...attention and affection for a healthy development, a family’s living circumstances in North America has become substantially and increasingly more comfortable, at least for the wealthy class. This has caused the transition from childhood to adulthood to become an extended period of adolescence. Individuals have been remaining emotionally and financially dependent on their parents up until their late twenties, and some even longer. Although John Rosemond had said, “the primary purpose of raising a child is to help that child get out of your life and into a life of its own,” it is proven that wealthier parents may create an easier living situation, involving less work for a for a young adult, which causes them to choose to stay living at home for a longer time period. When considering the reasons why an adult would return home after already leaving, or make the decision not to leave in the first place, it is important to recognize factors that have changed throughout history and time. In the past, a functionalist would argue that separation of youth from parents was a practical solution due to high rates of infant mortality and childhood illness; this led to nearly half of the population of children to die before the age of twenty. It was a necessity for parents to have many children, in order to ensure they would be supported in their old age. Parents in poorer families would often send their children to work for wealthier families, as this would allow them to avoid attachment and allow...
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...Human Development October 14, 2014 In order to gain more knowledge about young Psychosocial Development in Merging and adulthood, I interview a young lady in college who is approaching her 30th birthday in January. For the purpose of this interview I will called the young lady Paige, a factious name to protect her privacy. Paige is the only child for her parents. She grew up in an upper class neighborhood in Greenwich where money wasn’t an option for luxury. Both her parents are still alive and a fixture in the social life like Donald Trump. When I asked Paige about what influences her path and becoming an adult, she answered with angelic smile that life experience and her environment forces her to be an adult at an early age as 13. For example my mom had been sick at home with Osteoporosis (a joint disease) since I was 12 years of age. I had to make sure she was properly care for at night, by assisting with medication and her frequent bathroom visits. My parents had so much pride to have a living care giver. They don’t want the stigma of been sick and unable to be a nursing home picture to anyone in their social circle. I noticed at the end of her answer she got really joyfully like a child getting her first Barbie doll. In addition to that, Paige mention that she her parents thought her at early age that financial and educational success is not an option. She was helping her dad in his Law office every other weekend which earned her $20.00 “chuckle”. Moreover, Spanish...
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...I like the idea of calling them "emerging adults". As Simmons writes, "The title defines people by what's going on in their development as people, rather than defining them by age, marital status, or place at church" (11). I used to call this age group "young professionals", but then realized that not all of them fit in this category. It is true that even as we continue to get developed later in life, the most crucial developmental phase happens in our twenties. And the name "emerging adults" reflects the time where people are "well on their way to being fully adult but are not quite there yet" (11). All three video provide genuine examples of Biblical Witness, and all ideas in the videos can be effective in bringing God's love to people...
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...ADULT LEARNING THEORY The author examines two observation of the Adult Learning Theory: "Increased Attention to where learning takes place and its Multidimensional Natures". First, the author discusses "the increase attention to various contexts in which learning takes place," Merriam, Sharon (2008) Adults Learning Theory Twenty-First Century, (p96) using context broadly, ranging from the concrete ("workplace") to the more abstract, as in one's subculture or society as a whole. She states that this increased attention has been the result of a shift from the focus on the individual perspective and how they process the information they receive. Before, most of the research on the "Adult Learning Theory" was relegated to studying the individual; what they heard or receive and how they process the information. Today, more information is put on the external factors that play apart. Secondly, millions of dollars has been invested toward research concerning the multidimensional natures of adult learning. No more is education restricted to one setting, but Universities and Colleges alike has geared their curriculum's toward what will work best and which approach will be more effective. What was taboo decades ago especially for women concerning become adult learners, has now became an open market. The author discusses; "the multidimensional nature of learning and its holistic approach"."Frielier's chapter on learning through the body makes the case that learning is a holistic...
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...Title: Humanist and Behavioral Traditions EDU 528: Methods of Teaching in Adult Education Professor: Helen Mc Eachin Ladreine E. Price Date: 12 May 2012 Strayer University Although Jean Piaget (1896 – 1980) was looked upon as a patriarch of cognitive theories during his time, his interest in human thinking worked towards evaluating results of children intelligence tests as he tracked relationships between their ages and what types of mistakes were made. Absorbed with this information, he realized that different mistakes are made predictably by and within a certain age group which then forced his attention into what was found. With his observations, he concluded that children were not less intelligent than adults, but they actually think differently. Santrock, John W. (2008) Piaget established what is now known as the Cognitive theory, a behaviorism theory that applies emphasis to structure and development of individuals thought processes; as with memory, decision making and resolution, from youth to adulthood. Piaget, J. (1990) Piaget described key processes used by individuals in its attempt to become accustom to: assimilation and accommodation. Both of these processes are used throughout life as the person increasingly adapts to the environment in a more complex manner. Assimilation is the process of using or transforming the environment so that it can be placed in preexisting cognitive structures. Accommodations are the processes of changing cognitive structures...
