DEVELOPMENTAL STAGE OF LEARNERS

Developmental Characteristics
■ What influences a person’s ability & readiness to learn?
1. Growth and development interact with experiential background
2. Physical & emotional health status
3. Personal motivation
4. Environmental factors
■ Major factors associated with learner readiness:
1. Physical
2. Cognitive
3. Psychosocial Development
■ 3 Phases of Learning:
1. Dependence
■ Characteristic of an infant, who are totally dependent with others for
direction, support, and nurturance from physical, emotional, and
intellectual standpoint.
2. Independence
■ Occurs when a child develops ability to physically, intellectually and
emotionally care for himself or herself and makes his or her own choices,
including taking responsibility for learning
3. 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 when an individual demonstrates a level of respects for others.
PEDAGOGY- it is the art and science of helping children to learn.

DEVELOPMENT STAGES OF CHILDHOOD:

a) INFANCY (Sensorimotor Stage or Practical Intelligence)
a. 0-1 year
b. First 12 months (Bastable)
c. Child first develops tuning sensory and motor capabilities such as sight and hearing.
d. This means that their thinking is limited to how the world responds to their physical
actions.
b) TODDLER (Preconceptual to Preoperational Stage)
a. 1-3 years
b. Toddlerhood (1-2years) (Bastable)
c. Characterized by perceptual dominance
i. A child can classify objects into toys and non-toys performs a mental
operation.
d. Refers to an incomplete stage of development

SEVEN CHARACTERISTICS OF TODDLERS AT THE PREOPERATIONAL STAGE:

a) EGOCENTRISM
a. The child is self-centered and very concerned with herself
b) Use symbols to represent objects
c) Draw conclusions from obvious facts they see
d) They are headstrong and negativistic, favorite word is “NO”
e) Active, mobile, and curious
f) Rigid, repetitive, ritualistic and stereotyped.
g) Has poor sense of time

c.) PRESCHOOLER (Perceptual Intuitive Thought)

 3-7 years
 Early Childhood (3-5years) (Bastable)
 The child learns to accommodate more information and change their ideas to fit reality
rather than reasons. Their thinking is influenced by:
a) Centration- focus on one perceptual aspect of an event to the exclusion of all other
aspects.
b) Non-transformation- the child unable to mentally record the process of change. The
child is only concerned with events at present.
c) Irreversibility- the child is unable to mentally trace a line of reasoning back to its
beginning.
d) Reasoning- children do not use inductive or deductive reasoning. Problem solving is
based on what they see and hear directly rather than what they recall about objects
and events.
 Precausal thinking allows children to understand that people can make things happen.
 Animistic thinking the tendency to endow inanimate objects with life and conscious.
 Egocentric causation children’s attribution of the cause of illness to their own
transgressions

d.) SCHOOLAGE (Concrete Operations Stage)

 7-11 years
 Middle and Late Childhood (6-11 years) (Bastable)
 Marks the advancement in the child’s ability to think about the world around him.
Characterize:
o Able to discover concrete solutions to everyday problems
o Starting to overcome preoperational deficiencies
o Reasoning tend to be inductive
o Ability to think logically about concrete objects, can perform conclusions based
on reasoning rather than perception
o Aware of past, present and future time
 During this time, logical, rational, thought processes and the ability to reason inductively
and deductively develop. At this stage they begin to use syllogistic reasoning.

e.) PUBESCENT OR ADULESCENT (Formal Operational Thought)

 12-18 years
 Adolescence (12-19 years) (Bastable)
 Generation Z
 Adolescent have logical thinking with ability to provide scientific reasoning
 They can solve hypothetical problems causality
 Have mature thought
ANDRAGOGY it is the art and science of teaching adult.
f.) YOUNG ADULTHOOD
 20-40 years
 Millenials
 Establish long term relationships
 Deciding on an occupation
 Can be stressful
g.) MIDDLE ADULTHOOD
 41-64 years
 Generation X
 Transition between young adult and older adulthood (⅕ population)
 Starting later and lasting longer
 Highly accomplished in careers, sense of who they are, grown children
h.) OLDER ADULTHOOD
 65 years- older
 Baby Boomers
 Decreased ability to think abstractly, process information
 Hearing loss, especially high pitch tones, visual changes
 Fatigue/decreased energy levels
 Selective learning
 AGEISM it is the prejudice against the older adult.
 GEROGOGY- teaching older adult
 Crystallized intelligence- is the intelligence absorb over a period of time.
Most common psychosocial tasks:

• Retirement
• Illness or death of a spouse,
relative or friend
• Moving away from loved ones
• Relocation to and unfamiliar
environment (extended care,
senior living)