Child-and-Adolescent-Concept-by-Pajarillaga.pptx

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1. Child and Adolescent Development Jumher Dave J. Pajarillaga

2. THE CHILD AND ADOLESCENT LEARNERS Difference between Growth and Development Growth is essentially define as quantitative changes in an individual as he progresses in chronological age, and it may refer to increase in size, height or weight . Development defines as progressive series of changes of an orderly and coherent type toward the goal of maturity. Progressive is a sense that changes are directional, leading toward something positive, and orderly and coherent imply that development is not of a haphazard, usual type but rather that there is a definite relationship among the stages in the developmental sequence (Gines, et al., 1998) .

3. Essential Factors of Development Maturation - The development or unfolding traits potentially present in the individual considering his hereditary endowment. 2. Learning -It is the result of activities and experiences on the person himself.(Gines, et al., 1998)

4. Principles of Development Development follows an orderly sequence which is predictable . The rate of development is unique to every individual. Development involves change . 4. Early development is more critical than later development.

5. Principles of Development 5. Development is the product of maturation and learning . 6. There are social expectations for every developmental period which are often referred to as developmental tasks . 7. Each phase of development has hazards.

6. Child Development Childhood – refers to the time or state of being a child, the early stage in the existence or development of something.

7. Controversies about Child Development 1. Nature Versus Nurture / Maturation Versus Learning 2. Activity Versus Passivity 3. Continuity Versus Discontinuity 4. Inherently Bad Versus Inherently Good

8. Adolescent Development It is the transitional period between puberty and adulthood in human development. Adolescence comes from the Latin word “adolescere ” meaning to grow maturity, and it is also synonymous to “teenagers”. It begins when children become sexually mature and ends when they reach the age of maturity.

9. THE RIGHTS OF CHILDREN AND YOUNG PERSONS Presidential Decree No. 603 dated December 10, 1974 provides the list of Rights of Children and Young Persons . It aims at understanding children better and for the Filipino teacher to be more aware of the children’s rights. The code contains provisions to understand and to help children better, and it is important for every Filipino teacher to be cognizant of such rights. (Anon., n.d.)

10. THE RIGHTS OF CHILDREN AND YOUNG PERSONS Article 3: Right of the Child . All children shall be entitled to the rights herein set forth without distinction as to legitimacy or illegitimacy, sex, social status, religion, political antecedents, and other factors.

11. THE RIGHTS OF CHILDREN AND YOUNG PERSONS 1. Every child is endowed with the dignity and worth of a human being from the moment of his conception, as generally accepted in medical parlance, and has, therefore, the right to be born well. 2. Every child has the right to a wholesome family life that will provide him with love, care and understanding, guidance and counselling, and moral and material security. The dependent or abandoned child shall be provided with the nearest substitute for a home.

12. THE RIGHTS OF CHILDREN AND YOUNG PERSONS 3. Every child has the right to a well-rounded development of his personality to the end that he may become a happy, useful and active member of society. The gifted child shall be given opportunity and encouragement to develop his special talents. The emotionally disturbed or socially maladjusted child shall be treated with sympathy and understanding, and shall be entitled to treatment and competent care. The physically or mentally handicapped child shall be given the treatment, education and care required by his particular condition.

13. THE RIGHTS OF CHILDREN AND YOUNG PERSONS 4. Every child has the right to a balanced diet, adequate clothing, sufficient shelter, proper medical attention, and all the basic physical requirements of a healthy and vigorous life . 5. Every child has the right to be brought up in an atmosphere of morality and rectitude for the enrichment and the strengthening of his character.

14. THE RIGHTS OF CHILDREN AND YOUNG PERSONS 6. Every child has the right to an education commensurate with his abilities and to the development of his skills for the improvement of his capacity for service to himself and to his fellowmen . 7. Every child has the right to full opportunities for safe and wholesome recreation and activities, individual as well as social, for the wholesome use of his leisure hours.

15. THE RIGHTS OF CHILDREN AND YOUNG PERSONS 8. Every child has the right to protection against exploitation, improper influences, hazards, and other conditions or circumstances prejudicial to his physical, mental, emotional, social and moral development. 9. Every child has the right to live in a community and a society that can offer him an environment free from pernicious influences and conducive to the promotion of his health and the cultivation of his desirable traits and attributes.

