EDUC 1 - The Child and Adolescent Learners and Learning Principles PDF

2.) Life-span Approach EDUC 1 - ThE ChilD anD aDolEsCEnT lEarnErs Believes that even in adulthood, developmental change takes place as it does during anD lEarning PrinCiPlEs...

2.) Life-span Approach EDUC 1 - ThE ChilD anD aDolEsCEnT lEarnErs Believes that even in adulthood, developmental change takes place as it does during anD lEarning PrinCiPlEs childhood. Characteristics of a Life- Span Perspective Chapter 1: HUMAN DEVELOPMENT Meaning, Concepts and a.) Development is LIFELONG- It does not end in adulthood. No developmental stage dominates development. Approaches b.) Development is MULTIDIMENSIONAL- Development consists of biological, cognitive and socio-emotional dimensions. Human Development c.) Development is PLASTIC- Development is possible throughout the lifespan. - the pattern of movement or change that begins at conception and continues d.) Development is CONTEXTUAL- Individuals are changing beings in a changing world. through the life span e.) Development involves GROWTH, MAINTENANCE and REGULATION- Growth, - includes growth and decline maintenance and regulation are 3 goals of human development. The goals of - can be positive or negative individuals vary among developmental stages. Major Principles of Human Development: 1. Development is relatively orderly Principles of Child Development and Learning that Inform Practice a.) Proximodistal Pattern Development proceeds from the center of the body  All areas of development and learning are important. outward.  Learning and development follow sequences. b.) Cephalocaudal Pattern Development proceeds from the head downward.  Development and learning proceed at varying rates 2. While the pattern of development is likely to be similar, the outcomes of developmental  Development and learning result from an interaction of maturation and experience. processes and rate of development are likely to vary among individuals.  Early experiences have profound effects on development and learning.  Development proceeds toward greater complexity, self- regulation, and symbolic or 3. Development takes place gradually. representational capacities. 4. Development as a process is complex because it is the product of biological, cognitive  Children develop best when they have secure relationships. and socio- emotional processes.  Development and learning occur in and are influenced by multiple social and cultural contexts.  Children learn in a variety of ways. Approaches to Human Development  Play is an important vehicle for developing self-regulation and promoting language, 1.) Traditional Perspective cognition, and social competence.  Development and learning advance when children are challenged. Believes that individuals will show extensive change from birth to adolescence, little or no change in adulthood and decline in late old age  Children‘s experiences shape their motivation and approaches to learning.  1 year old EDUC 1 - ThE ChilD anD aDolEsCEnT lEarnErs Change from plump baby to a learner anD lEarning PrinCiPlEs Begins to walk and talk Ability for passive language Chapter 2: The Stages of Development and Developmental Tentative sense of independence Determined explorer Tasks 2 years old Prenatal Development Begins to communicate verbally Conception occurs and development begins. All of the major structures of the body are Can usually speak in 3 to 4 word sentences forming and the health of the mother is of primary concern. Understanding nutrition, Famous for negative behavior ―NO‖ to everything! teratogens (or environmental factors that can lead to birth defects), and labor and delivery Will play side by side other children, but does not actively play with them are primary concerns. Great imitators Three Phases: Early Childhood 1.) Germinal Stage= first 2 weeks, conception, implantation, and formation of placenta Early childhood is also referred to as the preschool years consisting of the years which 2.) Embryonic Stage= 2 weeks-2 months, formation of vital organs and systems follow toddlerhood and precede formal schooling. As a three to five-year-old, the child is busy learning language, is gaining a sense of self and greater independence, and is 3.) Fetal Stage= 2 months –birth, bodily growth continues, movement capability begins, beginning to learn the workings of the physical world. This knowledge does not come brain cells multiply age of viability. quickly, however, and preschoolers may have initially have interesting conceptions of size, Infancy and Toddlerhood time, space and distance such as fearing that they may go down the drain if they sit at the front of the bathtub or by demonstrating how long something will take by holding out The first year and a half to two years of life are ones of dramatic growth and change. A their two index fingers several inches apart. A toddler‘s fierce determination to do newborn, with a keen sense of hearing but very poor vision is transformed into a walking, something may give way to a four-year-old‘s sense of guilt for doing something that brings talking toddler within a relatively short period of time. Caregivers are also transformed the disapproval of others. from someone who manages feeding and sleep schedules to a constantly moving guide and safety inspector for a mobile, energetic child. 