Handout-No.-1-Basic-Concepts-and-Issues-on-Human-Development.pdf

BICOL STATE COLLEGE OF APPLIED SCIENCES AND TECHNOLOGY EDUC100A THE CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES First Semester, AY 2024–2025 Basic Concepts and Issues on Human Development...

BICOL STATE COLLEGE OF APPLIED SCIENCES AND TECHNOLOGY EDUC100A THE CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES First Semester, AY 2024–2025 Basic Concepts and Issues on Human Development Image from https://www.cdc.gov/nceh/tracking/topics/ChildrensEnvironmentalHealth.htm One of the important aspects of being a teacher is knowing and understanding students. As students advance in chronological age, there are also many other visible and even not so obvious changes that take place in them. As they also grow older, they may encounter problems or challenges that can affect their learning. Teachers, who serve as second parents to students, play an important role in ensuring that they will be able to grow and develop in an environment that is age and developmentally appropriate for them. This can only be possible if teachers have a solid understanding of human growth and development. GROWTH AND DEVELOPMENT Growth This refers to quantitative changes in an individual as he progresses in chronological age. An example of this is a person’s increase in body size. Development This refers to qualitative changes or the progressive Image from https://medium.com/ series of changes of an orderly and coherent type leading to individual’s maturation. An example is the beginning and improvement of motor ability like walking. APPROACHES TO DEVELOPMENT There are two approaches as to how people view development namely: 1. Traditional Approach It is a belief that a person will show extensive change from birth to adolescence, little or no change in adulthood, and decline in late old age. 2. Life–Span Approach It is a belief that even in adulthood, developmental changes take place in a person. CHARACTERISTICS OF HUMAN DEVELOPMENT The following are the characteristics or how one can describe human development: 1. Development is lifelong. A person will continue to develop even in adulthood. pmnaveraY No part of this material may be reproduced or used without permission from the instructor. 1  BICOL STATE COLLEGE OF APPLIED SCIENCES AND TECHNOLOGY EDUC100A THE CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES First Semester, AY 2024–2025 2. Development is plastic. There is always potential to change. Plasticity is the potential for change. It is possible to change throughout one’s life. 3. Development is multidimensional. Development involves different dimensions such as biological, cognitive, socio-emotional and moral. Although these dimensions may be studied separately but they are intertwined. a. Development is relatively orderly. There is an order as to how a person develops which are called developmental pattens. The proximodistal pattern refers to the development of the muscular control of the trunk and arms before the hands and fingers. The cephalocaudal patter refers to the development of greatest growth in the head during infancy while gradually working its way of development from top to bottom. b. Development takes place gradually. A person does not develop overnight. There might be some changes which one might think have occurred in an instant but more often, it takes weeks, months or years for a person to undergo changes. 4. Development is contextual. People respond to and act on contexts. Contexts include a person’s biological make up, physical environment, cognitive processes, historical, social, and cultural contexts. 5. Development involves growth, maintenance, and regulation. The three goals of human development are growth, maintenance, and regulation. The goals of persons vary among the developmental stages. PRINCIPLES OF CHILD GROWTH AND DEVELOPMENT The following are principles that can help us in understanding growth and development of a child: 1. Every child is unique. There are no persons who are alike. Even identical twins are unique in their own way. 2. A child’s growth and development is orderly and continuous. A child does not immediately walk after s/he is born. It takes time as the child learns to acquire skills which are pre-requisites to being able to walk. This is also true to other aspects of growth and development. 3. The rate of growth is not constant. Although there might be an ideal rate of growth for children according to their age, it is not the same at all times and for all children. 4. A child develops as a whole person. Physical development may be the most obvious change that can be seen in a person but s/he also develops in other aspects such as cognitive, socio-emotional, etc. 5. Different aspects of growth are related to and affect each other. The different aspects of growth affect one another. An example is a person who may have physically limitations which in turn may affect his/her social skills because of lack of self-confidence. 