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    Cad1 Cad1 Presentation Transcript

    • SCRUTINIZED BY:
      JONAH D. REYES
      3SED-SC
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    • The coverage of the course is structured to cover the key dimensions of the development of children and adolescents; physical, linguistic, cognitive and socio-emotional development. For each dimensions, the core contemporary research findings and theories are covered.
      The coverage of these ideas is intended to provide the future teacher with a broad yet fairly detailed understanding of the developmental processes that students undergo and do that such an understanding may be used to guide all dealings with the students.
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    • CHILDHOOD
      This is the time or state of being a child, the early stage in the existence or development. This connotes a time of innocence, where one is free from responsibility but vulnerable to forces in his environment. It suggests a period where one enjoys closeness with parents and shared expectations.
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    • ADOLESCENCE
      This came from the Latin word adolescere which means to grow up. It is the period of biological, psychological and social transition between childhood and adulthood. This is the stage where the person experiences dramatic changes in the body. The onset of adolescence sees children as having completed elementary school and are about to enter secondary education.
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      • Infancy
      • Babyhood/Toddlerhood
      • Toy Age/Early Childhood
      • School Age/Middle-to-Late Childhood
      • Adolescence
      • Early Adulthood
      • Middle Adulthood
      • Late Adulthood
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      • Infancy
      • From birth to 1 year old
      • The majority of a newborn infant's time is spent in sleep. At first this sleep is evenly spread throughout the day and night, but after a couple of months, infants generally become diurnal.
      • Sensitive to environmental influences
      • Some feel that classical music, particularly Mozart is good for an infant's mind.
      • Superstitious beliefs are very influential. (such as cutting of eyelashes tip, leaving a knife while asleep, putting a cross on the forehead before going out.)
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      • Babyhood/Toddlerhood
      • From 1 ½ to 2 years old
      • Intelligence is demonstrated through the use of symbols, language use matures, and memory and imagination are developed. Thinking is done in a non-logical, nonreversible manner. Egocentric
      thinking predominates.
      • Socially, toddlers are little people attempting to become independent at this stage. They walk, talk, use the toilet, and get food for themselves. If taking the initiative to explore, experiment, risk mistakes in trying new things, and test their limits is encouraged by the caretaker(s) the child will become autonomous, self-reliant, and confident.
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      • Toy Age/Early Childhood
      • From 3 to 5 years old
      • They broaden their social horizons and become more engaged with those around them. Impulses are channeled into fantasies, which leaves the task of the caretaker to balance eagerness for pursuing adventure, creativity and self expression with the development of responsibility. If caretakers are properly encouraging and consistently disciplinary, children are more likely to develop positive self-esteem while becoming more responsible, and will follow through on assigned activities.
      • Learning to distinguish right and wrong and beginning to develop a conscience
      • Learning sex differences
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      • School Age/Middle-to-Late Childhood
      • From 6 to 12 years old
      • Intelligence is demonstrated through logical and systematic manipulation of symbols related to concrete objects.
      • Children go through the transition from the world at home to that of school and classmates. Children learn to make things, use tools, and acquire the skills to be a worker and a potential provider. Children can now receive feedback from outsiders about their accomplishments.
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      • Adolescence
      • From 13 to 19 years old
      • Period of life between the onset of puberty and the full commitment to an adult social role. It is the period known for the formation of personal and social identity and the discovery of moral purpose.
      • It is divided into two parts namely:
      1. Early Adolescence: 13 to 16 years old and
      2. Late Adolescence: 16 to 19 years old
      • The adolescent unconsciously explores questions such as "Who am I? Who do I want to be?" Like toddlers, adolescents must explore, test limits, become autonomous, and commit to an identity, or sense of self.
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      • Early Adulthood
      • From 20 to 30 years old
      • The person must learn how to form intimate relationships, both in friendship and love. It may be hard to establish intimacy if one has not developed trust or a sense of identity. If this skill is not learned the alternative is alienation, isolation, a fear of commitment, and the inability to depend on others.
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      • Middle Adulthood
      • From 40 to 50 years old
      • During this period, the middle-aged may either feel a sense of contributing to the next generation and their community or a sense of purposelessness.
      • Physically, the middle-aged experience a decline in muscular strength, reaction time, sensory keenness, and cardiac output. Also, women experience Menopause and a sharp drop in the hormone estrogen. Men do have an equivalent to menopause, it is called Andropause which is a hormone fluctuation with physical and psychological effects similar to menopause. Lowered testosterone levels result in mood swings and a decline in sperm count. Most men and women remain capable of sexual satisfaction after middle age.
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      • Late Adulthood
      • From 60 years old onwards
      • When reflecting on their lives, they either feel a sense of accomplishment or failure.
      • Physically, older people experience a decline in muscular strength, reaction time, stamina, hearing, distance perception, and the sense of smell. They are also more susceptible to severe diseases such as cancer and pneumonia due to a weakened immune system. Mental disintegration may also occur, leading to Dementia or Alzheimer's Disease. However, partially due to a lifetime's accumulation of antibodies, the elderly are less likely to suffer from common diseases such as the cold.
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