Adult Education Theory and Practice. Outreach Series Paper, Number 2.

Autor/in	Sakata, Reiko T.
Institution	North Carolina Univ., Chapel Hill. Technical Assistance Development System.
Titel	Adult Education Theory and Practice. Outreach Series Paper, Number 2.
Quelle	(1984), (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Education; Adult Learning; Adult Programs; Adult Students; Andragogy; Children; Classroom Techniques; Cognitive Processes; Cognitive Style; Disabilities; Early Childhood Education; Educational Philosophy; Extension Education; Group Dynamics; Group Instruction; Learning Activities; Learning Processes; Models; Parent Education; Postsecondary Education; Teaching Methods; Training + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adulte education; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Andragogics; Andragogik; Child; Kind; Kinder; Klassenführung; Cognitive process; Kognitiver Prozess; Cognitive styles; Kognitiver Stil; Handicap; Behinderung; Early childhood; Frühkindliche Bildung; Frühpädagogik; Bildungsphilosophie; Erziehungsphilosophie; Erweitertes Bildungsangebot; Gruppendynamik; Gruppenunterricht; Lernaktivität; Learning process; Lernprozess; Analogiemodell; Parents education; Elternbildung; Elternschule; Post-secondary education; Tertiäre Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; Ausbildung
Abstract	Outreach projects are funded to disseminate effective early childhood service models for use with handicapped children. To accomplish this mission, this paper describes how to offer effective training programs to parents, community leaders, volunteers, allied professionals and paraprofessionals, and staffs of agencies that wish to replicate the outreach projects model. Each of the following considerations for working effectively with adults are examined in detail: (1) adult education philosophy, (2) andragogy, (3) assumptions about adult learning, (4) learning styles, (5) noncognitive factors that affect learning, (6) group process, and (7) elements of an ideal learning environment. The paper provides conceptual and theoretical bases upon which educational activities with adults can be developed. This background and knowledge is intended to help early childhood teachers plan and carry out training activities with adults. (Thirty-seven references are included.) (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01