STAGE- APPROPRIATE TEACHING STRATEGIES

LEARNER GENERAL CHARACTERISTICS TEACHING STRATEGIES NURSING INTERVENTIONS

INFANCY-TODDLERHOOD
Approximate Age: Birth-2 years old Dependent on the Orient teaching to caregiver Welcome active involvement
Cognitive Stage: Sensorimotor environment Use repetition and limitation of Forge alliances
Psychosocial Stage: Trust vs Mistrust Needs security information Encourage physical closeness
(Birth-12 months) Explores self and Stimulate all senses Provide detailed information
Autonomy vs Shame environment Provide physical safety and Answer questions and concerns
and Doubt (1-2 years Natural curiosity emotional security Ask for information on child’s
old) Allow play and manipulation of strengths/ limitations and
objects likes/dislikes
EARLY CHILDHOOD
Approximate Age: 3-5 years old Egocentric Use warm, calm approach Welcome active involvement
Cognitive Stage: Preoperational Thinking precausal, Build trust Forge alliances
Psychosocial Stage: Initiative vs Guilt concrete, literal Use repetition of information Encourage physical closeness
Believes illness self-caused Allow manipulation of objects Provide detailed information
and punitive and equipment Answer questions and concerns
Limited sense of time Give care with explanation Ask for information on child’s
Fears bodily injury Reassure not to blame self strengths/ limitations and
Cannot generalize Explain procedures simply and likes/dislikes
Animistic thinking (objects briefly
possess life or human Provide safe, secure
characteristics environment
Centration (focus is on one Use positive reinforcement
characteristics of the Encourage questions to reveal
object) perceptions/
Separation anxiety feelings
Motivated by curiosity Use simple drawings and stories
Active imagination, prone Use play therapy with dolls and
to fears puppets
Play is his/her work Stimulate senses: Visual
auditory, tactile, motor
MIDDLE AND LATE CHILDHOOD
Approximate Age: 6-11 years old More realistic and objective Encourage independence and Welcome active involvement
Cognitive Stage: Concrete Operations Understands cause and effect active participation Forge alliances
Psychosocial Stage: Industry vs inferiority Deductive/ inductive Be honest, allay fears Encourage physical closeness
reasoning Use logical explanation Provide detailed information
Wants concrete information Allow time to ask questions Answer questions and concerns
Able to compare objects and Use analogies to make invisible Ask for information on child’s
events processes real strengths/ limitations and
Variable rates of physical Establish role models likes/dislikes
growth Relate care to other children’s
Reasons syllogistically experiences; compare
Understands seriousness procedures
and consequences of actions Use subject-centered focus
 Subject-centered focus
immediate orientation
ADOLESCENCE
Approximate Age: 12-19 years old Abstract, hypothetical
Cognitive Stage: Formal Operations thinking
Psychosocial Stage: Identity vs Role Can build on past learning
Confusion Reasons by logic and
understands scientific
principles
Future orientation
Motivated by desire for
social acceptance
Peer group important
Intense personal
preoccupation, appearance
extremely important
(imaginary audience)
Feels invulnerable,
invincible/ immune to
natural laws (personal
fable))
YOUNG ADULTHOOD
Approximate Age: 20-40 years old Autonomous
Cognitive Stage: Formal Operations Self-directed
Psychosocial Stage: Intimacy vs isolation Uses personal experiences
to enhance or interfere with
learning
Intrinsic motivation
Able to analyze critically
Makes decisions about
personal, occupational and
social roles
Competency-based learner
Use play therapy
Provide group activities
Use diagrams, models, pictures,
digital media, printed, materials
and computer, tablet or
smartphone applications as
adjuncts to various teaching
methods
Establish trust, authenticity Explore emotional and financial
Know their agenda support
Address fears/concerns about Determine goals and expectations
outcomes of illness Assess stress levels
Identify control focus Respect values and norms
Include in plan of care Determine role responsibilities
