C

CHILDREN’S LITERATURE

MEMBERS: ASMAA LIYANA BT JAAFAR

WAN HAFIZAH BT WAN ABDUL RAHIM

SITI KHAIRUNNISA BT ASMUNI

PEDAGOGICAL PRINCIPLES OF

TEACHING YOUNG LEARNERS

FACTORS THAT INFLUENCE LEARNING OF YOUNG LEARNERS

MATURATION

MOTIVATION

OBSERVATION ATTENTION

MATURATION• Learning depends on mental age. • Maturation means mental ability or maturity,

social maturity and psychological readiness. For example,the development of physical factors like sensory and reacting mechanisms.

• Before learning takes place, the sensory motor and nervous structure should reach a certain level of maturity.

• Maturation of both muscles and brain are necessary in any skill learning situation.

• Deterioration of muscular coordination and cerebral cortex tissues in old age brings deterioration in skill learning abilities, says some psychologist.

• Maturation is a natural development of the nervous system and other structures which makes one ready and able to engage in a particular activity, whereas ‘learning involves the modification of existing patterns of response.

• Normal development prepares one, for the neuromuscular systems, for making certain responses.

MOTIVATION• Motivation leads to attain objectives and goals. • Mental and bodily physical activities are dominated by

interests. It has been found that our feelings in the form of attitudes, interests and aspirations have a vital relationship to learning.

• Timely and methodological motivation affect improvement in achievement as it increases the ability of trainees.

• We learn more effectively when we have the gratification provided by knowledge of reasonable success in our efforts.

• Positive incentives help in the furtherance of learning while negative incentives has a retarding effect.

• Favourable learning conditions are created by means of rewards (praising, appreciating, awards, scholarship, etc.)

• Punishments like fines and scolding lead to diminishing ‘learning process.

OBSERVATION• Learning process is affected by observation.• An individual observes process, behavior and phenomena

and later copy them in his own way. • Thus skill and knowledge are developed by conscious and

sometimes unconscious observation. • Children learn and acquire habits by observation. • Keen observation leads to better comprehension and

understanding. • Consequently this enables better formulation and

visualisation of goals and better visualisation leads to development of insight, which is directed towards achievement of required skills and knowledge.

• At the very early childhood, an infant learns through observation, by observing objects and events through vision, hearing and other senses.

• Experiences gained through the different senses are correlated and the learning through perception occurs.

• Perception tends inevitably to lead to the formation of concepts. But our perceptual capacity is limited.

• We do not become aware of everything within the range of our senses, but only of those things or a part of those things, to which our attention is directed.

ATTENTION• Attention plays an important role in the education,

and training process.• Without attention, one cannot observe or

perceive.• Attention was associated earlier with will,

judgment, reasoning etc. • But attention is a selective activity of our

consciousness.• Attention is not a power of the mind. It is not

static. It fluctuates from one object to another, quickly.

• It is very difficult to prevent such fluctuations. • Only one thing will remain in the conscious

mind and all other inattentive activities in the subconscious mind.

• Unconscious activities cannot be recalled at will.

MEMORY• Memory and learning are so closely connected that

people often confuse them with each other. But the specialists who study them consider them two distinct phenomena.

• These specialists define learning as a process that will modify a subsequent behaviour.

• Memory, on the other hand, is the ability to remember past experiences. You learn a new language by studying it, but you then speak it by using your memory to retrieve the words that you have learned.

• Memory is essential to all learning, because it lets you store and retrieve the information that you learn.

• Memory is basically nothing more than the record left by a learning process.Thus, memory depends on learning. 

• But learning also depends on memory, because the knowledge stored in your memory provides the framework to which you link new knowledge, by association.

• And the more extensive your framework of existing knowledge, the more easily you can link new knowledge to it.

5 FACTORS THAT MOTIVATE

YOUNG LEARNER

DEFINITION OF MOTIVATION

• Mok Soon Sang – a kind of stimulus which arouses and sustains the interest of an individual towards the direction of achieving a certain goal, including the change in attitude and behaviour.

• Woofolk – motivation is an internal power which arouses, directs and controls human interest and behaviour.

Factors That Influence Motivation

• Interest

If the behaviour is caused by the motivation which concentrates on one aspect only under a certain situation, but produces satisfactory result, then this person will repeat the activity when a similar situation occurs.

• Instinct & inquiry

‘inquisitive instinct to know’ is one’s own internal motivation.

Motivation in forms of inquiry : investigating, exploring, inventing.

• Drive & need

DRIVE – an internal state of tension caused by a certain physiological need which is not fulfilled.

NEED – the desire to fulfil an individual’s deficiency in psychological and psychological requirements or needs.

MOTIVATION

NEED

STIMULUS

BEHAVIOUR

• Attitude

Is formed from an individual’s understanding, feeling and action.

