Está en la página 1de 7

APPLYING THEORIES OF LEARNING TO HEALTH CARE PRACTICE To understand the nature of the learner, one needs to know some

basic principles involved in the development and maturation of the individual. Human development is the dynamic process of change that occurs in the physical, psychological, social, spiritual, and emotional constitution and make-up of an individual which starts from the time of conception to death ( from womb to tomb ). It is the scientific study of the changes that occur in people as they age or grow old in years. These changes may entail: 1. Growth which is quantitative involving increase in the size of the parts of the body, and Development which is qualitative involving gradual changes in character.

2.

As the person grows and develops two ( 2 ) major processes take place. These are learning and maturation. 1. Learning - It is a relatively permanent change in behavior as a result of experience which is primarily determined or influenced by the environment where determined or influenced by the environment where the person is situated. It is a complex process which involves changes in mental processing, development of emotional functioning and social transactional skills which develop and evolve from birth to death. 2. Maturation - Includes bodily changes which are primarily a result of heredity or the traits that a person inherits from his parents which are genetically determined. Programmed inherited biological patterns are reflected in maturation. PERIODS OF LIFESPAN DEVELOPMENT 1. Prenatal Development Prenatal development includes the time from conception to birth, from a single cell to an organism complete with brain and behavioral capabilities produced in 9 months (270- 280 days or 40 weeks). Heredity is the sum total of characteristics which are biologically transmitted thru parents to offspring. These characteristics are determined by the genes which are made up of DNA which determine hereditary characteristics. They are found in the chromosomes.

2. Infancy Infancy extends from birth up to 18 or 24 months. It is characterized by: Time of extreme dependence on adults

Babyhood The beginning of many psychological activities like language, symbolic thought, sensor motor coordination and social learning

Sensorimotor development head turns to direction of touch, lifts chin and head, holds head erect, reaches for objects, sits with support, stands with help, crawls, walks with support. 3. Early Childhood Early childhood begins from the end of infancy to about 5-6 yrs old which is sometimes called pre-school years. First grade marks end of early childhood. Children become more self-sufficient and care for themselves. They develop school readiness skills like identifying letters and following instructions. They also spend many hours in play with peers. How the childs pre-school experiences affects his growth and development: If his/her physiological and psychological needs are met, he develops a healthy and pleasant personality; He/she learns to communicate and develop understanding of himself and his environment; and The quality of the interaction between the child and parents affects the childs own attitude.

4. Middle and Late Childhood School-age is the period from 6 to 11 years. This period is called elementary school year where: The fundamental skills of reading, writing and arithmetic are mastered; and When the child is formally exposed to the world and its culture, he/she becomes more achievement centered with increased self-control.

5. Adolescence Adolescence marks the transition from childhood to early adulthood; approximately from 10-12 years and ending at 18-22 years old; pubertal growth spurt marked by rapid gains in height and weight, and changes in body contour. Puberty is marked by the development of sexual characteristics (breast enlargement, development of pubic and facial hair, deepening of the voice ), production of sex hormones and physical capability of reproduction, onset of

menarche or menstruation. DEVELOPMENT TASKS OF ADOLESCENTS: Developing independence in preparation for adulthood Establishing a sense of identity

PHYSICAL ASPECT OF DEVELOPMENT: Spends more time with the physical looks and improving appearance

The role of significant others like parents and teachers can help a lot to cushion the impact of the teenagers growing-up pains. 6. Early Adulthood Early adulthood begins in late teens or early twenties through the thirties. It is a period of: Establishing personal and economic independence, Career development, Selecting a mate, Intimate relationships, and Starting a family.

7. Middle Adulthood Middle adulthood begins from 35-45 years old up to 65 years old. It is characterized by: Menopause for women Climacteric or andropause for men Time of expanding personal and social involvement and responsibility; of assisting next generation in becoming competent

8. Late Adulthood Late adulthood, or senescence, begins from 65 to80 years of age and lasting until death. Time of adjustment to decreasing strength and health Life review Retirement Adjustment to new social roles Affiliations with members of ones age group

