CHILD&ADO FIRST SEMESTER MIDTERM
CHILD AND ADOLESCENT LEARNERS:
LEARNING PRINCIPLES
LESSON 1: Learner-Centered Psychological
Principles
 The LCP PRINCIPLES were put together
by the American Psychological
Association. The following 14
psychological principles pertain to the
learner and the learning process.
 Principles - a set of standards or rules of
personal conduct.
 Cognitive- is relating to thinking or
reasoning.
 Cognition is a term referring to the mental
processes involved in gaining knowledge
and understanding through thought,
experience, and the senses.
 Cognoscere or ―to get to know‖
 Metacognition-is the process of thinking
about one‘s own thinking and learning.
 involves knowing when you know,
knowing when you don‘t know,
and knowing what to do when you
don‘t know.
 it involves self-monitoring and
correcting your own learning
processes.
 knowing your strengths and
weaknesses as a learner.
 The 14 principles are divided into those
referring to cognitive and metacognitive,
motivational and affective, developmental
and social, and individual difference
factors:
COGNITIVE AND METACOGNITIVE FACTORS
1. Nature of the learning process
- the learning of complex subject matter
is most effective when it is an
international process of constructing
meaning from information and
experience.
2. Goals of the Learning Process
- the successful learner, over time and
with support and instructional
guidance, can create meaningful,
coherent representations of
knowledge.
3. Construction of Knowledge
- the successful learner can link new
information with existing knowledge in
meaningful ways.
- Knowledge widens and deepens as
students continue to build links
between new information and
experiences and their existing
knowledge base.
4. Strategic Thinking
- the successful learner can create and
use a repertoire of thinking and
reasoning strategies to achieve
complex learning goals.
- Successful learners use in their
approach to learning reasoning,
problem solving, and concept learning.
5. Thinking about thinking
- Successful learners can reflect on how
they think and learn, set reasonable
learning or performances goals, select
potentially appropriate learning
strategies or methods, and monitor
their progress towards these goals.
6. Context of Learning
- Learning is influenced by
environmental factors, including
culture, technology and instructional
practices.
CHILD&ADO FIRST SEMESTER MIDTERM
MOTIVATIONAL AND AFFECTIVE FACTOR
7. Motivational and emotional influences on
learning
- the rich internal world of thoughts,
beliefs, goals, and expectation for
success or failure can enhance or
interfere with the learner‘s quality of
thinking and information processing.
8. Intrinsic motivation to learn
- it is stimulated by tasks of optimal
novelty and difficulty, relevant to
personal interests, and providing for
personal choice and control.
9. Effects if motivation on effort
- Effort is another major indicator of
motivation to learn. The acquisition of
complex knowledge and skills
demands the investment of
considerable learner energy and
strategic effort, along with persistence
over time.
DEVELOPMENTAL AND SOCIAL FACTOR
10. Developmental influences on learning
- Learning is most effective when
differential development within and
across physical, intellectual,
emotional, and social domains is taken
into account.
- Individuals learn best when the
material is appropriate to their
developmental level and is presented
in an enjoyable and interesting way.
11. Social influences on learning
- Learning can be enhanced when the
learner has an opportunity to interact
and collaborate with others on
instructional tasks.
INDIVIDUAL DIFFERENCES FACTOR
12. Individual differences in learning
- Individuals are born with and develop
their own capabilities and talents.
- Educators need to help students
examine their learning preferences
and expand or modify them, if
necessary.
13. Learning and diversity
- The same basic principles of learning,
motivation and effective instruction
apply to all learners.
- However, language, ethnicity, race,
beliefs, and socioeconomic status all
can influence learning.
14. Standards and assessment
- An assessment provides important
information to both the learner and
teacher at all stages of the learning
process.
LESSON 2: Basic Concepts and Issues on
Human Development
 ―The virtue of being born to humanity,
every human being has a right to the
development and fulfilment of his
potentialities as a human being‖ –Ashley
Montagu
 ―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 a human
body into a mature person, the person who
is fully alive, the glory of God‖ –St.
Irenaeus
 Human development
- the pattern of movement or change
that begins at conception and
continues through life span.
- It includes growth and decline.
CHILD&ADO FIRST SEMESTER MIDTERM
- It can be positive or negative
(Santrock, 2000)
Some Major Principles of Human Development
1. Development is relatively orderly.
 Proximodistal pattern
- Control of the trunk and the
arms comes earlier as
compared to the hands and
fingers.
