The Child and Adolescent Learners and Learning Principles PDF

Republic of the Philippines POLYTECHNIC UNIVERSITY OF THE PHILPPINES Office of the Vice President for Branches and Satellite Campuses Unisan, Quezon Branch EDUC 30013 THE CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES SEPTEMBER 24, 202...

Republic of the Philippines POLYTECHNIC UNIVERSITY OF THE PHILPPINES Office of the Vice President for Branches and Satellite Campuses Unisan, Quezon Branch EDUC 30013 THE CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES SEPTEMBER 24, 2024 Dr. Imelda C. Altovar POLYTECHNIC UNIVERSITY OF THE PHILIPPINES Unisan, Quezon Branch  CHAPTER I Nature and Principles of Development Important Terms in the Study of Development Growth refers to physical changes that occur from conception to maturity Aging in a biological sense, is the deterioration of organisms (including human beings) that leads inevitably to death. Maturation which is the biological unfolding of an individual according to a plan contained in the genes (the hereditary characteristics passed from parents to child at conception) Learning which is the process through which experience brings about relatively permanent changes in thoughts, feelings, or behavior Environment which refers to all the external physical and social conditions and events that can affect us POLYTECHNIC UNIVERSITY OF THE PHILIPPINES Unisan, Quezon Branch The Process and Periods in Development Biological Processes involve changes in the child’s body Cognitive Processes on the other hand, involve the child’s thinking, intelligence, and language. Socioemotional Processes involve changes in the child’s relationships with other people, changes in emotion, and changes in personality POLYTECHNIC UNIVERSITY OF THE PHILIPPINES Unisan, Quezon Branch  Stage Age Period Major Features 1. Prenatal Conception to birth Physical Development 2. Infancy Birth at full term to about 18 Locomotion established; months rudimentary language; social attachment 3. Early Childhood About 18 months to about 6 Language well-established, sex years typing; group play; ends ends with readiness for schooling 4. Late Childhood About 6 to about 13 years Many cognitive processes become adult except in speed of operation; and team play 5. Adolescence About 13 to about 20 years old Begins with puberty, ends at maturity, attainment of highest level of cognition, independence from partents; sexual relationships 6. Young Adulthood About 20 to about 45 years Career and family development 7. Midlife 45 years to about 65 Career teaches highest level; self-assessment; “empty nest” crisis; retirement 8. Late life about 65 years to death Enjoys family achievements; dependency; widowhood; poor health POLYTECHNIC UNIVERSITY OF THE PHILIPPINES Unisan, Quezon Branch Basic Issues in Human Development There are basic issues in understanding development. 1. Assumptions About Human Development a. Original Sin: Thomas Hobbes (1588-1679) portrayed children as inherently selfish and bad, believing that it was society’s task to control their selfish and aggressive impulses and to teach them to behave in positive ways. b. Inherently Good: Jean-Jacques Rousseau (1712-1778) argued that children were innately good, that they were born with an intuitive understanding of right and wrong, and that they would develop in positive directions as long as society did not interfere with their natural tendencies. c. Tabula Rasa: John Locke (1632-1704) maintained that an infant is a tabula rasa, or a blank slate waiting to be written on by his or her own experiences. Locke believed that children were neither innately good nor bad; they could develop in any number of directions depending on their own experiences. POLYTECHNIC UNIVERSITY OF THE PHILIPPINES Unisan, Quezon Branch 2. Nature and Nurture Nature refers to the behavior and characteristics manifested because of the influence of biological forces (heredity and biologically based dispositions). Nurture refers to the influences brought about by the exposure to the environment (includes learning experiences, child- rearing methods, societal changes and culture). 3. Activity and Passivity Some theorists believe that children are curious, active creatures who in a very real sense orchestrate their own development by exploring that world around them or by shaping their own environment. Other theorists view humans as passive beings who are largely products of forces beyond their control-usually environmental influences (but possibly strong biological forces). POLYTECHNIC UNIVERSITY OF THE PHILIPPINES Unisan, Quezon Branch 4. Continuity ad Discontinuity Discontinuity theorists picture the course development as more like a series of stair steps, each of which elevates the individual to one (and presumably more advance) level of functioning. Continuity theorists view human development as a process that occurs in small steps, without sudden changes. 5. Universality and Context-Specificity The extent to which development changes are common to everyone (universal) or different from person to person (context specific). POLYTECHNIC UNIVERSITY OF THE PHILIPPINES Unisan, Quezon Branch  The child is defined differently based on context and the legal implications it entails. the World Health organizations (WHO) defines the child as a person 19 years or younger unless national law defines a person to be an adult at an early age. However, in these guidelines when a person falls into the 10 to 19 age category, he or she is referred to as an adolescent. The United Nations children's fund UNICEF resonates with The WHO by defining a child as a person below the age of 18 unless the law of operatically country set the legal change for adulthood younger the Committee on the Rights of the Child, the monitoring body for the Convention, has encouraged States to revise the age of majority if it is set below 18 and to increase the level of protection for all children under 18 years of age, or over 18 years of age but is unable to fully take care of herself/himself from abuse, neglect, cruelty, exploitation or discrimination because of a physical or mental disability or condition (PA, 2018; RA 7610; RA 8972). POLYTECHNIC UNIVERSITY OF THE PHILIPPINES Unisan, Quezon Branch  Generally, children go through development milestones, which refer to abilities children achieve by certain age. The developmental milestone can involve physical, social, emotional, cognitive and communication skills. Imagine children learning their first words by the time they celebrate their second birthday or being able to recognize and express emotions at around nine months old. These developmental milestones are indicators that the child is ready for the next phase of his or her development stage. POLYTECHNIC UNIVERSITY OF THE PHILIPPINES Unisan, Quezon Branch  The developmental milestone shows that as children become more aware of their surroundings, they are able to better explore and manipulate the things around them. It could also be noted how the child’s social circle expands from the moment the child realizes that his or her parents are not an extension of his or her body up to the time that friendships and interpersonal attractions occurs. POLYTECHNIC UNIVERSITY OF THE PHILIPPINES Unisan, Quezon Branch Activity 1: Designing my Life Map A teacher’s life is influenced by his or her background, this is specific to significant life experiences; values formed; and support groups. Design your own life map by specifying ten significant events that lead to choosing teaching as a profession. Make yours interesting and creative. And show your work to the rest of the class by posting your output in our GC. POLYTECHNIC UNIVERSITY OF THE PHILIPPINES Unisan, Quezon Branch POLYTECHNIC UNIVERSITY OF THE PHILIPPINES Unisan, Quezon Branch  https://www.verywellmind.com/child-development- theories-2795068 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES Unisan, Quezon Branch POLYTECHNIC UNIVERSITY OF THE PHILIPPINES Unisan, Quezon Branch  Thank You! Ma’am Imee POLYTECHNIC UNIVERSITY OF THE PHILIPPINES Unisan, Quezon Branch