CHILD AND ADOLESCENT 4.

Development and  Pre-natal Period (from

Individual Differences. conception to birth) - It
LEARNER-CENTERED Learning is a unique journey for involves tremendous growth-
PSYCHOLOGICAL PRINCIPLES each person. from a single cell to an organism
5. Situation or context. Learning complete with brain and
The following 14 psychological happens in the context of a society behavioral capabilities.
principles pertain to the learner as well as within individual.
and the learning process.  Infancy (from birth to 2
1. Cognitive and HUMAN DEVELOPMENT: years) – A time of extreme
Metacognitive Factors MEANING, CONCEPTS AND dependence on adults.
2. Motivational and Affective APPROACHES  Early Childhood (
Factors 3 to 5 years) - These are the
3. Development and Social Two approaches to human preschool years.
Factors development
4. Individual Difference  Traditional  Middle and Late Childhood
Factors  Paul Baltes (Santrock, 2002), (6- 12 years) – The
an expert in life-span fundamentals skills of reading,
Cognitive and Metacognitive development, gives the writing and arithmetic are
Factors following characteristics: mastered.
1. Nature of the learning process
2. Goals of learning process 1. Development id lifelong. It  Adolescence (13- 18 years)
3. Construction of knowledge does not end in adulthood. – Begins with rapid physical
4. Strategic thinking 2. Development is plastic. changes.
5. Thinking about thinking Plasticity refers to the potential for
6. Context of learning change.  Early Adulthood (19-29
3. Development is years) – It’s a time of
Motivational and Affective multidimensional. Development establishing personal and
Factors consists of biological, cognitive, economic independence,
7. Motivational and emotional and socio-emotional dimensions. career development, selecting
influences on learning Development as a process is a mate.
8. Intrinsic motivation to learn complex because it is the
9. Effects of motivation on effort product of biological,  Middle Adulthood (30-60
cognitive and socio- years) – It’s a time of
Developmental and social economical processes expanding personal and social
Factors (Santrock, 2002). involvement and responsibility.
10. Developmental influences on  Development is relatively
learning orderly.  Late Adulthood (61 years
11. Social influences on learning o Proximodistal pattern and above) – It’s a time for
o Cephalo-caudal pattern adjustment to decreasing
Individual Differences  Development takes place strength and health, life
12. Individual differences in gradually. review, retirement, and
learning 4. Development is adjustment to new social roles.
13. Learning and diversity contextual. Individuals are
14. Standards and assessment changing beings in changing Robert Havighurst defines
world. developmental as one that
Alexander and Murphy gave 5. Development involves arises at a certain period in our
summary of the 14 principles growth, maintenance, and life.
and distilled them into five regulation. Growth,
areas: maintenance and regulation are ISSUES ON HUMAN DEVELOPMENT
1. The knowledge base. One’s three (3) goals of human
existing knowledge serves as development.  Development is not all nature or
the foundation of all future all nurture, not all continuity or
learning. THE STAGES OF discontinuity and not all stability
2. Strategic processing and DEVELOPMENT AND or all change (Lerner, 1998 as
control. Learners can develop DEVELOPMENTAL TASKS quoted by Santrock, 2002).
skills to reflect and regulate
their thoughts and behaviors in There are 8 developmental  The key to development is the
order to learn more effectively stages given by Santrock. interaction of nature or nurture
(metacognition). rather than either factor alone
3. Motivation and affect. The developmental tasks (Rutter, 2001 as quoted by
Factors such as intrinsic (Santrock, 2002) Santrock, 2002)
motivation, reasons for wanting
to learn.
 Without genes, there is no  Ethical Principles
person;; without environment, 1. Ethical standards of the
there is no person (Scarr and American Educational Research
Weinberg,1980, quoted by Association
Santrock, 2002) 2. Ethical Standards for
Research with Children- Society
for Research in Child
Development (USA)
3. Standards of the American
Psychological Association
Concerning Research
RESEARCH IN CHILD AND
ADOLESCENT DEVELOPMENT  The Data Privacy Act of 2012
(R.A. 10173) - this law was
 Teachers as Consumers/End passed in the Philippines in 2012
Users of Research- Research “to protect the fundamental
gives teachers also policy- human right of privacy of
makers important knowledge to communication while ensuring
use in decision-making for the free flow of information to
benefit of learners and their promote innovation and
family. growth”.

 Teachers as Researchers- It is  Impact of Teachers’

for students and teachers, too. Research Involvement on
Let us learn how to conduct Teachers
research methods and designs 1. Teachers may become more
with focus on child and reflective, more critical, and
adolescent development. analytical in their teaching.
2. Teachers become more
 The Scientific Method- deliberate in their decision-
Dewey gave us 5 steps of making and actions in the
the scientific method: classroom.
1. identify and define the 3. Teachers research develop
problem the professional dispositions of
2. determine the hypothesis lifelong learning, reflective and
3. collect and analyse data mindful teaching.
4. formulate conclusions 4. It may lead to rethinking and
5. apply conclusion to the reconstructing what it means to
original hypothesis be a teacher or teacher
educator.
 Research Designs- Researches 5. Potential to demonstrate to
that are done with high level of teachers and prospective
quality and integrity provide us teachers that learning to teach
with valuable information about is inherently connected to
child and adolescent learning to inquire.
development.
1. Case Study
2. Correlational Study
3. Experimental
4. Naturalistic Observation
5. Longitudinal
6. Cross-sectional
7. Sequential
8. Action Research

 Data-Gathering Techniques
1. Observation
2. Physiological Measures
3. Standardized
4. Interviews and
Questionnaires
5. Life-History Records