Children and Adolescent Development PDF

**CHILDREN AND ADOLESCENT** **Development** -- acquisition of **[skills]** and **[abilities]** - ***Growth*** -- **[quantifiable]**, **[changes]** in body size and structure - ***Maturation*** -- change that comes with **[age]**, over time, **[internal ripening]** - ***Learning***...

**CHILDREN AND ADOLESCENT** **Development** -- acquisition of **[skills]** and **[abilities]** - ***Growth*** -- **[quantifiable]**, **[changes]** in body size and structure - ***Maturation*** -- change that comes with **[age]**, over time, **[internal ripening]** - ***Learning*** -- **[permanent change]** in behavior **PRE-NATAL PERIOD** 3 Sub stages 1. **Germinal** -- first two weeks (zygote) 2. **Embryonic** -- 2-8 weeks (embryo) 3. **Fetal** -- 2-9 months (fetus) ***Germinal*** - Egg and sperm unites (fertilization -- fallopian tube) - Zygote divides (blastocysts) - Zygote implants into the uterus (10 days) ***Embryonic*** - Cell differentiation intensifies - Life-supporting systems develop - Organs appear ***Fetal*** - 3^rd^ moth: genitals appear - 4^th^ month -- pre-natal reflexes - 5^th^ month -- fingernails, toenails, skin - 6^th^ month: eyes, grasping reflex, irregular movements - 7^th^ month: 16 inches, 3 pounds, organs complete - 8^th^ to 9^th^ month -- 4 pounds **PATTERNS OF DEVELOPMENT** ***Cephalocaudal*** -- Head to Toe ***Proximodistal*** -- Center of the body to outwards ***BRAIN DEVELOPMENT AND MYELINATION*** ***Brain*** -- one of the largest and most complex organ in the body - Human brain contains 50 billion neurons at birth - At age 10, children have developed **Myelination** -- process of forming a ***myelin sheath around a nerve to allow nerve impulses to move*** - **Myelin Sheath** -- makes transmission of messages from one nerve cell to another **Trivia**: 50 billion neurons **TYPES OF MOTOR DEVELOPMENT** - Reflexes - Gross Motor Skills -- bigger muscles for movement (arms, legs, torso, etc.) - Fine Motor Skills -- intricate task (hands, fingers, etc.) **PUBERTY** - Menarche -- first mentruatio - Spermarche - Testosterone (Androgens) - Estrogens and Progestins **ISSUES OF HUMAN DEVELOPMENT** 1. **Nature vs Nurture** - Nature (genetics), Nurture (environment) 2. **Continuity vs Discontinuity** - Continuity (gradual or cumulative changes), Discontinuity (distinct changes) 3. **Stability vs Change** - ***Stability*** (constancy or persistence of behavior or personality) - ***Change*** (throughout their lives) **FREUD'S PERSONALITY COMPONENTS** 1. **Id** -- pleasure principle, instant gratification, satisfy needs 2. **Ego** -- reality principle, the self, deciding agent 3. **Superego** -- moral principle, what's right to do, conscience, morality **PSYCHOSEXUAL DEVELOPMENT THEORY** Erogenous Zone -- specific area in the body that is the focus of pleasure needs Fixation -- results from failure to satisfy needs of a particular psychosexual stage OAPhaLaGe -- Freud's Psychosexual 1. **ORAL (0-1)** - mouth, tongue, lips - ***weaning off a breastfeeding*** - Oral Receptive -- not satisfied, overeating - Oral Aggressive -- overly satisfied, thumb sucker, nail biting 2. **ANAL (1-3)** - Anus - ***Toilet training*** - Anal Retentive -- nasobrahan, controlling - Anal Expulsive -- nakulangan, messy and organize 3. **PHALLIC (3-6)** - Genitals - Oedipus/Electra Complex - Sexual Deviance - Sexual Dysfunction 4. **LATENCY (6-12)** - No action, hidden - Development of defense mechanisms - Focus in studies and friendships 5. **GENITALS (12-ADULTHOOD)** - Genitals - full sexual maturity **COGNITIVE DEVELOPMENT** **Schema** -- prior knowledge, initial idea **Assimilation** -- fitting in a new information using the schema and add it on one's schema **Accommodation** -- changing the schema and creating another schema if an information do no fit in **Equilibrium** -- - Cognitive