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Home Why learning should not be led by a child

Why learning should

not be led by a child
Child-led learning simply does not work, argues Professor
David C Geary

13th April 2020, 6:04am

Jon Severs

“Once you get to real academic learning, the child discovery

approach is just not going to work,” explains David C Geary,
Curators’ Professor in the Department of Psychological Sciences at
the University of Missouri, keeping alight the eternal flame
of debate about the best way to teach.

Geary’s statement is based on what is really his secondary

research focus: much of his career has been spent looking at how
we learn maths, but his surety on how best we should teach in
general is based on his theory of primary and secondary
knowledge.

“By primary, I mean human universal abilities,” he explains on this

week’s Tes Podagogy podcast. “These are things that would go
under the rubric of folk psychology, folk physics and folk biology.”

You can listen to the podcast below:

He continues: “Folk psychology would, for example, include

language, the ability to know what other people are thinking, facial
recognition. Folk biology would be things about plants and animals
that are not important to people in the developed world now, but
living in the real world you would need an extensive knowledge
base of these things to survive. And folk physics includes things like
navigation and using tools.”

Geary argues that the brain is wired to be ready to learn these

things without much effort.

“The brain has a certain organisation to it in certain areas that

makes sure infants and young children find some things more
interesting than others,” he explains. “And then by attending to
these things, say human faces, that provides the experience that
teaches them to recognise one person against another, or
discriminate a happy, sad or angry face.

“So you have these inbuilt skeletal structures that guide kids’
experience to make sure they get the feedback necessary to fill out
these primary skills and adapt them to whatever their local
conditions are.”

Knowledge acquisition

For the most part, Geary says, children need no guidance or

instruction to acquire these primary skills. Instead, they just need
the opportunity to socialise and experience the world.

Secondary knowledge is much harder to acquire, he believes.

“Evolutionary novel knowledge is secondary,” Geary explains.

“These are abilities or competencies that have emerged relatively
recently in human historical time, so the past few thousand years or
so, and it would include typical academic skills like reading, writing
and arithmetic - you do not need these skills to survive in traditional
societies, but we certainly do need them today.”

He continues: “Once you get to the non-evolved skills, the brain is

not easily structured to learn those, so the structured environment
has to provide that organisation to the child’s experiences. The
teacher is providing the structure the brain is not providing.

“So, one of the important distinctions is that the things that are
sufficient for learning primary knowledge, are not going to be
sufficient in learning in secondary domains. There have been
educational theories that have not made that distinction: whole
word, whole maths and so on.”

Different approaches

Essentially, Geary believes that primary knowledge will naturally

evolve as long as children are in an environment that permits
exploration, play and social interactions. This is more important in
early childhood, he says, but primary knowledge continues to be
refined into adulthood.

So how much play and social exploration should a child be getting?

Does early schooling get in the way?

Quick read: Professor John Sweller on Cognitive Load Theory

Quick listen: Professor Dylan Wiliam on memory and cognitive

load

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“I am not sure anyone knows for sure what the sufficient amount of
experience is needed to make sure it develops,” Geary states. “It is
probably not much - kids can play after school or at recess,
weekends. That is probably sufficient. Their natural bias to want to
play with other kids, and interact in increasingly complex ways, will
naturally result in that.”

Secondary knowledge is not learned this way, he says. This

knowledge takes a lot of effort, children do not naturally seek it out,
and you need explicit instruction to persuade them to learn the
material.

Building new knowledge

“You have to build secondary abilities. It takes effort. That is where

working memory, attentional control and cognitive load come in,”
Geary explains. “As a basic example: one of the important things
kids need to learn early on is phonemic awareness, they need to
know the letter ‘b’ has a ‘buh’ sound and so forth and that then
allows them to sound out or decode words they have not seen
before.

“So the phonemes are built into the primary language system, but
kids would not explicitly focus on the different sounds normally.
They do not need them to access language. But associating those
sounds with random letters in secondary [learning] - that is
something a kid is not naturally going to do without some kind of
guidance.

“With the primary learning, kids can hum along, do what they are
going to do, play - all these child-initiated activities - and they do not
have to put much effort into it.

“Secondary knowledge takes a lot of well-organised schooling.”

Tricky relationship

The relationship between the two is not a simple one. Geary

explains that sometimes the secondary knowledge builds on
primary knowledge, whereas, for other domains and skills, primary
knowledge can get in the way.

“There are certainly things in secondary areas that can be assisted

in positive ways by primary knowledge,” he says. “But in order to
construct secondary knowledge, it involves attention-driven
engagement of working memory and inhibition of folk biases.

“People have folk ideas, or intuitive ideas, about motion, biological

growth or evolution, that provide good-enough explanations for day-
to-day things but are scientifically incorrect. You can teach people
the science and they get it, but their intuitive notions remain intact,
and if they are not careful, they can easily slip into the primary
biases.

“In addition, if kids are just working together, playing, the default
mode of the brain is probably very active. But if you need to learn,
say, algebra, you really need to focus on what the teacher is doing
or what is in the book. That attentional focus kicks in the dorsal
attention network, which actually inhibits the default mode.

“There is a literal seesaw: if one is up, the other is down. For

primary stuff, default mode needs to be up. For a lot of secondary
knowledge, the other needs to be engaged.

“That is why a lot of the child-directed stuff does not work so well.
They are going to slip into the default mode, and concentrate on
things that are much more interesting to them. It is more
pleasurable to be in the default mode.”

Cognitive Load Theory

Much of this work has become a pillar supporting the research of

professor John Sweller and his theory of cognitive load, which was
heavily cited in recent publications from Ofsted and the Department
for Education (in the Early Career Framework).

As Geary tells it, Sweller found an “answer” to the question of

why the results of the cognitive load tests he was running were
presenting in a certain way: secondary knowledge simply took more
load than primary knowledge.

“He had the insight to see it explained why he was getting his
effects. It was primary and secondary knowledge. It flowed right
together and it made a lot of sense of his findings,” says Geary.

In the podcast, he goes on to talk about his views on cognitive load

theory, and also on motivation, teaching instruction and the
developmental points where secondary knowledge can be taught
and which teaching approach should be used. He also discusses
the need for regular breaks in the classroom to enable time in the
default mode.

You can listen on your podcast platform by typing in “Tes - the

education podcast” or on the player above

Jon Severs

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