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1 LESSON 2: THE CHILD AND ADOLESCENT lifespan. There is no such thing as “I am too LEARNERS AND LEARNING PRINCIPLES old for that..” Neither Sixto nor Zia will be too old to lea...

1 LESSON 2: THE CHILD AND ADOLESCENT lifespan. There is no such thing as “I am too LEARNERS AND LEARNING PRINCIPLES old for that..” Neither Sixto nor Zia will be too old to learn something. Aging is Definitions of Child and Adolescent Learners associated with declines in certain CHILD/CHILDREN intellectual abilities. These declines can be prevented or reduced. In one research ​ According to UNESCO, UNICEF, and WHO, study, the reasoning abilities were improved children (under 10 or 18 years old) are in through retraining. the early stages of learning, where they 3.​ Development multidimensional. need hands-on activities and a supportive -Development consists of biological, environment to build their confidence. cognitive, and socio-emotional dimensions. ADOLESCENTS Development as a process is complex because it is the product of biological, ​ Adolescents (ages 10–19) are growing into cognitive, and socioemotional processes. young adults, developing critical thinking, (Santrock, 2002) emotional maturity, and independence. They need activities that encourage Development is relatively orderly. problem-solving, teamwork, and exploring Development takes place gradually. their interests. 4.​ Development is contextual. -Individuals are changing beings in a Children learn best through interactive, playful, changing world. Individuals respond to and and simple activities, while adolescents benefit act on context. These contexts include the from lessons that challenge their thinking and allow individual’s biological make up, physical them to make decisions. Teachers need to create a environment, cognitive processes, and safe and inclusive classroom for both groups, historical, social, and cultural context. where students feel valued and supported. By 5.​ Development involves growth, understanding these differences, teachers can plan maintenance, and regulation. lessons that meet their needs and help them -Growth, maintenance and regulation are succeed. three (3) goals of human development. The Growth and Development goals of individuals vary among developmental stages. For instance, as TWO APPROACHES TO HUMAN individuals reach middle and late adulthood, DEVELOPMENT concern with growth gets into the backstage 1.​ Traditional Approach- if you believe that while maintenance and regulation take Zia and Sixto will show extensive change center stage. from birth to adolescence, little or no change in adulthood, and decline in late old The Stages of Development and Developmental age. Task 2.​ Life-Span Approach- if you believe that Zia and Sixto even in adulthood developmental PRE-NATAL PERIOD change takes place as it does during ​ Referring to pre-natal development, childhood. Santrock (2002) asked the following Life-span development questions succinctly: "How from such a simple beginning do endless forms develop 1.​ Development is Lifelong. and grow and mature? What was this -It does not end in adulthood. Sixto and Zia organism, what is it now, and what will it will continue developing even in adulthood. become? Birth's fragile moment arrives 2.​ Development is Plastic. when the newborn is on a threshold -Plasticity refers to the potential for change. between two worlds. Development is possible throughout the  2 Middle and Late Childhood (6-12 years old) passions in our lives - at times angels of light, at other times of torment. And we ​ "In middle and late childhood, we were on a possibly will never know the love of our different plane, belonging to a generation parents until we become parents ourselves. and feeling properly our own. It is the wisdom of human development that at no Middle Adulthood (30-60 years old) other time we are more ready to learn than ​ In middle adulthood what we have been at the end of early childhood's period of forms what we will be. For some of us, expansive imagination. Our thirst was to middle age is such a foggy place, a time know and to understand. Our parents when we need to discover what we are continued to cradle our lives but our growth running from and to and why. We compare was also being shaped by successive choirs our life with what we vowed to make it. In of friends. We did not think much about the middle age, more time stretches before us future or the past, but enjoyed the present." and some evaluations have to be made, (Except for a few words, the