FTC-1_-Lessons-of-Unit-1.pdf

FTC 1 THE CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES BEVERLY V. MUSA, MAED Teacher TABLE OF CONTENTS TOPICS FOR DISCUSSION Basic Concepts: Definition of Child and Adolescent Learners Meaning and Principles of Human Growth and Development, Approaches on Human Development and Stages of Human Development Theories of Human Development TOPIC NO. 1 BASIC CONCEPTS: DEFINITION OF CHILD AND ADOLESCENT LEARNERS OBJECTIVES ✓ Identify the different basic concepts in child and adolescent learners. ✓ Explain the basic concepts related to child and adolescent learners. ✓ Apply the concepts in real-life situations. SOMETHING TO THINK ABOUT How will I define child and adolescent? WHAT IS THE MEANING OF "CHILD"? According to UNESCO, UNICEF and WHO, a child is a person 18 years or younger unless national law defines a person to be an adult at earlier age. However, in their guideline when a person falls into the 10 to 19 age category they are referred to as an adolescent. DEFINITION OF CHILD : a young person especially between infancy and puberty. : a person not yet of the age of majority. : an unborn or recently born person -Merriam-Websters WHAT IS ADOLESCENT? According to WHO, adolescence is a period of life with specific health and developmental needs and rights. It is also a time to develop knowledge and skills, learn to manage emotions and relationships and acquire attributes and abilities that will be important for enjoying the adolescent years and assuming adult roles. WHAT IS ADOLESCENT? According to UNESCO, adolescence is a distinct tage that marks the transition between childhood and adulthood. The Swiss developmental psychologist Jean Piaget described adolescence as the period during which individuals' cognitive abilities fully mature. According to Piaget, the transition from late childhood to adolescence is marked by the attainment of formal operational thought, the hallmark of which is abstract reasoning. WHAT IS ADOLESCENT? According to UNICEF, during adolescence (ages 10 - 19), girls and boys begin to interact with the world in ne ways - taking chances, learning skills and experiencing unfamiliar emotions. ARE GROWTH AND DEVELOPMENT THE SAME? DEVELOPMENT GROWTH On the other hand, development is Growth is defined as defined as the process wherein a the development of a person's growth is visible about the person in weight, age, physical, environmental, and social size, and habits. factor Growth and Development GROWTH DEVELOPMENT Growth is a process that focuses on Development focuses on both quantitative improvement. For qualitative and quantitative instance, a child visibly grows in refinement. For instance, a child's IQ weight and height. increases with the growing age. GROWTH DEVELOPMENT Growth can be considered On the other hand, development is physical growth seen from one considered as a gradual change in stage to another. skill-sets, behaviour, habits, etc. Growth and Development GROWTH DEVELOPMENT Growth is an external process. Development is an internal process. WHAT ARE THESE? NATURE NURTURE NATURE VS NURTURE NATURE NURTURE Nature refers to all of the genes and Nurture refers to all the environmental variables that hereditary factors that influence who we impact who we are, including our early childhood experiences, how we were raised, our social are—from our physical appearance to our relationships, and our surrounding culture. personality characteristics Do genetic or environmental factors have a greater influence on your behavior? Do inherited traits or life experiences play a greater role in shaping your personality? The nature versus nurture debate is one of the oldest issues in psychology. The debate centers on the relative contributions of genetic inheritance and environmental factors to human development. Some philosophers such as Plato and Descartes suggested that certain things are inborn, or that they occur naturally regardless of environmental influences. Nativists take the position that all or most behaviors and characteristics are the results of inheritance. Other well-known thinkers such as John Locke believed in what is known as tabula rasa, which suggests that the mind begins as a blank slate. According to this notion, everything that we are and all of our knowledge is determined by our experience. Empiricists take the position that all or most behaviors and characteristics result from learning. Behaviorism is a good example of a theory rooted in empiricism. Behaviorists believe that all actions and behaviors are the results of conditioning. Theorists such as John B. Watson believed that people could be EXAMPLE Perfect pitch is the ability to detect the pitch of a musical tone without any reference. Researchers have found that this ability tends to run in families and believe that it might be tied to a single gene. However, they've also discovered that possessing the gene alone is not enough to develop this ability. Instead, musical training during early childhood is necessary to allow this inherited ability to manifest itself. Think about