Midterm Reviewer in CALLP (ProfEd 102) PDF

Midterm Reviewer in CALLP (ProfEd 102) Early Experience vs Later Experience – affected by events Chapter I: that occur in early childhood or later events play an equally Basic Concepts and Issues on Human Development...

Midterm Reviewer in CALLP (ProfEd 102) Early Experience vs Later Experience – affected by events Chapter I: that occur in early childhood or later events play an equally Basic Concepts and Issues on Human Development important role. A. Human Development Meaning, Concepts, and According to Freud, a child’s personality is completely Approaches established by the age of five. Human Development Those who experience deprived or abusive childhoods Includes growth and decline might never adjust or develop normally Can be positive or negative Researchers found that the influence of childhood The pattern or movements or change that begins at events does not necessarily have a dominating effect over conception and continues through life span behavior throughout life. The process of growth and change that takes place Many people with less-than-perfect childhoods go on to between birth and maturity. develop normally into well-adjusted Major Principles of Human Development adults. 1. Development is relatively orderly. Continuity vs. Discontinuity – changes are simply a matter ▪ Proximodistal Pattern- development proceeds from the of quantity. center of the body outward Psychoanalytic theories ▪ Cephalocaudal Pattern- development proceeds from the (influenced by the work of Sigmund Freud), believed in the head downward importance of the unconscious mind and 2. While the pattern of development is likely to be similar, childhood experiences. the outcomes of development is likely to be similar, and the Learning Theories – how the environment impacts outcomes of developmental processes and rate of behavior development are likely to vary among - Classical conditioning, operant conditioning, and social individuals. learning 3. Development takes place gradually. Cognitive Theories – development of mental processes, 4. Development as a process is complex because it is the skills, and abilities product of biological, cognitive, and socioemotional - Ex: Piaget’s theory of Cognitive Development processes. Abnormal Behavior vs. Individual Differences – Developing Approaches of Human Development theories have historically focused upon deficits in behavior, ▪ Traditional Perspective – individuals will show extensive focus on individual differences in development is becoming change from birth to adolescence, more common. little or no change in adulthood, and decline in late old age. C. Research In Child and Adolescent Development ▪ Life-Span Approach – even in adulthood, developmental Principles of Research change takes place as it does during Teachers ad Consumers/End Users – involves decisions childhood. related to educational policies, curriculum, effective Characteristics of Life-Span Perspective teaching-learning processes, and even those involving. ▪ Development is LIFE LONG – does not end in adulthood. “Research is to see what everybody else has been and to No developmental stage dominates think that nobody else has thought” – Albert Scernt. development Teachers as Researchers – conduct of research does not ▪ Development is MULTIDIMENSIONAL – it consists of only belong to thesis dissertation writers biological, cognitive, and socio-emotional dimensions. Scientific Method – one of the important principle of ▪ Development is PLASTIC – possible throughout the research is adherence to the scientific method. lifespan. 5 steps of Scientific Method (John Dewey) ▪ Development is CONTEXTUAL – Individuals are changing 1. Identify and Define the Problem beings in a changing world. 2. Determine the hypothesis ▪ Development involves GROWTH, MAINTENANCE, 3. Collect and Analyze Data and REGULATION – three goals of human 4. Formulate conclusions development. 5. Apply conclusions to the original hypothesis B. The Core Issues on Human Development Nature vs Nurture – contribution on inheritance and the Research Design - Research that is done with a high level of environment quality and integrity provides us with valuable information One of the oldest issues in both philosophy and about child and adolescent development. psychology. 1. Case Study – an in-depth look at an individual 2. Correlational Study – determines associations Plato and Descartes supported the idea that some ideas 3. Experimental – determines cause-and-effect are inborn. relationship, manipulating one variable causes changes to John Locke argued for the tabula rasa – belief that mind another variable is a blank state at birth with experience 4. Naturalistic Observation – children’s experiences in determining our knowledge. natural settings 5. Longitudinal – studies and follows through a single over functioning and further growth. It focuses on development a period of time across the entire lifespan. At each stage, children and adults 6. Cross-Sectional – A research strategy in which individuals face a developmental crisis that serves as a major turning of different ages are compared at one time. point. Successfully managing the challenges of each stage 7. Sequential – combined cross-sectional and longitudinal leads to the emergence of a lifelong psychological virtue. approaches to learn about lifespan development 8 Stages of Erikson’s Psychosocial Theory 8. Action Research – reflective