Module-1-Nature-and-Principles-of-Develpment.pptx

MRS. LEIZEL C. DELA CRUZ, LPT
Child and
Adolescent
Learners and
Learning
Principles
CHILD and ADOLESCENT DEVELOPMENT

Being able to construct a definition of human
development and its implications.
Intended Learning Outcome

Nature and
Principles of
Development
01 CHAPTER 1

Growth
Refers to the physical changes that occur from conception to maturity
Aging
In a biological sense, is the deterioration of organisms (including human
beings) that leads inevitably to death
Development is the pattern of biological, cognitive, and socioemotional
changes that begins at conception and continues throughout the lifespan.
Maturation
The biological unfolding of an individual according to a plan contained in
the genes (the hereditary characteristics passed from parents to a child at
conception.)

Learning
The process through which experience brings about relatively permanent
changes in thoughts, feelings or behavior.
Development is the pattern of biological, cognitive, and socioemotional
changes that begins at conception and continues throughout the lifespan.
Environment
Refers to all the external physical and social conditions and events
that can affect us, from crowded living quarters to stimulating social
interactions.

Biological
• Involves changes in
the child’s body.
• Genetic inheritance
plays a large part
• Underlie the
development of the
brain, grains in
height, changes in
motor skills, and
puberty’s hormonal
changes
Cognitive
• Involve in the
child’s thinking,
intelligence, and
language.
Socioemotional
• Involve changes
in the child’s
relationships with
other people,
changes in
emotion, and
changes in
personality.
Processes and Periods in Development
MAJOR FOR COLLEGE CHILD DEVELOPMENT

Stage Age Period Major Features
1. Prenatal Conception to birth Physical development
2. Infancy Birth at full term to about 18
months
Locomotion established; rudimentary language;
social attachment
3. Early Childhood About 18 months to about 6 years Language well-established, sex typing; group
play; ends with readiness for schooling
4. Late Childhood About 6 to 13 years Many cognitive processes become adult except
in speed of operation; and team play
5. Adolescence About 13 to about 20 years Begins with puberty, ends at maturity, attainment
of highest level of cognition; independence from
parents, sexual relationships
6. Young Adulthood About 20 to about 45 years Career and family development
7. Midlife About 45 to about 65 years Career reaches highest level; self-assessment;
“empty nest” crisis; retirement
8. Late life About 65 years to death Enjoys family achievements; dependency;
widowhood; poor health

1. Development is a lifelong process.
2. Development is multidirectional.
3. Development always involves both gain and loss.
4. Development is characterized by lifelong plasticity.
5. Development is shaped by its historical/cultural
context.
6. Development is multiply influenced.
7. Understanding development requires multiple
disciplines.
The Lifespan Perspectives
(Baltes, Lindenburger, & Staudinger, 2006)

1. Assumptions about Human Nature
a. Original Sin (Thomas Hobbes, 1588-1679,
portrayed children as inherently selfish and bad)
b. Inherently Good (Jean-Jaques Rousseau, 1712-
1778 argued that children were innately good)
c. Tabula Rasa (John Locke, 1632-1704, maintained
that infants is a tabula rasa, or blank slate, waiting
to be written on by his or her own experiences)
Basic Issues in Human Development

2. Nature and Nurture
Nature refers to the behavior and characteristics
manifested because of the influence of biological forces
(heredity and biologically-based dispositions)
Nurture refers to the influences brought about by the
exposure to the environment (learning experiences, child-
rearing methods, societal changes and culture)

3. Activity and Passivity
Some theorists believe that children are curious,
active creatures who orchestrate their development by
exploring the world around them.
Other theorists view humans as passive beings who
are largely a product of forces beyond their control –
usually environmental influences

4. Continuity and Discontinuity
Discontinuity theorists picture the course of development
as more like a series of stair steps, each of which elevates the
individual to a new (and presumably more advance) level of
functioning. Continuity, views human development as a process
that occurs in small steps, without sudden changes (gradual
changes).
5. Universality and Context-Specificity
Developmental changes are common to everyone
(universal) or different from person to person (context specific)

