CITY OF MALABON UNIVERSITY

Pampano corner Maya-maya St., Longos, Malabon City

PROFESSIONAL EDUCATION
City of Malabon University – Open University

THE CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES

This course focuses on child and adolescent development with emphasis on current research and theories
on biological, linguistic, cognitive, social, and emotional dimensions of development. Further, this includes factors
that affect the progress of development of the learners and appropriate pedagogical principles applicable for each
developmental level of the learners. The course also addresses laws, policies, guidelines, and procedures that
provide safe and secure learning environments, and the use of positive and non-violent discipline in the
management of learner behavior.

COURSE OUTCOMES

[1] demonstrate content knowledge and its application within and /or across curriculum teaching areas.
[2] demonstrate an understanding of the different research-based theories related to the broad dimensions of
child and adolescent development and their application to each developmental level of the learners.
[3] demonstrate understanding of pedagogical principles suited to diverse learners’ needs and experiences at
different developmental levels.
[4] demonstrate knowledge of laws, policies, guidelines, and procedures that provide safe and secure learning
environments; and
[5] demonstrate knowledge of positive and non-violent discipline in the management of learner behavior.

MODULE 3 WEEK 1
UNIT 1: BASIC CONCEPTS - Continuation

Overview

Every living creature is called to become what it is meant to be. The Caterpillar is meant to become a
butterfly; a seed into a full-grown herb, bush, or tree; and the human baby into a mature person, the person “who
is fully alive, the glory of God” in the words of Saint Irenaeus. How this development happens is what we learn in
our biology class. We have seen it to be a fantastic process. So wonderful process that we can't help but
experience a feeling of awe for the Power of the Force or the Principle (theists call this Power or Force or Principle
(God)) behind all these. The process of development involves beginnings and endings. What was the organism
then? What will this organism be? Several research on human development have been conducted. A lot of
theories and human development have been forwarded. Researchers and human development continue as
existing theories get corrected, complemented, or replaced. Up to the present several issues in human
development are unresolved and so the search for explanations continues. In this unit, you will be acquainted
with human development as a process, the developmental tasks that come along with each developmental stage
and relevant issues that are raised about human development.

Learning Objectives

In this module, you are expected to:

1. Explain the basic concepts related to child and adolescent development.

2. Explain how current research and theories on child and adolescent development contribute to teaching
and learning within and across different areas.

Key Words and Concepts

Child, adolescent, learners, definitions of growth, development, developmental tasks, domains of

development, context, and development, biological cognitive and socio-emotional

Content
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Content:

A. Development and Pedagogy: Theory and Research

Teachers as Consumers/End users of research

Research gives teachers and policymakers important knowledge to use in decision

making for the benefit of learners and their families. Well-informed teachers can use and integrate
the most authoritative research findings. Research enables teachers to come up with informed
decision on what to teach and how to teach. This involves decisions related to educational policies,
curriculum, effective teaching learning processes, and even those involving research, too. It can
help us, teachers, to be more knowledgeable about how to fit our teaching with the developmental
levels of our learners.

Teachers as Researchers

The conduct of research does not only belong to thesis and dissertation writers, but it is
also for students and teachers, too. Let us learn how to conduct research by finding out the
different research principles and the research methods and designs which focus on child and
adolescent development.

The scientific method

One important principle in research is adherence to the scientific method since

research is a systematic enological process. As such, researchers basically follow the scientific
method. Dewey gave us five steps of the scientific method. They are as follows:

1. Identify and define the problem

2. Determine the hypothesis
3. Collect and analyze data
4. Formulate conclusions
5. Apply conclusions to the original hypothesis

Simply explain, identifying the research problem is the first step. This is followed by
stating a tentative answer to the research problem called the hypothesis. The hypothesis is also
referred to as an “educated guess”. How correct is your educated guess or hypothesis? If your
research problem is concerned with determining the cause of an effect or a phenomenon you have
to gather and analyze data derived from an experiment. This is true with experimental research.
However, if your research problem is concerned with describing data and characteristics about the
subjects or phenomenon you are studying, you do not need to perform an experiment. This is
descriptive research. After analyzing the data, you formulate your conclusions. Compare your
conclusions to your original hypothesis to find out if your original hypothesis is correct or not. If
your original hypothesis jibes with your finding and conclusion, affirm your hypothesis. If your
original hypothesis does not jibe with your findings and conclusions, reject your original hypothesis.

Research Designs

Research that are done with high level of quality and integrity provide us with valuable
information about child and adult development. To be able to conduct quality research, it is
important that you know various research designs and different data gathering techniques used by
developmental researchers. Some are given and described below

