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,\AODULE I

CHILD AND ADOLESCENT

AS LEARNER

LESSON 1 THE MEANING, NATURE,

CHARACTERISTICS,
DEVELOPMENTAL TASKS OF
CHILDHOOD AND ADOLESCENCE

LESSON 2 UNDERSTANDING HUATAN

GROWTH AND DEVELOPMENT

LESSON 3 PRINCIPLES OF GRO$/TH AND

DEVELOPMENT

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IIIODULE I
i
l CHILD & AS LEARNER

INTRODUCTION

: The main focus of any educative process (Teaching-Learning-Procsss -

TLP) in the school is the leamer (distinctty referring to the chitd and
adslescent). Without the learner there woutd be no teaching or the TLP.
Since it is the duty and responsibitity of the teacher to guide and aslist the
leamer in the learning processes at various stages of his devetopment, the
teacher's success witl depend greatly upon his insight and understanding
: into the various factors basic to growth and devetopment and knowledge of
the devetopmentat characteristics of the learner. The success of the teacher
\ritt atso depend upon his thorough understanding on the uniquleness cf
. every learner who is confronting and responding to a very complex and
diversity- laden society.
' This modute discu:ses the nature, characteristics, developmentat
, tasks and other reiated facts concerning the chitd and adolescent as a
Iearner.
, :.. lt atso di'scusses the different factors basic Erowth andto
t' ' devetopment of the leamer - the child and the adotescent. Atso elucidates
': the principtes of development in teaching as well as explain how the
understanding of the concept of individual differences wftt hetp improve and
enhance the teaching learning process-

OBJECTIYES

: At the end of the nrodtrte, the studenB are expected to:

; : 1., understand the meaning/definition, characteristics, developmental

, taskr and other retated facts about the chitd and the adotercent as
tearner;

2. ,give and exptain the factors basic to growth and devetopment of the
teamer - the chitd and the adolescent;
':' 3. discuss the significa*ce of the basic principles of devetopment
to
teaching;
. 4. exptain how understanding of the con€ept of individual differences
witt hetp improve the teaching -leaming-process;

5. distinguish the different theoretical perspectives of human

develoPment.

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rDuc to{- chitd and

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f DIRECTIONS/ MODULE ORGANIZER

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1. There are three (3) tessons of Modu{e 1. lt is imperative and

important for you to read and understand the lessons thoroughly in order to
hasten your knowledge about the topics.

2. ln case you ned fufther etucidations on some topics/tessons, you

can have supptementat readings using any references listed at the end of
the lessons.

3. For erroneouslnague concepts/ideas encountered, just take note

of them and bring them out in the next face ts face meeting for further
explanation.

4. Learning activities are found at the end of the lesson which rnaybe
in the form of a test, research work or an assignment and a summative test
at the end of the module, you are advised to answer att the items in the test
independentty. Refrain from going over your modute white answering in
order to measure your [eve[ of comprehension and retention of the [essons.
However, you may do so aftenrards for clarification and confirmation
purposes.

d *u*nDERs
t Try your very best to finish att teaming activities the soonest possible
time. Remember, earty bird catches earty worms'

/ Atways submit att tearning assignments to your tutor on time.

"' fry to contact your tutor or program adviser when encountering Sorne
difficutties.

STilILE AND THE WORLD WILL SI4ILE AT YOUI!! @

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iEDULE I
CHILD AND ADOLESCENT AS LEARNER
Lesson I
l,tEANlNG AND DEFINITION, NATURE,
CHARACTERISTICS, DEVELOPAAENTAL TASI$
OF CHILDHOOD AND ADOLESCENCE

T\ryO sTAGEs OF CHILDHOOD

l. Earty Chitdhood (2 to 6 years)
ll. Late Chitdhood (6 to 1Z years)

I. EARLY CHILDHOOD
This period generalty referred as the pre-school years. lt is
characterfzed as the stage when neuro-muscutar functions basic to motor
skitts are developed. Precise{y the moment when a kid is basicalty and
extremely dependent upon adutts and seeks their affection and care.
lnquisitiveness is a characteristic of this stage. After his spoken tanguage
skitts are developed, a chitd begins to ask a iariety and unendless queitidt
about everything that amazes him. His tendency to emutate and imitate the
actions of significant persons around him is reftected in by his muttifarious
ptay activities.
' Basicatty, the developmenta[ tasks during these earty years are based
mostty on successive maturation of various parts of the body and on the
famity environment. The success and faitures in the performance of these
tasks witt affect considerabty the delivery of other tasks in the succeeding
stages of devetopment.

Atthough chitdren differ in the rate in which they leam these tasks, it
is expected that they learn it fairty welt by the time they staft format
schooting" After the basic motor skitts and abilities have been fairty
developed, the levet and degree of success with which they accomptish
these early tasks witt depend to a large extent on experiences they have
with such tasks. lt is at this reason where nursery and kindergarten
education is vatuabte in determining the success and faiture of their
adjustment and performance on these tasks.

II. LATE CHILDHOOD

This stage is considered as the etementary schoo[ years. lt is a period

when a kid begins to devetop a sense and a feeting of independence Attitude
towards adults is different from those of earty years.
At this point, association of ones age-mates becomes uppermost in a
chitd's tife. lt is a stage of strong and power"fut individuat friendships and
group retations. As adotescence approaches, an inevftabte change of
attitude between the sexes occurs.

