Reynold Philosophy of Learning

 

The Reynold Philosophy of Learning proposes that the ability to learn is a developmental process. Children’s learning capabilities can improve when their sensory integration and neuro-processing are stimulated to be more efficient. Learning is implicitly a neurological function and increasing neuro-efficiency directly affects learning capacity and academic performance.

 

The Ranald Philosophy of Learning rests on four principles:

The first principle is that children are in a constant state of learning and their cognitive ability develops as they learn. Child development is understood as a natural and progressive development of the body and mind. As a child’s brain is constantly learning through processing and integrating information from the world around them, so their brain is constantly changing and developing. A child’s brain is not the same today as it was yesterday. This concept of the learning brain is fundamental to an understanding of child development.

The second principle is that children’s capacity to learn is increasing through childhood and adolescence and can be accelerated by stimulating neuro-physiological development. A child’s learning ability can be stimulated to develop because there is plasticity within the brain and because the brain consists of systems that are hierarchically organised and can be developed.

The third principle is that it is possible to train the neuro-processing procedures of the brain and influence a child’s thinking process. Understanding the neurological processes of thinking, teaching becomes an exercise in stimulating perception and integration in order to create learning. The thinking process is both cyclical and accumulative as the interaction process builds on, or accumulates information for further interaction and learning. Thus, it is possible to encourage accumulation and contextualisation, to build memory and retention, through sensory-based learning. Education is, accordingly, a process in stimulating learning. In as much as the brain develops as it learns, so intelligence is understood as the learned ability of the brain to think.

The fourth principle is that learning is interactive and that children require a just-right interaction and creative challenge in order to learn. Thus, teaching becomes child-centred as the focus is on the child’s development. Similarly, schools become a learning environment as students are encouraged to learn by interaction with teachers and others and to explore, experiment, and develop their imagination and reasoning ability. This child- learning focused approach also allows for differentiated learning as the emphasis moves to stimulating learning through interaction and creativity.The Reynold Philosophy of Learning is a positive and pro-active approach to learning and proposes that neurological development can be accelerated to help a child increase their academic achievement and intelligence.