how children become adults. Is there a predictable pattern they follow regarding thought and language and social development? Do children go through gradual changes or are they abrupt changes? CONTINUITY The continuity view says that change is gradual. Children become more skillful in thinking, talking or acting much the same way as they get taller. DISCONTINUITY The discontinuity view sees development as more abrupt-a succession of changes that produce different behaviors in different age-specific life periods called stages. Biological changes provide the potential for these changes. CONTINUITY VS. DISCONTINUITY STABILITY VS. CHANGE Stability implies personality traits present during infancy endure throughout the lifespan. In contrast, change theorists argue that personalities are modified by interactions with family, experiences at school, and acculturation. ACTIVITY NO. 1 ARE GROWTH AND DEVELOPMENT THE SAME? EXPLAIN AND SUPPORT YOUR ANSWER BY GIVING EXAMPLES. TOPIC NO. 2 MEANING AND PRINCIPLES OF HUMAN GROWTH AND DEVELOPMENT AND APPROACHES ON HUMAN DEVELOPMENT STAGES OF HUMAN DEVELOPMENT OBJECTIVES ✓ Define human development. ✓ Identify the principles of human development ✓ Differentiate the approaches to human development. ✓ Describe the stages of human development. WHAT IS HUMAN DEVELOPMENT? It refers to the physical, cognitive, and psychosocial development of humans throughout the lifespan. WHAT TYPES OF DEVELOPMENT ARE INVOLVED IN EACH OF THESE THREE DOMAINS, OR AREAS, OF LIFE? PHYSICAL COGNITIVE PSYCHOSOCIAL Physical Cognitive Psychosocial development development development involves growth involves learning, involves emotions, and changes in personality, and the body and attention, memory, social brain, the language, thinking, relationships. senses, motor skills, and health reasoning, and and wellness. creativity. PHYSICAL DOMAIN Many of us are familiar with the height and weight charts that pediatricians consult to estimate if babies, children, and teens are growing within normative ranges of physical development. We may also be aware of changes in children’s fine and gross motor skills, as well as their increasing coordination, particularly in terms of playing sports. PHYSICAL DOMAIN But we may not realize that physical development also involves brain development, which not only enables childhood motor coordination but also greater coordination between emotions and planning in adulthood, as our brains are not done developing in infancy or childhood. Physical development also includes puberty, sexual health, fertility, menopause, changes in our senses, and primary versus secondary aging. Healthy habits with nutrition and exercise COGNITIVE DOMAIN If we watch and listen to infants and toddlers, we can’t help but wonder how they learn so much so fast, particularly when it comes to language development. Then as we compare young children to those in middle childhood, there appear to be huge differences in their ability to think logically about the concrete world around them. Cognitive development includes mental processes, thinking, learning, and understanding, and it doesn’t stop in childhood. COGNITIVE DOMAIN Adolescents develop the ability to think logically about the abstract world (and may like to debate matters with adults as they exercise their new cognitive skills!). Moral reasoning develops further, as does practical intelligence—wisdom may develop with experience over time. Memory abilities and different forms of intelligence tend to change with age. Brain development and the brain’s ability to change and compensate for losses is significant to cognitive functions across the lifespan, too. PSYCHOSOCIAL DOMAIN Development in this domain involves what’s going on both psychologically and socially. Early on, the focus is on infants and caregivers, as temperament and attachment are significant. As the social world expands and the child grows psychologically, different types of play and interactions with other children and teachers become important. Psychosocial development involves emotions, personality, self-esteem, and relationships. Peers become more important for adolescents, who are exploring new roles and forming their own identities. PSYCHOSOCIAL DOMAIN Dating, romance, cohabitation, marriage, having children, and finding work or a career are all parts of the transition into adulthood. Psychosocial development continues across adulthood with similar (and some different) developmental issues of family, friends, parenting, romance, divorce, remarriage, blended families, caregiving for elders, becoming grandparents and great grandparents, retirement, new careers, coping with losses, and death and dying. PRINCIPLES OF HUMAN GROWTH AND DEVELOPMENT Development is Continuous Development is Gradual Development is Sequential Rate of Development Varies from Person to Person Development Proceeds from General to Specific Most Traits are Correlated in Development Growth and Development is a Product of Both Heredity and Environment Development is Predictable Development There is a Constant Interaction