The document discusses the characteristics of young learners and adult learners. For young learners aged 9-10, they are beginners just starting to learn a foreign language. Teachers must provide basic lessons and be good role models to help lay the foundation for their learning. Young learners learn quickly through imitation and enjoy learning about their hobbies. Adult learners come with a variety of life experiences and established beliefs that influence how they learn. They are self-directed, problem-solving oriented and motivated by lessons that are relevant to their needs and interests. Teachers must accommodate different learning styles and create an active, collaborative environment for adult learners.

1. young learners definition
young learners are learners in elementary school aging 9-10 years
old who are learning as foreign language. we as a teacher can give
young learners lesson on the beginner level, because the young
learners is the beginner step in learning process. young learners is
a learners that learn in first step, and they can continue into the
next level based on their skill. basically, young learners can be
learn in play group, kindergarten, or elementary school to teach
young learners.
We as a teachers must be professional to teach them, because our
lesson can be the big foundation on their learning, young learners
also can learn fast and good on imitating their teachers, so, we as a
teachers must be a good model on their learning process.
young learners have a big motivation if they learn with what they
like,for example: from their hobby, they can be very enthusiastic for
their learning. as a parent, if we want to give additional lesson for
our children s or young learners, we can choose based on their
hobby, because that can make them feel enthusiastic for their
learning, they also can enjoy their lesson.
(posted by Erwin-F42109057)
CHARACTERISTICS OF THE YOUNG CHILD
From the pages of Maria Montessori’s writings we read:
“He (the young child) prefers work to play, order to disorder, science to noise,
selfmastery to dependence on others, mutual aid to competition. He is a
joyous,
sometimes ecstatic, sometimes serious, little creature. He is capable of
profound
spontaneous concentration, of sublimating possessiveness, of acting from real
choice
rather than idle curiosity, and of obedience. And he has a strong attachment to
reality

2. while still being able to hear underground rivers and see minute blue bugs
while his
parents hear a bus and see only a broken sidewalk.”
Parents should be aware of the “sensitive periods” in a child’s development
(i.e. blocks of time
in a child’s life when he is particularly receptive to certain stimuli to the
exclusion of others.)
Any given “sensitive period” lasts only until a necessary need is fulfilled and
then it passes. If
the child is prevented from following the interest of one of the “sensitive
periods,” the
opportunity for a natural conquest is lost forever. The “Periods” describe the
pattern the child
follows in gaining knowledge of his environment.
Montessori called attention to certain characteristics in the two to six year old
which are of
special value:
Between 2 and 4 years the first foundations for a child’s need for order should
be laid.
To instill the concept of order in the mind of the child calls for definite rules:
1. An object used by the child must be returned to its original place in its
original order
after the child is finished with it.
2. Anything begun must be finished.
3. Order includes good manners, based on respect for others.
Children like to work even at age two, if it is properly presented. For the very
young child

3. the thing to remember is that they are not interested in getting things done. If
the parent
can let the child work with joy, the skill will come later.
The 2 ½ - 3 year old is enthusiastic about minute details and is most receptive
to proper
names. A precise vocabulary is important to satisfy the child’s sensitivity to
language at this
age. (eg. horned owls vs. screech owl.)
Children 3 - 6 years old have an insatiable need for new words and learn with
relish
scientific terms.
A small child works slowly, deliberately, joyfully. He must have time enough to
complete his
projects. So the adult has to learn patience and respect this lack of hurry.
Training in precise motions for all the activities of daily life is pleasing to the
small child.
Through practice, muscular coordination is acquired, and this mastery of his
own muscles
makes him happy.
Characteristics of Adult Learners
Adult learners have characteristics that set them apart from 'traditional' school or college
learners. All adults come to courses with a variety and range of experiences, both in terms of
their working life and educational backgrounds. This impacts on how and why they
participate in learning. While each student has individual learning needs, there are some
characteristics that are common to adult learners:
Adults have accumulated life experiences. Adults come to courses with experiences and
knowledge in diverse areas. They tend to favour practical learning activities that enable
them to draw on their prior skills and knowledge. Adults are realistic and have insights
about what is likely to work and what is not. They are readily able to relate new facts to
past experiences and enjoy having their talents and knowledge explored in a teaching
situation.

4. Adults have established opinions, values and beliefs which have been built up over time
and arrived at following experience of families, relationships, work, community, politics,
etc. These views cannot be dismissed and must be respected.
Adults are intrinsically motivated. Learners increase their effort when motivated by a need,
an interest, or a desire to learn. They are also motivated by the relevance of the material
to be addressed and learn better when material is related to their own needs and
interests. For learners to be fully engaged in learning their attention must be fully focused
on the material presented.
Individual differences. Adults learn at various rates and in different ways according to their
intellectual ability, educational level, personality and cognitive learning styles. Teaching
strategies must anticipate and accommodate differing comprehension rates of learners.
Adults learn best in a democratic, participatory and collaborative environment . Adults
need to be actively involved in determining how and what they will learn, and they need
active, not passive, learning experiences.
Adult students are mature people and prefer to be treated as such. Being 'lectured at'
causes resentment and frustration.
Adults are goal oriented / relevancy oriented. Adults need to know why they are learning
something. Adults have needs that are concrete and immediate. They can be impatient
with long discussions on theory and like to see theory applied to practical problems. They
are task or problem-centred rather than subject-centred. Adults tend to be more interested
in theory when it is linked to practical application.
Adults are autonomous and self-directed. They are self-reliant learners and prefer to work
at their own pace. Individuals learn best when they are ready to learn and when they have
identified their own learning needs. Where a student is directed by someone else to attend
a course, e.g. by an employer, then that individual may not be ready to learn or may not
see the value in participating on that course. This can lead to a mismatch of goals
between all parties - student, employer and trainer.
Adults are practical and problem-solvers. Adults are more impatient in the pursuit of
learning objectives. They are less tolerant of work that does not have immediate and
direct application to their objectives. Problem based learning exercises are welcomed as
they build on prior experience and provide opportunity for practical application of
materials/theories covered.
Adults are sometimes tired when they attend classes. Many students are juggling classes
with work, family, etc. They, therefore, appreciate varied teaching methods that add
interest and a sense of liveliness to the class.
Adults may have logistical considerations, including:
Family and caring responsibilities including childcare and/or eldercare
Careers
Social commitments
Time
Money
Schedules
Transportation

5. Ageing concerns. Adults frequently worry about being the oldest person in a class and are
concerned about the impact this may have on their ability to participate with younger
students. Creating an environment where all participants feel they have a valuable
contribution can work to allay such concerns.
Adults may have insufficient confidence. Students come to class with varying levels of
confidence. Some may have had poor prior experiences of education leading to feelings
of inadequacy and fear of study and failure. This can manifest itself in many ways, as
indicated in the next section.

6. Ageing concerns. Adults frequently worry about being the oldest person in a class and are
concerned about the impact this may have on their ability to participate with younger
students. Creating an environment where all participants feel they have a valuable
contribution can work to allay such concerns.
Adults may have insufficient confidence. Students come to class with varying levels of
confidence. Some may have had poor prior experiences of education leading to feelings
of inadequacy and fear of study and failure. This can manifest itself in many ways, as
indicated in the next section.