the-child-and-the-adolescent-learners-and-learning-principles-volume-1.pdf

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the child and the adolescent learners and learning principles
volume 1
Bachelor of Secondary Education (Mindanao State University)
StuDocu is not sponsored or endorsed by any college or university
the child and the adolescent learners and learning principles
volume 1
Bachelor of Secondary Education (Mindanao State University)
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This module is for personal and scholarly use. Sharing, uploading, or posting this 1
module in social networks or any public domain without instructor’s consent is
prohibited. - CMD Toquero
NAME:GALVAN, FRANCESCA AMOR E.
ELGEN: C
Child and Adolescent Learners
and Learning Principles
CPE 100 Module
Volume 1
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1. Basic Concepts, Meaning, and Principles
Learning Targets
1. Explain the strong need for teachers to have a clear
understanding of human growth, development and learning.
2. Draw some principles of child and adolescent learning
principles.
1.1 Overview
Children and adolescents are not short adults - they are qualitatively different.
They have physical, psychological and social needs that must be met to
enable healthy growth and development. The extent to which parents, the
family, the community and the society are able to meet these developmental
needs (or not) has long-term consequences for the kinds of adults they will
become.
Children need the care, protection and guidance which is normally provided by
parents or other care-givers, especially during the early years when they are
most dependent. While their emerging abilities and capacities change the
nature of this vulnerability from infancy through adolescence, their need for
attention and guidance at each stage remains. While parents and communities
have the primary responsibility for protecting and caring for their children,
and initiating them into culturally relevant skills, attitudes and ways of
thinking, the teachers have shared responsibilities in schools to help the
learners at their full potentials. Thus, as future teachers, the pre-service
teachers need a working knowledge of the principles of child and adolescent
development in order to master the techniques that enable students to learn
to high standards. In this module, the 12 principles will elaborate the
developmentally appropriate practice that you need to bear in mind when
dealing with children.
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1.2 Activation (What happens next…)
1. Jason wants to win the big race. He goes running every day
after school. As the weeks go by, he gets faster and faster. On the day
of the big race, he is neck-in-neck with Marhan, who has always been
the fastest boy in the university. The finish line appears before them. Jason
has been saving his last burst of energy for just this moment...
In a blink of an eye, Jason
2. Maria is an excellent student, and she never leaves anything till the last
minute. When her instructor assigns the class a project to do over the
weekend...
____________________________________________________________
____________________________________________________________
____________________________________________________________
3. Gabby loves to shop. For her graduation day, she gets some cash, and
some gift cards for her favorite clothing stores.
____________________________________________________________
____________________________________________________________
____________________________________________________________
(Picture Prediction)
What physical and emotional differences in characteristics exist between the Gel-Gel
and Lyka? What do you think will they be like in 10 years’ time?
Gel-Gel Lyka
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Gel-Gel is
____________________________________________________________
____________________________________________________________
____________________________________________________________
Gel-Gel will
____________________________________________________________
____________________________________________________________
____________________________________________________________
Lyka is…
____________________________________________________________
____________________________________________________________
____________________________________________________________
Lyka will
____________________________________________________________
____________________________________________________________
____________________________________________________________
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2. Twelve Principles of Child Development
Task/Problem-Centered 2.1 Principles of human development
Human Development is the pattern of movement or change that begins
in conception and continues throughout the life span.
 Principles should be considered when making decisions about children.
1. Development is relatively orderly.
The muscular control of trunk and arms comes earlier as compared to
the hands and fingers. (Proximodital pattern)
The greatest growth occurs at the head gradually working its way down
from top to bottom. (Cephalocaudal pattern)
2. While the pattern of development is likely to be similar, the outcomes of
developmental processes and the rate of development are likely to vary
among individuals.
There is individual differences in developmental characteristics and the
experiences that will influence development.
