1. A. Principal Concepts in Child.pdf

Ed 101 Ed 101 MS. JERRYLEEN A. PAGCALIWAGAN Principal Concepts in Child Development 2  Why do a comprehensive grasp of basic concepts related to child and adolescent development, alongside...

Ed 101 Ed 101 MS. JERRYLEEN A. PAGCALIWAGAN Principal Concepts in Child Development 2  Why do a comprehensive grasp of basic concepts related to child and adolescent development, alongside insights from current research and QUESTION TO PONDER theories, play a crucial role in shaping and optimizing effective teaching and learning practices across diverse areas? 3 “By virtue of being born to humanity, every human being has a right to the development and fulfillment of his potentialities as a human being.” —Ashley Montagu 4 The pattern of movement or change that begins at conception and continues through the life span. Development includes growth (positive) and (negative) HUMAN DEVELOPMENT  GROWTH represents the physical Growth and development changes of an individual. are inseparable but they DEVELOPMENT represents the differ from each other. overall changes, structure and shape of an individual. Knowledge of the growth and development at the various stage is very essential for the teacher. The teacher has to stimulate the growth and development of a child. He can do it only if he has proper knowledge of the growth and development at various stages. HUMAN GROWTH & DEVELOPMENT HUMAN GROWTH & DEVELOPMENT 9% Development implies the Growth represents a purely 10% overall change in shape, form physical sense of a person, i.e or structure, along with the height, weight, size and function of the organ. length etc. Development is both Growth is quantitive. It starts 23% 58% quantitative and qualitative. It with conception but ends at is a continuous process some particular age. starting from the Womb and One Two Three 4th Qtr ending with the tomb. 7  Aging in a biological sense, is the HUMAN GROWTH deterioration of organisms that leads inevitably to death. 9% Maturation 10% is the biological unfolding of an individual according to plan contained in the genes. Learning is the process through which experience brings about relatively permanent changes in thoughts, feelings or behavior. 23% 58% DEVELOPMENT Environment refers to the all the external physical and social conditions and events that affect us, from crowded living quarters to One Two Three 4th Qtr stimulating social interactions. 8 ALBERT BLONDIE 9  ALBERT THINK-PAIR-SHARE : They are both seven years old. 1. Describe what they were before birth and who they possibly be after birth to adulthood. 2.What will they possibly become? Expound answers. BLONDIE 10  ALBERT ▪ Will 3 year old Albert be able to do what seven year old Blondie can do? Why or why not? ▪ Will there be any common in the pattern of development of Albert and Blondie? ▪ Will there be differences? ▪ Will the process of development take place very fast of gradually? ▪ Do you think Albert and Blondie will continue to develop even in adulthood? Or will they stop developing? BLONDIE 11 APPROACHES TO HUMAN DEVELOPMENT 12 TRADITONAL APPROACH Extensive change from birth to adolescence, little or no change in adulthood and decline in late old age. If you believe that Albert and Blondie will show extensive change from birth to adolescense, little or no change in adulthood and decline in old age. 13 THE LIFE SPAN PERSPECTIVES Assumptions of the breadth and depth of development by Paul Baltes 1. Development is a lifelong process. 2. Development is multidirectional. 3. Development always involves both gain and loss. 4. Development is characterized by lifelong plasticity. 5. Development is shaped by its historical/cultural context. 6. Development is multiply influenced. Understanding development requires multiple disciplines If you believe that even adulthood development change take place as it does during childhood ALBERT 15 BLONDIE 16 A child is defined as any person under the age of 18, entitled to certain rights regardless of various factors. Adolescence is characterized by rapid physical growth, neurological development, puberty, and identity exploration, representing a critical period for individual growth and creativity. UNICEF 17  Adolescents are those aged 10 to 19, emphasizing specific health and developmental needs during this period A child as any individual below 18 years, with adolescence marking the transition from childhood to Jean Piaget's cognitive perspective adulthood. highlights adolescence as the period when cognitive abilities fully mature, marked by abstract reasoning. UNESCO 18 a child is defined as a person youth (ages 15 to 30) is recognized under 18 years as a critical period for growth Republic Act No. 8044 – The Youth in Nation Building Act, declares youth as the phase from adolescence to responsible adulthood. Philippine Constitution (Republic Act No. 9344 Juvenile Justice and Welfare Act), 19 Principles of Growth and Development 20  1. Principle of Continuity The development follows the principle of continuity which means that development is a continuous process. It starts with pre- natal and ends with death. 