What Is Automaticity?
Automaticity is the ability to preform a task, activity, or behavior without thinking about each step in the process. Automaticity tends to result from repetition, practice, and learning. Children have mastered an activity or skill once they achieve a certain level of automaticity.
After sufficient repetition and practice, automaticity is achieved. At this point, the task can be done while the mind is occupied with other things. For example, a child who has automatized the skill of walking can carry on a conversation about feathered dinosaurs while toddling along.
Take an infant learning to hold her bottle as an example. At first, her little hands find their way to the bottle and help her caregiver hold it. With more repetition and practice, she can hold it and drain the bottle–but the task takes a lot of focus. After still more repetition and practice, she’s holding the bottle with one hand, shaking a rattle with the other while watching nearby kids play–the skill has achieved automaticity.
Repetition plays a big part in achieving automaticity–children tend to do things over and over and over and over and over again–and then they do them some more.
At point A in the above illustration, the skill or task requires a lot of effort and focus. At point B, after some repetition and practice, it becomes easier–although some concentration is still required. By point C, the activity has become automatic and can be preformed without thinking or conscious effort.
With repetition and practice, children achieve automaticity with all kinds of activities–pouring, painting, swinging on their own, walking, writing, and maybe even surfing.
One big way adults can better support children through this process is to offer up play environments where children have ample opportunity and time to practice skills. For example, it’s hard to master pouring when you never have time or opportunity to pour.
Another way to be supportive of this process: be accepting of the inevitable awkwardness. Until automaticity is achieved, children’s efforts can be clumsy, bumbling, slow, graceless, unpolished, and messy. Learning to pour comes with spills. Learning to master a paintbrush comes with messes. It’s all part of the process.
Contribute content to Playvolution HQ
Brought to you by Explorations Early Learning
Thoughts On This Entry?
We’d love to hear your thoughts on improving this entry, your reaction to it, and suggestions for additional glossary additions in the comments below. You can also contact us with comments or concerns.
Browse Trainings
Author
Jeff Johnson is an early learning trainer, podcaster, and author and the founder of Explorations Early Learning and Playvolution HQ.
Thanks To Our Patrons
This post was made possible by patrons like these, who generously fund our work:
Supporters
Lissadell Greene Stephanie Goloway
Lagina Kozak Michelle Hankins
Fans
Jen Flemming Lizz Nolasco
Susan Warner Kelly Sigalove
Vittoria Jimerson Codee Gilbert
Monica Morrell Pam Soloman Melissa Franklin
Teresa Watson Erika Felt
Melissa Taylor Jahmeela Robinson
Amber Maurina Terra Calamari
Lagina Kozak Samantha Yeager-Cheevers
Elizebeth McCoy Sammy Cousens Ellen Cogan
Leave a Reply