dev stages

• Pedagogy


  The art and science of helping children to learn
• Andragogy


  The term used by Knowles (1990) to describe his theory of adult learning; the art and science of teaching adults
• Geragogy


  The art and science of teaching older persons
• THREE MAJOR STAGE RANGE FACTORS ASSOCIATED WITH LEARNER READINESS

  • Normative Age
  • Normative History
  • Normative Life Events
• Normative Age


  Graded influences that are strongly related to chronological age and are similar for individuals in a specific age group (ex: Puberty)
• Normative History


  Graded influences that are common to people in a certain age cohort or generation because they have been exposed to similar historical circumstances (ex: Utilizing different platforms in social media; being "techy")
• Normative Life Events


  The unusual or unique circumstances positive or negative that are turning points in individual's lives that causes them to change directions (ex: Accidents)
• THREE IMPORTANT CONTEXTUAL INFLUENCES ACT ON AND INTERACT WITH THE INDIVIDUAL TO PRODUCE DEVELOPMENT

  • Normative Age
  • Normative History
  • Normative Life Events
• Infancy (0-12 months old) and Toddlerhood (1-2 years of age)


  • The field of growth and development is highly complex
  • Focus of instruction for health is geared towards the parents
• Sensorimotor Period


  The coordination and integration of motor activities with sensory perception (ex: Peek-a-boo)
• At the end of the second year of life, "object permanence develops"
• Motor activities promote understanding of the world and an awareness of themselves as well as other reactions in response to their own actions
• Toddler


  • Has basic reasoning, understands object permanence, has the beginning of memory, and begins to develop an elementary concept of causality (ex: They know where to locate their toys when you hide it)
  • Limited ability to recall past happening or anticipate future events
  • Oriented with the "here and now" and little tolerance to delayed gratification
  • Short attention span
  • Easily distracted
  • Not amenable to corrections of their own ideas
  • Asking question is the hallmark of this age group
  • Curiosity abounds as they explore places and things
  • Can respond to simple step by step commands and obey directives
  • Language skill is rapidly acquired
  • Engage in fantasizing and make believe play
  • Limited capacity to understand cause and effect
  • Separation anxiety, feel insecure when in an unfamiliar environment
• Infancy - Trust vs Mistrust


  Psychosocial development stage
• Toddlerhood - Autonomy vs Shame and Doubt


  Psychosocial development stage
• Toddler's newly discovered independence

  • Often is expressed by demonstration of negativism
  • May express their level of frustration and feelings of ambivalence by temper tantrums
  • Play is a parallel activity
• Teaching strategies for infancy and toddlerhood


  • Patient education need not be illness related
  • Less time is devoted in teaching parents about illness
  • More time is spent in teaching aspects of normal development, safety, health promotions, and disease prevention
  • Assessing the child's anxiety level is the first priority for teaching intervention when a child is becomes ill or injured
  • Toddlers are capable of some degree of understanding procedures and interventions
  • Parents should be present whenever possible during formal and informal teaching and learning activities
  • Health teaching should take place in an environment familiar to the child (home and daycare centers)
  • Developing rapport with children through simple teaching helps to elicit their cooperation and involvement
  • Approach should be WARM, HONEST, CALM, ACCEPTING, AND MATTER OF FACT
• FOR SHORT TERM LEARNING


  • Read simple stories from books with lots of pictures
  • Use dolls and puppets to act out feelings and behaviors
  • Use simple audiotapes with music and videotapes with cartoon characters
  • Role play to bring the child's imagination closer to reality
  • Give simple, non threatening, concrete, explanations to accompany visual and tactile experiences
  • Perform procedures on a teddy bear or doll first to help the child anticipate what an experience will be like
  • Keep teaching sessions brief (no longer than about 5 minutes)
  • Cluster teaching sessions close together
  • Explain things in straightforward and simple terms because children take their world literally and concretely
  • Individualize the pace of teaching according to the child's response and level of attention
• FOR LONG TERM LEARNING


