EDU 530 Child and Adolescent Learners and Learning Principles PDF

EDU 530 CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES PERIOD 1 SUBJECT CONTENT 1. Basic Concepts of Child Growth and Development 2. Principles of Growth and Development 3. Developmental Stages 4. Physical Development of Infancy and Toddlerhood 5. Cognitive Developmen...

EDU 530 CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES PERIOD 1 SUBJECT CONTENT 1. Basic Concepts of Child Growth and Development 2. Principles of Growth and Development 3. Developmental Stages 4. Physical Development of Infancy and Toddlerhood 5. Cognitive Development of Infancy and Toddlerhood 6. Socio-emotional Development of Infancy and Toddlerhood MODULE 1: Basic Concepts of Child Growth and Development  Lesson Objectives: At the end of the session, I can: 1. Define growth and development, and 2. Identify factors affecting growth and development.  Growth Development - refers to quantitative changes is the pattern of movement or change in an individual as he that begins at conception and progresses in chronological continues through the lifespan. age. The changes in intellectual, mental, It may refer to increases in size, emotional, social and functional skills weight, or height. that occur over time. Main factors which govern all Growth and Development: MODULE 2: PRINCIPLES OF GROWTH AND DEVELOPMENT  Lesson Objectives: At the end of the session, I can: 1. Name the different principles of growth and development, and 2. Explain and give specific examples of each principle of growth and development. 1. Development is a product of the interaction of the organism and its environment. “What is innate should be nurtured, for development to take place.” 2. Developmental patterns show wide individual differences. The development of one person is not the same with other persons. 3. Development proceeds from the simple to the more complex. Example: The child will learn first letters of the alphabet before learning to read words and phrases. 4. Growth and development proceed from general to specific. Example: The infant will pick the object with the whole hand (palmar grasp) before learning to pick it up with fingers. 5. Growth and development are continuous process. As long as a person lives, development continues to take place, may not physically but emotionally, socially and even intellectually. 6. Development depends on maturation and learning. Aside from growth, maturation and learning also play at one’s development. maturation refers to the intellectual or personal development of an individual 5. Growth and development are continuous process. As long as a person lives, development continues to take place, may not physically but emotionally, socially and even intellectually. 6. Development depends on maturation and learning. Aside from growth, maturation and learning also play at one’s development. Maturation refers to the intellectual or personal development of an individual 7. Development is sequential and orderly. Every species, whether animal or human, follows a pattern of development peculiar to it. This pattern in general is the same for all individuals. MODULE 3: DEVELOPMENTAL STAGES Lesson Objectives: At the end of the session, I can: 1. Identify the stages of development, and 2. Describe characteristics and developmental tasks of each stage. Psychologist Erik Erikson developed his eight stages of development to explain how people mature. The stages clarify the developmental challenges faced at various points in life. The Prenatal Period The prenatal period is defined as the gestational period, from conception to birth. Research has shown that adversity exposure can induce changes in the epigenome as early as in utero and evidence is mounting that there are sensitive periods to stress exposure within this very early life period. It takes about 40 weeks or nine months to create a new life, and your pregnancy is broken into three, 12-week trimesters. Each trimester brings about new changes and developments. Infancy (birth to 18-24 months) The Infancy stage is the earliest stage in life, typically lasting from birth to about 2 years old. During this stage, infants learn to develop their abilities to think, feel, and move. They also learn how to interact with the people and things around them. defined as the first year of life and is the period of most rapid growth after birth. Early childhood (end of infancy to 5-6 years) Early childhood is a pivotal period of child development that begins before birth through age 8. This is a period of rapid brain and body development. Quality nurturing care during this period - adequate nutrition, good health care, protection, play and early education - is vital for children's physical, cognitive, linguistic and social-emotional development. Middle and late childhood (6-11 years of age/elementary school years) Middle and late