Child and Adolescent Development (CAD)

Child and adolescent
development

Prepared by:
Joy Marie D. Blasco
BEED-ENGLISH
MSU-IIT BATCH 2016
2

Childhood
3
‐ time for a boy or girl from birth until he or she is an adult.
‐ Period of time from infancy to the onset of puberty.
Convention on the Rights of the Child:
‐ Child: “every human being below the age of 18 years…”
Adolescence
- period of transition from childhood to adulthood.

growth
4
‐ Refers to quantitative changes in an individual as he
progresses in chronological age. It may refer to increase
in size, height or weight.
development
-progressive series of changes of an orderly and coherent
type leading to the individual’s maturation.

heredity
5
‐ Transmission of traits from parents to offspring through
the genes. It brings about development through the
process of maturation which is the unfolding of
hereditary potentials.
environment
-includes all forces that affect or influence man.
The process of development that occurs through the
medium of environment is learning.

Basic Principles of Growth and Development
6
1. Development follows and orderly sequence which is
predictable.
2. The rate of development is unique to each individual.
3. Development involves change
4. Early development is more critical than later development.
5. Development is the product of maturation and learning.
6. There are individual differences in development.
7. There are social expectations for every developmental
period which are often referred to as developmental tasks

Physical and Motor Development
7
Initially, babies’ movements are simply the
uncontrolled, reflexive movements they are born
with.
Over time, they learn to move their body parts
voluntarily to perform both gross(large) and fine
(small) motor skills.

Place your screenshot here
8
Gross Motor
Skills
movements
related to large
muscles such as
legs, arms, etc.

9
Fine Motor
Skills
movements
involving smaller
muscle groups
such as those in
the hand and
wrist.

10
Cephalocaudal
sequence in which the earliest
growth always occurs at the top,
beginning with the head
Proximodistal
sequence in which growth starts
at the center of the body and
moves toward the extremities

12
Root reflex
This reflex begins when the
corner of the baby's mouth is stroked
or touched. The baby will turn his or
her head and open his or her mouth to
follow and "root" in the direction of
the stroking.

13
Suck reflex
Rooting helps the baby
become ready to suck.
When the roof of the baby's
mouth is touched, the baby
will begin to suck.

14
Moro reflex
In response to a
sudden sound, the baby
throws back his or her head,
extends out the arms and
legs, cries, then pulls the
arms and legs back in

15
Tonic neck reflex
When a baby's head is
turned to one side, the arm
on that side stretches out
and the opposite arm bends
up at the elbow. This is
often called the "fencing"
position.

16
Grasp reflex
Stroking the palm of a
baby's hand causes the
baby to close his or her
fingers in a grasp.

17
Babinski reflex
When the sole of the
foot is firmly stroked, the
big toe bends back
toward the top of the
foot and the other toes
fan out.

18
Step reflex
This reflex is also called the
walking or dance reflex
because a baby appears to
take steps or dance when
held upright with his or her
feet touching a solid
surface.

1. Root reflex
2. Suck reflex
3. Moro reflex
4. Tonic neck reflex
5. grasp reflex
6. Babinski reflex
7. step reflex
19
Newborn Reflexes

BRAIN DEVELOPMENT
20
The brain’s ability to change from
experience is known as Plasticity.
Throughout life, the brain continues to
be plastic, but plasticity declines in
adulthood.

Factors Affecting Development
Maternal Nutrition
21
-The nutritional status of the woman during adolescence, pregnancy and
lactation has a direct impact on child’s health and development.
Child Nutrition
The child’s state of nutritional balance is crucial in his early development
stages.
Early Sensory Stimulation
Toys, soothing sounds and other sensorial stimulation contribute to
child’s development.

Linguistic and literacy
development
22

Noam Chomsky- Innatist Theory
23
The ability to understand a first-
language creates the opportunity to
unlock knowledge that a human is
believed to be able to process innately.
Children are born with a built-in ability
to learn a first-language. He refers to
this ability as LAD – a “Language
Acquisition Device.”