EDUC .l0t- Chitd and Adotescent Devetopment Modute I

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At this stage, the chitd attains considerabty good physicat

devetopment and motor control. He can leam to do many things and to
improve fundamentat skitts needed in later stage of tife.

Since tate chitdhood practicalty is the etementary schoot ybars,

guiding and assisting a child to achieve mastery of these tasks becorrle a
major concem of the
environment continue
community gradualty
responsibitity.

ADOLESCENCE

Adotescence - tt comes from the Latin verb, "adolescere" which

to grow, to grow toward maturity. Maturation/maturity is definep as
rneans
the age of being ready, of ripening - not because of outside factors, b9t as
an accompaniment of growth and devetopment (Hurtock).

It involves physicat, rnentat, emotionat and sociat growth and

devetopment of an individuat. Physicatly, an individuat attains as wetl as
reaches a mature stature, physique, sex and other features characteristiE of
a mature person; .mentatly, whec intel,tigence reaches maxirnum grovpth;
sociatty , when a person gets atong wett with other peopte; and emotionqtly
when he understands his emotions and educates them.

An adolescent is neither a chitd nor an adutt.

Adotescent is not pubefty, the pre-adotescent period comes when

sexuat maturation occu6. Puberty is a part of adolescence, but lnot
synonymous with it because adotescence inctudes atl, phases of maturatiryt'

Periods of Adotescence I

phase!
1 Pre- adotescence (PubenY) - 11 to 13 years otd( negative
2 farty Adotescence 13 to 16 years otd awkward
( stage )
3 Late Adotescence 17 toTl years otd ( show-off stage )

t,
According to Crow and crow, the terms "adolescence, "adotesctnt
dg€," "adotescent Period," and "teen-age devetopment
,t
are ulec
ufon
interchangeablY to designate the period of change from dependence
adutt direction and Protection to setf-dependence and setf-determination.
hereSitY
The tength of the period dePends upon the factors on: biotogicat
en vironment.
and sociat-cuttura t heritage or in other words, hereditY and

BELIEFS AND THEORIES ABOUT ADOLESCENCE

Adotescence is generatty ascribed and known that

radicat hnd
An adotescent' is
precocious changes tiXe"fUce when.ceasing to be a chitd'
6AJ.o shet dhi the undesirabte traits of setfish egoistic tendenqies

uc 10 and t

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with an inclination to [ie, for example, and to devetop with titte or no effort
on his part, desirabte'traits which witt guide him through maturity. To
. ittustrate, the setfish/narcissistic one is expected to become more
considerate, unsetfish, cooperative; the careless to devetop habits of
- orderliness; the "awkward, sporty, unpredictable" to quote Ogitvie, to
become a confident, predictable, wetl-behaved person.

The Father of Chitd Psychotogy, Stantey Hatt, describes the change of

, adolescence as "rapid,. pronounced" and the adotescent as "erratic,
emotionat, unstable, unpredictabte as a resutt of sexua[ maturation" - and
generalty describes the period as one of "storm and stress". A number of
students and known psychotogists subscribe to the betief of Hatt and have
gone further. They ctaim that adotescence is a period sf life characterized
by abnormat behavior.

Scientific research has reveated and discovered evidence to disprove

these eartier points of view. Studies and experiments conducted in the US
. indicate that traits present in childhood can become more deep-rooted with
time, and atso what were once betiefs to be abnormatities of adotescent
behavior is onty normal phenomenon present in an adotescent boy or girt.
Studies atso shows that adotescence is a part of the whole process of tiving,
inftuenced by what has preceded it and leaving its mart on the future. lf
'Storm and stress" is indeed biotogicatty inherited,
-
it
fottows that
disturbances can be founding all adotesceflts of att civilizations. However,
according to Reuter, this is not the case. lnstead, studies on relationship
between sexuat maturation and emotionat tensions present in the
adotescent persist tong after sexuat maturity, according to Hottingwortlr.
Scientific studies today point out that the difficutties encountered by the
individuat passing from chitdhood to adutthood are due to socio-economic
conditionS, that is, environmentat, as shown by the fact that among
:.. primitive peopte during the ancient times, these abnormalities were not
observed.

. CHARACTERISTICS OF CHILDHOOD AND ADOLESCENCE

A. CHILDHOOD

r. EARLY CHILDHOOD (2 TO 6 YEARS OLD)

-
.- A. NAiTES USED BY PARENTS

1, PRoBLEil-AGE/TROUBLESOIi{E AGE - Chitdren are devetoping distinctive

:personatities; and are demanding an independence which, in most cases,
lhey ate incapabte of handting successfutly'
t often obstinate, stunUim, disobedient, negativistic and antagonistic
/ frequent temper tantrums
/ bothered UV liaO dreams at night & irrationat fears during the day
/ suffer jeatousies
/ resistanc" * tr,u part of the chitd's part to their hetp and tendency
to reject demonstration of their affection

EDUC 1O1 - chitd and

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1. ToY AGE spends much of waking time ptaying $/ith toys (reach peak
during earty chitdhood decreases during schooi agL; pre sihoot emphasizes
ptay as a technique / strategy in teaching - tearning-process.