16. THE RIGHTS OF CHILDREN AND YOUNG PERSONS 10. Every child has the right to the care, assistance, and protection of the State , particularly when his parents or guardians fail or are unable to provide him with his fundamental needs for growth, development, and improvement . 11. Every child has the right to an efficient and honest government that will deepen his faith in democracy and inspire him with the morality of the constituted authorities both in their public and private lives.

17. THE RIGHTS OF CHILDREN AND YOUNG PERSONS 12. Every child has the right to grow up as a free individual, in an atmosphere of peace, understanding, tolerance, and universal brotherhood, and with the determination to contribute his share in the building of a better world.

18. Responsibilities of the Child Every child, regardless of the circumstances of his birth, sex, religion, social status, political antecedents and other factors shall: 1. Strive to lead an upright and virtuous life in accordance with the tenets of his religion, the teachings of his elders and mentors, and the biddings of a clean conscience;

19. Responsibilities of the Child 2. Love, respect and obey his parents, and cooperate with them in the strengthening of the family ; 3. Extend to his brothers and sisters his love, thoughtfulness, and helpfulness, and endeavour with them to keep the family harmonious and united;

20. Responsibilities of the Child 4. Exert his utmost to develop his potentialities for service, particularly by undergoing a formal education suited to his abilities, in order that he may become an asset to himself and to society ; 5. Respect not only his elders but also the customs and traditions of our people , the memory of our heroes, the duly constituted authorities, the laws of our country, and the principles and institutions of democracy

21. Responsibilities of the Child 6. Participate actively in civic affairs and in the promotion of the general welfare, always bearing in mind that it is the youth who will eventually be called upon to discharge the responsibility of leadership in shaping the nation's future; and 7. Help in the observance of individual human rights , the strengthening of freedom everywhere, the fostering of cooperation among nations in the pursuit of their common aspirations for programs and prosperity, and the furtherance of world peace.

22. Developmental Areas

23. COGNITIVE DEVELOPMENT OF CHILDREN AND ADOLESCENTS Cognitive development - is gradual, systematic changes by which mental process become more complex and refined. Establishment of new schemes is essential in cognitive development .  

24. Theories of Cognitive Development Piaget’s Main Tenet: “The Child Actively Seeks Knowledge” Jean Piaget viewed children as constructivists , meaning they are active seekers who respond to the environment according to their understanding of its essential features. He also believed that intelligence was not random but it was a set of organized cognitive structures that the child actively constructed, and viewed intelligence as basic life function that helps the child to adapt to his environment .

25. Intellectual Functions according to Piaget Organization is inborn and automatic , and it refers to the child’s tendency to arrange available schemata into coherent systems or body of knowledge . Children are constantly rearranging their existing knowledge to produce new and more complex cognitive structures (Gines, et al., 1998 ). Adaptation is the child’s tendency to adjust to the demands of the environment . This occurs in two ways: a. Assimilation b. Accommodation

26. Adaptation Assimilation is interpreting or understanding environment events in terms of one’s existing cognitive structures and ways of thinking. Accommodation is changing one’s existing cognitive structures and ways of thinking to apprehend environment events.

27. Stages of Cognitive Development This theory follows an increasingly adaptive behavior mechanism from diffused to generalized responses of the patterns of behavior . Sensorimotor Preoperational Concrete Operational Formal Operational

28. Stages of Cognitive Development Sensorimotor Stage (Birth to 2 years ). During this stage, children acquire knowledge through sensory experiences and performing actions accordingly. This is entirely unconscious, self-unaware, and non-symbolic cognition. There are six divisions of this stage : a. Reflexes b. Schemes c. Procedure d. Intentional e. Experimentation f. Representation

29. Sensorimotor Stage (Birth to 2 years). Reflexes (0 to 1 month). These refer to the behavioural foundation upon which more complex behaviors are based. They develop when applied to a wider variety of stimuli and events e.g. sucking and modify with continuous experience . b. Schemes (1 to 4 months). These refer to an organized pattern of behavior which the child interacts and comes to know his world e.g. sucking and grasping. This substage coordinates and integrates previously independent schemes such as visual and auditory. Moreover, schemes are directed inward e.g. grasp for the sake of its grasping than on the effect it has on the world.

