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Low Resolution © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION© Jones & Bartlett Learning LLC, an Ascend LearningNOT Company. FOR SALENOT FOR SALEOR ORDISTRIBUTION DISTRIBUTION. CHAPTER © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC DevelopmentalNOT FOR SALE OR DISTRIBUTION Stages NOT FOR SALE OR DISTRIBUTION of the Learner 5 © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION Susan B. Bastable | Gina M. Myers © Jones & Bartlett ChapterLearning, Highlights LLC © Jones & Bartlett Learning, Key Terms LLC NOT FOR SALE OR DevelopmentalDISTRIBUTION Characteristics NOT FOR SALE OR ageism DISTRIBUTION The Developmental Stages of Childhood andragogy Infancy (First 12 Months of Life) and Toddlerhood causality (1–2 Years of Age) causal thinking Early Childhood© Jones (3–5 Years & ofBartlett Age) Learning, LLC conservation© Jones & Bartlett Learning, LLC Middle NOTand Late ChildhoodFOR SALE (6–11 Years OR of Age) DISTRIBUTION crystallizedNOT intelligence FOR SALE OR DISTRIBUTION Adolescence (12–19 Years of Age) fluid intelligence The Developmental Stages of Adulthood gerogogy Young Adulthood (20–40 Years of Age) imaginary audience © Jones & Middle-Aged Bartlett Adulthood Learning, (41–64 Years LLCof Age) © Jones pedagogy & Bartlett Learning, LLC NOT FOR Older SALE Adulthood OR (65 YearsDISTRIBUTION of Age and Older) NOT FOR personal SALE fable OR DISTRIBUTION The Role of the Family in Patient Education precausal thinking syllogistic reasoning Objectives © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR After DISTRIBUTION completing this chapter, the reader will be able to NOT FOR SALE OR DISTRIBUTION 1. Identify the physical, cognitive, and psychosocial characteristics of learners that influence learning at various stages of growth and development. 2. Recognize the role of the nurse as teacher in assessing stage-specific learner needs according© Jones to maturational & Bartlett levels. Learning, LLC © Jones & Bartlett Learning, LLC 3. DetermineNOT the role FOR of the familySALE in patient OR education. DISTRIBUTION NOT FOR SALE OR DISTRIBUTION 4. Discuss appropriate teaching strategies effective for learners at different developmental stages. © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION © wanchai/Shutterstock 117 © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION 9781284131215_CH05_Pass03.indd 117 20/01/16 3:17 PM Low Resolution © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION© Jones & Bartlett Learning LLC, an Ascend LearningNOT Company. FOR SALENOT FOR SALEOR ORDISTRIBUTION DISTRIBUTION. 118 Chapter 5 Developmental Stages of the Learner When planning, designing, implementing, and evaluating patient education, the nurse must© Jones carefully & consider Bartlett the characteristicsLearning, LLC of learners with respect to their© Jonesdevelopmen & Bartlett- Learning, LLC talNOT stage FORin life. SALEThe more OR diverse DISTRIBUTION the audience, the more complex teachingNOT FORwill be SALE to OR DISTRIBUTION meet the needs of patients and their family members. Conversely, teaching a group of learners with the same characteristics will be more straightforward. An individual’s developmental stage significantly influences his or her ability to learn. To meet the health-related educational needs of learners, a developmental ap- © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC proach must be used. Three major factors associated with learner readiness—physical, NOT FOR SALEcognitive, OR and DISTRIBUTION psychosocial maturation—must be takenNOT into FOR account SALE at each OR develop DISTRIBUTION- mental period throughout the life cycle. A deliberate attempt has been made to minimize reference to age as a criterion for learning. Research on life-span development shows that chronological age per se © Jones & Bartlett Learning,is not theLLC only predictor of learning© abilityJones (Crandell, & Bartlett Crandell, Learning, & Vander LLC Zanden, NOT FOR SALE OR DISTRIBUTION2012; Santrock, 2013). At any given age,NOT there FOR can beSALE a wide OR variation DISTRIBUTION in abilities related to physical, cognitive, and psychosocial maturation. Age ranges, included after each developmental stage heading in this chapter, are intended to be used only as general guidelines; they do not imply that chronological age corresponds perfectly to develop- mental stage. ©This Jones chapter & Bartlett has specific Learning, implications LLC for staff nurses because of ©the Jones recent