disequilibrium -- information do not fit in schema ***[SePreCoFor]*** ***Sensorimotor (0-2)*** - **Object Permanence** -- existing without perception of the senses ***Pre-Operational (2-7)*** - **Symbolic Functioning** (Imaginative thinking) - **Intuitive Thought** - **Egocentrism** -- child may think just that her perception is the same with others - **Centration** -- focus only on one aspect (the length of an object) - **Animism** -- talking to inanimate objects (barbies/toys) as well as animals and other nature (moons) - **Transductive Reasoning** -- a causes b therefore b causes a - **Irreversibility** -- inability to think that some things can be reversed ***Concrete Operational (7-11)*** - **Reversibility** - **Elimination of egocentrism** - **Seriation** -- arrange things - **Classification** -- group objects - **Conservation** -- child may think that changes in physical appearance would not change quantity **Formal Operational (12-above)** - Logical and abstract reasoning - Formulation of hypothesis - Conclusion - Judgement **ERIKSON'S PSYCHOSEXUAL DEVELOPMENT** - Incorporated social and cultural aspects - There are psychosocial crises that affect the development of the child - **Maladaptation** -- too much positive - **Malignancy** -- too much negative - Basic virtue 1. **Trust vs. Mistrust** 2. **Autonomy vs. Shame and Doubt** 3. **Initiative vs. Guilt** 4. **Industry vs. Inferiority** 5. **Identity vs. Role Confusion** 6. **Intimacy vs. Isolation** 7. **Generativity vs. Stagnation** 8. **Integrity vs. Despair** **VYGOTZKY'S SOCIO-CULTURAL THEORY** **Scaffolding** -- coined by Bruner but popularized by Vygotzky **Zone of Proximal Development** (ZPD) -- ***gap*** between actual and potential encounters **Actual Development** -- what children can do on their ***own*** **Potential Development** -- what they can do with ***help*** **More Knowledgeable Other (MKO)** -- the one who gives help Stages in Scaffolding: 1. I do/you watch 2. I do/you help 3. You do/I help 4. You do/I watch **KOHLBERG'S MORAL DEVELOPMENT** **Level 1 - Preconventional** Stage 1: Punishment -- Avoidance and Obedience (2-4 yo) Fear of Punishment ---------------------------------- --------------------------------------------------------- --------------------------- Stage 2: Mutual Benefit (5-9 yo) **Exchange of Behaviors** **Level 2 -- Conventional** Stage 3: Social Approval (7-12 yo) **Good boy/Good girl** Stage 4: Law and Order (10-15 yo) **Established rules** **Level 3 -- Post-conventional** Stage 5: Social Construct (12-20) **Common good** Stage 6: Universal Ethical Principles **Conscience** **URIE BRONFENBRENNER'S SYSTEMS** 1. **Microsystem** -- one direct relationship, parents, friends, family 2. **Mesosystem** -- interaction of two microsystem 3. **Exosystem** -- environment has nothing to do with the child but will affect the child (e.g occupation of parents) 4. **Macrosystem** -- society and culture (educational/political systems) 5. **Chronosystem** -- making life adjustment (changes that happen in systems and changes by positive and negative life events) **STERNBERG'S LANGUAGE DEVELOPMENT** 1. Cooing (pre-talking) 0-6 months 2. Babbling (6-8 months) 3. One-word utterances (holophrase) 4. Two-word utterances (combination) 5. Telegraphic speech (more complex and incomplete) 6. Basic adult sentence **LANGUAGE ACQUISITION DEVICE (LAD) -- Noam Chomsky** - Mental capacity which an infant acquire and produce language - "Nativist Theory of Language" humans are born with the instinct or "innate facility". **FACILITATING LEARNER-CENTERED TEACHING** **How to teach the students?** 1. Learn about student's cultures. 2. Vary teaching approaches. 