ED 111: The Child and Adolescent Learners and Learning Principles

1. VMGO
CTU as a premier, inclusive, globally - recognized research and innovation, smart, community
responsive, and sustainable technological university
2. In CTU’s Mission, what kind of degree programs shall the University provide? Leading-edge
3. One of the University’s Goals is to lead in the fundamental change in the way we live, work and
relate to one another and by extraordinary technological advances. What do you call this
advancement in technology? Fifth Industrial Revolution
4. What do you call students studying at CTU? Technologist
5. (5 - 6.) What does CTU-PIES stands for? Commitment, Transparency , Unity, Patriotism, Integrity,
Excellence, Spirituality
6. (7-8.) Give two graduate attributes.
- Highly Skilled Individual
- Ethically-Imbued Professional
- Service Oriented
- Effective Communicator

COURSE DESCRIPTION

This course focuses on child and adolescent development with emphasis on current research and theory
on biological, linguistic, cognitive, social, and emotional dimensions of development. Further, this
includes factors that affect the progress of development of the learners and shall include appropriate
pedagogical principles applicable for each developmental level of the learners.

DEFINITION OF TERMS

1. Adolescence - Described as the period/ phase in life when an individual is no longer a child, but
not yet an adult.
2. Child Development - Includes various processes that every child goes through. It involves
learning and mastering skills like sitting, walking, talking, skipping, and tying shoes.
3. Child - Every human being below the age of eighteen years or those over but are unable to fully
take care of themselves or protect themselves from abuse, neglect, cruelty, exploitation or
discrimination because of a physical or mental disability or condition.
4. Learning Principles - These are statement of generalizations that are proven to be sufficiently
reliable and are to be taken into considerations when making decisions on how children learn at
various stages and ages in the lifespan.
5. Adolescent Development - Includes the various changes that adolescents go through such as
physical, emotional, intellectual and social.
6. Development - Defined as changes which lead to qualitative reorganizations in the structure of a
behavior, skill or ability
7. Growth - Defined as the quantitative changes that can be measured. It is the progressive
increase in the child’s size or body parts or the maturation of tissues or organs.
8. Adolescents - Individuals in the 13-18 year age group
9. Learning - The process that results in a behavioral change in the individual.
10. Maturation - The process where the individual learns to react to situations in an appropriate
manner.
 ED 111: The Child and Adolescent Learners and Learning Principles

Difference between Maturation and Learning

PERIODS/STAG ES OF DEVELOPMENT

Havighurst’s Developmental Tasks During the Life Span

 ED 111: The Child and Adolescent Learners and Learning Principles

A developmental task is an activity which arises at or about a certain period in the life of the individual.
It is an ability to master certain essential skills and acquire approved patterns of behavior at various
stages.

It provides teachers and parents awareness of whether the child, being early or late or on time with
regards to a given tasks.

Infancy and Early Childhood ( 0-5 years old)

 Learning to take solid foods

 Learning to walk
 Learning to talk
 Learning to control the elimination of body wastes
 Learning sex differences and sexual modesty
 Getting ready to read
 Learning to distinguish right and wrong and beginning to develop a conscience

Middle Childhood ( 6-12 years old)

 Learning physical skills necessary for ordinary games

 Building a wholesome attitude toward oneself as a growing organism
 Learning to get along with age-mates
 Beginning to develop appropriate masculine or feminine social roles
 Developing fundamental skills in reading, writing, and calculating
 Developing concepts necessary for everyday living
 Developing a conscience, a sense of morality, and a scale of values
 Developing attitudes toward social groups and institutions
 Achieving personal independence

Adolescence ( 13-18 years old)

 Achieving new and more mature relations within age-mates of both sexes
 Achieving a masculine or feminine social role
 Accepting one’s physique and using one’s body effectively
 Desiring, accepting, and achieving socially responsible behavior
 Achieving emotional independence from parents and other adults
 Preparing for an economic career
 Preparing for marriage and family life
 Acquiring a set of values and an ethical system as a guide to behavior – developing an ideology

Early Adulthood ( 19-29 years old)

 Getting started in an occupation

 Selecting a mate
 Learning to live with a marriage partner
 Starting a family
 Rearing children
 Managing a home
 ED 111: The Child and Adolescent Learners and Learning Principles

 Taking on civic responsibility

 Finding a congenial social group

Middle Adulthood ( 30-60 years old)

 Achieving adult civic and social responsibility

 Assisting teenage children to become responsible and happy adults
 Developing adult leisure, time activities
 Relating oneself to one’s spouse as a person
 Accepting and adjusting to the physiological changes of middle age
 Reaching and maintaining satisfactory performance in one’s occupational career
 Adjusting to aging partners

Late Maturity /Late Adulthood / Old Age ( 61 and over)

 Adjusting to decreasing physical strength and health

 Adjusting to retirement and reduced income
 Adjusting to death of spouse
 Establishing an explicit affiliation with members one’s age group
 Establishing satisfactory physical living arrangements
 Adapting to social roles in a flexible way

Purposes of Developmental Tasks

For individual

 They are guidelines that enable individuals to know what society expects of them at given ages.
 Developmental tasks motivate individuals to do what the social group expects them to do at
certain ages during their lives.
 Developmental tasks show individuals what lies ahead and what they will be expected to do
when they reach their next stage of development.

