THE CHARACTERISTICS OF YOUNG LEARNERS

When we teaching we should know how the characteristic our student. Young children hear is the student that study in elementary school 6 or 7 year old to eleventh or twelve year old. Young learners they have their own characteristic that different with adult or older people. Even very young children have predisposition to learn in certain domains and that young children are actively engaged in making sense of their world. Children lack knowledge and experience, but not reasoning ability. Their knowledge may jump- start the learning process, but because of limited experience under developed systems of logical thinking. Children’s knowledge contains. Base on Halliwel (1992: 3-5)

1.      Children are already very good in interpreting meaning without necessarily understanding the individual world. It mean when they study second language they just guessing. By guessing they understand what their teacher said.

2.      Children already have great’s skill in using limited language creativity. They will never thing when they want say some think, and they will have their way to use language even they have limited vocabulary but they never have limited language creativity.

3.      Children frequently learn indirectly rather than directly.

4.      Children take a good pleasure in finding and creating fun in what they do. It seems they more lake playing than studying. They will make what they do is more interesting depend what they want.

5.      Children have a ready imagination, children words are full of imagination and fantasy, and it is more than simply matter of enjoyment. Young learners have many imagination

From all the caracteristic of young learners we can dive it into three sides. First is characteristic from physical side. It means we learn about the young learners physic, their habit and their nature. Second is from social. It means how that children do their social to other, to their environment and how they will respond the material that given by the teacher. For the last is psychology side. In this part we know how the sychology of children when they do all their activity.

This is the careacteristic from psychology side.

1.      They have short concentration span.

It mean children more easily unable to concentrate. When they will found a new thing that they fill more interesting they will amagetly change their consentration from one thing to another ting.

2.      They are free of prejudice.

The young learners they will never get the negative thingking from the older. When they have prejudice to their friend or person that more older they will never ting it seriously.

3.      Get bored easily

Children will be more excaited when they study use in different ways. Because when they study or or doing same activity they will easily get bored, they like the new someting.

4.      Like Imitating.

This is the characteristic of young learners divide by the age

The Seven-Year-Old

Characteristics of the Child

1.      Has better muscular control.

They more interest in to play games and they have skill like hobbies and activities. Get restless and fidgety. Has nervous habits, and sometimes assumes awkward positions. Is full of energy, but they tires easily.

2.      Is eager to learn. Thinks seriously and more logically. Is able to solve problems that are more complex. Likes to be challenged, work hard, and take time completing a task. Has a good attention span. Enjoys hobbies and using skills. Likes to collect things and talk about personal projects and accomplishments.

3.      Often plays in groups, but sometimes likes to be alone and play quietly. Interacts little with the opposite sex. Is eager to be like peers and have their approval. Is less domineering and less determined to have his or her own way. Likes more responsibility and independence. Is often worried about not doing well.

4.      Dislikes criticism. Is more sensitive to his or her own feelings and those of other people. Is often a perfectionist, and tends to be self-critical. Is inhibited and cautious. Is less impulsive and self-centered than at earlier stages.

5.      Is aware of right and wrong.

Suggestions for Parents and Teachers

Use activities that allow the child to use his or her energy. Be patient with annoyances and restlessness, and do not draw attention to awkwardness. Use varied techniques to help maintain the child’s interest and prevent misbehavior. Compliment good behavior.

 Ask thought-provoking questions. Use open-ended stories, riddles, thinking games, and discussions to stimulate thinking. Allow the child to make decisions. Give him or her plenty of time to accomplish tasks. Encourage the child to pursue hobbies and interests. Provide opportunities to read wordstrips and stories. Use stories and situations that deal with reality rather than fiction.

 Use activities that require group play, such as games and dramatizations, but respect the child’s desire to work alone occasionally. Do not force interaction with the opposite sex. Praise him or her for positive behavior such as taking turns and sharing. Give the child responsibilities and tasks that he or she can carry out, and then praise efforts and accomplishments.

 Encourage concern for others. Build confidence. Instead of criticizing, look for opportunities to show approval and affection. Accept moods and aloofness. Encourage the child to express his or her feelings.

The Eight-Year-Old

Characteristics of the Child

 Is becoming more coordinated. Wiggles and squirms. Has nervous habits. Plays organized games that require physical skill. Has a good attention span. Wants to be included.

 Wants to know the reasons for things. Is anxious to share his or her knowledge. Thinks he or she knows much, but is beginning to recognize that others may know even more. Is judgmental. Has heroes. Enjoys writing, reading, and pretending.

 Enjoys group play with simple rules. Prefers to be with own gender in group play. Is more cooperative and less insistent on having his or her own way. Wants to have a best friend. Has a strong need for independence, but also relies on adults for guidance and security.

 Is usually affectionate, helpful, cheerful, outgoing, and curious, but can also be rude, selfish, bossy, and demanding. Is sensitive to criticism. Criticizes self and others. Is sometimes giggly and silly. Experiences guilt and shame.

