CHAPTER 1

August 2020

Objectives:

1.Define the terms childhood and adolescent

2. Identify pertinent provisions on the rights of children and young persons

3.Describe and analyze situation of Filipino children and adolescents

THE CHILD AND ADOLESCENT LEARNERS

CHILDHOOD

- time or state of being a child

- the early stage in the existence or development of something from a historical perspective, it is
an evolving series of steps, usually constant, towards adulthood shaped by an extensive array of
forces and ideas, that range from ethnicity to class, from region to religion and from gender to
politics.

-Childhood connotes a time of innocence, where one is free from responsibility but vulnerable

to forces in his environment.

-It suggests a period where one enjoys closeness with parents and shared expectations.

ADOLESCENCE

-Latin adolescentia, from adolescere, “to grow up”

-the period of psychological and social transition between childhood and adulthood

-As a modern cultural and social phenomenon” adolescent” and “teenager” are synonyms

- The transitional stage of human development in which a juvenile matures into an adult. The
transitional involves biological, social, and psychological changes.

As a modern cultural and social phenomenon “adolescence” and its end-points are not tied to
physical milestones. The word is derived from the Latin noun dolor meaning “pain”.
- it is the stage where the person experience dramatic changes in the body along with
developments in his psychology and career.

-between the early childhood and teenage years is preteen.

The ages of adolescence vary by culture. The World Health Organization (WHO) defines
adolescence as the period of life between 10 and 19 years of age. In the US for example,
adolescences is the period that begins between ages 12 and 14 and ends at 19 or 20.

A teenager or teen is a person whose age is a number ending in “teen” someone from the age of
13 to 19.

THE RIGHTS OF CHILDREN AND YOUNG PERSONS

II. The Rights of Children and Young Persons

Presidential Decree no. 603 dated December 10, 1974 listed down the Rights of Children and
Young Persons or Child and Youth Welfare of code

The provisions of the Code regarding such rights are as follows:

All children shall be entitled to the rights herein set forth without distinction as to legitimacy or
illegitimacy, sex, social status, religion, political antecedents, and other factors

THE RIGHTS OF CHILDREN AND YOUNG PERSONS

1.Every child is endowed with dignity and worth of a human being from the moment of his
conception, as generally accepted in medical parlance, and has therefore, the right to be born
well.

2. Every child has the right to a wholesome family life that will provide him with love, care and
understanding, guidance and counselling, moral and material security.

3. Every child has the right to a well- rounded development of his personality to the end that he
may become a happy, useful, and active member of society.

4. Every child has the right to a balanced diet, adequate clothing, sufficient shelter, proper
medical attention, and all basic physical requirements of a healthy and vigorous life.
5. Every child has the right to be brought up in an atmosphere of morality and rectitude for the
enrichment and the strengthening of his character.

6. Every child has the right to an education commensurate with his abilities and to the
development of his skills for the improvement of his capacity for service to himself and his
fellowmen.

7. Every child has the right to full opportunities for safe and wholesome recreation and activities,
individual as well as social, for the wholesome use of his leisure hours.

8. Every child has the right to protection against exploitation, improper influences, hazards, and
other conditions or circumstances prejudicial to his physical, mental, emotional, social, and
moral development.

9. Every child has the right to live in a community and a society that can offer him an
environment free from pernicious influences, and conducive to the promotion of his health and
the cultivation of his desirable traits and attributes.

10. Every child has the right to the care, assistance and protection of the state, particularly when
his parents or guardians fail or are unable to provide him with his fundamental needs foe growth,
development, and improvement.

11. Every child has the right to an efficient and honest government that will deepen his faith in
democracy and his inspire him with the morality of the constituted authorities both in their public
and private live.

12.Every child has the right to grow up as a free individual, in an atmosphere of peace,
understanding, tolerance, and universal brotherhood and with the determination to contribute his
share in the building of a better world.