3. Utilize various resources in the students' communities **Classroom Environment conductive to learning** 1. Physical space 2. Getting learners to participate 3. Getting a communal atmosphere 4. Classroom climate and culture **Individual Differences** 1. Learning styles (sensory preference) - TVAK: Tactile, Visual, Auditory, and Kinesthetic **Hemispheres of the Brain** **LEFT BRAIN (ANALYTIC)** **RIGHT BRAIN (GLOBAL)** ------------------------------------------ ----------------------------------------- **Verbal** **Visual** **Responds to word meaning** **Responds to tone of voice** **Sequential** **Random** **Process information linearly** **Process information in varied order** **Responds to logic** **Responds to emotion** **Plans ahead** **Impulsive** **Recalls people's name** **Recalls people's face** **Speaks with few gestures** **Gestures when speaking** **Punctual** **Less punctual** **Prefers formal study** **Prefers sounds to music** **Prefers bright lights while studying** **GARDNER'S MULTIPLE INTELLIGENCES THEORY** 1. Existential 2. Visual 3. Interpersonal 4. Intrapersonal 5. Musical 6. Linguistic 7. Kinesthetic 8. Logical 9. Naturalistic **Metacognition** - term coined by Jhon Flavell (1970) consists of both metacognitive experiences - "Thinking about thinking", "Learning how to learn" **Learner's with Exceptionalities** 1. **Dyslexia** -- disability in reading 2. **Dyscalculia** - difficulty with numbers 3. **Dysgraphia --** disability in writing 4. **Dyspraxia** -- disability in movements 5. **ADHD** 6. **Autism -** impaired social interaction, repetitive behaviors 7. **Mental Retardation** 8. **Giftedness** **People's First Language --** use to address people with disabilities **BEHAVIORIST THEORIES** **Father of Behaviorism** -- John B. Watson **Adhesive Principle** -- Operates on the principles of attachment to a S-R **PCSO** -- Pavlov Classical Skinner Operant **Classical Conditioning** **Elements:** 1. **Unconditioned stimulus (UNCS)** - automatically cause response 2. **Neutral S** -- cannot cause response 3. **Conditioned S** -- from Neutral 4. **Conditioned response** -- response to conditioned S **Principles of Classical Conditioning (SEEDS)** - **S: Stimulus Generalization** (salivating for other things) - **E: Extinction** (lost response to something) - **E: Excitation/Inhibition** (ma excite or dili) - **D: Discrimination** (can choose who to response) - **S: Spontaneous Recovery** (mawala and mubalik) Thorndike's Law of Learning 1. **Law of Readiness** -- prepare students for an activity 2. **Law of Exercise** -- things that are often repeated are best remembered 3. **Law of Effect** -- depends on the results/consequence of the behavior **B.F Skinner's Operant Conditioning** - Reinforcement and Punishment **Albert Bandura's Social Learning Theory** - Vicarious learning - Bobo doll experiment - People learn through observation **4 Phases of Modelling** 1. **Attention** 2. **Retention** 3. **Motor Reproduction** 4. **Motivation** **COGNITIVE PERSPECTIVE** **Gestalt Psychology --** shape of thoughts that looks at the human and behavior: perception with visual stimuli; our brain creates patterns para masabtan; the whole is more than the sum of the parts a. Gestalt Rules i. **Figure and Ground** -- pictures with double portrayal ii. **Law of Proximity** -- when objects close together, unity occurs. iii. **Continuation** -- happens when eye moves from one object and to another iv. **Law of similarity** -- objects looks similar v. **Law of closure** -- our mind fill in the gaps; people fill in the missing information vi. **Law of Pragnanz** -- when one is presented with a set of an ambiguous or complex objects, your brain will make them appear simple. **Wolfgang Kohler's Insight Learning and Problem-Solving Theory** - Ape experiment **Information Processing Theory** **Attention** -- process of perceiving some information and not the other information - **Cocktail Party Effect** (selective attention in the brain) - **Stroop