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8 Cards in this Set
- Front
- Back
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Infancy-toddlerhood birth - 2yr Cognitive stage = sensorimotor Psychosocial stages= Trust vs. mistrust (b-12m) Autonomy vs. shame/doubt (1-2yr) |
Teaching Strategies
Orient teaching to caregiver use repetition, imitation of information Stimulate all senses Provide physical safety Emotional security allow play & manipulation of objects |
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Early Childhood 3-5yr Cognitive stage= preoperational Psychosocial stage= Initiative vs. guilt
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Teaching Strategies Use warm calm approach Build trust Use repetition of information allow manipulation of objects and equipment give care with explanation reassure not to blame self explain procedures simply and briefly provide safe, secure, environment use positive reinforcement use play therapy with dolls and puppets; stimulate sences: visual, auditory, tactile, motor
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Middle & Late childhood 6-11yr Cognitive stage= concrete operations Psychosocial stage = Industry vs. inferiority |
Teaching Strategies
Encourage independence and active participation be honest allay fears use logical explanation allow time to ask questions use drawings, models, dolls, painting, audio & video tapes |
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Adolescence 12-19yr Cognitive stage: formal operations Psychosocial stage: identity vs. role confusion |
Teaching Strategies Establish trust, authenticity Know their agenda address fears/concerns about outcomes of illness identify control focus, include in plan of care use peers for support and influence, ensure confidentiality and privacy use audiovisuals, role play, contracts, reading materials; provide for experimentation and flexibility |
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Young Adulthood 20-40yr Cognitive stage: formal operation Psychosocial stage: intimacy vs. isolation
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Teaching Strategies use problem-centered focus draw on meaningful experience focus on immediacy of application encourage active participation allow to set own pace, be self-directed organize material, recognize social role apply new knowledge through role playing and hands-on practice
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Middle Aged Adult 41-64yr Cognitive stage: formal operations Psychosocial stage: generativity vs. self-absorption & stagnation |
Teaching Strategies focus on maintaining independence and reestablishing normal life patterns assess positive and negative past experiences with learning assess potential sources of stress caused by middle crisis issues provide information to coincide with life concerns and problems
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Older Adulthood 65 and older Cognitive stage: formal operations Psychosocial stage: ego integrity vs. despair |
Teaching Strategies use concrete examples; build on past life experiences make information relevant and meaningful present one concept at a time allow time for processing response (slow pace); use repetition and reinforcement of information avoid written exams; use verbal exchange and coaching; encourage active involvement speak slowly, distinctly; use low pitched tones, avoid shouting, use visual aids to supplement verbal instruction, make learning positive; identify past positive experiences |
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Three determinants for learning ? |
Readiness Needs Learning Style
Determines readiness to learn |