paragraph is however reluctantly. As the young/old taken from Santrock, 2002) polarity greets us with a special force, we Adolescence (13-18 years old) need to join the daring of youth with the discipline of age in a way that does justice ​ In no order of things was adolescence, the to both. As middle-aged adults we come to simple time of life for us. We clothed sense that generations of living things pass ourselves with rainbows and went 'brave as in a short while and like runners hand on the the zodiac, flashing from one end of the torch of life. world to the other. We tried on one face after another, searching for a face of our Late Adulthood (61 years old and above) own. We wanted our parents to understand ​ The rhythm and meaning of human us and hoped they would give up the development eventually wend their way to privilege of understanding them. We wanted late adulthood, when each of us stands to fly but found that first, we had to learn to alone at the heart of the earth and stand and walk and climb and dance. In our "suddenly it is evening. "We shed the leaves most pimply and awkward moments, we of youth and are stripped by the winds of became acquainted with sex. We played time down to the truth. We learn that life is furiously at adult games but were confined lived forward but understood backward. We to a society of our peers. Our generation trace the connection between the end and was the fragile cable by which the best and the beginning of life and try to figure out the worst of our parent's generation was what this whole show is about before it is transmitted to the present. In the end, there over. Ultimately, we come to know that we were two but lasting bequests our parents are what survives of us. could leave us - one being roots, the other wings. Havighurst Developmental Tasks and Education Early Adulthood (19-29 years old) Units of Study ​ Early adulthood is a time for work and a time for love, sometimes leaving little time First Semester for anything else. For some of us, finding our place in adult society and committing to ​ Historical Fiction a more stable life takes longer than we ​ Mythology imagine. We still ask ourselves who we are Second Semester and wonder if it isn't enough just to be. Our dreams continue and our thoughts are bold ​ Short Stories but at some point, we become more ​ Folklore pragmatic. Sex and love are powerful  3 Methods of Assessment Brain Development during Early Childhood ​ Unit Exams 25% ​ Brain increases from 70% in its adult ​ Quizzes 10% weight. ​ Projects 20% ​ 90% of child's brain development happens ​ Essays 30% before age 5 ​ Homework 10% ​ Participation 5% Physical Development in children ​ refers to the development of their motor skills, which involves using their bodies ​ Defined by a child’s gross motor, fine motor LESSON 3: PHYSICAL AND MOTOR and balance or coordination skills. DEVELOPMENT OF CHILDREN AND ADOLESCENT Child Development ​ refers to a child’s ability to perform tasks of greater complexity as he gets older ​ Involves language, social and motor skills. Stages of Motor Development ​ Infanthood (0-2 y.o.) ​ Early Childhood (2-6 y.o.) ​ Middle Childhood (6-12 y.o.) Physical Development during EARLY CHILDHOOD ​ Age range: 2 to 6 years Fine Motor Skills ​ Known to us as “preschool age” ​ relate to the use of the upper extremities to ​ Follows a directional pattern engage and manipulate the environment. Directional Pattern ​ Movements involving smaller muscles groups such as those in the hands and wrist 1. The rapid increase in body size of the first two ​ Writing, feeding oneself, buttoning, years tapers off into a slower growth pattern. On zippering, waving average, children add 2 to 3 inches in height and about 5 pounds in weight each year. Boys continue Gross Motor Skills to be slightly larger than girls. ​ movements related to large muscles such 2. Larger muscles develop before small muscles. as legs, arms, etc. Muscles in the body’s core, legs, and arms develop ​ Examples: coordination to walk, balance, before those in the fingers and hands. run , jump, climb, throw 3. The Center of the body develops before the MIDDLE CHILDHOOD outer regions. Muscles located at the core of the ​ Age range: 6 to 12 years body become stronger and develop sooner than ​ Known as Grade 1 to 6 pupils those in the feet and hands. 