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Pdfcoffeecom Child and Adolescent Development 4 P 230821 155732
Pdfcoffeecom Child and Adolescent Development 4 P 230821 155732
- 149
Introduction Pnm I
- 168
Basic Concepts and Issues on
,196 lJI{IT
t Human Bevelopment
-: 186
* Brenda B, Corpuz, Ph,D,
-200
-224
;239
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W NTRoDUCnoN
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CHAttENGT
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In this introductory Module, you are challenged to:
5. Do
o define human development in your own words. devr
. draw some principles of human development. adul
o distinguish two approaches to human developmenL o, IBSTRA
A
ffi tNTRoDucrloN
As you read this textbook and do tlre activity in your small groups,
Meaning of
Human
you are undergoing the process of development. What principles govern begins at con
this development proven? What do experts say about development? includes gro'
These are the concerns of this Module. positive or ne
Some major
Here an
ffi&ACrrvrTY l. Develop
1. Here are picures of Naschielle and Kenn. Each one is a bundle of developr
possibilities. Describe what they were before birth (their point of then wal
origin) and who they will possibly be after birth unto adulthood. the trunl
What will they possibly become? Expound on your answers. and fin
infancy,
with ph'
gradually
neck, sh
caudal p
By'
relatively
effective
ment (Sa
Part I Unit 1 Module 1 - Human Development: Meaning, Concepts andApproaches
Q mmvss
After listening to the predictions given by each member of the
group, answer the following questions:
I. When you gave your own predictions as to the kind of child,
adolescent and adult Naschielle and Kenn may become and
hypothesized on who they once wre you were"referring to
human development. What then is development?
2. Will there be any,thing cornmon in the pattem of development
of Naschielle and Kenn? If yes, what?
3. Will there be differences in their development, e.g. pace or
rat-e of development? What and why?
4. Will the process of development take place very fast or
gradually? Expound on your answer.
5. Do you believe that Naschielle and Kenn will continue to
develop even in adulthood? Or will they stop developing in
adulthood?
'I lgstRAfirou
Meaning of human development
groups, Human development is the pattern of movement or change that
govern begins at conception and continues through the life span. Development
t? includes growth and decline. This means that development can be
positive or negative (Santrock. 2002).
pa1 of deve-
Two approaches to human development
lc it is the If you believe that Nikki and Kenn will show extensive change
Eorn birth to adolescence, little or no change in adulthood and decline
fuemotional h late old age, your appf,oach to development is traditional. In contrasl
if you believe that even in adulthood developmental change takes place
ilidual's physi- as it does during childhood, your approach is termed life-span approach.
bp. They will
nonal changes What are the characteristics of the life-span perspective? Paul
rscular decline Baltes (Santrock, 2002), an expert in life-span development, gives the
rhe biological frllowing characteristios:
l. Development is lifelong. It does not end in adulthood. No
r individual's developmental stage dominates development.
Kenn develop 2. Development is multidimensional. Development consists of
ords, the two biological, cognitive, and socio-emotional dimensions.
to memorizing 3. Development is plastic. Development is possible throughout
flag ceremony the life-span.
rcr or a pilot,
lem. All these 4. Development is contextual. Individuals are changing
beings in a changing world.
Child and Adolescent Development: Looking at Leamers at Difierent Life Stages
I
p regula- 10. Play is an important vehicle for developing self-regulation as
l goals well as for promoting language, cognition, and social compe-
[t
pv among tence.
hdr middle ll. Development and learning advance when children are
challenged to achieve at a level just beyond their current
I dre back
mastery, and also when they have many opportunities to
lcr stage. practice newly acquired skills.
p practice 12. Children's experiences shape their motivation and approaches to
learning, such as persistence, initiative, and flexibility; in tum,
tsng which
these dispositions and behaviors affect their learning and
P; in early
development.
:hich were
I Education This course is focused on the development of the child and the
of
human
poach we &lescent, who are your clientele in basic education. Necessarily, you
linciples of
rfll be occupied only with the child and adolescent. So then, of what
ipificance is your understanding of life-span development, a develop-
iial, social
urt ffrat includes the entire human lift cycle from conception to adult-
' are closely
bod? You can apply what you will leam about life-span development as
sre domain yin relate to yourself, to your fellow teachers, to parents of ydur
ce in other sdents, to other colleagues in the teaching profession and to other
oducation stakeholders. It is inspiring to note that development is a
rent follow cuttinuous process.
skills, and
@
I
a life-span perspective
acceptable? Explain your answer.
/
\:
rr [\lil
BIG IDTAS
I
Do the following to ensure mastery of the big ideas presented in
L
lDevelopmental
this chapter.
of studv
I
Meaning of human development
Four principles of human development and ttreir educational implica-
tions.
b.
c.
d.
3. Patterns of development
a. The direction of groMh following the cephalocaudal pattern
from to , the
b. The direction of growth following the proximodistal paffern is
from to the
Part I Unit 1 Module 1 - Human Developinent Meaning, Concepts and Approaches
are the
Epective
[helopment during adulthood
implica-
MREtLt(
Guide Ques
l. You are a
other livi
evidence
developinl
2. As a tea<
6. ln , one sentence, "write the principlb on human'development Read anc
expressed in this Venn diagram. .'
fantastic
Teddy en
7. Discuss the meaning of the quotations written beneath the title of As he stood ;
these Unit and Module. Relate the quotation to your life. school, she t
'
looked at het
.:,,
-
,':^'t -
-'---
RISEARCH Howbver, tht
*__tu
slumped in h
Research and reid any'research on human development' Give an Mrs. Thompst
abstract of the research by stating the: hb did not p,
l.) problem messy and tt
2.) methods could be un,
3.) findings would actualt
4.) conclusions pen,. making
popers.
q- ffsI YouR ultDtRsTAttDtt{G At the schoo
Put a y' check before a correct statement and an I before a
review each
However, u'hr
wrong one. [f you put l, explain whY.
l.Development is a pattern of change. Teddyb first
2. Development is either growth or decline. ready laugh.
3.From both traditional and life-span perspectives'development is isajoytob
lifelong. on excellent
4.ln the development process, there are things that hold true to because his r
all people. a struggle. I
5. Individuals develop uniformly. been hard o'
6.Developmtint is predictable because it follows an orderly show much i
process. steps aren't
7. Development is unidimensional. withdrawn a
8. Development takes place in a vacuum. have many fi
9.The effect of biological process on development is
isolated from the effect of cognitive and socioemotional
processes.
Pa( I Unit 1 Module 1 - Human Development: Meaning, Concepts andApproaches
&REttECroN
Gukle Questions:
I- You are a bundle of possibilities. You are meant to develop like any
other living thing or else you will rut. Remember "Growth is an
evidence of life." If you are alive, then you must be growing and
developing. Are you on your way to development?
i As a teacher, you are a facilitator of the development of learners.
lopment Read and reflect on how one great teacher played a role in the
fantastic development of a child. Here is a true-to-life story of
Teddy emailed to me by a a dear friend.
title of ls lp stood in front of her 5't' grade class on the very fir* day of
rlnol, she told the children an untruth. Like most teachers, she
bked at her students and said that she loved them all the same.
Hov?ver, that was impossible. Because there in the front row,
fuiped in his seat, was a little boy named kddy Stoddard.
Give atr
Ifrs Thompson had watched kddy the year before and noticed that
b did not play well with the other children, that his clothes wdre
rcssy and that he constantly needed a both. In addition, Teddy
could be unpleasant. It got to the point where Mrs. Thompson
wuld actually take delight in making his papers with a broad red
pn, making bold Xb and then putting a big "F" ot the top of his
FWTS.
It the school where Mrs. Thompson taught, she was required to
before a t*'iew each child's past records and she put Teddyb off until last.
Ho*,ever, when she reviewed his file, she was in for a surprise.
By now, Mrs. Thompson realized the problem and she was usktmed ond he was v'o
of herself. She felt even worse when her students brouglot her wedding in the
Christmas presents wropped in beautiful ribbons anel brigi',i pilpet', the groom. Of
except for kddyls. llis present was clumsily wrapped in the heavy, wore that brac(
brown paper that he got from a grocery bag. Mrs Thompson took over, she mad'
pains to open it in the middle of the other presents. Some of the remembered his
children started to laugh when she found a rhinestone brdcelet with
some of the stones missing, ond a bottle thot was one-quarter full They hugged ,
of perfume... But she stifled the children's laughter when she Thompson's eat
exclaimed how pretty the bracelet was, putting it on, and dabbing Thank you so't
some of the perfume on her wrist. Teddy Stoddard stayed after that I could mt
school that day just long enough to soy, 'Mrs. Thompson, you
smelled just like my Mom used to.' Mrs. Thompson
'You have it a
After the children, she cried for at least an hour. On that very day,
she quit teaching reading, writing and arithmetic. Initead, she began could make a
to teach children. Mrs. Thompson paid particular attention to Teddy. wu.'
As she worked with him, his mind seemed to come alive. The more (For you that do
she encouraged him, the faster he responded. By the end of the Des Moines that
yean kddy had become one of the smartest children in the class
and, despite her lie that she would love all the children the .tame,
Teddy became one of her 'teacher' pets..
Writi down
A year later she found a note under her door, from Teddy, telling
her that she was the best teacher he ever had in his v,hole life.
Six years went by befare she got another note from kddy. I{e then
wrote that he had finished high schobl, third in his class, and she
was still the best tea'cher he ever had in his life.
got another lette4 saying that while things
Four. years after that, she
had been tough at times, he'd stayed in school, had stuck with it,
and would soon graduate from college with the highest of honors.
He gssured Mr,s. Thompson that she was still the best ant{ favorite
teacher he had ever had in his whole life.
