COGNITIVE LEARNING

• Involves the change in the individual’s

understanding of knowledge.
• Requires adequate development, intelligence
and attention span.
• Can be gained through lecture, reading and
audiovisual aids.
AFFECTIVE LEARNING

•Involves a change in a person’s attitude and

is the most difficult area in which to bring
about change.
•Gained best through role modelling, role
playing or shared-experience discussion.
INFLUENCE OF AGE AND
STAGE ON ABILITY TO LEARN
THE INFANT: Infants learn by
exploring the environment with
their senses. They learn best from a
primary caregiver whom they most
want to please.
EXAMPLE: Teach the infant to
exercise a leg by hanging a ball next
to his foot and encouraging the
infant to kick it.
THE TODDLER: Develops a sense of autonomy of
learning to be independent. (Erikson, 1993)
• Teaching toddlers with new activity or new food
to eat and brushing teeth, may be met with a
sharp “No!”
• The child is aware that he does not have to do
everything he is told to do.
• Parents can be instrumental in maintaining a
new skill child has to learn by incorporating it
into a daily routine or ritual.
• THE PRESCHOOLER: They are interested in
learning because developing a sense of initiative
is the main development task of the period.
• Can “soak up” new methods of doing things with
instructions provided.
• Watch demonstrations and re-demonstrate it.
• Ask many questions
• Can only notice one characteristic of an object.
• THE SCHOOL-AGE CHILD: Enjoy short projects
that offer an immediate reward.
• They learn best if a procedure is broken down
into different stages and presented as separate
short steps.
• “staying power” is notoriously short; however,
the ability to continue to perform at the level
taught tends to decrease sharply if learning is
not reinforced.
• Interested only in doing things their friends are
doing.
• THE ADOLESCENT: Struggling for identity, like to learn
things separately from their parents.
• Can be responsible for their own self-care
• Understand how new action they have been taught
will directly benefit them.
• Present-oriented
• Can think abstractly and can create hypotheses (“what
if questions”) and think through what will be the
consequences of an action