4. Developmental goes from the top down, from the head to the toes.  4 Physical Development ADOLESCENCE ​ Bones broaden dramatically Physical Development during Adolescence ​ Grow on average 2-3 inches / year ​ Significant Changes ​ Both are building muscles ​ Adolescent (Pubertal Growth Spurt) ​ Girls tend to retain more fatty tissue ​ Puberty Motor Development 1. Adolescent or Pubertal Growth Spurt ​ Boys slightly faster in GMS ​ Refers to the rapid acceleration in height ​ Girls slightly faster in FMS and weight Fine Motor Skills - slower Girls Gross Motor Skills - faster ​ Earlier rapid growth than boys ​ Age of 9 or as late as 12 How are we going to develop fine and gross motor ​ Spurt occurs 2 years earlier skills? ✓ Physical Activities Boys ​ Age of 12 or as late as 16 2. PUBERTY ​ The emergence of primary and secondary sex characteristics, and the point at which the individual becomes physically capable of sexual reproduction. How to promote Overall Motor Skills Development? ​ Provide opportunities for children to exercise large muscles every day. ​ Offer a range of small motor activities and LESSON 4: NEUROSCIENCE and BRAIN experiences in the classroom. DEVELOPMENT ​ Provide materials, equipment, and child-sized furniture in adequate numbers to What is neuroscience? allow all children to participate. ​ also known as “neural science” is a study ​ Be aware of cultural differences in young that deals with the structure and function of children with regard to motor development the nervous system and brain. Why to develop fine and gross motor skills? ​ The technological advances in neuroscience allowed scientists to research ​ Self Confidence and develop studies about the human brain, ​ Social Development especially in the first six years of a child’s ​ Emotional Development development. ​ This period is a phase of greater plasticity, which is the ability that the brain has to change through the numerous connections  5 made between the neurons for each new ​ permits voluntary action experience and learning. With Autonomic Nervous System neuroplasticity, the brain is able to modify the physical structure, the chemicals and ​ permits involuntary functioning of the function. This occurs through the blood vessels, glands, and internal experiences and stimulus encountered by organs such as the bladder, stomach the child in his or her interactions with the and heart two main divisions: environment. ​ a. Parasympathetic Nervous System Nervous System ○​ slows the body down to keep ​ is our body’s command center its rhythm ​ three basic functions: ○​ enables the body to conserve ○​ receives sensory input from internal and store energy and external environments ○​ like the brakes in your car ○​ integrate the input ​ b. Sympathetic Nervous System ○​ respond to stimuli ○​ mobilized the body for action ○​ increases heart rate Our nervous system is composed of two major ○​ like the accelerator of your categories: car 1. Peripheral Nervous System Central Nervous System 2. Central Nervous System (CNS) ​ made up of brain and spinal cord Peripheral Nervous System Spinal Cord ​ It handles the central nervous system’s ​ protected by a column of bones input output. It contains all the portions of ​ carries nerve signals throughout the the nervous system outside the brain and body, these nerve signals help you spinal cord. feel sensations and move your body ​ Contains sensory nerves (to the brain), ​ example is touching a hot iron carry messages from special reporters in the skin, muscles, and other internal and Brain external sense organs to the spinal cord ​ is a complex organ that controls and then to the brain, and motor nerves thought, memory, emotion, touch, (from the brain), carry orders from CNS to motor skills, vision, breathing, muscles, glands to contract and produce temperature, hunger and every chemical messengers. process that regulates our body ​ subdivided into two: ​ 3 main parts: ○​ 1. Somatic Division ○​ Cerebrum ○​ 2. Autonomic Division ○​ Cerebellum ​ a. Parasympathetic Nervous ○​ Brainstem System ​ b. Sympathetic Nervous Cerebrum System ​ is the largest part of the brain and is divided Somatic Nervous System and Autonomic into two halves called cerebral hemispheres Nervous System that are connected by a large band of fibers called the corpus callosum Somatic Nervous System ​ higher forms of thinking takes place in it ​ consist of nerves connected to ​ handles much of our brain “conscious” sensory receptors and skeletal actions muscles  6 ​ The cerebrum is covered by several thin ○​ process information in sequence; layers of densely packed cells known as the one piece of data at a time cerebral cortex. Each cerebral hemisphere, ○​ logical deep fissures divided the cortex into four ​ Right Hemisphere lobes: ○​ non-verbal areas ○​ a. Frontal