CHILD AND ADOLESCENT- FINALS FIRST SEM

LESSON 1 EARLY CHILDHOOD: THE PRESCHOOLERS - “stickman”

- Circles and lines
 Pre-school- The years before formal schooling people/objects present in
begins child’s life.
 3 to 5 years old 3. Schematic Stage (5-6 yrs old)
 Child achieves several milestones serves as - Simple positioning of objects in
foundation of learning and development drawing
 Acquire gross, fine and manipulative skills - The “distance”
 Age 5: transitional year - Trees, leaves, sky, birds,
 5-6 years old BALANCING: truly ready for basic building, house with triangle roof.
- Clearly assigned shapes to
education.
objects
 Caregivers do things to foster development: don’t
- Developed schema for creating
stop them from developinginclude
drawings
interventions= DEVELOP NO MATTER WHAT
 Nutrition of Pre-schoolers- balanced nutrition is a
 Identify late maturation or delay in development
must. Not too much and not too little.
 GOOD NUTRITION and SLEEP are highly
 Sleep- sufficient time to sleep for them: 10 to 12
important.
hours of sleep: Nap time in classroom.
 Home and schools should be connected 
 Playing is an opportunity to learn, and to learn
strong bonds GOOD FOUNDATION to the
how to play is also a learning process.
DEVELOPMENT
 Teach the proper way but don’t stop them or
 GROSS MOTOR DEVELOPMENT- requires the
diminish their opportunity of doing or discovering
use of muscle groups: arms, legs; also stamina
things.
and strength.
LESSON 2 MIDDLE CHILDHOOD: THE PRIMARY
1. LOCOMOTOR- from one place to
SCHOOLER
another place. (ex. walking, running,
hopping, climbing, skipping, etc. )
 “School Age Years”
2. Non-locomotor- stays in place. (ex.
bending, stretching, turning, swaying)  Ages 6-12
3. Manipulative skills- reciprocal A. Physical Development
movements (ex. throwing, bouncing,  Not as rapid, but steady.
catching, dribbling)  Heredity and environment are factors.
 FINE MOTOR DEVELOPMENT- coordinates  Gains in motor skills, agility, and
small muscles groups in the arms, hands, and physical strength.
fingers for: DRAWING, ZIPPING, SNIPPING, B. Height
TYING, MOLDING CLAY.  Boys are slightly taller at the
*Pre-schoolers Artistic Development- beginning, until age 9.
understanding its stages will help the teacher to  Growth spurts:
become more effective art teacher and better at - Girls: 10 years
creating art. - Boys: 12 years
DR. VIKTOR LOWENFELD’S “CREATIVE AND  Average growth is 2-3 inches/year
MENTAL GROWTH” (1947)  By age 12, average 5 ft.
1. Scribble Stage (1-3 years old) Boys: 80% adult height
- No direction at all Girls: 90%
- Use big pencil/crayons C. Weight
- No connection made but may  Age 6, average child weighs approx.
give marks names 47 pounds
- Purely about enjoyment  By 12, this weight may double
- “this is you” “this is my toy”  Gain about 5-7 pounds/year
2. Pre-schematic Stage (3-4 yrs old)  By age 12, girls usually weigh about 3
- Begin to see connection between pounds more than boys
the shapes they draw D. Large Motor Skills