Then four years passed and yet another letter cqme. This time he
explained that after he got his bachelor s degree, he decided to' g:a
a little .further. The letter explained that she was still the best and
.favorite teacher he ever had. But now his name was a little
longer... The letter u,as signed, Theodore F. Stoddard, M.D.
The story does not end there. You see there was yet another letter
that spring. kddy said he had met this girl and was going to be
married. He explained that his father died a couple of years ogo
Part I Unit 1 Module 1 - Human Development:.Meaning, Concepts andApproaches
9,::;itt']'l(d and he was wondering f Mrs. Thompson might agree to sit at the
giit her wedding in the place that was usually reserved for the mother of
J Ddper, the groom. Of course, Mrs. Thompson did. And guess what? She
I leavy, wore that bracelet, the one .with several rhinestones missing. Morg-
bn took over, she made sure she was wearing the perfurne that Teddy
I o-f the remembered his mother wearing on their last christmas togethen
,let with
ner full They hugged each other and Dr. Stoddard whispered in Mrs.
ben she Thompson's eor, 'Thank you, Mrs. Thornpson for believing in me.
dabbing Thank you so -much for making me feel important a:nd showing me
rci aJier that I could make a dffirence.'
on. you
Mrs. Thompson, with tears in her eyes, whispered back. She said,
en' day,
'You have it all wrong. You were the one who taught me that I
e began could make a dffirence. I didn't know how to teach until I mer
o Teddy. w.t.'
he more (For you that don't know, Teddy stoddard is the doctor at rowa Methodist in
I o.f the Des Moines that has the Stoddard Cancer Wing,)
he class
P Some,
Writd down your reflections.
t relling
,e
! ife.
Iie then
attd she
le rhings
';: ith il,
' honors.
.:uvorite
time he
zci to go
be.st o.nd
i; little
).
er letter
ag to be
TQrS AgO
Child and Adolescent Development: Looking at Leamers at Different Life Stages
(HAtI.tNGT
W TNTRoDUCTToN
Soro
Pre.natal perir
Referring
following questi,
"How ./i't
and gyov, and
what v,ill it bt
born is on a t
Part I Unit 1 Module 2 -The Stages of Development and Developmental Tasks
nt and
ffiffiACTI,TTY
Study the pictures and the descriptions below each set of
brpuz, Ph.D.
pictures, then answer the following questions.
l. Do the pictures suggest the respective developmental stages?
2. Symbolize each developmental stage. Give a symbol that stands
for the developmental task for each stage.
3. lf you were given a chance, which developmental stage would
you like to be in? Why? Share your, answers with your small
group.
curriculum
br elopmental
asks are not
can you help
Pre-natal period
Referring to pre-natal developrnent, Santrock (2002) asked the
following questions sr-rccintly':
"Hov, .fiont .so sintple u beginning tlo endles.s .fbrms develop
and grow and mutura'? W'hut u,u.s this organism, u,hal is it now, and
whot u,ill it become'? Birth's./i"agile moment arrive,s, when the new-
born is on a thtre,vhold hetween two u,orlds."
Child and Adolescent Development: Looking at Leamers at Different Life Stages
Photos
Hnotos by Gloria
Gtoria C. Oldham, Lovelyn and Socrates paclibar
eldham, Lovelyn
Early.Childhood (3 to 5 years)
i. Ilb cried, In early childhootl, our greatest untold poem was being only
,t a lot and four years old.^ We skipped, played, and ran all day long, never in
iles was not our lives so busy, bu.sy becoming sdmething we had not quite
turney of a grasped yet- who knew.our thoughts, which worked up into small
netimes we mythologies all our own. our thoughts and images and drawings
'opment was took wings. The blossoms qf our heart, no wind courd touch. our
ipless kind small world widened as u,e discovered new refuges and new
'se into two people. When u,e said "1" we mednt something totally unique, not to
lo curb our be confused with any other." (Santrock; 2002)
tock, .2402)
child and Adolescent Development: Looking at Leamers at Different Life stages
Adolescence
"In no o
for us. We c
the zodiac'. .ll'
Photos Socrates Paclibar and Nicolas
tried on one ;
We v,anted on
Middte and Late Childhood (6-12 years) up the prftit
"In middle and late childhood, we were on a dffirent plane, found that .fir
belonging to a generation and a feeling properly our own. It is the dance. In out
wisdom of human development that at no other time we ane mone acquainted u'it
ready to learn than at the end of early childhood's period of confined to o
expansive imagination. Our thirst was to know and to understond. fragile cable
Our parents continued to cradle our lives but our growth was generation v,a
also being shaped by successive choirs of friends. We did not two but lastin
think much about the ./uture or the past, but enjoyed the present." roots, the otht
(Except .for a .fev' words, the paragraph is taken from Santrock,
2002)
Part I unit 1 Modure 2 - The stages of Deveropment and Deveropmentar
rasks
Photos by Soc & Lovelyn Paclibar, L. Ruth c. Taylor, Lilian Marie c. Dicang
Quruus
l. How n
these s
giw b
Havigh
l. ird
2. mi
3.d
4. ea
5. mi
6. ld
L Whd "r
3. What t
,t Dma
m€nt 0
5. Refer t
the ne:
HaYidt
Q mlrYsrs
l. How many developmental stages were described? How do
these stages compare to Havighurst's. develop;nental stages
given below?
Havighurst has identified six major age periods:
l. infancy and earlf childhood (0-5 years),
2. middle childhood (6-12 years),
3. adoleicence (13-18 years), .
r, Emma A.
t eventually
nds alone at
ll e shed the
dov'n to the
,d backward.
nning of life
be,fore it is
rvives of us.
Child and Adolescent Development: Looking at Leamers at Different Life SCages
Ea B -EEq €g :e E o ngsml
:; .gri.gE;cagt SBsE*
ss +c;+ti.+;EEeEEEHE
I'
Concept of
.f \o
ln each
a-l
of eVery indir
that 'oarises al
E s e3 Ei*B ; B t 9P
bo
which leads t
Er
6
H"Eg E;Eap.1.g,."*; aE€ o to urthappine
(Havighurst, I
;5
o0
69
2
F#E;; rErg€ EEt EeegE$- ,e
€P o.
Developmer
c.l + F-
The eig
with Havighu
E
S E
EE?gE
E _E
E !
.9
>.=>r not include pr
tD EA' ,c e&IE Ls.E
:5=
S'a
hood while S
0
cl
t-,,
cl
is $s; Hggse cO
!: o.
E9
developmental
The develo
F-
q) -(\c.l*n\O
Let's d,
a s.9Ei and compare
o
a
q)
c)
i, g; *:; i
tt fu :E ilarE =ai
l. Prenatal
dous gr,
brain at
gE
E; Etf IE; *H- EE eIB flEa, 2. Infancy
depende
\o r
' -s t ginning
: Er EB$ u #i*r- :e8",
E
E
3.
bnd soc
Early cl
are the
I s Eii,sE;!;;E;*-iE:IEg,uEet;EEEA€s self-suf/,
E
z
SE; f,E€* Eg€ ES $iAE =: I ness s*,i
4. Middle
school ;
^oo
.l^ g
=oo
Eq b e r €r A
arithme
Eg Ei EE; E: I'l.Ecef larger t
tral the,
EE s; esEti! 3$EEEeIIE
i
ef i H H*
Si JH
r3 r,:
Hi3 ;;g igrq €
3 J=3
3g E;g8
"5 5 E i Eg=o & 3 3ri.
F&
5. Adolesc,
of age)
height t
ment o.
-N
breasts,
the voit
Part I Unit 'l Motture 2 - The stages or Deveropment and Deveropmentar rasks
o msmACTtoN
A
Concept of developmental tasks
In each stage of development a certain task or tasks are expected
of every individual. Robert Havighurst defines developmental ask as one
that "arises at a certain period in our life, the successful achievemdrrt of
which leads to happiness and success with rater tasks while failure teads
to unhappiness, social disapprovar, and difficulty with later tasks.,'
(Havighurst, 1972).
Developmental stages
The eight (8) developmental stages cited by Sanhock are the same
with Havighurst's six (6) developmental stages only that Havighurst did
not include prenatal period. Havighurst combined infancy and early child-
hood while santrock mentioned them as two (2) separate stages. These
developmental stages are described more in detail in the next paragraphs.
I time is = I- Adolescence
High school teachers ought to help their students by
i thruugh
*onomic
tztng to
sily and
I time of
bility: oI e -AJlow small groups to do each of the following:
d maturc
|ion in a a- Come up with an object to symbolize each period or stage of
development.
I are the a Discuss the meaning of the quotation beneath the title of the
e facilita- lcsson. Relate it to the stages of development,
hges that
and late
F ue DEAS
teachers
dirrcss for L Complete this unfinished sentence.
rch. They
ilaps help Developmental tasks are
n's games
MRIruEc,olr
[rect and an
sr is an I, l. Reflect on your early childhood, middle and late childhood days.
Were you able to acquire the developmental tasks expected of early,
middle, late childhood and adolescence. What facilitated your acquisi-
tions of the ability to perform such tasks? Write your reflections:
t 3 stages of
in an earlier
!o master the
nd stage.
gage.
2. Having mastered the developmental tasks of early'childhood middle
and late childhood and adolescence, reflect on what you should do as
a teacher to facilitate your students' acquisition of these developmental
tasks. Write down your reflections.
concern during
lc childhood.
ss is the major
Child and Adolescent Development: Looking at Learners at Different Life Stages
(discon
lssues on Human Development our de'
moDuffi 3 Brenda B. Corpuz, Ph.D.
acacia
- butterfl
3. Stabilit
stabili
experir
d i ffer
develo;
RePort
debate
ttTNGE
on
kr thislesson you are challenged to take an informed stand/position
the three (3) issues on development.
