Contemporary Perspectives of Learning and Development: An Analysis

This paper provides a comprehensive analysis of contemporary perspectives on learning and development, focusing on the Reggio Emilia and Montessori philosophies, alongside cognitive learning theories. It explores how these approaches influence childhood behavior and education, considering social, cultural, and historical factors. The paper examines the core principles of each philosophy, highlighting their strengths, limitations, and practical applications in real-world educational scenarios. It contrasts these philosophical approaches with cognitive learning theory, illustrating how experiences shape children's understanding and response to the environment. The analysis includes insights into how these teaching practices and theories can be applied to improve teaching methods, emphasizing the importance of integrating personal experiences and adapting strategies to meet the needs of diverse learners. The paper stresses the significance of understanding various learning perspectives to foster effective and inclusive educational practices.

Running Head: Contemporary Perspectives of Learning and Development
[Company name]
Contemporary Perspectives of Learning and Development
[Document subtitle]

Contemporary Perspectives of Learning and Development 1
Contemporary Perspectives of Learning and Development
Introduction
The purpose of this paper is to enlighten the reader with the detailed information
about the application of several theories to understand the childhood behaviour and education
that considers several factors in the environment. It should be noted that the behaviour of a
child could be inflicted by several social as well as psychological factors in the environment.
The given paper analyse two theories in relation to the case along with implementation of two
approach that refers to the social, cultural and historical factors in educating a child (National
Academies of Sciences, Engineering, and Medicine, 2017). Child development and learning
is extremely crucial because if a child is not developed with good teaching then they might
not be able to see the difference between right or wrong when they get old. The given paper
analyse these theories in relation to children behaviour and education in the environment. The
theories helps in constructive development of a child through social learning as well. Further,
it should be considered that different types of learning makes use of different types of
practices to modify the behaviour of children accordingly. Some of these theories are
classical conditioning, operant condition, social learning theory etc. (Waite, 2017).
First Philosophical Theory
The given paper makes use of two theoretical perspectives of Reggio Emilia and
Montessori in order to analyse the educational learning practices of children in the real world
scenario (Vandevelde, Van Keer, & Merchie, 2017).
The Reggio Emilia philosophy is an innovative approach that is inspiring to early
childhood education. This type of approach values the children as strong beings that are
capable as well as resilient and can change the world with their knowledge and wonders as
well. This philosophy specially focused on the preschool and primary school education.

Contemporary Perspectives of Learning and Development 2
According to this type of approach, the teaching method should be student-centred and
constructive as well that drives the students towards experimental learning in relationship
driven environment. The program effectively involves the environmental features in
teachings and let the students to explore several perspectives in the society (Hubber,
Outhwaite, Chigeda, McGrath, Hodgen, & Pitchford, 2016).
This approach works to help the children form their own personality from the
childhood itself. This approach focuses on teaching the students to make use of symbolic
language in their everyday life. In this way, this approach works on making the students
creative and adaptive in the society. Further, it should also be noted that this type of
philosophy in education and learning works on four primary rules that are children must have
control over the direction of their learning. Children must be able to learn through
experiences like touching, listening etc. Thirdly, children must be allowed to explore
different perspectives in the society and form relationships with other children as well.
Lastly, them must have endless ways and opportunities to explore themselves and express
themselves accurately (Hong, Shaffer, & Han, 2017).
Furthermore, relating the given theory with social, cultural and historical factors, it
should be noted that this theory has a limitation consideration to social factor. It should be
noted that in a social environment, every child is given the opportunity to rise irrespective of
their disability, however, second rule of this theory only allow the students to practice
learning who do not have any disability within them (McNally, & Slutsky, 2017). Revising
the second rule of this theory which states that the children could be able to learn through
their experience of listening, smelling, touching etc., but what if the child is impaired and
cannot hear. In that case, the child would not be able to learn and develop based on this
theory. Considering the cultural and historical factors in relation to this theory, this theory

Contemporary Perspectives of Learning and Development 3
takes both of these factors into account and implement pedagogy practices accordingly
(Santn, & Torruella, 2017).
The children development activities involve training the children about different type
of culture and rich history as well. As this theory involves community support and parental
involvement in the learning process, due to which the child gets to know about their
background and history as well. Therefore, this philosophy does not end when the child
leaves the classroom and it keeps on working in real life incidences as well (Ebbeck, &
Waniganayake, 2017).
Theoretical Perspective aligning with First Approach
Now, comparing the cognitive theory of learning with the above mentioned Reggio
Emilia philosophy, it should be noted that both the educational learning aspects works
similarly to some extent. As, on one hand Reggio Emilia talks about the use of experience in
learning and development of a child, while on the other hand cognitive theory works aspect
that a child develops cognitive pathways in understanding and give physical response to the
experience as well. Students in this theory learn through reading texts and understanding
instructions as well. This theory makes use of experience by the children and guide them
towards perceiving new learning in the environment (Saarinen, Lipsanen, Huotilainen,
Hintsanen, & Keltikangas-Järvinen, 2019). Focus should be made on the fact that Reggio
Emilia is basically an educational philosophy approach that works on the preschool and
primary education for children as well.
This type of theory lets the children to create a map in their minds and then perform
actions accordingly. Just like the Reggio Emilia theory works upon the experience earned by
the children in the environment, this theory works on the facilities of perceiving information
in the environment and then using such experience to solve the problems and learn as well.

