The saying from Talmud, “Much have I learned from my teachers, even more from my classmetes, but most of all from my students”, has special significance in Knowles`s theory of adult education. As a person matures, he (1) moves from dependency to a self-directing position; (2) accumulates experiences that become an increasing resource for learning; (3) moves in the direction of learning that harmonizes with his current developmental tasks; and (4) changes from subject-centered, postponed applications characteristic of children`s education to problem centered, immediate applications of knowledge. Others have also emphasized these guidelines for adult learning.
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Other considerations must be made for the learner in later maturity. Probably this person will need the reassurance that he isn`t too old to learn. He will also need such considerations as large print and excellent lighting for diminished eyesight; clear, distinct speaking for less acute hearing; and frequent summaries and slower presentation because he may take a little longer to synthetize the material.
Simiarly, you must adjust to the children and youth you teach, to their dependency needs, their lack of experience, their developmental tasks, and their lack of sophistication of problem solving. Children lack the seasoned habits of adult and may respond more quickly to a change in pattern. Use a developmental approach. You have a special responsibility to children as a teacher of health promotion because eating, exercise, and health practices become routinized early in life. The child who comes to you may have bad little health teaching at home or in school. A recent questionnaire filled out by 910 early elementary classroom teachers (kindergarten through third grade) revealed generally low nutritional-knowledge scores. Obviously, such teachers cannot teach good nutritional habits to their students.
The child may be inspired to learn through playing games, reading appropriate books or cartoons, or using puppets. Simple drawings, with explanations in appropriate-age-level language, may help explain a body part, a procedure, or what a medicine will do in the body. Children also enjoy arts and crafts, cooking, planting, and drama (such as simple role playing). Incorporating any of these activities into health teaching may enhance learning.
References :
Knowles, Malcolm S., The Modern Practice of Adult Education. New York: Association Press, 1970.
Murray, RB and Zentner JP., Nursing Concepts for Health Promotion, Second Edtion, Prentice-Hall, Inc, Englewood Cliffs, N.J, 1979.
Murray, RB and Zentner JP., Nursing Assessment and Health Promotion, Second Edtion, Prentice-Hall, Inc, Englewood Cliffs, N.J, 1979.
Peterson, Mary E., and Constance Kies, “Nutrition, Knowledge, and Attitudes of Early Elementary Teachers, “ Journal of Nursing Education, 1972.