B. NAITES USED BY EDUCATORS

1. PRE-SCHOOL AGE - studying nursery or kindergarten

' * The
early chitdhood years, either in the home or in a preschoot, are
a time of preparation.

C. NAilES USED BY PSYCHOLOCISTS

1. PRE-GANG AGE time when chitdren are tearning the foundations of

social behavior as a preparation for the more highty organized sociat life
they witt be required to adjust when entering grade school.

2. EXPLORATORY AGE - gaining controt and first hand experience with the
environment, which include peopte and inanimate obiects.

3. QUESTIONING AGE -
The inquisitiveness or the inquiry-taden
attributes/ characteristics of chitdren.

4, CREATIVE AGE - the abitity to show initiative and resourcefutness

in doing things which are interesting to them.

ll. LATE CHILDHOOD (6 TO 12 years old)

NAMES USED BY PARENTS

1. TROUBLESOITIE AGE - not totatty witting to do what they are told

to do and when they are more inftuenced by peers than by parents or
famity members.
' * iends to be boisterous and highty assertive & demanding

2, SLOPPY AGE - careless and stovenly about their clothes and other
.materiat possessions; rooms are ctuttered; even when there strict rules
parents
on grooming & care of possessions, some adhere & fottow untess
deriand thJt they do so & threaten them with punishment.

3.QuARRELSoMEAGE.timewhenfamityfightsare-commonand
emotionat ctimate of the home is far from pteasant for all famity
members.

NA'JIES USED BY EDUCATORS

1.ELEMENTARYscHooLA6E.Expectedtoimbibeoracquirethe
rudiments of knowtedge that are considered
important for successfut
diustment to adutt tife.

101- td Adotescent t

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*
expected to leam skilts, both curricu[ar and extra-curricular

-
2. cntncAl PERIOD Form the attirude/habit of being achiever,
underachiever or overachiever. Levet of achievement i; chitdhood is highty
corelated/ attributed with achieyement behavior in adutthood.

NAl,tES USED BY PSYCHOLOGTSTS

' 1- GANG Agt - time and situation when children's main concem is
acceptance by their age-mates and membership ion the gang
{especially a gang with prestige in they eyes of their age-mates}.

2' A6[ or coilFoR.]llw - the abitity to adhere to group,s standard

and rules; not fottowing witl result to be an isotate or an ontooker

3. C*EATIVE AGE lf unbtockedlunharnpered by envir"onrnentat

restraints, by criticisms or by ridicute frorn adutts or peers, witt make
and tum energies irrto creative activities

4. PLAY AGE Not because more time is devoted to play than at any
' other age - which would be impossibte after the chitd enters schoot-
: but rather because there is an overlapping of ptay activities
,';-;characteristic of the younger years & those characterist*c of
. : .adolescence. The breadth of ptay interests and activities rather than
the time spent in ptay that is determinants as the ptay age.

,'Adotescence just tike chitdhood, follows an orderty and progressive

pattern or $equence of development. lt is indeed possible to observe certain
quatities, characteristics and behavior typicat of adolescents. They are
according to Frank, rebettious against requirements and prohibitions; they
seek reassurance from their orffn age group; and they tend to snub persons
outside their clique"

. The truism that no two persons are alike appties to adolescents.

Some are gracefut, othem are ctumsy; some are welt'groomed, others are
sloventy and caretess in dress; some are virite and heatthy, others are weak
and sickty; some are matured, others are too chitdish. Some are ready to
face problems, others are not. Adolescent adjustmelt basically depends
upon the guidance receives and the kind of adult behavior patterns to which
they are exposed or to which they must conform.

Adotescents are eager to be approved and accepted by those who are

older than they are. Some are confused by th€ ineyitabte changes in their
bodies, fearful of sex, but loyal and devoted to their group. These
characteristics accompany the rapid physicat changes, particularly thare
during puberty and earty adolescence which are greater than during tater
adotescence.

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EDUC 1o1- Child and

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Higher death rate happens during adolescence. The more significant

causes of death are accidents, heart disease, tuberculosis and pneumonia,
attributabte to the fast pace of adotescents, caretessness conceming their
heatth and tow physicat resistance due to over activity and emotional
immaturity,

Since adotescence is a period of transition, chitdhood and adutthood,

an adotescent is characterized by a "shift backward and fonryard from otd
to new behavior from otd to new attitudes, according to Hacker and
Geteerd. The adotescents tend to be unsure of himsetf, unproductive but
creative and fertile.

This instabitity according to Hurtock is caused by the fotlowing:

a)' Rapid and Uneven development - after a retativety stow growth

during chitdhood, there is sudden rapid, uneven' physical and
mental devetoPment.