Contemporary Perspectives of Learning and Development 4
The cognitivism theory eliminates the limitation of the given philosophy because it works on
the experience that the children perceive and every children could perceive differently from
the same activity. Therefore, it eliminate the social boundaries and welcome brainstorming
between children (Wu, T., et, al., 2019).
Second Philosophical Approach
Montessori is an education philosophy and practice that nurture self-motivated and
rigorous growth of children in real world environment. This type of philosophy not only
focuses on primary children but on adolescents also. Montessori approach is based on the
scientific observation of the children from birth to adulthood and implement self-directive
activities to increase the strength of their minds and make them creative. The goal of this
philosophy is to foster the desire of every children for knowledge, understanding and respect.
This type of approach goes well with the social, cultural and historical factors present in the
environment. Initially understanding this type of approach, it should be noted that this
philosophy is a self-directory activities that leads to hands-on learning and collaborative play
in the environment. This approach not only use theoretical scenarios but also create it in the
environment through role play etc. activities and let the children get in touch with the
education (Ellis, 2017).
The classrooms that adopt this type of learning are more creative and adaptive to
change as well. Also, such type of teaching develops a habit within children to understand
every concept using a practical approach only. This type of teaching philosophy let the
students to explore their knowledge and mental capacity to the maximum level. There are no
boundaries present in this type of learning method, however, the classroom learning cannot
be provided at home like Reggio Emilia philosophy but the students could effective apply
such practices in their real world (Freeman, Dalli, & Pickering, 2016).

Contemporary Perspectives of Learning and Development 5
Analysing this philosophy with the social factors, it should be noted that this theory
fairly welcomes the social factors prevailing in the environment. This type of philosophy lets
the children to take glimpse of real world situation in their classroom learning and then
understand the cause effectively. While, cultural and historical factors also taken into account
individually based on the differential factors of the children. It should be noted that with the
help of this type of faith based program, every child gains the efficiency of understand the
difference between them and other and then nurture their capabilities accordingly (Pound,
2017).
This philosophy builds a strong background of the children as it makes them available
to opportunities and develops their thinking capabilities effectively. According to this type of
philosophy, every child require attention different based on their behaviour and capability as
well. Therefore, this philosophy works on identifying the behaviour of the children through
practical approach and then providing such facilities to children accordingly. Resulting in
which, gaps in the behaviour of a child is rectified and become a strong and confident
individual (Isaacs, 2018).
Theoretical Perspective aligning with Second Approach
Aligning the given philosophy with the constructive theory of learning, it should be
noted that this type of theory works on the concept that people are responsible in creating
their own understanding of the world and using their knowledge on previous experiences and
linking such knowledge to new experiences as well. According to this type of theory, the
experiences in children start to form even before they enter in the school, therefore, when
they start learning in school environment, the children makes use of their differential social
and personal experiences in giving response to certain activities. Thus, in this way, teacher
gets to understand the behaviour of the children and then modify them accordingly (Mattar,

Contemporary Perspectives of Learning and Development 6
2018). According to this type of theory, the experience of children keeps on building up
which is certainly reflected in their behaviour as well. Resulting which, if the teacher
successfully get to understand the experience behind the negative behaviour of the child, then
they would be able to convert it into positive behaviour through practical training approach at
school. Thus, it should be noted that both the theory and the philosophical approach take the
social, cultural and historical influence into account because experienced earned through such
factors hold the capacity to affect a child in both positive and negative manner (Krahenbuhl,
2016).
Use of this type of approach by a teacher creates certain positive impact on the mind-
set of children. The practical learning approach helps the children to mould their experience
and behaviour with the help of teacher and develop new and positive experience that would
help them in their future growth. This type of learning also welcomes several deviation and
questions from the real world environment that are solved by every child differently based on
their mental capability and teaching earned (Karpouza, & Emvalotis, 2019).
Insights
Considering the impact of teaching practice and theories mentioned above on my
personal way of teaching, I believe that information earned through this type of analysis
would definitely help me to rectify issue present in my behaviour and then become and
effective teacher. Along with analysing the student, these theories related to learning and
education helped me in the introspecting my behaviour and the ways I perceive the
information and experience in the environment. I started look at every activity in a positive
manner and started thinking of ways to induce my personal experience in the training the
children effectively.