3. Development takes place gradually.
Development does not blossom suddenly. More often it takes weeks,
months, or years for a person to undergo changes that result in the
display of developmental characteristics
4. Development as a process is complex because it is the product of biological,
cognitive and socio-emotional processes.
The effect of one process or factor (cognitive, biological,
socioemotional) on a person’s development is not isolated from other
processes. Biological process affects the cognitive process which in
turn, affects the socioemotional process.
2.2 Principles of Child and Adolescent Development
 Principle 1: Interrelatedness
All the domains of development and learning- physical, socio-emotional,
cognitive are interrelated. Development in one domain influences and is
influenced by development in other domains
Example: Language skills impact social relationships
Example: Crawling increases development due to increased ability to explore
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 Principle 2: Orderly Sequence
Many aspects of children’s learning and development follow well documented
sequences with later abilities, skills, knowledge building on those already
acquired.
Example: crawl, pull to stand, steps, walking
Example: cooing, sounds, approximations, words, phrases, sentences
 Principle 3: Varying Rates
Development proceeds at varying rates from child to child as well as unevenly
within different areas of each child’s functioning.
Example: Own pattern and timing of growth
Example: Unique personality, temperament and learning style
Example: Varied experiences and family background
 Principle 4: Long Term Effects
Early experiences have profound effects on a child’s development and learning;
and optimal periods exist for certain types of development and learning to
occur.
Example: Responding to infants cries
Example: Early literacy experiences
Example: First 3 years optimal for verbal language
 Principle 5: Increasing Complexity
Development proceeds toward greater complexity. Development proceeds in
predictable directions toward greater complexity, organization, and
internalization.
Example: Self talk before abstract thinking
Example: Using real items in play before being able to substitute a pretend or
other object for that item
 Principle 6: Social and Cultural Influence
Development and learning occur in and are influenced by multiple social and
cultural contexts. Learning is additive. We need to help connect what children
already know with what we want them to know.
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Example: Children whose primary language is not English develop a new
language well when provided opportunities to learn English while continuing to
learn new concepts in home language.
 Principle 7: Active Learners
Children’s experiences shape their motivation and approaches to learning,
such as persistence, initiative, and flexibility; in turn, these dispositions and
behaviors affect their learning and development.
Example: Learning addition through play with toys and games
Example: Learning spatial concepts through play with toys rather than
worksheets
 Principle 8: Biological and Environmental
Development and learning result from a dynamic and continuous interaction of
biological maturation and experience in the environment.
Example: The language that children are exposed to is the one that they will
learn even though they are born with capacity to learn any language
Example: A child with typical physical abilities but not exposed to bikes will
not learn to ride a bike
 Principle 9: Play
Play is an important vehicle for children’s development, as well as a reflection
of their development. Play develops self-regulation as well as for promoting
language, cognition, and social competence.
Example: Organizing the play environment with themes and props can
enhance language development
Example: Providing many motor toys will give you opportunities to observe
children's motor development.
 Principle 10: Practice and Challenge
Development advances when children have opportunities to practice newly
acquired skills as well as when they experience a challenge just beyond the
level of their present mastery.
Example: Allowing a child to put on own coat without needed assistance
Example: Leaving recently mastered puzzles in the classroom
 Principle 11: Learning Modes
Children demonstrate different modes of knowing and learning and different
ways of representing what they know. Always mentally active in seeking to
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understand the world around them, children learn in a variety of ways; a wide
range of teaching strategies and interactions are effective in supporting all
these kinds of learning.
Example: After a walk around the neighborhood one child may come back
and draw a picture, another act out what they saw and another talk about it
 Principle 12: Needs Met
Children develop when they have secure, consistent relationships. Children
develop and learn best in the context of a community where they are safe and
valued, their physical needs are met, and they feel psychologically secure.
Example: If children are well fed they will be able to concentrate on learning
activities.