3 years old Extreme dependents on adult Wants to be just like parents Beginning psychological activities Vocabulary and pronunciation continue to expand Language of newborn is cry Climbs stairs with alternating feet Usually eats every two to three hours Can briefly stand on one foot Uncoordinated movements Toothless 4 years old Poor vision Sentences are more complex; speaks well enough for strangers to understand Usually doubles weight by 9 months Imagination is vivid; line between what is real and imaginary is often indistinct Responds to human voice and touches Develops fears (common fears: fear of dark, fear of animals, and fear of death) Responds to human voice and touch Years old Early Adulthood (19 to 29 years old) Can hop on one foot and skip Can accurately copy figures The twenties and thirties are often thought of as early adulthood. (Students who are in May begin to read their mid-30s tend to love to hear that they are a young adult!). It is a time when we are at Socialize with other children their age our physiological peak but are most at risk for involvement in violent crimes and substance abuse. It is a time of focusing on the future and putting a lot of energy into making choices Middle Childhood and Late Childhood that will help one earn the status of a full adult in the eyes of others. Love and work are primary concerns at this stage of life. The ages of six through twelve comprise middle childhood and much of what children experience at this age is connected to their involvement in the early grades of school. Now Physical development complete the world becomes one of learning and testing new academic skills and by assessing one‘s Emotional maturation continues to develop abilities and accomplishments by making comparisons between self and others. Schools Usually learned to accept responsibity for for actions and accept responsibility for compare students and make these comparisons public through team sports, test scores, actions and accept criticism Usually knows how to profit from errors and other forms of recognition. Growth rates slow down and children are able to refine Socially progree from age- trelated peer groups to people with similar interests. their motor skills at this point in life. And children begin to learn about social relationships beyond the family through interaction with friends and fellow students. Middle Adulthood (30 to 60 years old) Both large and small muscles well-developed. The late thirties through the mid-sixties is referred to as middle adulthood. This is a period Developed complex motor skills in which aging, that began earlier, becomes more noticeable and a period at From independent activities to same sex group activities which many people are at their peak of productivity in love and work. It may be a period Acceptance by peers very important of gaining expertise in certain fields and being able to understand problems and find Parental approval still important solutions with greater efficiency than before. It can also be a time of becoming more realistic about possibilities in life previously considered; of recognizing the difference Adolescence (13 to 18 years old) between what is possible and what is likely. This is also the age group hardest hit by the AIDS epidemic in Africa resulting in a substantial decrease in the number of workers in Adolescence is a period of dramatic physical change marked by an overall physical growth those economies (Weitz, 2007). spurt and sexual maturation, known as puberty. It is also a time of cognitive change as the adolescent begins to think of new possibilities and to consider abstract concepts such as Physical changes begin to occur: love, fear, and freedom. Ironically, adolescents have a sense of invincibility that puts them  Hair begins to begin to thin and gray at greater risk of dying from accidents or contracting sexually transmitted infections that  Wrinkles appear can have lifelong consequences.  Hearing and vision decrease  Muscles lose tone Traumatic life stage for child and parent Main concerns: children, health, job security, aging, parents and fear of aging Puberty occurs Love and acceptance still take a major role Extremely concerned with appearance Trying to establish self- identity Confrontation with authorirty Late Adulthood (61 years and above) EDUC 1 - ThE ChilD anD aDolEsCEnT lEarnErs This period of the life span has increased in the last 100 years, particularly in industrialized anD lEarning PrinCiPlEs countries. Late adulthood is sometimes subdivided into two or three categories such as the “young old” and “old old” or the “young old”, “old old”, and “oldest old”. We will Chapter 3: Issues on Human Development follow the former categorization and make the distinction between the “young old” who are people between 65 and 79 and the “old old” or those who are 80 and older. One of the primary differences between these groups is that the young old are very similar to 1. Nature versus Nurture - Which has a more significant influence on human midlife adults; still working, still relatively healthy, and still interested in being productive development? Nature or nurture? Nature refers to an individual's biological and active. The “old old” remain productive and active and the majority continues to live inheritance. Nurture refere to environmental experiences. independently, but risks of the diseases of old age such as arteriosclerosis, cancer, and cerebral vascular disease increases substantially for this age group. Issues of housing, 2. Continuity versus Discontinuity Does development involve gradual, cumulative healthcare, and extending active life expectancy are only a few of the topics of concern for change (continuity) or distinct changes (discontinuity). To make it more concrete, this age group. A better way to appreciate the diversity of people in late adulthood is to go here is a question: Is our development like that of a seedling gradually growing beyond chronological age and examine whether a person is experiencing optimal aging into an acacia tree? Or is it more like that of a caterpillar becoming a butterfly? (like the gentleman pictured above who is in very good health for his age and continues to have an active, stimulating life), normal aging (in which the changes are similar to most of 3. Stability vs. Change Is development best described as involving stability or as those of the same age), or impaired aging (referring to someone who has