How Children Learn (Book): Difference between revisions
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| subject = [[wikipedia:Education|Education]] | | subject = [[wikipedia:Education|Education]] | ||
| genre = [[wikipedia:Non-fiction|Non-fiction]] | | genre = [[wikipedia:Non-fiction|Non-fiction]] | ||
| publisher = [[wikipedia:Pitman Publishing|Pitman Publishing]] (1967) <br> [[wikipedia:Delacorte Press|Delacorte Press]] (1983) <br> Perseus Publishing (1995) <br> [[wikipedia:Da Capo Press|Da Capo Press]] (2017) | | publisher = [[wikipedia:Pitman Publishing|Pitman Publishing]] (1967) <br> [[wikipedia:Delacorte Press|Delacorte Press]] (1983) <br> [[wikipedia:Perseus_Books_Group|Perseus Publishing]] (1995) <br> [[wikipedia:Da Capo Press|Da Capo Press]] (2017) | ||
| release_date = 1967, 1983 (revised), 2017 (50th Anniversary Edition) | | release_date = 1967, 1983 (revised), 2017 (50th Anniversary Edition) | ||
| english_release_date = | | english_release_date = | ||
Revision as of 20:36, 28 August 2022
 50th Anniversary Edition | |
| Author | John Holt |
|---|---|
| Country | United States |
| Language | English |
| Subject | Education |
| Genre | Non-fiction |
| Publisher | Pitman Publishing (1967) Delacorte Press (1983) Perseus Publishing (1995) Da Capo Press (2017) |
Publication date | 1967, 1983 (revised), 2017 (50th Anniversary Edition) |
| Pages | 189 (1967 ed.), 303 (1983 ed.), 320 (1995 ed.), 336 (2017 ed.) |
| ISBN | 9780738220086 |
| OCLC | 8786109 |
| 370.15/23 19 | |
| LC Class | LB1060 .H64 1983 |
How Children Learn is a non-fiction book by John Caldwell Holt, first published in 1967. A revised edition was released in 1983, with new chapters and commentaries. In 2017, a 50th Anniversary Edition was released with a refreshed cover and a new foreword by eminent school reformer Deborah Meier, of the New York University Steinhardt School of Culture, Education, and Human Development, which reveals the lasting influence of John Holt's ideas and their relevance for the students today.
The book focuses on Holt's interactions with young children and his observations of children learning. From them, he attempts to make sense of how and why children do the things they do. The central thesis of his work is that children learn most effectively by their own motivation and on their own terms. He opposes teaching in general, believing that children find it just as patronising as would an adult and that parents should provide information only as it is requested.
The book concludes with the message that children learn best when they are not pressured to learn in a way that is of no interest to them.