Learning and Cognitive Education
Learning and cognitive education are processes run through pictorial representation and knowledge manipulation to align with the level of comprehension of the student. The human brain's mind and capacity to create memory from sensory input is the foundation of all human understanding (Aukrust, 2011). The process of learning is therefore the perception of sensory input built in the brain to activate an action process (Swanson, Harris, & Graham, 2013).
Student Interactive Communication
Student interactive communication is encouraged by peer collaboration practices, advanced tutoring environments, and small group exercise growth. In early learning developmental stages, the learning process involves knowing how to hold a pencil, crayons, and markers in both drawing and writing. The learner keeps the process repetitive for it to stick in their brains. The psychology of learning starts to unravel when the learner finally gets to know how to hold a pencil, crayon, or marker to copy, draw, and even express their thoughts (Aukrust, 2011). Early learning is also pro-activated when the learner puts what they learn on writing materials. Making the learning process interesting becomes difficult in the early stages as the learner struggles to get to understand and use materials that appear unique to them.
Late Learning Development
The late learning development stage involves proving what the learner has understood in his/her learning process (Swanson, Harris, & Graham, 2013). In late learning, the process is simpler as the learner is used to the writing materials and they do not have hard struggles trying to use them. Mastery of the subject-matter transmission is done through expository texts, which makes the learning process more fascinating. The comprehension phenomena are represented by situation models that reflect the deepest level of the learner's understanding (Swanson, Harris, & Graham, 2013). After comprehension, language acquisition becomes the most important medium for conveying thoughts through writing.
Impact on My Life
My learning for development and writing has positively affected my life. Through learning to write, I was able to sit exams and pass them. The latter formed the promotional basis that got me to high school. I also base my rapid development on my educational background. Based on empirical evidence and theory, the competency process of learners in the country can be improved by ensuring that learners are granted a chance to have the best learning backgrounds. Having a stabilized educational background creates a clear path for future endeavors.
Encouraging Competence Writing
Conclusively, encouraging competence writing in others is important in the sense that it inspires both cognitive and developmental learning in them (Swanson, Harris, Graham, 2013). It gives them the urge to learn more with time. I would use different strategies to improve my writing capabilities. The vital strategy I would employ is to identify my weak points in writing and also seek the methodologies to improve on them.
References
Aukrust, V. G. (2011). Learning and cognition in education. Amsterdam: Academic Press.
Swanson, H. L., Harris, K. R., & Graham, S. (2013). Handbook of learning disabilities. New York: The Guilford Press.
