The identification of the emergence of individual approaches to learning in
young children: implications for recruitment and continuing programmes of training and
development in business and public service organisations
Tony Hurlin
Hampshire Able and Talented Child Project
Since September 1995 the Hampshire able and Talented Child Project has been using
classroom action-research techniques based on phenomenological methodology to observe,
describe and record the emergence of learning styles in young learners (children aged from
three to eleven years).
The testimony of teachers seconded to the project, Hampshires specialist inspectors
and leading teachers in able child education has revealed a rich evidence base of both
qualitative and quantitative data. This data, mainly in the form of case study and
artefacts that evidence learning, suggests that the acquisition and demonstration of
individual approaches to learning are influenced by both genetic and environmental
factors.
This paper presents two propositions:
1. that individual approaches to learning can be identified and
evidenced from the
earliest years of education
2. educators have a vital, nurturing role to play in the development of
a diversity of
approaches to learning backed on the acquisition of an applied
repertoire of
difference learning styles.
The paper addresses a central dilemma for early years educators: should the emphasis in
teaching be placed on the strengths or weaknesses within ech childs profileof
learning styles in a repertoire of learning styles; or should the aim be the creation of
some sort of culturally agreed balance in this emerging repertoire. The paper makes
extensive use of childrens work in addresing this proposition.
The final part of the paper points up some key implications of the research findings for
recruitment, training and development and succession planning in business and public
service organisations.