Developmental Stages of Learners PDF

DEVELOPMENTAL STAGES OF THE LEARNERS TYPES OF ORIENTATION Ok in 1. Pedagogy OBJECTIVES - Refers to the art and science of teaching 1. Identif...

DEVELOPMENTAL STAGES OF THE LEARNERS TYPES OF ORIENTATION Ok in 1. Pedagogy OBJECTIVES - Refers to the art and science of teaching 1. Identify the physical, cognitive, and psychosocial children. characteristics of learners that influence learning - The term comes from the Greek words at various stages of growth and development. "paidos" ([child]) and "agogos" ([leading]). 2. Recognize the role of the nurse as educator in - Pedagogy is teacher-centered, meaning the assessing stage-specific learner needs according teacher is the primary source of knowledge, to maturational levels. and the students are more passive recipients. 3. Determine the role of the family in patient education. 4. Discuss appropriate teaching strategies effective for learners at different developmental stages. INTRODUCTION When planning, designing, implementing, and evaluating an educational program, the nurse as educator must carefully consider the characteristics of learners with 2. Andragogy respect to their developmental stage in life. - Is the method and practice of teaching adult learners, and it was popularized by Malcolm WHAT IS THE MEANING OF DEVELOPMENTAL Knowles. STAGE IN LIFE? - It is learner centered and acknowledges that  The Developmental Stages of a learner refer to adults bring prior experiences, knowledge, the phases of Cognitive, Emotional, Physical and and self-direction into the learning process. Social Growth that influence learning.  The most important thing to consider in the developmental stages of a learner is individual differences in growth and development. While general stages provide a framework, learners progress at their own pace.  The term developmental stage is the perspective used, based on the confirmation from research that human growth and development are 3. Geragogy sequential but not always specifically age related. - Focuses on the education of older adults, However, the individual’s developmental stage typically those in the senior population. significantly influences the ability to learn. - It considers the unique need and learning preferences of elderly learners, who may face physical, cognitive or emotional challenges that affect learning.  To meet the health-related educational needs of - Example: House fire, Serious injury, Divorce, learners, a developmental approach must be used. This Winning the Lottery will be discussed further throughout the presentation as Nurses and nurse educators can apply the stage- we move along with the different developmental stages in specific characteristics of adulthood and the associated life. principles of adult learning presented to any audience of MAJOR STAGE RANGE FACTORS ASSOCIATED WITH young, middle, or older adult learners. LEARNER READINESS DEVELOPMENTAL CHARACTERISTICS  Physical [biological] Learner characteristics are so diverse that they  Cognitive  Psychosocial maturation [emotional-social] range from personal to academic. The former refers to traits like gender, language, age, and cultural background. These factors must be considered at each Meanwhile, academic characteristics consist of logic, developmental period throughout the life cycle. objectivity, intellect, insight, and practical applications. Moreover, there are also three important contextual influences act on and interact with the individual to However, actual chronological age is only a produce development: relative indicator of an indivdual’s physical, cognitive and psychosocial stage of development. NORMATIVE AGE-GRADED - Strongly related to chronological age and are When dealing with the teaching-learning process, similar for individuals in a specific age group. it is imperative to examine the developmental phases as - Example: Process of puberty, Menopausal individuals progress from infancy to senescence to fully period, and sociocultural processes of appreciate the behavioral changes that occur in the transitioning cognitive, affective, and psychomotor domains. NORMATIVE HISTORY-GRADED Musinski (1999) describes three phases of - Influences are common in a certain age cohort learning: dependence, independence, and inter- or generation because they have been uniquely dependence. These passages of learning ability from exposed to similar historical circumstances. childhood to adulthood, labeled by Covey (1990) as the - Example: Vietnam war, Age of computers, and "maturity continuum," are identified as follows. Terrorist events. DEPENDENCE NORMATIVE LIFE EVENTS - Is characteristic of the infant and young child, who are totally dependent on others for direction, - Are the unusual or unique circumstances, support, and nurturance from a physical, positive, or negative, that are turning points in emotional, and intellectual standpoint individuals lives that cause them to change - Unfortunately, some adults are considered stuck direction in this stage if they demonstrate manipulative behavior, do not listen, are insecure, or do not accept responsibility for their own actions). INDEPENDENCE HOW TO ASSESS THE READINESS TO LEARN? - Occurs when a child develops the ability to The nurse educator must determine the following: physically, intellectually, and emotionally care for himself or herself and make his or her own  Prerequisite knowledge and skills choices, including taking responsibility for  Motivation of the learner learning.  