Biological Beginnings - Group 4 Report PDF

**BIOLOGICAL** **BEGINNINGS** **Group 4 Reporting** A. **Biological Beginnings** 1. **Stages of Prenatal** **Development** 2. **Teratology and Hazards** **to Prenatal Development** B. **Neuroscience and Brain** **Development** C. **Factors Affecting Biologi...

**BIOLOGICAL** **BEGINNINGS** **Group 4 Reporting** A. **Biological Beginnings** 1. **Stages of Prenatal** **Development** 2. **Teratology and Hazards** **to Prenatal Development** B. **Neuroscience and Brain** **Development** C. **Factors Affecting Biological/** **Physical Development** D. **Current Research and Pedagogical** **Application** Submitted by: **Baraga, Sheila Mae L.** **Dela Cerna, Arianna** **Esrame, Chesey B.** **Niñel, Rhea B.** **Piala, Mikee Ella N.** **Rodimo, Hirtly Beb R.** **Surtida, Kristine B.** Submitted to: **Prof. Pedra Layar Alfar** **LEARNING OBJECTIVES:** - Learn about the biological beginnings, stages of prenatal development and the risks that can affect it. - Explore how the brain develops and how neuroscience contributes to our understanding. - Identify factors that impact biological and physical growth. - Examine current research and its practical applications in teaching and learning. **TARGET OUTCOMES** - Understand the Stages of Prenatal Development - Identify Teratology and Hazards to Prenatal Development - Explain the Role of Neuroscience in Brain and Child Development - Analyze Factors Affecting Biological and Physical Development - Apply Current Research to Pedagogical Practices - Answer the assessment at the end of discussion about Biological Beginnings **BIOLOGICAL BEGINNINGS** A. **Biological Beginnings** **Genetic Foundations** \"All children have a set of genetic instructions that influence their characteristics at birth and emerging physical features as they grow.\" Some characteristics awaken during sensitive periods which are age ranges in which environmental experiences are necessary for the child\'s development. Other characteristics are controlled by genetics, this is known as canalization. Skills that are canalized include motor skills such as crawling and sitting Skills that are not canalized are those that children are taught in school such as reading and writing. The environment continues to play a huge role in the genetic expression at different times throughout development. Nature and nurture are powerful and they are concepts that not only teachers, but also parents need to be aware of being the adults in a child\'s life. Genetic predispositions may be altered by environmental factors such as schooling, social interactions, and physical experiences.  - Has worked to map the human genome-the complete set of developmental instructions for creating proteins that initiate the human organism - Genes collaborate with each other and with non-genetic factors in and outside of body - Whether genes are turned \"on\" or \"off\" is affected by both internal and external events - For example: stress; exercise - Dominant gene overrides expression of the recessive gene - Recessive gene exerts its influence only if both genes in the pair are recessive - Sex-linked genes - X-linked inheritance results when a mutated gene is carried on the X chromosome - Females are carriers, while males may exhibit an X-linked disease - Occurs when genes have differing effects depending on whether they are inherited from the mother or the father - Chemical process \"silences\" one member of the gene pair. - Most human characteristics are determined by the interaction of several genes - Gene-gene interaction: the interdependence of two or more genes in influencing characteristics, behavior, diseases, and development. - Use during pregnancy has been associated with low birth weight, placenta previa, preterm delivery, fetal growth restriction and sudden infant death syndrome - As well as prescribed medications can have serious teratogenic effects. - Heavy marijuana use is associated with brain damage and mothers addicted to heroin often pass that addiction to their child. - Another environmental hazard. If a mother is exposed to radiation, particularly during the first 3 months of pregnancy, the child may suffer some congenital deformities. There is also an increased risk of miscarriage and stillbirth. Mercury leads to physical deformities and mental retardation A. **HIV** - One of the most potentially devastating teratogens is HIV. - There are some measures that can be taken to lower the chance the child will contract the disease ( avoiding breastfeeding, and delivering the child by C-section. **B. NEUROSCIENCE AND BRAIN CHILD DEVELOPMENT** The technological advances in neuroscience allowed scientists to research and develop studies about the human brain, especially in the first six years of a child's development. This period is a phase of greater plasticity, which is the ability that the brain has to change through the numerous connections made between the neurons for each new experience and learning. It is through the plasticity that the brain alters its structure and operations, and in this way, it generates new knowledge and skills fora child\'s life. With neuroplasticity, the brain is able to modify the physical structure, the chemicals and the function. This occurs through the experiences and stimulus encountered by the child in his or her interactions with the environment. 1\. From the birth period, the child\'s brain develops rapidly, marking the start of neuro-psychomotor development, including movements of the head, limbs, and hands. Through environmental interactions, the child learns to handle objects and develop speech. These interactions form new synaptic connections, leading to various learning and skills. 2\. At two, the children gain the ability to freely move arms and legs and have grown in physical strength. They are able to socialize with other children and differentiate a variety of objects. such as indicating toys and materials of their own preference. This is a great opportunity to stimulate physical, manual and social skills with in-group recreational activities and the handling of small musical instruments. 