The Child and Adolescent Learner and Learning
Principles
The Philippine Professional Standards for
Teachers
- shall be used as a basis for lecturer to make sure
that lecturers square measure properly equipped to
effectively implement the K to 12 Program.
- enumerates the standards of a novice, proficient,
highly proficient, and distinguished lecturers.
- Two square measure as of the PPST are
highlighted during this module,
A. Domain 2: Learning Setting
B. Domain 3: Diversity of Learners
Development
- Pattern of biological, psychological feature and
socio emotional changes that begins at conception
and continues throughout the life.
- A progressive series of changes that occur as a
result of maturation and experience;
- It implies qualitative change
- Follows a definite and predictable pattern.
- Each phase of development has hazards.
- Aided by stimulation.
According to Lindenberger and Staudinger:
Development is
A. Multidimensional
B. Lifelong
C. Multidirectional
D. Multicontextual
Human development
- Physical, cognitive, and sufferer social
development of humans throughout the life.
Growth
- Physical changes that occur from conception to
maturity.
Aging
- Expounded to growth in an exceedingly
biological sense is that the deterioration or
organisms (including human beings) that leads
inevitably to death.
Maturation
- Biological evolution of a private per an
inspiration contained within the genes (the
hereditary characteristics).
Learning
- The method through that expertise brings
regarding comparatively permanent changes in
thoughts, feelings, or behaviour.
Setting
- An integral conception to development.
- All or any the external physical and social
conditions and events which will have an effect on
us from jammed quarters to stimulating social
interactions.
The comprehensive analysis of human growth and
development shows the interrelationships of the
physical, psychological feature and sufferer social
as a posh method.
Areas of Development
1. Physical Development
Growth: Involves growth and changes within the
body and brain.
Development: The method by that the kid
develops his or her bodily function skills. (Brain
development).
2. Cognitive Development
Development:
- The construction of thought processes as well as
memory, drawback-solving, and deciding from
childhood through adolescence to adulthood.
- Involves learning, attention, memory, language,
thinking, reasoning, and ability.
- Infants and toddlers language development
3. Psychosocial Development
Development:
- Refers to the method by that a baby learns to act
with others around them
- Involves emotions, temperament, shallowness,
and relationships.
- Developmental problems with family, friends,
parenting, romance, divorce, remarriage.
Four principles of human development
1. Physical
2. Cognitive
3. Social
4. Emotional
Eight stages of human development
1. Prenatal
Age Period: Conception to birth
Major Features: Physical development
2. Infancy
Age Period: Birth at purpose in time to regarding
eighteen months
Major Features: Locomotion established;
rudimentary language; social attachment
3. Early Childhood
Age Period: About eighteen months to regarding 6
years
Major Features: Language well-established; sex-
typing; cluster play; ends with readiness for
schooling
4. Late Childhood
Age Period: About 6 to regarding thirteen years
Major Features: Many psychological feature
processes become adult except in speed of
operation, and term play
5. Adolescence
Age Period: About thirteen years to regarding
twenty years
Major Features: Begins with pubescence, ends at
maturity, attainment of the only level of
information, independence from parents; sexual
relationships
6. Young Adulthood
Age Period: About twenty to regarding forty five
years
Major Features: Career and family development
7. Midlife
Age Period: About 45 to regarding sixty 5 years
Major Features: Career reaches the only level;
self-assessment' "empty nest" crisis; retirement
8. Late Life
Age Period: About sixty five years to death
Major Features: Enjoys family achievements;
dependency; widowhood; poor health.
The lifetime perspective is outlined as human
development determined by multiple aspects and
frameworks.
1. By aspects, we have a tendency to and talking
regarding all of the range that goes with life, from
faculty, socioeconomic standing, genetics, and
everything else.
2. With frameworks, we have a tendency to and
talking regarding however we have a tendency to
perceive the various aspects.
7 Characteristics of Life Views
1. Development is womb-to-tomb
- It's a womb-to-tomb method as a result of no age
dominates development. Early adulthood isn't the
tip of development.
2. Development is multi-directional
- Humans amendment in several directions. We
have a tendency to could show gains in alternative
areas of development (physical, cognitive, and
psychosocial).
3. Development is third-dimensional
- The 3 areas of development are the
psychological feature, biological, and socio-
emotional dimensions.
4. Development is multidisciplinary
- The study of human development needs analysis
ways, theory, and knowledge domain of the many
tutorial fields.
5. Development is characterized by physical
property
- Physical property refers to the capability to vary
in response to positive or negative experiences.
6. Development is influenced and formed by - Discontinuity theories image the course of
historical and cultural context development as a lot of sort of a series of support
steps, every of that elevates the individual to a
- An individual's development is influenced and
brand new level of functioning.