Between All Factors of Development DEVELOPMENT IS CONTINUOUS: The process of growth and development continues from the conception till the individual reaches maturity. Development of both physical and mental traits continues gradually until these traits reach their maximum growth. It goes on continuously throughout life. Even after maturity has been attained, development does not end. DEVELOPMENT IS GRADUAL: It does not come all on a sudden. It is also cumulative in nature. DEVELOPMENT IS SEQUENTIAL: Most psychologists agree that development is sequential or orderly. Every species, whether animal or human, follows a pattern of development peculiar to it. This pattern in general is the same for all individuals. The child crawls before he creeps, stands before he walks and babbles before he talks. RATE OF DEVELOPMENT VARIES FROM PERSON TO PERSON: Rate of development is not uniform. Individuals differ in the rate of growth and development. Boys and girls have different development rates. Each part of the body has its own particular rate of growth. There are periods of great intensity and equilibrium and there are periods of imbalance. DEVELOPMENT PROCEEDS FROM GENERAL TO SPECIFIC: Development proceeds from general to specific. In all areas of development, general activity always precedes specific activity. For example, the fetus moves its whole body but is incapable of making specific responses. With respect to emotional behaviour infants approach strange and unusual objects with some sort of general fear response. MOST TRAITS ARE CORRELATED IN DEVELOPMENT: Generally, it is seen that the child whose mental development is above average is also superior in so many other aspects like health, sociability, and special aptitudes. GROWTH AND DEVELOPMENT IS A PRODUCT OF BOTH HEREDITY AND ENVIRONMENT: Development is influenced by both heredity and environment. Both are responsible for human growth and development. DEVELOPMENT IS PREDICTABLE: The difference in physiological and psychological potentialities can be predicated by observation and psychological tests. DEVELOPMENT: Development brings about both structural and functional changes. THERE IS A CONSTANT INTERACTION BETWEEN ALL FACTORS OF DEVELOPMENT: Development in one area is highly related to development in other areas. For example, a child who has a good health can be active socially and intellectually. ACTIVITY NO. 2 WHAT ARE THE APPROACHES ON HUMAN DEVELOPMENT? WHAT IS THEIR SIGNIFICANCE, EXPLAIN? TWO APPROACHES ON HUMAN DEVELOPMENT TRADITIONAL APPROACH: The traditional approach to the study of development emphasizes extensive change from birth to adolescence (especially during infancy), little or no change in adulthood, and decline in old age. - Suzanne has a son. She has watched him grow from infancy through childhood and now in adulthood. She has often said that he developed mostly in childhood as she hasn’t seen much change in him after that. Her beliefs are most consistent with what approach? Traditional approach. TWO APPROACHES ON HUMAN DEVELOPMENT TRADITIONAL APPROACH: - It was commonly believed that people mainly develop in childhood, stay pretty much the same during adulthood, and then begin to “decline” in old age. This describes which theory of development? Traditional approach. TWO APPROACHES ON HUMAN DEVELOPMENT LIFE-SPAN APPROACH: Emphasizes developmental change throughout adulthood as well as childhood. - Matt is a good student that has taken Dr. Yarab’s Lifespan psychology class. He recognizes that although it is easiest to see that people develop a great deal physically in childhood, he also recognizes that we develop in many ways all throughout life. He has learned that the lifespan theory of development describes the way that development actually takes place. TWO APPROACHES ON HUMAN DEVELOPMENT LIFE-SPAN APPROACH: Life-Span Perspective: The belief that development occurs throughout life is central to the life-span perspective. The lifespan perspective should be thought of as lifelong, multidimensional, multidirectional, plastic, multidisciplinary, and contextual, and involves growth, maintenance, and regulation. ✓ Development is Lifelong ✓ Development is Multidimensional. ✓ Development is Multidirectional ✓ Development is Plastic ✓ Development is Multidisciplinary LIFE-SPAN ✓ Development is Contextual PERSPECTIVE ✓ normative age-graded influences; ✓ normative history graded influences; and ✓ non-normative life events. ✓ - Development involves Growth, Maintenance, and Regulation capacities SOMETHING TO THINK ABOUT Think about the lifespan and make a list of what you would consider the basic periods of development. How many periods or stages are on your list? Perhaps you have three: childhood, adulthood, and old age. Or maybe four: infancy, childhood, adolescence, and adulthood. Developmentalists often break the lifespan into eight stages: STAGES OF HUMAN DEVELOPMENT INFANCY AND PRENATAL EARLY TODDLERHOO CHILDHOOD DEVELOPMENT D STAGES OF HUMAN DEVELOPMENT MIDDLE CHILDHOOD ADOLESCENCE EARLY ADULTHOOD STAGES OF HUMAN DEVELOPMENT MIDDLE ADULTHOOD