Developmental stages and learning

, Experiential learning
Objective No 1
 piagets stages of cognitive development and
learning
Erikson stages of development and learning
Learner Approximate General Teaching Nursing
age characteristics strategies interventions

Infancy- Birth to 2 years Dependent on Orient teaching Welcome

toddlerhood environment to care giver active
involvement

Cognitive stage Sensorimotor Need security provide Encourage

(Piaget stage ) (birth to 2 ) physical safety physical
closnes

Psychosocial Trust vs. Explore self provide Answer

stage mistrust and emotional questions and
(Erikson stage) environment security concern
Ask for
information
about child like
/dislike
Early 3 to 5 years Egocentric Use warm , Welcome
Childhood calm approach active
involvement

Cognitive stage Preoperational Thinking Build trust

(2 to 7 year ) concrete ,literal

Psychosocial Initative vs. Limited sense

stage Guilt ( 3 to 6 of time Give care with
year ) explanation
Animistic
thinking Explained
Focused in on procedure
one simply and
characteristic briefly
of object Provide safe
Separation secure
anxiety environment .
Middle and 6 to 11 years More realistic Encourage Welcome
late adulthood and objective independence active
and active involvement
participation
Cognitive Concrete Understands Use logical Encourager
stage ( 7 to 11 year ) cause and explanation physical
effect closeness

Psychosocial Industry vs. children answer

inferiority ( 6 master of Allow time to question and
to 12 year ) important ask question concern
social and Establish role ask for
academic skills models information on
Use play child strength
therapy
Adolescence Approximate Abstract and Establish trust Explore
age ( 12 to 19 hypothetical emotional and
years ) thinking financial
support
Cognitive Formal Reason by logic Authenticity Determine
stages operation ( 11 an goals and
to 15 years ) understanding expectations
assess stress
level

Psychosocial Identity vs. role Motivated by Use peer for Respect values
stage confusion ( 12 desire for social support and and norms
to 20 year ) acceptance influences Determine role
Peer group Focused on responsibilities
importance details and
Make relationship
information
meaningful to
life
Young 20 to 40 years Autonomous Use problem Explore
adulthood centered financial
focused ,emotional ,
physical
support system

Cognitive stage Formal Self directed Draw on Assess

operation meaningful motivational
experiences level for
involvement

Psychosocial Intimacy vs. Uses personal Encourage Identify the

stage isolation experience ``to active stressors
enhance or participation
interfere with Organize
learning material
Recognize
social role
Middle age Approximate age Sense of well Focused on Explore
adulthood ( 41 to 64 years ) developed maintaining emotional ,
independence financial ,
physical support
system

Cognitive stage Formal operation Concerned with reestablishing Assess

physical changes normal life motivational
patterns level for
involvement

Psychosocial Generatively vs. At peek in career Assess positive Identify potential

stage stagnation ( 40 and negitive past stresses
to 65 ) life experience
Older Approximate Cognitive Use concrete Involve
Adulthood age ( 65 years changes examples principle care
or over ) giver
Cognitive stage Formal Decreased Build on past Encourage
operation ability to think life experience participation
Decreased Make Provide
short- term information resources for
memory relevant support
Psychosocial Ego integrity Abstractly Make Assess coping
stage vs. despair process in information mechanisms
formation relevant and provide
Focused on meaningful anticipatory
past life \present one problem
experience concept at a solving
time
Sensory / motor deficits

Hearing loss Use low pitch tone

Minimize distraction
visual changes Avoid shouting
Lenses become Avoid glares , use soft white late
use white background and black print
opaque
Smaller pupil size
Older adult hood Yellowing of lenses Ensure accessibility
Fatigue decrease energy level Fit of prostheses ( glasses ,
Pathophysiology hearing aids )
Provide for frequent rest

Psychosocial changes Use informal teaching session

Decrease risk taking Make learning positive
Selective learning Assess resources

Nurse as educator :
Writer
Susan B.Bastable
 Experential learning

learning is the process

of learning through experience, and is more
specifically defined as "learning through
reflection on doing".
 Cont..
Experiential learning focuses on the learning
process for the individual. One example of
experiential learning is going to the zoo and
learning through observation and interaction
with the zoo environment, as opposed to
reading about animals from a book.
 . Thus, one makes discoveries and
experiments with knowledge firsthand,
instead of hearing or reading about others'
experiences. Likewise, in business
school, internship, and job-shadowing,
opportunities in a students field of interest
can provide valuable experiential learning
which contributes significantly to the
students overall understanding of the real-
time environment.