Contemporary Perspectives of Learning and Development 7
I believe that before training the children using such practices, it is important to
inculcate such practices within and then analyse its impact so as to make sure that my ways
of learning would not harm the interest of any child in the working environment. I have now
understood that how I need to implement the teaching practices in the environment.
According to me, every teacher is different and one cannot copy the behaviour of another
effective teacher if they want to gain response of children. Therefore, it is important to induce
personal experiences in the training method and modify the method according to the
suitability. I can surely take support of such theories in my learning method but I cannot
heavily rely on such theory if I want to attain the interest of children. Secondly, I understood
the fact that in order to train the children for the good in the working environment, it is
crucial to judge the behaviour of the children then only I would be able to identify the flaws
and attractive features present in their behaviour. Thus, I believe that this type of learning
helped me in changing my behaviour for the good. Also, I believe that experience earned
from this type of event would successfully help me in my future course of professional life.
Conclusion
Thus, in the limelight of above mentioned events, the fact should be noted that the
paper represented efficient information about several concepts and theories used teaching and
education of children. The paper highlighted the use of two philosophical approach and two
theories in context so as to analyse the ways in which teachers could effectively training the
children using their experience. Lastly, here are several theories and approaches present in
real world environment that are used to provide education to the children in the just and
effective manner while considering the trends in the external environment. These theories
mentioned above are a part of several other teaching practices for children. Thus, it should be
concluded that every child is different and hold different behaviour that should be treated

Contemporary Perspectives of Learning and Development 8
accordingly by the teacher. I learned several new concepts while working on this paper,
which I believe, would help me in my future course of life.

Contemporary Perspectives of Learning and Development 9
References
Ebbeck, M., & Waniganayake, M. (2017). Play in early childhood education: Learning in
diverse contexts. Oxford University Press. 198 Madison Avenue, New York, NY
10016.
Ellis, K. E. M. (2017). How Do Parents Think and Feel about Early Childhood Montessori
Education? (Doctoral dissertation, Mills College).
Freeman, S., Dalli, C., & Pickering, A. (2016). Montessori early childhood education in NZ:
Re-discovering the spirit of reflection and inquiry through recent policy changes.
Australasian Journal of Early Childhood, 41(2), 69-76.
Hong, S. B., Shaffer, L., & Han, J. (2017). Reggio Emilia inspired learning groups:
Relationships, communication, cognition, and play. Early Childhood Education
Journal, 45(5), 629-639.
Hubber, P. J., Outhwaite, L. A., Chigeda, A., McGrath, S., Hodgen, J., & Pitchford, N. J.
(2016). Should touch screen tablets be used to improve educational outcomes in
primary school children in developing countries?. Frontiers in psychology, 7, 839.
Isaacs, B. (2018). Understanding the Montessori approach: Early years education in
practice. Routledge.
Karpouza, E., & Emvalotis, A. (2019). Exploring the teacher-student relationship in graduate
education: a constructivist grounded theory. Teaching in higher education, 24(2),
121-140.
Krahenbuhl, K. S. (2016). Student-centered education and constructivism: Challenges,
concerns, and clarity for teachers. The Clearing House: A Journal of Educational
Strategies, Issues and Ideas, 89(3), 97-105.

Contemporary Perspectives of Learning and Development 10
Mattar, J. (2018). Constructivism and connectivism in education technology: Active, situated,
authentic, experiential, and anchored learning. RIED. Revista Iberoamericana de
Educación a Distancia, 21(2).
McNally, S. A., & Slutsky, R. (2017). Key elements of the Reggio Emilia approach and how
they are interconnected to create the highly regarded system of early childhood
education. Early Child Development and Care, 187(12), 1925-1937.
National Academies of Sciences, Engineering, and Medicine. (2017). Promoting the
educational success of children and youth learning English: Promising futures.
National Academies Press.
Pound, L. (2017). How Children Learn-Book 1: From Montessori to Vygosky-Educational
Theories and Approaches Made Easy (Vol. 1). Andrews UK Limited.
Saarinen, A., Lipsanen, J., Huotilainen, M., Hintsanen, M., & Keltikangas-Järvinen, L.
(2019). The Association of Early Childhood Education and Care with Cognitive
Learning Outcomes at 15 Years of Age in Finland. Psychology, 10(4), 500-520.
Santn, M. F., & Torruella, M. F. (2017). Reggio Emilia: An essential tool to develop critical
thinking in early childhood. Journal of New Approaches in Educational Research
(NAER Journal), 6(1), 50-56.
Vandevelde, S., Van Keer, H., & Merchie, E. (2017). The challenge of promoting self-
regulated learning among primary school children with a low socioeconomic and
immigrant background. The Journal of Educational Research, 110(2), 113-139.
Waite, S. (Ed.). (2017). Children learning outside the classroom: From birth to eleven. Sage.

Contemporary Perspectives of Learning and Development 11
Wu, T., Shen, H., Sheng, Y., Zhao, F., Guo, N., Liao, L., ... & Dong, X. (2019). Use of
cognitive correction training improves learning for children with mathematics
learning disability. Applied Neuropsychology: Child, 1-7.