21  2. Principle of Integration Development thus involves a movement from the whole to parts and from parts to the whole and this way it is the integration of the whole and its parts as well as the specific and general responses. It enables a child to develop satisfactorily concerning various aspects or dimensions of his personality. Example: Child first starts to learn hand movement then finger movement and then learn the movement of both hand and finger together this is called integration 22  3. Principle of lack of uniformity in the developmental rate Development through the continuous process, but does not exhibit steadiness and uniformity in terms of the rate of development in various development of personality or the developmental periods and stage of life. Example: A person may have a high rate of growth and development in terms of height and weight but may not have the same pace of mental and social development. 23  4. Principle of individual difference Every organism is a distinct creation in itself. One of the most important principles of development is that involves individual differences. There is no fixed rate of development. That all children will learn to walk is universal, but the time at which each child takes his her first step may vary. 24  5. Principle of uniformity pattern Although development does not proceed at a uniform rate and shows marked individual differences concerning the process and outcome of various stages of development, it follows a definite pattern in one or the other dimension which is uniform and universal concerning the individual of a species. 25  6. Principle of proceeding from general to specific While developing to any aspect of personality. The child first pickup or exhibit a general response and learn how to show specific and goal-directed responses afterwards. 26  7. Principle of interaction between Heredity and Environment The development of a child is a process that cannot be defined wholly based on either heredity or environment. Both have to play an important role in development. There are arguments in favor of both. However, most psychologists agree that an interplay of these two factors leads to development. 27  Where heredity decides or set some limits on development (mostly physical), environmental influences complete the developmental process ( qualitative). Environmental influences provide space for multidimensional development through interaction with family, peers, society and so on. Growth and development is a joint product of heredity and environment. 28  8. Principle of interrelation Various aspects or dimensions of one’s growth and development are interrelated. What is achieved or not achieved in one or other dimensions in the course of the gradual and continuous process of the development surely affects the development of other dimensions? A healthy body tends to develop a healthy mind and an emotionally stable, physically strong and socially conscious personality. Inadequate physical or mental development may, on the other hand, result in a socially or emotionally maladjusted personality. 29  9. Principle of Cephalocaudal Development proceeds in the direction of the longitudinal axis. Development from head to foot or toe. That is why, before it becomes able to stand, the child first gains control over his head and arms and then on his legs. 30 9. Principle of Cephalocaudal CEPHALOCAUDAL PATTERN during infancy, the greatest growth always occurs at the top- the head with physical growth in size, weight and future differentiation gradually working in its way down from top to bottom Ex: neck, shoulders, middle trunk and so on 31  10. Principle of Proximodistal Development of motor skills to start at central body parts to outwards. That is why, in the beginning, the child is seen to exercise control over the large fundamental muscles of the arm and then hand and only afterwards over the smaller muscles of the fingers. 32 10. Principle of Proximodistal Principles of cephalocaudal and proximodistal ( image source: http://childdevpsychology.yolasite.com/resources/CP A%20Week%20II%20final.pdf 33  While the pattern of development is likely to be similar, the outcomes of developmental processes and the rate of development are likely to vary among individuals. If children come from good home with loving and caring parents, they may develop into warm and responsible children, adolescents and adults. If they come from deprived environment, they may develop into carefree and irresponsible adolescents and adults. 34  DEVELOPMENT TAKES GRADUALLY While some changes occur in a flash of insight, more often it takes weeks, months, or years for a person to undergo changes that result in the display of developmental characteristics. 35  Development as a process is complex because it is the product of biological, cognitive and socioemotional processes. 