Use peers for support and and relationship
influence Engage in 1:1 teaching without
Negotiate changes parents present, but with
Focus on details adolescent’s permission inform
Make information meaningful to family of content covered
life
Ensure confidentiality and
privacy
Arrange peer group sessions in
person or virtually (e.g., blogs,
social networking, podcast,
online videos)
Use audiovisuals, role play,
contracts, reading materials
Provide for experimentation and
flexibility
Use problem-centered focus Explore emotional, financial,
Draw on meaningful and physical support system
experiences Assess motivational level for
Focus on immediacy of involvement
application Identify potential obstacles and
Encourage active participation stressors
Allow to set own pace, be self-
directed
Organize material
Recognize social role
Apply new knowledge through
role playing and hands-on
practice
 MIDDLE-AGED ADULTHOOD
Approximate Age: 41-64 years old Sense of self well developed
Cognitive Stage: Formal Operations Concerned with physical
Psychosocial Stage: Generativity vs self- changes
absorption and At peak in career
stagnation Explores alternative
lifestyles
Reflects on contributions to
family and society
Reexamines goals and values
Questions achievements and
successes
Has confidence in abilities
Desires to modify
unsatisfactory aspects of life
OLDER ADULTHOOD
Approximate Age: 65 years old COGNITIVE CHANGES
Cognitive Stage: Formal Operations Decreased ability to think
Psychosocial Stage: Ego integrity vs despair abstractly, process
information
Decreased short-term
memory
Increased reaction time
Increased test anxiety
Stimulus persistence (after
image)
Focuses on past life
experiences
SENSORY/MOTOR DEFICITS
Auditory changes
Hearing loss, especially high- Avoid shouting
pitched tones, consonants (S, Use visual aids to supplement
Z, T, F and G), and rapid
speech
Visual changes
Farsighted (needs glasses to
read)
Lenses become opaque
(glare problem)
Focus on maintaining Explore emotional, financial and
independence and physical support system
reestablishing normal life Assess motivational level for
patterns involvement
Assess positive and negative Identify potential obstacles and
past experiences with learning stressors
Assess potential sources of
stress caused by midlife crisis
issues
Provide information to coincide
with life concerns and problems
Use concrete examples Involve principal caregivers
Build on past life experiences Encourage participation
Make information relevant and Provide resources for support
meaningful (respite care)
Present one concept at a time Assess coping mechanisms
Allow time for processing/ Provide written instructions for
response (slow pace) reinforcement
Use repetition and Provide anticipatory problem
reinforcement of information solving (what happens if)
Avoid written exams
Use verbal exchange and
coaching
Establish retrieval plan (use one
or several cues)
Encourage active involvement
Keep explanations brief
Use analogies to illustrate
abstract information
Speak slowly, distinctly
Use low-pitched tones
verbal instructions
Avoid glares, use soft white light
Provide sufficient light
Use white backgrounds and
black print
Use large letters and well-
spaced print
 Smaller pupil size
(decreased visual adaptation
to darkness)
Decreased peripheral
perception
Yellowing lenses (distorts
low tone colors: blue, green,
violet)
Distorted depth perception
Fatigue/ decreased energy
levels
Pathophysiology (chronic
illness)
PSYCHOSOCIAL CHANGES
Decreased risk taking
Selective learning
Intimidated by formal
learning
Avoid color coding with pastel
blues, greens, purples and
yellows
Increase safety
precautions/provide safe
environment
Ensure accessibility and fit of
prostheses (i.e., glasses, hearing
aid)
Keep sessions short
Provide for frequent rest
periods
Allow for extra time to perform
Establish realistic short-term
goals
Give time to reminisce
Identify and present pertinent
material
Use informal teaching sessions
Demonstrate relevance of
information to daily life
Assess resources
Make learning positive
Identify past positive
experiences
Integrate new behaviors with
formerly established ones