Child and Adolescent Learners and Learning Principles This course deals with the study of the patterns of human development especially focusing on the cognitive, biological, social, moral and emotional development of the child and adolescent learners.

1. 5.3 Task/Problem-Centered Development
Qualitative change or changes in kind, structure, function,
skills such as
nature of intelligence of person.
A progressive series of changes that occur as a result of
maturation and
experience.
Two simultaneous processes in development: growth or
evolution, and
atrophy or involution (wasting away or failure to grow due to
disease, injury,
or lack of use)
Some aspects of development are distinctly biological, such as
puberty.
However, the onset of puberty can be affected by environmental
factors such as diet and nutrition.
Growth
Quantitative changes as in changes in number such as height,
weight, or size.
Maturation Growth
A natural process of growing up ascribed to heredity.
Biological process that accounts for age related changes in
growth and
development.
Requires favorable support from the environment to occur.
Developmental Tasks
Expectations that arise during a defined period of life.

2. Successful performance of these tasks indicate forward thrust in
growth and
development.
Learning
Aspect of development that connotes modification of behavior that
results from
practice and experience.
Developmental Task of Adolescents
Learning to get along with friends of both sexes.
Accepting one's physical body and keeping it healthy.
Becoming more self-sufficient.
Making decisions about marriage and family life.
Preparing for a job or career.
Acquiring a set of values to guide behavior. Becoming socially
responsible.
Aspects of Development
Physical development – changes in the body, brain, sensory and
motor, which
exert influence on intellect and personality.
Intellectual development – changes in mental abilities such as
memory,
reasoning, thinking, and language facility.
Personality and social development – personality is a unique way in
which each
person deals with the world, expresses emotions and gets along with
others while
social development is that which affects both physical and cognitive
aspects of
functioning.
Moral development – awareness of the distinction between right or
wrong;

3. unfolding of standards that have to do with right or wrong in conduct.
Spiritual development – an evolved refinement of thought and
feeling; of the spirit or soul as distinguished from body or material
matters.
Havighurst’s Developmental Stages and
Developmental Tasks
(The Psychology Notes Headquarters- www.PsychologyNotesHQ.com)

4. Task-Centered
Watch the seven-minute video clip of Fetal
Development month by month. https://youtu.be/WtDknjng8TA

5. 2 months 8 months 9-12
months 13 months
Infancy stage is the period which starts at the end of the first
month up to the end of the first year of age. Infant's growth
and development during this period are rapid.
Physical Development
At 12 months, the infant can:
o Stand-alone for variable length of time.
o Site down from standing position alone.
o Walk in few steps with help or alone (hands held at shoulder
height for balance).

6. o Pick up small bits of food and transfers them to his mouth
Emotional Development
His emotions are instable, where it is rapidly changes from
crying to laughter.
His affection for or love family members appears.
By 10 months, he expresses several beginning recognizable
emotions, such as anger, sadness, pleasure, jealousy, anxiety
and affection.
By 12 months of age, these emotions are clearly
distinguishable.
Social Development
He learns that crying brings attention.
The infant smiles in response to smile of others.
The infant shows fear of stranger (stranger anxiety).
He responds socially to his name.
Through the infant's interaction with caregiver (mainly the
mother), especially during feeding, he learns to trust others
through the relief of basic needs.
As an infant's vision develops, he or she may seem preoccupied
with watching surrounding objects and people

7. Toddler stage is between 1 to 3 years of age. During this
period, growth slows
considerably.
Emotional Development (Issues in parenting toddler)
o Stranger anxiety – should dissipate by age 2 ½ to 3 years
Temper tantrums: occur weekly in 50 to 80% of children – peak
incidence 18
months – most disappear by age 3
Sibling rivalry: aggressive behavior towards new
infant: peak between 1 to 2 years but may be
prolonged indefinitely
Thumb sucking Toilet Training
Cognitive Development
Up to 2 years, the toddler uses his senses and motor
development to different
self from objects.
The toddler from 2 to 3 years will be in the pre-conceptual
phase of cognitive
development (2-4 years), where he is still egocentric and can
not take the point of
view of other people.

8. Social Development
The toddler is very social being but still egocentric.
He imitates parents.
Notice sex differences and know own sex.
Preschool Stage is the stage where child is 3 to 6 years of age.
The growth during this period is relatively slow.
Fine motor and cognitive abilities
Buttoning clothing
Holding a pencil
Building with small blocks
Using scissors
Playing a board game
Have child draw picture of himself
Cognitive Development
Preschooler up to 4 years of age is in the pre-conceptual
phase. He begins to be
able to give reasons for his belief and actions, but not true
cause-effect relationship.
Emotional Development
Fears the dark
Tends to be impatient and selfish
Expresses aggression through physical and verbal behaviors.
Shows signs of jealousy of siblings.
Social Development
Egocentric
Tolerates short separation
Less dependant on parents
May have dreams & night-mares