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CHILD AND ADOLESCENT- FINALS FIRST SEM
 Gains in height and weight improve - Between 4 and 8, more
coordination susceptible tooth decay
 Greater speed and accuracy - Poor health and diets high in
 Balance improves sugar
 Boys usually outperform girls in:  Obesity
- Jumping - Weighs 20% more than others of
- Catching same sex, age, and build
- Throwing - Become a common problem
- Batting - Research: overweight children
(More muscle mass) often become overweight adult
 Girls outperform boys in: - Can impact emotional health
- Hopscotch Factors of Obesity:
- Dancing a. Inherited
- Skipping b. Environment
(Better balance, coordination, c. Physical inactivity:
flexibility, and rhythmic more TV watching
movement) video games
E. Fine Motor Skills  computers
 Better finger dexterity G. Language
 Better hand-eye coordination  Vocabulary doubles between 6 and 12
 Better control of motion and speed  Grammar skills improve
F. Health Concerns  Now use both oral and written
 Many develop chronic health expression
conditions:  Cognitive development linked to
- Acne humor
- Vision or hearing problems H. Reading
- Obesity  Through a process of trial, feedback,
- Asthma and repetition, children begin to read
- Tooth decay simple words and sentences
 Hearing:  The average child begins reading 5-6
- Untreated hearing infections can  Most spend little time reading outside
cause permanent damage of school
- Ear infections now less common  PARENTS INFLUENCE THEIR
 Vision CHILD’S READING ABILITY IN THE
- Many preschool children are FOLLOWING WAYS:
farsighted; this improves during 1. Value they place on literacy
middle childhood 2. Emphasis placed on academic
- Nearsightedness is most achievement
common vision problem: 25% of 3. Reading materials available at
all children need their vision home
corrected by age 12 4. Time spent reading with their
 Asthma children
- Respiratory disorder that causes 5. Opportunities they provided for
labored breathing, gasping, verbal interaction in the home
coughing, and wheezing
- Often an allergic reaction Children vary widely in their rate
- Provoked by emotional stress, of intellectual development
exercise or fatigue
 Teeth I. Self-Concept
- By 12, all 20 primary teeth will be
replaced with permanent teeth

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CHILD AND ADOLESCENT- FINALS FIRST SEM
 Begin to make social comparisons N. Cognitive Development
(defining oneself: qualities, skills,  Begin to use logical thinking and
attributes) symbols
 Identify personal strengths and  No longer rely on just what they see or
weaknesses perceive
 Formation of self-concept(view of self)  Memory improves
J. Self Esteem  Attention span is longer
 Belief that you are worthwhile as a  Academic abilities improve
person Factors of the Effectiveness of a
 Need to believe in oneself to have a Child’s Memory
health self-esteem - Age
 It is based on: - Motivation
- Academic competence - Health
- Athletic competence - Attitude
- Physical appearance O. Attention Improves
- Behavior  Can now ignore unnecessary
- Social acceptance information
 Teachers can help build a child’s self-  Able to focus attention on important
esteem: aspects of a task
a. Be warm and nurturing  Can scan detailed tasks and decide
b. Avoid making comparisons what to do first
K. Understanding Others P. Better Problem-Solvers
 Develop empathy- the ability to Ex: Learn to use rehearsal to remember
understand others’ feelings information
 Feel compassion- being aware of Q. Mental Operations
others’ distress and wanting to help  There are significant changes in
them reasoning and thinking during middle
L. Peer Group Activities childhood
 Play an important role in social  PIAGET’S COGNITIVE
development DEVELOPMENT
 Gender differences a. Sensorimotor Development
 Games with rules (Birth- 2yrs) – learn through
 Team Sports senses and manipulation of
 Benefits of Team Sports: objects
1. Learn teamwork skills b. Preoperational stage (2-6 yrs) –
2. Learn to get along with begin to use symbol to represent
peers objects.
3. Benefit from exercise - Still learn from concrete
4. Bring enjoyment evidence
5. Form friendships - Unaware of another person’s
6. Helps to build self-esteem perspective
7. Develop pattern of healthy - Lacks important concepts
lifestyle learned
M. Moral Development c. Concrete Operational Stage
 The process of acquiring the (Middle Childhood)
standards of behavior considered - Begin to think logically
acceptable by society - Associations with personal
 Morality- understanding and using experiences
accepted rules and conduct when - Ability to learn new mental
interacting with others concepts
 Learned by interacting with others Operation: manipulation of idea based on logic
rather than perception.
Concrete Operations: use logic basedPage
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they’ve seen or experienced.
CHILD AND ADOLESCENT- FINALS FIRST SEM

R. New Mental Concepts Learned

 Conservation
 Seriation
 Classification

S. Conservation
 Understand that change in position or
shape of a substance does not change
the quantity
 Includes property of:
- Volume
Two glasses of water
- Length
Rows of pennies
- Weight/Mass
Two balls of clay
T. Seriation
 The ability to arrange items in an
increasing or decreasing order based
on weight, volume, or size
U. Classification
 Ability to group objects by common
attributes, such as size, color, shape,
pattern, or functions
 Unlike preschool years, can now
mentally handle two aspects at a time

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