A teacher’s life is influenced by his or her
background, this is specific to significant life
experiences; values formed; and support
groups.
Design your own life map by specifying ten
significant life events that lead to choosing
teaching as a profession. Make your life map
interesting and creative.
Activity 1: Designing My Life Map

The Filipino
Child and
Adolescence
02 CHAPTER 2

Being able to distinguish critical development
stages and tasks in the local context.
CHILD DEVELOPMENT

The World Health Organization
(WHO)
19 years or younger unless national
law defines a person to be an adult at
an early age (WHO, 2013)
The United Nation’s Children Fund
(UNICEF) below the age of 18, unless
the laws of a particular country set the
legal age for adulthood younger.
CHILD

The Philippines follows WHO and
UNICEF’s definition of a child who is a
person below 18 years of age or over 18
years of age but is unable to fully take
care of herself/himself from abuse,
neglect, cruelty, exploitation or
discrimination because of a physical or
mental disability or condition (PSA, 2018;
RA 7610; RA 8972)
CHILD

In each stage of development a certain task or tasks
are expected of every individual.
• Developmental task, one that “arises at a certain
period in our life, the successful achievement of
which leads to happiness and success with later
tasks while failure leads to unhappiness, social
disapproval, and difficulty with later tasks.” (Havighurst,
1972)
DEVELOPMENTAL TASKS

1. Prenatal period (from conception to birth)
2. Infancy (birth to 18- 24 months)
3. Early childhood (end of infancy to 5 -6 years)
4. Middle and late childhood ( 6 – 11 years of age, the
elementary school years)
5. Adolescence ( 10 – 12 years of age ending up to 18 – 22
years of age)
6. Early adulthood (from late teens or early 20’s lasting
through the 30’s)
7. Middle adulthood (40 – 60 years of age)
8. Late adulthood (60’s and above)
DEVELOPMENTAL STAGES
(Santrock, 2002)

1. Infancy and Early childhood (0-5
years)
2. Middle childhood (6 – 12 years)
3. Adolescence (13 – 18 years)
4. Early adulthood (19-29 years)
5. Middle adulthood (30 – 60 years of
age)
6. Later maturity (61+)
DEVELOPMENTAL STAGES
(Havighurst, 1972)

1. Prenatal period (from conception to birth) – It involves tremendous growth
from a single cell to an organism complete with brain and behavioral
capabilities.
2. Infancy (birth to 18- 24 months) – A time of extreme dependence on adults.
Many psychological activities are just beginning – language, symbolic
thought, sensorimotor coordination and social learning.
3. Early childhood (end of infancy to 5 -6 years)
4. Middle and late childhood ( 6 – 11 years of age, the elementary school
years)
5. Adolescence ( 10 – 12 years of age ending up to 18 – 22 years of age)
6. Early adulthood (from late teens or early 20’s lasting through the 30’s)
7. Middle adulthood (40 – 60 years of age)
8. Late adulthood (60’s and above)
DEVELOPMENTAL TASKS
(Santrock, 2002)

1. Prenatal period (from conception to birth) – It involves
tremendous growth from a single cell to an organism
complete with brain and behavioral capabilities.
2. Infancy (birth to 18- 24 months) – A time of extreme
dependence on adults. Many psychological activities are
just beginning – language, symbolic thought, sensorimotor
coordination and social learning.
DEVELOPMENTAL TASKS
(Santrock, 2002)

3. Early childhood (end of infancy to 5 -6 years) – these are the
preschool years. Young children learn to become more self-
sufficient and to care for themselves, develop school readiness
skills and spend many hours in play with peers.
4. Middle and late childhood ( 6 – 11 years of age, the
elementary school years) – the fundamental skills of reading,
writing and arithmetic are mastered. The child is formally
exposed to the larger world and its culture. Achievement
becomes a more central theme of the child’s world and self-
control increases.
DEVELOPMENTAL TASKS
(Santrock, 2002)

