Child and Adolescent Development PDF

Dr. Carl E. Balita Review Center CBRC Headquarters 2nd Flr., Carmen Building, 881 G. Tolentino St. corner España Blvd., Sampaloc, Manila 1008 Academics...

Dr. Carl E. Balita Review Center CBRC Headquarters 2nd Flr., Carmen Building, 881 G. Tolentino St. corner España Blvd., Sampaloc, Manila 1008 Academics and Services Department (ASD) PHINMA Education Special Teaching Enhancement Program (STEP) CHILD AND ADOLESCENT WITH LEARNER-CENTERED TEACHING BASIC CONCEPTS: Growth – an increase in an individual’s quantitative dimensions including height and weight. Development – a qualitative increase in the complexity of functions/actions Maturation – physical, emotional, and mental change that comes with age. Learning – acquisition of knowledge, skills, attitudes, and behaviors STAGES OF DEVELOPMENT: 1. Prenatal – rapid biological development 2. Infancy – intense dependence on others for the satisfaction of their needs 3. Early Childhood – age of curiosity/exploratory age/ preschool age 4. Middle and Late Childhood – mastery of fundamental skills, school-age 5. Adolescence – rapid physical and emotional change; searching for personal identity 6. Young Adulthood – generally consists of leaving home, completing education, beginning full-time work, attaining economic independence, establishing a long-term intimate relationship, and starting a family. 7. Middle Adulthood – continuation of the gradual changes that started in early adulthood 8. Late Adulthood – life adjustments on health and physical deterioration, dependency, and death PRINCIPLES OF DEVELOPMENT: 1. Development is relatively in order a. Proximodistal Pattern: Greatest growth begins with the central/inner body parts outwards middle to outside  b. Cephalocaudal Pattern: Greatest growth begins at the top/head downwards 2. Development takes place gradually not overnight 3. While the pattern of development is likely to be similar, the rate of development is likely to vary among individuals. 4. Development is life-long. It does not end in adulthood. 5. Development is multi-dimensional. It involves biological, cognitive, and socio- emotional dimensions. physical mental PRENATAL DEVELOPMENT: OVULATION- matured egg cell comes out (egg cell stays on the fallopian tube until sperm cell comes) 1. Germinal (0-2 weeks): FERTILIZATION- egg cell and sperm cell - Creation of zygote finally unites - Continued cell division IMPLANTATION- zygote implanted in the face of the uterus - Attachment of zygote to uterus 2. Embryonic (2-8 weeks): - Zygote becomes an embryo Intense cell division - Organogenesis (organ formation) Life-support system (umbilical cord, amniotic sac/water bag, placenta) 3. Fetal (2 months – birth): functioning of organ system - Growth and development continue dramatically during this period FETUS STAGES OF LANGUAGE ACQUISITION - Children acquire language without being taught the rules of grammar by their parents innate language 1. Cooing - stage of infants' prelinguistic speech development and consists of the production of single syllable, vowel-like sounds. ooooooo, aaaaaa, iiiiiii 2. Babbling - use of repeated syllables over and over like “bababa,” but without specific meaning. C-V mamamama, bababa, papapapa 3. Holophrase - one-word utterances may convey more meaning 4. Telegraphic Speech – two-word utterances 5. Basic Adult Utterances – one complete sentence DEVELOPMENTAL ISSUES: 1. Nature vs. Nurture – extend to which development is influenced by nature (heredity) and by nurture (environment)  2. Continuity vs. Discontinuity – extend development involves gradual, cumulative change (continuity) or distinct stages (discontinuity) 3. Stability vs. Change – the degree to which early traits and characteristics persist through life or change Sexual Urge- Sexual satisfaction Erogenous Zone- areas of sexual satisfaction/pleasure FREUD’S PSYCHOSEXUAL THEORY Fixation- failed to satisfy the sexual urge STAGE FOCUS Oral (0-18 months) The pleasure centers on the mouth – sucking, biting, chewing, etc. Anal (18-36 months) The pleasure focuses on bowel and bladder elimination, coping with demands for control ANUS Phallic (3-6 years) The pleasure zone is in the genitals, coping with incestuous sexual feelings Latency (6-puberty) Dormant sexual feelings Genital (puberty Maturation and awakening of sexual urges/interests onwards) 8 crises, battle between two ERIKSON’S PSYCHOSOCIAL THEORY OF DEVELOPMENT opposing forces Stage Basic Conflict Important Outcome Events Children develop a sense of trust when caregivers Infancy (birth to 18 Feeding Trust vs. Mistrust provide reliability, care and months) affection. A lack of this will lead to mistrust. Children need to develop a sense of personal control over physical skills and a Early Childhood (2- Autonomy vs. sense of independence. Toilet Training 3 years) Shame and Doubt Success leads to feelings of autonomy. Failure results in feelings of shame and doubt. Children need to begin Middle Childhood (3- asserting control and Initiative vs. Guilt Exploration 5 years) power over the environment. Success in  this stage leads to a sense of purpose. Children who try to exert too much power experience disapproval, resulting in a sense of guilt. Children need to cope with new social and academic Late Childhood (6- Industry vs. demands. Success leads to School 11 years) Inferiority a sense of competence, while failure results in feelings of inferiority. Teens need to develop a sense of self and personal identity. Success leads to Adolescence(12-18 Identity vs. Role Social ability to the ability to stay years) Confusion Relationships true to yourself, while failure leads to role confusion and a weak sense of self. Young adults need to form intimate, loving relationships with other Young Adulthood Intimacy vs. Relationships people. Success leads to (19-40 years) Isolation strong relationships, while (18-24) failure results in loneliness and isolation. Adults need to create or nurture things that will outlast them, often by having children or creating a positive change that Middle Adulthood Generativity vs. Work and benefits other people. (40-65 years) Stagnation Parenthood Success leads to feelings 24-54 of usefulness and accomplishment, while failure results in shallow involvement in the world. Older adults need to look Late Adulthood (65- Ego Integrity vs. Reflection on back on life and feel a Death) Despair Life sense of fulfillment.  