  • Focus on rituals, imitation, and repetition of information in the form of words and actions to hold the child's attention
  • Use reinforcement as opportunity for children to achieve permanence of learning through practice
  • Employ the teaching methods of gaming and modeling as a means by which children can learn about the world and test their ideas over time
  • Parent's act as role models because their values and beliefs serve to reinforce a healthy behavior
• Early Childhood (3-5 years old) - Initiative vs. Guilt


  Psychosocial stage
• EARLY CHILDHOOD

  • Uses symbols to represent something
  • Recalls past experiences, anticipates future events
  • Can classify objects, vague understanding of their relationships
  • Still egocentric
  • Thinking remain literal and concrete
• Precausal Thinking


  To describe the way in which preoperational children use their own existing ideas or views, to explain cause-and-effect relationships. People can make things happen but unaware of causation as a result of invisible physical and mechanical forces
• Animistic Thinking


  Tendency to endow inanimate objects with life and consciousness
• Artificialism


  Refers to the belief that environmental characteristics can be attributed to human actions or interventions
• Transductive Reasoning


  A child fails to understand the true relationships between cause and effect
• Early childhood

  • Very curious (focuses on whys? unconcerned with how?)
  • Fantasy and reality are not well differentiated
  • Limited sense of time but understands the timing of familiar events
  • Sexual identity
  • Fear of body mutilation and pain
  • Egocentric causation - belief that illness is caused by their own transgressions
  • Takes task for the sake of being involved and on the move
  • Excess of energy and the desire to dominate may lead to frustration
  • Interacts with playmates
  • Role play is typical of this stage
• Teaching strategies for early childhood


  • Allow to express their fears openly
  • Choose words carefully in describing a procedure
• FOR SHORT TERM LEARNING early childhood


  • Provide physical and visual stimuli
  • Teaching sessions no more than 15 minutes, schedule must be sequential at close intervals
  • Relate information needs to activities
  • Encourage to participate in selecting between a limited number of teaching-learning options
  • Arrange small group sessions
  • Give praise and approval
  • Give tangible rewards
  • Allow to manipulate equipment
  • Use story books to emphasize humanity of health care personnel
• FOR LONG TERM THINKING


  • Enlist a help of parents who can play a vital role in modeling a variety of healthy habits
  • Reinforce positive health behaviors and the acquisition of specific skills
• Middle to late childhood in concrete operations stage

  • Learning is approached with enthusiastic anticipation
  • Logical, rational, reason inductively and deductively
  • Can think more objectively, listen to others
  • Use questioning selectively
  • Understand cause and effect in a concrete way
  • Clings on to cherished beliefs
  • Can concentrate on extended periods, can tolerate delayed gratification
  • Understand time, oriented to past and present, have some grasp and interest in the future
• Syllogistic Reasoning


  Can consider 2 premises and draw a logical conclusion from them
• Causal Thinking


  Can incorporate the understanding of invisible physical and mechanical forces
• Tangible rewards


  • Allow to manipulate equipment
  • Use story books to emphasize humanity of health care personnel
• For long term thinking


  1. Enlist help of parents who can play a vital role in modeling a variety of healthy habits

  2. Reinforce positive health behaviors and the acquisition of specific skills
• Middle and late childhood


  Approximate age 6-11 years of age
• Cognitive stage


  Concrete operations
• Psychosocial stage

  Industry vs. Inferiority
• Learning in middle and late childhood


  • Approached with enthusiastic anticipation
  • Logical, rational, reason inductively and deductively
  • Can think more objectively, listen to others
  • Use questioning selectively
  • Syllogistic reasoning - can consider 2 premises and draw a logical conclusion from them
  • Understand cause and effect in a concrete way
  • Clings on to cherished beliefs
  • Can concentrate on extended periods, can tolerate delayed gratification
  • Understand time, oriented to past and present, have some grasp and interest in the future
  • Causal thinking - can incorporate the idea that illness is related to cause and effect
  • Gain awareness on their unique talents and special qualities
  • School environment facilitates their development of a sense of responsibility and reliability
• Fears in middle and late childhood


  • Failure of being left out of groups, illness and disability
• Adolescence

  12-19 years of age