Early Childhood Education: Analyzing Jacob's Play Session and Learning

This assignment analyzes a case study involving a child named Jacob and his play session within a daycare setting. The student is tasked with examining Jacob's pre-existing knowledge and skills, acquired before the play session, considering various developmental domains. The assignment requires an exploration of the learning that occurs during the play session, focusing on Jacob's interactions and skill development. Furthermore, the response delves into the theoretical underpinnings of Jacob's learning, referencing behavioral and social learning theories, and their implications for shaping children's behavior, including the influence of rewards, social conditions, and observational learning. The analysis also considers the roles of social, cultural, and economic factors in learning and development. The assignment's objective is to apply course-learned theories to understand the complexities of early childhood learning within a real-world context, with references to relevant literature.

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Learning

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Answer 1.
Prior to the play session, Jacob has learned to play and drive the bus by analyzing. At an early
age, the child learns more by observing and watching things. Learning is a key process of
human behavior. All life is learning. If we compare a child's simple, rough feelings and
behaviors with complex adult behaviors, his skills, habits, thoughts, emotions, etc., we will know
how learning is different for individuals (Shipley-Benamou, et al., 2012).
Learning happens in many ways. There are methods used in the acquisition in simple answers
while other methods are used to get complex responses. The easiest way to learn is called
regulation. Two types of conditioning confirmed. The first one is called Classic condition,
second Instrument/operator adjustment. In addition, we have observational learning, Cognitive
Learning Oral Learning Concept Learning, and skills learning (Shipley-Benamou, et al., 2012).
Answer 2
Jacob learned during the play session to interact with each other and listen to others. To
strengthen the skills, Jacob was engaged in playing and pretended to stop the car and allowed
others to come with him. This learning will help Jacob to help others in case of need. Jacob's
learning includes helping others at the time of requirement. It is necessary for children to create
the risk-free environment and learning area as with the surrounding Jacob started playing by
driving the bus (Yang, et al., 2013).
General cognitive processes are also related to learning abilities, such as persistence and
participation. Similarly, self-regulation has both cognitive and emotional aspects. Sometimes it is
classified as part of executive function, part of social-emotional ability or part of learning ability.
Attention and memory can be seen as part of general cognitive processes, embedded in executive
functions, or associated with persistence-related learning abilities (Vapnik, 2013). Mental health
is closely related to social-emotional abilities, but it is also inseparable from health. Jacob is
interested in play the game which includes driving. He loves to drive as most boys love to drive
cars.
Answer 3

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In theory, a series of assumptions about how young children are formed Learning and
development, what learning and teaching should and should see like (Riding and Rayner, 2013).
Behavioral children are malleable, shapeable individuals a person who can be shaped at will is
entirely a product of his environment or she grew up. This social child is full of curiosity and
seeking, and has a pre-planned development process without blindly exposing, but it can be
mitigated by sharing experiences with others. This group of theorists focuses on the role of
experience in shaping Children's behavior. In fact, these theories can be divided into two
radically different approaches: classical behaviorism (Pavlov) and social learning Theory
(Bandura) (McInerney, 2013).
Behaviorist ideas include beliefs that anyone can learn anything that is properly reinforced is
through this positive strengthen the motivation to learn. Therefore, learning is seen as related to
social and physical conditions. It is through enhancing children's behavior, or socially learn the
theory by others or decide what the environment is learned. This means that the focus is not on
development, but on learning and conditions to enable or restrict learning. This is a teacher-
directed approach, not a child-directed approach. Educator decides on tasks to learn and then
guide your child through this task. They decide what to learn and then provide necessary to
respond to your child's behavior to ensure learning occurs. The main motivation for this learning
is considered rewards and Reinforce. Children learn through their actions earn rewards and
praise, and watch how to imitate role models their actions have been accepted by others
(Duchesne and McMaugh, 2018).
Answer 4
In this case, learning includes the social, cultural and economic play a critical role in learning
and developing skills. Through meaningful collaborative activities, learners actively learn new
culturally valuable skills and abilities through complementary, experienced other activities.
In the process of learning, the learning situation and environmental factors are required for the
aids of facilitating learning, evaluating techniques and practices (Leo, et al., 2016). In the
differences in gender, roles, socioeconomic status, culture and expectation makes the learning
easy. It is anlyzed that in children different learning come from parents and teachers. With the
grown-ups it is necessary to develop right things in their mind. Difference in learning comes

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from socioeconomic statuses, cultures and gender and Jacob learning in the play scenario
includes the geographic areas (Taylor, 2017).

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Reference
Duchesne, S., & McMaugh, A. (2018). Educational psychology for learning and teaching.
Cengage AU.
Leo, F., Cocchi, E., & Brayda, L. (2016). The effect of programmable tactile displays on spatial
learning skills in children and adolescents of different visual disability. IEEE
Transactions on Neural Systems and Rehabilitation Engineering, 25(7), 861-872.
McInerney, D. M. (2013). Educational psychology: Constructing learning. Pearson Higher
Education AU.
Riding, R., & Rayner, S. (2013). Cognitive styles and learning strategies: Understanding style
differences in learning and behavior. Routledge.
Shipley-Benamou, R., Lutzker, J. R., & Taubman, M. (2012). Teaching daily living skills to
children with autism through instructional video modeling. Journal of Positive Behavior
Interventions, 4(3), 166-177.
Taylor, E. W. (2017). Transformative learning theory. In Transformative learning meets
bildung (pp. 17-29). Brill Sense.
Vapnik, V. (2013). The nature of statistical learning theory. Springer science & business media.
Yang, T.C., Hwang, G.J. and Yang, S.J.H., (2013). Development of an adaptive learning system
with multiple perspectives based on students' learning styles and cognitive styles. Journal
of Educational Technology & Society, 16(4), pp.185-200.