Lack of knowledge and experience - it is a fact that society

has
b.
a variety or auriunos and expectations on the adotescent, but
doesnotfuttyprovidewithaptantoguideinmeetinSthese
, .demands. ftis irAent desire for independence loosens his ties with
parents'andhedoesnotturntothemasheusedto.Anumberof
parent, .irr" a confused adotescent more harm than goodgain
-.riti.irlng
by
and demanding, instead of hel.ping him
scotding,
setf- reatization.

c.ConflictingDemands-Heisexpectedtoassumeresponsibititybut
must be o6"Oiunt or submissive to his
parents' command'

d. Discontinuities in training ' the child is

protected from ugly facts
obeying tle parents;
of tife, *,"iarii *""tini*,*rn and the chitd
to behave as an
but from submissive Person' he suddenty expects
independent one without any explanation'

e.lnfluenceofdifferentcultures-American,Arabic,Spanish, of
Japanese lnJ oin*' cultures add
to the c ompLexities an

adotescent,stife.Thechang"i'o*theauthoritariantothe
has made him
modem "free-to-do-u'-yo'-piui'"' utlnotPfr-ere
doubt even himsetf. lt is nlt t* unusual
to see an adotescent
or withdrawn'
become t"" iggt*tive' setf-conscious'
than boys'
f . Sexual cause - Generatty' girts.,T1-1re 'eartier
AccordingtoJosselyn,!n-adotescentisthepictureof
.contradiition._hehates,hetoves;heisanideatist,becomesa
himsetf with overt behavior;
defeatist; he is secrettre, n-ui uaies
idolizes them'
ne reieci's nit fut"ntt' but he atso

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Lesson 2

UNDERSTANDING HUrrrAN GRowTH

AND DEVELOPA,TENT

Human D,evelopment focuses on the scientific study of ways in which

peopte change, as wetl as ways in which they stay the same, from conception
to death.
Change is very obvious and conspicuous in chitdhood, but occurs
throughout tife. Because of the enormous and highty diversified changes
throughout a Lifetime, devetopmentalists - professionats who study human
devetoprnent - therefore focus on development change'
Developmental change is systematic in that it is coherent and
organized. lt is adaptive and its aimed at deating v/ith the ever-changing
intemal and external conditions of existence.
There are two kinds of Devetopmentat Change:
a. Quantitative Change - a change in number or amount, e.g. increase
a in height, weight or vocabulary
b. Qualitative Change - change in kind, structure or organization' lt's
marked by an appearance of new phenomena that couldn't have
been predicted from eartier functioning (example: speech).
Since the fietd of human development became a scientific
disciptine'.its
goats evotved to inctude description, exptanation, prediction and modification
of behavior.
Lets consider tanguaSe development as exampte in order
to know how
kids utter
these four function, *oik, io descriie the time when most normal
their first word or the extent of their vocabutaryestabtish at a cenain age'
and norms/or
devetopmentatist observe large groups 9l chitdren what
ayerages, for behavior at various ages. They then attempt
to .explain
causes or inftuences the observed behavior, ftr exampte,
how chitdren acquire
and learn to use tans;age, and why a chitd may
not progress at the usuat rate.
tanguage abitity at a
This knowtedge ,ni, r"i[" it potiiOl" to predict, what
;;;" 6!; iii t"ti'"bout tate behavior. Eventuatty, awareness how [anguage
devetops maybe io rnodify behavior by intervening to promote optimat
urJ
development'
AspEcrs oF DEvELopnENT
human development is
one of the main reasons for the comptexity of. The different aspects
that, chang", o.riin many different aspecd of
thl setf'
each infLrencing
of devetopment are sepa*te Urt u.tuiti, in congtomeration'
as wett ar affecting each other'
a)PhysicalDevetopment-Changesinthe.body,blain,sensorycapacities
and may inftuence
and motor skilts are part of in,ri.ut devet$ment
physical. devetopment is in part
other aspects of deveiopment. Although
geneticatty proSrammed, Jg;"tts that peopte can controt
'ou'[r'';; gieit extent ihan once thought
their own physicat devetopmeni to a
Possibte'

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EDUC and

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b) Cognitive Development - Changes in mental abilities such as learning,

memory, reasCIning, thinking and language, these constitute cognitive
development.
c) Psychological Development - Personatity is a person's unique and
relativety consistent way of feeting, reacting and behaving.
d) Social development - refers to changes in retationships with others taken
together, they constitute psychosociat development. Changes in this
aspects, can affect cognitive and physicaI functioning. Conversely,
physicat and cognitive capacities can affect psychosocial acceptance and
choice of occupatfon.

STUDYING THE LIFE SPAN

that human devetopment
rlrtodern psychotogists and educators recognize
goes on throughout tife. Each period of the life span is inftuenced by what
occurred before and witt affect what is to come.
Life Span Development - devetopment goes on throughout life
Span suggests that each part has its own unique characteristics and value; no
part is more or less important than any other.

FEATURES OF LIFE SPAN DEVELOP$ENT (Paul B. Baltes; 1987)

i.trtultidirectionality - devetopment throughout tife invotves a batance of
gtorrtt and dectin". As un individuat gain in one area' they may.lose in another,
ind at varytng rates. Chitdren grow mostty in one direction-up-both in size and
abitities. Balance graduatty shifts during adutthood'
2. Plasticity - skitts can be significantl,y modified with training and practice'
even in tate [ife, but the potentiat for change is not unbounded.
set of conditions
3. History and Context - each Person develops within a specific
ptace. During the course of develoBment'
or circumstances defined by time and
their historical' and social context'
human being influence and are influenced by-but it'
interact with and change
They not onty respond to their environment
of causes, to view
4. l,tultipte causation - since devetopment has a variety
behavior from tne--stinOpoint of psychotogy atone.woutd of menopause if
be incomptete'
Example, fuff unOersianOtng aUout thu
puy-Cftotogt.at.impact
happening in a woman's
one is r,r,orrr"jgJuuiu-uuorl in" biotogicat charEe.s.
this transition.
body or about tfi" *uv, different cultures regard