Lobe ○​ comprehension, spatial ​ toward the front of the brain relationships, drawing, music, ​ motor cortex emotion ​ voluntary movement of ○​ process information as a whole muscles ○​ intuitive ○​ b. Parietal Lobe Cerebellum ​ top of the brain ​ somato-sensory ​ second largest part of the brain ​ pressure, touch, pain ​ it functions for muscles coordination and ○​ c. Occipital Lobe maintains balance and posture ​ back of the brain ​ visual cortex Brainstem ○​ d. Temporal Lobe ​ bottom, stalk-like portion of the brain ​ sides of the brain ​ sends messages to the rest of the body to ​ auditory cortex regulate balance, breathing, heart rate and ​ memory, perception, more emotion, language ​ three parts: Language ○​ a. Midbrain - top part of the brainstem is crucial for regulating ​ the left hemisphere of the brain is eye movements responsible for language and speech and is ○​ b. Pons - middle portion which called the dominant hemisphere coordinates facial movements, ○​ a. Broca’s area - lies in the left hearing and balance frontal lobe that directs muscle ○​ c. medulla oblongata - top part movements involved in speech which helps regulate your breathing, ○​ b. Wernicke’s area - lies in the left heart rhythms, blood pressure and temporal lobe involved in language swallowing. comprehension and expression Three distinct regions of the brain Specialization and Integration in Language 1.​ Forebrain - largest region of the brain ​ Visual cortex - receives written words as a.​ hypothalamus regulates visual stimulation homeostasis; involves with drives ​ Angular gyrus - transforms visual associated with survival such as representations into an auditory code hunger, thirst, emotion, sex and ​ Wernicke’s area - interprets auditory code reproduction ​ Broca’s area - controls speech muscles via b.​ thalamus serve as a central relay the motor cortex point for incoming nervous ​ Motor cortex - word is pronounced messages 2.​ Midbrain - serves important functions in motor movement, particularly movements of Specialty Functions in Brain Lateralization the eye, and in auditory and visual processing ​ Left Hemisphere 3.​ Hindbrain - composed of medulla ○​ verbal competence oblongata, pons and cerebellum ○​ speaking, reading, thinking and reasoning  7 The Neurons (neurons or nerve cells) ​ Chromosome & Gene-linked Abnormalities ​ fundamental units of the brain and nervous Reproduction Challenges & Choices system ​ Prenatal Diagnostic Tests ​ held in place by glial cells that provides ​ Infertility neurons with nutrients, insulate neurons, ​ Adoption remove cellular debris when neurons die Heredity-Environment Interaction Structure of a Typical Neuron ​ Conclusion about heredity environment ​ Dendrites - act like antennas receiving interaction messages ​ Cell Body - contains biochemical machinery to keep the neurons alive ​ Axon - transmits messages away from the EVOLUTIONARY PERSPECTIVES cell body to other neurons Natural Selection & Adaptive behavior ​ Myelin Sheath - surrounds the axons. It is a layer of fatty material which is derived from ​ Charles Darwin (1859) “Evolutionary glial cells. process by which those individuals of a ○​ to prevent signals from adjacent species that are best adapted are the ones cells from interfering with each other that survive and reproduce” and to speed up the production of neural impulses ​ Afferent (sensory neurons) carry nerve impulses towards the brain ​ Efferent (motor neurons) carry nerve impulses away from the brain ​ Ganglia are clusters of nerve cells. ​ Some axons are wrapped in a myelin sheath formed from the plasma membrane of specialized glial cells known as Schwann cells. ​ Schwann cells serve as supportive, nutritive and service facilities for neurons. ​ Adaptive Behavior - adaptive behavior is ​ The gap between Schwann cells is known the behavior that promotes an organism’s as the node of Ranvier and serves as survival in the natural habitat. points along the neurons for generating a ​ Evolutionary Psychology signal. ○​ Emphasizes the importance of adaptation, reproduction, and survival of the fittest in shaping LESSON 5: BIOLOGICAL BEGINNINGS behavior. ○​ Explains human physical features Evolutionary Perspective and behaviors. ​ Natural Selection & Adaptive ○​ Focuses on conditions for survival or ​ Behavior Evolutionary Psychology non-survivals Genetic Foundations ​ What are genes? ​ Mitosis & Meiosis ​ Genetic Principles ​ Behavior Genetics ​ Molecular Genetics  8 probably have more like 30,000 different genes. -​ The units of hereditary information that are compromised of short