@, mmv
After e'
teacher facilitl
W TNTRoDUCTToN
LWhor
you
Each of us has his/trer own informal way of looking at our own
c1
nature
and other people'-s development. These paradigms of human development
while obviously lacking in scholastic vigoq provide us with a conceptual 2. Who I
framework for understanding ourselves and others. Scholars have come argun
up with their own models of human development. Back up by solid benryex
research, they take stand on issues on human development. 3. Who
more
ffi&ACTrvril
o ngsml
(This is supposed to be assigned at least more than one week A
before the scheduled debate)
The iss
Small group Debate sparked anin
to do well il
Divide the class into 3 small groups. Let the groups choose their society's 'mas
topic for debate. Here are the topics and issues: reason molt ,
l. Nature versus Nurture - Which has a more significant influence in old age? |
on human development? Nature or nurture? Nature refers to an For children r
individual's biological inheritance. Nurnre refers to environmental poor schoolir
experiences. ,remove the ',
(Santrock, 20r
2. Continuity versus Discontinuity - Does development involve
gradual, cumulative change (continuity) or distinct changes
Part I Unit 1 Module 3 - lssues on.Human Developrnnt
(discontinuity). To make it
more concrete, here is a question: Is
,rent our development like that of a seedling gradually growing into an
acacia tree? Or is it more like that of a caterpillar becoming a
wuz, Ph.D. butterfly?
hd/position
Q nunrYsrs
After every small group presentation to the whole class, the
Eacher facilitates the whole class discussion and asks the following:
o agsmAcTrou
r one week
I
The issues presented can be translated into questions that have
ryarked animated debate among developmentalists. Are girls less likely
m do well in math because of their 'feminine' nature or because of
choose their
siety's 'masculine' bias? How extensively can the elderly be trained to
tulson more effectively? How much, if at all, does our memory decline
nt influence h old age? Can techniques be used to prevent or reduge the decline?
refers to an For children who experienced a world of povea.),, neglect by parents, and
tvironmental poor schooling in childhood, can enriched experiences in adolescence
.trmove the 'deficits' that they encountered earlier in their development
(Srrnock, 2002)?
ent involve
rct changes
Child and Adolescent Development: Looking at Leamers at Different Life Stages
Based on the presentations, each one has his4rer own explanations cannot do
for his/her stand on the developmental issues. What is the right answer? how they
Up to this time. the debate continues. Researches are on-going. But let by creatir
me tell you that most life-span developmentalists recognize that extreme
. heredity, e
positions on these issues are unwise. Development is not all nature or conceptior
all nurture. not all continuity or discontinuity and not all stability or all quality an
tions, and
change (Lerner, 1998 as quoted by Santrock, 2002). Both nature and
nunure, continuity and discontinuity, stability and change characterize our Do not lose
life-span development. ... The key to development is the interaction of tion. At the
nature and nufture rather than either factor alone (Rutter, 2001 as quoted parents should
by Santrock, 2002). In other words, it is a matter of "both-and" not development of tl
"either-or". Just go back to the quote beneath the title of this lesson part.
and the message gets crystal clear.
2. Do the s
To summarize, both genes and environment are necessary for a Psycholog
person even to exist. Without genes, there is no person; without environ- a group a
ment, there is no pierson (Scan and Weinberg, 1980, quoted by Santrock, 3. Discuss I
2002). Heredity and environment operate together -or cooperate and
"The frigh
interact - to produce a person's intelligence, temperament, height,
parents, pr
weight... ability to read and so on.
4. Here is ,
lf
heredity and environment interact, which one has a greater Months S
influence or contribution, heredity or environment? The relative contribu- 2010 Issu
tions of heredity and environment are not additive. So we can't say the follor
50% is a contribution of heredity and 50o/o of environment. Neither is it . Does t
correct to say that full genetic expression happens once, around concep- individr
tion or birth" after which we take our genetic legacy into the world to ' a persc
see how far it gets us. Cenes produce proteins throughout the life span,
in many different environments. Or they don't produce these proteins,
. Read tl
depending on lrow harsh or nourishing those environments are. (Santrock,
highli$
2002).
on stal
PERNfu
experir
answer,
@nmrrcAilolr
Let's find out where you can apply what you learned from a
How the Fi
discussion of these developmental issues. What makes
be anxious, over
l. Convinced of the interactive influence of heredity and environ- to heart attacks,
ment on the development of children, prepare for a powerpoint ' There's a lir
presentation for parents to show them how crucial their role is way we are beca
in the development of their children. Remember that heredity of our childhood
lifestyle choices
is already fixed. Their children have been born and they have
But there's
passed on these inherited traits at conception and that they
r
Pad I Unit 'l Module 3 - lssues on Human Development
I
I cannot do anything anymore to change them. So concentrate on
t erplanations
how they can contibute to their children's favorable developr.nent
[*rt answer? by creating the environment conducive to development. Like
prng. But let
herediry environment is complex. It includes nutrition as early as
lOrd extreme
.ll conception, parenting, family dynamics, schooling, neighborhood
nature or
quality and biological encounters such as viruses, birth complica-
pbiliry or all
tions, and even biological events in cells.
L nature and
rrterize our Do not lose sight of the objective of your powerpoint presenta-
fuaaion of tion. At the end of your powerpoint presentation, the
Bl as quoted parents should go home very much convinced of their role in the
hdh-and" not development of their children and get very much inspired to do their
of this lesson part.
2. Do the same presentation (in # l) to a class in General
mssary for a Psychology where they discuss the nature-nurture debate or to
lhout environ- a group of student teachers.
I b1' Santrock, 3. Discuss the implications of this statement:
noperate and "The frightening part about heredity and environment is that.we,
ment, height, parents, provide both."
4. Here is an intere5ting article titled "How the First Nine
has a greater Months Shape the Rest of Your Life" from the October 4,
hive contribu- 2010 Issue of Time Magaziits. Read, analyze then answer NT
rre can't say the following questions: \,.-.
t Neither is it . Does the article agree that heredity, ehvironment and t$
round concep- individual's choice are the factors that contribute to what
r the world to a person may become? Read that paragraph that tells so.
t the life span, . Read the 4th paragraph again. Focus. your attention on the
these proteins,
highlighted word, PERMANENTLY. Relate this to the issue
are. (Sanffock,
on stability versus change issue on p.3l.Does the word
PERMANENTLY convince you that we are what our first
experiences have made of us (stability)? Explain your
answer.
How the First Nine Months Shape the Rest of Your Life
earned from a
What makes us the way we are? Why are some people predisposed to
be anxious, overweight or asthmatic? How is it that some of us are prone
fy- and environ- to heart attacks, diabetes or high blood pressure?
r a powerpoint There's a list of conventional answers to these questions. We aie the
way we are becausq it's in our genes. We tul1l out the way we do because
il their role is of our childhood experiences. Or our health aRd well-being stem from the
r that heredity
lifestyle choices we make as adults.
and they have
But there's another powerful source of influence you may not have
and that they
Child and Adobscent Development: Looking at Learners at Difrerent LiE Stages
considered: your life as a fetus. The nutrition you received in the womb; q,rilsr Yo
the pollutants, drugs and infections you were exposed to during gestation;
your mother's health and state of mind while she was pregnant with you - As far as
all these factors shaped you as a baby and continue to affect you to this correct and
day. conect statemen
This is the provocative contention of a field known as fetal orjgins, I, explain why.
whose pioneers assefi that the nine months of gestation constitute the most
consequential period of our lives, PERMANENTLY (Underscoring, ririnel l. I
influencing the wiring of the brain and the functioning of organs such as (
the heart, liver and pancreas. ln the literature on the subject, which has
2.
exploded over the past l0 years, you can find references to lhe fetal
(
origins of canceL cardiovascular disease, allergies, asthma, hypertension,
diabetes, obesity, mental illness. At the farthest edge of fetal-origins 3. I
influence not only our physical health but also our intelligence, tempera- I
into the field, I had a more personal motivdion: I was, newly pregant. If it l. Read tl
was true that my actions over the next nine months would affect my
Hanis (
offspring for *re rest of his life, I needed to know more.
Of course, no woman who is pregnant today can escape hearing the 2. State in
niessage that what she does affects her fetus. She hears it at doctor's book.
appointments, sees it in the pregrrancy guidebooks: Do eat this, don't drink 3. a. Wat
that, be vigilant but never stressed. Expectant mothers could be forgiven for
feeling that pregnancy is just a nine-month slog full of guilt and devoid of
H
pleasure, and this research threatened to add to the burden. b. In
*de
But the scientists I met weren't full sf dire warnings but of the excite-
and
ment of discovery - and the hope thal their discoveries would make a posi-
tive differenge. Research on fetal orlgins is'prompting a revolutionary shift DO
in thinking about where human 4ualities come from and when they begin
to develop. lt's turning pregDancy inlo a scientific frontier: the National 201
tnstitutes of Health embarked last year on a multidecade study that will exF
examine its subjects before they're'born. And it makes the womb a promis-
4. Read o
ing target for prevention, raising hopes of conquering public-health
scourses like obesity and heart disease -;:::
#;;::r2::;:*r,rf;,
Mrr,rrc
,, ilIS
:-, . BIG IDEAS
l. Rela
Reflr
you
. becc
l. With regard to the nurture-nature, continuity-discontinuity and envil
change-stability controversies, the wiser stand is here
decir
orfi
Part I Unil 1 Module 3 - lssues on Human Derlebpnrnt
k womb;
i gestation;
q- fisr YouR uNDtRsrA]tDt]tG
:it you - As far as our discussiens are concerned, which statement is
Er to this correct and which one is wrong? Put a check (t/) before thb
conoct statement and mark I the lwong one. If you mark a statement
il orjgins, l, explain why.
r 6e most
rirg, ririne)
rs such as
l. Heredity exerts a greater influence on human
developmdnt than environment.