Suggestions for Parents and Teachers

 Use activities that require coordination and allow the child to use his or her energy. Be patient with clumsiness, unpleasant habits, and squirming. Alternate quiet and active periods. Praise good behavior.

 Use games, stories, pictures, and problem-solving activities to encourage learning. Use reading, writing, and role playing. Encourage the child to be more concerned about his or her own behavior than that of others.

 Provide opportunities for group interaction, cooperation, and sharing. Supervise activities closely. Praise the child for positive behavior.

 Show interest and enthusiasm. Praise and build self-confidence; do not criticize or compare the child with other children. Recognize the child’s efforts and accomplishments. Let the child enjoy humor when appropriate, and be patient with giggling.

The Nine-Year-Old

Characteristics of the Child

 Enjoys team games. Has good body control. Is interested in developing strength, skill, and speed. Likes more complicated crafts and handwork.

 Is able to remain interested in subjects or activities for a longer period of time. Seeks facts; does not enjoy much fantasy. Likes memorization. Has definite interests and curiosity. Likes reading, writing, and keeping records. Is interested in the community and other cultures and peoples. Enjoys learning about the past and the present. Likes to collect things.

 Enjoys being with groups of people of the same gender. Likes group adventures and cooperative play, but also likes competition. Tests authority and exercises independence. Spends much time with friends.

 Has some behavior problems, especially if he or she is not accepted by others. Is becoming very independent, dependable, and trustworthy. Is concerned about being fair, and argues over fairness. Is better able to accept his or her own failures and mistakes and take responsibility for personal actions. Is sometimes silly.

 Is well aware of right and wrong. Wants to do right, but sometimes rebels.

Suggestions for Parents and Teachers

 Provide a variety of activities, including team games, to sustain interest and help the child develop skills.

 Give specific information and facts rather than fantasy. Do not give all the answers; allow the child time to think about and discuss answers. Encourage him or her to memorize quotations and scriptures. Respect individual differences when making assignments and giving responsibilities. Provide opportunities for reading, writing, and record keeping. Teach about other people and cultures and about history.

 Recognize the child’s need for peer acceptance. Establish and maintain reasonable limits, but allow for independence.

The Ten- or Eleven-Year-Old

Characteristics of the Child

 May be experiencing rapid growth. Enjoys sports that require strength, speed, and skill. Has periods of playing, pushing, wrestling, poking, and giggling. Is restless, active, and impatient. May differ from peers in physical size and coordination. Does not like to be treated like a child. Is concerned about physical appearance.

 Enjoys abstract concepts and ideas. Makes conclusions based on prior learning. Likes to be challenged in mental tasks. Is decisive and reasonable. Enjoys memorization. Likes to set goals. Thinks more logically. Enjoys learning. Has a good attention span. Understands more precisely the meanings of words, and can define abstract terms. Has humor that may seem ridiculous to adults.

 Is social and competitive. Possesses strong loyalty to groups. Has much positive and negative interaction with peers. Has friendships that are more complex and intense. Relies on best friends. Values peers’ opinions and standards more highly than those of adults. Is sometimes critical of adults’ judgments and of others’ feelings. Likes to tease or play roughly. Is sometimes rude and uncooperative, and at other times is friendly and cooperative.

 Is critical of self and resentful of others’ criticism. May feel that everything he or she does is wrong, especially if criticized. Has worries and fears about school and friends. Is very sensitive, especially about self. Has doubts and insecurities. Is sometimes touchy and irritable, and is very conscious of being treated fairly. Is able to be polite, serious, honest, and sincere. Desires to be independent and have responsibilities.

 Has a strong moral sense and conscience. Is interested in self-improvement. Does not like to admit when he or she has behaved badly. Is ready to learn more about the doctrines of the gospel.

Suggestions for Parents and Teachers

 Recognize that he or she is growing and maturing. Do not force interaction with the opposite sex. Provide opportunities for him or her to participate in physical activities that provide outlets for his or her energy. Give little attention to minor misbehavior. Teach fairness and the value of participating in activities. Show interest in his or her life. Value individual differences.

 Stimulate thinking by using questions, stories, memorization, problem-solving activities, and discussions. Allow him or her to make decisions and set goals. Use new words, and allow him or her to define and explain their meanings. Use visuals, stories, and games.

 Respond to the need to belong to groups and be influenced by them. Provide activities that allow interaction with peers. Encourage group planning and group work. Teach him or her to be sensitive to those who are not accepted by others. Give responsibilities and assignments, and help ensure follow-through. Use examples and lessons to teach sensitivity and kindness. Praise courtesy, unselfishness, loyalty, and friendliness.

 Do not compare him or her to others. Encourage him or her, and praise accomplishments. Show confidence in him or her as an individual. Reinforce positive behavior, and try to ignore negative acts of small consequence. Allow for independence and expression of personal feelings. Try to understand his or her worries and what makes him or her unhappy.

Adapted from Teaching: No Greater Call, Salt Lake City, Utah: The Church of Jesus Christ of Latter Day Saints, 1999.