Learning in different phases: What teachers should know

Research in developmental psychology has a tradition of just over 100 years. The first work on the subject was "The soul of a child" written by the German physiologist William Preyer (Ruoppila 1995). Children's intelligence and cognitive development were initially studied mainly through questionnaires. The aim was to correct and prevent developmental delays. Big names in developmental psychology include Sigmund Freud, Carl Gustav Jung, Jean Piaget, Lev S. Vygotski and Erik. H. Erikson. Key concepts in developmental psychology include biological maturation theories, environmental learning theory, constructivist theories, and cultural development theories (Cole & Cole 1993). Essential research questions include the continuity or discontinuity of development, the question of what makes a person develop, how much the environment affects, how much genes affect, and how individual differences are formed. A related discipline is Social Psychology (Korkiakangas 1995). It typically observes people and generates personality theories. Developmental psychology makes use of this information to study different people's perspectives and different types of roles. There are different phases in our development that affect how people learn. Everybody needs a feeling of success and good performance. 

Childhood 

According to Dunderfeldt  2011 (s. 81-82), children have a phase (around 7-12 years), when imagination is especially important. When kids start school their consciousness is filled with images and vibrations. Slowly they develop more conceptual thinking skills. It is important to take maintain the imagination ability since it enables the feelings of empathy. Imagination is very important, kids try to make sense of the world, they try on different causalities. Kids are also learning about themselves by comparing themselves with others. They learn what kind of people they are. It is important that children can express their own opinions, the reaction of others is important feedback for them. 

Youth 

Young people are learning to be emotionally independent from their parents. Parents change from omniscient to ordinary people who make mistakes. New norms are sought in peer groups, professional and social reference groups. Young people are developing their thinking and forming their moral codes. Earlier they have adopted their parents and other authorities’ world vies. Teenagers feel it is important that they belong to a certain group. The peer pressure might affect their world view. There are positive and negative possible paths associated with youth (Nurmi 1995). Many paths are positive: young people set goals for their future adulthood, find ways to achieve them, and experience feelings of success in fulfilling their life plans. All of this reinforces the young person's good self-esteem and increases his or her chances of acting in the face of adversity. It is estimated that less than one-fifth of young people may be in a negative spiral. Repeated failures at school lead to a negative self-image of one's abilities and potential. As a result, they might not be able to focus on addressing challenges, but rather on various defense mechanisms designed to explain poor performance and try to maintain a good image among peers. This results in poorer performance at school. Intervention can be difficult. It is good to strive to create an environment in which everyone experiences success. Efforts can also be made to teach more meaningful and effective strategies to deal with difficulties.

Adulthood

When teaching adults it is essential to pay attention to the experiences and skills the adults already have acquired. Adults are quite skilled in applying and sharing their own experiences and supporting each other. Adults have a very limited amount of time, but they might have a lot of more economical resources. It is important to understand the limits of time and be flexible. It is more important that everybody gets things done than to stick tightly to schedules. Adults are typically very motivated learners; they want learning to be meaningful. This is mainly teaching peers, not really having the authority possession. Since adults have very different backgrounds, they also have very different technological skills. The teacher should pay attention to this especially when using internet applications and sources. 

This blog combines the observations from several sources listed below: 

-       Hämeenlinnan ammattikorkeakoulu Studygroup discussion about different phases and learning 25.10.2019

-       Nurmi, J.E., Ahonen, T., Lyytinen, H., Lyytinen, P., Pulkkinen, L. & Ruoppila, I. 2006. Ihmisen psykologinen kehitys. Helsinki: WSOY.

-       Dunderfelt, T. 2011. Elämänkaaripsykologia. Lapsen kasvusta yksilön henkiseen kehitykseen. Helsinki: WSOYpro Oy.

-       Aday, & Shayer (1994: “Really raising standards. Cognitive intervention and academic achievement. London, Routledge (Ruoppilan 1995 mukaan).  

-       Cole, M & Cole S. R. 81993): ”The development of children”, New York, Freeman. (Ruoppilan 1995 mukaan). 

-       Korkiakangas, Mikko (1995): ”Sosiaalisen kognition kehitys”, teoksessa "Näkökulmia kehityspsykologiaan - Kehitys kontekstissaan”, jonka ovat toimittaneet Lyytinen, Paula & Korkiakangas, Mikko & Lyytinen, Heikki (1995), s. 188-191. 

-       Kuusinen, Jorma  (1995): ”Nuorten aikuisten kehitystehtävät, onnellisuus ja kehityksen hallinta”, teoksessa"Näkökulmia kehityspsykologiaan - Kehitys kontekstissaan”, jonka ovat toimittaneet Lyytinen, Paula & Korkiakangas, Mikko & Lyytinen, Heikki (1995), s. 311-314. 

-       Nurmi, Jan-Erik (1995): “Nuoruusiän kehitys: etsintää, valintoja ja noidankehiä”, teoksessa "Näkökulmia kehityspsykologiaan - Kehitys kontekstissaan”, jonka ovat toimittaneet Lyytinen, Paula & Korkiakangas, Mikko & Lyytinen, Heikki (1995), s. 256-274

-       Ruoppila, Isto (1995): ”Alkusanat”, teoksessa "Näkökulmia kehityspsykologiaan - Kehitys kontekstissaan”, jonka ovat toimittaneet Lyytinen, Paula & Korkiakangas, Mikko & Lyytinen, Heikki (1995), s. 18-27. 

-       Snowdon, Peter (2009): ”Peter Snowdon on Persons and Animals”, Philosophy Bites Podcast by David Edmonds & Nigel Warburton, who interview special quests, 14.6.2009