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...ADULT ATTACHMENT In 1984, Main and Goldwyn performed an experiment to denote whether early patterns of attachment influence adult relationships and in particular, the attachment with their own children. In this study, each participant under went an Adult Attachment Interview (AAI) where they were asked about both their adult and childhood relationships. Every adult was then classified into four groups so that the attachment with their children could be assessed. They found a link with Ainsworth's study and realised there was a correlation between the infant attachment types and the adult classification. The first classification was dismissing (detached); in this group, people's childhood experiences are not seen as important and neither are personal relationships. Referring back to the link with Ainsworth's study, they found that adults in this classification, usually had infants who were insecurely (anxious-avoidant) attached. The second group was Autonomous (secure), adults in this category thought relationships to be important and both positive and negative experiences were recalled in the AAI with insight into how they influenced themselves - this group was linked with the infant attachment type B - secure. Preoccupied (entangled) was the third group and contained adults who recognised the emotional significance of their past experiences, yet they were often unresolved - their children were found to be insecurely (anxious-ambivalent) attached. Finally, there was the...
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...Summary Sharon B Merriam wrote, “The more we know about how adults learn the better we are able to structure learning activities that resonate with those adult learns with whom we work.” Opening with behaviorist investigate that adult learning theory in North America has pay attention on the individual learner. A learner receives data and learns how to become more self-reliant. Sharon B Merriam mentions in her report that Hill introduced the Con’vergence movement. It is when learning from environment such as well-liked teaching, fundamental citizenship, and unfavorable use activism. Non-Western Cultures are structure of circumstance that develop our thinking ahead of an individual learner. An adult social surroundings influence how she or he learns. The mind takes in details and information changes it all to wisdom. This could lead to behavior change. The way the brain processes Information from using sensory, emotions, and hands on experience are call neurobiological. Gordon Welty wrote an effective training reader Q & A It is about the work place and how the adult learning theory is used. These theories are base on Eduard Lindeman, Malcolm S. Knowles, Benjamin Bloom, Lorin W. Anderson, David Krathwohl along with a few others who acknowledge the different types of learning. Some theories are recent and some are from the early 1900’s. ...
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...| 1. | |Question : | |When asked to describe his life, Johnny mentioned his wife, kids, neighborly friends, and coworkers. He has described his _________________. | | | | | | | | | |Student Answer: | | | |MACROBUTTON HTMLDirect [pic] macrosystem | | ...
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...An adult is someone who is mature and responsible. Adulthood does not come easy, you take on numerous of new responsibilities as you mature into an adult like; having a career so you can pay bills, buying the car you always wanted, or even dating. As you mature and growing acting like an adult comes easier. Adults make wise decisions, and think about the repercussions that they would face if they make a childish decision. You have to go through those childish phases to see what it takes to not only be, but act like an adult. Once you go through those trials and tribulations’ acting like an adult becomes extremely easier. Some may argue that people aren’t adults due to their age, but in fact it’s not the age it is the mental capacity of an individual. Take the military for example, when you enlist to fight and defend your country people don’t think about the fact that most of the fighting force is probably 17, 18, or 19 year old that go on those front lines. They think of the service member as an adult, because civilians know that it takes someone of a certain mental capacity to knowingly know that they might not come back from Afghanistan, or Iraq. Acting like an adult is being completely prepared for anything that may happen. Everything isn’t for sure going to go a certain way, but you make the decisions that would classify you as acting as a child or an adult. Your persona reflects on the kind of adult you are; one that doesn’t accept defeat or the one that...
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...Adult Education among Coastal Residents As we know, often associated with coastal communities are consist mainly of fisherman as a main job who is often describe as marginalized communities, backward and left of the current development. Adult education is a practice in which adults engage in systematic and sustained learning activities in order to gain new forms of knowledge, information, skills, attitudes, or values.[1] It can mean any form of learning adults engage in beyond traditional schooling, encompassing basic literacy to personal fulfillment as a lifelong. [2] In particular, adult education needed to fulfill and respond to the human needs.[3] Adult learning can be in any of the three contexts such as formal, non-formal and informal education. Formal education is like structured learning that takes place in an education or training institution, usually with a set curriculum. Non-formal looks like learning that is organized by educational institutions. Non-formal learning opportunities may be provided in the workplace and through the activities of civil society organizations and groups. While informal education is learning that goes on all the time, resulting from daily life activities related to work, family, community or leisure. [6][7] With education, the things that you do not know how to do, you will know later when you get the education; you can change the way your family will live in the future. By the way, according to the traditional of coastal communities...
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...Adult Development Education is Vital for Great Decision Making PSY202 Adult Development Education is Vital for Decision Making Before learning about adult development, I was unaware of how the events in my life have shaped me. Looking at them now, I would have made better decisions if I had the knowledge of adult development that I have learned in this class. As an immigrant, I know what an opportunity I was given when I came to the United States. The education I have been exposed to in the United States has increased my situational awareness and overall decision-making abilities. I was born in Santiago, Chile to a middle income hard working family. My parents were very young when I was born so they didn’t have any experience raising a child. They were also very poor. My father struggled through medical school. During the earlier years of his career, I remember how he would go from house to house taking people’s blood pressure for donations. This is how we would eat. Due to my father’s intelligence, the University of Chile hired him as a scientist. He became very successful which is why the National Institute of Health bought all of us tickets to the United States. This was a very major transition in my life. I was nine years old when I came to the United States. Because I was so young, I learned English very quickly. I was the oldest of three girls. During this time of my life, I gained a sense of industry more then a sense...