process of progressive Stage 1: Trust Vs. Mistrust (Infancy from birth to 18 months) problem solving led by individuals working with others. Stage 2: Autonomy Vs. Shame and Doubt (Toddler years Data Gathering Technique from 18 months to 3 years) 1. Observation – can be made in their laboratories or Stage 3: Initiative Vs. Guilt (Preschool years from 3 to 5) materialistic settings. Stage 4: Industry Vs. Inferiority (Middle school years from - Behavior is observed in the real world like classrooms, 6-11) home, and neighborhood. Stage 5: Identity Vs. Confusion (Teen years from 12 to 18) 2. Physiological Measures – certain indicators of children’s Stage 6: Intimacy Vs. Isolation (Young adult years from 18 development such as among others, heart rate, hormonal to 40) levels, bone growth Stage 7: Generativity Vs. Stagnation (Middle age from 40 to 3. Standardized Tests – prepared tests that assess 65) individuals' performance Stage 8: Integrity Vs. Despair (Older adulthood from 65 to 4. Interviews and Questionnaires – involves asking the death) participants to provide information about themselves Behavioral Child Development Theories based on the questionnaires. It focuses on how environmental interaction influences 5. Life-History Records – records of information about a behavior and is based on the theories of theorists lifetime chronology or events such as John B. Watson, Ivan Pavlov, and B. F Skinner. D. Developmental Theories Development is considered a reaction to Theories of development provide a framework for thinking rewards, punishments, stimuli, and reinforcement. about human growth and learning. An understanding of Learning types: child development is essential because it allows us to fully Classical Conditioning – involves learning by pairing a appreciate the cognitive, emotional, physical, social, and naturally occurring stimulus with a previously educational growth that children go through from birth and neutral stimulus. into early adulthood. Operant Conditioning – utilizes reinforcement and Freud’s Psychosexual Development Theory punishment to modify behaviors. - Originated with the work of Sigmund Freud Piaget’s Cognitive Developmental Theory - Childhood experiences and unconscious desires This theory was proposed by theorist Jean Piaget. This is influenced behavior concerned with the development of a person’s thought - Conflicts that occur during stages can have a lifelong processes. It also looks at how these thought processes influence on personality and behavior. influence how we understand and interact with the world. - Child development occurs in a series of stages focused on It seeks to describe and explain the development of different pleasure areas of the body thought processes and mental states. - During each stage, the child encounters conflicts that play Piaget’s Stages of Cognitive Development a significant role in the course of development. 1. Sensorimotor Stage (0-2) – period of time between birth - Failing to resolve conflicts of a particular stage can result and age of two during an infant’s knowledge of the world is in fixations that can then influence adult behavior limited for his/her sensory perceptions and motor 5 Stages of Psychosexual Theory activities. Behaviors are limited to simple motor responses 1. Oral Stage (0-1) – Feeding and weaning influence caused by sensory stimuli. personality development. Children learn to suck and 2. Pre-operational Stage (2-7) – children learn to use swallow. language. Children do not understand concrete logic, 2. Anal Stage (1-3) – Children learn to withhold or expel cannot mentally manipulate information, and are unable to feces and may experience conflict with potty training. take the point of view of other people. 3. Phallic Stage (3-6) – Children discover that their genitals 3. Concrete Operational Stage (7-12) – Children gain better can give them pleasure. understanding of mental operations. 4. Latency Stage (6-12) – develop mentally and emotionally Children begin to think logically about concrete events but 5. Genital Stage (12-18) – learn to express themselves have difficulty understanding abstract sexually. of hypothetical concepts. Erikson’s Psychosocial Development Theory 4. Formal Operation Stage (12- Adulthood) – People Erik Erikson's psychosocial development theory is based on develop the ability to think about abstract concepts. Skills (and expands upon) Freud’s Psychosexual Theory. His eight- such as logical thought, deductive reasoning, and stage theory of human development describes this process systematic planning also emerge during this stage. from infancy through death. During each stage, people are faced with a developmental conflict that impacts later Bowlby’s Attachment Theory (John Bowlby) CHAPTER II - Believed that early relationships with caregivers play a A. First Dimension: Physical Development major role in child development Physical Development – refers to the growth and and continue to influence social relationships throughout development of the human body right from infancy to life. adulthood. - Suggested that children are born with an innate need to Physical Development Assessment – evaluates an form attachments individual’s physical development, health, and other - Both children and caregivers engage in behaviors designed aspects of development at any age. It includes height/ to ensure proximity length, weight, motor function, and coordination. - Children who receive consistent support and care are Formal Settings – (clinics, hospitals) assessment is more likely to develop a secure performed by healthcare professionals who use attachment style, while those who receive less reliable care criterion/reference to evaluate a child’s physical may develop an development ambivalent, avoidant, or disorganized style. Informal Settings – (homes, childcare facilitate) children Bandura’s Social Learning Theory (Albert Bandura) are not under the direct supervision of a - Believed that the conditioning and reinforcement process healthcare professional. could not sufficiently explain all of human learning. Vital Foundations for Good Physical Development - Behaviors can also be learned through observation and Secondary Senses modeling. 