childhood spans the ages between early childhood and adolescence, approximately ages 6 to 11 years. Children gain greater control over the movement of their bodies, mastering many gross and fine motor skills that eluded the younger child. Middle childhood is a stage where children move into expanding roles and environments. Adolescence (10-12 of age ending up to 18-22 years of age) Adolescence is the phase of life between childhood and adulthood, from ages 10 to 19. It is a unique stage of human development and an important time for laying the foundations of good health. Adolescence (generally defined as puberty through age 18) Young adulthood (generally defined as 18 to 22 or 18 to 25) Later adulthood (generally defined as mid-20s and older) Early adulthood (from late teens or early 20’s lasting through the 40’s) Early adulthood spanned from approximately 18 years (the end of adolescence) until 40 to 45 years (beginning of middle adulthood). More recently, developmentalists have divided this age period into two separate stages: Emerging adulthood followed by early adulthood. Emerging adulthood is the period between the late teens and early twenties; ages 18-25 years while early adulthood to cover approximately age 20 to age 40 Middle adulthood (40-60 years of age) Middle adulthood, or midlife, refers to the period of the lifespan between early adulthood and late adulthood. During this stage physical changes start to occur that show that the body is ageing. These include the skin starting to lose elasticity and grey hair occurring because of the loss of pigments. Late adulthood/old age (60s and above) We are considered to be in late adulthood from the time we reach our mid-sixties until death. This is the longest developmental stage across the lifespan, and a growing age group.  MODULE 4: PHYSICAL DEVELOPMENT OF INFANTS AND TODDLERS Physical development is one of the many domains of infant and toddler development. It relates to the growth and skill of development in the body, including the brain, muscles, and senses.  The cephalocaudal trend (also known as the cephalocaudal gradient of growth) refers to the body's changing growth patterns, and spatial proportions, over time. Typically this is referencing changes or growth in a top to bottom manner (cephalo = head; caudal = tail or lower body). Physically, cephalocaudal growth appears to be complete by the time we reach adulthood, when our head is spatially proportionate to the rest of our adult body compared to the head-body ratio of infants. Infants learn to use their upper limbs before their lower limbs. The same pattern occurs in the head area because top parts of the head - the eyes and the brain - grow faster than the lower parts such as the jaw.  The proximodistal principle states that development proceeds from the center of the body outward. With this principle, the trunk of the body grows before the extremities of the arms and legs. Development of the ability to use various parts of the body also follows the proximodistal principle. Reflexes are involuntary movements or actions. Some movements are spontaneous and occur as part of the baby's normal activity. An involuntary and nearly instantaneous movement in response to a stimulus. Most common reflexes that babies have: 1. Sucking Reflex - is initiated when something touches the roof of the infant’s mouth 2. Rooting Reflex - is most evident when an infant cheek is stroked, the baby responds by turning his/her head in the direction of the touch and opening their mouths for feeding. 3. Gripping Reflex - babies will grasp anything that is placed in their hands. Sucking Reflex Sucking Reflex Gripping Reflex 4. Startle/Moro Reflex - infants will respond to sudden sounds and movements by throwing their arms and legs out. 5. Curling Reflex – when the inner sole of the baby's foot is stroked, the infant respond by curling his or toes. When the outer sole of the baby's foot is stroked,the infant will respond by spreading out their toes. Sucking Reflex Sucking Reflex 6. Galant Reflex – is shown when an infant's middle or lower back is stroked next to the spinal cord. The baby will respond by curving his/her body toward the side which is being stroked. 7. Tonic neck Reflex – is demonstrated in infants who are placed on their abdomens. Whichever side the child's head is facing, the limbs on that side will straighten while the opposite limbs will curl.  