Child and Adolescent Learner and Learning Principles/Development: Module 1 to 3

This course covers a discussion on developmental stages, characteristics and milestones of children and adolescents as basis for understanding the family. It also includes biological foundation of development, pre-natal development and infancy, it includes discussion on information processing perspective, development of language and communication skills, emotional development, of self and social condition.
Source: Corpuz, B. B., Lucas, M. D., Borabo, H. L., Lucido, P. I. (2018), The child and Adolescent Learners and Learning Principles, Lorimar Publishing, page 1 to 42

1. The child and adolescent learners and learning principles/development MS. OMOUCALTHOM S. MALAMBUT, LPT

2. Ken (2 y/o) Steve (5 y/o)

3. ANALYSIS When you gave your own predictions as to the kind of child, adolescent and adult, Steve and Ken may become and hypothesized on who they once were, you were referring to human development. What is development?

4. Growth vs. development Growth increase in physical size of a whole or any of its parts, or an increase in number and size of cells: Growth can be measured. Development A continuous, orderly series of conditions that leads to activities, new motives for activities, and patterns of behavior.

5. ANALYSIS Will two-year old Ken be able to do all that five-year old Steve can do? Why or why not? Will there be anything common in the pattern of development of Steve and Ken? If yes, what? Will there be differences in their development, e.g. pace or rate of development? What and why? Will the process of development take place very fast or gradually? Expound your answer. Do you believe that Steve and Ken will continue to develop even in adulthood? Or will they stop developing in adulthood?

6. Two approaches to human development TRADITIONAL LIFE-SPAN -Human development shows extensive change from birth to adolescence, little or no change in adulthood and decline in the late old age. -Human development occurs all throughout the life of an individual.

7. Life-long It does not end by adulthood and no development stage dominates the development

8. plastic Development is possible throughout the life-span.

9. Multi-dimensional Development consists of biological, cognitive, and socio-emotional dimensions

10. Development is relatively orderly

11. Proximodistal Pattern Development proceeds from the center of the body outward.

12. Landmarks in motor development

13. Cephalocaudal Pattern Development proceeds from the head downward.

14. Development takes place gradually.

15. contextual Individuals are changing beings in a changing world.

16. Growth, maintenance and regulation These are considered goals in that varies in every developmental change.

17. Application “Growth is an evidence of life” or “development is an evidence of life”. What does this imply to a person’s development? Explain the quote “Man is an unfinished project. He is always in the process of becoming”.

18. Module 2

19. Lewis Carroll “who are you?”, asked the caterpillar. Alice replied rather shyly, “I-I hardly know, Sir, just at present – at least I know who I was when I got up this morning, but I must have changed several times since then.”

20. Stages of human development Pre-natal Period Infancy (birth – 2 years) Early Childhood (3 – 5 years) Middle and Late Childhood (6 to 12 years) Adolescence (13 – 18 years) Early Adulthood (19 – 29 years) Middle Adulthood (30 – 60 years) Late Adulthood (61 years and above)

21. Progress before birth: Prenatal Development 3 PHASES Germinal stage =first 2 weeks conception, implantation, formation of placenta Embryonic stage =2 weeks – 2 months formation of vital organs and systems Fetal stage = 2 months – birth bodily growth continues, movement capability begins, brain cells multiply age of viability

22. prenatal It involves tremendous growth – from a single cell to an organism complete with brain and behavioral capabilities

23. Infancy ( Birth – 2 years ) e xtreme dependence on adults b eginning psychological activities: language, symbolic thought, sensorimotor coordination and social learning. l anguage of newborn is the cry u sually eats every 2 to 3 hours u ncoordinated movements p oor vision (focusing range 8 to 12 inches) Responds to human voice and touch.

24. Infancy ( Birth – 2 years ) 1 year old change from plump baby to learner more muscular toddler b egins to walk & talk a bility for passive language (better understanding of what’s being said) t entative sense of independence d etermined explorer

25. Infancy ( Birth – 2 years ) 2 years old b egins to communicate verbally (name, etc.) c an usually speak in 3 to 4 word sentences f amous for negative behavior “NO” to everything temper tantrums w ill play side by side other children, but does not actively play with them g reat imitators

26. Early childhood (3 to 5 years old) acts like parents/adults vocabulary and pronunciation continue to expand sentences are more complex; speaks well enough for strangers to understand imagination is vivid; line between what is real & imaginary is often indistinct develops fears (common fears: fear of dark, fear of animals, & fear of death) may begin to read socialize with other children their age

27. Middle and late childhood (6 – 12 years old) both large & small muscles well-developed developed complex motor skills from independent activities to same sex group activities acceptance by peers very important parental approval still important