1. Visual System – processes information taken by the eyes - By observing the actions of others, including parents and and includes control of eye movement peers, children develop new skills and acquire new to fix on, and track objects. information. 2. Auditory System – locates and processes information to - Suggest that observation plays a critical role in learning. the ears - People can also learn by listening to verbal instructions 3. Olfactory System – sense of smell about how to perform a behavior as well as through 4. Gustatory System – a sense of taste observing either real or fictional characters displaying Primary (movement) Senses behaviors in books or films. 1. Vestibular (balance) System – deals with the sensation SLT PROCESSING of gravity and movement o Observation – we observe other people’s behavior 2. Proprioceptive System – process of information from o Imitation – following observation, we assimilate and muscles and joints and enables us to know imitate the observed. where the different parts of our body are. It makes you o Modeling – modeled by people we perceive as similar to aware of your posture, movement, and ourselves. body position 4 Mediational Processes 3. Tactile (touch) System – pressure, temperature 1. Attention – we must first pay attention to the model. A.1. Pre- Natal Development 2. Retention – we must be able to remember the observed Pre-Natal Development – the process of encompassing the behavior. period from a single cell after conception into 3. Reproduction – we must be able to replicate the the formation of an embryo, through the development of behavior demonstrated. the fetus, to birth. It takes 38 weeks from conception 4. Motivation – we must be motivated to demonstrate to completion. what we have learned. Primary Stages of Pre-Natal Development Vygotsky’s Sociocultural Theory (Lev Vygotsky) Germinal Stage He believed that children learn actively and through hands- Embryonic Stage on experience. This theory suggested that parents, Fetal Stage caregivers, peers, and the culture were responsible for Germinal Stage – conception occurs when a sperm fertilizes developing higher-order functions. It focuses on how an egg during ovulation, forming a zygote that rapidly mentors and peers influence individual learning but also on divides, becomes a blastocyst, and implants into the uterine how cultural beliefs and attitudes affect how learning takes wall about six days after fertilization, marking the end of place. the germinal stage. Two Main Principles of Vygotsky Embryonic Stage - begins after implantation and lasts until 1. More Knowledgeable Other ( MKO) eight weeks after conception. The embryo undergoes - Someone who has a better understanding or a higher significant changes, including the formation of the primary quality level than the learner, concerning a particular task germ layers through a process called gastrulation. By the 2. Zone of Proximal Development (ZPD) end of the embryonic stage, all essential structures have - Gap between the level of actual development, what the formed, and the embryo is referred to as a fetus. child can do on his own, and what the child can do with the The three germ layers: assistance of more advanced and competent individuals Endoderm – digestive system, lungs, and urinary system - Scaffolding and Reciprocal Teaching Ectoderm – forms of skin, hair, brain, and nervous tissue  Mesoderm – connective tissues, circulatory system, Second Trimester muscles, bones Brain surface starts developing gyri and sulci (folds and Fetal Stage – begins around the eight week after grooves) conception and continues until birth. During this period, Cerebral cortex grows in complexity, synapses start the fetus undergoes rapid development, including the forming. ability to breathe, suck, and swallow by the 32nd week, Myelination-(development of myelin on axons) begins. capacity to respond to light and sound by 36th week. By the Third Trimester end of the fetal stage, fetus is fully developed and prepared Cerebral cortex takes over functions previously managed for birth. by the brainstem, such as fetal breathing and responses to Common Problems in Prenatal Development external stimuli. Congenital Abnormalities – caused by genetic factors, Year One environmental influences, or a combination of both. Newborns can recognize faces and emotions and are Maternal-derived abnormalities – congenital disorders in a familiar with their mother’s voice fetus caused by factors related to the mother. (infections, Cerebellum triples in size , aiding motor skill development drug use, nutritional deficiencies) Vision improves dramatically as the visual cortex grows Prematurity – baby is born too early, birth takes place Year Two before the 37th week of pregnancy Marked by rapid language development, with a sharp A.2. Brain Development increase in vocabulary, sometimes quadrupling. Brain Development – is a complex process that begins in The brain’s language areas grow denser and more the prenatal stage and continues into early adulthood. It interconnected, supporting this “vocabulary explosion” involves the formation and differentiation of neurons and Self-awareness and higher-order cognitive abilities, such glial cells, which are influenced by genetic and as recognizing oneself in the mirror and using personal environmental factors. It continues through processes like pronouns, begin to emerge. synaptic pruning and the formation of new neural Year Three connections which are crucial for learning and adapting to Children become more flexible in their thinking and are new experiences. better able to understand and respond to their Three Main Parts of the Brain environment Brain Stem (medula oblongata) – connects the spinal cord A.3. Perceptual Development to the brain and controls reflexes and involuntary functions Perceptual Development – refers to the process by which like breathing and heart rate. infants and young children gain awareness and Cerebellum – behind the brain stem, helps with balance understanding of sensory stimuli from their environment. and coordination This development is essential as it involves the maturity of Cerebrum – largest part of the brain, is responsible for sensory systems and the ability to interpret sensory higher processes such as memory, learning, planning, information which is essential for interacting with the and decision-making. world. Neurons are fundamental units of the brain and nervous Six-Nine Months – children actively explore their system, responsible for receiving sensory input, sending surroundings using their senses. motor commands and transforming and relaying electrical Twelve-18 Months - children begin to adjust their signals at every step in between. Each neuron are consists interactions based on sensory information. of cell body, axon, and dendrites. Neurons communicate 30-36 Months – children combine sensory information to through synapses which are junction where form and inform their actions. neurotransmitters are released to transmit signals across Foundational Behaviors (4 to 7 months) – infants may have synaptic cleft, to the next neuron or effector cell, such as a range of vision of several feel and muscle or gland. recognize familiar objects. They also startle at loud noises Synapses – allows the transmission of electrical impulses and explore textures, like crumpling paper. via chemical neurotransmitters. Exploratory Behaviors (9 to 17 months) – infants may Chemical Neurotransmitters – a process that is essential nuzzle into familiar fabrics to smell them. They recognize for the complex responses of the nervous system to stimuli, sounds associated with daily activities, like running water. as it involves the release, binding, and deactivation of Engage in messy play, exploring materials like play dough. neurotransmitters which can either excite or inhibit nerve Sensory Interaction (19 to 35 months) - children enjoy transmission. various tactile experiences like playing with sand and water, First Trimester handling fragile items carefully, and enjoying tactile books Brain development begins a week after conception during with different textures. the embryonic period (first 8 weeks) A.4. Motor Skills Development Neutral tube forms the neural plate and closes by 4 weeks Motor Skills Development – the ability to execute developing into the brain and spinal cord movements using muscles in a coordinated and controlled By 7 weeks, first neurons and synapses appear in the manner. spinal cord, enabling early fetal movements that cannot be felt by the mother. Two categories of Motor Skills Development B. SECOND DIMENSIONS OF COGNITIVE DEVELOPMENT Gross Motor Skills – include activities such as walking, B.1. Piaget’s Cognitive Development Theory running, and jumping, which in their performance need the Jean Piaget – Swiss psychologist who contributed greatly to coordination of large muscle groups (Boyd & Bee, 2019). It the understanding of children’s cognitive development. serves as the foundation for the suggested physical activity Cognitive Development – how children think, explore, and required to maintain a healthy weight. It requires the figure things out. It is the development of knowledge, skills, coordination of the muscles of the body and the problem-solving, and dispositions, which help children to neurological system of the brain. think about and understand the world around them. Tools used to assess Gross Motor Skills STAGES OF COGNITIVE DEVELOPMENT Bayley scales of Infant Development (BSID) Sensorimotor Stage (0-2 yrs old) – children utilize skills and Peabody Development Motor Scales (PDMS) abilities they were born with (looking, sucking, grasping, Bruiniks-Oseretsky Test of Motor Proficiency (BOTMP) and listening) to learn more about the environment. Test for Gross Motor Development (TGMP) Sub-stages of Sensorimotor Fine Motor Skills – It focuses on a child’s developing Reflexes (0-1 month) understanding of their health, including selfcare, nutrition, Primary Circular Reactions (1-4 months) and physical safety. It includes strength, coordination, and Second Circular Reactions (4-8 months) eye-hand skills (grasping, writing, or even drawing). Coordination of Reactions (8-12 months) Tools used: Tertiary Circular Reactions (12-18 months) PDMS Early Representational Thought (18-24 months) Lincoln-Oseretsky Motor Development Scale (LOMDS) Pre-operational Stage (2-7 yrs old) – Children use symbols Beery- Buktenica Test or Visual-Motor Integration (VMI) to represent words, images, and ideas which is why children Tools used in children with disabilities or impairment: in this stage engage in pretend play. Children at this stage Gross Motor Function Measure (GMFM) are very egocentric, they focus on themselves and how Lighthouse Test actions will impact them rather than others. They are not Transdisciplinary Play-Based Assessment (TPBA) able to take on the perspective of others, and they think Physical Growth Measurements that everyone sees, thinks, and feels just like they do. Height and Weight Measurements Two Major Characteristics of Pre-operational Stage Body Mass Index (BMI) – used method for determining if Egocentrism – self-centered, self-focused, and struggle to an individual’s body weight is appropriate for their height understand that others have different Grow charts – enable comparison of children’s growth experiences against age-appropriate and gender-specific averages Conservation – lack of logical thinking, easily fooled by Postural and Body Coordination Assessment appearances Miller Assessment for Preschoolers (MAP)- evaluates Concrete Operational Stage (7-12 yrs old) – children balance and posture, touch, pressure, become much more logical in their thinking during this temperature, pain perception, awareness of the body’s stage of development. It serves as an important transition position between earlier stages of development and the coming Visual and Auditory Assessments stage where kids will learn how to think more abstractly and Test of sensory functioning in Infants (TSFI) – evaluates hypothetically. Children become more logical about how eyes see and how they process what they see. concrete and specific things, but they still struggle and Snellen E Charts – evaluates the degree or sharpness of abstract ideas. vision using II rows of letters that increase in number and Four Characteristics of Concrete Operational Stage decrease in size at each level. Classification – children are able to classify things/ objects Teller Acuity Cards – evaluates the degree or sharpness into different categories based on their shared of vision but are for nonverbal children. characteristics. Visual reinforcement audiometry – involves presenting a Conservation – ability to understand that the quality of a series of sounds through headphones and providing visual substance remains the same even if its appearance reinforcement when correct responses are made. changes. Pure-tune audiometry – presenting a series of sounds Seriation – the ability of a child to group objects based on through headphones, but responses are made by selecting height, weight, and importance. a button. Sociocentricity – no longer egocentric, they start to Auditory Brain Stem Evoked Response Test – uses high understand the feelings of others. frequencies to assess how sound is processed by the brain Formal Operational Stage (12-Adulthood) – People stem. develop the ability to think about abstract concepts. Skills Common Challenges in Physical Development such as logical thought, deductive reasoning, and 1. Development Delays systematic planning emerge. Children have developed 2. Obesity and Malnutrition logical and systematic thinking, they are capable of deductive reasoning and can create hypothetical ideas to explain various concepts. Skills of Formal Operational Stage Analysis of Stimuli – a process by which the encoded Deductive Reasoning – general to specific. Logical stimuli are altered to suit the brain’s cognition and thinking uses a general principle or rule to reach a specific interpretation process to enable decision-making. conclusion. Situational Modification – process by which an individual Abstract Thought – ability to think about concepts, ideas, uses his experience which is nothing other than a collection and possibilities that are not directly tied to concrete of stored memories to handle a similar situation in experiences of physical objects. the future. Problem-Solving – able to solve a problem Obstacle Evaluation – maintains that beside the subjects Hypothetical-deductive reasoning – a type of thinking individual development level, the nature of the obstacle or that involves forming hypotheses and then testing them problem should be taken into consideration while through logical deduction. evaluating the subject's intellectual, problem-solving B.2. Vygotsky’s Sociocultural Theory (Lev Vygotsky) solving, and cognitive acumen. - Vygotsky emphasized the influence of culture, peers, and Structures of the Information Processing System adults on the developing child 1. Sensory Memory – Information is received through a - He believed that children will acquire ways of thinking and person’s senses, it comes from the environment around you behaving that make up a culture by interacting with a more (McDevitt & Omrod, 2004). Sensory Memory Continued knowledgeable person. holds information associated with the senses (e.g, vision, - Social interaction leads to continuous step by step changes hearing) just long enough for the information to be in a child’s thoughts and behavior that can vary greatly from processed further (mere seconds) culture to culture. Filters out much of the world’s potential information - Young children are curious and actively involved in their Limited capacity own learning and the discovery and Seconds before decay development of new understanding. Unconscious - Vygotsky believed that language was the most important 2. Working Memory – The working memory will process tool that humans could utilize. information for longer periods of time if the person is Main Principles of Vygotsky actively concentrating on the topic. More Knowledgeable Other (MKO) – refers to anyone Organizational who has better understanding or a higher ability level than Rehearsal Elaboration the learner, with respect to a particular task, process, or Environmental Factors concept. 