Tonic neck Reflex Sucking Reflex MODULE 5: MODULE 5: COGNITIVE AND LANGUAGE DEVELOPMENT OF INFANTS AND TODDLERS The sensorimotor stage is the first of the four stages of Piaget’s theory of cognitive development. It is marked by a child’s knowledge that the outside world exists separately from themselves. Once the child has fully realized this, they will move on to the next stage within Piaget’s stages of development. The sensorimotor stage typically takes place within the first two years of a child’s life. It is marked by the child discovering the difference between themselves and their environment. At that point, they will use their senses to learn things about both themselves and their environment. Jean Piaget, a Swiss psychologist who developed the theory of intellectual development, said children learn about their world at this stage through:  Seeing Touching Sucking Feeling Object permanence is the awareness that objects exist even when you cannot see them. Once the child has realized this, they will learn how to search for an object when they cannot see it. This is called directed groping. Directed groping is when a child will pull objects toward themselves and tilt them so that they can access them better. Object permanence is a concept from developmental psychology that refers to the understanding that objects continue to exist even when they are not visible, heard, or otherwise sensed. This cognitive milestone is crucial in a child's development and typically emerges around 8 to 12 months of age.  EDU 530 CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES PERIOD 2 COGNITIVE DEVELOPMENT OF MIDDLE/LATE CHILDHOOD Jean Piaget’s Concrete Operational Stage is a stage applicable to middle/late childhood. It spans from age 7 to approximately 11 years old. During this time, children have better understanding of their thinking skills. Children begin to think logically about concrete events, particularly their own experiences, but have difficulty understanding abstract or hypothetical concepts, thus, most of them have hard time at problem solving. The Concrete Operational Stage is marked by the following: Decentering/Decentration - ability of the child to perceive the different features of objects and situations. During decentration, the child would understand that a person may not particularly like the same things they do. For example, if a child's favorite hobby is riding a bike, it would not necessarily mean that the people around them also prefer biking instead of walking or riding a scooter. Conservation - ability to know that certain properties of objects like number, mass, volume or area do not change even if there is a change in appearance. For example, people who have mastered the skill of conservation will recognize that pouring a liter of water from a thin glass to a wide glass does not change the amount of water we have. Reversibility - the children can now follow that certain operation can be done in reverse. Example: Water can be frozen and then thawed to become liquid again. But eggs cannot be unscrambled. Arithmetic operations are reversible as well: 2 + 3 = 5 and 5 – 3 = 2. Seriation - ability to order or arrange things in a series based on one dimension such as, weight, volume, or size. Seriation. The ability to arrange a collection of elements in a specific order according to a specific attribute. For example, arranging sticks from the shortest to the longest. Classification – ability to group similar objects in terms of color, shape, use, etc. PHYSICAL DEVELOPMENT OF PRESCHOOLERS Physical development is one of the many domains of infant and toddler development. It relates to the growth and skill of development in the body, including the brain, muscles, and senses. For example, babies learn about the world as they develop their physical senses of sight, touch, smell, sound, and taste. What is handedness called? Chirality is also sometimes referred to as handedness, as it can be best described as the dichotomy between our hands: Though they are not identical, the right and the left hand are mirror images of each other, and can't be superimposed, or exactly overlaid on one another. Ambidexterity is the ability to use both the right and left hand equally well. When referring to objects, the term indicates that the object is equally suitable for right-handed and left-handed people. When referring to humans, it indicates that a person has no marked preference for the use of the right or left hand. Approximately 1 percent of the population is ambidextrous. Ambidexterity is also more common in males than females, the 2021 study mentioned earlier suggests. GROSS AND FINE MOTOR DEVELOPMENT Motor development is often broadly divided into gross motor and fine motor skills. Gross motor skills pertain to skills involving large muscle movements, such as independent sitting, crawling, walking, or running. Fine motor skills involve use of smaller muscles, such as grasping, object manipulation, or drawing. PRESCHOOLERS’ ARTISTIC DEVELOPMENT Austrian Viktor Lowenfeld (1903–1960) was an Austrian-born professor of art education at the Hampton Institute and the Pennsylvania State University. His ideas influenced many art educators in the post-World War II United States. In particular, he emphasized "ways in which children at different stages of artistic development should be