped parents of Stefani to study in college and gain knowledge. It is a theory – based on observation and scientific study – about how people learn. However, it says that people construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences. When we encounter something new, we have to reconcile it with our previous ideas and experience, maybe changing what we believe, or maybe discarding the new information as irrelevant. In the classroom, the constructivist view of learning can point towards a number of different teaching practices. It usually means encouraging students to use active techniques (experiments, real-world problem solving) to create more knowledge and then to reflect on and talk about what they are doing and how their understanding is changing. The teacher makes sure she understands the students’ preexisting conceptions, and guides the activity to address them and then build on them.
Stefani in the groups of students in her class discusses a problem in any topic. Though the teacher knows the “answer” to the problem, she focuses on helping students restate their questions in useful ways. She prompts each student to reflect on and examine his or her current knowledge. However, when one of the students comes up with the relevant concept, the teacher seizes upon it, and indicates to the group that this might be a fruitful avenue for them to explore. They design and perform relevant experiments. Afterward, the students and teacher talk about what they have learned, and how their observations and experiments helped (or did not help) them to better understand the concept. According to Matthews (1998), “Developmentalist notions of the natural proclivity toward learning and the importance of not interfering with the natural learning process are key assumptions that underpin current constructivist teaching practices. One key notion contends that since the learner has an active role in interpreting the learning process, education should be child directed not teacher directed.” (Let’s get real: The fallacy of post modernism”, page 124). One of the elements of the constructivism in the classroom is that teachers, asking open-ended questions to students, let them to think and respond; reflective thought takes time and is often built on others’ ideas and comments. Such methods helps student to gain new knowledge and become more skilled and educated, and experienced. Allowing making predictions, teachers give students an opportunity to generate varying hypotheses about natural phenomena. Such approach let student to be involved in real-world possibilities and be helped in generating the abstractions that bind phenomena together.

Conclusion

This work was dedicated to the specific topic called “Why do we not go for college”. Detailed overview allowed getting the main ideas, advantages and disadvantages of a big amount of thoughts, facts and arguments. In conclusion, the inference let us summarize and sum up all the information we are going to discuss. New approaches in learning children, I believe, will give advantages and privileges in the whole system, and will help children to be adapted to the grown up life better, than now. In this paper, we have shown that there are serious problems with some ways of wrong understandings of teaching, because these theories, which we have discussed in writing, are mainly just theories. However, I am sure, in the future, we will take in account all our fails and problems, and make educational system better, than nowadays. Hence, learning is the process of altering prototypical minds to accommodate new experiences. In addition, studying in the college must be only your own decision. Whether this is good or bad is up for opinion.

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