3. Long-term Memory – Information remembered over Zone of Proximal Development – refers to the difference time is kept; there are many ways that information is moved in a child’s performance when he or she attempts the from working memory into long-term memory. problems on his or her own compared to when an adult or Infantile Amnesia older child provides assistance. Knowledge Base Effective Strategies to Access the ZPD Schemas Scaffolding – describes the conditions that support the Symbols child’s learning to move from what they already know to Gestures new knowledge and abilities. It requires the teacher to Division of Long-Term Memory allow student to extend their current skills and knowledge. Explicit Memory (Declarative) – includes that all of the Reciprocal Teaching – used to improve students ability to memories that are available in consciousness. It involves learn from text. Teacher and students collaborate in facts, events, and personal experiences that can declared learning and practicing. Four key skills: summarizing, or stated. It is use when you actively try to recall a fact, an questioning, clarifying, and predicting. event, or a skill you’ve learned. B.3 Information Processing Theory Types of Explicit Memory Information Processing Theory – is a group of theoretical 1. Episodic Memory – memory stores personal experiences frameworks that address how human being receive, and events including where and when they happened. mentally modify, and remember information, on how such 2. Semantic Memory – memory stores general knowledge cognitive processes change over the course of about the world, facts, concepts, and language. development. (McDevitt & Omrod , 2004). This theory 3. Autobiographical Memory – refers to knowledge about attempts to categorize the way information is recognized, events and personal experiences from an individual’s own utilized, and stored in the memory. This theory recognizes life. the ability of a person to control what information is Implicit Memory (Procedural) – memory that influences processed and the changes and developments of these your behavior without you being consciously aware of it. abilities. It's like your brain remembering how to do things without The Four Pillars of Information Processing Model you having to think about the steps involved. It involves Thinking – includes the activities of perception of external skills, habits, and learned motor actions. stimuli, encoding the same, and storing the data so Types of Implicit Memory perceived and encoded in one’s mental recesses. 1. Procedural Memory – memory stores how to perform skills and actions. 2. Priming – memory involves exposure to a stimulus that Remember by doing, rather than hearing or seeing influences your response to a later stimulus even if you are 5. Musical Intelligence- good at thinking in patterns, not consciously aware of the initial exposure. rhythms, and sounds. They have a strong appreciation for 3. Classical Conditioning – memory involves learning an music and are often good at musical composition and association between a neutral stimulus and a meaningful performance. stimulus. People with Musical Intelligence: Processes that keep information “alive” or help transfer it Enjoy singing and playing musical instruments from one memory stage to the next: Recognize musical patterns and tones easily 1. Attention Remember songs and melodies 2. Rehearsal Have a rich understanding of the musical structure, 3. Chunking rhythm, and notes 4. Encoding 6. Interpersonal Intelligence – good at understanding and 5. Retrieval interacting with other people. These individuals are skilled 6. Recall at assessing the emotions, motivations, desires, and 7. Recognition intentions of those around them. B.4 Intelligence Theory People with Interpersonal Intelligence: Intelligence – concept of multiple intelligences is a theory Communicate well verbally proposed by a Harvard psychologist Howard Are skilled at nonverbal communication Gardner. It is often defined as our intellectual potential; See situations from a different perspective something we are born with, something that can Create positive relationships with others be measured, and a capacity that is difficult to change. Resolves conflicts in group settings 8 Intelligences 7. Intrapersonal Intelligence – good at being aware of their 1. Visual-Spatial Intelligence – People who are strong in own emotional states, feelings, and motivations. They visual-spatial intelligence are good at enjoy self-reflection and analysis, including daydreaming, visualizing things. Individuals are often good with directions exploring