ProfEd1-Report (2) cognitive development

education in development

1. The Child and Adolescent Learner and Learning Principles

2. Two areas of the Philippine Professional Standards for Teachers ( PPST ) 1. Learning Environments 2. Diversity of learners - are places where people learn. They can include physical spaces such as classrooms, schools, or workplaces; virtual spaces such as digital platforms; or blended spaces that combine both physical and digital elements. The term “diverse learners” covers a broad range of abilities, communities, backgrounds, and learning styles.

3. Child Development - Adolescence is a period of significant development that begins with the onset of puberty and ends in the mid – 20s. Adolescent Development Is the process children take as they grow from infancy to adulthood

4. Nature and Principles of Development - it is imperative that we understand our students’ background (personal, social, cultural) to be able to engineer our teaching strategies to maximize lerning . By knowing their needs, we can address their concerns and seek for appropriate support Development - is the pattern of biological, cognitive, and socioemotional changes that begins at conception and continues throughout the lifespan.

5. Important Terms in the Study of Development Growth Physical changes that occur from conception to maturity. aging The deterioration of organisms (including human beings) that leads inevitably to death. development Involves growth in early life, stability in early adulthood, and the declines associated with aging later in life. maturation Which is the biological of an individual according to a plan contained in the genes (through which the hereditary characteristics passed from parents to child at conception). learning The process through which experience brings about relatively permanent changes in thoughts, feelings or behavior. environment Which refers to all the external, physical and social conditions and events that can affect us.

6. The Process and Periods in Development

7. Development follows definite stages. Although in other books, the sequence of the ages differs, what is relevent is the focus of development. STAGE AGE PERIOD MAJOR FEATURES 1. Prenatal Conception to birth Physical development. 2. Infancy Birth at full term to about 18 months Locomotion established; rudimentary language; social attachment. 3. Early Childhood About 18 months to about 6 years Language well established, sex typing; group play; ends with readiness for schooling. 4. Late Childhood About 6 to about 13 years Many cognitive process become adult except in speed of operation; and team play.

8. 5. Adolescence About 13 to about 20 years Begins with puberty, ends at maturity, attainment of highest level of cognition; independence from parents; sexual relationships. 6. Young Adulthood About 20 to about 45 years Career and family development 7. Midlife About 45 to about 65 years Career reaches highest level; Self assessment; “empty nest” crisis; retirement. 8. Late Life About 65 years to death Enjoys family achievements; dependency; widowhood; poor health.

9. The Lifespan Perspective ( Baltes , Lindenburger , & Straudinger , 2006) 1. Development is a lifelong process. We do not stop growing once we reach adulthood, we continue developing new understandings of our environment and the world around us. 2. Development is multidirectional. Development in one area is simultaneous with other areas. 3. Development always involve s both gain and losses. Development at every age involve both growth and decline. For example, gaining a capacity for logical thought as a school-age child may mean losing some capacity for fanciful and imaginative thinking of a preschooler. 4. Development is characterized by a lifelong plasticity. Plasticity refers to the capacity to change in response to positive or negative experiences.

10. 5. Development is shaped by its historical/cultural context. A person’s development is affected by the culture and the history of the society he or she grew up in. 6. Development is multiply influenced. Human development is the product of ongoing interactions between a changing person and his or her changing world. 7. Understanding development requires multiple discipline. Human Development is best understood by having knowledge of the psychological perspectives, biological underpinning and sociological context.

11. Basic Issues in Human Development 1. Assumptions About Human Nature Original Sin: Thomas Hobbes (1588-1679) portrayed children as inherently selfish and bad, believing that it was society's task to control their selfish and aggressive impulses and to teach them to behave in positive ways. b. Inherently Good: Jean-Jacques Rousseau (1712-1778) argued that children were innately good, that they were born with an intuitive understanding of right and wrong , and that they would develop in positive directions as long as society did not interfere with their natural tendencies. c. Tabula Rasa: John Locke (1632-1704) maintained that an infant is a tabula rasa, or a blank slate waiting to be written on by his or her own experiences. Lock believed that children were neither innately good nor bad; they could develop in any number or direction depending on their own experiences.

12. 2. Nature and Nurture Nature refers to the behavior and characteristics manifested because of the influence of biological forces (heredity and biologically-based dispositions.) Nurture refers to the influences brought about by the exposure to the environment (includes learning experiences, child-rearing methods, social changes and culture.) 3. Activity and Passivity Some theorists believe that children are curious, active creatures who in a very real sense orchestrate their own environment. Other theorists view humans as passive beings who are largely products of forces beyond their control-usually environmental influences (but possibly strong biological forces).

13. 4. Continuity and Discontinuity Continuity theorist view human development as process that occurs in small steps, without sudden changes. Discontinuity theorists picture the course of development as more like a series of stair steps, each of which elevates the individual to a new (and presumably more advance) level of functioning

14. Quantitative changes are changes in degree and indicate continuity (a person becomes taller, knows more vocabulary words, or interacts with friends more or less frequently). Qualitative changes are changes in kind and suggest discontinuity – changes that make the individual fundamentally different in some way than he or she was before (a nonverbal infant into a speaking toddler , or a prepubertal child into a sexually mature adolescent. 5. Universality and Context-specificity The extent to which developmental changes are common to everyone (universal) or different from person to person (context specific).