Adult Learning By: Chiranjit Paul Sr. Lecturer TRIPURA SUNDARI COLLEGE OF NURSING

1. Presentation On
ADULT LEARNING
AND
CHILD LEARNING
PRESENTED BY
CHIRANJIT PAUL
M.Sc. (N) 1ST Sem.

2. INTRODUCTION
 Adult learning is a formal and informal
system of education for older and nature
person. It is carried out on a part time
basis, and it is entirely voluntary. It
involves a conscious effort towards
developing the individual capabilities of
adults by public or private agencies through
informational, cultural, remedial,
vocational, recreational, professional and
other means.

3. DEFINITIONS
1. Adult education is instructional and related
support services for adults who are not
enrolled in secondary school; who lack the
educational foundation expected of a high
school graduate; and whose inability to
speak, read, and/or write the English
language effectively impairs their ability to
function on the job, in their family, and/or
in their society.

4. DEFINITIONS
2. Adult learning is defined as the ‘range of
formal, non formal and informal learning,
activities which are undertaken by adults
after a break, since leaving education and
training and which results in the
acquisition of new knowledge and skills.
3. Adult learning is practice in which adults
engage in systematic and sustained self
education activities in order to gain new
forms of knowledge, skills, attitudes or
values

5. Principles of Adult Learning
1. Adults are internally motivated and self
Directed.
2. Adults bring life experiences and
knowledge to learning experiences
3. Adults are goal oriented
4. Adults are relevancy oriented
5. Adults are practical
6. Adult learners like to be respected

6. Adult Learning Theories
 There is no single theory of learning that can
be applied to all adults. Indeed, the literature
of the past century has yielded a variety of
models, sets of as-assumptions and
principles, theories, and explanations that
make up the adult learning knowledge base.

7. CONTI…..
 The more those adult educators are familiar
with this know-ledge base, the more effective
their practice can be, and the more
responsive their practice can be to the needs
of adult learners. This fact sheet reviews
three major theories—Andragogy, self-
directed learning, and transformational
learning—and discusses their implications
for practice.

8. ANDROGOGY:
 Malcolm Knowles (1980) popularized the
concept of andragogy (“the art and science
of helping adults learn”), contrasting it with
pedagogy (“the art and science of teaching
children”). He posited a set of assumptions
about adult learners—namely, that the
adult learner

9. CONTI….
 Moves from dependency to increasing self-
directedness as he/she matures and can direct
his/her own learning;
 Draws on his/her accumulated reservoir of life
experiences to aid learning;
 Is ready to learn when he/she assumes new
social or life roles;
 Is problem-centered and wants to apply new
learning immediately; and
 Is motivated to learn by internal, rather than
external, factors

10. Self-Directed Learning
 Self directed learning is an increasingly
popular topic educators and trainers now a
day attracted to self directed learning
applications for a successive learners
initiating the learning is also called as Online
learning.

11. IMPORTANCE OF SELF DIRECTED
LEARNING
 To plan and practice in one’s own learning
activities.
 It identify the requirement for a problem
solving and reaching the learning objectives.
 Important to develop self discipline and time
management skills.
 Important in seeking critical evaluation of
performance.

12. CONTI….
 Importance to communicable with peers for
information exchange.
 The evidence is also that they learn more
deeply and permanently.
 There is growing evidence that people who
take initiative in learning. Learn more and
better than those who don’t.

13. OBJECTIVES OF SELF DIRECTED
LEARNING
 Recognize effective behavior in a range of
setting.
 Describe their own learning style
preferences and understand the individual
differences and needs.
 Identifies personal learning blocks and
ways to deal with them.

14. CONTI….
 Demonstrate choice and use of appropriate
interpersonal skills in a variety of personal,
team and organizational situation.
 Apply knowledge and skills to better manage
organizational complexity.
 Implement a personal plan of continued skill
improvement.

15. Transformational Learning
 Transformative learning (TL) is often
described as learning that changes the way
individuals think about themselves and
their world, and that involves a shift of
consciousness. For example, English
language learners often report a shift in
their view of U.S. culture and in their view
of themselves as they gain confidence
communicating in a new language (King,
2000).

16. CONT….
Adult educators seeking to foster transformative
learning within their classes may wish to consider
the following:
 Create a climate that supports transformative
learning.
 Know your students and the types of learning
activities that most appeal to them
 Develop and use learning activities that explore and
expose different points of view.

17. Bringing Theory Into Practice
 The art of teaching adults effectively requires
an understanding of various principles or
theories of how adults learn, and requires
making an effort to apply some of those
principles to practice. The three major
theories presented in this fact sheet and the
implications for practice issuing from each
are not mutually exclusive. Suggestions for
applying these theories to writing instruction
for adult learners include the following:

18. CONTI…
 Incorporate more writing in more contexts in
the adult education setting to promote self-
reflection and articulation of learning. Use
ungraded, short and timed prompts such as
“quick writes,” “en-try/exit slips,” or
“yesterday’s news.” Writing is a natural
means of self-reflection, and sharing
personal writing is a way to bring stories of
personal challenge, growth, resilience, and
dreams into dialogue.

19. CONTI…
 Engage adult new writers with online
communities of writers, as contributors,
readers, and peers, to foster their self-
directed learning, self-study, and
persistence.
 Provide feedback that challenges learners’
assumptions and deepens their critical
thinking. (For ideas on providing
constructive feedback, refer to the TEAL
Center Formative Assessment Fact Sheet.)

20. Needs of adult Learning
 Needs to know
 The learners Self
 The role of the learners
Experiences
 Readiness to learn
 Orientation to learning
 Motivation:

21. CHILD LEARNING
 INTODUCTION:
Early childhood education often focuses on
learning through play, based on the research
and philosophy of Jean Piaget, which posits
that play meet the physical, intellectual,
language, emotional and social needs(PILES)
of children. Thus children learn more
efficiently and gain more knowledge through
activities such as dramatic play, art, and
social games.

22. Definition
 Early childhood education is a branch of
education theory which related to the
teaching of young (formally or informally) up
until the age of about eight.
 Infants, toddler’s education a subset of early
education, denoted the education of children
from birth to age two.

23. Principles of child learning
 All areas of development and learning are
important.
 Learning and development follow
sequences.
 Development and learning proceed at
varying rates.
 Development and learning results from an
interaction of maturation and experiences.
 Early experiences have profound effects on
development and learning.

24. CONTI…
 Development proceeds towards greater complexity
self – regulation and symbolic or representational
capacities.
 Children develop best when they have secure
relationship.
 Development and learning occur in and are
influenced by multiple social and cultural contexts.

25. CONTI…
 Children learn in a variety of ways.
 Play is an important vehicle for developing
self – regulation and promoting language,
cognition and social competence.
 Developmental and learning advance when
children are challenged.

26. Difference between
Childhood and
Adulthood Learning

28. Thanking you