HUfttAN DEVELOPI{ENT: Learning perspective

and studied objectivety

Learning Perspective - behavior that ca be observed resutts. from
and scientificatty. Learning theories *uint"in
that development
and adaptation
learning, a tong t.tiiii';ffig; in behavior based
on experience
to the environment-
continous rather occurring in stages
Learning Theorists - see devetopment as
andemphasizequantitativedevetopment(changesinamountratherthanin
kind)

fitodute I
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LEARNING THEORIES

1. BEHAVIORIST{. observed behavior as a predictabte response to experience

though Biotogy sets timits in what peopte do, behaviorists view the environment
as much more fnftuentiat. They hotd that human beings at att ages learn about
the world the same way other animats do: by reacting to condition, or aspects
of their environment, that they find pleasing, painfut and threatening. Thus,
behaviorists look for events that determine whether or not a particular
behavior witt be repeated.

KINDS OF LFARNING
1. CI-ASSICAL ' an individual or animal teams a response to a stimutus that
does not originatty evoke it, after the stimutus is repeatedly associated
with a stimutus that does show the response. {lvan Pavlov, Russian
Psychotogist 1 949-1 936)
*t John B. Watson -American behaviorist; 1878-1958) - apptied stimutus -
response theories of learning to children.
7. -
OPERANT CONDITIONING tearns from the consequences of
"Operating the envi ronment".
- person tends to repeat a response that has been reinforced and
witl suppress a response that has been punished.
' Reinforcement - a consequence of a behavior that increases the
tiketihood that the behavior witt be repeated.
" Positive Reinforcement' giving reward
* Negative Reinforcement - taking away something the individuat
does not tike (aversive event, e.g. loud noise.) At times, negative
reinforcement is confused with punishment
" lntermittent Reinforcement - reinforcing a response at certain
times and not at others - produces more durabte behavior that
reinforcing it every time. That is because, when the reinforcement
ends, it takes tonger for a person to realize it.
" Shaping - a technique uEed to bring about a new response by
reinforctng response that are more and more [ike the desired one.
It is often a part of behaviorat modification, a form of operant
conditioning used to etiminate undesirabte behavior to institt
positive behavfor, which is particutarty effective among chftdren
with special needs.
* Punishment - decreases the tiketihood of repetition

2. SOCIAL LEARNINC (Social -Cognitive Theory----Albert Bandura; 1925)

- An outgrowth of behaviorisrn, it maintains that chitdren learn social
behavior by observing and imitating a model (usrlatty elders, parents).
- lt differs from Behaviorism in some ways:
a. lt regards leamer as an active contributor to his teaming. A kid acts
a[so upon the environment and precisely, do create the environment to
some extent.

EDUC 101- chitd and Devetopment

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b. Atthough laboratory experiments are ernphasized, social leaming

theorists believe that theories based on animal research cannot
exptain human behavior. Peopte learn in a sociat context and
human leaming is more complex than simpte condition.
c. lt acknowtedges the importance of cognition, it maintains that
children's cognitive response to their perceptions rather than a
reflexive response to reinforcement or punishment is central to
development.

The importance of Sociat Learning Theory is the observation and

imitation of modets; chitdren acquire new abitities through Observational
Learning - by watching others.

lmitation of modets is the most important etement in the way the

chitdren team a language, deat with aggression, devetop a mora[ sense and
learn gender-appropriate behaviors.

Module I
eDuc '101- chitd and Adotescent Devetopment

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I Lesson 3
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PRINCIPLES OF GROWTH AND DEVELOPI,IENT

Growth and development have been used interchangeably; although in

lelain nespects, both terms, though parallel, impty or connote different
definitions and concepts.

GROWTH ' basically refers to quantitative changes in an individual as he

progresses in chronotogical age. lt may refer to increase in size, weight and
height.

'DEVELOPA{ENT - refers to gh.e progressive series of changes of an orderly

coherent type leading toward the goat of maturity

a- Progressive - changes that are directional, leading fonrard rather

than backward.

b. orderty & coherent - means that devetopment is not of haphazard a

causal type but rather a definite relationship between each stage and the next
stage in the development sequence.

ASPECT5 OF DEVELOPIiEXT
V I FITPOI NT ABO UT C HN,I G E
Chitdren tend to welcome changes because it brings them ctoser to the
priviteges and freedom they associate with being "grown up".
Untike adutts, dreadfutness of changes occurs significantty.

CAUSES OF DEVELOPITiENT
A. T{ATURATION
r 1. Devetopment or manifestation of traits potentiatty present in the
individual from the hereditary endowment.
2. Total sum of the gene effecs operating in a setf-limited tife rycte not
onty the changes in physical attributes but also in function, capacity
to perform or behave which are possible through changes in any part
of the organism.