 Cephalocaudal Pattern
- During infancy, the greatest
growth always occurs at the top –
the head – with physical growth in
size, weight and future
differentiation gradually working its
way down from top to bottom.
2. While the pattern of development may be
similar, the outcomes of development
processes and the use of development are
likely to vary among individuals.
3. Development takes place gradually. It
takes weeks, months, years to undergo
changes.
4. Development as a process is complex
because it is a product of biological,
cognitive and socio-emotional processes
(Sntrock, 2002).
 Biological-physical changes, hormonal
changes during puberty, adolescence,
cardiovascular decline during late
adulthood.
 Cognitive processes involve changes
in the individual's thought, intelligence
and language.
 Socio-emotional Process - changes in
the individual's relationships with other
people changes in emotions, and
changes in personality. Harmonious,
displeasing, etc..
LIFE SPAN DEVELOPMENT (Paul Baltres in
Santrock, 2002)
Characteristics of Human Development
1. Development is lifelong.
- It does not end in adulthood, no
development stage dominates
development.
2. Development is multidimensional.
- consists of biological, cognitive and
Socioemotional dimensions.
3. Development is elastic.
- is possible throughout the life span.
4. Development is contextual.
- individuals are changing beings in a
changing world.
LESSON 3: Theories of Learning in Education
 Theory- provides the most logical
explanation about why things happen as
they do. Answers ―why?‖
- There are some things that we need to
learn and explore.
 Laws- predict the result of certain initial
condition. It answers the question ―what
happens?‖.
- It is already universally accepted.
Example: Newton‘s Law
 ―Know your students‖= Harry Wong
What Are Learning Theories?
 are ideas about the ways students learn
and retain information.
 provide different frameworks that teachers
can use to adapt to students‘ diverse
learning styles and academic needs.
 it also helps teachers manage students‘
behavior.
CHILD&ADO FIRST SEMESTER MIDTERM
 it empowers educators to create an
atmosphere that‘s more inclusive and
conducive to learning.
 they seek to understand and explain the
learning process so that educators can act
accordingly, taking approaches to teaching
that are appropriate, effective, and
efficient.
Albert Bandura’s Social Learning Theory
(SLT)
 1980: renamed as Social Cognitive
Theory (SCT).
 The observers process and think
about what they witness being
modeled, which —combined with
environmental factors — results in the
assimilation and imitation of positive or
negative behaviors.
 Individuals learn through the
observation of ―models‖.
THE 5 MAJOR LEARNING THEORIES
BEHAVIORISM
COGNITIVISM
CONNECTIVISM
CONSTRUCTIVISM
HUMANISM
 “Education is not the learning of facts, but
the training of the mind to think.”-Albert
Einstein
LESSON 4: Behaviorism
 ―any more or less permanent change in
behavior which is the result of experience‖
(Borger & Seaborne, 1966, p16 cited in
Jarvis, Holford & Griffin, 2003. p.25)
 Behaviorism- focuses on the idea that all
behaviors are learned through interaction
with the environment.
 behaviors are learned from the
environment
 innate or inherited factors have
very little influence on behavior
 behavior is learned through interaction
with environment
 most important foundation to understand
students
 example: teacher that is strict=
student got intimidated
Influences in the late 19th/early 20th century
a) Age of enlightenment - 18th Century
Scientific approach to research- Positivism
b) Psychology emerging a discipline (Freud)
c) Darwin – Evolution
d) Durkheim – Education to reinforce social
solidarity
e) Technology impacting on everyday life –
modernity
 Mood: The world is becoming increasingly
explained and understood. The
introduction of new technology is
encouraging people to think of a future
where the environment and life
experiences can be controlled.
The Different Behaviorist Learning Theorists
1. Ivan Petrovich Pavlov (1849-1936)
 [active 1890‘s – 1900‘s]
 Russian
CHILD&ADO FIRST SEMESTER MIDTERM
 Nobel Prize winner 1904 in
Physiology and Medicine for
research about digestion.
 Key concept is conditioned
(conditional) reflex.
 He was not specifically concerned
with the study of learning.
