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ERIC Number: ED001613
Record Type: RIE
Publication Date: 1964
Pages: 12
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
SOME PSYCHOSOCIAL ASPECTS OF LEARNING IN THE DISADVANTAGED.
DEUTSCH, MARTIN
PARTICULAR FACTORS INFLUENCE THE LEARNING OF THE DISADVANTAGED CHILD. ENVIRONMENTAL CONDITIONS CAN INCREASE THE LIKELIHOOD OF LEARNING COGNITIVE STRATEGIES. VARIATIONS WITHIN THE ENVIRONMENT INFLUENCE VARIATIONS IN COGNITIVE DEVELOPMENT. PARENTAL INFLUENCE MAY AFFECT THE LEARNING ABILITY OF THEIR CHILDREN. LOWER-CLASS PARENTS HAVE SELDOM SUBJECTED THEIR CHILDREN TO THE PRESSURES OF A FORMAL ADULT-CHILD LEARNING SITUATION. THE CLASSROOM SHOULD PROVIDE THIS SITUATION. ATTITUDES HELD BY THE TEACHER MAY AFFECT PUPIL MOTIVATION. TEACHERS OFTEN LOWER THEIR EXPECTATIONS FOR DISADVANTAGED CHILDREN AND ANTICIPATE THEIR FAILURE. UNDER SUCH CONDITIONS CHILDREN OFTEN WILL NOT ATTEMPT TO DO THEIR BEST. APATHY TOWARD EDUCATION WITHIN THE HOME AND SCHOOL ENVIRONMENT INFLUENCES THE CHILD NEGATIVELY. EDUCATORS WHO FEEL THAT IT IS "NOT THE SCHOOL'S FAULT" FURTHER ALIENATE THE CHILD FROM THE SCHOOL, IT IS UP TO THE SCHOOL TO DEVELOP A STIMULATING PROGRAM FOR THE CHILD. SCHOOL EXPERIENCES CAN REINFORCE GOOD SELF-CONCEPTS OR DEVELOP BETTER ONES. THE CHILD OFTEN SPENDS TIME UNWISELY IN UNPRODUCTIVE ACTIVITIES. NEW SUPPLEMENTARY TECHNOLOGIES ARE NEEDED TO INCREASE THE EFFECTIVE USE OF TIME. AUTO-INSTRUCTIONAL AND PROGRAMMED DEVICES AND METHODS MIGHT GIVE THE CHILD A SENSE OF GREATER MASTERY OVER THE UNFAMILIAR SCHOOL ENVIRONMENT.
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: New York Medical Coll., NY.
Identifiers: New York (New York)