LATE ADULTHOOD PRENATAL STAGE Conception occurs and development begins. There are three stages of prenatal development: germinal, embryonic, and fetal periods. All of the major structures of the body are forming and the health of the mother is of primary concern. There are various approaches to labor, delivery, and childbirth, with potential complications of pregnancy and delivery, as well as risks and complications with newborns, but also advances in tests, technology, and medicine. PRENATAL STAGE The influences of nature (e.g., genetics) and nurture (e.g., nutrition and teratogens, which are environmental factors during pregnancy that can lead to birth defects) are evident. Evolutionary psychology, along with studies of twins and adoptions, help us understand the interplay of factors and the relative influences of nature and nurture on human development. INFANCY AND TODDLERHOOD The first year and a half to two years of life are ones of dramatic growth and change. A newborn, with many involuntary reflexes and a keen sense of hearing but poor vision, is transformed into a walking, talking toddler within a relatively short period of time. Caregivers similarly transform their roles from those who manage feeding and sleep schedules to constantly moving guides and safety inspectors for mobile, energetic children. Brain development happens at a remarkable rate, as does physical growth and language development.. INFANCY AND TODDLERHOOD Infants have their own temperaments and approaches to play. Interactions with primary caregivers (and others) undergo changes influenced by possible separation anxiety and the development of attachment styles. Social and cultural issues center around breastfeeding or formula-feeding, sleeping in cribs or in the bed with parents, toilet training, and whether or not to get vaccinations. EARLY CHILDHOOD This knowledge does not come quickly, however, and preschoolers may initially have interesting conceptions of size, time, space and distance, such as demonstrating how long something will take by holding out their two index fingers several inches apart. A toddler’s fierce determination to do something may give way to a four-year-old’s sense of guilt for doing something that brings the disapproval of others. EARLY CHILDHOOD Early childhood is also referred to as the preschool years, consisting of the years that follow toddlerhood and precede formal schooling, roughly from around ages 2 to 5 or 6. As a preschooler, the child is busy learning language (with amazing growth in vocabulary), is gaining a sense of self and greater independence, and is beginning to learn the workings of the physical world. MIDDLE CHILDHOOD The ages of 6-11 comprise middle childhood and much of what children experience at this age is connected to their involvement in the early grades of school. Now the world becomes one of learning and testing new academic skills and assessing one’s abilities and accomplishments by making comparisons between self and others. MIDDLE CHILDHOOD Schools participate in this process by comparing students and making these comparisons public through team sports, test scores, and other forms of recognition. The brain reaches its adult size around age seven, but it continues to develop. Growth rates slow down and children are able to refine their motor skills at this point in life. Children also begin to learn about social relationships beyond the family through interaction with friends and fellow students; same-sex friendships are particularly salient during this period. ADOLESCENCE Adolescence is a period of dramatic physical change marked by an overall physical growth spurt and sexual maturation, known as puberty; timing may vary by gender, cohort, and culture. It is also a time of cognitive change as the adolescent begins to think of new possibilities and to consider abstract concepts such as love, fear, and freedom. Ironically, adolescents have a sense of invincibility that puts them at greater risk of dying from accidents or contracting sexually transmitted infections that can have lifelong consequences. ADOLESCENCE Research on brain development helps us understand teen risk-taking and impulsive behavior. A major developmental task during adolescence involves establishing one’s own identity. Teens typically struggle to become more independent from their parents. Peers become more important, as teens strive for a sense of belonging and acceptance; mixed-sex peer groups become more common. New roles and responsibilities are explored, which may involve dating, driving, taking on a part-time job, and planning for future academics. EARLY ADULTHOOD Late teens, twenties, and thirties are often thought of as early adulthood. It is a time when we are at our physiological peak but are most at risk for involvement in violent crimes and substance abuse. It is a time of focusing on the future and putting a lot of energy into making choices that will help one earn the status of a full adult in the eyes of others. Love and work are the primary concerns at this stage of life. In recent decades, it