Major Differences Between Adult and Child Learning
As a teacher, one must assume a broad range of roles, among which the leader role takes a particularly important place. In teaching, leadership implies providing guidance and encouraging learners’ independence. By recognizing the differences between young and adult learners, I will motivate each age group effectively and encourage them to become independent in their learning process.
To teach effectively, an educator must remain aware of the core characteristics of the learning processes observed in the target audiences. Most importantly, differences between learning styles and developing knowledge in the specified audiences must be acknowledged. Specifically, a teacher must recognize the core distinctions between the learning processes in children and adults (Yonge, 1985).
Among the essential differences in the learning process of children and adults, the extent of independence and agency in the learning process should be mentioned first. As a rule, adults tend to be more independent in their learning process, opting for self-directed learning (Yonge, 1985). In contrast, children rely on teachers to shape their academic path (Yonge, 1985). The specified core difference must be recognized as a significant factor in determining a teaching approach.
Another significant difference between child and adult learners concerns their ability to connect the new learning material to their past experiences. While younger students may find it difficult due to the need for more relevant experiences, adult learners are likely to identify core connections to their prior knowledge or experiences (Yonge, 1985). The specified difference is critical in shaping the approaches to the teaching process since it affects the type of activities and materials to be incorporated into the lesson.
Application of Learning Differences in Teacher Leadership
The information above must be incorporated into the process of shaping the leadership role of a teacher. Specifically, the extent of agency and independence a learner possesses determines the level of the teacher’s participation in the student’s exploration of the topic (Yonge, 1985). In addition, the amount and precision of the required guidance are defined by the extent of the learner’s willingness and ability to participate in independent exploration of the subject (Kara et al., 2019). Therefore, the specified characteristics of early and adult learners effects the role of a teacher as a leader and a mentor to a significant extent.
Similarly, the extent to which children and adults can connect the learned material to their past experiences also determines the approaches teachers should undertake as leaders. To promote faster adult learning, educators should encourage them to link the new material to their past experiences to make the latest information more palatable and easier to understand.
Though in children, relating the core material to their previous experiences is also crucial for supporting their learning, a teacher should also consider other leadership approaches in guiding their understanding since younger learners may not have the necessary background to which they can connect the new material (Harari et al., 2020). Specifically, engaging younger students in new activities that will help them form relevant links and develop a proper understanding of the subject matter is vital.
Reference
Harari, G. M., Müller, S. R., Stachl, C., Wang, R., Wang, W., Bühner, M., Rentfrow, P. J., Campbell, A. T., & Gosling, S. D. (2020). Sensing sociability: Individual differences in young adults’ conversation, calling, texting, and app use behaviors in daily life. Journal of personality and social psychology, 119(1), 204-279. Web.
Kara, M., Erdogdu, F., Kokoç, M., & Cagiltay, K. (2019). Challenges faced by adult learners in online distance education: A literature review. Open Praxis, 11(1), 5-22. Web.
Yonge, G. D. (1985). Andragogy and pedagogy: Two ways of accompaniment. Adult education quarterly, 35(3), 160-167. Web.