Jean Piaget- Cognitivist Theory
24
He concluded that through their
interactions with their environment,
children actively construct their own
understanding of the world.
Piaget's theory purports that children’s
language reflects the development of their
logical thinking and reasoning skills in
"periods" or stages, with each period
having a specific name and age
reference.

Lev Vygotsky- Social Contextual Theory
25
Vygotsky's theories stress the fundamental
role of social interaction in the development of
cognition (Vygotsky, 1978), as he believed
strongly that community plays a central role
in the process of "making meaning."
Vygotsky argued, "learning is a necessary
and universal aspect of the process of
developing culturally organized, specifically
human psychological function"

Biligual Language Development
26
Sequential Biligualism
- First two languages are learned but one is learned
before the other, before the age of 3.
Simultaneous Biligualism
Two first languages are learned at the same time,
before the age of 3.

Factors Affecting Language Development
27
1. Inadequate Stimulation (talking and playing with the child.)
2. Delayed general development (global development delay),
physical development (motor skills), cognitive development, etc.
3. Specific difficulty with language learning. Not very interested
in language, prefers other modalities.
4. Poor control and/or coordination of the speech muscles: lips,
tongue, etc.
5. Medical problems

28
6. Inadequate awareness of communication, lacks
“communication intent”
7. Reduced hearing (ear infection, fluid in ear, impacted earwax)
8. Changes in child’s environment (moving)
9. Exposure to too many languages for the child.
10. inadequate opportunity for speech (the child talked for, the
“babied” child, has more dominant sibling, etc).

29
11. Emotional factors (behavioral problems, anxiety, pressure to
perform, etc.)
12. Short attention span
13. Family history of speech and language delays or difficulties

31
Aphasia
loss of the ability to produce and/or
comprehend language, due to injury to brain
areas specialized for these functions.

32
Dyslexiaspecific learning disability that
manifests primarily as a difficulty
with written language particularly
with reading and spelling.
A result of neurological difference,
not an intellectual disability.

33
Dysgraphia
is a deficiency in the
ability to write,
primarily in terms of
handwriting, also in
terms of coherence.

34
Dyscalculia
(or math disability) is a specific learning disability involving innate difficulty in
learning or comprehending simple mathematics.
Math disabilities can also occur as the result of some types of brain injury, in
which case the proper term is acalculia, to distinguish it from dyscalculia which
is of innate, genetic or developmental origin

35
Dysnomia
difficulty retrieving the correct words, names, or
numbers from memory. Dysnomia is a learning
disability present from childhood which can affect
speech, writing, and/or math

36
GiftednessChildren are gifted when their ability is significantly above the
norm for their age.
Giftedness may manifest in one or more domains such as;
intellectual, creative, artistic, leadership, or in a specific academic
field such as language arts, mathematics or science.

37
Mental Retardation
Pattern of persistently slow learning of basic motor and language
skills (milestones) during childhood, and a significantly below-
normal gobal intellectual capacity as an adult.
One common criterion for diagnosis of mentalr etardation is a
tested intelligence quotient (IQ) of 70 or below and deficits in
adaptive functioning.

38
Autism
-Autism, or autism spectrum disorder (ASD), refers to a
broad range of conditions characterized by challenges
with social skills, repetitive behaviors, speech and
nonverbal communication
-all exhibited before a child is three years old.
-No cure

39
Asperger’s syndrome
-distinguished from other ASDs in having no general
delay in language or cognitive development.
Typical to strong verbal language skills and intellectual
ability distinguish Asperger syndrome from other forms
of autism.