 Conditioned Reflex (Classical
Conditioning
a) An Unconditioned
Stimulus - sight/taste of
food – provokes an
Unconditioned Response
– salivation
b) A normally neutral
stimulus – bell, buzzer,
metronome is associated
with the food until it
provokes the response –
salivation
c) The sound becomes the
Conditioned Stimulus and
the response becomes
the Conditioned
Response
 Classical conditioning- provoke
unconditional response
 ex. hilaw na manga= maasim
(conditioned response)
 Neutral stimulus:
 ex. mukha ng principal= epitome
of parusa= sir Robert known for it
in his previous school
 Unconditioned stimulus: rules to stay quiet
 conditioned + additional s:
Added gesture: finger on lips
 Silent stimuls
 Conditioned: simply putting fingers
on lips.
2. John Broadus Watson (1878–1958)
 [active 1910‘s – 1920]
 American Psychologist
 Considered first person to use
term ‗Behaviorism‘
 Considered the mind as being
irrelevant to learning
 Rejected determinism through
instinct and heredity as the major
factor in learning – environment is
the key
 Some interest in concept of
thinking as ‗subvocal speech‘
 Commented on child rearing
 “Give me a dozen healthy infants,
well-formed, and my own specified
world to bring them up in and I'll
guarantee to take any one at
random and train him to become
any type of specialist I might
select – doctor, lawyer, artist,
merchant-chief and, yes, even
beggar-man and thief, regardless
of his talents, penchants,
tendencies, abilities, vocations,
and race of his ancestors…” –
Watson, 1930. P.82
 Example: becomes chemical
engineer because of influence
- Sir Rapsing influence me to
pursue education course.
3. Edward Lee Thorndike (1874-1949)
 [active 1900‘s – 1930‘s]
 American Psychologist
 In series of experiments which
required cats to escape from
‗puzzle boxes‘ he rejected notion
that the cats might be using
CHILD&ADO FIRST SEMESTER MIDTERM
insight to open the box in favor of
learning through conditioned
responses (Trial and Error)
 Key idea is Law of Effect:
responses that are closely
followed (‗recency‘) by gaining a
reward, become associated with
the situation and are more likely to
be repeated. Negative
consequences can lead to
weakened association.
 Example:
Stimulus: algebra math class
Response: feel nervous/ look for
someone who knows it well/ to
shut down
Rewards (positive)= do it again
Rewards (negative)/ punishment=
shutdown
*our behavior is based on punishment or rewards.
4. Burrhus Frederic Skinner (1904 –1990)
 [active 1930‘s – 1960‘s]
 American Psychologist – originally
an English graduate
 The founder of ‗Radical
Behaviorism‘: behavior is learned
through reinforcement
 Key ideas: ‗Operant Conditioning‘
and ‗Reinforcement‘
 Invented the ‗Operant
Conditioning Chamber‘ (Skinner
Box)
Operant Conditioning
- Living things are ‗operating‘ on their
environment
- Aware if the behavior is not
satisfactory.
- If during this operation a reinforcing
stimulus is encountered, this increases
the ‗operant‘ i.e. the behavior
immediately before the reinforcement.
The reinforcing stimulus increases the
likelihood of the organism repeating
the behavior.
- Example: Hitting the child=more
problems= hindi titino
Reinforcement
- Positive: Strengthening of behavior
by praise, rewarding event
- Negative: Strengthening of behavior
by removal/avoidance of event e.g.
avoiding harm
- Punishment: Weakening of behavior
by aversive event
- Extinction: Weakening of behavior by
removal of rewarding event
Key impacts on learning
- Trial and error learning: (Problem
solving, Inquiry Based Learning.) This
can be open ended and student led or
subject to varying degrees of teacher
intervention (to a desired outcome).
 Teacher has the ―power‖
 Hear students first and do
what they want before
giving punishment
- Instrumental teaching: Learning
outcomes are expressed in behavioral
terms. Learning is measurable and
prescriptive.
 Learning=Behavior
 There is no learning, when no
proper behavior
CHILD&ADO FIRST SEMESTER MIDTERM
- Programmed learning: Short tasks
with frequent feedback (reinforcement)
and in small steps of increasing
complexity.
 Wag magalit sa math
 Simplest>more complex>
most complex
Limitations & Criticisms
- Conformity: Outcomes often
conformist. Authority imposes
behavioral goals that are reproduced
reliably but predictably: What about
free thinkers, innovation and
creativity? Who sets the goals?
 Depending on the
environment and the one
controlling it.
- Indoctrination: May be seen as
indoctrination when a teacher controls
outcomes and using reinforcement to
‗correct‘ result.