Success at this stage leads to feelings of wisdom, while failure results in regret, bitterness and despair. Urie BRONFENBRENNER’S BIOECOLOGICAL THEORY - highlights the influence of different social environments on the development of a child. 1. Microsystem - describes the individuals, groups, and institutions that directly influence a child's development. Family, friends, peers, schools, religious groups, and neighborhoods are all part of the microsystem. 2. Mesosystem - interaction between two microsystems 3. Exosystem - indirect but prominent influences like parents' jobs and the school system 4. Macrosystem - cultural influences like customs, beliefs, and government 5. Chronosystem - transitional influences over the lifespan, for example growing up during World War II or the civil rights movement Lawrence KOHLBERG’S THEORY OF MORAL DEVELOPMENT 1. Pre-conventional a. Punishment/Obedience: One is motivated by fear of punishment b. Mutual Benefit: You scratch my back, I scratch yours 2. Conventional society is the basis of right or wrong a. Social Approval: One is motivated by what others expect in behavior b. Law and Order: The person will follow the law because it is the law 3. Post-Conventional own decision of right/wrong a. Social Contract: Laws that are wrong can be changed b. Universal Principles: Associated with the development of one’s conscience maintaining life PIAGET’S STAGES OF COGNITIVE DEVELOPMENT THEORY 1. Sensi-motor Stage (Birth to infancy): initially reflexive in grasping, sucking and etc. At this stage, the child is focused on the prominence of the senses and muscular movements. schema-prior knowledge  2. Preoperational Stage (2-7 years old): Preschool years. Intelligence is intuitive in nature. At this stage, the child can now make mental representations and is able to pretend. 3. Concrete Operational Stage (8-11 years old): This stage is characterized by the ability of the child to think logically but only in terms of concrete objects. 4. Formal Operational Stage (12 years old onwards): This stage is characterized by logical and abstract thinking. The child is expected to solve abstract problems and can hypothesize. BAUMRIND’S PARENTING STYLES 1. Permissive – Indulgent without discipline (high responsiveness, low demandingness) 2. Authoritative – Respectful of Child’s opinions but maintains clear boundaries (high responsiveness, high demandingness) 3. Authoritarian – Strict disciplinarian (low responsiveness, high demandingness) 4. Neglectful – emotionally uninvolved and does not set rules (low responsiveness, low demandingness) VYGOTSKY’S SOCIO-CULTURAL THEORY - views human development as a socially mediated process in which children acquire their cultural values, beliefs, and problem-solving strategies through collaborative dialogues with more knowledgeable members of society. Vygotsky's theory is comprised of concepts such as private speech and the Zone of Proximal Development. Zone of Proximal Development:  Actual Level: what the child can do alone Potential Level: what the child can do with the help of More Knowledgeable Others (MKO) ZPD: the difference between the actual and potential level. Scaffolding: the support or assistance that lets the child accomplish a task he cannot accomplish independently MASLOW’S HIERARCHY OF NEEDS PEOPLE FIRST LANGUAGE The People First Respectful Language Modernization Act of 2006, was enacted by the Council of the District of Columba on July 11, 2006 to “require the use of respectful language when referring to people with disabilities in all new and revised District laws, regulations, rules, and publications and all internet publications.” “People First Language” (PFL) puts the person before the disability, and describes what a person has, not who a person is. PFL uses phrases such as “person with a disability,” “individuals with disabilities,” and “children with disabilities,” as opposed to phrases that identify people based solely on their disability, such as “the disabled.” TYPES OF DISABILITY Categories of Exceptionalities 1. Learning Disabilities dyslexia, dyscalcula, dysgraphia 2. ADHD short-attention span 3. Speech and Communication Disorder stuttering 4. Autism hindi magaling sa communication, routine, repetitive behaviour, can be violent 5. Mental retardation very low IQ (below 70) 6. Emotional/ Conduct Disorders can't handle emotions, suicidal thoughts 7. Physical and health impairments 8. Severe and multiple disabilities 9. Visual Impairment 10. Hearing Impairment 11. Giftedness super advance (academically, talents, MIs) 12. Aphasia unable to speak because of an incident MAINSTREAMING VS. INCLUSION 1. MAINSTREAMING: SOME Attends regular classrooms in ALL academic subjects. Kayang makipagsabayan sa iba Not expected to show some improvements  General Teacher and SPED Teacher Individualized Instruction slightly modified general instruction 2. INCLUSION: Attends regular classroom in ALL academic subjects. For social interaction only Not expected to show some improvements General Teacher and SPED Teacher Individualized Instruction PARTEN’S STAGES OF PLAY 1. Unoccupied play: Children are relatively still and their play appears scattered. This type of play builds the foundation for the other five stages of play. 2. Solitary play: This type of play occurs when children play alone without any other social involvement. 3. Onlooker play: Children who sit back and engagingly watch other children playing, but do not join in 4. Parallel play: This occurs when children play next to each other, but are not really interacting together. 5. Associative play: This type of play signifies a shift in the child. Instead of being more focused on the activity or object involved in a play, children begin to be more interested in the other players. 6. Cooperative play: This is play categorized by cooperative efforts between players. Children might adopt group goals, establish rules for play IMPAIRMENT- abnormality, disorder (hearing impairment) DISABILITY- limitation of impairment (hindi ako nakakarinig dahil may impairment ako) HANDICAPNESS- degree of disadvantage (gaano ka naapektuhan)