Example: If children are living in violent home environments they may have
trouble interacting positively with peers
2.2 Demonstration (Formulating Researchable Questions Based
on Child Development Principles)
Being educational psychologists, create 2 possible research
questions for each principle that you would like to research on.
Hint* Identify possible broad topics that you like to study based on each principle then formulate your questions.
Principles Research Question 1 Research Question 2
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1
2
3
4
5
6
7
8
9
10
11
12
What are the value of principles? Why do you need to examine the principles of
Child Development?
2.3 Application
Based on the principles of child development, organize a framework for providing
the didactic and experiential opportunities for the BEED program to offer to help the
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preBEED service teachers to acquire the attitudes, skills, and knowledge bases needed to
promote development.
Example for Ethical: Provide opportunities for the pre-service teachers to learn to
increase the children’s capacity to understand the importance of obedience and respect to
authority and others.
Physical
Cognitive
Social
Language
Psychological
Ethical
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1. What educational challenges do I encounter during
the new normal?
- There are countless challenges we face as a teacher in
this time of pandemic. It comes in a lot of forms. One of
them is the communication we, teachers are having
hard time communicating with the students because
not all of them are privileged as the other student.
Another one is how are going to measure their learnings
at home we didn't know if they're really learning or not
wether they're being taught by their parents or the
parents themselves answers the answer sheets. Lastly is
finding a way to implement learning activities in a way
that they will fully understand because as a teacher we
always want our students to learn.
2. What do I considerwhen making learner modules?
- In making the learners modules I will see to it that the
modules is suited to their level of interest, it has a huge
impact if your lessons will interest them so they dont
get bored when answering or reading. In line with that I
gave interesting activities for them to answer it with
enthusiasm. Another one is I don't make lengthy
modules because their span of attention is shorter than
grown-ups they will get bored and lose their attention
in the process
3. How do I assess whether students have learned
from the module?
- I can assess them through video chat for those who
have internet connection, and for those who don't have
we give them evaluations through papers giving them
extra answer sheets to evaluate their learnings but it's
not reliable as taking to them through video calls
4. How do I keep children's engagement and attention
in learning activities?
- I created a group chat that includes the parents of the
children luckily they're cooperating with the activities
for their children. I'm sending various activities that will
arouse their interest so that they will participate to the
given activities
5. How do I form a positive relationship with the
parents during the new normal?
- In able to form a positive relations with the parents we
have to interact in the Group chat that I created we are
able to interact with each other it is one way of talking
to me or raising their concerns about the modules. For
some who don't have internet but have cellular phones
I'm reaching to them through calls and text for them to
be updated in our activities and for those who don't
have any of the two home visitation is the only practical
thing I can do to reach them.
Teacher Code Name:
School:
Grade assigned:
Learning Platforms:
The COVID – 19 created a
huge challenge to the
teachers during this time,
“How do teachers
Implement their lessons”
Interview an elementary
Teacher who can offer
Insights and help you
Amswer at least the first
Recommended questions
In the box
Letty
Jose Catolico Sr. Elem. School
3
Modules
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2.5 Integration (Pandemic Pedagogy)
1. What educational
challenges do I encounter
during the new normal?
- The parent said she can
not explain well the
content of the modules
to her children because
she find it difficult.
2. What do I consider when
helping my child answer
his/her modules?
- The mom stated that all
she knows is what she
has taught her children
because if she got the
answer from Google,
she would not be able
to explain it adequately,
and she is scared that
what she is teaching is
incorrect and would
remain in her children's
minds.
3. How do I assess whether
my child has learned from
the module?
- The mom stated that all
she knows is what she
has taught her children
because if she got the
answer from Google,
she would not be able
to explain it adequately,
and she is scared that
what she is teaching is
incorrect and would
remain in her children's
minds.
Interview a parent who
can offer insights and help
you answer at least the
first recommended 5
questions in the box.
The COVID-19 created a
huge challenge to the
parents during this time,
“How do parents help
their children in their
lessons?”