FOUR THEORIES OF HUMAN DEVELOPMENT

I. Theory of Psychosexual Development Sigmund Freud, the father of modern Psychology, believed that human beings pass through a series of stages that are dominated by the development of sensitivity in a particular erogenous zone or pleasure- giving area in the body. Furthermore, the person must be able to resolve the conflicts that each stage poses before he can move on to the next higher stage. Failure to resolve the conflict results to frustration and the individual may become so addicted to the pleasure of a given stage that he develops fixation and fails to move on to the next higher stage of development. II. Eriksons Psychosocial Stages of Development Each stage has a unique developmental task or dilemma that must be resolve the individual is presented with a crisis he must resolve. Crisis - a turning point, crucial period of increased vulnerability and heightened potential. The individual develops a healthy personality by mastering lifes outer and inner dangers. Epigenetic principle - personality continues to develop throughout the entire life span. Each part of the personality has a particular time in the life span when it must develop, if it is going to develop at all. 8 Major Stages of Social-Emotional Development: 1. Infant: Trust vs. Mistrust (birth to 1 year) - Needs of infant must be met by caretakers who are responsive and sensitive infants should be cuddled and fondled. a. Resolution: results to development of trust, sense of the world as a safe and dependable place. b. Non-resolution: development of mistrust and fear of the future and a suspicious mind. 2. Toddler: Autonomy vs. Shame and Doubt (2-3 years old). As child begins to crawl, walk, and explores his surroundings, the conflict is whether to assert their will or not. a. Resolution: Children acquire sense of independence and competence when parents are patient, encouraging. b. Non-resolution: Children develop excessive shame and doubt when parents are overprotective and always curtail their childs freedom of movement. 3. Preschool: Initiative vs. Guilt (4-5 years old) development of mental and motor abilities. a. Resolution: Children develop initiative if parents allow them freedom to run,

slide, play with other children, and go bike-riding. b. Non-resolution: Children develop sense of ineptness inadequacy and feel that they are mere intruders or istorbo and pasaway; they become passive recipients of whatever the environment brings. 4. School age: Industry vs. Inferiority (6-11 years old). Childs concern is how things work and how they are made. a. Resolution: Children gain a sense of industry or accomplishment if their efforts are recognized, rewarded and reinforced. b. Non-resolution: Children acquire a sense of inadequacy and inferiority especially if parents and/or teachers rebuff, ridicule, constantly scold or ignore the childs efforts to improve. 5. Adolescence: Identity vs. Role Confusion (12-18 years old). Entering adolescence, children experience psychological resolution; search for answers to the questions who am I, what do I value, where am I headed in life?; trying on many new roles; and parent/teen conflict usually occurs. a. Resolution: Establishment of an integrated and coherent Image of oneself as a unique person resulting to a sense of centers identity b. Non-resolution: role confusion or negative identity like a hoodlum or delinquent 6. Young Adulthood: Intimacy vs. Isolation a. Intimacy: The capacity to reach out and make contact with other people; ability to share with and care for another person without fear of losing oneself in the process; ex. Deep friendships and lasting relationships b. Rejection: results to withdrawal, isolation and formation of shallow relationships

7. Middle Adulthood: Generativity vs. Stagnation a. Generativity - entails selflessness; reaching out beyond ones own concerns to embrace the welfare of society and future generations through creative or productive work and caring for children. b. Stagnation - people are preoccupied with their material possessions or physical well-being (I.e., self-centered, embittered individual). 8. Old Age: Ego Integrity vs. Despair - towards twilight years, people tend to take stock

of their lives or do a self-accounting. May result to sense of satisfaction with their accomplishments or despair (so much to do, so little time). III. Piagets Theory of Cognitive Development Universal Constructivist Perspective - the child constructs reality by interacting with the environment and that children have predictable qualitative differences in how they think about things at different ages. All humans construct their understanding of the world in predictable ways. Humans take an active role in their own development by acting on the physical environment. Key Concepts: 1. Mental Structures - cognitive structures- begins with reflexes in infancy evolving into schemata and more complex structures called operations. 2. Schema - a mental concept formed through experiences with objects and events. 3. Schemata - are building blocks of cognitive structures 4. Operations - mental actions allowing children to interact with the environment using their minds and bodies; invariant sequence where child must first develop concrete operations before formal operations 5. Organization - humans have natural and innate tendency to organize their relationship with the environment; people organize activity lawfully, constructing a reality that makes sense at that time.

También podría gustarte