{"id":30,"date":"2018-07-25T19:21:34","date_gmt":"2018-07-25T19:21:34","guid":{"rendered":"https:\/\/pressbooks.usnh.edu\/teachingandlearninginadulthood\/chapter\/adult-development-learning\/"},"modified":"2023-05-05T18:44:00","modified_gmt":"2023-05-05T18:44:00","slug":"adult-development-learning","status":"publish","type":"chapter","link":"https:\/\/pressbooks.usnh.edu\/teachingandlearninginadulthood\/chapter\/adult-development-learning\/","title":{"raw":"Adult Development &amp; Learning","rendered":"Adult Development &amp; Learning"},"content":{"raw":"<div class=\"textbox textbox--learning-objectives\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Learning Objectives<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n<ul>\r\n \t<li>[1]Compare and contrast the principles of major theories of learning and cognition and how they relate to adult learners.<\/li>\r\n \t<li>[2]Explain the development of cognitive processes throughout adulthood.<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n<div class=\"textbox textbox--key-takeaways\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Key Takeaways<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n<ul>\r\n \t<li>Students will gain a general understanding of the various developmental theories<\/li>\r\n \t<li>Students will use this understanding to define their own thoughts on development<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n<h3>The 4 Adult Development Theories<\/h3>\r\n<ul>\r\n \t<li>The Behavioral \/ Mechanistic Approach\r\n<ul>\r\n \t<li>Instruction created to prompt a certain behavior<\/li>\r\n \t<li>Behavior in response to stimuli (positive reinforcement)<\/li>\r\n \t<li>Teachers provide opportunity for practice and give grades, prizes, or praise for reinforcement<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n\r\n<hr \/>\r\n\r\n<ul>\r\n \t<li>The Psychological \/ Cognitive Approach\r\n<ul>\r\n \t<li>Focuses on an individual's \"internal developmental processes\" [footnote]Baumgartner, Lisa M. (2007). Four Adult Development Theories and Their Implications for Practice[\/footnote]<\/li>\r\n \t<li>Learning is based on life experiences, so development is different for each individual<\/li>\r\n \t<li>Gould's Stage\/Phase model - Gould identifies four false assumptions that must be overcome in order to move through life:\r\n<ul>\r\n \t<li>Age 16 - 22:\u00a0 \u00a0\"I will always live and believe in my parents world\"<\/li>\r\n \t<li>Age 22 - 28:\u00a0 \"Doing things my parents' way will bring results and if it becomes to difficult my parents will step in and show me the way\"<\/li>\r\n \t<li>Age 28 - 34:\u00a0 \"Life is simple and controllable\"<\/li>\r\n \t<li>Age 34 - 45:\u00a0 \"There is no evil or death in the world. The sinister has been destroyed\" [footnote]Baumgartner, Lisa M. (2007). Four Adult Development Theories and Their Implications for Practice[\/footnote]<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>Instruction should encourage thoughtful reflection &amp; discussion, and students should be receptive to new ideas and be open to learning through others' perspectives<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n<a href=\"https:\/\/www.slideshare.net\/TracySmith231\/clipboards\/my-clips\">Click here to review Perry's Developmental Scheme\u00a0 <\/a>\r\n\r\n[h5p id=\"16\"]\r\n\r\nErikson's Psycho-Social Development model\r\n<div class=\"textbox shaded\">For more information on Erikson's theory read chapter 8 in Educational Learning Theories<\/div>\r\n[h5p id=\"6\"] [h5p id=\"7\"]\r\n\r\nLevinson's Age-Graded Model\r\n<div class=\"textbox shaded\">For more information on Levinson's model click <a href=\"https:\/\/en.wikipedia.org\/wiki\/Stage-crisis_view\">here<\/a>.