*tich has
) the fetal 2. What has been experienced in the earlier stages of
pcrtension, development can no longer be changed.
ril-origins J. From the perspective of life-span developmentalist, later
conditions experiences are the key determinants of a person's
B, tempera- development.
I s. Teactx
Loo*,
I ' rather
I aassnc
I 6. Thert
CHATTENGE I b""uu
ffi.
W)2, Ph.D.
3. Research is all about giving questionnaires
tallying the responses.
and
ffi
G#"11#iiiA,+S
re4'.8t;F:iii,w,
ru';#;/ffin
ffiifl::rl1;Ss
E& 1 ..:.:liriiljiliilllLli:
El:-rl:irr.J:iit.+iiili
5.
valid research.
Teachers, because they are busy in their class-
rooms, are expected to use existing research
rather than conduct their own research in the
I-B l'4:::i+l}i$jiili
classroom.
6.' There is no need to go into research
because a lot of researches have already been
conducted.
7. Students are mere users of knowledge ar-
rived at by research. It is not their task to
, consumers
conduct research.
8. Students do not possess the qualifications to
t and make conduct research.
9. It is not worth conducting research considering
the time and money it requires.
his Module
l It is sim-
b Research
Q nnnlsrs
Share your answers among classmates. The teacher will designate
the right side of the room as the "Yes" side and the left as the 'No"
is presented
side. The teacher will read each statement and the students Will move
products of
to the right or left side of the room based on their answers. Teacher
pts/theories
will process each question by encouraging students to explain their
number of answers.
nspired that
m or join a o lrstRACTroN
I
Your answers to the short questionnaire indicate your basic attitude
about research. As a pre-service teacher, it is important to have a posi-
r with each tive regard for research. Best practices in education are usually borne
r. utt of research. Research informs practice.
All of the topics discussed in this book is, in one way or another,
e product of research. Research is a very reliable means for teachers
b leam about child and adolescent development. When conducted in an
apropriate and accurate manner, it becomes a strong basis for making
&cisions about the things you will do as an efflective teacher.
Child and Adolescent Developqr6nt Lookiry at Leamers.afDifierent Lih Stages
teaching-learning processes, and even those involving research, too. It can Research Dr
help us, teachers, to be more knowledgeable about how to fit our
Researr
teaching with the developmental levels of our leamers.
integrity pn
adolescent de
Teachers as Researchers
The . conduct of research does not only belong to thesis and disser- important th
tation writers. It is for students and teachers, too. Let us leam how to data-gatherir
conduct research by finding out the different research principles and the are given u
research methods and designs with focus on child and adolescent
development.
kctrl
correlated, the not involve the
more we can manipulation of
predict one from factors, it is not a
the other. dependable way
to isolate cause
(Kantowitz, et al,
2oot cited bv
Experimentation
with humans is
rlrlsfia
subject to a
number of external
influences that
may dilute the
study results
(Donnan, 2000).
A furtrer limitalion of
experimental research
is that subjects maY
change their
behaviour or resPond
in a specific manner
f' bsect
simply because of
awareness
of being observed -
Part I Unit I Module 4 - Research in Child and Adolescent Development
-.
Dhe
I I Hawthome effect
bnof I
(Haughey, 1994;
lsnotal
Ie way I
Clifford, 1997).
! cause I
z,dal, I 4. Naturalistic A researfi despn hat .One of the advantages The disadvantages of
Edby I Observation focuses on children's of tris type of research naturalistic observation
, 2002). I
experiences in nafural is hat it allows the re- indude he fact Srat it
ental I
settings.' searcter to directly ob- can be difficult to d+
ls I serve the subject in a termine the exact
l wtrat I This does not involve natural setting. cause of a behavior
dle, I any intervention or and the experimenter
ildl manipulation on the cannot conbol oubide
5le. I part of he researdrer. variables.
This technique in-
o *ni.r. I
volves observing
ntion may I subjects in their natu-
extent to I
ial environment. fhis
e study I
b repre- type of research is
rof the
I
I often utilizqd in situa-
ppulation I
tions where conduct-
hit, I
ing lab research is
nbility I unrealistic, cost pro-
ndings of I hibitive or would un-
II duly affect
subjecfs behavior,
the
entation I
is
nans I
5. Longltudinal This research design
studies and follows
Allows them to record They are expensive
toa I through a single
and monitor develop-
menhl trends
and tim+consurning.
lsr I
similar to those
who drop out.
, o, ,.spono
I 6. Cross-sectional A research strategy in Allows them to record It gives no informaton
cific manner I
rcause of I
which individuals of dif- and monitor develop- about how individuals
ssl ferent ages are com- The re-
mental trends. change or about tre
ooserveo - I
pared at one time. searcher does not stability of their char-
chitd and Adolescent Development: Looking at Leamers at Different Life stages
individuals to grow up
or become older.
Deta-Gathering Techniques
Data-Gathering Def in ition/Descri ption
Technlque'
1. Observation Observations can be made in either laboratories dr ma-
terialistic settings. ln naturalistic observation, behavior is
observed in the real world like classrooms, home in
neighborhood.
Impact of Te
Ethical Principles
Research
To serve the genuine purposes of research, teacher researchers
and nothing. t
are subject to ethical principles. Just as we have the Code of Ethics
Evidence sugg
that govems the behavior of teachers, there also exist gthical standards
that guide the conduct of research. These ethical standards serve as l. teach
reminders that as researchers, we shguld strive to protect the subjects of rnorc
our study and to maintain the integrity of our research. Details of these mone
ethical principles are found in documents such as the following: Pine
t A Resear
.ppcars a
@,nnrucArlon
. Tde
l. The class may be divided into groups. Except this Module on
.
Research. divide the Modules in this book among the groups. Go Resear
over the Modules of the Unit assigned to your group and look . Date c
rI
L Ard
?.Fa
uhin
fin
3, Then
Whic
dep€t
the r
.l. Tea
resea
trs!
5- Rcs
slr|
ht
d
t- t'o
rl
t
-g
!il
rtl
fr
rlct
&
SE
h
Part I Unit I Module 4 - Research in Child and Adolescent Development
€ sre DEAS
l. Quality research adheres to the scientific method.
L For research on child and adolescent development to serve its
ultimate purpose, researchers must be governed by ethical
principles.
3. There are various research designs and data-gathering techniques.
Which research design and data-gathering technique to use
depends on the nature of the research problem and objective/s of
the research.
4- Teachers are both producers of knowledge when they conduct
research and are consumers or end users of
knowledge when
they utilize research findings to improve insffuction.
5. Research has a transformative effect on teachers' self-under-
standing and on their classroom practice. It enables teachers to
develop a better understanding qf themselves, their classrooms,
and their practice through the act of reflective inquiry.
Conclusions
SYNAPSE STRTNGTHTNTRS
research
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Part I Unit I Morlule 4 - Research in Child and Adolescent tlerolopment
6!
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ChildandAdolescentDevelopment:LookingatLearnersatDifferentLifeStages
MRErrcrtoN iloDUr
It is said that because teachers are overloaded with work, they
Ja*rnr
Ar 6e ea
. explain
. draw ir
mHrRr
Fnud's v
fi. IIe can b
J his very int
I develop
re cmsideret
fus)- Freud':
;Ap*dory. Hx
tLrricts and d
de of whic
ACTI'
Recall a r
decision. I
vas abouq
1un decisi
Freud's Psychoanalytic Theory
rlltoDulE
t work, theY
5 - Maria Rita D. Lucas, ph,D,
consequences
P Write your
CHATI.TNGE
ffi tNrRoDucTroN
Freud's views about human development are more than a century
old. He can be considered the most well known psychologist becausl
of his very interesting theory about the uncons.iour una-also about
sexual development. Although a lot of his views were criticized and
some considered them debunked, (he himself recanted some of his earlier
views). Freud's theory remains to be one of the most influential in
psychology. His theory sparked the ideas in the brilliant minds
of other
theorists and thus became the starting point of many other theories,
notable of which is Erikson's psychosocial theory in Module 7.
ffi&Anrvril
l. Recall a recent incident in your life when you had to make a
decision. Narrate the situation below. Indicate what the decision
was about, the factors that were involved and how you arrived at
your decision
child and Adolescent Development: Looking at Learners at Different Life stages
Jltrd'r S
nuatYsls
Q u-of p
Freud
What tactors int'luenced you in making your decision?
Which of the following did you consider most in rnaking your pclnscxr
decision: what will make you feel satisfied, what is most beneficial or
Frrd e p
practical, or what you' believed was the most moral thing to do? &g ttr r
Elaborate on your answer. errn'dS
f,rLTh
pcific cr
?
-ific
f reds ar
rer *ill
Onl
EdL D
J. j frrrig). 1
ABSTRAfi toN /GEN ERAtlzATtoN
I' r Oral Pr
'l
As a person grows, the personality is also formed. Many airiies"
psychologists present different views'about how personality develops. As
r grmg€r
mentioned. Frer-rd presents a very interesting theory about personality. its -G- thar i
rs their ft
- drir fi
Part I Unit I lrlodule 5 - Freud's psychoanaly.tic Theory
r Complex.
; father and
ie a similar
l their father.
I due to the
irientify with
her. the boys
rs males and
L at this stage
rcidance) and
sts.
One's
is stage that Personality
acquisition of
rith boys and
ps1'chosexual The id. Freud says thar, a child is bom with the id. The id plays
rqes are once r riml role in one's personality because as a baby, it works so that the
; their sexual bebl's essential needs are met. The id operates on the pleasurb
ntered on the pinciple. It lbcuses on irnmediate gratification or satisfaction of its
-eds. So whatever feels good now is what it will pursue with no
eonsideratiorr for the reality, logicality or practicality of the situation.