Affect** (delay in the reaction time because of a mismatch in the stimuli, read the colors not the word) 3 Processes of IPT: 1. Encoding 2. Storage 3. Retrieval IPT (Atkinson) 1. Sensory Register 2. Short-term memory 3. Long-term memory **Memory Systems** 1. Episodic -- times and events 2. Semantic -- general meaning and information 3. Procedural -- "knowing how" ; processes/steps **Chunking** -- divide information or group information into chunks **Gagne's Cumulative Learning** **9 events of instruction:** 1. Gaining attention 2. Informing Learner of Objective/s 3. Recalling prior knowledge 4. Presenting material 5. Providing guided learning 6. Eliciting performance 7. Providing feedback 8. Assessing performance 9. Enhancing retention **Ausubel's Meaningful Reception Theory** **4 Processes of meaningful learning:** 1. **Derivative Subsumption** -- new information is an example of a concept that you have already learned. 2. **Correlative Subsumption** -- Changing or expanding the possibility to learn the concept 3. **Superordinate** -- concept must be taught; prior knowledge of example (knowing that pineapple is part of fruits in the later part) 4. **Combinatorial Learning** -- Newly acquired knowledge combines with prior knowledge to enrich the understanding of both concepts **Bruner's Constructivist Theory** **Instrumental Conceptualism** -- believes that "you can't teach people everything they need to know". The best to do is to position them where they can find what they need to know when they need to know it. **Spiral Curriculum (the K-12)** -- learning is spread out over time rather than being concentrated in shorter periods. In a spiral curriculum, material is revisited repeatedly over months and across grades. **Learning Modes** 1. **Enactive** -- learn through movement or action (play with a book) 2. **Iconic** -- learn through images or icons (look at pictures) 3. **Symbolic** -- Learn through abstract symbols (read for research) **Types of Questions:** 1. Convergent -- with one correct answers; narrowing 2. Divergent -- with many possible answers and solutions; to develop critical thinking 3. Lots -- Lower order thinking skills 4. Hots -- Higher order thinking skills **Questioning and Reacting Techniques** 1. Wait time 2. Probing 3. Rephrasing 4. Prompting 5. Redirecting **Creative Thinking** **Dr. E. Paul Torrance (1915-2003) --** Father of Creativity; Torrance tense for creative thinking ***Components of Creativity:*** 1. **Fluency** -- ability to generate quantities of ideas 2. Flexibility -- the ability to create different categories of ideas, and to perceive an idea from different POV 3. **Originality** -- generate new, different, and unique ideas 4. **Elaboration** -- expand an idea by embellishing it with details or ability to create an intricate plan **Types of Motivation** 1. Intrinsic 2. Extrinsic **Revised Bloom's Taxonomy of Educational Objectives** - Is a model that describe the different levels of learning outcomes that target skills and competencies that the teachers aim to develop in the learners. Trivia Pattern: Cognitive, Meta, Cell System **Kendall & Marzano** **SELF SYSTEM THINKING** -- new task beliefs about one's efficacy - Metacognitive system -- design strategies, set goals - Knowledge utilization - Analysis - Comprehension retrieval **Krathwohl's Taxonomy of Affective Domain** - **Receiving, Responding, Valuing, Organization, Characterization** **Simpson's Taxonomy of Psychomotor Domain** **Perception** -- use sensory cues to guide motor activity **Set** -- readiness to act **Guided response** -- imitation and trial and error **Mechanism** -- skills done with confidence and proficiency **Complex overt response** -- involves complex response **Adaptation** -- skills well-developed, can modify pattern **Origination** -- creating new environment to fit