6. There are social expectations for every developmental period often referred to as DEVELOPMENTAL TASKS. For each developmental period, there is a set of developmental tasks. In each stage of development, tasks are expected of every individual. Robert Havighurst (1972) defines developmental tasks as one that arises at a certain period in our life. The successful achievement of which leads to happiness and success with later tasks. Failure of pmnaveraY No part of this material may be reproduced or used without permission from the instructor. 2  BICOL STATE COLLEGE OF APPLIED SCIENCES AND TECHNOLOGY EDUC100A THE CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES First Semester, AY 2024–2025 achieving the tasks leads to unhappiness, social disapproval, and difficulty with later tasks. (Presented on page 4 are the developmental tasks) 7. Heredity, maturity and environment influence the levels of development attained. Heredity refers to the traits and characteristics (physical & cognitive) passed on from parents and other ancestors to the child at conception. Maturation is the gradual unfolding of the potential traits that the child has inherited. It consists of changes in structure and function of the parts of the body which make it possible for the child to continuously learn new and more difficult tasks. While heredity sets the limits of the child’s development, maturation and stimulation from the environment facilitate full development from birth onwards. FACTORS THAT INFLUENCE/AFFECT THE GROWTH & DEVELOPMENT OF A CHILD Below are factors that affect a child’s growth and development. A person can be influenced by more than one factor. These factors greatly influence a child and may influence him/her even until old age. 1. Genetics 6. Physical Health 2. Family 7. Emotional Experiences 3. Peers 8. Environment 4. Educational Experiences 9. Maturation 5. Cultural Values ISSUES ON HUMAN DEVELOPMENT There are three main issues on human development. These issues focus on how people development and who or what influences this development. 1. Nature versus Nurture Nature refers to an individual’s biological inheritance. Nurture refers to environmental experiences. Which has more significant influence on human development? 2. Continuity versus Discontinuity Does development involve gradual, cumulative change (continuity) or distinct changes (discontinuity)? 3. Stability versus Change Are we what our first experience have made of us or do we develop into someone different from who we were at an earlier point in development? THEORIES AND PERSPECTIVES IN CHILD DEVELOPMENT Pioneers in the field who are educators, physicians, psychologists, and scientists have developed ideas on how children grow in the different dimensions of development. One group of theories give emphasis on biological processes (the maturationist) and the other group gives emphasis on the environment (the environmentalist). TABULA RASA JOHN LOCKE (August 29, 1632 – October 28, 1704) § An English philosopher and political theorist § In his “Essay Concerning Human Understanding”, he advanced a theory of the self as a blank page, with knowledge and identity arising only from accumulated experience. Image from https://philosophybreak.com pmnaveraY No part of this material may be reproduced or used without permission from the instructor. 3  BICOL STATE COLLEGE OF APPLIED SCIENCES AND TECHNOLOGY EDUC100A THE CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES First Semester, AY 2024–2025 TABULA RASA It is the absence of preconceived ideas or predetermined goals. The human mind, especially at birth, in its blank slate before exposure to outside impressions or social constructs. Humans are products of their upbringing and experiences. MATURATION THEORY ARNOLD GESELL (June 21, 1880 – May 21, 1961) § An American psychologist and pediatrician § He pioneered the use of motion-picture cameras to study the physical and mental development of normal infants and children. His books influenced child rearing in the United States MATURATION THEORY In his Maturation Theory, Gesell emphasized that children develop individually at Image from www.google.com their own pace, but that every child follows the same sequence. He believed that there are two major forces that influence development namely genetics and environment. Genetics affects the rate of development, while the environment teaches children how to behave. He emphasized sequential development and letting children tell you when they are ready to learn things. When adults try to teach some things in advance or ahead of schedule, he believes that it never works. He believed that children master tasks when their own inner urges push them to do so (genetics) and if they are forced to learn things in advance, they may learn very little about it. Gesell believed that development is affected by personality and temperament, but there is still that sequence which you cannot rush or skip. Gesell emphasized that parents should follow the child’s cues, with the child telling adults when the time is right. Parents are not the ones shaping their children rather it is the innate ability of the child through their