Module 2: Principles of Teaching and Learning Related to Health

heterogeneous audience

• diverse ages

•  makes program development more complex.

 homogeneous audience

•  similar age/development

• allows for a simpler teaching approach.

Pedagogy

• Orientation for children’s learning.

Andragogy

• Orientation for young and middle adults.

Geragogy

• Orientation for older adults.

Three Contextual Influences on Development

• Normative Age-Graded Influences

• Normative History-Graded Influences

• Non-Normative Life Events

Normative Age-Graded Influence

• Linked to chronological age and shared by most in the same age

Normative History-Graded Influences

• Shared by individuals from the same generation.

• Result from unique historical events.

Non-Normative Life Events

• Uncommon, unique events that significantly impact an individual's life path.

Infancy and Toddlerhood (Birth to 2 years)

•  highly dependent

• health education focuses primarily on parents as the main learners

• rapid stages of physical, cognitive, and psychosocial change.

Sensorimotor stage

Infancy and Toddlerhood Cognitive Development

Sensorimotor stage

• ordination of motor skills with sensory input

• learning happens through movement, manipulation of objects, and sensory experiences.

Egocentric

• they view their perception as reality.

Trust vs. Mistrust and Autonomy vs. Shame and Doubt

Infancy and Toddlerhood Psychosocial Developmentb

Infancy and Toddlerhood TEACHING STRATEGIES

• Uducation usually focuses more on normal development, health promotion, safety, and disease prevention than illness care.

Infancy and Toddlerhood Short-Term Learning

• simple storybooks with pictures.

• dolls and puppets t

• audiotapes with music and videos with cartoon characters.

• Role play

• Give simple, clear, concrete explanations with visual and tactile aids.

• no more than 5 minutes

Infancy and Toddlerhood Long-Term Learning

• Use rituals, repetition, and imitation to hold attention.

• Practice routines

• reinforcement

Early Childhood (3-5 Years of Age)

• Supervision is mahalaga

• period of discovery and exploration

• Continuation of skills learned earlier.

• Develops more independence and self-care abilities.

• Learning occurs through interactions with others and modeling behaviors.

 Preoperational Stage

Early Childhood cognitive cevelopment

Precausal thinking

• believes people make things happen but unaware of invisible physical/mechanical forces.

animistic thinking

• inanimate objects with life

• Blends fantasy and reality; magical thinking, imaginary playmates, and control through thoughts.

Initiative vs. Guilt

Early Childhood psychosocial development

Early Childhood Short-Term Learning

• physical and visual stimuli

• Keep sessions short (no more than 15 minutes) and frequent.

• Relate lessons to familiar activities

• Encourage participation

• small-group sessions to make learning fun and less threatening.

• Provide praise and tangible rewards for successful learning.

• Allow hands-on experience

• Use storybooks to create connections

Early Childhood Long-Term Learning

• Involve parents to model healthy habits

• Reinforce positive behaviors and skill acquisition.

• Foster physical closeness and active involvement from caregivers.

• Use positive reinforcement and repetition to support learning.

• Use play therapy with dolls or puppets to reduce anxiety.

• Encourage participation and provide a secure, safe environment.

Middle and Late Childhood (6–11 Years of Age

• Children are motivated to learn due to curiosity and a desire to understand their world.

• Their understanding of their environment and other cultures becomes deepe

Concrete operations

Early Childhood Cognitive Development

syllogistic reasoning

Ability to classify objects, understand cause and effect, and engage

Initiative VS Guilt

Early Childhood Psychosocial Development

Industry vs. Inferiority.

• Children start to compare their talents and qualities to others, establishing self-concept

• School environment fosters responsibility and less dependency on family.

Early Childhood Short-Term Learning

• Allow children to take responsibility for their own healthcare

• Sessions should last up to 30 minutes with breaks to allow for comprehension and practice.

• Use audiovisual aids and analogies to reinforce concepts.

Early Childhood Long-Term Learning

• Teach children self-care skills for long-term health management.

• Promote lifelong health behaviors such as exercise, healthy eating, and injury prevention.

• Peer influence is significant in promoting health behaviors.

 Adolescence (12–19 years)

• Marks transition from childhood to adulthood, often with turmoil.

• Adolescents are an at-risk population for health issues,

Adolescent Egocentrism

The belief that everyone is focused on them

imaginary audience

• causing self-consciousness and attention-seeking behavior.

Personal Fable

• Adolescents believe they are invulnerable, leading to risk-taking behavior.

Identity vs. Role Confusion

Adolescence Psychosocial Development

Identity vs. Role Confusion

• Adolescents struggle to form their identity and distinguish themselves from their parents.

• peer acceptance and belonging are crucial, often leading to rebellion against authority figures.

