Children often accept what they are taught because their basis for questioning is limited. Added experiences give adults the ability to evaluate and judge the validity and applicability of new information. They become more discriminating. As individuals mature, their readiness to learn is decreasingly the product of biological development and academic pressure and increasingly the product of the developmental tasks required for the performance of their evolving social roles. Working with Adults Any given group of adults gathered in a workshop or classroom situation will bring a variety of experiences and backgrounds to the training.
Adults are in different points in their adult development.
Adults probably represent a variety of backgrounds and cultures and may respond to and process information differently. Adults prefer to be in charge of their own learning and thrive under such conditions. Planners of training can accomplish this by offering content choices to participants, by developing learning contracts, and by allowing participants to choose learning approaches, resources, and evaluation techniques. Adult readiness to learn is related to what they need to know or do in order to fulfill their roles and responsibilities as adults in society. Participants can be involved in diagnosing their own learning needs.