Child and Adolescent Learner and Learning Principle PDF

THE CHILD AND ADOLESCENT LEARNER AND LEARNING PRINCIPLE EDUC 011  CHAPTER 1: BASIC CONCEPTS AND ISSUES ON HUMAN DEVELOPMENT A number of researches on human development have been conducted. A lot of theories on human development have been forwarded. Researches on human development continu...

THE CHILD AND ADOLESCENT LEARNER AND LEARNING PRINCIPLE EDUC 011  CHAPTER 1: BASIC CONCEPTS AND ISSUES ON HUMAN DEVELOPMENT A number of researches on human development have been conducted. A lot of theories on human development have been forwarded. Researches on human development continue as existing theories get corrected, complemented or replaced. Up to the present several issues on human development are unresolved and so the search for explanations continues.  Human development is the pattern of movement or change that begins at conception and continues through the life span. Development includes growth and decline. This means that development can be positive or negative (Santrock, 2002). Meaning of Human Development Some major principles of 1. Development is relatively orderly. human 2. While the patterns of development are likely to be development similar, the outcomes of developmental processes and the rate of development are likely to vary among individuals. 3. Development takes place gradually. 4. Development as a process is complex because it is the product of biological, cognitive and socio-emotional processes (Santrock, 2002).  Two Approaches on Human Development 1. Development is lifelong. It 2. Development is multi- Paul Baltes (Santrock, 2002), an does not end in adulthood. No dimensional. Development expert in life span development, developmental stage dominates consists of biological, cognitive, gives the following characteristics: development. and socio-emotional dimensions. 5. Development involves growth, maintenance and 4. Development is 3. Development is plastic. regulation. Growth, maintenance contextual. Individuals are Development is possible and regulation are three (3) goals changing beings in a changing throughout the life-span. of human development. The goals world. of individuals vary among developmental stages. THE STAGES OF DEVELOPMENT AND DEVELOPMENTAL TASKS (Santrock, 2002) THE STAGES OF DEVELOPMENT AND DEVELOPMENTAL TASKS (SANTRO CK, 2002) 1. Pre-natal period 2. INFANCY (FROM BIRTH TO 2 YEARS) 3. EARLY CHILDHOOD (3 TO 5 YEARS) 4. MIDDLE AND LATE CHILDHOOD (6-12 YEARS) 5. ADOLESCENCE (13-18 YEARS) 6. EARLY ADULTHOOD (19-29 YEARS) 7. MIDDLE ADULTHOOD (30-60 YEARS)  8. LATE ADULTHOOD (60 YEARS & ABOVE)  The developmental tasks (Santrock, 2002) Infancy (from birth to Early childhood (end of infancy to 5-6 18-24 months) – A time years (Grade 1) – Prenatal period of extreme (from conception to These are the birth) – It involves dependence on adults. preschool years. Young tremendous growth Many psychological children learn to from a single cell to an activities are just become more self- organism complete beginning – language, sufficient and to care with brain and symbolic thought, for themselves, develop behavioral capabilities. sensorimotor school readiness skills coordination and social and spend many hours learning. in play with peers.  Adolescence (10-12 years of age ending up to 18-22 years of age) – Begins with rapid Middle and Late childhood (6- physical changes – dramatic 11 years of age, the gains in height and weight, Early adulthood (from late elementary years) – The teens or early 20s lasting changes in body contour, and fundamental skills of reading, through the 30s) – It is a time of the development of sexual writing and arithmetic are establishing personal and characteristics such as mastered. The child is formally economic independence, career enlargement of the breasts, exposed to the larger world and development, selecting a mate, development of pubic and facial its culture. An achievement learning to live with someone in hair, and deepening of the voice. becomes a more central theme an intimate way, starting a Pursuit of independence and of the child’s world and self- family and rearing children. identity are prominent. Thought control increases. is more logical, abstract and idealistic. More time is spent outside of the family. 7. Middle Adulthood (40 to 60 years of age) – It is a time of expanding personal and social involvement and responsibility; of assisting the next generation in becoming competent and mature individuals; and of reaching and maintaining satisfaction in a career. 8. Late adulthood (60s and above) – It is a time for adjustment to decreasing strength and health, life review, retirement, and adjustment to new social roles. Robert Havighurst Developmental Task Issues on human development Each of us has his/her own informal way of looking at our own and other people’s development. These paradigms of human development while obviously lacking in scholastic vigor, provide us with a conceptual framework for understanding ourselves and others. Scholars have come up with their own models of human development. Back up by solid research, they take stand on issues on human development. Research in Child and Adolescent Development Research is a very reliable means for teachers to learn about child and adolescent development. When conducted in an appropriate and accurate manner, it becomes a strong basis for making decisions about the things you will do as an effective teacher.  Research gives teachers and also policy-makers important knowledge to use in decision- making for the benefit of learners and their families. Well-informed teachers are able to use and integrate the most authoritative research findings. Research enables teachers to come up with informed decision on what to teach and how to teach. This involves decisions related to educational policies, curriculum, effective teaching –learning processes, and even those involving research, too. It can help us, teachers, to be more knowledgeable about how to fit our teaching with the developmental levels of our learners. Teachers as Consumers/End Users of Research T H E S CI EN T I FIC M ET HOD O N E I M P O R TA N T P R I N C I P L E I N R E S E A R C H I S ADH E R ENCE T O T H E S CI EN T I FIC M E T HOD, SI NCE R E S E AR C H I S S YS T E M AT I C AN D A L O G I CAL P R O C E S S. A S S U C H , R E S E A R C H E R S B A S I C A L LY F O L L O W T H E S C I E N T I F I C M E T H O D. D E W E Y G AV E US 5 S T E P S OF T H E S CI EN T I FIC M E T HOD. T H EY AR E A S FOLLOWS : Ethical Principles To serve the genuine purposes of research, researchers are subject to ethical principles. These ethical standards serve as reminders that as researchers, we should strive to protect the subjects of our study and to maintain the integrity of our research. I M PA C T O F T E A C H E R S ’ R E SEARCH I N VO LV E M E N T O N T E ACH E R S R E SEARCH I T SE LF HA S P R O V E N T H AT T E A C H E R S H AV E E V E RY T H I N G T O GAI N AN D N O T H I N G T O LOSE WHEN THEY GET I N V O LV E D I N T H E R E SEARCH PRO CE S S. EVI DENCE SUG GE STS T H AT :