36  involves changes in the BIOLOGICAL PROCESS individual’s physical nature 37  involves changes in the COGNITIVE PROCESS individual’s thought, intelligence, and language 38  involves changes in the SOCIO-EMOTIONAL PROCESS individual’s relationships with other people 39  11. Principle of predictability Development is predictable, which means that with the help of the uniformity of pattern and sequence of development. We can go to a great extent, forecast the general nature and behavior of a child in one or more aspects or dimensions at any particular stage of its growth and development. We can know the particular age at which children will learn to walk, speak and so on. 40  12. Principle of Spiral versus Linear advancement The child doesn’t proceed straight or linear on the path of development at any stage never takes place at a constant or steady pace. After the child had developed to a certain level, there is likely to be a period of rest for consolidation of the developmental progress achieved till then. In advancing further, therefore, the development turn back and then moves forward again in a spiral pattern 41 12. Principle of Spiral versus Linear advancement 42  13. Principle of Association of Maturation and Learning Biological growth and development are known as maturation. Biological changes involve changes in the brain and the nervous system, which provide new abilities to a child. Development proceeds from simple to complex. In the beginning, a child learns through concrete objects and gradually moves to abstract thinking. This transition happens because of the maturation 43 CONCLUSION The principle of growth and development is one of the most important topics in child development psychology. We as a teacher must understand the different stages and principles of growth and development so that we can teach the students according to their age, interest, skills and needs. CHARACTERISTICS LIFE SPAN DEVELOPMENT 45 LIFE SPAN DEVELOPMENT CHARACTERISTICS Development involves growth, maintenance and regulation. Development is contextual. Development is plastic. Development is multidimensional. Development is lifelong. 46 Principles of Child Development and Learning and Implications That Inform Practice https://www.naeyc.org/resources/position- 47 statements/dap/principles Principles of Child Development Let's go and Learning and Implications That Inform Practice NAEYC’s guidelines and recommendations for developmentally appropriate practice are based on the following nine principles and their implications for early childhood education professional practice. These principles reflect an extensive research base that is only partially referenced here. Because these principles are interrelated, this linear list does not fully represent their overall complexity. Principles of Child Development and Learning and Implications That Inform Practice 1. Development and learning are dynamic processes that reflect the complex interplay between a child’s biological characteristics and the environment, each shaping the other as well as future patterns of growth. Principles of Child Development and Learning and Implications That Inform Practice 2. All domains of child development—physical development, cognitive development, social and emotional development, and linguistic development (including bilingual or multilingual development), as well as approaches to learning—are important; each domain both supports and is supported by the others. Principles of Child Development and Learning and Implications That Inform Practice 3. Play promotes joyful learning that fosters self-regulation, language, cognitive and social competencies as well as content knowledge across disciplines. Play is essential for all children, birth through age 8. Principles of Child Development and Learning and Implications That Inform Practice 4. Although general progressions of development and learning can be identified, variations due to cultural contexts, experiences, and individual differences must also be considered. Principles of Child Development and Learning and Implications That Inform Practice 5. Children are active learners from birth, constantly taking in and organizing information to create meaning through their relationships, their interactions with their environment, and their overall experiences. Principles of Child Development and Learning and Implications That Inform Practice 6. Children’s motivation to learn is increased when their learning environment fosters their sense of belonging, purpose, and agency. Curricula and teaching methods build on each child’s assets by connecting their experiences in the school or learning environment to their home and community settings. Principles of Child Development and Learning and Implications That Inform Practice 7. Children learn in an integrated fashion that cuts across academic disciplines or subject areas. Because the foundations of subject area knowledge are established in early childhood, educators need subject-area knowledge, an understanding of the learning progressions within each subject area, and pedagogical knowledge about teaching each subject area’s content