Abstract :
The current paper provides insight into the learning strategies adopted by
children working at Minimally Invasive Education (MIE) Learning Stations.
Previous research has clearly indicated the attainment of basic computer literacy
by groups of young children in the age groups of 7–14 years. This
learning takes place due to the emergence and development of group social
processes, an aspect crucial for achieving basic computing skills. The paper
describes the process of socially shared understanding and learning as being
crucial to individual learning. It is to be noted that this approach of socially
shared learning does not challenge the analysis of the individual level of processing;
it maintains that individual learning is vital in any learning context,
but insufficient to build the psychology of learning. MIE research is of the view
that young children learn through interaction with others, particularly peers
as it provides an important context for social and cognitive learning. For it is in
this way that children make sense of their own experience and environment.
Hence, schools are not the only privileged sites of learning.
