Adult Learning and Development
There are several interesting concepts during the adult development process. Adult development entails the changes which occur in the interpersonal, biological, and psychosocial aspects of the human life; this is from adolescence end up to the life end. The changes are continuous and illustrate positive, negative and neutral aspects of the former functioning levels. Changes take place at cellular levels, and are described through the adult development biological theories. The biological changes enhance the psychological, social and also interpersonal changes, which are illustrated through the human development stage theories. The stage theories concentrate on the age appropriate tasks that are realized during each stage. Erik Erikson, propose the stage theory that covers the whole life span of adults, and stress the capability of positive change during late life. Adult learning ensures the adoption of this positive change. This is through enhancing the skills, knowledge, experience and competencies of the adults (Robinson, 2012).
The adult learning theories aim at understanding the most effective approach of adult learning. Andragogy, adult learning theory, explains several assumptions on the adult learning process. Andragogy stresses the effectiveness of the learning process. It employs the learning approaches that are collaborative and also problem based. The learning theory stresses the equality of the leaner and the teacher. The lifespan theory is effective in the adult learning process. The theory takes into consideration the adult development, from conception up to old age. It considers the lifelong competency accumulation; for instance accumulation of knowledge, and skills. The accumulated competency should be integrated in the learning process (Writsman, 2008).
The adult learning class emphasizes the participatory approach to learning. The participatory learning approach effectively considers the equality of the trainer and the adult learners. The main role of the teacher is purely facilitation and coordination and organization of education resources. The trainer integrates the opinions of the adults into the learning process (Robinson, 2012).
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