(iv) The strengthening of cognitive processes by rerouting through complementary neural circuitry, such as music, arts, real-life-based experiments, and physical exercises, is an effective way to improve child-friendly instructions. (iii) Associational integration of the developmental, cognitive, and conative processes are indicators of curriculum strength. (ii) Knowledge representations can be strengthened by domain-specific training inputs. As brain development progresses toward adolescence, meta-awareness and social-emotional cognition influence the student learning process. (i) Acquisition of knowledge during early childhood is based on sensory-motor integration on which attentional, perceptual, memory, language, and socialization systems develop. The findings of this review can help to advance student learning practices and instructional strategies. Published journal articles related to the objectives were randomly reviewed to establish a possible relationship.
The review focused on studies related to elementary school age (below 7 years), middle school age (7–12 years), and high school age (12 years and above). The objectives of the study were (i) to explore age-group specific inputs for knowledge acquisition, (ii) to relate knowledge organization to the cognitive processes, and (iii) to identify factors that strengthen the knowledge ensemble through subject-domain allied training. How the brain receives input, perceives, and organizes these information lays the foundation for learning. Cognition, conation, and emotional regulation are the main components that determine an individual’s efficiency to deal with various situations. This knowledge can be effectively used to devise better curriculum and training for students. The cultural and social diversities faced by the education system worldwide can be solved by understanding the unifying cognitive processes of learning. Concepts taught at school can be reinforced by understanding the related cognitive functions that enhance learning. The development of cognitive functions follows certain pathways through brain maturation. 2Department of Psychology, Government M L B Girls PG College, Bhopal, Bhopal, India.1Indian Council of Social Science Research, New Delhi, India.Deepa Cherukunnath 1* and Anita Puri Singh 2
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