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 Research design Description Strengths Weaknesses
1. Case study An in-depth look at an individual It provides information Need to exercise caution
about an individual's when generalizing from
fears, hopes, fantasies, the information; the
traumatic experiences, subject of a case study is
upbringing, family unique, with a genetic
relationships, health, and make-up and experiences
anything that helps a no one else shares;
psychologist understand Involves judgments of
that person's unknown reliability, in
development (Santrock that usually no check is
2002). made to see if other
psychologists agree with
other observations
(Santrock 2002)
2. Correlational A research design that determines Useful because the more Because correlational
study associations strongly two events are research does not involve
correlated, the more we the manipulation of
can predict one from the factors, it is not a
other dependable way to
isolate cause (Kantowitz,
et. Al, 2001 cited by
Santrock 2002).
3. Experimental A research design that determines The only true reliable Experimental research is
cause and effect relationships. The method of stablishing limited to what is
experimental method involves cause and effect observable, testable, and
manipulating one variable to manipulable.
determine if changes in one Failure to achieve
variable cause change in another randomization may limit
variable. This method relies on the extent to which study
controlled methods, random sample is representative
assignment, and the manipulation of the parent population
of variables to test a hypothesis. and, with it,
generalizability of the
findings of this study.
Experimentation with
humans is subject to
several external
influences that made that
dilute the study results.
(Donnan, 2000).
A further limitation of
experimental research is
that subjects may change
their behavior or respond
in a specific manner
simply because of
awareness of being
observed – Hawthorne
effect. (Haughey, 1994;
Clifford, 1997)
4. Naturalistic A research design that focuses on One of the advantages of The disadvantage of
Observation children's experiences in natural this type of research is naturalistic observation
settings. that it allows the include the fact that it can
This does not involve any researcher to directly be difficult to determine
intervention or manipulation on observe the subject in a the exact cause of a
the part of the researcher. natural setting. behavior and the
This technique involves observing experimenter cannot
subjects in their natural control outside variables
environment. This type of
research is often utilized in
situations where conducting lab
The Child and Adolescent Learners and Learning Principles Module 3
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 research is unrealistic, cost
prohibitive or unduly affect. the
subject’s behavior.
5. Longitudinal This research designs studies and Allows them to record They are expensive and
follows through a single group and monitor time consuming.
over a period of time the same developmental trends The longer the study
individuals are studied over a lasts, the more subject
period of time, usually several dropped out-they move,
years or more. get sick, lose interest, etc.
Subjects can bias the
outcome of a study,
because those who
remain may be dissimilar
to those who dropped
out.
6. Cross- A research strategy in which Allows them to record It gives no information
sectional individuals of different ages are and monitor about how individuals
compared at one time. developmental trends. change or about the
The researcher does not stability of their
have to wait for the characteristics. (Santrock
individuals to grow up or 2002)
become older.
7. Sequential This is the combined cross Allows them to record It is complex, expensive,
sectional and longitudinal and monitor and time consuming.
approaches to learn about life developmental trends. It
span development (Schaie, 1993 provides information that
cited by Santrock 2002). is impossible to obtain
this starts with a cross sectional from cross sectional or
study that includes individuals of longitudinal approaches
different ages. A number of alone. (Santrock, 2002).
months or years after the initial
assessment, the same individuals
are tested again-this is the
longitudinal aspect of the design.
At least later time, a new group of
subjects is assessed at each grade
level.
8. Action Action research is a reflective Appropriate setting when Typically takes place in
research process of progressive problem the purpose of study is one organization only at a
solving led by individuals working “to create things and gain particular time and could
with others in teams or as part of information on processes not be interpreted within
a “community of practice” to and outcome of the different organizations in
improve the way they address strategies used.” (Hunt the same way. Therefore,
issues and solve problems 1987) research findings are
(Wikipedia, the free uses different methods hard or impossible to
encyclopedia). can get the best out of generalize.
In the context of teaching, action the different methods If research participants
researchers of teachers stem from employed, if done well. do not feel they
their own questions about the Stakeholders are included understand and own the
reflections on their everyday throughout and so research project, this
classroom practice. researchers are more could lead to a potential
likely to make a conflict of interest
“difference”. between the researcher
and those participating in
the organization, but also
between the researcher
with some participants,
on the one hand and
other members of the
organization, on the
other. She's sleeping

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Assessments and Evaluations

Surf the internet for samples of research abstracts/research on child and adolescent development. Select
one research abstract then using the matrix given below, write the problem, the research methodology, the
findings, and conclusions.

Problem:

Research Methodology:

Findings:

Conclusions:

Source:

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Summary and Reflection

As a future teacher, you need to understand how learners developed to provide them with the best
learning experience. As a teacher, you will be responsible for a new wave of students each year in your classroom.
The more you learn about children's development, the more you can prepare for your teaching strategies and
materials you will apply in your lessons. Knowing what concepts to teach and how to teach it or the primary areas
covered by the Philippine Professional Standards for teachers or PPST. The PPST enumerates the standards novice,
proficient, highly proficient, and distinguished teachers.

Development is a pattern of biological, cognitive, and social emotional changes that begins at conception
and continues throughout the lifespan. Most development involves growth, although it eventually if involves
decay or dying.

It is imperative that we understand our students background may be personal, social, and cultural to be
able to engineer our teaching strategies to maximize learning. By knowing their needs, we can address their
concerns and seek for appropriate support.

References:

Child and Adolescent Learners and Learning Principles

Brenda B. Corpuz PHD
Ma. Rita D. Lucas PHD
Heidi Grace L. Borabo PHD
Paz I. Lucido PHD

The Child and Adolescent Learners and Learning Principles

Teresita T. Rungduin PHD
Darwin C. Runguin M.A.

The Child and Adolescent Learners and Learning Principles Module 3

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