effectively. Principles of Child Development and Learning and Implications That Inform Practice 8. Development and learning advance when children are challenged to achieve at a level just beyond their current mastery and when they have many opportunities to reflect on and practice newly acquired skills. Principles of Child Development and Learning and Implications That Inform Practice 9. Used responsibly and intentionally, technology and interactive media can be valuable tools for supporting children’s development and learning. THE PROCESSES AND PERIODS IN DEVELOPMENT 58  The pattern of child development is complex because it is the product of several processes : BIOLOGICAL COGNITIVE SOCIOEMOTIONAL  STAGE AGE PERIOD MAJOR FEATURES 1. Prenatal Conception to birth Physical Development 2. Infancy Birth at full term to about 18 Locomotion established; rudimentary language ; months social attachment 3. Early Childhood About 18 months to about 6 years Language well-established, sex typing; group pay; ends with readiness for schooling 4. Late Childhood About 6 years to about 13 years Many cognitive processes become adult except in speed of operation; and team play. 5. Adolescence About 13 years to about 20 years Begins with puberty, ends at maturity, attainment of highest level of cognition; independence from parents; sexual relationships 6. Young Adulthood About 20 years to about 45 years Career and family development 7. Midlife About 45 years to about 65 years Career reaches highest level: self-assessment; “empty nest” crisis; retirement 8. Late Life About 65 years to death Enjoys family achievements; dependency; widowhood; BASIC ISSUES IN HUMAN DEVELOPMENT 61 1. ASSUMPTIONS ABOUT HUMAN DEVELOPMENT ORIGINAL SIN INHERENTLY GOOD TABULA RASA  1. ASSUMPTIONS ABOUT HUMAN DEVELOPMENT Children are inherently bad, Thomas Hobbes believing that it was society’s ORIGINAL SIN (1588-1679) task to control their selfish and aggressive impulses and to teach them to behave in positive ways. 1. ASSUMPTIONS ABOUT HUMAN DEVELOPMENT Children were innately good, born with intuitive Jean-Jacques understanding of right and INHERENTLY Rousseau wrong, and that they would GOOD (1712-1778) develop in positive directions as long as society did not interfere with their natural tendencies 1. ASSUMPTIONS ABOUT HUMAN DEVELOPMENT Infant is a tabula rasa or a blank slate waiting to be written on by his or her own experiences. Believed that children were John Locke TABULA RASA neither innately good not bad, (1632-1704) they could develop in any number of directions depending on their own experiences. 2. NATURE AND NURTURE NATURE refers to the behavior and characteristics manifested because of the influence of biological forces ✓ heredity ✓ biologically-based dispositions NURTURE refers to the influences brought about by the exposure to the environment ✓ Learning experiences ✓ Child-rearing methods ✓ Social changes ✓ culture 3. ACTIVITY AND PASSIVITY Some theories believe that children are curious, ACTIVE creatures who in a real sense orchestrate their own development by exploring the world around them or by shaping their own environment Other theorists view humans as PASSIVE beings who are largely products of forces beyond their control-usually environmental influences (but possibly strong biological forces) 4. CONTINUITY AND DISCONTINUITY DISCONTINUITY theorists picture the course of development as more like a series of development as more like a series of stair steps, each of which elevates the individual to a new (and presumably more evidence) level of functioning CONTINUITY theorists view human development as a process that occurs in small steps, without sudden changes. 4. CONTINUITY AND DISCONTINUITY QUALITATIVE CHANGES are changes in kind and suggest discontinuity. Changes that make the individual fundamentally different in some way than he or she was before: ✓ A nonverbal infant into a speaking toddler ✓ A prepubertal child into a sexually mature adolescent 4. CONTINUITY AND DISCONTINUITY QUANTITATIVE CHANGES are changes in degree and indicate continuity: ✓ a person becomes taller ✓ Knows more vocabulary words ✓ Interacts with friends more or less frequently 5. UNIVERSALITY AND CONTEXT-SPECIFICITY The extent to which developmental changes are: ✓ UNIVERSAL - common to everyone universal; or ✓ CONTEXT SPECIFIC - different to person to person  DEVELOPMENTAL TASK IN EDUCATION 72 Developmental Tasks and Education "A developmental task is a task which arises at or about a certain period of life of the individual, successful achievement of which Robert leads to his happiness and to Havighurst success with later tasks, while failure leads to unhappiness in the individual, disapproval by the society, and difficulty with later tasks.” Developmental Tasks Late Maturity and Education (30–60 years old) Middle Age (30–60 years old) Early Adulthood (19–30 years old) Adolescence (13–18 years old) Middle childhood (6–13 years old) Infancy and early childhood (0-6 years old) 74  Infancy and early Developmental Tasks childhood and Education (0-6 years old) ❑ Learning to walk ❑ Learning to talk ❑ Toilet training ❑ Learning the foundations of reading 75 Developmental Tasks Middle childhood and Education (6–13 years old) ❑ Learning physical skills necessary for ordinary games ❑ Learning to get along and play with children of the same age ❑ Achieving personal independence ❑ Recognizing what society deems as masculine or feminine social roles 76 Developmental Tasks Adolescence and Education (13–18 years old) ❑ Accepting one’s physical body as it goes through changes ❑ Preparing for partnership and family life ❑ Preparing for an economic career ❑ Acquiring a set of values and an ethical system as a guide to behavior, developing an ideology 77 Developmental Tasks Early Adulthood and Education (19–30 years old) ❑ Finding a partner (and learning to cohabitate with them) ❑ Achieving a preferred masculine or feminine social role ❑ Managing a home and starting a family, beginning a career, taking on civic responsibility 78 Developmental Tasks Middle Age and Education (30–60 years old) ❑ Achieving adult civic and social responsibility ❑ Assisting teenage children to become responsible and happy adults ❑ Developing adult leisure-time activities ❑ Accepting and adjusting to the physiologic changes or middle age 79 Developmental Tasks Late Maturity and Education (30–60 years old) ❑ Adjusting to decreasing physical strength and health ❑ Adjusting to retirement ❑ Meeting social and civil obligations 80  DOMAINS OF DEVELOPMENT 81 DOMAINS OF DEVELOPMENT ❑ Biological or Physical Domain: involves the physical growth and changes in the body, including aspects such as motor skills, health, and wellness DOMAINS OF DEVELOPMENT ❑ Cognitive Domain: refers to the intellectual growth, brain development, and the capacity to learn, encompassing skills like problem-solving, memory, language, and creativity DOMAINS OF DEVELOPMENT ❑ Social-Emotional Domain: involves the development of emotions, personality, self-esteem, social relationships, and interactions with others DOMAINS OF DEVELOPMENT ❑ Language Domain: pertains to the development of language and communication skills in children and adolescents Context and Development 86 ✓ Child and adolescent learners' development and learning principles are influenced by multiple social, cultural, and familial contexts. 87  All domains of child development—physical, cognitive, social, emotional, and linguistic— are closely related and are influenced by various social and cultural contexts. -NAEYC 88  Emphasizes the importance of recognizing families as the primary context for children's development and learning, and the need to support and sustain family languages and teaching practices. -NAEYC 89  Contextual learning (explores how bringing learning into context) can make the experience more meaningful to students, is also considered an important principle in enhancing the learning experience and learner outcomes. 90 Contextual learning (explores how bringing learning into context) can make the experience more meaningful to students, is also considered an important principle in enhancing the learning experience and learner outcomes. 91 G. Development and Pedagogy: Theory and Research 92 Development and Pedagogy Theory and research encompass the understanding of how children and adolescents develop and learn, and the role of education in facilitating this development. 93 Development and Pedagogy Pedagogic theories are connected with belief and value systems, concepts of man and society, and philosophies of knowledge and political interests. 94 PROMINENT PEDAGOGICAL THEORIES Johann ✓ emphasizes the incorporation Heinrich of concrete arts, the experience of emotional Pestalozzi responses, and pacing education to follow the Pestalozzianism gradual unfolding of a child’s development  PROMINENT PEDAGOGICAL THEORIES refers to the application of behavioral science principles and techniques to improve teaching and learning methods. An approach that focuses on understanding how learners Behavioral Science behave, make decisions, and respond to various educational Pedagogy interventions aims to optimize learning outcomes, increase student engagement, and promote positive behavioral changes  PROMINENT PEDAGOGICAL THEORIES have been influential in education, as they emphasize the importance of understanding the learner's mental development and the need to build upon existing knowledge Apperception Theories Example: Apperception theories suggest that teachers should be aware of the mental development of their students and make full use of what the students already know. This approach can help to ensure that new information is assimilated effectively and that learning is more efficient and effective.  PROMINENT PEDAGOGICAL THEORIES REMEMBER: Understanding and applying development and pedagogy theory and research is essential for educators to create meaningful and engaging learning experiences for children and adolescents, leading to better learning outcomes and overall development.  Ms. JEHRI JEILEEN [email protected] 99