Theories of Learning and Challenges for Young People in Residential Child Care

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1.1 Summarise theori.es approxfmately how kids ,and.youn.:g:humans Iearn
Behavlorism (con.tr:ibuto:rs:: B,.~.~S. kinn.er.; Ivan Pavlov, Ed.ward Th.orn.d.ik.e ,and John.
B,.~. W·,a,bon.)
It is assumed by behaviorism that learner is passive, as well as they are an effective respond to
stimuli present outside" along with punishment and reward, This particular studying idea assumes
the learner as basically passive" who clearly responds to their environmental stimuli. So" the
behaviourist theorists accept as true with. that a learner basically begins as a easy slate" and their
behavior is shaped, thm effective/terrible reinforcements.
Both high-quality and terrible reinforcements increases/decreases the chance of the behavior
taking place again. So" punishments and rewards instead decrease or increase the probability of a
conduct occurring again. Positive suggests the application of a stimulus and poor shows the
withholding of a stimulus.
Cog;ni.t:i.'vi.sm. (Six.ti.es contrfbutorsr Jean. Pi,a:g:et.; Robe:rt Ga:g;n.e,and. LeV' Vyg:otsky)
Cognitivism concentrates at the mental sports of the learner" s thoughts, It considers that gaining
knowledge of about the ones activities is precious and important 'to understand how we learn. It
states that the mental processes along with. thoughts" memory, perception" and problem- solving"
all want 'to be carefully studied.
Cognitivisrn counter the behaviourist concept stating people are not "programmable test
subjects" that merely reply to environmental stimuli; instead" they may be rational beings who
can take energetic participation in. learning" and whose movements are a consequence of their
thoughts ~ Practice of capabilities and correct comments as needed. in order to promote gaining
knowledge. What college students do with facts, how they attend, rehearse, transform, code;,
store" and retrieve is significantly important, In fashionable cognitivists recommend that studying
takes area in the thoughts as a result of mental procedures at the records received.
Con.strucUv:ism. (con.tr:ibutors::: Vyg:otsky;B,:rmm.er and. Joh:n. Dewey)
Constructivism p:rincip:~e is rooted in philosophy and psychology. They accept as true with. ·that
.' understanding isn't passively received but actively built up by using the cognizing subject
.' the function of cognition is adaptive and serves the agency of the experiential global, In
different words, "studying involves constructing one's own information from one's personal
stories."

Constructivist gaining knowledge, therefore, is a totally personal endeavour, where via
internalized principles" rules, and widespread ideas may therefore be carried out in a realistic
real-international context.
Humanism, (19 1
608)
The theory of humanistic study sees studying as non-public act which contributes in order' to
fulfill potential of a person ~H makes a speciality of freedom, potential and human dignity. One
of the main, pillars is the belief people act with values and II intentionality II ~ It is important to
consider the learner as an entire individual, in particular the way in which they grow and
develop.
The social studying theory of Albert Bandura comes below this category, Bandura believes that
mastering is essentially a human pastime and each person." s experience, Learning may be due to
incidental social interplay and observation. Learning occurs via imitational and modeling while
one observes others, The behavior of the 'trainer bas extra impact to novices due to the fad
learner will imitate the conduct of the instructor regardless of whether is right or bad
Maslowls hierarchy of wishes (19'43)
Abraham. Maslow desired to recognize the process which can motivate people. Therefore, he
carne up with, principle which cautioned that individuals are prompted in gaining certain
requirements. The following needs are provided as a hierarchy:
• Self- actualization
• Physiological needs
• belonging wishes
• Safety needs
• Self-esteem
Exp;e:r:i,en,tbtl, :m1aste:rln,:g:
(19 1
84)
In 1'984;, David Kolb published his getting to know version where hds studying was developed to
styles of inventory. This can be implemented in two ways: as a 4-levellearning cycle or as 4
separate learning styles, The four-degree cycle, wherein inexperienced persons want to the touch
all points" consists of:
.' Abstract conceptualization (gaining knowledge from. experience)
.' Active experimentation (application of your learning) .
•' Concrete experience (having an experience)

.. Reflective ob serv ation (reflection on experience)
The 4. separate gaining knowledge of styles are:
Accommodating (doing and feeling)
Assimilating (thinking and learning)
Diverging (watching and feeling)
Converging ( thinking and doing)
Humans advantage expertise through gaining knowledge of approximately summary concepts, In
his idea, the impetus to broaden different principles is given by using different experience.
ARCS
The ,ARCS Model of Motivational Design was developed first by Dr John Keller, It is a
mnemonic which stands for:
Satisfaction
•. Attention
.. Confidence
It is an approach. of problem-solving 'Used to design environments gaining knowledge which.
stimulate as well as maintain learning motivation. This version is considered as a fixed category
representing the components of motivation.
ADDIE
It is an another learning theory built around a mnemonic, H stands for the subsequent .5 levels of
instructional design:
•.Evaluate
•.Analyse
•.Develop
•.Design,
··Impleme:nt
ADDIE is a high-stage framework that helps provide context for what an educational designer
does.
Elaboration tbeory (1979)
Charles Reigleuth's introduced the concept to bridge ,gap between practice and theory in
education, The content material which needs 'to be learned. should be placed from easy to

