This document provides an overview of child and adolescent development from infancy through late adolescence. It discusses key developmental milestones in motor skills, language, cognition, and social skills at different ages. Challenges like vulnerabilities, mental health issues, risky behaviors, and family/community stressors are also examined. The document emphasizes the importance of supportive relationships, opportunities, and supervision that match a child or teen's developmental needs in order to foster healthy development.

1. ASOG EDUCATIONAL & REVIEW CENTER
IRIGA CITY
DR. GERALDV. MALATE
AB, MAeD, LLB, LPT, RPm, RGC, Ph. D.
Children and
Adolescents
A Reviewer for the Licensure Examination
for Teachers

2. LEARNING
OBJECTIVES:
1) Understand the process and
context of the development of
children.
2) Learn the process of adolescent
development through early, middle
and late adolescence.
2

3. DEVELOPMENT IN
INFANCY
A.) Dependent upon health and
capacities including motor skills,
sensory abilities.
B.) Dependent upon availability of
attuned, available, caring adults.
C.) Consistency of adult involvement is
most important. 3

4. Importance of learning - to
communicate and to obtain
consistent reinforcement of
communicating wants and
needs.
4

5. Importance of parental
affiliation – parental
caring for child as he
or she is.
5

6. Early motor development
enhances relating capacity
and mobility – rolling over,
sitting, crawling, walking,
climbing, running.
6

7. Motor development both
builds autonomy and the
capacity for exploration but
also increases the need for
social interaction, supervision
and limit setting.
7

8. Language development begins
before age 1 with babbling,
proceeds to single words,
putting words together by age
2 and greater vocabulary and
complexity of syntax through
age 5. 8

9. Language development
furthers modulation of
emotions and impulses –
through prefrontal cortical
modulation of arousal.
9

10. Language development
also furthers
preoperational,
egocentric thinking and
capacity for solitary and
peer play. 10

11. Preschool programs
require capacity for
nurturance, adult
availability, physical play,
routines, rest, use of
language.
11

12. Importance of
alternatives to language
for developmentally
delayed, deaf and
autistic children.
12

13. School aged children
engage increasingly in
group experiences
(teams, classes and
clubs).
13

14. Through progression to
concrete reasoning school
aged children requires
consistency, challenge and
reinforcement and clear
support for and standards for
success.
14

15. Differences in cultural
background, size, gender
and skills become
increasingly more important
leading to in groups and out
groups.
15

16. Specific vulnerabilities in
preschool children
include parental loss,
parental neglect and
domestic violence.
16

17. Specific vulnerabilities
among school aged
children include ADHD,
learning disabilities and
conflictual parental
relationship. 17

18. Adolescence is the
journey between
childhood and
adulthood.
18

19. Physiologic
Cognitive
Emotional
Behavioral
change occurs, often
asynchronously. 19

20. GOALS OF ADOLESCENCE
1.) Learn skills necessary to be
prepared for occupational and
relationship competency in
adulthood.
20

21. GOALS OF ADOLESCENCE, CONT.
2.) Gain the capacities
for self-direction and
decision making.
21

22. GOALS OF ADOLESCENCE, CONT.
3.) Have memorable and
meaningful experiences that
represent contributions and
lead to belonging.
22

23. GOALS OF ADOLESCENCE, CONT.
4.) Avoid problems
that have long-term
consequences and a
life of their own.
23

24. GOALS OF ADOLESCENCE, CONT.
5.) Build the capacity
for autonomy upon a
foundation of
connections and a set
of personal values.
24

25. SOME CHALLENGES WHICH CAN
PERSIST INTO ADULTHOOD THAT
FREQUENTLY HAVE INCEPTION IN
ADOLESCENCE INCLUDE:
A.) eating disorders.
B.) substance abuse.
C.) incarceration and persistent
unlawful behavior.
25

26. SOME CHALLENGES…, CONT.
D.) handicap following
injury/accident.
E.) school failure/dropout.
F.) HIV.
G.) teen pregnancy(ies).
26

27. SOME CHALLENGES…, CONT.
Frequently these risk factors
occur together and have
exponential effects.
27

28. FAMILY AND COMMUNITY
FACTORS CAN EXACERBATE RISK
A.) Parental substance abuse,
psychopathology, or criminality.
B.) Conflictual parental relationship or
post-divorce conflict.
C.) Parental job loss or moving.
D.) Poverty.
28

29. FAMILY AND COMMUNITY FACTORS…,
CONT.
E.) Poor schools.
F.) Community.
violence/school bullying.
G.) Exposure to gangs and
antisocial peers.
29

