Incremental learning is based on the principle of effectively gaining knowledge and acquiring skills by starting with simple and basic principles before advancing to more complex information. This concept is directly related to a child's stages of maturity, brain development and capability of processing, retaining and applying new information based on previously acquired information. This type of learning can be applied to cognitive, verbal and motor learning.
Learning Types
John Bransford of the National Research Council suggests in the publication "How People Learn: Brain, Mind, Experience, and School" that children perceive learning and education in two different ways: entity learning and incremental learning. Entity learners strive or appear to perform well, attain positive judgments from others and avoid assessments and challenges that might reflect their abilities negatively. They tend to give up more easily when faced with failure or hardships in learning. Incremental learners, however, approach learning as a way to improve progressively through effort and will. They seek challenges and find ways to improve and are persistent in their endeavors.
Critical Periods
A critical period is a window of time during the early stages of development wherein there is an increased sensitivity to environmental stimuli. Language and visual skills, and development depend on verbal and visual input and exposure early in life. Missing these critical levels in learning may hinder the ability to master more complex motor, verbal and mental skills.
Proper Pacing
New knowledge and information should be given to a child in small increments, based upon simple concepts. Introducing information in this way may encourage long-term memory and facilitate thorough comprehension. In addition, in younger years, children's brains are not as likely to process, retain and apply great amounts of information. This is actually to a child's advantage. It allows him to be equally influenced by many different learning environments and situations that he may be exposed to as opposed to developing a few cognitive patterns early on in life that may hinder future learning. As the learner matures, his brain is more capable of organizing and processing information.
Application
Incremental learning happens in bits and pieces, and successful retention of knowledge is based upon previously attained knowledge. Margaret G. McKeown writes in "MA Reading 1st" that in order for children to develop vocabulary, an incremental approach should be used. For example, when introduced to a new word, a child needs to understand various facets of information about the word, have the meaning of the word explained to her based on knowledge she already has and practice using the word in sentence context.
Significance
The study of incremental learning is due to cognitive neuroscience. Cognitive neuroscience is the study of the functions of human and learning performance through modern scientific research. In an article published in the Journal of Philosophy of Education, Usha Goswami explains that improved knowledge about how the brain learns should assist educators in creating optimal learning environments. Neuroscience can help advance the understanding and application of incremental learning to improve curriculum that educators use to help children learn more effectively.
References
- Journal of Philosophy of Education: Principles of Learning, Implications for Teaching: A Cognitive Neuroscience Perspective; Usha Goswami, Ph.D.; November 2008
- "How People Learn: Brain, Mind, Experience, and School"; John Bransford; 2000.
- "MA Reading 1st: Building A Vocabulary Foundation for Comprehension"; Margaret G. McKeown, Ph.D.; 2008.
