Comparison between childhood and adult education

Georgios Giannoukos, Ioannis Stergiou, Vasilios Hioctour, Sotiria Kallianta, Georgios Besas


It is commonly accepted that learning and education are linked, since maximizing the efficiency of learning is achieved through education (Kokkos, 2005). Education in recent years has ceased to be a privilege of the younger aged groups and has expanded beyond the age of eighteen, the age that marks the passage from childhood to adult life. The adult trainees have formed their own methods of learning which result from their experiencesand ethics, and in turn, this has led them to develop defense mechanisms whenever their knowledge is being underestimated (Kokkos, 2005). These obstacles may be generated by anxiety, fear of failure and the lack of self-esteem (Rogers, 1999). To learn is something personal and each individual has developed a unique way of to learn and of how to perceive the learning process. The ways and perceptions of each era play an important role in how the teaching methods are formed. There are three main learning theories, the Behaviorism, the Constructivism and the Sociocultural theories of learning However, this differentiation lies not only in the educational time-step, but also in a number of other factors resulting from different and often opposing educational conditions.

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