40
Asperger’s syndromeIt generally involves:
Difficulty with social interactions
Restricted interests
Desire for sameness
Distinctive strengths
Strengths can include:
Remarkable focus and persistence
Aptitude for recognizing patterns
Attention to detail
Challenges can include:
Hypersensitivities (to lights, sounds, tastes, etc.)
Difficulty with the give and take of conversation
Difficulty with nonverbal conversation skills (distance, loudness, tone, etc.)
Uncoordinated movements, or clumsiness

41
Down Syndrome (trisomy 21)
- Presence of all or part of an extra 21st
chromosome.
- Associated with impairment of cognitive
ability and physical growth as well as facial
appearance
- Can be identified during pregnancy or at
birth
- Lower than average cognitive ability
A few of the common physical traits of Down syndrome are low
muscle tone, small stature, an upward slant to the eyes, and a
single deep crease across the center of the palm

42
Tourette syndrome
Tourette syndrome (TS) is a neurological disorder characterized by
repetitive, stereotyped, involuntary movements and vocalizations
called tics.
Simple motor tics are sudden, brief, repetitive movements that
involve a limited number of muscle groups.
Complex tics are distinct, coordinated patterns of movements
involving several muscle groups.

43
Attention Deficit Hyperactivity Disorder (ADHD)
Neurological in nature
Characterized by a persistent patter of inattention and/or
hyperactivity, as well as forgetfulness, impulsivity, and
distractibility.
No medical cure is available

44
Cerebral Palsy
Cerebral palsy (CP) is a problem that
affects muscle tone, movement, and
motor skills. It hinders the body's
ability to move in a coordinated and
purposeful way. It also can affect
other body functions that involve
motor skills and muscles, like
breathing, bladder and bowel
control, eating, and talking.

45
Jean Piaget's Theory of
Cognitive Development
He disagreed with the idea that intelligence
was a fixed trait, and regarded cognitive
development as a process which occurs due
to biological maturation and interaction

46
There Are Three Basic Components To
Piaget's Cognitive Theory:
Schemas
(building blocks
of knowledge).

47
There Are Three Basic Components To
Piaget's Cognitive Theory:
Assimilation
– Which is using an existing
schema to deal with a new
object or situation.
Accommodation
– This happens when the
existing schema (knowledge)
does not work, and needs to
be changed to deal with a
new object or situation.

48
Sensorimotor Stage
(Birth-2 yrs)
Object Permanence -
knowing that an object
still exists, even if it is
hidden.

49
Preoperational Stage (2-7 years)
During this stage, young children can think about things
symbolically. This is the ability to make one thing - a word or
an object - stand for something other than itself.

50
Key features of pre-operational stage
Centration
Centration is the tendency to focus on only one
aspect of a situation at one time

51
Egocentrism
Egocentrism refers to the child's inability to see a situation
from another person's point of view.

52
Animism
This is the belief that inanimate objects (such as toys and
teddy bears) have human feelings and intentions.

53
Artificialism
This is the belief that certain aspects of the environment
are manufactured by people (e.g. clouds in the sky).

54
Irreversibility
This is the inability the reverse the direction of a sequence
of events to their starting point.

55
Concrete Operational Stage (7-11 years)
Piaget considered the concrete stage a major turning
point in the child's cognitive development because it
marks the beginning of logical or operational thought.

56
Key features of
concrete
operational stage
Conservation- the
understanding that
something stays the
same in quantity even
though its appearance
changes.

57
Key features of concrete operational stage
Classification is the ability to identify the properties of
categories, to relate categories or classes to one another, and
to use categorical information to solve problems.

58
Seriation—the ability to sort objects in an order according to
size, shape, or any other characteristic. For example, if given
different-shaded objects they may make a color gradient.

59
Elimination of Egocentrism—the ability to view things from
another's perspective

60
Formal Operational Stage (11 years and beyond)
The child is capable of abstract thinking and can
solve higher scientific and mathematic.

61
Lev Vygotsky (Social Development Theory)
The major theme of Vygotsky’s
theoretical framework is that social
interaction plays a fundamental
role in the development of cognition.