Plan for teaching matches the learner’s developmental level. INTERDEPENDENCE DEVELOPMENTAL STAGES OF CHILDHOOD - Occurs when an individual has sufficiently advanced in maturity to achieve self-reliance, a o The different stages of childhood are divided sense of self-esteem, and the ability to give and according to what developmental theorists and receive, and when that individual demonstrates a educational psychologists define as specific level of respect for others. patterns of behavior seen in definitive phases of growth and development. REMEMBER o All throughout the individual’s life, learning is is o Before any learning can occur, the nurse must subject centered. assess how much knowledge the learner already possesses with respect to the topic to be taught. INFANCY (FIRST 12 MONTHS OF LIFE) AND TODLLERHOOD (1-2 YEARS OF AGE) The field of growth and development is highly complex, and at no other time is physical, cognitive, and QUESTION: WHEN IS THE MOST APPROPRIATE OR psychosocial maturation so changeable as during the BEST TIME TO TEACH THE LEARNER? very early years of childhood. The answer is when the learner is ready. INFANCY AND TODLLERHOOD According to Havighurst. Based from Callans, Bleiler, Flanagan, & Carroll, 2016; TEACHABLE MOMENT Crandell et al., 2012; Santrock, 2017 - Is that point in time when the learner is most Because of the dependency of members of this age group, the focus of instruction for health maintenance receptive to a teaching situation. It is important of children is geared toward the parents, who are to realize that the teachable moment need not be considered the primary learners rather than the very a spontaneous and unpredictable event. young child. The educator himself or herself must create opportunities Patient education must focus on teaching the by taking interest in and attending to the needs of the parents of every young children the importance of learner as well as using the present situation to heighten stimulation, nutrition, safety precautions and measures to the learners awareness. prevent illness, and health promotion.  DEVELOPMENTAL CHARACTERISTICS  Moreover, children at this stage have a short attention spans, are easily distracted, and  Exploration of self and environment becomes egocentric in their thinking. paramount and stimulates further physical development. They believe in their own perception to be reality. Asking questions is the hallmark of this age group. PIAGET 1951, 1952, 1976  Language skills are acquired rapidly during this - Labels this stage as the Sensorimotor period period, and parents should be encouraged to - This period refers to the coordination and foster this aspect of development by talking with integration of motor activities with sensory perceptions. and listening to their child. - As children mature from infancy to toddlerhood,  Because they are unable to distinguish fact from learning is enhanced through sensory experiences fiction and have limited cognitive capacity for and through movement and manipulation of understanding cause and effect, the disruption in objects in the environment. their routine during illness or hospitalizations, - Motor activities promote toddlers' understanding along with the need to separate from parents, is of the world and an awareness of themselves as very stressful for the toddler. well as others' reactions in response to their own  Separation anxiety is also characteristic of this actions. stage of development and is particularly apparent At the end of the second year, the child will develop when children feel insecure in an unfamiliar OBJECT PERMANENCE. environment. OBJECT PERMANENCE ERICKSON 1963 - Recognition that objects and events exist even when they cannot be seen, heard, or touched - In her theory, it was based on what is known as (Santrock, 2017. the epigenetic principle. This principle suggests - Describes a child's ability to know that objects that people grow in a sequence that occurs over continue to exist even though they can no longer time and in the context of a larger community. be seen or heard. - Each stage in Erikson's theory builds on the Once the toddler understands object permanence, has preceding stages and paves the way for following the beginnings of memory, and begins to develop an periods of development. In each stage, Erikson elementary concept of causality believed people experience a conflict that serves CAUSALITY as a turning point in development. - In the matter of this age group for infants, - Refers to the ability to grasp a cause-and-effect relationship between two paired, successive Erickson viewed this period as Trust vs. Mistrust, events (Crandell et al., 2012. while on the other hand for infant that matures to toddlerhood, Autonomy vs. Shame and Doubt emerges as the central issue. TRUST VS MISTRUST - Movement is an important mechanism by which - Most fundamental stage in life toddlers communicate. Immobility resulting from - Infant is utterly dependent, developing trust is illness, hospital confinement, or disability tends to based on the dependability and quality of the increase children's anxiety by restricting activity. child's caregivers. - Developing rapport with children through simple - Child is utterly dependent upon adult caregivers teaching helps to elicit their cooperation and for everything they need to survive including active involvement. The approach to children food, love, warmth, safety, and nurturing. If a should be warm, honest, calm, accepting, and caregiver fails to provide adequate care and love, matter of fact. the child will come to feel that they cannot trust SHORT-TERM LEARNING or depend upon the adults in their life.  Read simple stories from books with lots of AUTONOMY VS. SHAME AND DOUBT pictures - Focused on children developing a greater sense of  Use dolls and puppets to act out feelings and personal control. behaviors. - Role of independence is starting to form. Children  Use simple audiotapes with music and are starting to perform basic actions on their own videotapes with cartoon characters. and making simple decisions about what they  Role play to bring the child's imagination closer prefer. By allowing kids to make choices and gain to reality. control, parents and caregivers can help children  Give simple, concrete, nonthreatening develop a sense of autonomy. explanations to accompany visual and tactile - Potty training plays an important role in helping experiences. children develop this sense of autonomy.  Perform procedures on a teddy bear or doll first - Children who struggle and who are shamed for to help the child anticipate what an experience their accidents may be left without a sense of will be like. personal control.  Allow the child something to do-squeeze your - Success during this stage of psychosocial hand, hold a Band-Aid, sing a song, cry if it development leads to feelings of autonomy; hurts—to channel his or her response to an failure results in feelings of shame and doubt. unpleasant experience.  