stimulated by appropriate media and themes, and... the curriculum... guided mainly by developmental considerations." Stage 1 – Scribble Stage (1 – 3 years old) Children at this age are engaged in the physical activity of drawing. There is no connection made between the marks and representation during most of the scribble stage. However, towards the end of this stage children may begin to give marks names. This stage is mostly about the enjoyment of purely making marks. Stage 2 – Preschematic Stage (3 – 4 years old) Children at this stage of artistic development are beginning to see connections between the shapes that they draw and the physical world around them. Circles and lines may be described as people or objects that are physically present in the child’s life. It is in this stage that a child first makes the connection to communicating through their drawings. Stage 3 – The Schematic Stage (5 – 6 years old) Children at this stage have clearly assigned shapes to objects that they are attempting to communicate. They often have developed a schema for creating drawings. There is a defined order in the development of the drawing. Drawings at this stage have a clear separation between the sky and the ground. Often the sky is a strip of blue at the top of the paper, while the ground is a strip of green at the bottom. Objects are often placed on the ground instead of floating in space. Objects of importance are often drawn larger than objects of lesser importance. Stage 4 – The Dawning Realism (7 – 9 years old) At this stage in artistic development, children are beginning to become more critical of their own work. It has become evident that a structured order to drawing objects is no longer sufficient. While a schema is still used to create drawings, it is more complex than the schema used in earlier stages. Overlapping can be seen and a sense of spatial relationships is more evident. Stage 5 – The Pseudo-Naturalistic Stage (10 – 13 years old) The use of value and light is now apparent in drawings. Children at this stage of artistic development are very critical of their own success. Success is determined by the level of realism achieved in the drawing. Frustration is a common occurrence. It is exceptionally important to encourage students at this stage. Stage 6 – The Decision Stage (13 – 16 years old) Children at this stage will decide to continue drawing or view it as an activity without merit. Because of the level of self criticism inherent at this stage, many children, (now young adults) view drawing as a skill that do they do not possess. Others, however, decide to continue working on their drawing skills and continue to develop. I think that it is important to encourage students to continue drawing despite their level of skill. Any skill level can be attained with practice. This stage of artistic development is perhaps the most critical to the development of an artist. Cooperative Play - this stage of play centers around children learning to collaborate and cooperate with others to achieve a common goal. By engaging in cooperative play, your child develops their social skills in the following ways: Learning about the importance of rules and negotiation. Unoccupied play is when your child is just by themselves, moving their arms, legs, hands, and feet around creatively, getting to understand how it feels to move. Onlooker Play - occurs when a child watches other children play. He/she may talk with them but not enter into play with them. Solitary play, also known as independent play is the first stage of play observed in infants. Children play alone as they have yet to develop the social skills to play with others or prefer to play alone. Solitary play gives the child time to think, create and explore their environment, toys and object is around them. Parallel play involves two or more children playing side-by-side without interacting. Children may observe other children in the playground or mimic their actions. Parallel play is common among children who haven't developed body awareness and social interaction skills. Associative play is when children play together, but have different ideas and goals. For example, talking to each other and playing with the same toys, but doing different things. This usually happens between 3 and 5 years old. 0-3 MONTHS Fine Motor Skills: Newborn babies start to open and shut their hands, swipe at objects, and bring their hands to their mouths. Gross Motor Skills: Infants will start to lift their heads during tummy time, push down on their legs when their feet touch a hard surface, and move their arms and legs. 3-6 MONTHS Fine Motor Skills: Babies at this stage can hold and shake a toy, bring their hands together, and possibly grasp and reach for objects. Gross Motor Skills: They begin to roll over from tummy to back and might start sitting with support, bear weight on their legs, and push up on their elbows during tummy time. Play is the main agenda of preschool years. As preschooler develops, social interactions with playmates increases. Play becomes an important venue for the child’s development of social skills. Play is indeed children’s major business, a recreational activity for them. 6-12 MONTHS Fine Motor Skills: Infants start using a pincer grasp (using thumb and forefinger to pick up small objects), transfer objects from one hand to the other, and bang two objects together. Gross Motor Skills: They will likely start to sit without support, crawl, pull to stand, walk holding onto furniture (“cruising”), and possibly take a few steps without support. 