 Control outcomes> to correct
results
 Standards- to set control> live
within parameters
- Neglects cognitive (thinking)
processes: Potentially limiting
learning
 Limit learning
- Agency of learning is external:
Learners are not encouraged to act
independently and to make their own
choices during learning. The learning
and the environment is controlled by
the teacher.
LESSON 5: Introduction to Cognitive Theories
of Learning
 Cognitivist Theory
 Learning is a search for meaning.
 Meaning requires understanding of
‗wholes‘ as well as parts.
 Teachers need to understand the
mental models students use and the
assumptions they make.
 Students have to construct their own
meaning rather than memorize the
‗right‘ answers.
 Assessment has to be part of the
learning process.
1. Jean Piaget (1896-1980)
- [active 1920‘s-1970‘s]
- Swiss, natural scientist: biologist and
epistemologist (the theory of
knowledge).
- Best known for his research on
children‘s cognitive development.
- Interested in how children learnt and
their increasing capacity to understand
the world through the process of
maturation (growing up).
- Studied children from infancy to
adolescence (including his own)
through observation and setting
exercises and tests for the children to
complete.
- Key Areas To Piaget‘s Cognitive
Theory:
 Schema-innate and acquired
- internal representation of
the world.
- helps an individual
understand the world
they inhabit.
CHILD&ADO FIRST SEMESTER MIDTERM
- Assimilation: using an
existing schema to deal with a
new object or situation. The
schema is only modified.
Example: A 2 year old child
sees a man who is bald on top
of his head and has long frizzy
hair on the sides. To his
father‘s horror, the toddler
shouts ―Clown, clown‖
- Accommodation: the
schema is altered; a new
schema may be developed.
Example: In the ―clown‖
incident, the boy‘s father
explained to his son that the
man was not a clown and
that even though his hair was
like a clown‘s, he wasn‘t
wearing a funny costume and
wasn‘t doing silly things
to make people laugh.
- Equilibration: describes
the cognitive balancing of new
information with old
knowledge.
Example: A child loves the
soups that their family eats on
a regular basis. They have
developed the schema that all
soup is delicious. The child
then has dinner at a friend's
house and is served a bowl of
soup- and hates it. The child
enters the accommodation
phase of Equilibration - they
adapt their thinking to stop the
conflict and realize that not all
soup is good and that some of
it tastes bad.
 Children are actively engaged
in the learning process.
 Changing cognitive structures:
equilibrium, assimilation and
accommodation.
 Developmental stages of
children which are age
defined.
2. L. Vygotsky (1896-1934)
- Active 1920‘s-1930‘s
- Translations influenced mainly in
1960‘s-1970‘s
- ―Psychology owes a great deal to Jean
Piaget. It is not an exaggeration to say
that he revolutionized the study of the
child‘s speech and thought. He
developed the clinical method for
exploring children‘s ideas that has
since been widely used. He was the
first to investigate the child‘s
perception and logic systematically;
moreover, he brought to his subject a
fresh approach of unusual amplitude
and boldness.‖ – Vygotsky (1986 [first
pub. 1936], p.12) on Piaget
- Vygotsky agreed with Piaget that the
development of cognitive abilities
takes place in stages, and he also
agreed broadly with the description of
the stages.
- In contrast to Piaget, he viewed
cognitive development as a social
process where children learn from
experienced adults.
- According to Vygotsky, culture and
environment play a significant role in
cognitive development. He believed
social interactions with others were
essential for cognitive development.
CHILD&ADO FIRST SEMESTER MIDTERM
- theory consists of several
components:
 The zone of proximal
development.
 Inner speech.
 Scaffolding.
 Zone of proximal development- is when
a child can solve some problems by
themselves but might need extra guidance
from a responsible person who can solve
the problem (these are known as more
knowledgeable others).
 Inner speech (internalization)- develops
as beliefs and concepts are processed
internally. This is used on a regular daily
basis to help solve problems, reason, and
more.
 Scaffolding- is the activities the adult or
teacher provides to help a child master a
task in the zone of proximal development
3. J. Bruner (1915)
- [active 1950‘s-1990‘s]
- His theoretical framework is based on
the theme that learning is an active
process and learners construct new
ideas or concepts based upon existing
knowledge.
- Instructors should try to encourage
students engage in active dialogue
(socratic learning).