timetable. Adults should not think that the development of the child is up them. Adults should trust and appreciate the wonder of growth, respect immaturity and avoid always planning what is next for the child. BIOECOLOGICAL SYSTEMS THEORY URIE BRONFENBRENNER (April 29, 1917 – September 25, 2005) § A Russian-born American psychologist § His work contributed to the formation of the Head Start Program of the United States in 1965. BIOECOLOGICAL SYSTEMS THEORY § It views the child as developing within a complex system of relationships affected by multiple levels of the surrounding environment. § It focuses on how growing up in a changing world affects the development of children through socialization. § Ecology, or natural environments, of childhood, including children’s immediate and Image from extended families, neighborhoods, schools, parents’ workplaces, the mass media, https://news.cornell.edu community services, and political systems and practices often interact with one another as they affect children. pmnaveraY No part of this material may be reproduced or used without permission from the instructor. 5  BICOL STATE COLLEGE OF APPLIED SCIENCES AND TECHNOLOGY EDUC100A THE CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES First Semester, AY 2024–2025 Image from https://psychology.wikia.org/wiki/Bioecological_model A. MICROSYSTEM § It is the most basic social system and the innermost level of the environment § It refers to immediate setting where the child is at a particular time. § The HOME is the setting in which children have their experiences with things and people. Thus, the family is the primary socializer of the child. It provides nurturance, affection, and certain opportunities, varying according to parenting style. § The SCHOOL is where children formally learn about their society. The teachers encourage the development of various skills and behaviors. § The PEER GROUP is setting in which children experience independence, can compare themselves to others, and develop self-esteem. § The COMMUNITY is the main setting in which children learn to interact with similar or diverse people. The facilities available to children determine what real experience they will have. § Within the microsystem, interaction is affected by the presence of third parties. If other people in the setting are supportive, then the QUALITY of the parent-child relationship is enhanced. B. MESOSYSTEM § This refers to all different microsystems in which a child participates combining to form that child’s mesosystem. § It refers to connections among microsystems such as, home, school, neighborhood, and day care center that foster children’s development. § As children’s mesosystems expand, influences from each setting also affect the others. § The impact of mesosystems on the child depends on the number and quality of interrelationships. § When the mesosystem LINKAGES are strong and positive, the development is enhanced. pmnaveraY No part of this material may be reproduced or used without permission from the instructor. 6  BICOL STATE COLLEGE OF APPLIED SCIENCES AND TECHNOLOGY EDUC100A THE CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES First Semester, AY 2024–2025 C. EXOSYSTEM § It refers to social settings that where children are not direct participants, but that affect their experiences in immediate settings – for example, parents’ jobs, the city council, parental social support networks. § The effects of ecosystems on the child are indirect via the microsystems. § Conditions that supports child-rearing roles: flexible work schedule; paid maternity/paternity leave; sick leave for parents whose children are sick; parents’ social networks: friends, extended family members who provide advice, companionship, or financial assistance D. MACROSYSTEM § It refers to the larger context in which all other systems operate. § The macrosystems include cultural influences -values, beliefs and traditions, shared among people and groups of people. § Macrosystem beliefs vary from society to society and within societies among various subcultures. § Macrosystem beliefs are transmitted from generation to generation. E. CHRONOSYSTEM § This system encompasses the dimension of time as it relates to a child’s environments. § It involves temporal changes in ecological systems, or within individuals, producing new conditions that affect development. § Elements within this system can be either external, such as the timing of a parent’s death, or internal, such as the physiological changes that occur with the aging of a child. RIGHTS OF CHILDREN The Convention on the Rights of the Child defines a "child" as a person below the age of 18 unless relevant laws recognize an earlier age of majority. The Convention on the Rights of the Child is an international treaty that recognizes the human rights of children and establishes in international law that States Parties must ensure that all children, without discrimination in any form, benefit from special protection measures and assistance; have access to services such as education and health care; can develop their