relationships with others, and assessing their as well as maps, charts, videos, and personal strengths. pictures. People with Intrapersonal Intelligence: People with Visual-Spatial Intelligence: Analyze their strengths and weaknesses well Read and write enjoyment Enjoying analyzing theories and ideas Good at putting puzzles together Have excellent self-awareness Enjoy drawing, painting, and the visual arts Understand the basis for his or her own motivations and Recognize patterns easily feelings 2. Linguistic-Verbal Intelligence – able to use words well, 8. Naturalistic Intelligence – more in tune with nature, and both when writing and speaking. Individuals are typically are often interested in nurturing, exploring the very good at writing stories, memorizing information, and environment, and learning about other species. These reading. individual are highly aware of even subtle changes to their People with Linguistic-Verbal Intelligence: environments. Remember written and spoken information C. THIRD DIMENSION: Language Literacy Development Enjoy reading and writing These are major domains of early childhood development Debate or give persuasive speeches They involve the development of the skills used to Able to explain things well communicate with others through languages as well as the Use humor when telling stories ability to read and write 3. Logical-Mathematical Intelligence – good at reasoning, Language Development – A child’s ability to understand recognizing patterns, and logically analyzing problems. and use language, including receptive language (listening Individuals tend to think conceptually about numbers, and understanding) and expressive language relationships, and patterns. (communicating ideas). People with Logical-Mathematical Intelligence: Literacy Development – A child’s ability to read and write, Have excellent problem-solving skills which begins with emerging literacy, the foundation for Enjoy thinking about abstract ideas reading and writing. Like conducting scientific experiments Language – is defined as “A system of symbols that is used Can solve complex computations to communicate “ 4. Bodily-Kinesthetic Intelligence – good at body Bilingualism is the ability to speak at least two languages. movement, performing actions, physical control. Children are born with the brain capacity to learn language People who are strong in this area tend to have excellent because it is an innate feature of the human brain. hand-eye coordination and dexterity. Language develops through children’s interactions with People with Bodily-Kinesthetic Intelligence: other people around them. Are skilled at dancing and sports Broca’s Area – controls speech production Enjoy creating things with his or her hands Wernicke’s Area – controls the understanding and Have excellent physical coordination cognitive processing of language Literacy – the ability to read and write. Like language, “language learning tool” that allows children to analyze and literacy develops through the interactions s child interpret the linguistic input they receive, fitting it into the experiences with others. It can also develop through framework of universal grammar. hearing stories read from books, and showing Nativists argue that language acquisition is not simply a children pictures with words. matter of imitation or reinforcement, as behaviorists C.1 Behaviorist Theory suggest. Instead, they believe that children are born This theory was proposed by BF Skinner. Also known as with an innate ability to learn language, regardless of behaviorism, is the study of observable and measurable environmental factors. human behaviors. It places a strong emphasis on C.3 Interactionist Theory (Cognitive) environmental factors in shaping behavior. Interactionism is a theoretical perspective that derives Behaviorism – was formally established with the 1913 social processes from human interaction. This theory was publication of John B. Watson’s classic paper “Psychology first suggested by Jerome Bruner in 1983. Bruner believed as the Behaviorist Views It”. It is a theory of learning based that, although children do have an innate ability to learn on the idea that all behaviors are acquired through language, they also require plenty of direct contact and conditioning. It suggests that all behaviors are learned interaction with others to achieve full language fluency. through conditioned interactions with the environment, Lev Vygotsky is the most well-known interactionist theorist meaning behavior is simply a response to environmental and provided a theoretical framework for other stimuli. interactionists to further develop theorists of language Conditioning - occurs through interaction with the acquisition. environment. Behaviorist believe that out responses Cognitive Interactionist Theory- it focuses on how children to environmental stimuli shape our actions. learn language through social interactions Two types of Conditioning and cognitive processes. This theory suggests that language 1. Classical Conditioning – also known as Pavlovian learning is not just about memorizing conditioning is learning through association and was words and rules but involves understanding and using discovered by Ivan Pavlov. It is a technique frequently used language in real-life situations. Children ability to learn in behavioral training in which a neutral stimulus is paired language is intertwined with their overall cognitive with a