3: Life-Span Development: Implications for Education

Abstract

The purpose of this chapter is to relate our knowledge about life-span developmental psychology to the emerging interest in education as lifelong learning. We begin by examining several sociocultural factors which have fostered the increasing emphasis on a lifelong approach to education. Next we consider several models of life-span development and their meaning for lifelong education. The role of education at various developmental stages is discussed, and characteristics which differentiate the young adult from the older learner and which must be taken into account in designing educational programs at different periods in the life span are discussed. Finally, implications for education arising from developmental changes in adult learners are considered. The authors assume that the primary aim of education should be optimization of individual development across the life span, although the specific objectives of education may vary both with individual development and sociocultural milieu (Baltes & Danish, 1979; Birren & Woodruff, 1973; Kohlberg & Mayer, 1972). It is a major thesis of this chapter that the individual continues to learn and change across the life span, and thus educational intervention is a viable mechanism for facilitating optimal development at all periods in life. Since approximately two-thirds to three-quarters of the life span is centered in adulthood, a major reallocation of educational resources seems implied. Therefore, much of this chapter will deal with developmental changes in adulthood and their educational implications.