Holistic Learning Experiences in the Early Years Are Critical

Early years learning is important since it helps build children who can think for themselves. This is not the outcome of a series of specifically curated timed activities. Rather, what matters more is how your child or children process and think through their experiences. Psychology that has evolved over the last 50 years helps us understand why this is this case.

Let’s take the example of working memory i.e. the ability to hold onto information when faced with distractions to stay on task. Working Memory is one of our key abilities (or executive functions) to succeed. An easy example for adults is driving. Regardless of traffic (sounds or phonological signals), traffic signs (visual cues) or a change in surroundings due to rain the driver needs to stay on task along a route and drive to the destination. The ability to do so is built over time in humans. In 1974, a simple model of working memory proposed that we process sounds and visual cues independently. And the whole routine was buffered (managed) by a central executive.

This simple model was accurate but ruled out the role of our long term memory in helping us recall information. A scientist, Nelson Cowan suggested a different model. He said that our ‘central executive’ activates a portion of the long term memory that is then used to store and recall information. Think again of driving to a familiar destination. As you proceed your brain recalls upcoming traffic signals, parking spots and the things to watch out for as you drive to your destination.

What happens though when you come across an accident site or run into a snowstorm whilst driving? Your brain works to recall the last episode when you were stuck, your reactions, what you did well etc. This ‘episode’ situation is explained well by the model that has come up in the recent years. It states that we buffer episodes from our memory using our central executive. Language and visual cues are stored independently in the long term memory and recalled by the working memory components as needed. You may call 911, speak to other people stuck in traffic or switch off all frivolous cues like the radio and focus on driving with more care!

So what does this mean for your child?

It means rich experiences i.e. visual cues, sounds, languages, or ‘episodes’ resonate and stay with your child. Italso means when episodes are recalled and reloaded, the surrounding visual and language cues from the episode get activated. It is hence important to have learning that caters to visual and language cues, that sparks imagination, inspires creativity. Holistic experiences such as zoo visits, reading, stories, making craft etc that build multiple episodes and hence working memory. Through all situations your child experiences you want them to be able to take away ‘episodes’ and skills that can be re-used to tackle a new situation. You’re building the ability to learn, recall, and practice. Not just the outcome of the particular task. The more your child falls in love with the process of learning the more he or she will be able to learn.

It is critical to bear in mind this article is an adaptation of scientific work and not prescriptive of what to with a child who has damaged working memory.

References or Interesting further reading

Marc Ashton Smith’s doctoral work on Working Memory: http://markashtonsmith.info/working-memory-training-review/

Nelson Cowan’s fascinating paper on the limits of working memory: http://www.psychologicalscience.org/journals/cd/19_1_inpress/Cowan_final.pdf?q=the-recall-of-information-from-working-memory

Abstract of Baddley’s 2000 article on working memory: http://www.sciencedirect.com/science/article/pii/S1364661300015382