THE STATE PARTIES TO THE CONVENTION SHALL:

A. Respect and ensure the rights to each child within their jurisdiction without discrimination of
any kind, irrespective of the child’s parents or his or her legal guardian’s race, color, sex,
language, religion, political opinion, national, ethnic or social origin, property, birth or other
status (Article 2.1)
B. Register the child immediately after birth and have the right from birth to a name, nationality,
and right to know and be cared for by his parents.(Article 7:1)

C.Ensure that a child shall not be separated from his/her parents against his will, except when
separation is necessary for the best interest of the child after having been determined by judicial
review. (Article 9:1)

D. Respect the rights of the child to freedom of thought, conscience, and religion. (Article 14:1)

E. Recognize the rights of the child to freedom of association and peaceful assembly. (Article
15:1)

F. Not subject that the child to arbitrary or unlawful interference with his or her privacy, family,
home, or correspondence nor to unlawful attacks on his honor and reputation (Article 16:1)

G. Recognize the important function of mass media and ensure that the child has access to
information/ material from a diversity of national and international sources. (Article 17:a,b)

H. Ensure recognition both parents have common responsibilities for the upbringing and
development of the child. (Article 18:1)

I. Take all appropriate legislative, administrative, social and educational measures to protect the
child from all forms of physical or mental violence, injury or abuse, neglect, maltreatment, and
exploitation. (Article 9:1)

J. Provide assistance to a child temporarily deprived of family environment. (Article 20:1)

K. Permit a system of adoption that shall ensure that the best interests of the child shall be
paramount consideration (Article 26:1)

L. Recognize for every child the right to benefit from social security (Article 26:1)

M. Recognize the right of the child to education with a view to achieving this right progressively
and on the basis of equal opportunity.

N. Recognize the right of the child to be protected from economic exploitation and from
performing any work that is likely to be hazardous or to interfere with the child’s education.
(Article 32:1)
PROBLEMS:

 Young children who are beaten black/blue by parents/relatives rendering them incapable
to walk or even talk straight.
 Children who have become victims of sexual or physical abuse, child labor, malnutrition,
parental neglect, ending up roaming the streets of Metro Manila.
 The sight of street children knocking on car windows, selling sticks of cigarettes and
sampaguita garlands, smack of the many faces of poverty and the stark reality of the
plight of the abandoned children.

Address to the Problem

 There are youth-oriented programs/projects sponsored by NGOs and other private and
public entities primarily put up to help the Filipino child.
 TV Networks are also instrumental in educating the youth through series of
documentaries on child abuse and child exploitation.
 The child advocacy has been an on-going project of the media, as they feature stories on
youth education and youth welfare.

MERLINA R. HERNANDO

Described the alarming situation of the Filipino child which is visible in numerous
studies conducted and which showed that in the Philippines, over four million children are
victims of child labor and half of them are exposed to hazardous conditions.to edit text

CHILDREN'S HOUR

One project that had its beginning as early as 1999. It has called on individuals and companies
to donate an hour of their earnings in support to programs for the welfare and development of the
child and the youth.

PHYSICAL AND MOTOR DEVELOPMENT OF CHILDREN AND ADOLESCENTS

OBJECTIVES:

1. Identify the physical and motor development in childhood and adolescence.

2.Describe brain development during childhood and adolescence.

3. Give factors affecting development

4. Differentiate exceptional development in terms of: physical and sensory disabilities, attention
deficit hyperactivity disorders

EARLY CHILDHOOD

MIDDLE CHILDHOOD

ADOLESCENCE

EARLY CHILDHOOD

Age range: 2 to 6 years

Known to us as “preschool age”

Physical development in children follows a directional pattern.

Physical Development during Early Childhood

 The center of the body develops before the outer regions.Muscles located at the core of
the body become stronger and develop sooner than those in the feet and hands.
 Development goes from the top down, from the head to the toes.This is why babies learn
to hold their heads up before they learn how to crawl.
 The rapid increase in body size of the first two years tapers off into a slower growth
pattern. On average, children add 2 to 3 inches in height and about 5 pounds in weight
each year. Boys continue to be slightly larger than girls.
 Large muscles develop before small muscles.Muscles in the body's core, legs and arms
develop before those in the fingers and hands. Children learn how to perform gross (or
large) motor skills such as walking before they learn to perform fine (or small) motor
skills such as drawing.

Motor Development during Early Childhood

Gross (large) motor skills involve the larger muscles including the arms and legs. Actions
requiring gross motor skills include walking, running, balance and coordination. When
evaluating gross motor skills, the factors that experts look at include strength, muscle tone,
movement quality and the range of movement

Fine (small) motor skills involve the smaller muscles in the fingers, toes, eyes and other areas.
The actions that require fine motor skills tend to be more intricate, such as drawing, writing,
grasping objects, throwing, waving and catching.