B. LEAR}IING
1. Resutt of th€ activities of the chitd himsetf

RATE OF DEVELOPT{ENT
A. RAPID - during the pre-natat period and continues throughout babyhood
(except for the first two weeks known as "plateau stage" when no
physicat devetopment takes ptace) up to the first 6 years.
B. SLOW - From six years to adotescence. ln adolescence, the rate of
development is once more accelerated-

EDUC 101- Chitd and Adolescent Development ldodute I

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I "' .4. ' Devetopment is dependent on maturation and {eamingl it makes
i variation possibte.
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j . B. itaturation
gt5!, depends upon hereditary endowment of the pelsoo,
sets a Limit bryond which development cannot go on even
encouraged '-" leaming
when ---"""! fs
.!, The impact and effectiveness of learning depends upon
maturity unless
a. chitd, is ready to.le3m,
teaming cannot ru[tv taie-ptace.". rne essentiat
physicat and mentat development must Ue manirestec
before new skilts or

D. Prernature forcing of the child results in negativistic resistant behavior

*ht!h mititates againstsuccessfut teaming and whicf, may even retard teaming.
E- Dorelopmentat readiness is the individr.rat's state of preparednor *ritf,
respect to one or more areas of functioning"

}YAYS TO INDICATE A CHILD'S READINESS TO LEARN

A. lnterest in learning
8. How sustained his interest witt remain over a perid of time
C. \{hat progress he makes with practice

PRIHCIPLES OF DEVELOPIAEHT
A. Development follovrs a pattern.
Devetryment follows a pattern in rate and timit. Simi{ar pattem is
fottowed frorn pre-natat to the post natat and up to the adolescent period.

1. Law of cephalocaudal - develryment happens from head to foot

7. Law of Proximodistat - devetopment sequences starts from the center
to the peripherat segments of the body {extremities)
3. General Pattem of Devetopment

B. Development lnvolyes Changes

Growth and devetopment are inseparable, they work together, has
compternentary and supplementary rote to each other especiatty in tine with
human devetopment
Goal of Developmental Changa
The ultimate goat of devetopmental changes is self-
reatizationifutfittment or the achievement of genetic potentials. Abraham
r\iaslow advocated and tabeted "5elf-Actualization" as the striving to be the
best person possibte, both physically and mentally.

TYPES OF CHANGE IN DEVELOP}IEI{T

a. Change in Size lt inctudes phpicat change in height, weight,

circumfeience and intemat oryans and mentat changes in memory, reasoning,
perception and creative imagination.

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,ir b. Changes in proportion - physical devetopment is not limited to size. Atso

manifested in mental development.

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Example. A kid is intere$ed in himsetf, later to toys and eventuatty directed
to the opposite sex.
Kids are not miniature adults inn their physicat proportion, nor mentatty
pi miniature adutts. Children's imaginative capacity is more'developed that their
reasoning capability, white the reverse is true to adults.
c' Disappearance of old features - Examptes: thymus gLand, baby hair,
Babinski reflex baby's forms of locomotion (creeping & crawling). Tilese udu
fave a gradual disappearance (atrophy) and so with psycnotogicat and
behavioral traits - babyish tocomotion, speech and fantastic extension of the
imagination.
d. Acguisition of new features - Examptes: First & secondary sex
!E characteristics. New mentat states: curiosity, s€x urge, knowtedge, morats
& and standards, retigious beliefs, neurotic tendencies & forms of language.
some new physical and mentat features devetop from maturation and some
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develop from learning experience.

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C. The Developmental Pattern Has Predictable Characteristics
1. Development proceeds from general to specific responses.
ln atl phases of devetopment whether motor or mental, the chitd's
F responses are of generat rcrt before they become specific (a baby
sees large object first before seer'ng smatl ones).
Z. Development is continuous.
:i
4" Growth and devetopment continues from the moment of conception
until the individual reaches maturity.
3. Development occurs at different rate for different parts of the body.
F! Not att parts of the body grou/ at the same rate, nor do att aspects
of mental growth proceed equtty. The brain attains its mature size

lal that.
Devel,opment is never uniform for the entire organism. lf the
body is to attain its adult proportian, inequalities in rate must
t: occur. Measurement of inteltectuat capacities reveats that they,
tike physicat traits, devetop at different rates and reach maturity at
different ages.
.iit 4. There is correlation in development
Basicatty, desirabte and pleasant traits tend to go togethel. There
, is no negative corretation is found between intettigence and size,
physicaiwett-being or emotionat stabitity- \{hen physical
devetopment is rapid, so is mentat devetopment'

n!
itost traits are correlated in development
is
a kio *horu inteltectuat devetopment is above average
aptitudes'
g"n*rufi,'.no*" iruruge in size, sociaLitity and speciat
at

Modute
EDUC 10t- child and Adotescent

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5. Devel4ment ir predictable
since the rate of devetopment for each chitd
is fairty constant, the
'' " '' immensery important consequence is that
it is possiHe for us to
predict ?t earty age ihe *rihin
development.an
range "'-"' which the mature
o,f the childras likety to ii[.
D' 8".11 devaropment phase has traits characteristics
of it.
age, some trafts devetop rnore ripiJiv-""0 more conspicuansty
than
"*:ff.n
'
f ilany forms.of.so'catted "problem behavior"
are nonnat behavior of the
age in ryhich they occur

E. Development inyolves changes.

.fn$e are growth and devetopment in which the former is known as the
quanstative change and the latter tire quatitative change.