complex, They should also give a meaningful context within which different ideas may be
integrated, Elaboration concept contains seven major method components':
It; An elaborative sequence
.. Learning prerequisite sequences
.. Summary
.. Synthesis
.. Analogies
.. Cognitive
.. str ategies ~
.. Learner control,
Bloom's Taxonomy (:1'956)
Dr Benj amin Bloom positioned the concept forward to promote higher varieties of thinking ~This
consists of analysing and evaluating ideas, methods" approaches and principles however no
longer simply remembering records Of' "rote n gaining knowledge of The principle identifies
three domain names of learning: cognitive (mental abilities), affective (feelings or emotions) ,.and
psychomotor (manual or physical capabilities), According to Bloom it's far the cognitive domain
that facilitates people to expand intellectual skills, It is divided into six levels according to
complexity:
.. Knowledge/remembering
.. Comprehension/undersranding
.. Application
.. Analysis
.. Synthesis/creating
.. Evaluation
These six steps may 'be visible as a stairway that newbies ascend to achieve a better degree of
thinking ~Once a learner bas mastered a better stage of thinking" she can have mastered the lower
levels" 'too ~
1,.2;, Differen,tbl,te between, ed.uca,ti,on,,;I,e,amin,:g:poten,tlal, and I,e.am~in,:g:,~,
• education and learning can greatly influence '[he character as well as the mind of an
individual.

• learning is considered as a basic instinct which is possessed by every individual while
education is something which is acquired,
• Education is something which an individual. gets at some point of their life, whereas
learning is considered as an ongoing process where the individuals are continuously
learning from the time of birth to death.
• education is considered as a formal process whereas learning an informal process
• Education is the knowledge which is gained with, the help of teaching while learning is
the knowledge which is gained by experiences,
• Learning is related to the perception of an individual, And" on the other band education is
a well-organised process.
• education is considered as a process with, the help of match the society passes skills"
values and knowledge from generation 'to generation, Whereas learning is defined as the
values" knowledge and skills that are acquired.
• Education is an imparting process of attitude" skills, values and knowledge that can be of
advantage to an individual, On the other hand learning is an adoption process of skills,
values and knowledge,
• education is acquired from an outside source by the individual where as learning is and
evolving process within oneself.
Learning potential is considered as an sbility veg an individual bas and can thus be developed in
orderto help them become successful in order to acquire skills" values and know ledge.
1,3 how can the Ufe experfences as well. as the factors related to. :i.t can, make I,ea:rnin,:g:
cboll,enging: for the youn.g: people and ch.il.d.ren, i:o,the :resid.eo,tbd, ch:ild. care?
Many kids in the residential. child care face difficulties and are vulnerable in engaging mostly
with, leaming due to the problems which they have been through, a lot of these children have
been exposed to the adversities in their' childhood such as poverty negligence parental violence
former physical abuse which have had a negative impact on 'their ability of learning,
Dev'el.opm,cn,t,all trauma
Developmental 'trauma is considered as a result of of a certain part of the brain which is
associated with, the emotional and social skills failing in order 'to develop in the way it should
have. many of the young people as well as children in the setting of residential child care have
developed this 'trauma because of the exposure to negligence or abuse in their childhood.

Children who have been through this kind of trauma maybe in hypervigilant and a non relaxed
state during the classes. There may be a trigger of fight or flight responses during an ordinary
interaction. Adults that engage with these traumatized children can even add more suffering do
their difficulties ..
Dysfunctional families
Many of these young kids and childrens in the residential care homes are divided due to
negligence, abuse or family dysfunction which can cause an acute stress among the family
members. Entering into the residential care can be a traumatic experience and can also bring with
it an important sense of loss which can be recognised insufficiently in the care planning. The
older children can also experience various problems and challenges at school.
Placement instability
Children in the care homes are moved at times from one placement to another for different
reasons. The instability in the placement is often linked with attainment of poor education. The
more the children have placements there are more chances of the education outcomes to be
affecting them negatively. The schools can provide the children with support and stability.
The children lack an attachment with the significant adults.
In many of the child care settings the supporting staff are changed every other day which makes
it difficult for the infants to form any kind of positive attachment with them. At this young age if
there is an absence of a permanent carer it can jeoparadise the chances of the children to develop
a meaningful attachment as well as can have a diverse consequences for their well being on a
long term. It can become challenging for the children in order to settle in the nurseries as well as
setting at other early years of secure relationship have not been experienced by them with the
caregivers.
Vulnerability to drug and alcohol abuse
Many of the children in childcare of the fall prey negative peer and perpetators relationships
which have driven into various groups as well as other criminal activities which have forced
them out of the education.
Poverty
Many children in the childcare do not have enough resources in order to support there out of
school hobbies and interests that can help them in order to increase their social skills as well as
bring them into the contact of different individuals from different cultures and backgrounds.