30. FAMILY AND COMMUNITY FACTORS…,
CONT.
H.) Lack of access to resources and adult
role models.
I.) Lack of opportunity to develop and
refine unique skills.
J.) Inadequate or poor information.
K.) A rejecting or unsupportive
community. 30

31. ROLE OF CULTURAL AND
ETHNIC/RACIAL DIFFERENCE
A.) Differing views about American culture.
B.) Pressure to maintain culture of origin.
C.) Confusion about being true to one’s
own culture.
D.) Defining a unique cultural adaptation.
31

32. SEXUAL ORIENTATION ISSUES
A.) Concerns about being
different.
B.) Family responses.
C.) Peer acceptance and
support. 32

33. SOURCES OF RESILIENCY AMONG
ADOLESCENTS
A.) Adult/parental support.
B.) Intelligence.
C.) Attractiveness.
D.) Even/easy personality.
E.) A unique talent or ability.
33

34. OTHER SOURCES OF RESILIENCY
A.) Positive framing of contribution and
circumstances by others.
B.) Experience of competent problem-
solving.
C.) Experience of regard and an
expectation of honesty and integrity.
34

35. COURSE OF DEVELOPMENT
A.) Generally successful: 60%
continuous growth.
B.) Staggered but progressive
growth: 20%.
C.) Challenged development: 20% of
youth – at risk for varied poor
outcomes. 35

36. CHARACTERISTICS OF
SUCCESSFUL GROWTH
A.) Decreasing age of onset of
puberty (earlier for girls).
B.) Consistent age of brain
maturation with completion of
frontal lobe maturation at age 25.
36

37. CHARACTERISTICS OF
SUCCESSFUL GROWTH, CONT.
C.) Supervision and support
synchronous with and consistent with
fluctuating skills.
D.) Opportunities for negotiation,
communication and exploration of
concerns through language.
37

38. CHALLENGES TO SUCCESSFUL
DEVELOPMENT
A.) Arbitrary and excessive
efforts at external control.
B.) Lack of appreciation of
adolescent ambivalence.
38

39. CHALLENGES TO SUCCESSFUL
DEVELOPMENT, CONT.
C.) Fluctuation between
absent supervision and
authoritarian control.
D.) Parental helplessness
and abandonment. 39

40. COMMUNITY PROBLEMS THAT
IMPACT YOUTH DEVELOPMENT
A.) Lack of after school or
extracurricular
opportunities.
B.) Lack of work
opportunities. 40

41. COMMUNITY PROBLEMS THAT
IMPACT YOUTH DEVELOPMENT, CONT.
C.) Negative views about teenagers.
D.) Confusion between recognition of
physical maturity and awareness of
slow psychosocial/emotion
regulation development.
41

42. CHARACTERISTICS OF POSITIVE
YOUTH DEVELOPMENT:
Confidence
Competence
Caring
Connection
Character 42

43. YOUTH WHO DO WELL:
A.) Have a positive connection with
their school.
B.) Have positive relationships with
youth who have a positive
relationship with school.
C.) Are engaged positively with
adults who care about them.
43

44. ADOLESCENCE CAN BE DIVIDED
INTO 3 SECTIONS
A.) Early – ages 11-14
B.) Mid – ages 14-16
C.) Late – ages 17-19
Many aspects of adolescence
persist into 20’s
44

45. EARLY ADOLESCENCE
A.) Focus upon physical changes.
B.) Developing interests which may
change rapidly.
C.) Need adult supervision.
D.) Need structure and monitored
expectations. 45

46. EARLY ADOLESCENCE, CONT.
E.) Want greater privacy.
F.) More aware of emotional
experience.
G.) Beginning to reflect on self and
experience.
H.) Impulse control can be a
challenge.
46

47. MID ADOLESCENCE
A.) More time with peers.
B.) Strong desire to belong,
activities based on
belonging.
C.) Beginning partnering. 47

48. MID ADOLESCENCE, CONT.
D.) Abstract reasoning, problem solving
used more frequently.
E.) Wants and utilizes more
independence in decision making.
F.) Expects competence and expects to
make contributions to social groups.
48

49. LATE ADOLESCENCE
A.) Greater self-direction,
self-monitoring.
B.) Greater capacity for
judgment and impulse
control.
49

50. LATE ADOLESCENCE, CONT.
C.) More independent decision making.
D.) More involvement in longer term
relationships.
E.) Parents/adults more in the role of
advisor/ mentor.
F.) More consistent values and beliefs.
50

51. 51
Thank you!