A very important topic of training and development to know about the learning at prior stages.

1. TRAINING AND DEVELOPMENT
Pedagogy
Or
Child learning

2. CONTENTS
• Meaning of pedagogy
• Characteristics of child learning
• Assumptions of pedagogy
• Pedagogy-why it matters?
• Meaning of andragogy
• Difference between pedagogy and andragogy

3. MEANING OF PEDAGOGY
o Pedagogy is derived from the Greek word “paid” which means child
and “agogos” which means leading.
o The word “peda” refers to children. It has most often emphasized
educating children and teenagers.
o Thus, pedagogy has been defined as the art and science of teaching
children.
o Pedagogy is the art or science of being a teacher or trainer.
o Pedagogy is the term traditionally used for instructional

4. methodology, strategies, techniques, and approaches that teachers
trainers can use to facilitate learning.
Teachers take all the decisions regarding objectives, methods, pace and
place of learning.
Pedagogy is also sometimes referred to as the correct use of teaching
strategies.

5. CHARACTERISTICS OF CHILD LEARNERS
1. More limited experience
2. Learning is more often compulsory
3. Learning is usually teacher-directed
4. Learning typically limited to academics.
5. Much learning has deferred application
6. View teacher as having superior knowledge and authority.

6. 7. More likely to expect success.
8. Less likely to have set ideas, attitudes or behaviors; more
adaptable.
9. More accustomed to taking tests.
10. Limited vocabulary which is increased through education.
11. Physiological factors are less likely to influence learning.

7. ASSUMPTIONS OF PEDAGOGY
• The teacher’s concept of the learner is that of a dependent
personality. The only role for the learner is that of submissively
carrying out the teacher’s directions.
• The learner’s experience is of little worth as a resource for learning.
• Learners become ready to learn what the teachers tell them they
must learn if they want to pass and get promoted. Readiness to learn
is largely a function of age.
• Learners have a subject-centered orientation to learning and see
learning as acquiring subject-matter content.

8. PEDAGOGY-WHY IT MATTERS?
a) Needs Assessment - What learning is needed?
 They change learner performance by figuring out what each learner
needs and which strategies will work to unlock patterns that have not
been working.
 Good teachers/trainers are very good at diagnosis and the
customization of instruction.
 They keep checking for understanding and they keep searching for
the intervention that will enable each learner to succeed.

9.  They do everything possible to give learners good reasons and they
view each and every dropout as a personal failure.
 They don't shrug off dropouts as a minor issue. .
b) Professional Growth - How can I improve my
teaching/training?
 Effective teachers/trainers cannot afford to rest or coast for very long
because the learners have a way of bringing a remarkable new set of
challenges into the classroom each day.

10.  A teacher/trainer who stops adding to her or his repertoire of effective
strategies is too much like a knife grown dull for lack of sharpening.
c) Classroom Culture - How do I cultivate the class culture for learning?
 While the importance of emotions and the social aspects of learning
are rarely addressed by factory-style reformers, these aspects of
classroom life are crucial
 If a teacher /trainer does not create a culture that is safe, comfortable,
encouraging and supportive, learning may not occur.

11.  The art of teaching/training includes the nurturing of group norms that
allow learning to thrive
 The science of teaching/training is less effective at reducing fears,
freeing dreams and inspiring even disadvantaged students to reach
for stars.
d) Strategy - How do I teach to maximize results?
 Effective teachers/trainers possess rich repertoires of instructional
moves and techniques.
 They devote time to matching strategy to situation.

12.  But they also understand the trial-and-error aspects of helping
learners untangle patterns of failure and frustration.
 Strong teachers/trainers make sure their efforts to match technique to
learners are guided by intuition, empathy and some of the softer
aspects of human knowing.
e) Resource Management - How do I make do with what we
have?
 Good teachers/trainers learn to make good things happen for
learners despite these shortages, distractions or threats.

13. f) Problem Solving - What could go wrong and how do I
cope?
 Life in classrooms is ripe with surprises, but not all of these surprises
need to stall forward progress.
 teachers/trainers try to anticipate what might go wrong and have
backup plans ready just in case. If the computer network suddenly
freezes and a lesson requiring Internet access is suddenly blocked,
the teacher/trainer immediately asks learners to brainstorm questions
to pursue once the network recovers. No problem.

14. MEANING OF ANDRAGOGY
• Andragogy is the art and science of helping adults to learn.
• Adult learning refers to the way adults acquire and use knowledge,
skills and attitudes.
• Andragogy can be defined as a set of assumptions designed to
facilitate adult learning and program planning.

15. o Andragogy is based on four crucial assumptions about the characteristics of
adult learners that are different from the assumptions about child learners
 As persons mature, their self concept moves from being a dependent
personality toward one of being a self-directing human being.
 they accumulate a growing reservoir of experience that becomes an
increasing resource for learning.
 their readiness to learn becomes oriented increasingly to the developmental
tasks of their social roles
 their time perspective changes from one of postponed application of
knowledge to immediacy of application.

16. DIFFERENCE BETWEEN PEDAGOGY AND ANDRAGOGY
Basis of
difference
1. structure
Pedagogy
1. Based on aging
process. Rigid
format.
Curriculum
centered.
Rules/
procedures
bound.
Andragogy
1. Flexible, open,
broad,
responsive,
interdisciplinary
,
developmental.

17. 2. Atmosphere
3. leadership
2. Authority-oriented.
Formal, low trust.
Competitive, win,
loose.
3. Teacher-dominant.
High task-low
relationship.
Controlling. Does
not value
experience.
Assumes student
immaturity.
2. Relaxed,
trusting, mutually
respectful.
Informal, warm,
collaborative.
Supportive, win-win.
3. Innovative,
creative, high
task, high
relationship.
Interdependent,
mature
relationship.
Mentoring.

18. 4. Planning
5. Motivation
6. Communi
cation
4. Administration and
teacher.
Emphasizes
rationale and legal
mechanisms.
Policies, plans and
decisions are highly
political.
5. External rewards
and punishments.
6. One way
downward.
Transmittal
4. Administration,
faculty and
students. Mutual
assessment.
Collaborative needs
assessment. Mutual
negotiation.
Problem centered.
5. Internal incentives
(curiosity). Self-directed.
Learning
contracts.
6. Two way mutually
respectful. Feeling
expressed,

19. 7. evaluation
Techniques. Feelings
repressed
7. Norm referenced
grades.
Subjective.
Supportive.
7. Criterion- based.
Objective and
subjective.
Jointly chosen
standards by
students, peers,
and teachers.