28. Adolescence (13 – 18 years old) traumatic life stage for child & parent puberty occurs extremely concerned with appearance trying to establish self-identity confrontations with authority

29. Early adulthood/young adult 19 – 29 years old physical development complete emotional maturation continues to develop usually learned to accept responsibility for actions & accept criticism usually knows how to profit from errors socially progress from age-related peer groups to people with similar interests

30. Middle adulthood (30 – 60 years old) physical changes begin to occur: • hair begins to thin & gray • wrinkles appear • hearing & vision decrease • muscles lose tone main concerns: children, health, job security, aging parents, & fear of aging love & acceptance still take a major role

31. Late adulthood (61 years old and above) fastest growing age bracket of society physical deterioration (brittle bones, poor coordination) some memory problems coping with retirement & forms of entertainment very concerned with health & finances significant number become depressed; suicide rate is high

32. Havighurt’s Developmental tasks Infancy and Early Childhood (0 – 5) Middle Childhood (6 – 12) Learning to walk. Learning to take solid foods. Learning to talk Learning to control the elimination of body wastes. Learning sex differences and sexual modesty. Acquiring concepts and language to describe social and physical reality. Readiness for reading. Learning to distinguish right from wrong and developing a conscience. Learning physical skills necessary for ordinary games. Building a wholesome attitude toward oneself. Learning to get along with age-mates. Learning an appropriate sex role. Developing fundamental skills in reading, writing, and calculating Developing concepts necessary for everyday living Developing conscience, morality, and a scale of values. Achieving personal independence Developing acceptable attitudes toward society.

33. Havighurt’s Developmental tasks Adolescence (13 – 18) Early Adulthood (19 – 29) Achieving mature relations with both sexes. Achieving a masculine or feminine social role. Accepting one’s physique . Achieving emotional independence of adults Preparing for marriage and family life Preparing for an economic career Acquiring values and an ethical system to guide behavior Desiring and achieving socially responsible behavior Selecting a mate. Learning to live with a partner. Starting a family. Rearing children. Managing a home. Starting an occupation. Assuming civic responsibility Desiring and achieving socially responsible behavior.

34. Havighurt’s Developmental tasks Middle Adulthood (30 – 60) Later Maturity (61 and over) Helping teenage children to become happy and responsible adults Achieving adult social and civic responsibility Satisfactory career achievement Developing adult leisure time activities Relating to one’s spouse as a person Accepting the physiological changes of middle age Adjusting to aging parent Adjusting to decreasing strength and health Adjusting to retirement and reduced income Adjusting to death of spouse Establishing relations with one’s own age group Meeting social and civic obligations Establishing satisfactory living quarters

35. ISSUES ON HUMAN DEVELOPMENT

36. Nature VS Nurture

37. Is it “nature” or “nurture”

38. Nature r efers to an individual’s biological inheritance.

39. Nurture r efers to environmental experiences.

40. Biologically, there are two types of twins: Identical and Fraternal. Monozygotic – identical twins (one egg, exact same genetics). Dizygotic – fraternal twins (two eggs, no more genetically similar than other siblings. Twin Studies

41. Conducted famous longitudinal studies on twin at U of M to attempt to determine which characteristics we inherit (nature) and which we acquire (nurture). Included 8,000 pairs of twins born between 1936 – 1955. Minnesota Twin Studies Dr. Thomas Bouchard & Dr. David Lykken

42. Hypothesis: Even if identical twins were reared apart, they should exhibit the same traits in many areas due to the fact that they share 100% of genetic blueprint. Those traits that differed were due to environmental influences. Minnesota Twin Studies Dr. Thomas Bouchard & Dr. David Lykken

43. Developmental issues Nature and Nurture : the extent to which development is influenced by biological inheritance and/or environmental experiences. Nature proponents argue that an evolutionary ad genetic foundation produces commonalities in growth and development. Nurture proponents emphasize the importance of both the biological and social environment.

44. Developmental issues Stability and Change: the degree to which early traits and characteristics persist through life or change. Stability: traits and characteristics are seen as the result of heredity and early life experiences. Change: traits and characteristics can be altered by later experiences. Role of early and late experiences is hostly debated.

45. Developmental issues Continuity and Discontinuity: focuses on whether development is either: A process of gradual, cumulative change (continuous). A set of distinct stages (discontinuous ). E valuating Developmental Issues: Most developmentalists acknowledge that development is not all-or-nothing There is a debate regarding how strongly each of these issues influences development.

46. Conceptions of Age How relevant is chronological age to understanding a person’s psychological development? How should age be conceptualized? Chronological age: number of years that have elapsed since birth. Biological age: a person’s age in terms of biological health. Psychological age: an individual’s adaptive capacities compared with those of other individuals of the same chronological age. Social age: social roles and expectations related to a person’s age. The Nature of Development