The Croal of Developmental Changes

The goat of dwelopmental change is self-reatization or the

achievement
of genetic potentials. 'Abraham Ataslow tabeted this as ..Self- actmlization,
known as self-futfillment, the striying to be the b;a person possible,
,iro
both
physicatty and mentatly. lt is the urge to do what one is
fitted to do. To be
happy and wetl adjusted, a person must Oe given un oeponunity to fu{fftt
this
urge,
However, whether the person rtritt attain/ imbibe this goat wilt depend
on what diff{culties .,are confronted and how successfut -the p.ooii- in
overcoming it.

F- "Early D,evelopment is *tore critical than Later Development

- Are you famitiar with psycho-anatytic theory of Frreud?

The most relerrant and yet controversial scientffic study on the
of early tife came from Sigmund Freud's studies on personatity
significance
' matadiustment. Such matadjustment could be traced from- chitdhood
experiences.
Becent studies have supported and substantiated Freud's work. From
ctinicat studies of chitdren, Erickson found out that "childhood is the scene of
man's beginning as a man, the place where our particular virtues aM vices
slowly but ctearty devetop and make themselves felt". Furthermore, he
' betieved babyhood is a time of "basic trust" - the kid view the wortd as safe,
reliable and nurturing; or coutd be time of "basic distrust" - viewing the world
as futl of danger, threat, unpredictability, treachery and misconduct.
A chitd experience on hfs interaction with the person or environment
around him depends on the kind and quality of family retationship on him, that
is-.child's way of gratifying his needs, attention and tove from them. Thus, will
make l,ater life as marvetous and wonderfut.
Studies atso reveated that early patterns/tife's experiences persist
relativety unchanged as time goes on. The first five years of the child's

EDUC t0l- Chitd and Devetopment I

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i experience in schoot has 'been referred as the "CRITICAL pERlOD" in the
devetopment of the achievement drive. lt has been known that high tevets of
achievement behavior at earty age are highty corretated with alhievement
behavior in tater [ife. A number of chitd psychologists believed that pre-
school years from 2 to 5 years are among the most formiOaUte of all the stages
of devetopment
.lt is undeniabty and unquestionabty the period during which the
foundations are taid for the highly diversified and comptex behaviorat pattems
and structures that are motded in a chitd,s lifetime.

CONDITIONS AFFECTING EARLY FOUNDATIq{S

1. Favorabte lnterpersonal Rel,ationship

This witt hasten and encourage the chitd to develop outgoing tendencies
and becoming an" other-oriented" fetlow, - a characteristic that teads to
desirable personal and social adjustments and inclinations.
2. Emotionat States
Emotional satisfaction enhances heatthy personatity devetopment, white
emotionat deprivation, in contrast, often teads to penonatity disorder (e.g.:
rejection from family, separation from parents).
3. Chitd-Training Methods
Children wtro are brought up by a democratic or slightty
authoritarian/disciptinarian parents usuatty make better sociat and personal
adjustment than brought up by permissive parents tend to have tack of a sense
of responsibitity.
4. Earty Rote-Ptaying
The first bom chitd, who is, for exampte, often expected to assume
responsibitities in the horne and to take care of younger chitdren may have
greater setf-confidence than later-bom sibtings but may have a tendency to
devetop a lifetong habit of business.
5. Chitdhood Famity Structure
The chitd who comes from a large famity tends to become authoritarian
in attitudes and behavior, while coming from a divorced or rparated famity
makes the chitd anxious, distrustfut and somewhat rigid.
6. EnvironmentaI Stimulation
A stimulating environment is one that encourages the devetopment of
the child's hereditary potentiats. A stimutating environment causes the chitd's
development to falt below its potentiat.

Why Early Foundations are lmportant?

Since teaming and experience ptay rotes in devetopment, as chitdren

grow older, tfrey lan be directed into channels that witt tead to good
idjustment. Griian." is most needed in the earty stages of teaming when
foundations are being [aid.

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1. Haturation
Sets Limitr to Development
T Because of timitations in the hereditary endowment of the chitd,
devetopment cannot go beyond a certain point even when learning is
encouraged
Effectiveness of rearning for fufi Deveropment
Regardtess of how much effort chitdien put into leaming, they can not
learn until they are devetoprnentatty ready to learn.
Havighurst has referred to maturational readiness as the "teachable
mornont". As he exptained, "when the body is ripe and the society requires it
and the setf is ready to achieve on celtain task, the teachable moment has
ti come.)'

2. liaturational Limits are rarely reach€d

!t!
when chitdren reach a temporary ptateau in their development, they
often conctude that they have reached their timits. As a result, they pui fortfr
tittte effort to leam and rernain on the plateau instead of adlancin! io higher
tevels.

3. Deprivation of Leaming Opportunities Limits Development

When the environment timits opportunities for teaming, chitdren wilt
be unable to reach their heredity potentiats.

. .; THE IHPLICATION5 OF THE CHARACTERISTICS OF DEVELOPIAEHT

1. lt hetps us to know what to expect and when to expect the

development.

2. lt gives tlte adult information as to when to stimulate and when not

to stimulate growth in the chitd.

t 3. Knowing the normal devetopment pattem makes it possibte for

parents, teachers and others who work with chitdren to prepare the
chitd ahead of time for the changes that wil,t take place in his body,
his interests; or behavior.

