Our first concepts develop from birth to three years old, when they recognize regularities in the world around them and can identify language labels or symbols for these regularities 
- Discovery learning process: where the attributes of concepts are identified autonomously by the learner
- Reception learning process: where the attributes of concepts are described using language and transmitted to the learner (after age 3)

This acquisition is mediated in a very important way when concrete experiences or props are available; hence the importance of “hands-on” activity for science learning with young children, but is also true with learners of any age and in any subject matter domain.

Psychological Foundation of Concept Maps

Epistemology: branch of philosophy that deals with the nature of knowledge and new knowledge creation
- There is a growing relationship between the psychology of learning and epistemology 

Epistemological Foundations of Concept Maps 

Syracuse University

- Concept maps were developed in 1972 in the course of Novak’s research program at Cornell University where he sought to follow and understand changes in children’s knowledge of science. 
- Out of the necessity to find a better way to represent children’s conceptual understanding emerged the idea of representing children’s knowledge in the form of a concept map. 
- The program was based on the learning psychology of David Ausubel 

Origins of Concept Maps

Novak, Joseph & Cañas, Alberto. (2007). Theoretical origins of concept maps, how to construct them, and uses in education. Reflecting Education. 3. 

Theoretical origins of concept maps, how to construct them, and uses in education.

- Believed that learning takes place by the assimilation of new concepts and propositions into existing concept and propositional frameworks held by the learner
- This knowledge structure as held by a learner is also referred to as the individual’s cognitive structure. 
- Distinguished between rote learning and meaningful learning

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