The document discusses two approaches to human development - the traditional approach and lifespan approach. The lifespan approach views development as occurring throughout the entire lifespan from childhood to adulthood, rather than stopping after adolescence. It also describes five key characteristics of lifespan development: it is lifelong, plastic, multidimensional, contextual, and involves growth, maintenance, and regulation. The stages of development span from prenatal to late adulthood. Research methods in child and adolescent development include case studies, observational studies, experiments, and longitudinal studies. Ethical principles require that research does not harm children physically or psychologically. Research impacts teachers by making them more reflective, analytical, and helping them reconstruct their role.

1. CHILD AND ADOLESCENT
LEARNERS AND LEARNING
PRINCIPLES
Basic Concepts and Issues
on Human development

2. HUMAN DEVELOPMENT:
MEANING, CONCEPTS AND APPROACHES
2 Approaches of Human Development
Traditional – Shows extensive change from birth to
adolescence, little or no change in adulthood and
decline in the old age.

3. HUMAN DEVELOPMENT:
MEANING, CONCEPTS AND APPROACHES
2 Approaches of Human Development
Life Span – Developmental change occurs during
childhood to adulthood.

4. HUMAN DEVELOPMENT: MEANING, CONCEPTS AND APPROACHES
Characteristics of Life Span development
(Santrock, 2002)
1. Development is Lifelong.
2. Development is plastic.
Plasticity refers to the potential for change.
Aging is associated with decline in certain
intellectual abilities.

5. HUMAN DEVELOPMENT: MEANING, CONCEPTS AND APPROACHES
Characteristics of Life Span development (Santrock, 2002)
3. Development is Multidimensional.
Development consist of biological, cognitive and socio-emotional
dimensions.
Biological processes involves changes in the individual’s physical
nature.
Cognitive processes involves changes in the individual’s thought,
intelligence and language.
Socio-emotional processes involves changes in the individual’s
relationship with others, emotion and personality.

6. HUMAN DEVELOPMENT: MEANING, CONCEPTS AND APPROACHES
Characteristics of Life Span development
(Santrock, 2002)
4. Development is Contextual.
These contexts include individual’s biological make up,
physical environment, cognitive processes, historical,
social and cultural contexts.
5. Development involves growth, maintenance and
regulation.

7. STAGES OF DEVELOPMENT AND DEVELOPMENTAL TASKS
Stages of Development
Pre-natal Period – refers to the stage of pre-natal
development.
Infancy – refer to the stage from birth to 2 years
Early Childhood – refer to 3 to 5 years
Middle and Late Childhood – refer to 6 to12 years
Adolescence – refer to 13 to 18 years

8. STAGES OF DEVELOPMENT AND DEVELOPMENTAL TASKS
Stages of Development
Early Adulthood – refer to 19 to 29 years
Middle Adulthood – refer to 30 to 60 years
Late Adulthood – refer to 61 years and above

9. RESEARCH IN CHILD AND ADOLESCENT DEVELOPMENT
Research Designs
Case Study – an in depth look at an individual
Correlational Study – determines associations
Experimental – Determines cause and effect relationships
Naturalistic Observation – Focuses on children’s
experiences in natural settings.
Longitudinal – Studies and follows through a single group
over a period of time.

10. RESEARCH IN CHILD AND ADOLESCENT DEVELOPMENT
Research Designs
Cross-sectional – individuals of different age are
compared at one time.
Sequential – combination of cross sectional and
longitudinal research
Action Research – a reflective process of problem
solving.

11. RESEARCH IN CHILD AND ADOLESCENT DEVELOPMENT
Data Gathering Techniques
Observation – done in real world like classroom and home.
Physiological measures – indicators of children’s development
Standardized – prepared test to assess individual performance
Interviews and questionnaires – asking participants for data
Life history records- records of information about lifetime chronology
of events and activities.

12. RESEARCH IN CHILD AND ADOLESCENT DEVELOPMENT
Ethical Principles
1. Research procedures must never harm children,
physically and psychologically.
2. Children and their families must have the informed
consent.
3. Children’s questions must be answered truthfully in
ways they can understand.
4. There should be respect for privacy.

13. RESEARCH IN CHILD AND ADOLESCENT DEVELOPMENT
Impact of Research on Teachers
1. They become more reflective, critical and
analytical in their teaching
2. They become more deliberate in decision making
and actions in classroom.
3. Develop professional dispositions of lifelong
learning, reflective and mindful teaching and self
transformation

14. RESEARCH IN CHILD AND ADOLESCENT DEVELOPMENT
Impact of Research on Teachers
4. Lead to rethinking and reconstructing what it
means to be a teacher.
5. Realized that learning to teach is inherently
connected to learning to inquire.

15. RESEARCH IN CHILD AND ADOLESCENT DEVELOPMENT
Modular Activity # 2
1. Write a 100 word essay on the quotation:
“Man is an unfinished project. He is always in the process of becoming”.
2. Which is more important factor of development?
a. Nature versus Nurture
b. Continuity versus discontinuity
c. Stability versus change
Choose only 1 and please observe indention and neatness.
Deadline of Submission: September 14, 2020

16. REFERENCE
 The child and adolescent learners and learning principles
By: Brenda R. Corpuz, PhD
Ma. Rita D. Lucas, PhD
Heidi grade L. Borabo, PhD
Paz I. Lucido, PhD