9. Attachment to opposite sex parent More cooperative in play
School-age period is between the age of 6 to 12 years. The
child's growth and development is characterized by gradual
growth. At 7-11 years, the child now is in the concrete
operational stage of cognitive development. He is able to
function on a higher level in his mental ability. Greater
ability to concentrate and participate in selfinitiating quiet
activities that challenge cognitive skills, such as reading,
playing computer and board games.
Fine motor skills
o Writing skills improve
o Fine motor is refined
o Fine motor with more focus
o Building: models – logos
o Sewing
o Musical instrument
o Painting
Typing skills
Technology: computers

10. Motor Skills
At 6–8 years, the school–age child:
Rides a bicycle.
Runs Jumps, climbs and hops.
Has improved eye-hand coordination.
Prints word and learn cursive writing.
Can brush and comb hair.
At 8–10 years, the school–age child:
Throws balls skillfully.
Uses to participate in organized sports.
Uses both hands independently.
Handles eating utensils (spoon, fork, knife) skillfully.
match sport to the physical and emotional development
At 10–12 years, the school–age child:
Enjoy all physical activities.
Continues to improve his motor coordination.
Emotional Development
The school–age child:
Fears injury to body and fear of dark.
Jealous of siblings (especially 6–8 years old child).
Curious about everything.
Has short bursts of anger by age of 10 years but able to
control anger by 12 years.
Social Development
The school–age child:
Continues to be egocentric.
Wants other children to play with him. Insists on being
first in every thing
Becomes peer oriented.
Improves relationship with siblings.

11. Has greater self–control, confident, sincere.
Respects parents and their role.
Joints group (formal and informal).
Engage in tasks in the real world.

12. Puberty is the period of sexual maturation, during which a
person becomes capable of reproducing.
Two year growth spurt
Girls-around 11
Boys-around 13
Cognitive Development
Before adolescence, brain cells increase their connections
During Adolescence, brain begins pruning cells not needed
They have the ability to reason but the reasoning is self-
focused. Teens assume that their experiences are unique.
Physical Development
Raging hormones & frontal lobe development explains
impulsiveness, risky behavior, and emotional storms.
Males are more popular, confident, and independent, but have
higher risk behavior with sex and alcohol.
Females are more stressed, associate with older peers, suffer
teasing and sexual harassment.

14. Identity Foreclosure – means that the adolescent blindly accepts
the identity and
values that were given in childhood by families and significant
others. The adolescent's identity is foreclosed until they
determine for themselves their true identity. The adolescent in
this state is committed to an identity but not as a result of
their own searching or crisis.
Identity Moratorium – adolescent has acquired vague or ill-
formed ideological and
occupational commitments; he/she is still undergoing the
identity search (crisis). They are beginning to commit to an
identity but are still developing it.

15. Identity Diffusion – the state of having no clear idea of one's
identity and making no
attempt to find that identity. These adolescents may have
struggled to find their identity, but they never resolved it,
and they seem to have stopped trying. There is no commitment and
no searching.
Identity Achievement – the state of having developed well-
defined personal values and self-concepts. Their identities may
be expanded and further defined in adulthood, but the basics are
there. They are committed to an ideology and have a strong sense
of ego identity.
LEARNERS WITH EXCEPTIONALITIES
Exceptional Learners are those with special needs related to
cognitive abilities, behavior, social functioning, physical and
sensory impairments, emotional disturbances, and giftedness.
Sensory Impairments
Visual Impairments
Hearing Impairments
Giftedness-significantly high level of cognitive development

16. Disability is a measurable impairment or limitation that
interferes with a person’s ability. It may refer to physical,
sensory, or mental condition
Handicap is a disadvantage that occurs as a result of impairment
Severe and Multiple Disabilities refers to the presence of two
or more different types of disability
Categories of Exceptionalities
1. Cognitive or Academic Difficulties
Learning Disabilities
involve difficulties in specific cognitive processes like
perception, language, memory or metacognition
Dyslexia, dyscalculia, dysgraphia Attention Deficit
Hyperactivity Disorder
difficulty in focusing and maintaining attention
Recurrent hyperactive and impulsive behavior Speech and
Communication Disorders
difficulty in spoken language
5. Social/Emotional and Behavioral Difficulties
Autism
impaired social interaction and communication, repetitive
behaviors and limited interests
Mental Retardation
significant sub-average intelligence and deficits n adaptive
behavior
Emotional/Conduct disorders
depression and aggression over a considerable amount of time
that disturbs performance in school
6. Physical Disabilities and Health Impairments
limited energy or strength
Reduced mental alertness

17. Little muscle control
People-First Language
A language trend that involves putting the person first, not
the disability
What conditions people have, not what they are
Ex. A person with disability, not a disabled person
1 . Avoid generic labels
People with mental retardation is preferable to the mentally
retarded
2 . Emphasized ability not limitations
Uses a wheelchair is preferable to confined to a wheelchair
3 . Avoid Euphemisms - such as physically challenged which are
regarded as condescending and avoid real issues that result from
a disability
4 . Avoid implying illness or suffering
Had polio is preferable to polio victim, has multiple
sclerosis is preferable to multiple sclerosis