F'or exanrple, a baby is hungry. It's id wants food or mirk... so the
three compo-
bb1' will cry. when the child needs ro be changed, the id cries. when
rn. thefirst to fre child is uncomfortable, in pain, too hot, too cord, or just wants
evelop is the &ntion, the id speaks up until his or her needs are met.
Nothing else matters to the id except the satisfaction of its own
l the graphic rceds. lt is not oriented towards considering reality nor the needs of
fiem. odrers. Just see how babies cry any time of day and night! Absolutely
rc regard of whether momrny is tired or daddy is sleeping. when the
il wants sornething, itit now and it wants it fast!
wants
The ego. As the biby turns into a toddler and then into a
peschooler, lre/she relates more with the environment, -the ego slowly
begins to emerge. Tlre ego operates using the reatity principle. It is
auare that others also have needs to be met. It is practical because it
tnorvs that being irnpulsive or selfish can result to negative consequences
hter. so it reasons and considers the best response to situations. As
sch. it is the deciding agent of the personality. Although it f'unctions to
help the id nreet its needs. it always takes into account the reality of
tre situation.
Child and Adolescsnt Dovelopm€nt Loolfirg * Laamers at Dlfferent Life Stages
**tfi:1"::rHflr.
Freud said that mosr what we so through in
our lives, emotions, beliefs, feelings, and impulses deep within are not
available to us at a conscious level. He believed that most
of what
Electra Complex
influence us is our unconscious, The Oedipus dnd
mentioned earlier were both buried down into the unconscious,
out of
our awareness due to the extreme anxiety they caused. while these
F the end The subconscious. The last part is the preconscious or subcon-
rnbodies a rious. This is the part of us that we can reach if .prompted, but is
L teachers not in our active cdnscious. Its right below the surface, but still
or moral" lridden" somewhat unless we search for it. lnformation such as our
puence on tslephone number, some childhood memories, or the hame of your best
ctrildhood friend is stored in the preconscious.
Because the unconscious is so huge, and because we are only aware of
the very small conscious at any given time, Freud used the analogy of
the iceberg to illustrate it. A big part of the iceberg is hidden beneath
5E0ng ego, the water's surface.
gainst the
The water, rnay represent all that we are not aware of, have not
is logical, experienced, and that has not been made part of our personalities,
do all that
referred to as the noncoriscious.
r the ego,
rvior takes
! supenego
s so harsh
test effort
Eurenced by
his parents
Conscious
r things he
wrong, all
rcnt that a Preconscious
ndividual is
Superego
Ego* I.{onconsciotrs
through in
hin are not
st of what
r Complex
ous. out of
[hile these
ir thinking,
*Note:
Ego is freefloating
tware of is in all three levels.
rises a very
e are only
U; most of
Freud's Conception of the Human Psyche
(The Iceberg Metaphor)
Ctrild and Adole,cent Dsvqld,pment: Lookirtg at Learners at Different Life Stages
Sur4KArtoN ffi
i.ffiryr RESEAR(
iwe
l. Freud used the case study method to gather the data he used to
formutate his theories. Among the many case studies, five really . Read a re
stood out is bases of his cdncepts and ideas. Do further ryaling matrix below.
of these case studies and write a reaction paper on one of these
case studies focusing on how he explained the personality
development of the individuals in the case studies.
From your intemet search engine, just type Freud's case studies. lt
will be easy to find a pdf file which you can readily download.
couutfiror
m RESIARCH
ed to
ireally Read a research that is related to Freud's Theory. Fill out the
bading
I these
mality
Child and Adolescent Development: Looking at Learners at Different Life Stages
@ sYNAPst sTRENGTHENERs
MREFrEcrx
Visit the Library of Congress in Washington DC, through itd virtual
museum. Visit the walls that contain very interesting pictUres, documents
and information about the most controversial psychologist of all time,
Sigmund Freud!
You won't need a passport, just follow these steps:
l.Go to www.loc.gov
2.Click "Exhibitions"
3.Click "View all exhibits"
4.Go to "Sigmund Freud: Conflict and .Culture"
5.Seat back and enjoy the virtual tour! The pictures and write-
ups are so interesting!!!!
As in any visit to a museum, it would be good to take some
notes. Make notes of the following and add your own ideas and
comments as well...
Describe Freud's family background. Describe the composition of
his family. What do you think was it like for Freud growing up in this
family?
Part I Unit t Module 5 - Freud's Psychoanalytic Th€ory
&RrFucTroN
dropped I
CHAttTNGE On situation
does this say
In this Module, challenge yourself to:
o describe Piaget's stages in your own words.
. conduct a simple Piagetian Tiask interview with children. On situation
o match learning activities to the leamers' cognitive stage. dropping the
W rilTRoDufiro*
Jean Piaget's Cognitive Theory of Development is truly a
classic in the field of educational psychology. This theory fueled
other researches and theories of development and learning. Its $nnsrnAcn
focus is on how individuals consffuct knowledge. The children
ages and so also r
dropped her spoon on the floor. She saw mommy pick it up.
Liza again drops her new spoon, and she does this several
times more on purpose. Mommy didn't like it at all but Lizir
appeared to enjoy dropping the spoons the whole time.
Q nrunlsrs
L On situation l: Why do you think did Karen prOfer the
2g-peso bills?
of cognition but also to intelligence and moral development. His theory Piaget's Stages o
has bien applied widely to teaching and curriculum design specially in
Stage 1. Sens
the preschool and elementary curricula.
birth to i
reflexive
Basic Cognitive ConcePts nized in
Schema. Piaget used the term "schema" to refer to the cognitive focuses r
structures by which individuals intellectually adapt to and organize their ment thn
environment. It is an .individual's way to understand or create mqning ' and the '
about a thing or experience. lt is like the mind has a filing cabinet. and stage, ter
each drawer has folders that contain files of things he has had an environm,
experience qith. For instance, if a child sees a dog for the first time, Object p
he creates his own schema of what a dog is. It has four legs and a that an o
tail. It barks. It's furry. The child then "puts this description of a dog is attains
o'on
file" in his mind. When he sees another similar dog,'he "pulls" out Module I
the file (his schema of a dog) in his mind, looks at the animal; and says.
Stage 2. Pre-(
"four legs, tail, barks, furry.... That's a dog!" from abo
Assimilation. This is the process of fitting a new experience into the presc
an existing or previously created cognitive structure or schema' If the nature. A
child sees ariother dog, this time a little smaller one, he would make sentations
sense of what he is seeing by adding this new information (a different-
to the us
looking dog) into his schema of a dog. ing
AccOmmodation. This is the process of creating a new schema. Symbolic
lf the same child now sees another animal that looks a linle bit like a events. A
dog, but somehow different. He might try to fit it into his schema of a drawing.
dog, and say, "Look mommy, what a funny looking dog' Its bark is understoor
funny too!" Then the mommy explains, "That'S not a funny looking dog.
Symbolic
That's a goat!" With mommy's further descriptions, the child will now 7 years. I
create a new Schema, that of a goat. He now adds a new file in his from a gl
filiirg cabinet. tends the
Equilibration. Piaget believed that that people have the natural At arounr
need to understand how the world works and to find order, structure, drink fror
and predictability in their life. EQuitibration is achieving proper balance or a telel
between'assimilation and accommodation. When our experiences do not play with
match our schemata (plural of schema) or cognitive struct{rres, we expe- can do a
rience cognitive disequilibrium. This means there is a discrepancy ttprops".
between what is perceived and what is understood. We then exert princess b
effort through assimilation and accommodation to establish equilibrium Egocentri
once more. his. point
Cognitive development involves a continuous effort to adapt to the . same poir
environment in terms of assimilation and accommodation. In this sense, others. Yo
Piaget's theory is similar in nature to other constructivist perspectives of for his nu
leaming like Bruner and VYgotskY. funderstanr
daddy.
Part I Unit I Module 6 -.Piaget's Stages of Cognitive Developrnenl
mqre water in the taller glass. The child only focused or the concret
'teptered" only one aspect of the new glass, that it is a taller amount of
glass. The child was not able to perceive that the new glass
same as \Y
is flso narrower. The child only centered on the height of the The childre
glass and_ excluded the width in determining the amount of
being a pn
water in the glass. server.
Irreversibility. Pre-operational children still have the inability o
'reverse their .thinking. They can understand that 2 + 3 is 5,
Seriation. l
in a series
but cannot understand that 5-3 is 2. size.
Animism. This is the tendency of children to anribute human Stage 4. Formal
like, traits or characteristics to inanimate objects. When at nigtn
operations (
the child is asked, where the sun is, she will reply, "Mr. Sun
becomes mr
is asleep."
and can hyg
Transductive reasoning. fhis refers to the pre-operational ins
child's type of reasoning that is neither inductive nor deductive.
Hypothetk:
Reasoning appears to be from particular to particular i.e., if A
different'hy
causes B, then B causes A. For example, since her mommy
data in ordr
comes home everyday around six o' clock in the evening.
be done in
when asked why it is already night, the child will say. can now dq
"because my mom is already home." (For more notes on the
Analogical I
cognipive development of the toddleq refer to Unit 2.)
tionship in o
Stage 3. Cpncrete-Operational Stage. This stage is characterized
down possib
by the ability of the child to think logically but only in terms
The individr
of concrete objects. This covers approximately the ages analogy. lf I
between,,8-ll years or the elementary school years. The
to.._-. The
concrete,,operational stage is marked by the following:
in the contir
Decentbring. This refers to the ability of the child to perceive what contine
the different features of objects and situations. No longer is thought and
the child focused or limited to one aspect or dimension. This vidual can r
allows the child to be more logical when dealing with concrete reasoning.
obiects and situations.