has been noted that young adults are taking longer to “grow up.” They are waiting longer to move out of their parents’ homes, finish their formal education, take on work/careers, get married, and have children. One psychologist, Jeffrey Arnett, has proposed that there is a new stage of development after adolescence and before early adulthood, called “emerging adulthood,” from 18 to 25 (or even 29) when individuals are still exploring their identities and don’t quite feel like adults yet. Cohort, culture, time in history, the economy, and socioeconomic status may be key factors in when youth take on adult roles. EARLY ADULTHOOD Late teens, twenties, and thirties are often thought of as early adulthood. It is a time when we are at our physiological peak but are most at risk for involvement in violent crimes and substance abuse. It is a time of focusing on the future and putting a lot of energy into making choices that will help one earn the status of a full adult in the eyes of others. Love and work are the primary concerns at this stage of life EARLY ADULTHOOD In recent decades, it has been noted that young adults are taking longer to “grow up.” They are waiting longer to move out of their parents’ homes, finish their formal education, take on work/careers, get married, and have children. One psychologist, Jeffrey Arnett, has proposed that there is a new stage of development after adolescence and before early adulthood, called “emerging adulthood,” EARLY ADULTHOOD from 18 to 25 (or even 29) when individuals are still exploring their identities and don’t quite feel like adults yet. Cohort, culture, time in history, the economy, and socioeconomic status may be key factors in when youth take on adult roles. MIDDLE ADULTHOOD The late thirties (or age 40) through the mid-60s are referred to as middle adulthood. This is a period in which physiological aging that began earlier becomes more noticeable and a period at which many people are at their peak of productivity in love and work. It may be a period of gaining expertise in certain fields and being able to understand problems and find solutions with greater efficiency than before. MIDDLE ADULTHOOD It can also be a time of becoming more realistic about possibilities in life; of recognizing the difference between what is possible and what is likely. Referred to as the sandwich generation, middle-aged adults may be in the middle of taking care of their children and also taking care of their aging parents. While caring about others and the future, middle- aged adults may also be questioning their own mortality, goals, and commitments, though not necessarily experiencing a “mid-life crisis.” LATE ADULTHOOD This period of the lifespan, late adulthood, has increased in the last 100 years, particularly in industrialized countries, as average life expectancy has increased. Late adulthood covers a wide age range with a lot of variation, so it is helpful to divide it into categories such as the “young old” (65-74 years old), “old old” (75-84 years old), and “oldest old” (85+ years old). The young old are similar to middle-aged adults; possibly still working, married, relatively healthy, and active. LATE ADULTHOOD The old old have some health problems and challenges with daily living activities; the oldest old are often frail and in need of long term care. However, many factors are involved and a better way to appreciate the diversity of older adults is to go beyond chronological age and examine whether a person is experiencing optimal aging, normal aging (in which the changes are similar to most of those of the same age), or impaired aging (referring to someone who has more physical challenge and disease than others of the same age). TOPIC NO. 3 THEORIES OF HUMAN DEVELOPMENT OBJECTIVES Enumerate the theories of human development. Explain the different theories of human development. Apply the theories in real-life situations. SOMETHING TO THINK ABOUT Describe your own development. In what ways have you changed over your lifetime? What characteristics have remained the same? COGNITIVE DEVELOPMENT THEORY JEAN PIAGET Jean Piaget developed his cognitive-development theory based on the idea that children actively construct knowledge as they explore and manipulate the world aroun them. The four stages of Piaget's theory of cognitive development correspond with the age of the child; they include the sensorimotor, preoperational, concrete operational, and formal operational stages. SENSORIMOTOR STAGE The sensorimotor stage occurs from birth to age 2. It is characterized by the idea that infants “think” by manipulating the world around them. This is done by using all five senses: seeing, hearing, touching, tasting, and smelling. Children figure out ways to elicit responses by “doing”, such as pulling a lever on a music box to hear a sound, placing a block in a bucket and pulling it back out, or throwing an object to see what happens. SENSORIMOTOR STAGE Between 5 and 8 months old, the child develops object permanence, which is the understanding that even if something is out of