62
More Knowledgeable
Other
refers to someone who has
a better understanding or a
higher ability level than the
learner, with respect to a
particular task, process, or
concept.

63
Zone of Proximal
Development
the difference between
what a child can achieve
independently and what a
child can achieve with
guidance and
encouragement from a
skilled partner

64
Scaffolding
Scaffolding consists of
the activities provided by
the educator, or more
competent peer, to
support the student as he
or she is led through the
zone of proximal
development.

Kohlberg’s stages of moral development
65

66
Level 1:
Preconventional
Stage 1: Obedience-and-
Punishment Orientation
focuses on the child’s desire to obey
rules and avoid being punished.

67
Level 1:
Preconventional
Stage 2: Instrumental
Orientation
expresses the “what’s in it for
me?” position, in which right
behavior is defined by whatever
the individual believes to be in
their best interest.

68
Level 2: Conventional
Stage 3: Good Boy, Nice Girl
Orientation
children want the approval of
others and act in ways to avoid
disapproval. Emphasis is placed
on good behavior and people
being “nice” to others.

69
Level 2:
Conventional
Stage 4: Law-and-Order
Orientation
the child blindly accepts
rules and convention
because of their importance
in maintaining a functioning
society.

70
Level 3: Post Conventional
Stage 5: Social-Contract Orientation
The world is viewed as holding different
opinions, rights, and values. Laws are
regarded as social contracts rather than
rigid edicts.

71
Level 3: Post Conventional
Stage 6: Universal-Ethical-Principal
Orientation
Reasoning is based on abstract reasoning
using universal ethical principles. Generally,
the chosen principles are abstract rather than
concrete and focus on ideas such as equality,
dignity, or respect.

Erik Erikson's
Stages of
Psychosocial
Development
72

Sigmund Freud Psychoanalytic
Theory of Personality
75

76
The Id
The id, the most primitive of the three structures, is concerned with instant
gratification of basic physical needs and urges
The Superego
The superego is concerned with social rules and morals—similar to what
many people call their ” conscience ” or their “moral compass.”
The Ego
the rational, pragmatic part of our personality and its job is to balance the
demands of the id and superego in the practical context of reality.

77
The ego can deploy various defense
mechanisms (Freud, 1894, 1896) to prevent it from
becoming overwhelmed by anxiety.

79

END OF CHILD AND
ADOLESCENT DEVELOPMENT
SET 1
80

82
Albert Bandura - Social Learning Theory
Children pay attention to some
of these people (models)
and encode their behavior.
At a later time they may imitate
(i.e., copy) the behavior they
have observed.

83
There are four mediational processes proposed by Bandura:
Attention: For a behavior to be imitated, it has to grab our
attention
Retention: How well the behavior is remembered.
Reproduction: This is the ability to perform the behavior that
the model has just demonstrated.
Motivation: The will to perform the behavior. The rewards and
punishment that follow a behavior will be considered by the
observer.

84

BF Skinner - Operant Conditioning
85
Operant conditioning is a method of learning
that occurs through rewards and punishments
for behavior. Through operant conditioning, an
individual makes an association between a
particular behavior and a consequence

BF Skinner - Operant Conditioning
86

Ivan Pavlov (Classical Conditioning)
87
involves learning to associate an
unconditioned stimulus that already brings
about a particular response (i.e., a reflex) with
a new (conditioned) stimulus, so that the new
stimulus brings about the same response.

89
Extinction is the
disappearance of
a previously
learned behavior
when the
behavior is not
reinforced.

Howard Gardner (Multiple Intelligence)
90
Gardner claims that all human beings have multiple
intelligences.
These multiple intelligences can be nurtured and
strengthened or ignored and weakened.
His research from 1991 identified seven intelligences; in the
intervening time, he has come to believe there are a total of
nine intelligences:

91
Verbal-Linguistic
Intelligence: Well-
developed verbal skills
and sensitivity to the
sounds, meanings and
rhythms of words.