30. Sensorimotor Stage (Birth to 2 years). c. Procedure (4 to 8 months). The schemes are directed outward and develop into procedures of interesting behaviors that produce interesting effects in the world. Procedure gets repeated e.g. banging on a pot with a wooden spoon. d. Intentional Behavior (8-12 months). Prior to this substage , child produces some outcome from his behavior and repeats it. Now, the child wants to produce a particular result then figures out the action.

31. Sensorimotor Stage (Birth to 2 years). e. Experimentation (12-18 months). Experimentation is the child’s trial-and-error exploration of the world to discover new and different ways of acting on it. Here the child produces new actions and observes the effects e.g. pulling the rug to get an out-of-reach object .

32. Sensorimotor Stage (Birth to 2 years). f. Representation (18-24 months). Before this substage , all actions and results occur externally. In this substage , the child begins to think about and acting on the world internally e.g. naming an object that is not currently present but is just thought of. Besides, the child witnesses an action but does not reproduce it and he reproduces the witnessed action at a later time. This is called deferred imitation.

33. Stages of Cognitive Development 2. Preoperational Stage (2 to 6 years ). During this stage, children develop their capacity to employ symbol, particularly language. Because of symbols, they are no longer limited to the stimuli that are immediately present and they use these symbols to portray the external world internally e.g. child can talk about the ball and can form a mental image of it. In this stage , children also develop their ability to conserve the qualitative and quantitative identity of objects even when they change perceptually.

34. Stages of Cognitive Development 3. Concrete Operational Stage (6-12 years ). Children are more logical and able to complete task not able to perform in preoperational period. Thinking is still with real or concrete objects and actions, and not yet abstract thinking.

35. Stages of Cognitive Development 4. Formal Operational Stage (12 years and over) Children develop their abstract thinking . It is their ability to think logically about things that are only possible and not necessarily real or concrete. They also develop their hypothetical-deductive reasoning .

36. Vygotsky’s Socio-Cultural Theory of Cognitive Development

37. Vygotsky’s Socio-Cultural Theory of Cognitive Development Lev S. Vygotsky’s theory emphasizes that social interaction plays a vital role in cognitive development. His theory basically means that development depends on interaction with people and the tools that the culture provides to help form their own view of the world(Gallagher , 1999).

38. Vygotsky’s Socio-Cultural Theory of Cognitive Development These cultural tools can be transmitted to three ways. Imitative Learning - a person tries to imitate or copy another person. Instructed Learning - a person remembers the instructions of the teacher and then uses them to self-regulate. 3. Collaborative Learning - a group of person who strive to understand each other and they work together to learn a specific skills.

39. Vygotsky’s Socio-Cultural Theory of Cognitive Development He believed that children are born with elementary mental abilities such as perception, attention and memory. These innate abilities transforms into higher mental functions as children interact with their culture and society ( Meece , 2002).

40. Vygotsky’s Socio-Cultural Theory of Cognitive Development His theory also states that language plays a vital role in cognitive development. Within his theory, he identified three stages in children’s use of language: Social Speech Egocentric Speech Inner Speech

41. Vygotsky’s Socio-Cultural Theory of Cognitive Development Social speech - speech used by children for purpose of communication to other people. Egocentric speech - speech that is more intellectual and children use this by verbalizing their ideas . Inner speech - speech used by children to think in their minds about their problem or task, instead of verbalizing their ideas in order to solve their problem or to decide what to do next.

42. Vygotsky’s Socio-Cultural Theory of Cognitive Development His Socio-Cultural Theory also refers to the difference between what a learner can do independently and what can be done with other’s guidance. He called this as Zone of Proximal Development (ZPD) .

43. Vygotsky’s Socio-Cultural Theory of Cognitive Development ZPD and Scaffolding Scaffolding is defined as a learner to concentrate on those elements of the task that are initially beyond his capacity and complete only those elements that are within his range of competence. According to Wood and Middleton, scaffolding becomes most effective when the assistance is correlated to the needs of the learner (McLeod, 2012).

44. Vygotsky’s Socio-Cultural Theory of Cognitive Development Furthermore, he also emphasized in his theory that three factors that shape children’s behavior, and these are called ecological contexts . Cultural Contexts Social Contexts Historical Contexts

45. Vygotsky’s Socio-Cultural Theory of Cognitive Development 1. Cultural Contexts - He said that one’s culture comprises the environment that humans have created and continue to perpetuate in their caregiving practice. Culture consists of human designs for living, which are embodied in beliefs, values, customs, and activities.

