Title: A critique of silent pertinent demand of learning theories applicable in early childhood education system
Authors: Mark Kiiza
Volume: 9
Issue: 5
Pages: 24-30
Publication Date: 2025/05/28
Abstract:
A critique of learning theories that are believed to have soundless dynamics and serve as catalysts to aid learning and education is an entity. Learning is perceived to require the regulations and systems that the great influence in education today. The contemporary learning process, a variety of theories of learning, is a very different conception of the self or person. Some of this variety is summarized, and some of the different forms of self are explored. It is argued that in teaching and learning, we may create the learners as certain kinds of selves', or run into resistance from pre-established selves different from the ones we assume. Finally, the current learning and education today have some sense of progression over time in the kinds of selves we envision through our theories of learning that are explored, and our choices in supporting this progression are archived onto the theory as advanced in the normative construction of the education system.