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The Young Child: The level of the child's neurological and physiological development determines the kinds of learning that can take place. Accordingly, the age at which a particular task should be taught to a child depends on the complexity of the skill, the degree of co-ordination and mental ability involved, and the rate of that particular child's development. A little practice at the appropriate stage of maturation is more effective than a lot when the child is too young.
Much can be learned by systematically applying the process of the scientist. The more persistent the child, the more can be learned. The length of time spent by very young children on an item of interest can often be surprising. Even very young children can be rapturously engaged in a new, or re-discovered, item for 30-45 minutes or longer, without interruption. Note the example of a child, no older than twelve months, observed on a poolside surrounded by a large family and visitors on a 'busy' afternoon.
The child was familiar with the toy, knew which pieces fitted where and in which order, but he continued to test the order, rather as a scientist tests and re-tests in order to try to falsify a hypothesis. Whilst doing so he would be gaining understanding of the properties of the shapes, the materials, the laws of gravity and many other ideas about building towers.
Life for the young scientist gets off to a good start! The world, however, is fraught with difficulties and can be like an obstacle course set up tc dissuade the young child from learning in a scientific manner.
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