- Curriculum should be organized in a
spiral manner.
- Like Piaget, he believed in stages of
instruction based on development:
 Enactive (birth-age 3)- learns
about the world through
actions on physical objects
and the outcomes of these
actions.
 Iconic (3-8 years old)- learning
obtained through using
models and pictures.
 Symbolic (from age 8)- learner
develops the capacity to think
in abstract terms.
LESSON 6: Infancy and Toddlerhood: Physical,
Cognitive and Language Development
 The developing brain
 The neonatal period
 Physical and motor development
 Sensory and perceptual development
 Cognitive development
 Language development
The Developing Brain
 The brain governs every aspect of our
existence
 We are born with most of the neurons we
will have for the rest of our lives
 Neurons get dedicated to certain functions
and make connections with other neurons
in order for development to occur
 Brain experiences a growth spurt between
birth and age 3.
 By age 3, the brain is 90% of its adult
weight
Brain development
 The infants brain has plasticity
 Functions can be reassigned to other brain
areas
 Plasticity make brain vulnerable to
environmental assaults
 Early experiences have profound
consequences on brain and thus later
cognitive development
CHILD&ADO FIRST SEMESTER MIDTERM
The neonatal period
 The first month of life is referred to as the
neonatal period
 Babies must recover from the birth
process and adjust to the functioning of
their bodies organ system
 Neonates experience 6 behavioral states:
1. Walking
2. Crying
3. Alert inactivity
4. Drowsiness
5. Regular sleep
6. Irregular sleep
Neonatal stage
 Learning and habituation
 Learning is readily observable
from birth
 Infants habituate to their
surroundings
 Habituation is also used as a
research technique
 Neonatal assessment
 Hospital perform evaluations to
assess neurological and behavior
functioning
 The newborn behavioral
observation system (NBO)
 Parents who observe the
assessment become more aware
of their newborns individuality
Physical and motor development
 The gesell scales summarize the physical
and motor capabilities of average children
at different ages
 Environmental influences can impact on
the timing and rate of development
 Physical growth and motor development
are linked to brain, cognitive and social
development
Growth trends
Physical and motor development
 First four months
 Physical growth is rapid
 Weight doubles
 Bodies begin to length
 By 4 months, skin has lost its
newborn look
 Vision and hearing have improved
 Teeth begin to emerge at 4
months
 5 months to 8 months
 Development of fine motor skills,
used to perform tasks that require
coordination and dexterity
(grasping, for instance)
 For being a wealthy and obese
nation, it is hard to believe that 20
to 24% of U.S. children suffer from
nutritional deficiencies, a lot of it
the result of eating empty calories
 Nearly 1/3 of the world's children
suffer growth stunting as a result
of malnutrition
 Half of the deaths of children
under the age of 5 are due to
malnutrition
CHILD&ADO FIRST SEMESTER MIDTERM
 The effects of malnutrition in early
years are long-lasting
 Brain size suffers, leading to
deficits in attention and
information processing
Nutrient deficiencies and their effects
Table 4-3 some important nutrient deficiencies and how
they affect children
Nutrient deficiency Possible effect
Iodine deficiency • Impaired brain development
and associated mental function
• Inability to hear or speak
• Goiter (an enlargement of the
thyroid gland, resulting in either
hypothyroidism or
hyperthyroidism, with effects on
growth)
Iron deficiency • Anemia
• Impaired psychomotor
development and coordination
Decreased activity level
Protein deficiency • Kwashiorkor (affects brain
development, may lead to
deficits in attention and
information processing) •
Stunting (failure to achieve full
adult height)
Protein and calorie • Marasmus (muscles waste
deficiency away and stored fat is depleted,
affects brain development, may
lead to deficits in attention and
information processing)
•Stunting
Vitamin Deficiency •Severe visual impairment
• Possible blindness
• A markedly increased
susceptibility to common
childhood diseases
Nutrition and malnutrition
 Kwashiorkor is a condition caused by
protein insufficiency, especially common in
famine- plagued Africa
 Marasmus is a condition of wasting away
of the muscles caused by insufficient
quantity of food
 Breast feeding is encouraged because it
provides children the proper blend of
nutrients, is sterile, and provides better
immunity
 Culture determines when children are
weaned: as early as 3 or 4 months or as
late as 2 to 3 years
Sensory and Perceptual Development
 Vision and Visual Perception
 Born with blurry vision - Focusing
ability develops by 3 to 4 months
 Ability to discriminate between
colors improves by 6 months
 Infants engage in selective visual
attention, and are especially
drawn to pictures of their mothers
and other human faces
 Depth perception develops by