tormented by the history and culture he or she
grew up in. 2 varieties of Changes
7. Development involves growth, maturation, and A. Quantitative Changes are changes in
regulation degree and indicate continuity (an
individual becomes taller, is aware of a lot
- The 3 goals of human development are growth,
of vocabulary words, or interacts with
maturation, and regulation.
friends a lot of or less frequently)
Basic Problems in Understanding Development B. Qualitative Changes are changes within
the kind and recommend discontinuity-
1. Assumptions regarding attribute changes that create the individual
a) Original Sin: philosopher represented essentially completely different in a way
youngsters as inherently egotistical and than he or she was before (a nonverbal
dangerous. babe into a speaking tot, or a prepubescent
b) Inherently Good: Jean Jacques Rousseau kid into a sexually mature adolescent).
argued that youngsters were innately 5. Generality and Contextuality
smart, that they were born with AN
intuitive understanding of right and wrong. - The extent to that organic process changes are
c) Tabula Rasa: Locke maintained that AN common to everybody (universal) or completely
babe could be a tabula rasa, or a blank different from person to person (context- specific).
slate waiting to be written on by his or her
own experiences. Philosopher believed
that youngsters were neither innately smart OBE is a process of curriculum designing,
nor dangerous. teaching, learning and assessment that focuses on
what students can actually do after they are taught.
2. Nature and Nurture
- Nature refers to the behavior and characteristics
manifested due to the influence of biological
forces.
- Nurture refers to the influences led to by the
exposure to the surroundings.
- Philosophers like Plato and Descartes supported
the concept that some concepts are inborn.
- Thinkers like Locke argued for the thought of
tabula rasaa belief that the mind could be a blank
slate at birth, with expertise determinative our
information.
3. Activity and Passivity
- Some theorists believe that youngsters are Life is a phenomenon based on the strictly
curious, active being, and were formed by their regulated alternation of selective and nonselective
surroundings through exploration within the world transcription of DNA and RNA.
around them since the terribly real sense
orchestrate their development.
4. Continuity and Separation
John B. Watson
- Watson's behaviorist theory focused not on the
internal emotional and psychological conditions of
people, but rather on their external and outward
behaviors. Lev Vygotsky
- He believed that a person's physical responses
provided the only insight into internal actions.
Ivan P. Pavlov
- Ivan Pavlov was a Russian physiologist best
known in psychology for his discovery of classical
conditioning.
- During his studies on the digestive systems of
dogs, Pavlov noted that the animals salivated
naturally upon the presentation of food.
Burrhus F. Skinner
- A behaviorist, he developed the theory of
operant conditioning -- the idea that behavior is
determined by its consequences, be they
reinforcements or punishments, which make it
more or less likely that the behavior will occur Interacting Factors that Explain Human
again. Development
Edward Lee Thorndike
Genetic
- The learning theory of Thorndike represents the
original S-R framework of behavioral psychology:
Learning is the result of associations forming
between stimuli and responses. Such associations Adaptation
or “habits” become strengthened or weakened by
the nature and frequency of the S-R pairings.
Attachment Theories
Jean Piaget
1. John Bowlby
- His contributions include a stage theory of child
cognitive development, detailed observational - The caregiver provides safety and security for
studies of cognition in children, and a series of the infant. Attachment is adaptive as it enhances
simple but ingenious tests to reveal different the infant’s chance of survival.
cognitive abilities.
2. Mary Ainsworth
Schema - is a cognitive framework that helps
Three Kinds of Attachment Styles
organize and interpret information in the world
around. 1. Secure are easily soothed by the
Assimilation - taking in new information and attachment figure when upset. Infants
fitting it into existing schemas. develop a secure attachment when the
Accommodation - changing and revising existing caregiver is sensitive to their signals, and
schema in face of new experiences or new responds appropriately to their needs.
information. 2. Insecure ambivalent 
Albert Bandura Motivation
 Retention

- Infants are associated with inconsistent

primary care. Sometimes the child's needs
and met, and sometimes they are ignored
by the mother / father.

3. Avoidant children think themselves

unworthy and unacceptable, caused by a
rejecting primary caregiver.

3. Melanie Klein
- Building of prototypical relationships through
nipple experience.
This is whether the nipple is generous or
otherwise.
Urie Bronfenbrenner
Ecological Systems Theory

1. Microsystem: Immediate environments (family,

school, peer group, neighborhood, and childcare
environments)
2. Mesosystem: A system comprised of
connections between immediate environments
(i.e., a child’s home and school)
3. Exosystem: External environmental settings
which only indirectly affect development (such as
parent's workplace)
4. Macrosystem: The larger cultural context
(Eastern vs. Western culture, national economy,
political culture, subculture)
Richard Lerner
- Adapting the principle of epigenesist.
- Argued that the sequence and the outcome of
development is rather probable than certain.