Deductive R
Reversibility. During the stage of concrete operations. the applying a gr
child can now follow that certain operations can be done in example, all
reverse..For example, they can already comprehend the com- ,tures. Greenli
mutative propefty of addition. and that subtraction is the reverse has cold tem
Pa(l.Unit lModille 6 - Piaget's Stages of Cognitive Development
@"amrrcATron
Mother
This activity focuses on a story involving the interaction of family
members. Choose a story you want to use for this activity. It can be
from. a story you have read or a movie or "telenovela" that you
watched or plan to watch. Use the matrix below to relate the characters
to Piaget's sages of cognitive development.
Title of Story/Movie:
71
Other Character
Pan I Unrt I Module 6 - Praget',s Stages ot Cognitive Development
71
3.
RESTARCH
&RtrHc,oN
Iudicate hov
Erikson's Psycho-Social Theory using the followin
rlltoDulE 7 of Development 0 : never i
- Marla Rlta D, Lucac, Ph,D, I = occasic
f
2 = fairly c
i
3-veryol
2. I feel the
CHAII.ENGE 3. I arn fillec
.Stage 3: Initiativ
ffi&A.rrvril
_ll. I am pre;
Erik Erikson's Stage Theory of Development Ouestionnaire want.
This contains selected items from Rhona ochse and cornelis plug,s
self-report questionnaire assessing the personality dimensions associated with
Erikson's first 5 stages of psychosexual development. It can serve to make
the stages personally relevant to you.
_14. I feel wh
what I ha
Part I Unit I Module 7 - Erikson's Psycho-Social Theory of Development
Stage 2:
Autonomy Versus Shame and Doubt
Score
(Infanryand Childhood)
_ 6. Wherr people try to persuade me to do some-
thing I don't want to, I refuse.
_].After Ihave made a decision, I feel I have
made a mistake.
_ 8. I am unnecessarily apologetic.
_9.1 worry that my friends will find fault with me.
10. When I disagree with someone, I tell them.
Total Score in Stage 2
_24. I feel proud to be the sort of person I am. Shame and Doubt
Scores for each subscale range from 0 to 15, with high scores
ting greater strength on a particular personality dimension.
l. Tlre response to item I should be reversed (0 = 3, 1 :2,2 :1, 3 = 0)
and then added to the numbefu given in response to items 2, 3, 4, and 5 to
obtain a trust score.
7. Responses to items 7, 8, and 9 should be reversed and added to items 6
and l0 to assess autonomy.
3. Answers to 12 and 15 should be reversed and added to items 13, and
l4 to measure initiative.
{. Answers to 16, 18, and 19 should be reversed and then added to 17 and
20 to calculate industry.
5. Responses to 2l and 25 must be reversed and added to 22,24, and 25 to
obtain a measure of identity.
5. Answers to 26,28, and 30 are reversed and added to 27 and 29 to give
intirnacy.
(Source: Oclise, R.. & Plug, C. (1986). Cross-cultural investigation ofthe validity of Erikson's
ttrcory of personality. development. Jodrnal of Personality and Social Psychology, 50, 1240'1252.
Copyright O 1986 by the American Psychotogy Association.)
A1{ALYSlS
Plot your score for each stage. Encircle your score for each stage
Child and Adolescent Development Looking at Learners al Different Life Stages
mixed-together an
eight stages psychosocial theory, it being Erikson's most distinct work
13. Eriksorr also en
and remarkable model.
'generativity, in h
Unit I Module 7 - Erikson's Psycho-Social Theory of Development
the effect of generations on each other, especially among families, and there the minut,
particularly between parents and children and grandchildren. Everyone maladaptive ter
potentially affects everyone else's experiences as they pass through Overly trusting,
the different crisis stages. Generativity, actually a named disposition mean them harm
within one of the crisis stages (Generativity v Stagnation, stage an explanation o
seven), reflects the significant relationship between adults and the best course, is the chi
interests of children - one's own children, and in a way everyone They will develo;
else's children - the next generation, and all following generations. depression, paran
Stage Two
Stage One
Psychosocial Crisis
The first stage, infancy, is approximately the first year or year and
a half of life. The crisis is trust vs. mistrust. The goal is to develop trust
without completely eliminating the capacity for mistrust. If the primary
caregivers, like the parents can give thd baby a sense of familiarity,
consistency, and continuity, thgn the baby will develop the feeling that the
world is a safe place to be, that people are reliable and loving. If the
parents are unreliable and inadequate, if they reject the infant or harm it,
Psych0social Crisis
if other interests cause both parents tq turn away from the infant's needs
The second stagr
to satisfu their own instead, then the infant will develop mistrust. He or
three or four yehrs ol
she wilI be apprehensive and suspicious around people.
minimizing shame and
now a toddler, to expto
Maladaptat!on/illalignancy develop a sense of a
Please understand that this doesn't mean that the parents have to be discourage the child.
perfect. In fact, parents who are overly protective of the child, who are People often advise ne
Part I Unit I Module 7 - Erikson's
there the minute the first cry comes out, will lead that child into the
Overly trusting, even gullible, this person cannot believe anyone would
mean them harm, and will use all the defenses at their command to find
I
an explanation or excuse for the person who did him wrong. Worse, of
course, is the child whose balance is tipped way over on the mistrust side.
They will develop the malignant tendency of withdrawal, characterized by
depression, paranoia, and possibly psychosis.
Virtue
If the proper balance is achieved, the child will develop the virtue of
hope, the strong belief that, even when things are not going well, they
will work out well in the end. One of the signs that a child is doing well
in the first stage is when the child isn't overly upset by the need to wait
a moment for the satisfaction of his or her needs: Mom or Dad doesn't
have to be perfect; I trust them enough to believe that, if they can't be
here immediately, they will be here soon; things miy be tough now, but
they will work out. This is the same ability that, in later life, gets us
through disappointments in love, our careers, and many other domains of
life.
Srge Two
Psychosocial Crisis
rd
Ist
'I}
D.
[E
fie
iL
Psychosocial Crisis
i'ds
The second stage is early childhood, from about eighteen months to
or
dtree or four yehrs old. The task is to achieve a degree of autonomy while
minimizing slrame and doubt. If mom and dad, or caregiver permits the child,
now a toddler, to explore and manipulate his or her environment, the child will
develop a sense of autonomy or independence. The parents shor.rld not
discourage the child, but neither should they push. A balance is required.
People often advise new parents to be "firm but tolerant" at this stage,'and
Child and Adolescent Development: Looking at Learners at Different Life Stages
the advice is good. This way, the child will develop botlr self-control and Shge Thrce
self-esteem. On the other hand, it is rather easy for the child to develop
instead a sense of slrame and doubt. If the parents come down hard on
any attempt to explore and be independent, tlre child will soon give up
with the belief that he/she cannot and shorrld not act on lris/her orryn. We
should keep in mind that even something as innocent as laughing at the
tocldler's efforts can lead the child to feel deeply ashamed and to doubt
lris or her abilities.
There are other ways to lead children to shame and doubt. If you
give children unrestricted freedom and no sense of limits, or if you try to
help children do what they should learn to do for themselves, you will also
give them the irnpression that they are rrot good for much. If you aren't
patient enough to wait for your child to tie his or her shoe-laces, your
child will never leanr to tie them, and will assume that this is too difficult
to learn!
If you get the proper, positive balance of autonomy and shame and to her! She can
doubt, you will develop the virtue of willpower or determination. One of as well. The cap
the most adrnirable - and frustrating - things about two- and three-year- Erikson is,
olds is tlreir deterrnirration. "Can do" is their motto. If we can preserve Oedipal experien<
that "can do" attitude (with appropriate modesty to balance it) we are involves the relur
much better off as adults. to the opposite t
encourage the ch
this process is c
feel guilty about
Pail I Unit I Module 7 - Erikson's Psycho-Social Theory of Development
Shge Thrce
oo much
Psychosocial Crisls
Stage three is the early childhood stage, from three or four to five
or six. The task is to learn initiative without too much guilt. Initiative
means a positive response to the world's challenges, taking on responsi-
bilities, learning new skills, feeling purposeful. Parents can encourage
initiative by encouraging children to try out their ideas. We should accept
and encourage fantasy and curiosity and imagination. This is a time for
play, not for formal education. The child is now capable, as never
before, of imagining a future situation, one that isn't a reality right now
laitiative is the attempt to make that non-reality a reality.
But if children can imagine the future, if they can plan, .then they
can be responsible as well, and guilty. If my two-year-old flushes my
watch down the toilet, I can safely assume that there were no "evil
intentions." tt was just a. matter of a shiny object going round and
round and down. What fun! But if my five year old does the same
thing... well, she should know what's going to happen to the watch,
what's going to happen to daddy's temper, and what's going to,happen
to her! She can be guilty of the act and she can begin to feel guilty
as well. The capacity for moral judgment has arrived.
Erikson is, of course, a Freudian, and a's such, he includes the
Oedipal experience in this stage. From his perspective, the Oedipal crisis
involves the reluctance a child feels in relinquishing his or her closeness
to the opposite sgx parent. A parent has the responsibility, socially, to
encourage the child to "grow up -- you're not a baby anymore!" But if
this process is done too harshly and too abruptly, the child learns to
feel guilty about his or her feelings.
Child and Adolescent Developrnent: Looking at Learners at Different Life Stages
or rejecting peers. I
sense of inferiority
Stage Four Erikson mentions, a
lf a child believes d
how haid yoLJ try. t
t
i ilaladaptation/Mal i gnr
Psychosocial Crisis
Stage four is the school-age stage when the child is from about
six to twelve. The task is to develop a capacity for industry while
avoiding an excessive sense of inferiority. clrildren must "tame the imagi-
nation" and dedicate themselves to education and to learning the social
skills their society requires of them. There is a much broader social
sphere at work now: The parents and other family members are joined
by teaclrers and peers and other members of he comrnunity at rargei
They all contribute. Parents must encourage, teachers must care, peers
must accept. children must learn that there is pleasure not only irr
conceivirrg a plan, but in carrying it out. They must learn the feeling of
success, whether it is in school or on the playground, academic or
social.
