EDUC 1: Child and Adolescent Learners and Learning Principles PDF

EDUC 1 - The Child and Adolescent Learners and Learning Principles **Chapter 1: HUMAN DEVELOPMENT Meaning, Concepts and Approaches** **Human Development** - the pattern of movement or change that begins at conception and continues through the life span - includes growth and decline -...

EDUC 1 - The Child and Adolescent Learners and Learning Principles **Chapter 1: HUMAN DEVELOPMENT Meaning, Concepts and Approaches** **Human Development** - the pattern of movement or change that begins at conception and continues through the life span - includes growth and decline - can be positive or negative **Major Principles of Human Development:** 1\. Development is relatively orderly 2\. While the pattern of development is likely to be similar, the outcomes of developmental processes and rate of development are likely to vary among individuals. 3\. Development takes place gradually. 4\. Development as a process is complex because it is the product of biological, cognitive and socio- emotional processes. **Approaches to Human Development** 1. **Traditional Perspective** 2. **Life-span Approach** ¬ Children's experiences shape their motivation and approaches to learning. EDUC 1 - The Child and Adolescent Learners and Learning Principles **Chapter 2: The Stages of Development and Developmental Tasks** **Prenatal Development** Conception occurs and development begins. All of the major structures of the body are forming and the health of the mother is of primary concern. Understanding nutrition, teratogens (or environmental factors that can lead to birth defects), and labor and delivery are primary concerns. **Three Phases:** 1.) **Germinal Stage**= first 2 weeks, conception, implantation, and formation of placenta 2.) **Embryonic Stage**= 2 weeks-2 months, formation of vital organs and systems 3.) **Fetal Stage**= 2 months --birth, bodily growth continues, movement capability begins, brain cells multiply age of viability. **Infancy and Toddlerhood** The first year and a half to two years of life are ones of dramatic growth and change. A newborn, with a keen sense of hearing but very poor vision is transformed into a walking, talking toddler within a relatively short period of time. Caregivers are also transformed from someone who manages feeding and sleep schedules to a constantly moving guide and safety inspector for a mobile, energetic child. Extreme dependents on adult Beginning psychological activities Language of newborn is cry Usually eats every two to three hours Uncoordinated movements Toothless Poor vision Usually doubles weight by 9 months Responds to human voice and touches Responds to human voice and touch **1 year old** Change from plump baby to a learner Begins to walk and talk Ability for passive language Tentative sense of independence Determined explorer **2 years old** Begins to communicate verbally Can usually speak in 3 to 4 word sentences Famous for negative behavior ―NO‖ to everything! Will play side by side other children, but does not actively play with them Great imitators **Early Childhood** Early childhood is also referred to as the preschool years consisting of the years which 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 beginning to learn the workings of the physical world. This knowledge does not come quickly, however, and preschoolers may have initially have interesting conceptions of size, 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 their two index fingers several inches apart. A toddler's fierce determination to do something may give way to a four-year-old's sense of guilt for doing something that brings the disapproval of others. **3 years old** Wants to be just like parents Vocabulary and pronunciation continue to expand Climbs stairs with alternating feet Can briefly stand on one foot **4 years old** Sentences are more complex; speaks well enough for strangers to understand Imagination is vivid; line between what is real and imaginary is often indistinct Develops fears (common fears: fear of dark, fear of animals, and fear of death) **Years old** Can hop on one foot and skip Can accurately copy figures May begin to read Socialize with other children their age **Middle Childhood and Late Childhood** 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 the world becomes one of learning and testing new academic skills and by assessing one's abilities and accomplishments by making comparisons between self and others. Schools compare students and make these comparisons public through team sports, test scores, and other forms of recognition. Growth rates slow down and children are able to refine 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. Both large and small muscles well-developed. Developed complex motor skills From independent activities to same sex group activities Acceptance by peers very important Parental approval still important **Adolescence (13 to 18 years old)** Adolescence is a period of dramatic physical change marked by an overall physical growth 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 love, fear, and freedom. Ironically, adolescents have a sense of invincibility that puts them at greater risk of dying from accidents or contracting sexually transmitted infections that can have lifelong consequences. Traumatic life stage for child and parent Puberty occurs Extremely concerned with appearance Trying to establish self- identity Confrontation with authorirty **Early Adulthood (19 to 29 years old)** The twenties and thirties are often thought of as early adulthood. (Students who are in their mid-30s tend to love to hear that they are a young adult!). It is a time when we are at 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 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. Physical development complete Emotional maturation continues to develop Usually learned to accept responsibity for for actions and accept responsibility for actions and accept criticism Usually knows how to profit from errors Socially progree from age- trelated peer groups to people with similar interests. **Middle Adulthood (30 to 60 years old)** The late thirties through the mid-sixties is referred to as middle adulthood. This is a period in which aging, that began earlier, becomes more noticeable and a period at which many people are at their peak of productivity in love and work. It may be a period of gaining expertise in certain fields and being able to understand problems and find 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 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 those economies (Weitz, 2007). Physical changes begin to occur: ¬ Hair begins to begin to thin and gray ¬ Wrinkles appear ¬ Hearing and vision decrease ¬ Muscles lose tone Main concerns: children, health, job security, aging, parents and fear of aging Love and acceptance still take a major role **Late Adulthood (61 years and above)** This period of the life span has increased in the last 100 years, particularly in industrialized 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 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 midlife adults; still working, still relatively healthy, and still interested in being productive and active. The "old old" remain productive and active and the majority continues to live 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, healthcare, and extending active life expectancy are only a few of the topics of concern for this age group. A better way to appreciate the diversity of people in late adulthood is to go beyond chronological age and examine whether a person is experiencing optimal aging (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 those of the same age), or impaired aging (referring to someone who has more physical challenge and disease than others of the same age). Fastest growing age bracket of society Physical deterioration (brittle bones, poor coordination Some memory problems Coping with retirement and forms of entertainment Very concerned with health and finances Significant number become depressed; suicide rate is high