Brain Development during Early Childhood

 Between ages 2 and 6, the brain increases from 70 percent of its adults weight to 70
percent.
 children improves in a wide variety of skills-these are physical coordination, perception,
attention, memory, language, logical thinking, and imagination.

language skills,

 left hemisphere of the brain, increase at an astonishing pace in early childhood, and they
support children’s increasing control over behaviour, also mediated by the frontal lobes.
 right hemisphere, such as giving directions, drawing pictures, and recognizing geometric
shapes, develop gradually over childhood and adolescence

MIDDLE CHILDHOOD

Age range: 6 to 12 years

Known as “Grade 1 to 6 pupils”

Physical Development during Middle Childhood

 Furthermore, both boys and girls are building muscle. Generally, children will gain 6 to 7
pounds a year each during the period. Girls tend to retain more fatty tissue than boys in
preparation for puberty.
 Children’s bodies change a lot during this development. Bones broaden and lengthen
dramatically.
 Children will grow an average of 2-3 inches taller each year throughout this stage. As
young children enter to this period, boys are generally taller than girls, but at the end of
middle childhood, the growth trend in height will reverse.
Motor Development during Middle Childhood

Gross (large) motor skills. Children are able to gain this improved control and coordination due
to increases in their flexibility, equilibrium, and agility. They also learn how to synchronize the
movement of their body's various parts, allowing for the development of smoother, more
coordinated whole-body movement routines such as are needed for participating in organized
sports.

Fine (small) motor skills middle-childhood-aged children show dramatic improvements with
their penmanship. Their artistic ability can truly begin to shine during this period as they also
develop the ability to draw complex and detailed pictures incorporating depth cues and 3D
elements and they become more imaginative.

Brain Development during Middle Childhood

 The frontal lobes of the cortex show a slight increase in surface area between ages 5 and
7 due to continuing myelinization.
 The corpus callosum thickens, leading to improved communication between the two
cortical hemispheres.
 Synaptic pruning continues, and lateralization of the cerebral hemispheres increases over
the school years.
 Neurotransmitters are chemicals that permit neurons to communicate across synapses.
Secretions of particular neurotransmitters are related to cognitive performance.
 Brain functioning may also change because of an increase in androgens that occurs in
both boys and girls around age 7 to 8.

ADOLESCENCE

Adolescence is the transitional stage from childhood to adulthood that occurs between ages 13
and 19.

The physical and psychological changes that take place in adolescence often start earlier, during
the preteen or "tween" years: ages 9 and 12.

Physical Development during Adolescence

Two significant changes in physical development

1.Adolescent or Pubertal Growth Spurt. This refers to the rapid acceleration in height and
weight. Girls enter the rapid growth earlier than boys. Girls may begin as early as age 9 or as late
as age 12, while boys may begin as early as 12 or as late as 16.

2. Puberty. This is the emergent of primary and secondary sex characteristics, and the point
which the individual becomes physically capable of sexual reproduction.

Primary sex characteristics include development of gonads (testes for boys and ovaries for girls),
and production of sex hormones.

Secondary sex characteristics include development of body form (triangular for boys and
hourglass for girls), growth of pubic hairs, and menarche (first menstrual period for girls),
spermarche (first ejaculation of semen containing ejaculate for males) and penis growth for boys.

Motor Development during Adolescence

Fine (small) motor skills

Gross (large) motor skills

Gross and fine motor skills improve continuously during adolescence. Adolescents can
do more complex and strenuous activities compare when they were in their middle childhood.

Brain Development during Adolescence

 Frontal lobes, responsible for reasoning and problem solving, develop.

 Synaptic growth spurts most in temporal and parietal lobes.
 Synaptic pruning occurs mostly in frontal lobes, and adolescent loses three percent matter
in frontal lobes.

ENVIRONMENT INFLUENCE ON BRAIN DEVELOPMENT

 Life Experience
 Increased Stimulation

FACTORS AFFECTING DEVELOPMENT

Maternal Nutrition during Pregnancy

During pregnancy, all women need more food, a varied diet and micronutrient supplements as
prescribed by doctor. When energy and other nutrient intake do not increase, the woman’s body
own reserves are used, leaving her weakened.

Maternal Nutrition during Lactation

Lactation places high demands on maternal stores of energy, protein, and other nutrients.