GEHERAL FACTORS INFLUENCIHG DEVELOPIiEilT

There are Two General Factors that

I nf lu e nce Hu man Deve lopm e nt

1. l{aturation or Natural Growth resutting from Heredity

?.
Environmentat inftuences in and through which tlrc growing takes
ptace. These two general factors are so comprehensivety and thoroughty
interrel,ated that ii
is impossible to isolate their specific influences and
ia bearings towards human growth.and development.

It,s a fact that eyery individuat is bom with definite potentialities of

devetopment p$r"A on 6 him by his parents . lhrgugh hgredity.
These
pattems
herediiary endbwment and potentiatities for many kinds of behavior

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continue to develop for months or even yea*. This process
by which heredity
exerts its inftuence long after bi*h ls citted maturation.
Studies have shown
lhat ? number of physiotogical structures are essentiatty mature and ready to
function at birth or even earlier.

others, however, such as certain nervous, muscular and grandular

structures are not ready to function until after months or even yeirs
tater.
Certain types of behavior which are made possibte by these structures can
not
be developed untess these structures are sufficientiy mature. No amount. of
instruction and practice for example, can make a six-month otd child walk or
tatk because the neural and muscutar structures invotved are not fuuy matured
and ready for such activities.

-. Even though a chitd inherits trait potentialities from his parents, the
direction that these characteristics fotlow during the process of growth and
development depends upon the individual,s environmeni.

' HoweYer, modes of behavior at a given time in the tife of an individuat

are not totally determined by heredity and environment, instead, they are
the product of the interaction between inherited tendencies and poientiatities
and those environmenta[ influences by which he is stimutated( e.g. white the
abitity to vocatize and the capacity for tearning to make tntettigibti sounds are
inherited, the language a chitd speaks is the result of ttre language he is
exposed to during the growth process. A chitd is not bom with skitts, emotional
controts, or attitudes. lt is onty when his inherited adaptable nervous and
muscular systems are given the proper stimutation at a time when they are
maturationatly ready that such traiB are tearned and devetoped. lt is at this
.point where education ptals an important role in the devetopment of an
individuat.
Tll,tlNG OF INFLUENCES: Critical Periods

Critical Perid - specific time during development when a given event has its
greatest impact. The concept of criticat period has been apptied to att aspe€ts
of development.

II{FLUENCES lN CO}ITEXT: An Ecotogical Approach

Urie Brcnfenbrenner identifies five levets of environmental inftuences

from the most intimate to the broadest ones.

1. lrtlCROSYSTEll - an everyday environment of home, school, work and

neighborhood. lt encompasses face-to-face bidirectional relationships with
parents, sibtings, caregivers, friends, ctassmates, teachers and other in direct
contact, in which influences ftow back and forth.

2. I,iESOSYSTEII . the interlocking of various r\ticrosystems that contain the

devetoping person, in a way, a system micrOs,ystem. These include tinkages
between horne and schoot, and work or the famity and peer group.When
parents and teachers work together in educational ptanning: e.g: chitdren tend
to have better performance in schoot.

EDUC {0{- Chitd and Adolescent Developmen t ldodute I

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3. EXOSYSTEii - refers to tinkages between two or more settings at
least one of which does not contain the developing system but affects him or
her indirectly. Likety to influence children's development are the parents'
workptace, parents' sociat networks and links between famity and community.
Exampte: A mother who is frustrated at work may mistreat her children and
husband.

4. ilACROSYSTEfi -overarching cutturat patterns, such as dominant beliefs,

ideotogies and economics and potiticat systems. How is a person affected by
tiviry in a capitalist or socialist society?

5. CHRONOSYSTEI,I - adds the dimension of time: the inftuence of nonnatiye

or non-normative change or constancy in the person and the environment. This
can include changes in family structure, place of residence or emptoyment as
wetl as larger cultural changes such as wars and economic cycter-

OTHER FACTORS THAT INFLUENCE DEVELOPI,iEHT

a. INTELLIGENCE - Seems to be the most imponant factor. High gnde

lntetligence is associated with a speeding up of devetopment, white tow Grade
intetligence is associated with retardation.

b. SEX - Sex differences in ptrysicat is evident. At birth, boys are stightty targer
than girts, but girl.s grow more rapidty and mature soqrer than boys.

c. GLANDS OF INTERI{AL SECRETIOH - Affect both the pre-natat

and post-natat devetopment

d.,HUTilTION - Amount of food as wett as the vitamin, protein, etc, content

are important. Quatity ts as important, if not mcre important than the
quantity. The higher stature of children is in part due to improved feediry in
the early years of tife.

e., FRESH AIR AND SUNLIGHT - Affect the size, general health condition and
the maturing age of the chitd.

fr RACE -Mediterranean races devetop smner than do the children of the

countries of Northern Europe. Chitdrm of the Negro and ltalian races are slow
in their devetopment compared to chitdren of white and yeltow races.

g. GuLTURE - Chitdren show the same social and motor responses despite the
differences in cutture.

h. PoslTloil lN THE FAHILY - The second, third or fouth chitdren in the

famity usualty devetop more quickty than the first-born not because of their
nativi endowment but more Lecause of the fact that the younger chitdren
imitate the otder brothers and sisters. The youngest is usuatly "babied"'

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