For teachers

 Helps the teacher to teach and assist the learners in achieving developmental milestones.
 Give guidelines on the use of appropriate methodology and strategies fitted to the
developmental tasks of the learners.
 Help support the child in his education by finding for possible problems around achieving age-
appropriate skills and behaviors.
 Use the understanding to make assessments about the behavior of the child in the classroom.

General Characteristics from Prenatal to Adolescence

1. PRE-NATAL (Outset of fertilization to birth)

 The period of gestation, the period of pregnancy
 Takes place for 9 months or 280 days
 This is the period where remarkable growth takes place –from a single-celled organism to a
complete human being endowed with behavioral capabilities and a brain that is distinct
from other forms of animals. (Santrock’s 2016)
 ED 111: The Child and Adolescent Learners and Learning Principles

 The age when hereditary endowments and sex are fixed and all body features are developed
(both external and internal).
2. INFANCY (from birth to about 18 months)
 The shortest of all developmental periods
 Is divided into 2 periods: a period of partunate (from birth and 30 minutes after birth) and
period of the neonate from the cutting of the umbilical cord to second week of life
 The period of radical adjustment, the time when the child is adjusting from its new
environment outside the womb of the mother such as breathing, sucking, swallowing, and
waste elimination on its own.
 A plateau in development is caused by the lack of progress in growth due to the sudden
change in the environment.
 A preview of later development that provides a clue as to what to expect later on.
 A hazardous period because of difficulties of making necessary adjustments.
3. EARLY CHILDHOOD (Two to 5 years old)
 Preschool age since this is the period when they will be enrolled in daycare centers or
nursery or kindergarten schools
 Age of independence
 The time when the child developed language sufficiently to express himself purposively and
his entrance to the school
 The period of increased physical vigor and muscular control
 Rote memory is functioning excellently where they quickly recall information by repetition
 The stage of imitative plays and love listening to stories they like
 The problem or troublesome age is evident by their stubbornness, disobedience pessimism,
and antagonism
 The toy age where they spend most of their waking time playing with toys
 Pre-gang stage, the time when they learn the foundations of social behavior that will
prepare them for the more highly organized social life required to adjust to when they enter
first grade
 Exploratory age, when they want to know what his environment is
 Imitative age, tends to follow what others are doing and saying
 Creative age, use of improvise toys
 Questioning age, asks endless questions
4. MIDDLE CHILDHOOD (Six to nine years)
 Designated as the primary school period
 Physical growth is slower
 Achieving a sufficient degree of maturity to enable him to profit from formal education
 A critical stage in development since the child moves from home to school they are learning
to make adjustments, learning to accept the authority of the teacher in place of the parents,
and learning to accept discipline as a necessary component of school life and assume
responsibilities in school
 Attain satisfaction in doing things for himself
 Readiness to learn involves proper physical, mental and emotional development, adequate
experiential background, and interest or willingness to learn
 Enjoys stories of children of their own age where experiences are similar to their own
 ED 111: The Child and Adolescent Learners and Learning Principles