Brest milk is best for baby because it contains all the vitamins and nutrients that baby needs for
growth and development during the first six months of life.

Child Nutrition

 Pre-school children’s diet must be high in vitamins and minerals, and at this stage, an
adequate supply of calcium, iron, protein and vitamins A and B is essential.
 Pre-school children are required to have food that provides high in energy along with
foods that give vitamins and minerals because in this period, children grow fast and
become more active.

Early Sensory Stimulation

 Children under 6 years of age tend to be farsighted because their eyes have not matured
and are shaped differently from those of adults. After that age, the eyes not only are more
mature but can focus better.
 Minority of children's vision does not develop properly. About 10% of 6 years old have
defective near vision, and 7% have defective distant vision, the later number jumps to
17% by 11 years of age.

FACTORS AFFECTING GROWTH

GENETIC HISTORY

NUTRITION

EXERCISE

SLEEP
EMOTIONAL WELL BEING

MEDICAL CONDITIONS

EXCEPTIONAL DEVELOPMENT

PHYSICAL DISABILITIES

The physically handicapped have impairments that are temporary or permanent.

Crippling disabilities include the following:

a. impairment of the bone and muscle systems which affects mobility and manual dexterity
difficult and impossible as in the case of the amputees and those with severe fractures;

b. impairment of the nerve and muscle systems making mobility awkward and uncoordinated as
in cerebral palsy; and

c. deformities or absence of body organs and systems necessary for mobility like in the case of
the club-foot and paraplegics.

CAUSES OF HANDICAPS

PRENATAL FACTORS

These factors that affect normal development before and after conception virtually lasting up to
the first trimester or third trimester of life. Specifically, these includes the following:

 GENETIC OR CHROMOSOMAL ABERRATIONS

This results from blood incompatibility of the husband and wife. There is a transfer of defective
genes from parent to offspring.

 PREMATURITY

Birth of fetus is usually earlier than the ninth month of pregnancy

 INFECTION
This is caused by bacteria or virus on the fetus in the womb of the mother, the germs usually
come from highly communicable diseases like rubella and venereal diseases.

 MALNUTRITION

Insufficient in take of food nutrients necessary to sustain growth and development of fetus and
the mother.

 IRRADIATION

Pertains to the exposure of the pregnant mother to radioactive elements like x-ray.

 METABOLIC DISTURBANCES

Inability of the mother or the fetus to make use of food intake

 DRUG ABUSE

Entry of large quantities of medicines into the body thus affecting the fetus

PERINATAL FACTORS

These factors that cause crippling conditions during the period of birth.

 BIRTH INJURIES. These are injuries suffered by the newborn baby. Injury to the spine
will cause paralysis. (kernicterus)
 DIFFICULT LABOR. Hard and prolonged labor before the actual birth which interrupts
the oxygen intake of mother to fetus.
 HEMORRHAGE. Profuse bleeding of the mother during birth which might be caused
by damage of the uterus.

POSTNATAL FACTORS

These are factors causing crippling conditions after birth.

 INFECTIONS. These are caused by illness like diphtheria, typoid, meningitis,

encephalomyelitis and rickets in infants.
 TUMOR AND ABSCESS IN THE BRAIN. They destroy the brain cells connected
with movement thus impairing mobility.
  FRACTURES AND DISLOCATIONS. These are destruction of mobility organs either
through falls and other accidents causing bone fractures or dislocation
 TUBERCULOSIS OF THE BONES. TB germs are likely to attack the bones of the
very young causing crippling conditions
 CEREBROVASCULAR INJURIES. These are injuries in the head region enough to
cause brain damage
 POST-SEIZURE OR POST-SURGICAL COMPLICATIONS. These are convulsions
after the delivery of the baby which cause crippling conditions
 ARTHRITIS, RHEUMATISM. These are diseases affecting the spinal column and
muscles of locomotion at the back

SENSORY IMPAIRMENTS

In terms of severity of impairment, there are two classes of visual handicaps: visual impairment
and blindness

VISUAL IMPAIRMENT

It is visual problem that calls for specific modification or adjustments in the student's educational
programs. Major and minor alterations can be done in the instructional environment depending
upon the kind of impairment.

BLINDNESS

It is the inability of the person to see anything.