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4. How do I keep my child’s
engagement and attention
in learning activities?
- The parent stated that
she reads the module
to her children, who
then listen to her and
answer verbally before
explaining it.
5. How do I form a positive
relationship with the
teachers during the new
normal?
- The mom stated that if
she has an issue with
the module, she would
contact the teacher,
who will explain
everything to her over
the phone.
Parent Code Name:
Age:
Reference:
Copple, C., & Bredekamp, S. (Eds.). (2009). Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth Through Age 8.
3rd ed., Washington, DC: National Association for the Education of Young Children, (pp. 10-15).
Socio-economic Status:
Status
Hazel
32
Poor
Separated
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CPE 100- Module Two
Child and Adolescent Learners
and Learning Principles
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1. Issues on child growth and development
Learning Targets
1. Defend an informed position on issues on child and
adolescent growth, development and learning.
2. Evaluate salient findings of research related to child and
adolescent growth, development and learning.
1.1 Overview
Change has always been the essence of life. The moment a life is conceived, the
process of growth and development begins. It is this process that enables a child to
change from being a highly dependent to an independent one. The terms “growth‟
and “development‟ are often used interchangeably however they are different
concepts. Growth means an increase in size, height, weight, length etc. which can be
quantified whereas development implies qualitative changes like changes in skill,
abilities that results in improved day to day functioning. It involves a series of
progressive, orderly and meaningful changes leading to the goals of maturity.
Development is a broader term as it refers to overall changes in the individual.
In true sense, development in its quantitative aspect is termed as growth. Growth is
something which discontinues after reaching maturity but development goes
throughout the lifespan of an individual. For example, a child may grow very fast in
terms of height, weight but it cannot be considered development in the sense of
advancement to a higher level of maturity. Right after the conception, a child goes
through a process of rapid growth and development. This enables the child to acquire
certain skills and abilities that later influence his/her interaction with the
environment.
However, the questions remain. Is development due more to genetics or
environment? Does development occur slowly and smoothly, or do changes happen
in stages? Do early childhood experiences have the greatest impact on development,
or are later events equally important? As early childhood period is considered to be
one of the most critical developmental phase, an understanding of how growth and
development occurs in early years and the debates that existed in the field of child
development is of primary importance. Hence, this module tackles the issues
surrounding child development.
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4.2 Activation (The Butterfly Effect)
I may not know you, what your past was nor what you are today, but I
can tell you that you are a caterpillar who can metamorphosed into a
beautiful butterfly and be whomever you want to become.  Thus, write
your ambitions and goals in life that you want to achieve in 10 years’
time using this butterfly template.
LIVING
THE
BEST
LIFE
- Buy a house of my
own
- Work for my
dream job
- Travel outside
the country
- Meet JohnnyDepp
- Have my
own business
- Already finish
my degree
- Buy the
things that I
really want
- Self-made millionaire
- Bring my parents
Outside the country
- To be with the love of
my life
- Owning a restaurant
- Having a lot of
investments
- To be happy with
where
I am
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4.3 Task/Problem-Centered
Issues in Developmental Psychology
https://youtu.be/iNvx225p8Hg
Nature vs. Nurture
 Which has more significance in child development? Nature or Nurture?
 Nature refers to the process of biological maturation inheritance and maturation. One
of the reasons why the development of human beings is so similar is because our
common specifies heredity (DNA) guides all of us through many of the same
developmental changes at about the
same points in our lives.
 Nurture refers to the impact of the
environment, which involves the
process of learning
through experiences.
 Today, most psychologists believe that
it is an interaction between these two
forces that causes development.
 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.
Continuity vs. Discontinuity
 Does development involve gradual,
cumulative change (continuity) or
distinct changes (discontinuity)?
 Is our development like that of a
seedling gradually growing into an acacia
tree? Or is it more like that of a
caterpillar becoming a butterfly?