<\/div>\r\n[h5p id=\"18\"] [h5p id=\"19\"]\r\n\r\n<code><\/code>Piaget's Stages of Development Model <code><\/code>\r\n<div class=\"textbox shaded\">For more information on Piaget's model read chapter 2 in Educational Learning Theories<\/div>\r\n[h5p id=\"15\"]\r\n\r\n<hr \/>\r\n\r\n<ul>\r\n \t<li>The Contextual \/ Sociocultural Approach\r\n<ul>\r\n \t<li>Learning is influenced by society and culture<\/li>\r\n \t<li>Sociocultural development can be affected by race, gender, ethnicity, age, sexual orientation, and norms within society<\/li>\r\n \t<li>Educators need to encourage cultural awareness and respect in the classroom<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\nVygotsky's Social Cultural Learning\r\n<div class=\"textbox shaded\">For more information on Vygotsky's theory read chapter 4 in Educational Learning Theories<\/div>\r\n[h5p id=\"10\"]\r\n\r\n<hr \/>\r\n\r\n<ul>\r\n \t<li>Integrated Approach\r\n<ul>\r\n \t<li>Holistic approach to teaching and learning<\/li>\r\n \t<li>Encompasses social, cultural, life experience<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>","rendered":"<div class=\"textbox textbox--learning-objectives\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Learning Objectives<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<ul>\n<li>[1]Compare and contrast the principles of major theories of learning and cognition and how they relate to adult learners.<\/li>\n<li>[2]Explain the development of cognitive processes throughout adulthood.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<div class=\"textbox textbox--key-takeaways\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Key Takeaways<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<ul>\n<li>Students will gain a general understanding of the various developmental theories<\/li>\n<li>Students will use this understanding to define their own thoughts on development<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<h3>The 4 Adult Development Theories<\/h3>\n<ul>\n<li>The Behavioral \/ Mechanistic Approach\n<ul>\n<li>Instruction created to prompt a certain behavior<\/li>\n<li>Behavior in response to stimuli (positive reinforcement)<\/li>\n<li>Teachers provide opportunity for practice and give grades, prizes, or praise for reinforcement<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<hr \/>\n<ul>\n<li>The Psychological \/ Cognitive Approach\n<ul>\n<li>Focuses on an individual&#8217;s &#8220;internal developmental processes&#8221; <a class=\"footnote\" title=\"Baumgartner, Lisa M. (2007). Four Adult Development Theories and Their Implications for Practice\" id=\"return-footnote-30-1\" href=\"#footnote-30-1\" aria-label=\"Footnote 1\"><sup class=\"footnote\">[1]<\/sup><\/a><\/li>\n<li>Learning is based on life experiences, so development is different for each individual<\/li>\n<li>Gould&#8217;s Stage\/Phase model &#8211; Gould identifies four false assumptions that must be overcome in order to move through life:\n<ul>\n<li>Age 16 &#8211; 22:\u00a0 \u00a0&#8220;I will always live and believe in my parents world&#8221;<\/li>\n<li>Age 22 &#8211; 28:\u00a0 &#8220;Doing things my parents&#8217; way will bring results and if it becomes to difficult my parents will step in and show me the way&#8221;<\/li>\n<li>Age 28 &#8211; 34:\u00a0 &#8220;Life is simple and controllable&#8221;<\/li>\n<li>Age 34 &#8211; 45:\u00a0 &#8220;There is no evil or death in the world. The sinister has been destroyed&#8221; <a class=\"footnote\" title=\"Baumgartner, Lisa M. (2007). Four Adult Development Theories and Their Implications for Practice\" id=\"return-footnote-30-2\" href=\"#footnote-30-2\" aria-label=\"Footnote 2\"><sup class=\"footnote\">[2]<\/sup><\/a><\/li>\n<\/ul>\n<\/li>\n<li>Instruction should encourage thoughtful reflection &amp; discussion, and students should be receptive to new ideas and be open to learning through others&#8217; perspectives<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><a href=\"https:\/\/www.slideshare.net\/TracySmith231\/clipboards\/my-clips\">Click here to review Perry&#8217;s Developmental Scheme\u00a0 <\/a><\/p>\n<p>Erikson&#8217;s Psycho-Social Development model<\/p>\n<div class=\"textbox shaded\">For more information on Erikson&#8217;s theory read chapter 8 in Educational Learning Theories<\/div>\n<p>Levinson&#8217;s Age-Graded Model<\/p>\n<div class=\"textbox shaded\">For more information on Levinson&#8217;s model click <a href=\"https:\/\/en.wikipedia.org\/wiki\/Stage-crisis_view\">here<\/a>.