A good way to tell the difference between a child in the third
stage and one in tlre fourth stage is to look at the way they play
games. Four-year-olds may love games, but they will have only a vague
understarrdirrg of the rules, may change them several times during the
course of the game, and be very unlikely to actuallyt finish the game,
unless it is by throwing the pieces at their opponents. A seventyear-old,
on the other hand, is dedicated to the rules, considers thern pretty much
sacred, and is more like-ly to get upset if the game is not allowed to
Ialadaptation/Mal i g nancy
Too much industry leads to the maladaptive tendency called narrow
virtuosity. we see this in children who aren't allowed to "be children,"
the ones that parents or teachers push into one area of competence.
without allowing the development of broader interests. These are the kids
without a life: child actors, child atlrletes, child musicians, child prodigies
of all sorts. we all admire their industry, but if we look a tittle closer.
it's all that stands in the way of an empty life.
Muclr more common is the malignancy called inertia. Tlris includes
all of us who suffer from the "inferiority complexes" Alfred Adler talked
about. If at first you don't succeed, don't ever try again! Many of us
didn't do well in mathematics, for example, so we'd die before we took
another matlr class. Others were hurniliated instead in the gym class, so
we never try out for a sport or play a game of basketball. Others never
developed social skills -- tlre most important skills of all - and so we
never go out in public. We become inert.
Child and Adolescent Developmentl Looking at Leamers at Different Life Stages
Stage Six
Tho malignancy
isolate oneself from
certain hatefulness in
Virtue
Too much oo much If you successful
you for the rest of y
calls love. Love, in I
aside differences and
includes not only thr
between friends and tl
as well.
$age Seven
Psychosocial Crisis
If you have made'it this far, you are in the stage of young
adulthood, which lasts from about l8 to about 30. The ages in the adult
stages are much fuzzier than in the childhood stages, and p€ople may differ
dramatically. The task is to achieve some degree of intimacy, as opposed
to remaining in isolation.
Intimacy is the ability to be close to others, as a lover, a friend, and
as a participant in society. Because you have a clear sense of who you
are, you no longer need to fear "losing" yourself, as many adolescents do'
Tlre "fear of commitment" some people seem to exhibit is an example of
immaturity in this stage. This fear isn't always obvious. Many people today
are always putting off the progress of their relationships: I'll get married (or
have a family, or get involved in important social issues) as soon as I fin-
Psychosocial Crisis
ish school, as soon as I have a job, as soon as I have a house, as soon
as.... If you've been engaged for the last ten years, what's holding you The seventh stage
back? it, but it would includt
Neither should the young adult need to prove him- or herself anymore. A raisins children. For m
teenage relationship is often a matter of trying to establish identity through between the niiddle tw
"couple-hood." Who am I? I'm her boyfriend. The young adult relationship the proper balance of 1
Srtue
If you successfully negotiate this stage, you will instead carry with
1ou for the rest of your life the virtue or psychosocial strength Erikson
cells love. Love, in the context of his..theory means being able to put
tide differences and antagonisms through "Jnutuality of devotion." It
hcludes not only the love we find in a good marriage, but the love
Letrveen friends and the love of one's neighbor, co-worker, and compatriot
rs well.
trge Seven
rutlf,
r&rf Too much oo much
titu
osGa
ad
!'a
i&.
xrdry"
d(c
ttu hychosocial Crisis
soor
The seventh stage is that of middle adulthood. It is hard to pin a time to
L but it would include the period during which we are actively involved in
oiting children. For most people in our society, this would put it somewhere
hween the middle twenties and the late fifties. The task here is to cultivate
tb proper balance of generativity and stagnation.
Generativity is an extension of love into the future. It is a concern for
tie next generation and all future gerrerations. As such, it is considerably less
-:elfish" than the intirnacy of the previous stage: Intimacy, the love between
ht'ers or friends, is a love between equals, and it is necessarily mr:tual. With
lEnerativity, the individual, like a parent, does not expect to be repaid for the
b,r'e he gives to his children, at least not as strongly. Few parents expect a
tetum on their investment" from their children; If they do, we don't think of
&em as very good parents!
Although the ma.jority of people practice generativity by having and
aising children, there are many other ways as well. Erikson considers teach-
ChiE and Adolescent Derrelopment Looking at Leemers at Difierent Life Stages
ing writing invention, the arts and sciences, social activism, and generally Stage Eight
contributing to the welfare of future generations to be generativity as well
anything, in fact, that satisfies that old
"need to be needed."
-Stagnation, on the other hand, is seff-absorption, caring for no:one. The
stagnant person stops to.be a produqtive member of society.
Stage Eight
Psychosocial Crisis
This last stage. referred to delicately as late adulthood or maturity.
or less delicately as old age. begins sometime around retirement, after
the kids have gone, say somewlrere around 60. Some older folks will
protest and say it only starts wlren you feel old and so on. but that's an
effect of our youth-worshipping culture, whiclr has even old people
avoiding any acknowledgement of age. ln Eriksorr's theory. reaching this
stage is a good thing, and.not reaching it suggests that earlier problems
retarded your development!
The task is to develop ego integrity witlr a minimal amount of
despair. This stage, seems like the most difficult of all. First comes a
detachment from society, from a sense of usefulness, for most people in
our culture. Some retire from jobs they've held tbr years: others find
their duties as parents coming to a.close; most find that their input is
no longer requested or required.
Then there is a sense of biological uselessness, as tlre body no
longer does everythirrg it used to. Women go through a sometimes
dramatic menopause. Men often find they can no longer "rise to the
occasion," Then there are the illnesses of old age, such as arthritis,
diabetes. heart problems, concerns about breast and ovarian and prostate
cancers. There come fears about things that one was never afraid of
before - the flu, for example, or just falling down. Along with the
illnesses corne concerns of death. Friends die. Relatives die. One's
spouse dies. lt is, of course, certain that you. too. will have your turn.
Faced with all this. it might seern like everyone would feel despair.
In response to this despair, some older people become preoccupied
Child and Adolescent Development: Looking at Learners at Different Life Stages
with the past. After all, that's where things were better. Some become
preoccupied with their failures, the bad decisions they made, and regret
that (unlike some in the previous stage) they really don't have the time SnrrrKAnot
or energy to reverse them. We find some older people become
depressed, spiteful, paranoid, hypochondriacal, or developirig the patterns l. Write your ou
of senility with or without physical bases. ment as framr
you (most pro
Ego integrity means coming to terms with your life, and thereby parents and o
coming to terms with the end of life. lf you are able to look back and baby books ar
accept the course of events, the choices made, your life as you lived it, questionnaire
as beirrg necessary, then you needn't fear death. Although most of you stage.
are not yet at this point in life, perhaps you can still sympathize by
considering your life up to now. We've all made mistakes, some of
them pretty nasty ones; Yet, if you hadn't made these mistake.s, you
wouldn't be who you are. If you had been very fortunate, or if you
had played it safe and made very few mistakes, your life would not
have been as rich 'as is.
Maladaptation/Malignancy
Virtue
Someone who approaches death witho.ut fear has the strength
Erikson calls wisdom. He calls it a gift to children. because "healthy
children will not fear life if their elders have integrity enough not to fear
death." He suggests that a person must be somewhat gifted to be truly
wise, but I would like to suggest that you understand "gifted" in as
broad a fashion as possible. I have found that there are people of very
modest gifts who have taught me a great deal, not by their wise words,
but by their simple and gentle approach to life and death, by-their
"generosity of spirit."
Unit I Modub T - Eritsont Psycho.Social Jheory of Development
$mnKAnoN
l. Write your own life story using the stages of psychosocial develop-
ment as framework. Go through each of the stages that apply to
you (most probably, stages I -5 or 6). Ask information from your
parents and other significant persons in your life. Look at old
baby books and photo albums. Also, include the results of your
questionnaire in the activity section. Write a narrative for each
stage.
Child and Adolescenl Development: Looking at Leamers at Different Life Stages
ffi;#
@ sYilAPst slntilcrnEiltRs ii**18
RESEARCH C
Read a rcss
l. Read the bok, Healing the Eight Stages of Llfe by Dennis Linn, matix below.
Mathew Linn and Sheila Fabricant-Linn. This is a classic book
that uses the Eriksonian stages for personal healing. A lot of people
have been changed by this book. Have a reflection diary to write
your thoughts and insighti about each stage.
2. Read on Erikson's ideas about the work he did with the Sioux
lndians and his research on Gandhi.
Unit I i,lodul6 7- Erilconl Pqrcho-SocialTheory ol Development
,, *i
,qI.
{ RESEARCH CO}INECTIOII
#r
Read a research that is related to Erikson's theory. Fill out ttre
matrix below.
Research Methodology
RTTLTCilOII
monulE I
From the Module on Erikson's Stages of Psycho-social Theory of Development
I learned......
CHAI.TTNGE
In this Module,
. explain the su
. analyze a pe
. responses to tr
. cite how the d
work as teach
Wil{TRoDUc
Individuals, wt
need to make moral
use moral reasoning
studying the develop
tlreory on the finding
ment. Our abilrty to
ability to understand
.ffi&^cTrvrTY
Read the moral dilem
Ryan, 17, has b
this concert of rock
ftom going as the co
The band is notoriou
somehow manages to
Ryan agreed not to
concert, Nic, 15-yea
what appeared to be
Ryan's bag. Nic exa
Part I Unit I ModuleS-Kohlberg's Stagesof Moral Development
I
Kohlherg's Stages of Moral Development
nrorluH - Maria Rita D. Lucas, Ph.D,
;T
:..