46. Vygotsky’s Socio-Cultural Theory of Cognitive Development 2. Social Contexts - He believed that learning occurs through interpersonal, social context. Thinking, as he defined, is a process of social interaction between children and more experienced and knowledgeable members of community. This social interaction helps them to master culture-specific skills and develop their behaviors that will enable them to successfully adapt to their particular community.

47. Vygotsky’s Socio-Cultural Theory of Cognitive Development 3. Historical contexts - His viewpoint, the child’s environment which he is reared and his own developmental history in terms of his experiences in that society are both significant in identifying the ways in which the child will think. Conceptual thinking must be transmitted to children through words, thus language becomes a crucial cognitive tool for deciding how children learn to think (Owens, 2006 ).

48. Information-Processing Theory OUTPUT (RESPONSE) Retrieval Encoding& Elaboration SENSORY INPUT (EXTERNAL STIMULUS) SENSORY MEMORY WORKING MEMORY LONG-TERM MEMORY Rehearsal / Repetition Forgotten Attention

49. Sternberg’s Triarchic Theory of Intelligence Analytical Intelligence Practical Intelligence Creative Intelligence

50. The Gender Schema Theory

51. Gardner’s Theory of Multiple Intelligence

52. Achievement Motivation and Intellectual Performance Achievement motivation is a person’s tendency to strive for successful performance, to assess one’s performance against specific standards of excellent and to experience pleasure as a result of having performed successfully. The achievement motivation is premised on the fact that a person needs to experience a certain degree of achievement essential for himself in school, sports, occupation, and business for self-esteem and social approval. A person with high achievement motivation tends to choose challenging activities ( Zulueta & Malaya, 2012).

53. Achievement Motivation and Intellectual Performance Achievement motivation is a person’s tendency to strive for successful performance, to assess one’s performance against specific standards of excellent and to experience pleasure as a result of having performed successfully. The achievement motivation is premised on the fact that a person needs to experience a certain degree of achievement essential for himself in school, sports, occupation, and business for self-esteem and social approval. A person with high achievement motivation tends to choose challenging activities ( Zulueta & Malaya, 2012).

54. McClelland’s Achievement Motivation Theory David McClelland achievement motivation theory suggests that there are certain needs that are learned and socially acquires as the person interacts with his environment. According to him, there are three needs and he classified them as need of power, needs of affiliation, and need for achievement.

55. McClelland’s Achievement Motivation Theory Need of Affiliation Need of Achievement Need of Power

56. Factors Affecting Development

57. Theoretical Perspective on Development The Psychoanalytical Perspective Psychoanalytic Theory: Sigmund Freud’s Pleasure-Seeking Child Sigmund Freud formulated his psychoanalytic theory on an intuitive basis, drawn from his observation and notes that he made about life histories of his mentally disturbed patients.

58. Psychoanalytic Theory: Sigmund Freud’s Pleasure-Seeking Child The major tenets of his theory pertained to children’s sexual and aggressive desire , the importance of early experiences as determinants of later development , and to ways the unconscious mind- the seething cauldron of our innate pleasurable instinct that influences our adult behavior (Owens, 2006).

59. The Three Basic Elements of Personality

60. Psychosexual Stages of Development Stage Erogenous Zone or Primary Source of Pleasure Gratification Conflicts Oral Stage (birth to 2 years) Mouth, Gums Eating, biting, thumb sucking, chewing Weaning- child weaning from his mother’s breast or bottle too early or too late. Anal Stage (2 to 3 years) Anus Discharging and retaining bowel movement Toilet Training- child is severely toilet trained or undertrained. Phallic Stage (3 to 6 years) Phallus OR Genital Penis for males, and clitoris for females Oedipus Complex (Males) and Electra Complex (Females)- chid fails to identify with the same-sex parent. Latency Stage (6 to 12 years) None Directed to same sex, school works, and hobbies Social interaction with others Genital Stage (13 years onwards) Genital Heterosexual, mating, maturation Establishing intimate relationships

61. Psychosexual Stages of Development

62. Erikson’s Psychosocial Stages: Identity-Seeking Child

63. Behaviorism and Social Learning Perspective 1. People can learn through observation. 2. There are three basic models of observational learning: (1) a live model which involves an actual individual demonstrating or acting out a behavior, (2) a verbal instructional model which involves descriptions and explanations of a behavior, and (3) a symbolic model which involves real or fictional characters displaying behaviors in books, films, televisions, programs, or online media. 3. Mental states are important to learning. He describes intrinsic reinforcement as a form of internal reward, such as pride, satisfaction, and a sense of accomplishment. Learning does not necessarily lead to a change in behavior.  