personalities, abilities and talents to the fullest potential; grow up in an environment of happiness, love and understanding; and are informed about and participate in, achieving their rights in an accessible and active manner. The World Health Organization (WHO) defines adolescents as those people between 10 and 19 years of age. The great majority of adolescents are, therefore, included in the age- based definition of “child”, adopted by the Convention on the Rights of the Child, as a person under the age of 18 years. Other overlapping terms used in this report are youth (defined by the United Nations as 15–24 years and young people (10–24 years), a term used by WHO and others to combine adolescents and youth. These terms are sometimes used interchangeably, and may be defined differently in different countries, with “adolescence”, for example, starting at 12 years or “youth” continuing into the mid- 30s. Image from https://www.childrensrights.ie/sites/default/files/UNCRCEnglish.pdf There is no universally agreed international definition of the youth age group. For statistical purposes, however, the United Nations—without prejudice to any other definitions made by Member States—defines ‘youth’ as those persons between the ages of 15 and 24 years. Many countries also draw the line on youth regarding the age at which a person is given equal treatment under the law—often referred to as the ‘age of majority.’ This age is commonly 18 in many countries; so that once a person attains this age, he or she is an adult. Nonetheless, the operational definition the term ‘youth’ vary from country to country, depending on socio-cultural, institutional, pmnaveraY No part of this material may be reproduced or used without permission from the instructor. 7  BICOL STATE COLLEGE OF APPLIED SCIENCES AND TECHNOLOGY EDUC100A THE CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES First Semester, AY 2024–2025 economic, and political factors. Section 3 of Republic Act 7610 otherwise known as Special Protection of Children Against Abuse, Exploitation and Discrimination Act defines the term children as persons below eighteen (18) years of age or those over but are unable to fully take care of themselves or protect themselves from abuse, neglect, cruelty, exploitation, or discrimination because of a physical or mental disability or condition. John W. Santrock describes the child as an individual between the ages of 3 to 12, with 3 to 5 years as early childhood and 6 to 12 years as middle and late childhood. Adolescence is the stage referred as between 13-18 years old. Children and adolescents are considered as vulnerable sectors of our society. Due to poor parental guidance and support, lack of mental and emotional maturity, and other contributory factors, the child and adolescent learners become victims of abuse, neglect, or cruelty. It is therefore important to know the rights of children and adolescent learners and ensure that they are not violated. Teachers are expected to protect and promote the rights of our learners. Below is a summary of the RIGHTS OF CHILDREN from the Convention: 1. Every child has the inherent right to life. § Right to name at birth § Right to acquire nationality § Right to know his/her parents and be cared by them unless it is incompatible with the child’s best interests 2. The child shall have the right to freedom of expression. § Freedom to seek, receive and impart information and ideas of all kinds, regardless of frontiers, either orally, in writing or in print, in the form of art or through any other media of the child’s choice. § This right is subject to certain restrictions such as those provided by law. 3. The child has the right to freedom of thought, conscience, and religion. § Subject to appropriate parental guidance § Subject to limitations prescribed by law and are necessary to protect public safety, order, health or morals or the rights and freedom of others. 4. The child has the right to freedom of association and freedom of peaceful assembly. § Right to meet with others § Right to form associations § Restrictions may be placed in the interest of national security, public safety, public order, public health/morals and rights and freedom of others 5. No child shall be subjected to arbitrary or unlawful interference with his/her privacy, family, home or correspondence, nor to unlawful attacks on his/her honor and reputation. 6. The child has the right to access to information and materials from a diversity of sources. § Mass media to disseminate information and material of social and cultural benefit to the child 7. Parents have common responsibilities for the upbringing and development of the child. § The State shall render assistance to parents and legal guardians in child-raising by developing institutions, facilities, and services for the care of children § Providing child-care services to children with working parents 8. The child has the right to the enjoyment of the highest attainable standard of health and to facilities for the treatment of illness and rehabilitation of health. § Diminish infant and child mortality § Provision of primary health care pmnaveraY No part of this material may be reproduced or used without permission from the instructor. 