12-18 MONTHS Fine Motor Skills: Toddlers can stack blocks, scribble spontaneously, turn over a container to pour out contents, and start using utensils. Gross Motor Skills: Walking independently, beginning to run, can kick a ball, climbing onto and down from furniture without help. 8-24 MONTHS Fine Motor Skills: Toddlers at this stage can turn pages in a book (two or three at a time), build towers of four or more blocks, and possibly start to self-feed with a spoon. Gross Motor Skills: They start to run more confidently, climb on furniture without assistance, kick a ball forward, and might start to jump in place. 2 YEARS OLD Fine Motor Skills: They can sort shapes and colors, complete simple puzzles, and start showing hand preference. Gross Motor Skills: A two-year-old can stand on tiptoe, kick a ball forward, and throw a ball overhead. 3 YEARS OLD Fine Motor Skills: They can build towers of more than six blocks, manipulate play dough, and draw a circle and a cross. Gross Motor Skills: Preschoolers can ride a tricycle, balance on one foot for a short time, and climb stairs alternating feet. 4-5 YEARS OLD Fine Motor Skills: Children can copy squares and some letters, cut with scissors, and draw a person with 2-4 body parts. Gross Motor Skills: They can hop on one foot, swing, and climb. They may also be able to skip. 6 YEARS OLD AND UP Fine Motor Skills: They can write, button clothes, use a knife and fork, and tie shoelaces. Gross Motor Skills: They can ride a bike without training wheels, swim, and participate in team sports like soccer or baseball. Remember, these are just general guidelines. Each child develops at their own pace, and small differences in development are typically not a cause for concern. However, if parents notice a significant delay or regression in skills, they should consult with a pediatrician or occupational therapist. SUGGESTIONS TO ENCOURAGE MOTOR SKILL DEVELOPMENT Parents play an important role in their child’s development of motor skills. Here are a few tips to promote both fine and gross motor skills: 1. Encourage Playtime: Provide safe, open-ended play opportunities. This is a great way for children to explore their environment and acquire new skills. 2. Fine Motor Activities: Play dough, puzzles, and threading beads are excellent for developing hand-eye coordination. These activities also help children master the right slot for small objects, improving their fine motor control. 3. Gross Motor Activities: Outdoor games, tummy time for infants, or dancing can enhance larger muscle movement and gross motor control. 4. Offer a Variety of Experiences: Different environments offer diverse opportunities for learning and motor skill development. Regular trips to parks or playgrounds can be beneficial. 5. Limit Screen Time: Physical play is the best way to develop motor skills. Limiting screen time encourages children to engage more with their physical environment.  SOCIO-EMOTIONAL DEVELOPMENT OF THE PRESCHOOLERS Self-concept refer to the way one sees himself, a general view about one’s abilities, strengths, and weaknesses. Self-concept is the image we have of ourselves. It is influenced by many forces, including our interaction with important people in our lives. It is how we perceive our behaviors, abilities, and unique characteristics.For example, beliefs such as "I am a good friend" or "I am a kind person" are part of an overall self-concept. Rogers' Three Parts of Self-Concept Humanist psychologist Carl Rogers believed that self-concept is made up of three different parts: Ideal self: The ideal self is the person you want to be. This person has the attributes or qualities you are either working toward or want to possess. It's who you envision yourself to be if you were exactly as you wanted. Self-image: Self-image refers to how you see yourself at this moment in time. Attributes like physical characteristics, personality traits, and social roles all play a role in your self-image. Self-esteem: How much you like, accept, and value yourself all contribute to your self-concept. Self-esteem can be affected by a number of factors—including how others see you, how you think you compare to others, and your role in society.