• Relationship conflict with parents is common

Adolescence Short-Term Learning

• One-on-one instruction

• Peer-group discussions a

• role-playing, gaming, and technology-based discussions

• Clarify medical terminology.

• Share decision-making to enhance control.

• Involve adolescents in creating teaching plans

• Provide choices to respect autonomy.

• Explain the rationale behind recommendations.

• Approach with respect, tact, and flexibility.

• Expect negative responses; avoid confrontation.

Adolescence Long-Term Learning

• Acknowledge adolescents’ feelings of uniqueness

• Allow teens to test their own convictions and experience outcomes

• Involve families

• Provide guidance and support for families

• Consider both adolescent and family learning

Formal operations

Adolescence Cognitive Stage

Child Learners

• Readiness to learn is based on physical, cognitive, and psychosocial development.

Adult Learners

• Reach physical and cognitive peaks, focus on problem-solving, and learn for immediate application.

Adult learning

•  problem-centered, focusing on applying knowledge to solve real problems.

Young Adulthood (20-40 Years)

• Emerging adulthood is the transition from adolescence to young adulthood.

Intimacy vs. isolation

Young Adulthood Psychosocial development

Intimacy vs. isolation

• focus on forming permanent relationships while maintaining independence and self-sufficiency.

Young Adulthood Teaching Strategies

• "teachable moment" for health promotion.

• Cater to self-directed learning

• Group discussions

• Teaching should be problem-centered

 Middle-Aged Adulthood (41-64 Years)

• transition between young adulthood and older adulthood.

• most educated and affluent generation, with increased life expectancy and better access to health advancements.

Formal operations

Middle-Aged Adulthood Cognitive Development

Generativity vs. self-absorption and stagnation

Middle-Aged Adulthood Psychosocial Development

Generativity vs. self-absorption and stagnation

midlife brings reflection on achievements and may prompt changes to unsatisfactory aspects of life.

Generativity vs. self-absorption and stagnation Teaching Strategies

•  a time of "midlife consciousness" rather than a crisis.

• consider potential stressors, health risk factors, and misconceptions

 Older Adulthood (65 years and older)

• at least one chronic condition, and many have multiple.

•  generally require more complex patient education, particularly in literacy, sensory impairments, and cognitive changes.

Geragogy

• requires accommodations for physical, cognitive, and psychosocial changes.

• Special care should be taken to present information slowly, ensure relevance, and provide feedback.

Crystallized Intelligence

• Increases with age, based on accumulated knowledge.

Fluid Intelligence

• Declines, affecting abstract thinking and reasoning.

Cognitive changes

• slower processing, difficulty with short-term memory, increased test anxiety, and altered time perception.

Ego Integrity vs. Despair, Hope and Faith vs. Despair

Older Adulthood Psychosocial Development

 Ego Integrity vs. Despair

•  Involves accepting aging, reconciling past failures, and finding purpose.

Hope and Faith vs. Despair

• focuses on accepting greater assistance and achieving wisdom.

Dispelling Myths About Older Adults

• Myth 1: Senility

• Myth 2: Rigid Personalities

• Myth 3: Loneliness

• Myth 4: Abandonment

Myth 1: Senility

• Many older adults maintain cognitive function into their 80s and 90s. Mental decline is often due to disease, medication, dehydration, or malnutrition, not aging itself.

Myth 2: Rigid Personalities –

• Personality traits like agreeableness and extraversion remain stable; labeling older adults as inflexible or cranky is harmful.

Myth 3: Loneliness

• Research shows that older adults maintain consistent life satisfaction and are not more prone to depression or isolation than other age groups.

Myth 4: Abandonment

Older adults maintain contact with family and friends, and successful aging depends on a strong family support network.

Ageism 

• describes prejudice against the older adult.

Visual Needs

• Provide a well-lit environment

• Avoid certain color shades (blue, blue-green, violet)

• Ensure that glasses are accessible and clean for patients who wear them.

Hearing Needs

• Minimize background noise, speak slowly, face the learner, and avoid covering the mouth.

• Low-pitched voices are best, and the volume should be moderate.

• Ensure hearing aids are working and consider using microphones for groups.

Musculoskeletal and Cardiovascular Needs

• Keep sessions short, provide breaks, and offer pain relief as necessary.

• Allow time for stretching and ensure comfortable seating.

Cognitive and Motor Needs

• Allow extra time for receiving and processing information.

• Be cautious with self-paced learning tools

• Do not misinterpret physical limitations as lack of motivation

Technology Needs

• Ensure that computer equipment is adapted for hearing and vision changes

• Consider alternative input methods (e.g., adapted mouse for arthritis).

The Role of the Family in Patient Education

• Family involvement in patient education improves patient care

• Family caregivers’ role is central to the quality of care for older adults: