The Child and Adolescent Learners and Learning Principles

LESSON 1: CONCEPTS, APPROACHES AND

PRINCIPLES OF DEVELOPMENT

Growth Maturation Principles of Human Growth and

•refers to the progressive increase and • refers to that part of development that Development
continuous advancement of the child from birth is controlled from within the “internal ripening”
to maturity aspect, indicating that growth has reached its Principles Focus Application-
•refers primarily to the increment in the optimal level Classrooom
bodily tissues, organ, and structures •it designates a process of internal Situation
•refers not only in an increase in quantity or growth consisting chiefly of structural changes 1 •The process of Teachers to take
in size but also in enlargement capacity and and coordination within the nervous systems The heredity and note or consider
changing proportions together with a level of development of mental development environment the family
functions which is indicated by a state of of an are background of
Development readiness to engage in a definite type of organism is interdependent the child and
•refers to the gradual and orderly unfolding of behavior the result of and the environment
the characteristics of the individuals as they go the complimentary where he/she
through the stages of growth Approaches to Human Development interaction . Neither was born or
•involves changes from simplicity to 1 Traditional Approach between appears to be grew up in, to
complexity and implies an increasingly • views human development as heredity dominant better
progressive maturity of behavior as well as an extensive change from birth to adolescence, (nature) and •Height while understand
organization of personality and character little or no change in adulthood and decline in environment largely him/herself
late old age (nurture). determined by especially
Aspects/Domains of Development: 2 Life-span Approach heredity is also his/her behavior
1 Physical Development • views human development as affected to an
• pertains to the changes in life-long, it does not end in adulthood; plastic, extent by
body structure and functions overtime there is a potential change even if you are old; nutrition
2 Cognitive Development and multidimensional since it consists
• refers to the gradual and biological, cognitive, and socio-emotional
orderly changes in the individual’s mental dimensions
processes from simple to complex/sophisticated
3 Socioemotional Development
• refers to the changes in
personal and intrapersonal aspects of an
individual such as motives, emotions, personality
traits and interpersonal skills

Created by: Anne Kimberly C. Tola

 The Child and Adolescent Learners and Learning Principles
6 • The speed Teacher to
2 •Development Teachers to 4 •Definite Teacher to Development of understand that
Development is follows an know in what Maturation degrees of consider the rates vary development girls mature
relatively order/ pattern stage a or readiness maturity are maturity is not even earlier than
patterned which may particular should prerequisite level of the • Each part boys. Growth
differ from one aspects of precede to various child in of the body rate maybe
another development certain types kinds of asking has its own retarded by
a child is to of learning learning him/her to particular illness and
better do rate of certain types of
understand something. growth deprivation
him/her Forcing a such as
especially child who is prolonged poor
his/her not mature nutrition
behavior or ready may
Children lead to
should never personality
be compared disturbance
unless 5 The body •The body Teacher to be
patterns of tends to tends to a keen
development maintain a adapt to observer so
have been state of environmental he/she can
taken into equilibrium conditions; it do something
account called strives to when signs
3 •Characteristics Knowledge of homeostasis preserve a of
Each stage of traits vary at characteristic constant uneasiness
development each stage s traits at internal or boredom
has •Traits become different environment on the part of
characteristics more complex stages can be despite the students
traits as the child of changing is shown or
gets older considerable conditions exhibited,
value for while he/she
teachers in is teaching or
choosing the observing the
appropriate students to
activities as something
well as the
methods of
teaching.

Created by: Anne Kimberly C. Tola

 The Child and Adolescent Learners and Learning Principles
LESSON 2: STAGES OF DEVELOPMENT AND
DEVELOPMENT TASKS
Stages of Development
•referred to as the number of periods in the
life cycle, in which the functions and relative
emphasis of a given type of behavior differ from
those at other periods of life
Developmental tasks
•refers to behavior that are expected to be
manifested at or about a certain period in the life
of an individual; the successful achievement of
these tasks leads to success in later tasks;
success or failure in performing these may be due
to physical maturation, cultural pressure, and
family background/rearing practices
Developmental Tasks (Santrock, 2002)
1 Prenatal Period (from conception to birth)
•it involves tremendous growth
•from a single cell to an organism
complete with brain and behavioral
capabilities
2 Infancy (from birth to18-24 months)
•a time of extreme dependence on
adults. Many psychological activities are just
beginning
•language, symbolic thought,
sensorimotor coordination, and social
learning
3 Early Childhood (end of infancy to 6 years)
•These are the preschool years.
•Young children learn to become more
self-sufficient and to care for themselves,
develop school readiness skills and spend
many hours in play with peers
Created by: Anne Kimberly C. Tola
4 Middle and Late Childhood (6–12 years of 8 Late Adulthood (60 years of age and above)
age) •it is a time for adjustment and to
•The fundamental skills of reading, decreasing strength and health, life review,
writing, and arithmetic are mastered retirement, and adjustment to new social roles
•The child is formally exposed to the
larger world and its culture
•Achievement becomes a more central
theme of the child’s world and self-control
increases
5 Adolescence (12 – 20 years of age)
•begins with rapid physical changes
•dramatic gains in height, weight,
changes in body contour, and development of
sexual characteristics such as enlargement of
the breasts, development of pubic and facial
hair, and deepening of the voice
•Pursuit of independence and identity
are prominent
•Thought is more logical, abstract and
idealistic
•More time is spent outside of the family
6 Early adulthood (20 -40 years of age)
•it is the time of establishing personal
and economic independence, career
development, selecting a mate, learning to live
with someone in an intimate way, starting a
family and rearing children
7 Middle Adulthood (40 – 60 years of age)
•it is a time of expanding personal and
social involvement and responsibility; of
assisting the next generation in becoming
competent and mature individuals; and of
reaching and maintaining satisfaction in a
career