more physical involving change? Are we what our first experiences have made of us or do we challenge and disease than others of the same age). develop into someone different from who we were at an earlier point in development? Fastest growing age bracket of society Physical deterioration (brittle bones, poor coordination Some memory problems The issues presented can be translated into questions that have sparked animated debate Coping with retirement and forms of entertainment among developmentalists. Are girls less likely to do well in math because of their 'feminine Very concerned with health and finances nature or because of society's 'masculine' bias? How extensively can the elderly be trained Significant number become depressed; suicide rate is high to reason more effectively? How much, if at all, does our memory decline in old age? Can techniques be used to prevent or reduce the decline? For children who experienced a world of poverty, neglect by parents, and poor schooling in childhood, can enriched experiences in adolescence remove the 'deficits' that they encountered earlier in their development (Santrock, 2002)? Based on the presentations, each one has his/her own explanations for his/her stand on the developmental issues What is the right answer? Up to this time, the debate continues. But let me tell you that most life-span developmentalist recognize that extreme positions on these issues are unwise. Development is not all nature or all nurture, not all continuity or discontinuity and not all stability or all change (Lerner, 1998 as quoted by Santrock, 2002). Both nature and nurture, continuity and discontinuity, stability and change characterize our life-span development. The key to development is the interaction of nature and nurture rather than either factor alone (Rutter, 2001 as quoted by Santrock, 2002). In other words, it is a matter of "both- and" not "either-or." Just go back to the As a journalist who covers science, I was intrigued when I first heard about fetal origins. quote beneath the title of this lesson and the message gets crystal clear. But two years ago, when I began to delve more deeply into the field, I had a more personal motivation: I was newly pregnant. If it was true that my actions over the next nine months To summarize, both genes and environment are necessary for a person even to exist. would affect my offspring for the rest of his life, I needed to know more. Without genes, there is no person; without environment, there is no person (Scarr and Weinberg, 1980, quoted by Santrock, 2002). Heredity and environment operate together - Of course, no woman who is pregnant today can escape hearing the message that what or cooperate and interact to produce a person's intelligence, temperament, height, she does affects her fetus. She hears it at doctor's appointments, sees it in the pregnancy weight... ability to read and so on. guidebooks: Do eat this, don't drink that, be vigilant but never stressed. Expectant mothers could be forgiven for feeling that pregnancy is just a nine-month slog, full of guilt If heredity and environment interact, which one has a greater influence or contribution, and devoid of pleasure, and this research threatened to add to the burden. heredity or environment? The relative contributions of heredity and environment are not additive. So we can't say 50% is a contribution of heredity and 50% of environment. But the scientists I met weren't full of dire warnings but of the excitement of discovery Neither is it correct to say that full genetic expression happens once, around conception or and the hope that their discoveries would make a positive difference. Research on fetal birth, after which we take our genetic legacy into the world to see how far it gets us. origins is prompting a revolutionary shift in thinking about where human qualities come Genes produce proteins throughout the life span, in many different environments. Or they from and when they begin to develop. It's turning pregnancy into a scientific frontier: the don't produce these proteins, depending on how harsh or nourishing those environments National Institutes of Health embarked last year on a multidecade study that will examine are. (Santrock, 2002) its subjects before they're born. And it makes the womb a promising target for prevention, raising hopes of conquering public-health scourges like obesity and heart disease through 1. Convinced of the interactive influence of heredity and environment on the interventions before birth. development of children, prepare for a powerpoint presentation for parents to Time Magazine, October 4, 2010 show them how crucial their role is in the development of their children. Remember that heredity is already fixed. Their children have been born and they have passed on these inherited traits at conception and that they cannot do anything anymore to change them. So considered: your life as a fetus. The nutrition you received in the womb: were exposed to during your mother's health and state of mind while she was pregnant with you all these factors shaped you as a baby and continue to affect you to this day. This is the provocative contention of a field known as fetal origins, whose pioneers assert that the nine months of gestation constitute the most consequential period of our lives, PERMANENTLY (Underscoring, mine) influencing the wiring of the brain and the functioning of organs such as the heart, liver and pancreas. In the literature on the subject, which has exploded over the past 10 years, you can find references to the fetal origins of cancer, cardiovascular disease, allergies, asthma, hypertension, diabetes, obesity, mental illness. At the farthest edge of fetal- origins research, scientists are exploring the possibility that intrauterine conditions influence not only our physical health but also our intelligence, temperament, even our sanity.