 He is interested in reading about child life in other lands and retains his interest in fairy tales
 Interest in comics begins as soon as the child can read
 Learn a great deal from other children as well as from adults, in both didactic and
cooperative learning situations
 Period of great activity, there is an increasingly steady gain in coordination and control of
the fine muscle
 Have trouble reasoning about abstract and hypothetical questions
5. LATE CHILDHOOD (10-12 years)
 Learning essential skills both curricular and extra-curricular
 The real formative period, marked by individualism, growing independence, and self-
assertion
 The time when fundamentals of teamwork and cooperation are learned
 The period of competitive socialization, wants to engage in competitive team sports
 The troublesome age, are engage in fights and are not willing to do what they are told to do
 Gang age, major concern is acceptance by their age-mates and membership in a gang
 Play age, the peak of play activities since more time is devoted to play
 Critical stage in the achievement drive, a time when they form the habit of being achievers,
underachievers or overachievers
 The sloppy age, the time when children tend to be careless with their physical appearance
6. ADOLESCENCE (Thirteen to eighteen years )
 Is generally designated as the high school years
 Follows an orderly sequence or pattern of development
 Is referred to as the transition period from childhood dependence to assumption of adult
activities and responsibilities
 The period of change in behavior and behavior and so with its physical features
 A dreaded age-a period where abnormal behaviors are displayed like rudeness in speech,
moodiness, swearing, demanding money, negative characteristics
 A problem age- experience problems in coping with new roles and in solving problems due
to lack of experience
 A time of the search for identity-are no longer satisfied to be like their peers in every respect
 The threshold of adulthood-begin to display behavior associated with adult status such as
smoking, drinking, using drugs, and engaging in sex
 Rebellious against requirements and prohibitions
 Seek reassurance from their own age group
 Snub persons outside their clique
 Unsure of oneself
 Unproductive but creative
 More reckless, less considerate of others, rude in speech, more secretive, moodier, more
vocal in demanding for money
 3 A’s of happiness in Adolescence
1. Acceptance 2. Affection 3. Achievement

Domains of Development
 ED 111: The Child and Adolescent Learners and Learning Principles

1. Physical Development: Changes in body size, proportions, appearance, functioning of body

systems, perceptual and motor capacities, and physical health.
2. Cognitive Development: Changes in intellectual abilities, including attention, memory, academic
and everyday knowledge, problem-solving, imagination, creativity, and language.
3. Social-emotional Development: Changes in the ways we connect to other individuals and
express and understand emotions. Changes in emotional communication, self-understanding,
knowledge about other people, interpersonal skills, friendships, intimate relationships, and
moral reasoning and behavior.
4. Language Development: -Refers to elements of expression and articulation in communication.
Infants understand words before they can say them. In other words, comprehension precedes
the production of language. Children differ enormously in the rate at which they develop
language. Children move through stages of language development, but there is a good deal of
variability from child to child in the age at which each stage appears.

CONTEXTS OF DEVELOPMENT (Hallahan, Kauffman, Levine And Munsch, 2016)

Context refers to all the settings in which development occurs.

CHARACTERISTICS OF HUMAN DEVELOPMENT IN THE LIFE-SPAN PERSPECTIVE (SANTROCK, 2016)

1. Development is lifelong. It is continuing through life. No age period dominates in development.

2. Development is multidimensional. It consists of biological, cognitive and socio-emotional
dimensions. Each dimension has several components. Changes in one dimension also affect
development in the other dimensions.
Ex. A seven-year old child was hospitalized with a severe allergic reaction. His parents
rarely visited him. After his hospital stay, he was never the same happy baby. He
became withdrawn and unresponsive.
3. Development is multidirectional. Throughout life, some dimensions or components of a
dimension expand while others shrink.
For example, when one reaches adolescence, his/her romantic relationship is
established while relationship with friends decreases.
4. Development is plastic. The capacity to change. A ten year old shy child may improve his social
skills through exposure to group activities.
5. Development is contextual. All development occurs in a context or setting. Contexts include
families, schools, peer groups, churches, cities, neighborhood, countries and so on. Each of
these settings is influenced by historical, economic, social and cultural factor. Context changes
like individuals.

Three types of Influences as a result of change

a) Normative age-graded influences - are similar for individuals in a particular age group.
These include biological processes such as puberty and menopause. They also include
socio-cultural, environmental process such as beginning of formal education (usually at
about 6 in most cultures).
b) Normative history-graded influences - are common to people of a particular generation
because of historical circumstances. Include economic, political and social upheavals
such as civil rights and women’s rights movements of the 1960’s and 1970’s.
 ED 111: The Child and Adolescent Learners and Learning Principles

c) Non-normative life events - Are unusual occurrences that have a major impact on the
individual’s life. Examples include the death of a parent when a child is young,
pregnancy in early adolescence.
6. Development is multidisciplinary. Psychologists, sociologists, anthropologists, neurologists and
medical researchers all share an interest in unlocking the mysteries of development through the
life span.
7. Development Involves Growth, maintenance and Regulation of Loss. The mastery of life often
involves conflicts and competition among three goals of human development; growth,
maintenance and regulation of loss.
8. Development is a co-construction of biology, culture and the individual. Development comes
from biological, cultural and individual factors influencing each other.

ISSUES ON HUMAN DEVELOPMENT

1. Nature versus Nurture - Which has a more significant influence on human development? Nature
or nurture? Nature refers to an individual’s biological inheritance. Nurture refers to
environmental experiences.
2. Continuity versus Discontinuity- Does development involve gradual, cumulative change
(continuity) or distinct changes ( discontinuity). To make it more concrete, here is a question: 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?
3. Stability versus 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 in development?