Nyegezi – Mitihani ya Darasa la Kwanza | May 2026 | Download Solved Exams
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Development, or maturation, depends on experiencing a 5 range of input information from the environment, but is essentially a matter of developing domain-specific skills and strategies independent of development/maturation in other domains.
In its basic form this model contrasts with Piaget’s ‘constructivist’ theory of development. For Piaget, children move through the four developmental stages acquiring qualitatively different, more complex ways of thinking at each. They do this through processes of assimilation (trying to make sense of new information/experience in terms of their existing way of thinking);
The SCRE review casts doubt on the belief that there is some grand scheme of “brain-based education” that can transform learning and teaching. However, it indicates that mutually beneficial links are being made among neuroscientific research, cognitive psychology and educational studies, leading to more careful and realistic drawing out of the implications for learning of neuroscience. Areas where particular benefits are emerging include literacy, numeracy, dyslexia and the link between emotion and learning. 2.1.2 Multiple Intelligences A significant insight of genetic studies of the last 30 years or so has been the idea promulgated by Howard Gardner (1984, 1991, 1993, 1999, 2003) of multiple intelligences.
A question that this theory raises is: should education be developing general or specific abilities? Gardner’s theory is related to the “modules and domains” which researchers such as Jerry Fodor (1983) regard as the basis of all human learning. This model revives older concepts of inborn capacities in the light of modern knowledge about genetics. Modules are different subsets of our neural networks, each genetically pre-structured for processing different kinds of “representations”, input information from domains such as language, music, mathematics.
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