segments of DNA are genes. -​ DNA is a complex molecule that has a double helix shape, like a spiral staircase, and contains genetic information -​ After fertilization of the egg by a sperm, a Evolutionary Developmental Psychology single cell is created that is known as zygote ​ Humans take longer to become -​ A person’s genotype refers to all of an reproductively mature individual’s genetic material, including that ​ Humans require time to develop a large which has and has not yet been expressed. brain and learn the complexity of human -​ A phenotype can consist of physical as well societies as psychological characteristics. ​ The length of childhood period is extended -​ When one gene overrides the potential of ​ Evolved mechanisms are not always another gene to be expressed, masking it in adaptive in contemporary society a way, this gene is exerting a dominant influence. GENETIC FOUNDATIONS OF DEVELOPMENT Heredity-Environment Interaction ​ Each of us carries a “genetic code” that we inherited from our parents ​ A fertilized human egg carries this human code ​ Fertilized human egg cannot grow into any other species ​ Each of us began life as a single cell which contained our entire genetic code ○​ Mitosis: Cell nucleus duplicates. Meiosis: Cell division forms gametes. ○​ Fertilization: Egg and sperm form Genetic Principles zygote. Sex-linked genes: Genes and chromosomes: -​ X-linked inheritance for males and females. ​ Identical and fraternal twins ​ Mutated gene Poly-genetically determined characteristics: ​ Genotype-All of one’s genetic makeup -​ Many genes interact to influence a trait. ​ Phenotype-Observable characteristics Sex-linked chromosome abnormalities: -​ Down Syndrome -​ A complex molecule that has a double-helix -​ Klinefelter syndrome- (males-extra X shape and contains genetic information is chromosome) chromosome -​ Fragile X syndrome- (abnormality in X -​ Originally thought that human beings have chromosome) around 100,000 genes, recent research into -​ Turner syndrome- (females-extra X the human genome suggests that we chromosome)  9 -​ XYY syndrome- (males-extra Y Fetal MRI chromosome) -​ Look for more detailed/accuracy of the Chromosome Abnormalities: abnormalities in specific organs etc. Noninvasive Prenatal Diagnosis (NIPD) -​ Look for fetal cells circulating in mother’s blood -​ Test genes inherited from father causes cystic fibrosis/Huntington disease Fetal Sex determination -​ Early detection of baby gender Hazards to Prenatal Development Gene-Linked Abnormality -​ Prescription drugs -​ Social Drugs -​ Substance Abuse -​ Maternal Factors -​ Other Factors Birth Process 3 Stages 1. Contractions causing the cervix to stretch and open moving from 15 to 20 minutes apart at the beginning to 2 to 5 minutes apart at the end. 2. Contractions occur every2-5 minutes, push baby through the birth canal 3. Baby head emerges from the mother’s body, after birth the placenta, umbilical cord, and other membranes are detached and expelled. Prenatal Tests Midwife-Certified birth attendance Doula-Greek Ultrasound Sonography term-,caregiver, physical, emotional, educational -​ Perform 7 wk- throughout pregnancy support Chorionic Villi Sampling: Hospital-OBGYN, Nurse, Pediatrician -​ Small sample of placenta taken (10-12 wk) Non Medicated techniques: detect genetics defect/chromosome Water birth more in European countries abnormalities Massage reduces pain and anxiety Amniocentesis: Acupuncture is standard in China -​ Samples amniotic fluid (16-18 wk). Test for chromosome or metabolic disorder Hypnosis has some positive effects Maternal blood test Music therapy reduces stress, manages pain -​ Blood screening for spina bifida/down syndrome, risks for birth defect  10 Medication Techniques: Using analgesics (epidural block, oxytocic, etc.), Possible effects of drugs on fetus Cesarean sections for breech babies, other risks and benefits Natural Childbirth Technique: Using breathing strategy, relaxation technique, French term Lamaze Assessing New Born Apgar Scale: Evaluates heart, reflexes, and color. Brazelton Neonatal Behavioral Assessment Scale (BNBAS): Sensitive index of neurological competence. Neonatal Intensive Care Unit Network Neurobehavioral Scale (NNNS): Analysis of behavior, neurological and stress responses, and regulatory capacities. Post Partum Period -​ The period after childbirth or delivery that lasts for about six weeks -​ Or until the mother’s body has completed its adjustment and has returned to a nearly pre-pregnant stage -​ Physical adjustments -​ Emotional and psychological adjustments