Development Stage For Learners
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DEVELOPMENTAL CHARACTERISTICS
As noted earlier, actual chronological age is only a relative indicator of someone’s physical, cognitive, and psychosocial stage of development. Unique as each individual is, however, some typical developmental trends have been identified as milestones of normal progression through the life cycle. When dealing with the teaching-learning process, it is imperative to examine the developmental phases as individuals progress from infancy to senescence so as to fully appreciate the behavioral changes that occur in the cognitive, affective, and psychomotor domains.
As influential as age can be to learning readiness, it should never be examined in isolation. Growth and development interact with experiential background, physical and emotional health status, and personal motivation, as well as numerous environmental factors such as stress, the surrounding conditions, and the available support systems, to affect a person’s ability and readiness to learn.
Musinski (1999) describes three phases of learning: dependence, independence, and interdependence. These passages of learning ability from childhood to adulthood, labeled by Covey (1990) as the “maturity continuum,” are identified as follows:
- Dependence is characteristic of the infant and young child, who are totally dependent on others for direction, support, and nurturance from a physical, emotional, and intellectual standpoint (unfortunately, some adults are considered to be stuck in this stage if they demonstrate manipulative behavior, do not listen, are insecure, or do not accept responsibility for their own actions).
- Independence occurs when a child develops the ability to physically, intellectually, and emotionally care for himself or herself and make his or her own choices, including taking responsibility for learning.
- Interdependence occurs when an individual has sufficiently advanced in maturity to achieve self-reliance, a sense of self-esteem, and the ability to give and receive, and when that individual demonstrates a level of respect for others. Full physical maturity does not guarantee simultaneous emotional and intellectual maturity
THE DEVELOPMENTAL STAGES OF CHILDHOOD
Pedagogy is the art and science of helping children to learn (Knowles, 1990; Knowles, Holton, & Swanson, 2011). The different stages of childhood are divided according to what developmental theorists and educational psychologists define as speci fic patterns of behavior seen in particular phases of growth and development. One common attribute observed throughout all phases of childhood is that learning is subject centered. This section reviews the developmental characteristics in the four stages of childhood and the teaching strategies to be used in relation to the physical, cognitive, and psychosocial maturational levels indicative of learner readiness
Infancy (First 12 Months of Life) and Toddlerhood (1-2 Years of Age)
The field of growth and development is highly complex, and at no other time is physical, cognitive, and psychosocial maturation so changeable as during the very early years of childhood. Because of the dependency of members of this age group, the main focus of instruction for health maintenance of children is geared toward the parents, who are considered to be the primary learners rather than the very young child (Crandell et al., 2012; Palfrey et al., 2005; Santrock, 2011). However, the older toddler should not be excluded from healthcare teaching and can participate to some extent in the education process.
Early Childhood (3-5 Years of Age)
Children in the preschool years continue with development of skills learned in the earlier years of growth. Their sense of identity becomes clearer, and their world expands to encompass involvement with others external to the family unit. Children in this developmental category acquire new behaviors that give them more independence from their parents and allow them to care for themselves more autonomously. Learning during this time period occurs through interactions with others and through mimicking or modeling the behaviors of playmates and adults (Crandell et al., 2012; Santrock, 2011).
Middle and Late Childhood (6-11 Years of Age)
In middle and late childhood, children have progressed in their physical, cognitive, and psychosocial skills to the point where most begin formal training in structured school systems. They approach learning with enthusiastic anticipation, and their minds are open to new and varied ideas.
Children at this developmental level are motivated to learn because of their natural curiosity and their desire to understand more about themselves, their bodies, their world, and the influence that different things in the world have on them (Whitener et al., 1998). This stage is a period of great change for them, when attitudes, values, and perceptions of themselves, their society, and the world are shaped and expanded. Visions of their own environment and the cultures of others take on more depth and breadth (Santrock, 2011).
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