THE MOST COMMON VISUAL PROBLEMS WHICH CONFRONT STUDENTS ARE

VISUAL ACUITY PROBLEMS. THEY ARE AS FOLLOWS:

1. Reduced visual acuity - poor sight

2. Amblyopia - lazy eye

3.Hyperopia - Farsightedness

4. Myopia - nearsightedness

5.Astigmatism - imperfect vision

OTHER VISUAL IMPAIRMENTS WHICH MAY AFFECT STUDENTS ARE THE
FOLLOWING:

 Albinism - rapid, involuntary side movement of the eyeball or nystagmus

 Cataracts - the lens of the eye changes from a clear, transparent structure to a cloudy or
opaque one.
 Macular degeneration - the central part of the retina which is called macula is affected.
The remaining peripheral vision can see large objects and colors but not to read.
 Diabetic retinopathy - leading cause of new cases of blindness and characterized by
hemorrhaging of tiny vessels of the retina. As a consequence, vision is blurred or
distorted.
 Glaucoma- characterized by increased pressure within the eye, gradual loss of vision
 Retinitis Pigmentosa- inherited condition which begins with the loss of night vision and
leads to gradually decreasing peripheral vision.
 Retinopathy of prematurity (detorioration of the retina) - caused by high level of
oxygen required for survival of premature infants who would have not previously
survived.

CAUSES OF DEAFNESS

deafness is a conditioned caused by a number of factors, namely:

PRENATAL CAUSES

a. toxic conditions

b. viral diseases- mumps,influenza,rubella

c.congenital defects such as lack/closure of the external canal or even the ear

PERINATAL CAUSES

a. injury sustained during delivery such as pelvic pressure injury resulting from use of forceps
and intracranial hemorrhage

b. anoxia or lack of oxygen due to prolonged labor

heavy sedation due to overdose of anesthesia in twilight deliveries

d.blockage of the infant's respiratory passage

POSTNATAL CAUSES

a. diseases, ailments, conditions such as menigitis,external otitis (inflammation of the outer ear),
otitis media (often characterized by running, discharging ear(s) or the infection of the middle
ear), impacted or handed earwax (cerumen) which may lead to infection

b. accidents/trauma falla, head bumps, overexposure to high frequency sounds and extremely
loud explosions

OTHER CAUSE

a. heredity

b.prematurity

c. malnutrition

d. Rh factor - blood incompatibility of parents

e. overdosage of medicine

LEARNING DISBILITIES

-includes problems among children related to disorders in understanding or using spoken and/or
written language

-referred to as perceptual handicaps, brain injury, brain dysfunction, developmental aphasia and
specific sensory motor dysfunction.

The learning disabilities could be symptoms of world-wide problems - SENSORY

INTEGRATION OR SENSORY DYSFUNCTION - it refers to the ability of the individual to
process information coming from the environment and makes use the information in the process

 normal intelligence
 academic achievement deficit
 absence of other hadcapping conditions

THE DIFFERENT TYPES OF LEARNING DISABILITIES ARE:

1. dyslexia - reading

2. dysgraphia - writing

3. visual agnosia - sight

4. motor aphasia - speaking

5. dysarthria - stuttering

6. auditory agnosia - hearing

7. olfactory agnosia - smelling

8. dyscalculia - math

THREE GENERAL CAUSES OF LEARNING DISABILITY:

1. problematic pregnancies, occuring before, during and after delivery

2. biochemical imbalance caused by intake of food with artifiacial food colorings and flavorings

3. environmental factors caused by emotional disturbance, poor quality of instruction and lack of
motivation

ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD)

-interferes with an individual's ability to focus (inattention), regulate activity level (hyperactivity,
and inhibit behavior (impulsivity)

-the young from ages 9-17 are affected for at least six months and are more common in boys than
girls.

3 classifications

-predominantly inattentive

-predominatly hyperactive-impukse

-combined type

POTENTIAL INDICATORS OF ADD/ADHD

Concentration. If you find yourself being easily distracted, inability to concentrate on daily
tasks, and productivity decreasing., this could be an early indicator od ADD/ADHD.

Tasks. If you have trouble completing basic tasks, either at home or at work, this can be an early
indicator of ADD/ADHD and should be looked into.

Forgetfulness. Disorganization and forgetfulness of basic tasks and skills is a major indicator of
adult ADD/ADHD. Consider looking into this issue if it continues.