5. Adolescence ( 10 – 12 years of age ending up to 18 – 22
years of age) – begins with rapid physical changes –
dramatic gains in height and weight, changes in body
contour, and the development of sexual characteristics
such as enlargement of the breasts, development of pubic
and facial hair, and deepening of voice. Pursuit of
independence and identity are prominent. Though is more
logical, abstract and idealistic. More time is spent outside
of the family
DEVELOPMENTAL TASKS
(Santrock, 2002)

6. Early adulthood (from late teens or early 20’s lasting
through the 30’s) – it is a time of establishing personal and
economic independence, career development, selecting a
mate, learning to live with someone in an intimate way,
starting a family and rearing children.
DEVELOPMENTAL TASKS
(Santrock, 2002)

7. Middle adulthood (40 – 60 years of age) - it is a time of
expanding personal and social involvement and
responsibility; of assisting the next generation in becoming
competent and mature individuals; and of reaching and
maintaining satisfaction in a career.
8. Late adulthood (60’s and above) – it is a time for
adjustment to decreasing strength and health, life review,
retirement, and adjustment to new social roles.
DEVELOPMENTAL TASKS
(Santrock, 2002)

Philippine Statistics Office (PSA), 2018
• 32,155,794 Filipinos among the 0-14 age group (31.8%
of the total population)
• 96.5% simple literacy rate (read and write)
• 90.3% functionally literate
Department of Education, S.Y. 2019-2020
• 27,770,263 enrollees (kindergarten to Grade 12)
• 805,957 (teaching positions: public)
• 300,170 (teaching positions: private)
THE CURRENT STATE OF THE FILIPINO
CHILDREN

QUESTION
What are the implications of these
developmental tasks to your role as a
future teacher or parent?

Reflect on your early childhood, middle and
late childhood day. Were you able to acquire
the developmental tasks expected of early,
middle, late childhood and adolescence?
What facilitated your acquisitions of the ability
to perform such tasks? Write your reflection.

Perspectives and
Approaches in the
Study of Human
Development
03
CHAPTER 3

Being able to associate human development
perspectives and approaches with specific
learning principle.
CHILD DEVELOPMENT

1. Learning Paradigm
Learning theories work on the assumption that people
undergo the stages of development through the process of
interaction with one’s environment via observation,
conditioning, reward, and punishment system.
Revolves around the understanding of the relationship of
stimulus and response.
a. Classical Conditioning
b. Operant Conditioning
c. Social Cognitive Learning Theory
PERSPECTIVES IN HUMAN
DEVELOPMENT

a. Classical Conditioning
Developed by a Russian physiologist, Ivan Pavlov. Two
stimuli are linked together to produce a new learned response in a
person or animal.
Neutral Stimulus (NR) = No Response (NR)
Neutral Stimulus (NS) + Unconditioned Stimulus (US) =
Unconditioned Response (UR)
Neutral Stimulus (NS) = Conditioned Response (CR)
DEVELOPMENT

Developed by a American psychologist, Burrhus Frederic
Skinner (B.F. Skinner). Consequences of a response determine
the probability of it being repeated. Reinforced (rewarded)
behavior will likely be repeated, and behavior which is punished
will occur less frequently.
DEVELOPMENT

Positive Reinforcement
behavior is strengthened by the addition of praise or a direct reward
Negative Reinforcement
behavior is strengthened by the removal of something considered
unpleasant
Positive Punishment
an unfavorable event or outcome in order to weaken the response it
follows
Negative Punishment
a favorable event or outcome is removed after a behavior occurs
DEVELOPMENT

c. Social Cognitive Learning Theory
The theory suggests that humans learn behaviors by observing
others and choosing which behaviors to imitate. Imitation and modeling
are central in learning new behaviors. Developed by Canadian-American
psychologist, Albert Bandura. (observational learning)
DEVELOPMENT