naturally occurring stimulus. Eventually, a neural development, including their ability to process information, stimulus comes to evoke the same response as the naturally form concepts, and solve problems. occurring stimulus, even without the naturally occurring C.4 Interactionist Theory (Contextual) stimulus presenting itself. For example, Pavlov’s famous A.K.A Social Interactionist Theory, emphasizes the role of experiment with dogs, where the sound of a bell became social interaction and context in language acquisition. associated with food, led to salivation at the sound of the It suggests that language development is not merely a bell alone. Throughout the course of three distinct phases, product of innate abilities or environmental influences but the associated stimulus becomes known as the conditioned emerges from the dynamic interplay between a child’s stimulus and the learned behavior is known as the innate abilities and their social interactions within specific conditioned response. context. 2. Operant Conditioning - sometimes referred to as This theory emphasizes the importance of social instrumental conditioning was first described by interaction in language development. Children learn behaviorist BF Skinner. It is a method of learning that occurs language through meaningful conversation and through reinforcements and punishments. interactions with caregivers, peers, and other members of Through operant conditioning, an association is made their community. between a behavior and a consequence for that Urie Bronfenbrenner’s Ecological Systems Theory behavior. It provides a comprehensive framework for understanding C.2 Nativist Theory how different levels of the environment influence a child’s Also known as Innatist Theory, proposes that humans are development. born with an innate ability to learn language. This theory, 1. Microsystem – encompasses the individuals immediate largely championed by Noam Chomsky, argues that this environment, including family, school, peers, and ability is not learned through experience alone, but rather neighborhood. It involves direct, face-to-face interactions is a biological predisposition hardwired into the human that have the most significant impact on the child’s brain. development. Chomsky proposed that all human languages share a 2. Mesosystem - interactions between the different fundamental set of underlying principles which he termed microsystems in the child’s life. Universal Grammar, suggest that the brain is pre-equipped For example, the relationship between the family and the with a blueprint for language, allowing children to readily school, or the interaction between the child’s peers and grasp the structure and rules of any language they are their family. exposed to. 3. Exosystem - encompasses the social settings that do not Language Acquisition Device (LAD) is a hypothetical directly involve the child but still influence their mental faculty that Chomsky believed is responsible for development. processing and understanding language. It acts as a Examples: parent’s workplace, extended family networks, Advanced Literacy (High School and beyond)– Literacy community, organizations, and mass media. skills continue to evolve as individuals encounter more 4. Macrosystem – a broader cultural context that complex texts across various discipline. They develop the influences all other systems. It includes cultural values, ability to read and interpret complex academic texts, to beliefs, laws, and social norms. synthesize information from multiple sources, and to 5. Chronosystem – refers to the pattern of environmental communicate effectively in professional settings. events and transitions over the lifespan, including historical Factors Influencing Literacy Development events and societal changes. Early Experiences C.5 Literacy Development Home Environment Learning Development is a complex process that School Environment encompasses the acquisition of reading and writing skills, Social Interaction Cognitive Development Motivation and Engagement Strategies for Supporting Literacy Development Read Aloud Regularly Provide Opportunities for Language Play Create a Print-Rich Environment Use Interactive Reading Strategies Provide Opportunities for Writing Promote a Love of Reading Challenges to Literacy Development Poverty Language Differences Learning Disabilities as well as the ability to use language effectively in various contexts. Stages of Literacy Development Emergent Literacy (Birth to 5 Years) – This stage is characterized by the development of foundational skills that precede formal reading and writing. Children start to develop awareness of print, understand, that letters represent sounds, and explore the world of books. Early Literacy (Kindergarten to 2nd Grade) – Children begin to learn the alphabet, decode words, and develop fluency in reading. They also start to write simple sentences and explore different genres of text. Developing Literacy (3rd to 5th Grade) – Children become more proficient readers and writers, expanding their vocabulary, comprehension skills, and writing mechanics. They learn to use strategies to understand complex texts and to express their ideas in writing. Intermediate Literacy (6th to 8th Grade) – Literacy skills become more sophisticated as children learn to analyze text, make inferences, and engage in critical thinking. They develop skills in research, essay writing, and argumentation.