3\. Three-year-old children develop fine motor skills, which are the ability to use and control the small muscles of the body, such as holding on a pencil to draw, handling stories books, cutting or tearing a paper and wearing or buttoning a shirt. At this stage, parents can stimulate the autonomy and self-care by encouraging the child to organize his or her personal belongings and by developing hygiene habits with his or her own body. 4\. When children are between four and six years old. they demonstrate interest in plays of make-believe and recreational activities with peers. This is the ideal stage for the apprenticeship of social skills such as empathy, cooperation, trust. solidarity and respect for others. Children have great developmental and learning potential, especially in the first six years due to brain plasticity. To support healthy development, it is crucial to provide stimulating learning environments that enhance physical, cognitive, social, and affective skills. These skills are strengthened through practice and personal experiences, such as interactions at day care, home, parks, or with peers and adults. **C.FACTORS AFFECTING BIOLOGICAL/PHYSICAL DEVELOPMENT** **D.CURRENT RESEARCH AND PEDAGOGICAL APPLICATION** Most commonly understood as the approach to teaching, it is the theory and practice of learning and how this process influences, and is influenced by, the social, political, and psychological development of learners. Pedagogy, as an academic discipline, studies how knowledge and skills are imparted in educational settings and the interactions involved. It is most commonly understood as the approach to teaching, focusing on the theory and practice of learning. This process influences and is influenced by the social, political, and psychological development of learners. **Cognitive Development** - Cognitive development is how humans acquire, organize, and learn to knowledge (Gauvain & Richert, 2016), In psychology, the focus of cognitive development has often been only on childhood. However, cognitive development continues through adolescence and adulthood t involves acquiring language and knowledge, thinking, memory, decision making. Problem solving, and exploration (Von Eckardt, 1996). Much of the research within cognitive development in children focuses on thinking, developing knowledge, exploring, and solving problems (Carpendale & Lewis, 2015). - Cognitive development means bow children think, explore and figure things out. It in the development of knowledge, skills, problem solving and dispositions, which help children to think about and understand the world around them. **Pedagogical Applications** **Cognitive Development** Connects with assets that is needed to present Create cognitive psychology based on the learning process. **Pedagogical Content Knowledge (PCK)** - Pedagogical content knowledge is the combining of pedagogy and subject content knowledge which Shulman re-emphasized in the 1980s. - Lee Shulman, a teacher education researcher, emphasized that general pedagogical skills alone were insufficient for effective teaching. He introduced the concept of pedagogical content knowledge, highlighting the importance of integrating content and pedagogy. This involves teachers interpreting and transforming subject knowledge to facilitate student learning. - Knowledge Of Representations Of Subject Matter Subject Matter Knowledge extends beyond knowing a lot about something. It suggests that both educators and students think in a disciplined manner that they can apply to a multitude of places and situations. - A teacher's understanding and expertise in the content area they are teaching. - PCK illustrates how the subject. Matter of a particular discipline is transformed for communication with learners. It includes recognition of what makes specific topics difficult to learn, the conceptions students bring to the learning of these concepts, and teaching strategies tailored to this specific teaching situation. - The purpose of the curriculum is to facilitate effective student learning; it is much more than guiding them to learn specific chapters in math. Science or literature. - Reflects the national culture in which a school operates different countries have different expectations of their students, even if teaching practices are similar. **Knowledge Of Educational Context** - Teachers indeed need to understand subject matter deeply and flexibly so they can help students map their own ideas, relate one idea to another, and re- direct their thinking to create powerful learning. - Provide students with plenty of opportunities to achieve learning outcomes and develop the knowledge. Skills and understandings that are essential to all areas of the curriculum. **Knowledge Of The Purpose Of Education** - Cochran et al. (1993) highlighted that Shulman's concept of PCK is stagnant and divided into various components; they remarked that a teacher's knowledge of teaching should be dynamic, developing and continuously growing. Therefore, the revised version that came to be known as pedagogical content knowing PCKg outlined a few vital aspects of teacher education. It emphasized: - Subject matter knowledge - Knowledge of pedagogy - Knowledge of students - Knowledge of environmental contexts - Social and Emotional Development - Promoting Young Children's Social and Emotional Health - Development of Self and Social Understandings - Piaget (1952), focusing on children's cognitive development, characterized middle childhood as a time when children become less egocentric and much more responsive to the views of others. - The adolescent must develop expanded verbal skills. - As adolescents mature intellectually, as they face increased school demands, and as they prepare for adult roles, they must develop new verbal skills to accommodate more complex concepts and tasks. Their limited language of childhood is no longer adequate. **Higher education** - Higher education takes a much different approach. The traditional lecture is still an accepted teaching approach, especially in large classes and the sciences. Many students still spend their class hours passively taking notes as the professor talks.