Social Cognitive Learning Theory four processes:
Attention
a person has to be able to notice something in the environment
Retention
the observed event has to be remembered
Motor reproduction
action has to be produced to imitate what was observed
Motivation
the consequences from the environment have to be reinforcing to the
behavior
DEVELOPMENT

For example, a student sees other students being praised
for academic accomplishments. He or she may engage in
scholarly behavior in an attempt to do well and receive
similar rewards. Finally, over time, the student internalizes
the reinforcement and does not need external rewards in
order to produce the behavior.
For instance, in time, the student in our example
internalizes the value of education, and doing well
academically eventually constitutes self-reinforcing
behavior.
DEVELOPMENT

2. Socio Cultural Theories
This perspective highlights the influence of the collective
experiences of people found in the same cultural orientation. It
assumes the centrality of culture, such as language and
communication, as well as norms in the developmental process.
a. Socio-Cultural Theory of lev Vygotsky
b. The Cognitive Theory of Development of Jean Piaget
DEVELOPMENT

a. Socio-Cultural Theory of lev Vygotsky
Lev Vygotsky, a Soviet psychologist; known as the father of
socio-cultural perspective. Emphasized the role of social interaction
particularly, in facilitating cognitive development of children.
Zone of proximal development (ZPD), identifies the gap
between assisted and non-assisted development of children’s
cognition.
Scaffolding, or supportive activities provided by the educator,
or more competent peer, to support the student as he or she is led
through the ZPD.
More Knowledgeable Other (MKO), refers to someone who
has a better understanding or a higher ability level than the learner,
with respect to a particular task, process, or concept.
DEVELOPMENT

b. The Cognitive Theory of Development of Jean Piaget
Jean Piaget, a Swiss psychologist; Jean Piaget's theory of
cognitive development suggests that children move through four
different stages of learning. His theory focuses not only on
understanding how children acquire knowledge, but also on
understanding the nature of intelligence.
4 Stages of Cognitive Development:
• Sensorimotor stage
• Preoperational stage
• Concrete operational stage
• Formal operational stage
DEVELOPMENT

3. Ethology – Evolutionary and Socio-biological
Ethology is a branch of knowledge dealing with human
character and with its formation and evolution. Genetics and
adaptation are two interacting factors that explains human
development.
DEVELOPMENT

a. Konrad Lorenz, Austrian zoologist; founder of modern
ethology; discovered how animals are able to develop
behavioral patterns which have adaptive values for one’s
survival. (reflexive reactions)
b. Attachment Theories, children develop a sense of
emotional bond with the immediate caregiver, most
especially to mothers; the ability to initiate, sustain, and
end social relationships are based on quality of initial
relationship the mother has established.
DEVELOPMENT

4. System Approach
Views that human person is a product of interaction of
nature and nurture.
a. The Contextualism Theory of Richard Lerner
b. The Ecological System Theory of Urie Bronfenbrenner
DEVELOPMENT

a. The Contextualism Theory of Richard Lerner
Richard Lerner, an American researcher, conceptualized the
basic process of development as relational in character, that is, as
involving associations between the developing individual and his or
her complex and changing social and physical context, or ecology.
(plasticity)
DEVELOPMENT

b. The Ecological System Theory of Urie Bronfenbrenner
Urie Bronfenbrenner, Russian-born American psychologist.
views child development as a complex system of relationships
affected by multiple levels of the surrounding environment, from
immediate settings of family and school to broad cultural values,
laws, and customs.
4 systems that work in the development of a child.
• Microsystem
• Mesosytem
• Exosystem
• Macrosystem
DEVELOPMENT

4 systems that work in the development of a child:
Microsystem
Composed of the changes that take place within the individual
Mesosytem
Constitutes the immediate environment of a developing child who
has a direct influence to the child (parents, neighbors, friends,
teachers)
Exosystem
Composed of social institutions that may have indirect impact
onto the child (school policies, mass media, other agencies)
Macrosystem
Is sociological, political, cultural, and economi cin nature that
when modified, may have impact on the development of the child.
DEVELOPMENT

Module-1-Nature-and-Principles-of-Develpment.pptx

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