Reference: (TextBook) Corpuz, B., Lucas, Ma. R., & et. al. (2015). Child and Adolescent Development. Lorimar Publishing Inc.

1. Prepared By
ARLY MAE P MICAYABAS,
LPT

2. Every living creature is called to
become what it is meant to be.

6. HUMAN DEVELOPMENT
The pattern of movement or change that begins
at conception and continues through life span.
Development includes growth and decline. This
means that development can be positive or
negative (Santrock, 2002).

7. A. Proximodistal Pattern
The muscular control of the trunk and the arms
comes earlier as compared to the hands and fingers.
B. Cephalo-caudal Pattern
During infancy, the greatest growth always occurs at the
top – the head – with physical growth in size, weight and
future differentiation gradually working its way down
from top to bottom.

9. involves changes in the
individual’s physical nature.
involves changes in the
individual’s thought, intelligence, and language.
includes changes in
the individual’s relationships with other people,
changes in emotions and changes in personality.

10. Extensive change from birth to
adolescence, little or no change in
adulthood and decline in late old age.

11. PAUL BALTES (SANTROCK, 2002), AN EXPERT IN LIFE-SPAN
DEVELOPMENT
1)Development is lifelong.
2)Development is multidimensional.
3)Development is Plastic.
4)Development is contextual.
5)Development involves growth, maintenance and
regulation.

12. Below are the principles of child development and
learning which are the bases of developmentally
appropriate practice (DAP) in early childhood program for
children from birth through age 8, which are stated in the
position paper of the National Association for the
Education of Young Children (2009)
1.All the domains of development and learning-
physical social and emotional, and cognitive are
important and they are closely interrelated.

13. 2. Many aspects of children’s learning
and development follow well documented
sequences , with later abilities, skills and
knowledge building on those already
acquired.
3. Development and learning proceed at
varying rates from child to child, as well
as at uneven rates across different areas
of child’s individual functioning.

14. 4. Development and learning result from
a dynamic and continuous interaction of
biological maturation and experience.
5. Early experiences have profound
effects, both cumulative and delayed, on
a child’s development and learning; and
optimal periods exist for certain types of
development and learning to occur.

15. 6. Development proceeds toward greater
complexity, self-regulation, and symbolic or
representational capacities.
7. Children develop best when they have
secure, consistent, relationships with
responsive adults and opportunities for positive
relationships with peers.
8. Development and learning occur in and are
influenced by multiple social and cultural
contexts.

16. 10. Play is an important vehicle for developing
self regulation as well as for promoting
language, cognition, and social competence.
11. Development and learning advance when
children are challenged to achieve at a level just
beyond their current mastery, and also when
they have many opportunities to practice newly
acquired skills.
12.Children’s experiences shape their
motivation and approaches to learning, such as
persistence , initiative and flexibility.

17. END OF DISCUSSION