Applying the humanistic learning theory

Effects on the experience and learning pattern related to the prevention of child obesity

Research output: Contribution to journalArticle

Abstract

‘Children not interested to learn,’ ‘easily feel bored of learning’ and ‘having difficulty in understanding complex health knowledge’ are among issues in childhood education. This paper discusses the effect of applying the humanistic learning theory on experiences and learning patterns of children. The strategy of the “child friendly” concept, which is guided by the concept in Carl Rogers’s learning theory, is applied in the children’s learning environment that involves 68 children from ages 3 to 6 years and implemented over a period of 32 weeks in a nursery school. The “child friendly” environment refers to a learning environment, which comprises learning notes and activities with special characteristics that are well liked by and suitable for children as well as providing a learning environment that attracts the interest of children towards learning health issues. The data on children’s experiences and learning patterns were collected from video recordings, observations and anecdotal records throughout the implementation of the program and analysed using ATLAS.ti. The findings showed that the “child friendly” concept strategy that was guided by the humanistic learning theory applied in the children’s learning environment had a positive effect on experiences and learning patterns that ‘elated’ (94.29%), ‘excited’ (90.02%), was ‘accepted’ (98.59%), and ‘appreciated’ (95.71%) by the children. In conclusion, the findings support the “child friendly” concept that was guided by the humanistic learning theory and used in the teaching-learning process of children from ages 3 to 6 years in order to determine experiences and learning patterns such as ‘elation,’ ‘excitement,’ ‘acceptance’ and ‘appreciation.’ This subsequently enhanced children’s motivation to continue learning without feeling bored.

Original languageEnglish
Pages (from-to)1000-1004
Number of pages5
JournalAdvanced Science Letters
Volume23
Issue number2
DOIs
Publication statusPublished - 1 Feb 2017

Fingerprint

Obesity
Learning Theory
obesity
Pediatric Obesity
learning theory
learning
Health
Learning
Video recording
Teaching
experience
Learning Environment
Education
learning environment
Experience
Children
effect
video recording
health
Learning Process

Keywords

  • Carl rogers
  • Childhood education
  • Experience and learning pattern
  • Humanistic learning theory
  • Nurse community
  • Prevention of obesity

ASJC Scopus subject areas

  • Health(social science)
  • Computer Science(all)
  • Education
  • Mathematics(all)
  • Environmental Science(all)
  • Engineering(all)
  • Energy(all)

Cite this

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title = "Applying the humanistic learning theory: Effects on the experience and learning pattern related to the prevention of child obesity",
abstract = "‘Children not interested to learn,’ ‘easily feel bored of learning’ and ‘having difficulty in understanding complex health knowledge’ are among issues in childhood education. This paper discusses the effect of applying the humanistic learning theory on experiences and learning patterns of children. The strategy of the “child friendly” concept, which is guided by the concept in Carl Rogers’s learning theory, is applied in the children’s learning environment that involves 68 children from ages 3 to 6 years and implemented over a period of 32 weeks in a nursery school. The “child friendly” environment refers to a learning environment, which comprises learning notes and activities with special characteristics that are well liked by and suitable for children as well as providing a learning environment that attracts the interest of children towards learning health issues. The data on children’s experiences and learning patterns were collected from video recordings, observations and anecdotal records throughout the implementation of the program and analysed using ATLAS.ti. The findings showed that the “child friendly” concept strategy that was guided by the humanistic learning theory applied in the children’s learning environment had a positive effect on experiences and learning patterns that ‘elated’ (94.29{\%}), ‘excited’ (90.02{\%}), was ‘accepted’ (98.59{\%}), and ‘appreciated’ (95.71{\%}) by the children. In conclusion, the findings support the “child friendly” concept that was guided by the humanistic learning theory and used in the teaching-learning process of children from ages 3 to 6 years in order to determine experiences and learning patterns such as ‘elation,’ ‘excitement,’ ‘acceptance’ and ‘appreciation.’ This subsequently enhanced children’s motivation to continue learning without feeling bored.",
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