about 6 months, according to the
visual cliff research paradigm
 Hearing and auditory perception
 Acuity of hearing improves so that
by 6 months they have well-
developed auditory perception
 Infants can localize the sources of
sounds within the first days of life
 Infants are especially attentive to
human speech, preferring their
mothers voice
 Touch, taste and smell are fully
operational at birth
 They discriminate among sweet, salty,
sour and bitter taste
 They can distinguish the smell of their
mother by 4 months
CHILD&ADO FIRST SEMESTER MIDTERM

 Touch is well developed, even in Cognitive Development

newborns
 Newborns also feel pain
 Infants gradually integrate sensory
perceptions-sensory integration
 They can match a film to its matching
soundtrack by 4 months
 Sensory integration becomes better
refined as development proceeds
 For instance, they can recognize
something risky and avoid the danger
Cognitive development
 Children begin to imitate behavior or
others by 6 or 7 months
 Any earlier than that their seeming
imitation may be reflexive
 Only at 18 months did piaget believe
children could engage in deferred
imitation
 By 11 or 12 months, children can begin to
engage in symbolic representation thinking
about something that is not present,
pretending

 Cognitive development refers to the An overview of sensorimotor development

growth and refinement of the intellectual
processes of thinking, learning, perceiving,
remembering and understanding
 Infants may be born with the ability to
perceive the worlds in categories
 Piaget believed that infants construct their
worlds through schemes

Piaget’s Sensorimotor Period

 Ages 0 to 24 months
 Children adapt to their environment and
adjust their metal schemes by assimilation
and accommodation. Together they
represent what piaget called adaptation to
the environment
 They learn about the world through their
senses and bodies and through the
manipulation of objects
 By 8 months they develop object
permanence the ability to have a mental
conception of an object when it is not
present
Language development

 Language development includes learning

to speak or produce oral language,
CHILD&ADO FIRST SEMESTER MIDTERM
learning the meaning or words the rules of
the language and learning to read and
write
 Receptive language- understanding
spoken or written words • Productive
language- producing language through
speech and writing
 Productive language- producing language
through speech and writin
Words and Sentences
 Most children speak their first words at the
end of their first year
 Their vocabulary rapidly grows
 They employ overextensions, referring to
all animals as dogs for instance
 Before they use several words at a time,
they use one word- holophrases- to
convey complex ideas
Language development
 By 21 months, children begin to acquire
vocabulary at a fast rate
 They become sensitive to the way words
are used
 They begin to put words together into short
sentences known as telegraphic speech
 Language development is a complex
interaction between biology and
environment
Summary
 During the first two years of life change is
more rapid than at any other period during
the life span
 One of the most important developmental
changes in infancy and toddlerhood is the
brain
 The brain develops by adding new
connections among neurons and pruning
away connections that are not needed
 At this early age the brain is very plastic
and can adapt to the environment. This
poses great opportunity as well as risk
 During the first month of life-the neonatal
period-the child has to adjust from the birth
process
 During the first four months of life, physical
growth is rapid
 Fine motor skills begin to develop at 5 to 8
months of age
 At about 12 months, 50% of infants are
standing and taking their first steps, and
beginning to feed themselves and play
social games
 By the age of 2 years, they can pedal a
tricycle, throw a ball, and begin to dress
themselves
 Sensory and perceptual development at
this stage involve attainment of binocular
vision, improvement of their hearing, and
the integration of several sensory
perceptions at one time.
 Cognitive development is closely linked to
the development of sensation and
perception.
 Piaget believed that infants possess
mental structures (schemes) that function
like categories of thought.
 Their schemes are bases on their
sensations and perceptions, in what Piaget
called the sensorimotor stage.
 Language development is an important
part of infancy and toddlerhood. Babies
learn language, and learn to use language,
in stages.
 The stages begin with babbling, proceed
to the one-word stage, and then to
telegraphic speech.
CHILD&ADO FIRST SEMESTER MIDTERM

 It is believed that humans are born with

the neurological capacity for language, but
language must develop in the context of
communication with others.
 As in most important aspects of human
development, language development
involves biological, environmental, and
cultural factors.