Empirical and Theoretical Learning Differences

NB: We do not resell your papers. Upon ordering, we do an original paper exclusively for you.

NB: All your data is kept safe from the public.

Table of Contents

Formation of leading activity in middle childhood
Consequences of lack of formation of leading activities
References

Empirical learning is based on observation whereby either an experiment is carried out and observations made on the results or something happened without the influence of the observer and the results observed. Empirical normally implies that there is no way the results are made to fit into a theory and if there is a trial to do so then there can be no any success. Generally the theory is supposed to predict the outcome of an experiment, mistakes should be discovered in the experiment and resolved and mistakes should be observed in the theory and resolved. However the theoretical knowledge may not be enough to elucidate the results.

Theoretical learning is mainly concerned with hypotheses or theories rather than practical or sensible consideration. It usually deals with theories other than how they are applied practically or on theoretical analysis instead of practical analysis. No experiment is carried out and results observed so as to prove the hypotheses.

Formation of leading activity in middle childhood

During middle childhood, kids face challenges of developmental changes and events which lead to rise in responsibilities and maturity. The major problem is acquisition of productivity logic and not a sense of inadequacy. They is also an expectation of achieving extra developmental tasks at this stage which makes a child to have a sense of identity and the achieved skills enables the children to have a sense of self esteem in the later age. Work and play are seen as the major activities that help children to develop new motives and abilities which outgrow their current activities and this marks a transition to a new stage of development. The children are supposed to acquire a positive attitude towards work and responsibilities. When children develop a positive attitude towards responsibilities and work, the learning children are able to complete their assignments without being regularly reminded by teachers and parents. They are also able to handle their work to the required standards.

The overall reaction or feeling should surface during this stage of life in accomplishment of a wide range of skills and in demonstration of individual’s dependability in carrying out the assigned work. Play is unstructured activity that children involve themselves at their own leisure time, not directly connected to school and may be indoor or outdoor games.( Brunstein 2005)

When children are playing they are not directed or monitored by the adults and this gives the children a chance to work as and cooperate as a team. They are able to come up with new ideas, direct themselves and resolve conflicts. Play enables the children to improve on how they relate with each other and with the adults. Play mostly involve physical activities and the time and the time spent in playing enables the children to discover new activities which means that the invented activity has come from the previous activity and therefore a change is important and they are able to cope with changes in teen and adult life. Play and work are important since children learn best by doing

Consequences of lack of formation of leading activities

During middle childhood, children work hard so as to be responsible, to be good and to do things the right way. Failure to incorporate children in work means that they cannot learn to be responsible and are there not able to accomplish their duties either at home or at school. Lack of responsibility makes the children feel inferior since they feel as if they are unproductive. (Erikson 1999) Play allows children to cooperate with each other, eager to learn new skills and accomplish the complex activities at play. So if the children are denied the chance to play they are not able to relate freely with each other and this means they are likely to be withdrawn from each other.

References

Erikson, H. (1999). Identity and the Life cycle. New York: International University Press.

Brunstein, C. (2005). Implicit and self attributed motives to achieve. Journal of personality and psychology, 89,205-222.

Click Here To Order Now!

Empirical and Theoretical Learning Differences

Do you need this or any other assignment done for you from scratch?

We have qualified writers to help you.

We assure you a quality paper that is 100% free from plagiarism and AI.

You can choose either format of your choice ( Apa, Mla, Havard, Chicago, or any other)