The document provides information about understanding child development and their needs. It discusses Plan International's identity as a child-centered NGO and their impact programs that focus on economic security, health, education, water and sanitation, and protection. It also outlines the methodology and duration of a training module on understanding children, their development domains of physical, cognitive, language, social and emotional. Key principles of child development are presented, including that development is holistic, multi-determined, and children are active participants. The training emphasizes understanding children in their context and building relationships through communication and comprehension.

1. Module 2:
UNDERSTANDING
CHILDREN
(THEIR NEEDS AND DEVELOPMENT)
National Trainers Training on Child Protection
August 25-29, 2013

2. Our Identity
P is an international child-centered,
lan
developm
ent, NGO without religious,
political or governm
ental affiliation.

3. Our Identity
P works in 70 countries around the world and
lan
united around the rights and needs of children.
F
ounded in S
pain in 1937 and established in the
P
hilippines in 1961…
Child sponsorship is the basic foundation of P
lan.

4. W
here we work
49 program countries – 1.5M Sponsored Children
22 Donor Countries (National Organizations

5. W
here we operate
Country
Office
Occ.
Mindoro
North
Samar
East
Samar
•Luzon
West
Samar
Masbate
•Visayas
Southern
Leyte
77 Provinces
Provinces
32 municipalities
32 municipalities
427 villages
427 villages
•Mindanao
•N
•W
•E
•S
•0
•0
•0
•1 •0
•0
•2 •0
•0
•3 •0
•0
•4 •0 •M •s
•0 ••l•e
i
Special Program
DRR

6. IMPAC
T
PROG
RAMS
Economic security
Healthy start
Participate as citizens
protection
education
Water and improved sanitation
Sexual and reproductive health
Protection & assistance in emergencies

7. Module 2:
UNDERSTANDING
CHILDREN
(THEIR NEEDS AND DEVELOPMENT)

8. Methodology:
• Group Activities (Big group/small
Group)
• Group Games
• Input/Discussion
• Short clips/film
Module Duration:
2 hours – including SLE

10. A famous perceptual illusion in which the brain switches between seeing a young girl and an old woman (or "wife" and "mother in
law").
An anonymous German postcard from
1888 (left figure) depicts the image in its
earliest form
A rendition on an advertisement for
the Anchor Buggy Company from
1890
W. E. Hill, who published it in 1915.
Adapted from the original concept
that was popular throughout the world.

11. Are we Ready?
Let’s Get Busy:)

12. Ready? Let’s Get Busy
Sino ba ako?
(define the behavior
and characteristics
of the child)
“Kiddie Kit”
(identify their
needs)
Ang sagot ng
Parents/
caregiver ko!
(what are common
responses of adults to
these needs –)

13. • In our culture, children are highly valued and
seen as gifts from God.
• However, this is coupled with the view that
children are “walang-malay” and “walang
alam” and therefore should be seen but not
heard.

14. •
the words associated with children and childhood also
illustrate an ideal –
a child who is:
ehaved Kind
Well b
Innocent
Dependent

15. Notions about Children

16. Notions about Children
•
•
•
•
•
Children are passive and weak
They are mini versions of adults
“Kung ano ang puno, sya rin ang bunga”
Children are their parent’s property
They are born “empty “; “tabularasa”, and
therefore parents/adults can dictate what they
can and cannot do.

17. Note that...
• Children are not mere sponges or repositories of information
and values.
• They are intelligent, yet vulnerable but have the ability to
bounce back from stresses.
• A child is primarily concerned with the present and does not
worry so much about the future like adults do.
• He is creative and imaginative, eager more about his world.
• They have emotions too and can be hurt. Children have
talents. They are active beings and are able to move despite
restraints on their freedom, They are adventurous and parents
must make sure they do not hurt themselves.

18. Would you agree with me if I say...
• No parent in their sane mind would want bad things
happen to their children? Of course! Why would you
wish for such a thing for your children?
• Sadly, there are parents in almost all of the countries
in the world who do otherwise.
• Parents who in their desire to develop their children
into a well rounded individual are subjecting them to
harmful and counter-productive means of rearing
and disciplining.

19. Let us change the word Parents with Teachers and
let us see if it is also applicable...
Would you agree with me if I say that no Teacher in
their sane mind would want bad things happen to their
student? Of course! Why would you wish for such a
thing for those children?
Sadly, there are teachers in almost all of the countries
in the world who do otherwise.
Teachers who in their desire to develop their students
into a well rounded individual are subjecting them to
harmful and counter-productive means of teaching and
disciplining.