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...Understanding People Early Adult: 22 – 40 Years + “When I was a child, I talked like a child, I thought like a child, I reasoned like a child. When I became a man I put the ways of childhood behind me.” 1Cor 13:11 March 28, 2016 Introduction Parents drill in a child's head that we have arrived at eighteen. That's the golden age. We are lead to believe we are grown, free to set our own rules and live life as we chose. You are a lady or a young man. As if to imply an individual has reached the end of a stage. I thought I would no longer have to complete my house chores but I almost got knocked down. Developmental theorist say it is in fact the beginning of early adulthood. Adults are in transition. In spite of the young adult’s proclamation of being grown, they are still developing and growing in many facets of life. Theorists such as Egan, Levinson, Sell, Sheehy, and Gilligan expressed beliefs of adult’s transitional stage (Fawcett, p69). Early adult (some call it pre-adult or young adult), range between ages eighteen to forty. Some theorist began as early as eighteen to thirty-five. For the purpose of this paper I will use the referenced author age range, which is age twenty-two to age forty. This paper will expand on the definition of early adulthood by unpacking the various definitions and theories concepts. I will further explore that perspective as well as other theorist perspective such as Erik Erickson and Jean Piaget. And finally end with some...
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...having a longer transition between adolescence to adult hood, or they’re having difficulty finding a job, or maybe they’re just not used to the idea of living without mom and dad, young adults should be allowed to live with or near relatives until they are emotionally, mentally, and financially. Studies show that our generation is experiencing a longer transition between adolescence and adulthood. More than one out every ten young adults still live with their parents and forty percent of all young adults find themselves moving back with parents at least once. Many never even move out once! More than sixty percent of young adult males stay living with their parents until they are in their late twenties. Two out every three young adults are living with a romantic partner, later returning with parents after a divorce or a failed relationship. Although the number of young adults living with a romantic partner is rising, the average age at which people get married is also rising. What used to be the age that people would be married by, twenty one has now risen to twenty nine! I suppose our generation seems to be experiencing some commitment issues as well. Lack of work in this bad economy is a good motive to live with or near relatives too. Young adults go through an average of eight jobs in their twenty’s, that’s a lot of job changes. With it getting so hard to find a job and the risk of losing your job always running, many young adults feel more economically secure living with parents...
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...explains how adults learn. The adult learning process is complex, context bound, and highly personal. As a result, there is no single theory of learning that can be applied to all adults. Instead, the literature of the past century has yielded a variety of models, sets of assumptions and principles, theories, and explanations that make up the adult learning knowledge base. The more adult educators are familiar with this knowledge base, the more effective their practice can be, and the more responsive it can be to the needs of adult learners. This fact sheet reviews three major theories and discusses their implications for practice. What is Andragogy? In attempting to document differences between the ways adults and children learn, Malcolm Knowles (1980) popularized the concept of andragogy (“the art and science of helping adults learn”), contrasting it with pedagogy (“the art and science of teaching children”). He posited a set of assumptions about adult learners, namely, that the adult learner • Moves from dependency to increasing self-directedness as he/she matures and can direct his/her own learning; • Draws on his/her accumulated reservoir of life experiences to aid learning; • Is ready to learn when he/she assumes new social or life roles; • Is problem-centered and wants to apply new learning immediately; and • Is motivated to learn from internal, rather than external, factors. Inherent in these assumptions are implications for practice. Knowles (1984) suggests that adult educators...
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...Title Marshall R. Chafee INFT 101 9/9/2013 Title The Article I selected focuses on how spirituality influences adult learning. There is often some confusion between "spirituality" and" religion." Generally, spirituality is described as an individuals personal experience with the sacred, that can be experienced anywhere. Religion, on the other hand is often described as an organized community of faith. (Tisdell, 2008). Spirituality has had an important influence on adult education throughout history. There are four primary ways spirituality influences adult learning. The first way states that many adult learning professors have had a career in ministry, at some point (Tisdell, 2008). The second way states that recent writers have discussed the influence of spirituality and soul in how it affects learning on an individual level (Dirkx, 1997, 2001; English and Gillen, 2000; Hunt, 2001). The third influence would be learning in the workplace, here authors focus on how it influences how they think or act in a professional environment or in working for the common good as a leader or educator (Bolman and Deal, 1995; Daloz, Keen, Keen, and Parks, 1994; Conger, 1994; English, Fenwick, and Parsons, 2003; Fox, 1995). Finally we see a strong influence of spirituality present in those educating for social justice in myriad adult education settings (Clover, Follen, and Hall, 1998; Dillard, 2006; English, 2005; Tisdell, 2003; Tolliver and Tisdell, 2006). Much of the learning from these...
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