Keep teaching sessions brief (no longer than about 5 minutes each) because of the child's TEACHING STRATEGIES short attention span. - When the child becomes ill or injured, the first  Cluster teaching sessions close together so that priority for teaching interventions would be to children can remember what they learned from assess the parents' and child's anxiety levels and one instructional encounter to another. to help them cope with their feelings of stress  Avoid analogies and explain things in related to uncertainty and guilt about the cause of straightforward and simple terms because the illness or injury. children take their world literally and concretely. - Ideally, health teaching should take place in an  Individualize the pace of teaching according to environment familiar to the child, such as the the child's responses and level of attention. home or daycare center. LONG-TERM LEARNING PIAGET 1976  Focus on rituals, imitation, and repetition of - Piaget labeled this period as preoperational information in the form of words and actions to period. hold the child's attention. - This stage, which emphasizes the child's inability  Use reinforcement as an opportunity for children to think things through logically without acting to achieve permanence of learning through out the situa-tion, is the transitional period when practice.  Employ the teaching methods of gaming and the child starts to use symbols (letters and modeling as a means by which children can learn numbers) to represent something. about the world and test their ideas over time. - Children begins to classify objects into groups  Encourage parents to act as role models, and categorize but have only a vague because their values and beliefs serve to understanding of their relationship. reinforce healthy behaviors and significantly influence the child's development of attitudes  The young child continues to be egocentric and and behaviors. essentially unaware of others thoughts or the EARLY CHILDHOOD existence of others point of view Children continue with development of skills Thinking remains literal and concrete resulting to learned in the earlier years of growth. Their sense of believe what is seen or heard. identity becomes clearer, and the world expands extending to the external family unit PRECAUSAL THINKING - Allows young children to understand that people PRESCHOOL PERIOD can make things happen, but they are unaware of causation as the result of invisible physical Based on Crandell et all, 2012 and The Developmental Stages of Childhood Learning during this developmental period occurs mechanical forces through interactions with others and through mimicking - Piaget coined the term “precausal thinking” to describe the way in which preoperational or modeling the behaviors of playmates and adults children use their own existing ideas or views, like in egocentrism, to explain cause-and-effect DEVELOPMENTAL CHARACTERISTICS relationships.  The physical maturation during early childhood ANIMISTIC THINKING is an extension of the child's prior growth.  Fine and gross motor skills become increasingly - Animism is the belief that inanimate objects are more refined and coordinated so that children capable of actions and have lifelike qualities. - They often believe that they can influence can carry out activities of daily living with natural phenomena greater independence Children in this cognitive stage mix fact and fiction, tend SUPERVISION IS STILL NEEDED to generalize, think magically, develop imaginary playmate, and believe they can control events with their offer instruction about medical recommendations thoughts. related to illness or disability.  The young child also continues to have a limited Based on Bedells and Bevan 2016 sense of time. As they begin to understand and appreciate the world around them, their attention - Parents can be a great asset to the nurse in working with children in this developmental span (ability to focus) begins to lengthen such that phase, and they should be included in all aspects they can usually remain quiet long enough to listen of the educational plan and the actual teaching to a song or hear a short story read experience.  Children in this age group begin to develop sexual - Parents can serve as the primary resource to identity and curiosity, an interest that may cause answer questions about children's disabilities, considerable discomfort for parents their idiosyncrasies, and their favorite toys—all of  Children at this stage have fear of body mutilation which may affect their ability to learn. and pain since their active imagination compounds - Because young children have fantasies and active them from the reality of the understanding of the imaginations, it is most important for the nurse body. to reassure them and allow them to express their  Illness and hospitalizations are thought to be fears openly punishment for something they did wrong - Nurses need to choose their words carefully when describing procedures and interventions ERICKSON 1963 and keep explanations simple - Labelled the psychosocial maturation level in Avoid using words like knife or pain. But instead use early childhood as the period of initiative vs. band-aids since it is much more understandable term guilt - Children take on tasks developmental phase, and than dressings, and bandages are often thought by they should be included for the sake of being children to have magical healing powers involved and on the move SHORT-TERM LEARNING - Children begin to assert their power and control over the world through directing play and other  Provide physical and visual stimuli because social interactions. language ability is still limited - Children who are successful at this stage feel  Keep teaching sessions short- no more than 15 capable and able to lead others. Those who fail to acquire these skills are left with a sense of mins guilt, self-doubt, and lack of initiative.  Relate information needs to activities and experiences familiar to the child TEACHING STRATEGIES  Encourage the child to participate in selecting - The nurse should take every opportunity to teach between a limited number of teaching-learning parents about health promotion and disease options. prevention measures, to provide guidance  Give praise and approval regarding normal growth and development, and to   Give tangeable rewards to encourage the mastery of cognitive and psychomotor skills  Use storybooks to emphasize the humanity of healthcare personnel LONG-TERM LEARNING  Enlist the help of parents, who can play a vital role in modeling a variety of healthy habits, such as practicing safety measures and eating a balanced diet; offer them access to support and follow-up as the need arises.  Reinforce positive health behaviors and the acquisition of specific skills.