20. • If parents or teachers for that matter, are with
clear understanding of the characteristics of
children and on the basic principles on how they
develop and learn, do you think instituting age
appropriate discipline and managing their
behavior will be more facilitating than
challenging?
• Note however that there are views about our
children that oftentimes affects/influence our
own views.

21. Definition of terms
Child Development –refers to the biological and
psychological and emotional changes that occur in human
beings between birth and the end of adolescence, as the
individual progresses from dependency to increasing
autonomy.

22. Developmental Domains
PHYSICAL
SOCIAL
Language
EMOTIONAL
COGNITIVE

23. Developmental Domains
Cognitive or Intellectual
Development refers to the child’s
way of learning information. The
aspect of development are on
language and speech; learning;
thinking; imagining; creating;
problem solving and memory.

24. Developmental Domains
Physical Development –
refers to this as the gross
and fine motor
development but just the
same it refers to the body
structure (bones, muscles,
organ and systems);
senses; motor activity
(large and small muscles).

25. Developmental Domains
Language
understand
words spoken to
him or her
and the ability to
speak words to
convey his or her
thoughts and
feelings

26. Developmental Domains
Cognitive
Paper,
pencil, apple
• Refers to the
abilities of the
child to think,
reason,
understand
concepts and
solve problems.
• It also includes
literacy and
numeracy skills.

27. Developmental Domains
Social
• Refers to the child’s
ability to respond in
an age and culturally
appropriate manner
to social situations
and interpersonal
relationships.

28. Developmental Domains
Emotional
•
Refer expressions of emotions
and self-concept. Emotions are
an important force in human
behavior. They form a person’s
personality.
•
Changes in a child’s emotional
development takes place with his
expectations and demands and at
times children find it hard to
control their emotions and turns
to tantrums.

29. Note that...
• Every child is a unique person with an individual
temperament, learning style, family background, and
pattern and timing of growth.
• As children develop, they need different types of stimulation
and interaction to exercise their evolving skills and to
develop new ones.

30. Principles Of Child Development
1.Development is holistic;
it consists of interdependent dimensions.
2. Development begins pre-natally and
learning begins at
birth.
3. Development proceeds in predictable steps and
occurs in recognized sequences, but the rate,
character and quality of development vary
in every child.
(+) directions of development are from center to extremities,
from top to bottom, gross to fine and towards greater coordination

31. Principles Of Child Development
4. Development is multi-determined and
varies as a function of the child’s nutritional and biomedical status,
genetic make-up and social and cultural context. (naturenurture)
5. Children’s development is cumulative in nature,
and not necessarily progressive.
6. Children are active participants in their
own development and learning.

32. Principles Of Child Development
7. Development and learning occur as a result
of the child interacting with people and
objects in his environment.
8. Children live within a context –
family, community, culture—and their needs are
most effectively addressed in relation to that
context.
SOCIETY

33. Stephen Covey – The 7 Habits of Highly Effective People
“When it comes to developing
character strength, inner
security and unique personal
and interpersonal talents and
skills in a child, no institution
can or ever will compare with,
or effectively substitute for,
the home's potential for
positive influence.”

34. Build Bridges... Peter Tan Chi. CCF
Connect
• Communicate
• Comprehend
•
Be Intentional!

35. Essence of Holistic Development
7 K’s
L
A
RK
OA
I
A
NIA
KB
GG
S
A
PA
KU
KAALAMAN
KASAMA
KAG
LA
UN
S
U
KOMUNIDAD
KALINGA

36. Key Message
• Development in children takes place in stages from simple to
complex.
• Each child exhibits the characteristics of a stage in his own way
and at his own time such that development in one child may be
a little different from another child.

37. Key Message
• if parents or caregivers are with clear understanding of
these basic principles, instituting age appropriate
discipline to children will be more facilitating than
challenging.
• Children thrive best in an atmosphere of genuine love,
undergirded by reasonable, consistent discipline.

38. In closing....
• let us watch this short clip produced by Mary and
Craig Reynolds and see what a teacher did... And how
she made a difference in the life of a young boy
named Teddy.

39. Remember... Build relationships
• Connect
• Communicate
• Comprehend
Be Intentional!

40. Thank You!
02/27/14