 Continuity view says that change is
gradual. Children become more skillful in
thinking, talking or acting much the
same way as they get taller. Some
theories of development argue that
changes are simply a matter of
quantity; children display more of certain skills as they grow older.
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 The Discontinuity view sees development as more abrupt-a succession of changes
that produce different behaviors in different age-specific life periods called stages.
Biological changes provide the potential for these changes. Psychologists of the
discontinuity view believe that people go through the same stages, in the same
order, but not necessarily at the same rate. They outline a series of sequential stages
in which skills emerge at certain points of development.
Stability vs. Change
 Is development best described as
involving stability or as involving
change?
 Are we what our first
experiences have made of us or
do we develop into someone
different from who we were at an
earlier point of development?
 Stability implies personality traits
present during present during
infancy endure throughout the
lifespan. In contrast, change
theorists argue that personalities are modified by interactions with family,
experiences at school, and acculturation.
 Psychoanalytic theorists tend to focus upon events that occur in early
childhood. According to Freud, much of a child's personality is completely
established by the age of five. If this is indeed the case, those who have
experienced deprived or abusive childhoods might never adjust or develop
normally.
 In contrast to this view, researchers have found that the influence of
childhood events does not necessarily have a dominating effect over behavior
throughout the life. Many people with less-that-perfect childhoods go on to
develop normally into well-adjusted adults.
Stability
Change
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2.2 Demonstration (The Google Debate)
1. The class will be in assigned in groups.
2. Each member of the group will prepare a two minute article and for it to
follow exactly two minutes, the speaker needs to r ead the article in only
two minutes.
3. Practice your argumentation. You will be asked to present through Google
Meet. You can record the video. For those with poor internet connection,
post your comments in Messenger.Follow speakers’ turn to deliver speech
in order:
1. Opening Speaker (Introductory Speech)
2. Research Findings Speaker
3. Benefits Speaker
4. 1st
Rebuttal Speaker
5. Concluding Speaker
GOOGLE DEBATE RUBRIC
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Write your two-minute argumentation here.
GROUP MEMBERS:
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
GROUP NUMBER: _____
TOPIC ASSIGNED: SPEAKER’S ROLE:
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2.3 Application (Virtual Poster Presentation)
With the same group, choose a published research study related to
Child development that your group can defend through a poster
presentation to be done virtually (Google Meet). Hereafter is an
example of an article
as illustrated in a poster. Do not copy the illustration but rather be creative with
your presentation. You can vary in your format so long as the major components
of the research are present. Defend the study.
GROUP NUMBER: _____ GROUP
MEMBERS:
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
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Sample Poster: Disregard the content because this is for presentation purposes only.
2.4 Integration
. What are some reasons of the importance of studying child development?
1
It is important to study child growth in order to see
the behaviour they have as the grow and in that
way you’ll know what you should do or what to
teach them to become a better citizen when they
grow old.
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2. What is the relationship between social policy and research on child development?
3. How can you benefit from being knowledgeable about the issues surrounding child development?
References:
 Fong, Michelle; Moua, Araya; DeNola, Erin; and Franklin, Merit, "The Impact of Fall Efficacy on Occupational Performance in
CommunityDwelling Older Adults" (2018). Student Research Posters . 83. https://scholar.dominican.edu/ug-student-posters/83
 Ritu Singh, Niharika Bisht and Huma Parveen. 2019. Principles, Milestones and Interventions for Early Years of Human Growth and Development:
An Insight. Int.J.Curr.Microbiol.App.Sci. 8(06): 181-190. doi: https://doi.org/10.20546/ijcmas.2019.806.022.
 McLeod, S. A. (2017). Developmental psychology. Retrieved from https://www.simplypsychology.org/developmental-psychology.html
They say that knowledge is power, when you are knowledgeable
enough about that things you are capable to understand children, their
behaviour, and how you should deal with them. In that case, parents
will refer to you as someone who can help them handle their children.