man & Bartlett- Learning, LLC datesNOT by TheFOR Joint SALE Commission. OR DISTRIBUTION For healthcare agencies to meet Joint NOTCommission FOR acSALE- OR DISTRIBUTION creditation requirements, teaching plans must address stage-specific competencies of the learner. In this chapter, therefore, the distinct life stages of learners are examined from the perspective of physical, cognitive, and psychosocial development. Also, this chapter emphasizes the role of the nurse in assessment of stage-specific learner needs, © Jones & Bartlettthe role of Learning,the family in LLCthe teaching–learning process,© andJones the teaching & Bartlett strategies Learning, spe- LLC NOT FOR SALEcific to ORmeeting DISTRIBUTION the needs of learners at various developmentalNOT FOR stages SALE of life. OR DISTRIBUTION Developmental Characteristics As noted earlier, actual chronological age is only a relative indicator of someone’s physi- © Jones & Bartlett Learning,cal, cognitive, LLC and psychosocial stage ©of development.Jones & Bartlett Unique asLearning, each individual LLC is, how- NOT FOR SALE OR DISTRIBUTIONever, some typical developmental trendsNOT have FOR been SALE identified OR asDISTRIBUTION milestones of normal progression through the life cycle. When dealing with the teaching–learning process, it is imperative to determine the developmental stage of each learner so as to understand the cognitive, affective, and psychomotor behavioral changes that are occurring. How- ever,© Jonesother important & Bartlett factors, Learning, such as past LLC experiences, physical and emotional© Jones health & Bartlett Learning, LLC status, and personal motivation, as well as stress, environmental conditions, and avail- ableNOT support FOR systems, SALE affect OR a DISTRIBUTIONperson’s ability and readiness to learn. NOT FOR SALE OR DISTRIBUTION The major question underlying the planning for educational experiences is: When is the most appropriate or best time to teach the learner? The answer is when the learner is ready. The teachable moment, as defined by Havighurst (1976), is that point in time © Jones & Bartlettwhen the learnerLearning, is most LLC receptive to learning. Nevertheless,© Jones nurses & Bartlettdo not always Learning, have LLC NOT FOR SALEto wait OR for teachableDISTRIBUTION moments to occur. They can activelyNOT create FOR opportunities SALE OR byDISTRIBUTION tak- ing an interest and paying attention to the needs of the learner and use their current © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION 9781284131215_CH05_Pass03.indd 118 20/01/16 3:17 PM Low Resolution © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION© Jones & Bartlett Learning LLC, an Ascend LearningNOT Company. FOR SALENOT FOR SALEOR ORDISTRIBUTION DISTRIBUTION. The Developmental Stages of Childhood 119 situation to increase awareness of the learner’s need to change health behaviors (Hinkle, 2014; Lawson© Jones & Flocke, & Bartlett2009). Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION The Developmental Stages of Childhood Pedagogy is the art and science of helping children to learn (Knowles, 1990; Knowles, © JonesHolton, & Bartlett & Swanson, Learning, 2015). The LLC different stages of childhood© are Jones divided & according Bartlett to Learning, LLC NOT FORwhat developmentalSALE OR DISTRIBUTION theorists and educational psychologists NOTdefine FORas specific SALE patterns OR DISTRIBUTION of behavior seen in particular phases of growth and development. This section reviews the teaching strategies to be used in the four stages of childhood in relation to the physi- cal, cognitive, and psychosocial maturational levels of learners (Table 5–1). © Jones & Bartlett InfancyLearning, (First LLC 12 Months of Life) and© ToddlerhoodJones & Bartlett Learning, LLC NOT FOR SALE OR(1–2 DISTRIBUTION Years of Age) NOT FOR SALE OR DISTRIBUTION The field of growth and development is highly complex, and at no other time is physi- cal, 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© Jones for health & Bartlett maintenance Learning, of children LLC is geared toward the parents,© Jones who & Bartlett Learning, LLC are consideredNOT toFOR be the SALE primary OR learners DISTRIBUTION rather than the very young child (CrandellNOT FOR SALE OR DISTRIBUTION et al., 2012; Palfrey et al., 2005; Santrock, 2013). However, the older toddler should not be excluded from healthcare teaching and can participate to some extent in the education process. © JonesPHYSICAL,
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