Cognitive Load Theory: Helping Children Learn More Effectively
Learning can be challenging for many children, especially those with conditions like learning difficulties, auditory processing disorder, autism, or ADHD. One way to support them is by understanding how the brain processes information—this is where Cognitive Load Theory comes in. I have extrapolated this from the cognitive load theory that I apply to medical student education but feel that there are elements that would be important for learning in children.
Cognitive Load Theory explains how our brains handle new information and what factors can make learning easier or harder. By applying this understanding, we can create a better learning environment for children.
The Three Types of Cognitive Load
There are three main types of “mental load” that impact anyone’s ability to learn:
Extraneous Cognitive Load – This refers to outside distractions that make learning harder. A noisy environment, unclear instructions, or complex learning materials can make it difficult for children to focus. For example, a child with auditory processing difficulties may struggle to learn in a loud classroom. Reducing distractions, simplifying instructions, and using clear visuals can help.
Intrinsic Cognitive Load – This relates to how difficult the actual subject matter is. Some topics are naturally more complex than others. The key is to match the difficulty level to the child’s experience and capabilities. If a topic is too advanced, it should be broken down into smaller, more manageable steps.
Germane Cognitive Load – This is the “productive” mental load that helps children make sense of what they are learning. The right amount of challenge keeps children engaged. If a task is too easy, they may lose interest. If it’s too hard, they may feel frustrated. Finding the right balance is important.
The Role of Working Memory in Learning
Think of the brain like a computer. Just as a computer has a processor that can only handle a certain amount of information at a time, the brain has working memory, which temporarily holds new information while we process it.
Studies suggest that at any moment, we can only process about seven pieces of information. This may be difficult to quantify, but the crux is the limits that the brain has in terms of processing information. If too much information comes in at once, it can be overwhelming, making it hard to focus or remember things.
Children with low working memory capacity may struggle when given too much information too quickly. Breaking lessons into small chunks, using step-by-step instructions, and reinforcing key points can make learning easier.
Practical Tips to Support Learning
Reduce distractions – Ensure a quiet, organized space for learning.
Simplify instructions – Use short, clear steps to help children process information.
Break tasks into smaller parts – Learning is easier when built up gradually.
Provide structure – Let children know what to expect in a lesson to reduce anxiety.
Match difficulty to ability – Keep tasks challenging but not overwhelming.
Use visuals and hands-on learning – Pictures, diagrams, and interactive activities help reinforce concepts.
Final Thoughts
Cognitive Load Theory helps us understand how children learn best and what can get in the way. By applying these principles, we can make learning more engaging and effective, especially for children who need extra support.
It’s important to remember that every child is different. If a child is struggling with learning, a tailored approach—possibly with guidance from an education specialist—can help address their unique needs.
This article is intended to share general insights about learning and should not replace professional advice. If you have concerns about your child’s learning, consulting with an education specialist can provide the best guidance.
References
Gabriel B. Reedy. Using Cognitive Load Theory to Inform Simulation Design and Practice,
Clinical Simulation in Nursing, Volume 11, Issue 8, 2015, Pages 355-360, ISSN 1876-1399,