Concepts are spontaneously developed in the first level through perceptual and practical experience in everyday activity.

They are developed through rich experiences, although unsystematic and related to particular human contexts.

'Scientific' concepts are theoretical and structured on the higher level and depend upon usage of language and learning.

Scientific concepts are powerful, as they can be applied to different contexts and fields of learning. This can be translated into increased interaction, awareness, and control of thought.

There are different ways and levels of concept learning, like:

  • Labelling: giving no explanation, 'things just are', for example 'this is an orange'
  • Enumerating: giving odd facts, 'this is what they are', for example 'there are oranges in the shop'
  • Making a link: pairing contiguous ideas, for example 'oranges grows on tree'
  • Identifying common characteristics: similarities, for example 'oranges are round, orange colour, have pips', etc.
  • Identifying concepts belonging to a class: knowing class name, for example 'oranges are fruit/food'
  • Identifying concept belonging to a pattern or hierarchy: relating to other classes, for example orange as fruit/food/plant/living thing
  • Relating concepts to other pattern of concepts:- identifying the similarities/differences with other classes, for example, orange related to linguistic, mathematical, scientific, historical, geographical, economical and other conceptual pattern.

With its innovative and scientific approach, allows building of scientific concepts in a child from the beginners' level.

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