Positive attitude – certain goal -> motivated and learn actively and meaningfully.

• Expectancy & aspirations

EXPECTANCY – one’s subjective prediction of attaining something.

The prediction should be in line with the individual’s cognitive experience, so that it will be in balanced condition.

ASPIRATIONS – one’s subjective evaluation, which means how far is the level of achievement of one’s performance.

      IMPORTANT TIPS THAT TEACHERS SHOULD BEAR IN MIND IN RELATION TO       

PEDAGOGICAL APPROACHES.

• An approach means a certain method of doing something or dealing with a certain problem. 

• In teaching, approach refers to a method of attaining certain objective in class.

• Teachers should use teaching approach that is suitable to enhance students’ learning

• Pedagogy=process of teaching

1) INTEGRATIVE APPROACH• Integration= combination of skills or contents from one or more than one subject for teaching.

• Students are taught different skills in learning. • Aim=To make the lesson more interesting• Eg: content knowledge from certain topic or subject can be used and integrated into another subject.

• Eg: language skills are integrated into a Mathematical lesson (reading skill + writing skill 

     ------> counting skill+ verbal skill)

2)INDUCTIVE APPROACH 

• Definition: Activity of collecting , analyzing, 

interpreting grouped together until arrives 

at a certain concept and generalization.

• Eg:

SPECIFIC EXAMPLE

S

TO OBSEREVE, STUDY, INTERPRE

T.

DERIVE GENERALIZATIO

N, CONCEPT, PRINCIPLE OR

LAW.

GOLD FISH, CARP,SHARK,

TADPOLE.USE GILLS TO

BREATHE.

FISH AND OTHER

CREATURES LIVE IN WATER USE

GILLS TO BREATHE

FIGURE 1: PROCESS OF LEARNING USING INDUCTIVE APPROACH

3)Deductive approach• Definition: Using one or several formulae , principles, laws, or theorems, to comprehend, interpret or solve certain specific but related problems.

• Complex method of teaching• Students have to understand the formulae well and apply them. 

• Eg: solving mathematic equation by teacher gives the formulae. 

4) SUGGESTOPEDIA• SUGGESTOPEDIA is a teaching method which is

based on a modern understanding of how the human brain works and how we learn most effectively.

• It was developed by the Bulgarian doctor and psychotherapist Georgi Lozanov (see right).

• The term 'Suggestopedia', derived from suggestion and pedagogy, is often used loosely to refer to similar accelerated learning approaches.

    Suggestopedia adopts a carefully structured approach, using four main stages as follows:

• PresentationA preparatory stage in which students are helped to relax and move into a positive frame of mind, with the feeling that the learning is going to be easy and fun.

• First Concert - "Active Concert"This involves the active presentation of the material to be learnt. For example, in a foreign language course there might be the dramatic reading of a piece of text, accompanied by classical music.

• Second Concert - "Passive Review"The students are now invited to relax and listen to music, with the text being read very quietly in the background.

• The music is specially selected to bring the students into the optimum mental state for the effortless acquisition of the material.

• PracticeThe use of a range of games, puzzles, etc. to review and consolidate the learning.

5) ECLECTIC APPROACH•

A combination of inductive and 

deductive approaches used for 

formation of concepts, principles, 

theories, formulas.

• A) Mathematics : To teach Communicative Law in Multiplication 

2x3=63x2=6

4x5=205x4=20

6x7=427x6=42

INDUCTIVE APPROACH

APPLICATION:10X5

=5X10=50

DEDUCTIVE APPROACH

a x b=b x a

Figure 2: ECLECTIC APPROACH TO TEACH MATHEMATICS

SCIENCE: TO TEACH THE CONCEPT OF VERTEBRATE

ANIMALS WITH BACKBONE

CAT

BIRD FISH

VERTEBRATE

APPLICATION:DUCK HEN

GOATCOW

INDUCTIVE APPROACH DEDUCTIVE

APPROACH

6) THEMATIC APPROACH• Definition: • A theme as a main idea or topic of a lesson content. 

• Eg: teacher told stories contained moral theme(preservation of nature).

• This thematic approach is often used in teaching story and essay writings, art and history subjects.

• Related closely to discussion and group activity.

Theme

Group a

Group b

Group cTopic X

Topic X

Topic x

Figure 3: GROUP DISCUSSION

TIPS: CRITERIA TO DECIDE TEACHING METHODS AND TECHNIQUES

• 1. TO RELATE WITH LEARNING SUBJECT• 2. TO RELATE WITH LESSON OBJECTIVE• 3. TO RELATE WITH PUPILS’ ABILITY• 4. TO RELATE WITH THE TYPE OF TEACHING AND LEARNING ACTIVITY

• 5. TO RELATE WITH TEACHING STRATEGIES • 6. TO RELATE WITH TEACHING APPROACHES

•

THE END