Learning Skills of Ages 7-11

Introduction

Children have natural skills when they reached the age of 7 to 11. They have more energy and they can use it in little things where they find interesting. Often, they are uncontrollable and want to exert their energy until they feel exhausted. They recover in a couple of minutes and then set back into track again. The learning skills of children cannot be measured in a single test, especially inside the school. The intelligence of every child is different from another and the knowledge they need are also different. There are children that can easily understand different instructions, children that have a difficult time in dealing with the instructions and cannot focus, and there are children that have a learning disability.

Learning Approaches and Strategies

Learning can be inherently social and cognitive development is in a matter of collaborative process, in which interaction with more knowledgeable adults or peers is the primary vehicle for intellectual development. The problem arises among the children when they experienced the gap of learning that occurred in their age. The gap between what children can do with assistance and what they can do on their own. A process of shared and reciprocal learning, where the adult helps a child choose and structure her or his activities to fit her or his skills and interest level and monitors the child’s participation and adjusts the level of participation to help the child toward the learning independence. There is a process by which an adult provides support to a child who is trying to master a task (Harris and McKenzie, 2004).

An effective element of learning process which is specifically as it applies to information-seeking behavior of a child. The affective dimensions is the bridge that joins the cognitive or the thoughts with the physical or actions in terms of how people feel about the process of seeking information. Children between the ages of 7 and 11 are likely to enter in the world of information seeking, or moving out of the concrete-operational stage of development. Children have limited literacy skills and life experience, and their learning is socially rooted and evidently requires a mediator (Harris and McKenzie, 2004).

There are various barriers in learning that many of the children encounter along the way. The barriers involved the technology that can be both helpful and can be hazardous in their young minds. The technologies can offer the entertainment that might snatch the time, focus, and energy that is intended to be on their studies and quality time with physical activities.

The Learning Research

The learning environment in general education and the need for students with learning disability or problems, to develop the empathy, generosity and caring behaviors in particular have combined to increase the learning process among the students. There is always a promise in the future for the children. Through the use of methods, instructions, and research extensions that can be act as an essential factor to the learning progress of the children. For the children ranging the age of 7 to 11, the academic, behavioral, and social goals of children is needed to be fulfilled. With the help of curriculum-based assessments, student portfolios, and pre-post tests can be used to enhance and monitor their academic growth (Muscott, 2000).

The significant challenges exist in the classroom setting for teachers who shoulder the responsibility for children that might be suffering in learning disorders and whose challenges might include narrow interests, limited attention, and social interactions. Schools are natural environments for exposure to competent future for the children, in a way that there is a fluency in acquisition and performance can be developed (Elder, et al., 2006). Greater practice should also allow to multiple settings and long-term maintenance. Schools and families need to work together to teach and reinforce the social skills, using similar techniques whenever possible.

Works Cited:

Harris, P., & McKenzie, P., (2004) What It Means to Be “In-Between”: A Focus Group Analysis of Barriers Faced by Children Aged 7 to 11 Using Public Libraries, The Canadian Journal of Information and Library Science, 28(4) [Online] Available at: http://www.utpjournals.com/cjils/CJILSfeaturearticle.pdf [Accessed 20 October 2009].

Elder, L., et al., (2006) The Efficacy of Social Skills Treatment for Children with Asperger Syndrome, The Journal of Education and Treatment of Children, 29(4).

Muscott, H., (2000) A Review and Analysis of Service-Learning Programs Involving Students with Emotional and Behavioral Disorders, The Journal of Education and Treatment of Children, 23(3)