<\/div>\n<p><code><\/code>Piaget&#8217;s Stages of Development Model <code><\/code><\/p>\n<div class=\"textbox shaded\">For more information on Piaget&#8217;s model read chapter 2 in Educational Learning Theories<\/div>\n<hr \/>\n<ul>\n<li>The Contextual \/ Sociocultural Approach\n<ul>\n<li>Learning is influenced by society and culture<\/li>\n<li>Sociocultural development can be affected by race, gender, ethnicity, age, sexual orientation, and norms within society<\/li>\n<li>Educators need to encourage cultural awareness and respect in the classroom<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>Vygotsky&#8217;s Social Cultural Learning<\/p>\n<div class=\"textbox shaded\">For more information on Vygotsky&#8217;s theory read chapter 4 in Educational Learning Theories<\/div>\n<hr \/>\n<ul>\n<li>Integrated Approach\n<ul>\n<li>Holistic approach to teaching and learning<\/li>\n<li>Encompasses social, cultural, life experience<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<hr class=\"before-footnotes clear\" \/><div class=\"footnotes\"><ol><li id=\"footnote-30-1\">Baumgartner, Lisa M. (2007). Four Adult Development Theories and Their Implications for Practice <a href=\"#return-footnote-30-1\" class=\"return-footnote\" aria-label=\"Return to footnote 1\">&crarr;<\/a><\/li><li id=\"footnote-30-2\">Baumgartner, Lisa M. (2007). Four Adult Development Theories and Their Implications for Practice <a href=\"#return-footnote-30-2\" class=\"return-footnote\" aria-label=\"Return to footnote 2\">&crarr;<\/a><\/li><\/ol><\/div>","protected":false},"author":11,"menu_order":4,"template":"","meta":{"pb_show_title":"","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[49],"contributor":[],"license":[],"class_list":["post-30","chapter","type-chapter","status-publish","hentry","chapter-type-numberless"],"part":20,"_links":{"self":[{"href":"https:\/\/pressbooks.usnh.edu\/teachingandlearninginadulthood\/wp-json\/pressbooks\/v2\/chapters\/30","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.usnh.edu\/teachingandlearninginadulthood\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.usnh.edu\/teachingandlearninginadulthood\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.usnh.edu\/teachingandlearninginadulthood\/wp-json\/wp\/v2\/users\/11"}],"version-history":[{"count":2,"href":"https:\/\/pressbooks.usnh.edu\/teachingandlearninginadulthood\/wp-json\/pressbooks\/v2\/chapters\/30\/revisions"}],"predecessor-version":[{"id":72,"href":"https:\/\/pressbooks.usnh.edu\/teachingandlearninginadulthood\/wp-json\/pressbooks\/v2\/chapters\/30\/revisions\/72"}],"part":[{"href":"https:\/\/pressbooks.usnh.edu\/teachingandlearninginadulthood\/wp-json\/pressbooks\/v2\/parts\/20"}],"metadata":[{"href":"https:\/\/pressbooks.usnh.edu\/teachingandlearninginadulthood\/wp-json\/pressbooks\/v2\/chapters\/30\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.usnh.edu\/teachingandlearninginadulthood\/wp-json\/wp\/v2\/media?parent=30"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.usnh.edu\/teachingandlearninginadulthood\/wp-json\/pressbooks\/v2\/chapter-type?post=30"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.usnh.edu\/teachingandlearninginadulthood\/wp-json\/wp\/v2\/contributor?post=30"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.usnh.edu\/teachingandlearninginadulthood\/wp-json\/wp\/v2\/license?post=30"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}