64. Watson’s Classical Conditioning: Conditioned Child John Broadus Watsons argued that any science of behavior must be based on observable events, and his approach is known as behaviorism . His work was heavily influenced by Ivan Pavlov who was first to demonstrate the process of classical conditioning. It is a type of learning that results from the repeated pairing of stimuli (Owens, 2006).

65. Skinner’s Operant Conditioning: Mechanical Child A key concept in Burrhus Frederic Skinner’s system is the process of operant conditioning . Operant conditioning, according to Skinner, is a process of learning in which reinforced behaviors tend to be repeated and occur more frequently(Owens, 2006). In other words, if a response is followed by a reward, the response will be strengthened.

66. Skinner’s Operant Conditioning: Mechanical Child There are two processes in shaping the behavior: (1) the differential reinforcement, which means that some responses are reinforced and some are not, and (2) the successive approximation, which means that some responses are reinforced successively and some are not. The successive approximations that are reinforced are those that come increasingly closer to the response ultimately desired ( Limpingco & Tria , 1999 )

67. Skinner’s Operant Conditioning: Mechanical Child Skinners also emphasized the importance of reward in shaping the behavior. Reward is a form of positive reinforcement that will help to increase the probability the desired behavior will recur. Punishment is a form of negative reinforcement that will help to decrease the probability the unpleasant behavior will not recur.

68. Environmental Perspective

69. Exceptional Development

70. Exceptional Development Pervasive Developmental Disorder

71. PHYSICAL AND MOTOR DEVELOPMENT OF CHILDREN AND ADOLESCENTS Pervasive Developmental Disorder

72. EXCEPTIONAL DEVELOPMENT Pervasive Developmental Disorder

73. EXCEPTIONAL DEVELOPMENT Pervasive Developmental Disorder

74. LANGUAGE DEVELOPMENT OF CHILDREN AND ADOLESCENTS Pervasive Developmental Disorder

75. EXCEPTIONAL DEVELOPMENT Pervasive Developmental Disorder

76. SOCIAL AND EMOTIONAL DEVELOPMENT OF CHILDREN AND ADOLESCENTS Pervasive Developmental Disorder

77. BANDURA’S SOCIAL – COGNITIVE THEORY Pervasive Developmental Disorder

78. Observational Learning Learning may occur by watching someone else perform an action and experimentation Attention Retention Reproduction Motivation

79. GOLEMAN’S EMOTIONAL INTELLIGENCE Awareness of one’s own emotions The ability to express one’s emotions appropriately The capacity to channel emotions into the pursuit of worthwhile objectives Pervasive Developmental Disorder

80. Qualities of Emotional Intelligence Self Awareness Mood Management Reframing Going off alone Praying Self- Motivation Impulse Control People Skills

81. Kohlberg’s Theory of Moral Development Level I – Preconventional Morality Stage 1 – Obedience and Punishment Orientatio n “The morality of an act is defined by its physical consequence” Stage 2 – Naive Hedonistic and Instrumental Orientation “ I’ll lend you my bike if I can play with your wagon”

82. Kohlberg’s Theory of Moral Development Level II – Conventional Morality: Conventional Rules and Conformity Stage 3 – Good Boy Morality “The child’s good behavior is designed to maintain approval” Stage 4 – Authority and Morality that maintain the social order. “ They now conforms not just to other individuals standards but to the social order”

83. Kohlberg’s Theory of Moral Development Level III – Postconventional Morality: Self accepted moral Principles Stage 5 – Morality of Contract : Individual Rights, and Democratically Accepted Law “Flexibility of Moral Beliefs ” Stage 6 – Morality of Individual Principles and Conscience “Conforms to both Social Standards and to Internalized Ideas ”

84. Exceptional Development