The social determines the social purposes of a person and as a child,
studying it, you would know what they would become or the behvaior
they would act, the capabilities or skills that they possess. Knowing all
of that you can determine their purposes
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Child and Adolescent
Learners and Learning
Principles
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NAME:_______________________________________________ ELGEN:______
Learning Targets
4. Identify the developmental stages of learners in different grade
levels.
5. Describe the developmental tasks in each stage.
6. Examine the life of famous figure and analyse how her early
years formed her character in the later years. 7. Research on
technological inventions use in schools to cater exceptionalities.
1.1 Overview
Parents, teachers, peers, and mentors support children as they face the
challenges of development. Much is known about the typical scope and
sequence of development. For example, we know that patterns of learning are
individual. Each child progresses at a different rate, is drawn to different
subjects, and is motivated by different events. Trends emerge across similar
groups of learners. Thus, we may ask, ‘‘what develops?’’ in the learner, and
‘‘under what conditions does development occur?’’ (Novak, 1996, p. 268).
Knowing the answers to these questions permits the creation of educational
programs that maximize this growth. To answer these questions, we must
examine what is meant by learning and development. There are different
ways in which a skill can be acquired, different depths or quality of that
learning, and different means of making experiences available to the learner.
For each event to be taught, the best way to provide instruction to
complement and facilitate development should be considered. In this module,
you will venture into the different stages of human growth and development
and the developmental tasks expected in each stage. Likewise, a
consideration on the types of exceptionalities is added in this module. Hence,
may you gain insight from the specific topics in this module.
2. The Growth and Development of the Learner
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Watch the two-minute video clip of
Developmental Task Theory. Then,
another two videos under the
Task/Problem-Centered and
Application sections.
https://youtu.be/lG9NGiy1ud0
4.5 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
4.4 Activation
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 Expectations that arise during a defined period of life.
 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;
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.
Robert J. Havighurst
He emphasized that learning is basic and it continues throughout life span.
He introduced that Growth and Development occurs in six stages.
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Havighurst’s Developmental Stages and Developmental Tasks
(The Psychology Notes Headquarters- www.PsychologyNotesHQ.com)
Task-Centered
Watch the seven-minute video clip of Fetal
Development month by month.
https://youtu.be/WtDknjng8TA
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module in social networks or any public domain without instructor’s consent is prohibited. - CMD
Toquero
A focus on infancy and early childhood…
Newborn stage is the first 4 weeks or
first month of life. It is a transitional
period from intrauterine life to extra
uterine environment.
Cognitive Development
 The cognitive development of
newborn infant is difficult to
understand or observe it.
Emotional Development
 The newborn infant expresses his
emotion just through cry for
hunger, pain or discomfort sensation
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).
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Toquero
o Pick up small bits of food and transfers them to his mouth
 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
Red Flags in Infant Development
• Unable to sit alone by age 9 months
• Unable to transfer objects from hand to hand by age 1
year
• Abnormal pincer grip or grasp by age 15 months
• Unable to walk alone by 18 months
• Failure to speak recognizable words by 2 years.
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
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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
 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.
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
 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.
 Fears the dark
Tends to be impatient and selfish
Expresses aggression through physical and verbal behaviours.
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Shows signs of jealousy of siblings.
Social Development
 Egocentric
 Tolerates short separation
 Less dependant on parents
 May have dreams & night-mares
 Attachment to opposite sex parent  More cooperative in play
Red Flags in Preschool Development
• Inability to perform self-care tasks, hand washing
simple dressing, daytime toileting
• Lack of socialization
• Unable to play with other children
• Unable to follow directions during exam
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
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Typing skills
 Technology: computers
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.
 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
 Enjoy all physical activities.
 Continues to improve his motor coordination.
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.
 Has greater self–control, confident, sincere.
 Respects parents and their role.
 Joints group (formal and informal).
