Albert Bandura Quotes

A problem of future research is to clarify how young children learn what type of social comparative information is most useful for efficacy evaluation

What children can do with the assistance of others might be in some sense even more indicative of their mental development than what they can do alone

It’s not whether children learn from television, it’s what children learn from television... because everything that children see on television is teaching them something.

Such knowledge is probably gained in several ways. One process undoubtedly operates through social comparison of success and failure experiences. Children repeatedly observe their own behavior and the attainments of others

Children learn what they live.

Children have more need of models than of critics.

The way I see it, we teach our children through modeling.

Do not offer the child the content of the mind, but the order for that content.

Human learning presupposes a specific social nature and a process by which children grow into the intellectual life of those around them

Because psychologists have been able to discover, exactly as in a slow-motion picture, the way the human creature acquires knowledge and habits, the normal child has been vastly helped by what the retarded have taught us.

As a kitten does what all other kittens do, so a child wants to do what other children do, with a wanting that is as powerful as it is mindless. Since we human beings have to learn what we do, we have to start out that way, but human mindfulness begins where that wish to be the same leaves off.

The child learns to believe a host of things. I.e. it learns to act according to these beliefs. Bit by bit there forms a system of what is believed, and in that system some things stand unshakeably fast and some are more or less liable to shift. What stands fast does so, not because it is intrinsically obvious or convincing; it is rather held fast by what lies around it.

When the child sees the parent looking for something, it is as natural for it also to look for the object and to give it over when it finds it, as it was, under other circumstances, to receive it. Multiply such an instance by the thousand details of daily intercourse, and one has a picture of the most permanent and enduring method of giving direction to the activities of the young.

Children coming forth today have a greater capacity to deal with, the greater variety of information that is coming forth, than you did.

Children are people, and they should have to reach to learn about things, to understand things, just as adults have to reach if they want to grow in mental stature.

The child can only develop fully by means of experience in his environment. We call such experience 'work'.

The word education must not be understood in the sense of teaching but of assisting the psychological development of the child.

As soon as children find something that interests them they lose their instability and learn to concentrate.

The child learns so easily because he has a natural gift, but adults, because they are tyrants, ignore natural gifts and say that children must learn through the same process that they learned by. We insist upon forced mental feeding and our lessons

If a child finds no stimuli for the activities which would contribute to his development, he is attracted simply to 'things' and desires to posses them.

It is my belief that children are full of understanding and know as much as and more than adults, until they are about seven, when they suddenly become stupid, like adults.

The assignment of purpose to everything is called teleology. Children are native teleologists, and many never grow out of it.

Play gives children a chance to practice what they are learning...They have to play with what they know to be true in order to find out more, and then they can use what they learn in new forms of play.

The elements of instruction should be presented to the mind in childhood, but not with any compulsion.

How hard would it be to ask children what they see in their heads? How big should the house be in comparison to the family standing in front of it? What is it about the anatomy of the people that doesn't look right? Then let them try it again. Teach them to learn how to see and ask questions.