8  BICOL STATE COLLEGE OF APPLIED SCIENCES AND TECHNOLOGY EDUC100A THE CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES First Semester, AY 2024–2025 § Combat disease and malnutrition § Pre-natal and post-natal health care for mothers § Education of parents and children on child health and nutrition, advantages of breastfeeding, hygiene and environmental sanitation and prevention of accidents § Family planning education for parents § Measures to abolish traditional practices harmful to the health of children 9. Every child has the right to benefit from social security, including social insurance. § The granting of benefits shall take into consideration the circumstances/status of the child and the parents/legal guardian 10. The child has the right to a standard of living adequate for the child’s physical, mental, spiritual, moral, and social development. § Responsibility of parents to secure within their abilities and financial capacities, the conditions necessary for the child’s development 11. The child has the right to education. The State shall: § Make primary education compulsory and available free to all § Make secondary education available and accessible by introducing free education and financial assistance § Make higher education accessible to all § Make educational and vocational information and guidance available and accessible § Encourage regular attendance at schools and reduction of drop-out rates § Ensure that schools administer discipline consistent with child’s human dignity § Promote and encourage international cooperation in matters relating to education 12. Children of minority communities and indigenous populations have the right to enjoy their own culture and to practice their own religion and culture. 13. The child has the right to rest and leisure, to engage in play and recreational activities appropriate to the age of the child and to participate freely in cultural life and the arts. 14. The child has the right to be protected from economic exploitation and from performing any work that is likely to be hazardous or to interfere with the child’s education, or to be harmful to the child’s health or physical, mental, spiritual, moral, or social development. § Minimum age for employment § Regulate hours and conditions of employment § Provide penalties or sanctions to violators 15. Children should be protected from the illicit use of narcotic drugs and psychotropic substances and in the illicit production and trafficking of such substances. 16. The State shall protect the child from all forms of sexual exploitation and sexual abuse. Measures shall be undertaken to prevent: § Inducement or coercion of a child to engage in unlawful sexual practices § Exploitative use of children in prostitution or other unlawful sexual practices § Exploitative use of children in pornographic performances and materials 17. The State shall make every effort to prevent the sale, trafficking, and abduction of children. 18. The State shall protect the child against all other forms of exploitation prejudicial to any aspects of the child’s welfare. 19. No child shall be subjected to torture, cruel treatment or punishment, unlawful arrest, or deprivation of liberty. pmnaveraY No part of this material may be reproduced or used without permission from the instructor. 9  BICOL STATE COLLEGE OF APPLIED SCIENCES AND TECHNOLOGY EDUC100A THE CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES First Semester, AY 2024–2025 § Right to prompt access to legal and other appropriate assistance § Right to maintain contact with his/her family through correspondence and visits 20. The State shall take all measures to ensure that children under 15 years of age have no direct part in hostilities. § No child below 15 shall be recruited into the armed forces § Protection of children who are affected by armed conflict 21. The State has an obligation to ensure that child victims of armed conflicts, torture, neglect, maltreatment, or exploitation receive appropriate treatment for their recovery and social reintegration. 22. A child in conflict with the law has the right to treatment which promotes the child’s sense of dignity and worth, takes the child’s age into account and aims at his/her reintegration into society. § Presumed innocent until proven guilty § Informed of the charges against him/her § Not to be compelled to give testimony or to confess guilt § Free assistance of an interpreter if the child cannot understand or speak the language used REFERENCES 1. Corpuz, B., Lucas, M.R., Borabo, H.G. & Lucido, P. (2018). The child and adolescent learners and learning principles. Lorimar Publishing Inc. 2. Mingoa, T. & Esmeralda, E.L. (2021). A course module for child and adolescent learners and learning principles. Rex Book Store, Inc. 3. www.unicef.org 4. www.who.int 5. www.un.ord pmnaveraY No part of this material may be reproduced or used without permission from the instructor. 10