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Engage in tasks in the real world.
Adolescence is the transition period from childhood to adulthood.
• 13-14 Year Old
• 14-15 Year Old
• 13-15 Year Old
• 15-16 Year Old
• 15 Year Old
• 16-18 Year Old
• 1-2 Year Old with hunger boredom and
impatience
• 2-3 Year Old with stubbornness and
rebellion
• 1-3 Year Old Temper Tantrums
• 4 Year old Mouthy, argumentative doing
it their own way
• 5 Year Old: Internal balance established,
more cooperative
• Some say Parents are OK
- Who Am I? - Who are others?
- What can I do or be? - What do I value?
• School failure
• Lack of friends
• Social isolation
• Aggressive behavior: fights, fire setting, animal abuse
Red Flags in School Age Development
A focus on the Teenage Years
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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
 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.
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 Primary Sexual Characteristics 2. Secondary Sexual Characteristics
Menarche (first menstruation) for girls. 9-11 yrs.
Spermarche (first ejaculation) for boys. 12-14 yrs.
Social Development
 It’s all about forming an identity.
Identity
 One’s sense of self
 An adolescent’s job is to find oneself by testing various roles
 Some teenagers take their identity early by sharing their parents’ values and
expectations.
 Some will oppose society, but conform to a peer group.
 If teens successfully experiment with different roles, they develop a sense of
personal identity.
 If they fail to develop their own personal identity, they become confused
about who they are.
Intimacy
 Towards the end of adolescence, intimacy becomes the
prime goal.
James Murcia
• Expanded on Erikson’s work and divided the identity
crisis into four states.
• Not stages, so people do not progress from one step to
the next, nor must everyone go through each state.
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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.
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.
•Tend to be inflexible and intolerant
•Prematurely commits
Identity Foreclosure-
conforming to adult wishes
•I don’t know, but I want to know
•Delay commitment
Identity Moratorium- searching
& exploring
•Tend to be angry and rebellious
•Lacks direction
Identity Diffusion-
no commitment or goals
•High self esteem and self-acceptance
•Considers alternatives then commits
Identity Achievement-
explored, then committed
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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
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
Learner’s with Exceptionalities
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 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
 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
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Infant
Toddler
School-
Age Period
Teenage
Years
Early
Adulthood
Middle Age
Late
Adulthood
Old Age
)
Demonstration (Developmental Milestones
2.2
Give the achievable tasks for Karen in the following developmental
stages. Make a fictional short story about her life for each stage
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2.3 Application (This is Paris)
Watch the “This is Paris” documentary. Obtain insight and examine
her life and how she has come to be and how she views herself in the
future. Then, the following are guide questions to help you examine
her character and how she has metamorphosed into a butterfly.
https://youtu.be/wOg0TY1jG3w
1. Describe Paris when she was a little girl and what or how she wants to be
when she was young.
- Paris was really outgoing girl who loves animals, fashion, and she wants
to become really successful when grow old.
2. What problems did she have to overcome during her teenage years? What
were her struggles? Give specific aspects in her life where she struggled
(social, moral, physical, educational, psychological, etc.). Elaborate.
-She has to overcome and deal with so many problems such as family
and mental related issues.
▪ Physical – she was physically abused way back when she
was on her school at Utah, she was also abused by her past
relationships
▪ Social – she grew up surrounded by paparazzi that somehow
puts pressure to her. She was also pressured by the people that
are around her
▪ Moral – she was taught that all of her sufferings were
because of her and since that day she was traumatized.
▪ Psychological – she was psychologically abused ever since
the day she was kidnapped that evidently led into nightmares
that she had to face every time she sleep.
3. How did her ‘boarding school’ made an impact to her character that led to
who she has become in most of her adult years?