sight, it still exists. For example, a child learns that even though his mother leaves the room, she has not ceased to exist; similarly, a ball does not disappear because a bucket is placed over it. SENSORIMOTOR STAGE By the end of this stage, children are able to engage in what Piaget termed deferred imitation. This involves the ability to reproduce or repeat a previously-witnessed action later on; rather than copying it right away, the child is able to produce a mental representation of it and repeat the behavior later on. By 24 months, infants are able to imitate behaviors after a delay of up to three months. PREOPERATIONAL STAGE The preoperational stage occurs from age 2 to age 7. During this stage, children can use symbols to represent words, images, and ideas, which is why children in this stage engage in pretend play. A child’s arms might become airplane wings as she zooms around the room, or a child with a stick might become a brave knight with a sword. Language development and make-believe play begin during this stage. PREOPERATIONAL STAGE Logical thinking is still not present, so children cannot rationalize or understand more complex ideas. Children at this stage are very egocentric, meaning they focus on themselves and how actions will impact them, rather than others. They are not able to take on the perspective of others, and they think that everyone sees, thinks, and feels just like they do. CONCRETE OPERATIONAL STAGE The concrete operational stage occurs from age 7 to age 11. It is characterized by the idea that children’s reasoning becomes focused and logical. Children demonstrate a logical understanding of conservation principles, the ability to recognize that key properties of a substance do not change even as their physical appearance may be altered. CONCRETE OPERATIONAL STAGE For example, a child who understands the principles of conservation will recognize that identical quantities of liquid will remain the same despite the size of the container in which they are poured. Children who do not yet grasp conservation and logical thinking will believe that the taller or larger glass must contain more liquid. CONCRETE OPERATIONAL STAGE Children begin to organize objects by classes and subclasses, and they can perform mathematical operations and understand transformations, such as addition is the opposite of subtraction and multiplication is the opposite of division. They still think in very linear ways and can only conceptualize ideas that can be observed directly—they have not yet mastered abstract thinking. By the end of this stage, children will develop true mental operations and master the concepts of reversibility, transitivity, and assimilation. Reversibility is the idea that something can be changed back to its original state after it has been altered (for example, pouring water back and forth between two differently shaped glasses and still having the same amount of water). CONCRETE OPERATIONAL STAGE Transitivity is the concept of relation—for example, if A is related to B and B is related to C, then A must also be related to C. Finally, assimilation is the absorption of new ideas, information, or experiences into a person’s existing cognitive structure, or what they already know or understand of the world. Piaget determined that in this stage, children are able to incorporate inductive reasoning, which involves drawing inferences from observations in order to make a generalization. In contrast, children struggle with deductive reasoning, which involves using a generalized principle in order to try to predict the outcome of an event. FORMAL OPERATIONAL The formal operational stage occurs from age 11 to adulthood. It is characterized by the idea that children develop the ability to think in abstract ways. This enables children to engage in the problem-solving method of developing a hypothesis and reasoning their way to plausible solutions. FORMAL OPERATIONAL Children can think of abstract concepts and have the ability to combine various ideas to create new ones. By the end of this stage, children have developed logical and systematic thinking, are capable of deductive reasoning, and can create hypothetical ideas to explain various concepts. PSYCHOSOCIAL DEVELOPMENT ERIK ERIKSON Erikson developed his eight stages of psychosocial development based on Freud’s psychosexual theory. Erikson’s stages of psychosocial development are based on Freud’s psychosexual theory. Erikson proposed that we are motivated by the need to achieve competence in certain areas of our lives. PSYCHOSOCIAL DEVELOPMENT ERIK ERIKSON According to psychosocial theory, we experience eight stages of development over our lifespan, from infancy through late adulthood. At each stage, there is a crisis or task that we need to resolve. Successful completion of each developmental task results in a sense of competence and a healthy personality. Failure to master these tasks leads to feelings of inadequacy. d6f6c8e3°a-62cb3a1a-s-sfIes.googIegroups

FTC-1_-Lessons-of-Unit-1.pdf

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