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Successful self-teaching can require self-discipline and reflective capability. Some research suggests that the ability to regulate one's own learning may need to be modeled to some students so that they become active learners, while others learn dynamically via a process outside conscious control. [18]
Children engaged in self-directed play can create their own schemas allowing the integration of affect and cognition. Play also promotes neuroplasticity development by allowing children to co-construct wordless narratives of self-awareness and transformation. [22] According to Pascel, "Play is serious business for the development of young learners.
Several elements, including helping someone "know what they don't know" or recognize a blind spot, can be compared to elements of a Johari window, which was created in 1955, although Johari deals with self-awareness, while the four stages of competence deal with learning stages.
A number of research studies have used this technique and shown self-awareness to develop between 15 and 24 months of age. [46] [47] Some researchers take language such as "I, me, my, etc." as an indicator of self-awareness. [48] Rochat (2003) described a more in-depth developmental path in acquiring self-awareness through various stages.
Self-knowledge is a term used in psychology to describe the information that an individual draws upon when finding answers to the questions "What am I like?" and "Who am I?". While seeking to develop the answer to this question, self-knowledge requires ongoing self-awareness and self-consciousness (which is not to be confused with consciousness).
Video modeling (VM) is a mode of teaching that uses video recording and display equipment to provide a visual model of the targeted behaviors or skill. [1] In video self-modeling (VSM), individuals observe themselves performing a behavior successfully on video, and then imitate the targeted behavior.
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Garden-based learning (GBL) encompasses programs, activities and projects in which the garden is the foundation for integrated learning, in and across disciplines, through active, engaging, real-world experiences that have personal meaning for children, youth, adults and communities in an informal outside learning setting.