-In her boarding school they were physically, mentally, and sexually
abused, she has been through a lot in her young age that causes trauma
led to having trust issues as an adult, nightmares, and all of that has an
impact to the way she act during her adult years such as not letting
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anyone in in her life easily. issues in any aspect of life and as an adult
she have lived her life not trusting anyone or letting anyone in in her life
easily
4. How did she overcome those struggles? What did she focus on?
- She overcome everything by keeping the strong mindset that she
has and kept of focusing in her goals and what she want to become, She
uses everything as an inspiration to do better.
5. What do you think are the lessons that Paris learned upon looking back at her
previous life experiences?
-Well, I think it’s that opening up and reaching out to people is what you
need to do to help yourself. Also, I think it’s you don’t know how strong
you can get until being strong is the only thing that you have.
6. At the end of the documentary, what does she envisions for her future?
-she just wants to help the children who are suffering the same thing
that she had been through
7. How can the younger years of a child affect the formation of one’s character?
- Younger years of a children has a huge impact in growing up, the
things, attitude, and behavior the children could adapt from her society, to
the things it have been through can cause trauma and could affect the
behavior of the children.
8. What valuable insights have you gained from her documentary?
-I’ve learned so much from watching her documentary such as; you
can’t judge a person until you’ve been in their shoes, no matter what
you’re doing in life just make sure that you are happy, and you don’t
know how strong you are until being strong is the only thing you have
and another this is, people who might seem to live a perfect life also
suffers—I mean what you’re seeing on camera isn’t really who they are.
9. If applicable, how can you apply the lessons that you obtained from her
documentary to your life? If none, skip this question.
-Well, I can say that I have to live the most of my life as much as
possible and keep being optimistic. Use or see things in a way where it
could benefit me such as making them an inspiration to be successful.
10. After watching her documentary, what is your resolve? How can you
help the children who suffer from traumatic experiences?
- I can help by reaching out to them and help in every way possible such as
doing free therapy, maybe in the future. But for now, by joining every campaign
related to it will do.
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1. The teacher thought of many strategies to teach the mentally challenged.
The teacher proposed a set of techniques for instructing the cognitively
disabled persons.
2. Their brother is mentally retarded.
Their brother has a mental disability
3. Their organization is for the autistic.
Their organization if for the mentally unstable
4. He is a polio victim who currently suffers from post-polio syndrome.
He’s a polio victim who suffers from a PPS which is normal
5. There was a blind girl in my psychology class.
I have a classmate who have a seeing disability in my psychology class
6. I attended a seminar about teaching disabled children.
I attended a seminar about how to
7. That classroom was designed for the deaf and blind.
8. I like to read books about the handicapped.
9. He is behaving like that because he is abnormal.
10. When she was suffering from a spinal cord injury, in a car accident, she
became a paraplegic and was confined to a wheelchair.
2.4 Integration
Part I. Revise the following sentences to adhere to the people first language.
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Part II. As future teachers, you need to determine your level of sentiments,
attitudes, and concerns towards people with disabilities. Click the link that will take
you to the survey form:
Part III. Research on five possible inventions that are used and can be used by
children who have exceptionalities in schools. Screenshot the inventions, give the
name and functions of each invention.
Part IV. Facebook Comment (Please be mindful of your grammar)
Advocate for children with disabilities in your page by sharing a post or photo about
disabilities, share this in your own timeline and write a caption (that answers my
https://forms.gle/s9a3VnPS8pfVQzFv6
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question below), and screenshot your post, then attach the screenshot in our FB
Group Page where I will write:
Why is it valuable for you to advocate for children with disabilities during
this pandemic and after pandemic?
References:
 http://shs.westport.k12.ct.us/jwb/Psychology/Personality/JamesMarcia.htm
 Fitgerald, D.L. (2010). How Development Affects Learning: Lessons Learned from Developmental, Cognitive, and Natural Science.
https://www.researchgate.net/publication/226584536_How_Development_Affects_Learning_Lessons_Learned_from_Developmental_Cognitive
_and_Natural_Science
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