92
Mathematical-Logical
Intelligence:
The ability to think
conceptually and
abstractly, and the
capacity to discern logical
or numerical patterns.

93
Musical Intelligence:
The ability to produce
and appreciate
rhythm, pitch and
timbre.

94
Visual-Spatial
Intelligence:
The capacity to think
in images and
pictures, to visualize
accurately and
abstractly.

95
Bodily-Kinesthetic
Intelligence:
The ability to control
one's body movements
and to handle objects
skillfully.

96
Interpersonal
Intelligence:
The capacity to detect
and respond
appropriately to the
moods, motivations and
desires of others.

97
Intrapersonal
Intelligence:
The capacity to be self-
aware and in tune with
inner feelings, values,
beliefs and thinking
processes.

98
Naturalist
Intelligence:
The ability to recognize
and categorize plants,
animals and other
objects in nature.

99
Existential Intelligence:
The sensitivity and
capacity to tackle deep
questions about human
existence, such as the
meaning of life, why we
die and how we got here.

100
While all people possess
some level of each
intelligence, most will
experience more dominant
intelligences which impact
the way they learn and
interact with the world around
them.

Edward lee thorndike-Connectionism
101
Learning is the result of associations
forming between stimuli and
responses. Such associations or
“habits” become strengthened or
weakened by the nature and
frequency of the S-R pairings.

Edward lee thorndike-Connectionism
102
1. law of effect
2. law of readiness
3. law of exercise
The theory suggests that transfer of learning depends
upon the presence of identical elements in the original
and new learning situations; i.e., transfer is always
specific, never general.

Maslow's Hierarchy of Needs
103

Jerome Bruner's Three Modes of Representation
104
Enactive
This appears first. It involves
encoding action based
information and storing it in our
memory. For example, in the form of
movement as a muscle memory, a
baby might remember the action of
shaking a rattle.

105
Iconic
This is where information is
stored visually in the form
of images (a mental picture
in the mind’s eye .It is often
helpful to have diagrams or
illustrations to accompany
the verbal information.

106
Symbolic
This develops last. This is
where information is stored in
the form of a code or symbol,
such as language.

108
Bruner (1960) explained how this was possible
through the concept of the spiral
curriculum.
This involved information being structured so
that complex ideas can be taught at a
simplified level first, and then re-visited at
more complex levels later on.

Parten’s stages of play
109
Unoccupied play –
The child is seemingly
not engaged or
actively playing with
others at all. They
may remain stationary
and be engaged in
random movements
with no objective.

110
Solitary play –
During this stage of
play, children will
often play alone, with
toys different from
those of others, and
be uninterested or
unaware of what
others around them
are doing.

111
Onlooker play
Onlooker play is when a
child observes others
playing but does not join
the play. They will
frequently engage in other
forms of social interactions
such as conversations to
learn more about the
game or play that is going
on

112
Parallel play – This
occurs when children
play side-by-side from
one another, but there
is a lack of group
involvement amongst
them. They will typically
be playing with similar
toys and often times
mimic one another.

113
Associative play – At
this stage, children will
begin to play together,
but not focused towards
a common goal. A child
will be more interested
in playing with other
children around them
than the individual toys
they play with.

114
Cooperative play –
Cooperative play is
where play finally
becomes organized into
groups and teamwork is
seen. Children are now
interested in both the
people that they are
playing with as well as
the activity at hand.

116
End of Child and
Adolescent
Development
Set 2

Child and Adolescent Development (CAD)

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Similar to Child and Adolescent Development (CAD)

Similar to Child and Adolescent Development (CAD) (20)

More from Joy Marie Dinglasa Blasco

More from Joy Marie Dinglasa Blasco (20)

Recently uploaded

Recently uploaded (20)

Child and Adolescent Development (CAD)