(HALI.TNGE
ticket. l,ooking at Ryan's bag, Nib also found an extra shirt and 2 sticks trouble and hi.
of marijuana. So he figured Ryan will go to the concert after atl. That "No. bec
night, Ryan told his parents that he was spending tomorrow night at a
decision not t(
classmate's house for a school requirement. Then later that evening, he
told Nic of his plan to go to the concert. Nic didn't say anyhing, but Stage6-"Yes,I
want to be lru
he found it difficult to sleep that night, thinking whether to telt their
parents or not. "NO, becr
l. lf ypu were Nic, what would you do? I-f he trusted n
soy anYthing. "
2. Why would you choose to do that? What were the things you In what level
considered in deciding what to do? dilemma fall? Refl
reasoning in this mor
As you contint
about the different l
As you continue to read this Module, you will get to know more
about the different levels of moral reasoning espoused by Kohlberg.
common good.
9.
6
Universal Principles. This is asso-
ciated with the development of one's
conscience. Having a det of stan-
10.
dards that drives one to possess
moral responsibility to make societal
changes regardless of cons.equences
to oneself. Examples of persons are
Mother Teresa, Martin Luther King,
Jr.
Part Lunit I Module 8 - Kohlberg's Stages of Moral Development
$nnrrrcAnolt
l. Identify the stage of moral development shown in the
following:
l. Joy allows her classmates to copy her homework so
that they will think she is kind and will like her to
be their friend.
2. Ricky does everything to get passing grades
his Mom will take his play station away if
because
he gets bad grades.
f
t+i RESEARCH (ON}ITCTION
,$:#*
Read a research that is related to Kohlber'g Theory. Fill out the
marix below.
Research Methodology
ffiRttucTtoN
2.
l-4.
grouy
What facton
CHAtttl{GT
Did the pr
In this module, challenge yourself to scaffolding?
. Explain why Vygotsky's theory is called "Socio-cultural" theory
o Differentiate Piaget and Vygotsky's views on cognitive development.
. Explain how scaffolding is useful in teaching a skill
Lev Vygotsky
was born in
Russia in 1896.
His work began W rNrRoDUCnoN f msrnAcno
when he was The key theme of Vygotsky's theory is that social interaction When Vygot
studying learning
a yery important role in cognitive . He believed that teacher who used
and developmenl
lo improve his ividual development could not be undentood without looking into tlrc question and answ
own teaching.
ial and cultural context within which development happens. thinking and prac'
ln his liletime, he
wrote on is Vygotsky's term for the appropriate assistance grven by together with his ir
language,
thought, the teacher to assist the learner accomplish a task. I*arn more about to recognize socia
psychology of
it as you do the activity. Read on! cognitive developn
art, learning and
development, and
Theory of Devel,
educating
students with ACIIVIil Pinget and Vygot
special needs.
Vygotsky's Vygotsky wor
ideas about 1. As a child, recall a skill
that you wanted to learn and between the 192(
language, culture,
and cognitive
eventually learned well, through the help of another person. views about cognil
development (like swimming, riding a bike, playrng the piano, skating, etc.
have become
the preceding mo
major inlluences compare with Vyg
in psychology
and education
loday.
,"".."......".'"-:.\ 2. What made you interested to learn the skill? Piaget
Watch a video
' about his More individual
theory at http:// Believed that thr
3. Who taught or assisted you? universal stages
development
Did not give mu
language
Describe how you went about leaming the skill. Describe what
steps or actions the person did in order to help you learn.
--
-----
Difierent
Lile Stag Part I Unit I Module 9 - Vygotsky's Socio-Cultural Theory
,3 t llamers at
#-:iT:t*::m;*
ilf, .r._Fky was a young boy he was educated under a
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tcd*Ygo'-.kv':jl::1"1"Jir*l-'1i131111'.J.":?:.::nll::::l:o-:::-:,Y^':,T:::
deveruP";-rr approach that allowed Vygotsky to examine current
fJ'J'i';Jq"^q.s,f;iT:,ii;j$:diyi:1il:t[1i:Tii:rr
".rsni6ve
ice higher levels of understanding. This experience,
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f#,.11*Y-Tl# in a
terest
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interaction pproPflat?
two
literature and his work as
and lanuuase as central factors in
teacher, led him
ky
:d on his theory around the same time as Piaget in
561*"u'n*T ;ocus
are
More social in focus
Did not propose stages but
;ognitive emphasized on cultural factors
in cognitive development
pmphasis on Stressed the role of language
in cognitive development
Child and Adolescent Development: Looking at Leamers at Different Life Stages
i
I
Q aualsts
I
i
Vygotsky's Socio-Cultural Theory
firroDULE ilaila Bita D. Lucas, Ph.D. l.
I
- Form grou
t-4.
2. What factor
CHATTT}IGT
3. Did the p
Describe how you went about learning the skill. Describe what language
steps or actions the person did in order to help you learn.
Part I Unit I Module 9 - Vygotsky's Socio-Cultural Theory
annlsls
Q
l. Form groups of three members each. Share your answers in
t-4.
2. What factors in the environment influeneed ybu to leam the skill?
tRAu zAno
I. nosrnAcTrou /cE N N
Piaget Vygotsky
Social Interaction. Piaget's theory was more individual, while Tnne of Proximal
Vygotsky was more social. Piaget's work on Piagetian's tasks focused When a child a
heavily on how an individual's cognitive development became evident immediately proficien
through the individual's own processing of the tasks. Vygotsky, on the of competency. We
other hand gave more weight on the social interactions that contributed However, with the
to the cognitive development of individuals. For him, the social (MKO), competent
ehvironment or the community takes on a major role in one's perform at a higher
development. the child can accom
Vygotsky emphasized that effective learning happens through guidance of another
participation in social activities, making the social context of learning development. The
crucial. Parents, teachers and other adults in the learners' environment all knowledgeable adult
contribute to the process. They explain, model, assist give directions and peer can assist the <
provide feedback to the leamer. Peers, on the other hand, cooperate and page.
collaborate and enrich the leaming experience. The support or
Cultural factors. $gotsky believed in the crucial role that culture cannot accomPlish ir
played on the cognitive development of children. Piaget believed that as about doing the tas
the child develops and matures, he goes through universal stages of doing shortcuts for d
cognitive development that allows him to move from simple explorations container and putting
with senses and muscles to complex reasoning. Vygotsky, on the other scaffolding. Scafloldi
hand, looked into the wide range of experiences that a culture would ttre adult or peer so
give to a child. For instance, one culture's view about education, how the zone of proxima
children are trained edrly in life all can contribute to the cognitive inch or two, and tt
development of the child. continue to unzip 1
Language. Language opens the door foi learners to acquire container lid just a
knowledge thbt others atready have. Learners can use language to scaffolding. Leading
know and understand the world and solve problems. Language seryes a straw through the tt
social function but it also has an important individual function. lt helps The exampleE 1
the learner regulate and reflect on his own thinking. Children talk to can allow the child
themselves. Observe preschoolers play and you may hear, "Gagawin la in such a way thal
itong airplane (holding a rectangular block), tapos ito ang airport skill levels and th
(holding two long blocks)." For $gotsky, this "talking-to-oneself is an proficient, able to
indication of the thinking that goes on in the mind of the child. This will initially do without
eventually lead to private speech. Private speech is a form of called scaffold an
self-talk that guides the child's thinking and action. appropriately can
Vygotsky believed in the essential role of activities in learning. ziccomplish the task
Children learn best through hands-on activities than when listening
passively. Leaming by doing is even made more fruitful when children
interact witfu knowledgeable adults and peers.
Paft I Unit I Module 9 - Vygotsky's Socio-Cultural Theory
MRtFLtc,oN
TllIODUTE
cHAu.tl{Gt
ffiNrRoDU
Bronfenbrenr
showing the differe
development. It poi
Explain why? that shape every in
neighborhood, the o
*-&ACIrvril
Read the follor
ask your parents fc
graphic organizer be-
When I wa
show _
When I wa
Pan I Unit I Module l0- Bronfenbrenneds Ecological Theory
CHAI.ttNGt
INIRODUCIION
B*Ei S*
ffiffiACTrvril
"looking BacK'
Read the following questions. Recall your childhood. You may also
ask your parents for some information. Write your answers on the
graphic organizer below.
Answer the following sentence completion items.
l. When I was 5 years old, my parents
2. As a child, my unforgettable playmates were
"bioecological" points
9. The most serious challenge our family experienced was as a key factor in on
Through the ch
10. The most important thing that I leamed from my elementary between his immediat
school was landscape fuels and s
one layer will ripple t
ment then, we must
environment, but alsr
Q nrarYsrs well.
Write each answer you gave in the Activity on the circle where Bronfenbrenner's B
it belongs.
The microsyst
child. It comprises s
includes structures su
such, the microsystem
tions that d-Afrna has
have strong and nurfir
his/her needs met? I
directions - both awal
that the child is affect
these people are also
deep afflection for her
and keep the bab.v-
mother feelings of wa
mother. The qhild is r
however, the child al
Bronfenbrenner calls I
they occur among all
what Erikson termed
Bronfenbrenne
structures within a
layers. At the micro
bi-directional influer
Part I Unit I Module 10 - Bronfenbrenner's Ecological Theory
?,mstmcnt
c
Bronfenbrenner's model also known as the Bioecological Systems
theory presents child development within the context of relationship
systems that comprise the child's environment. It describes multipart
layers of environment that has an effect on the development of the
child. Each layer is further made up of different structures. The term
"bioecological" points out that a child's own biological make-up impacts
as a key factor in one's development.
Through the child's growing and developing body and the interplay
between his immediate family/community environment, and the societal
landscape fuels and steers his development. Changes or conflict in any
one layer will ripple throughout other layers. To study a child's develop-
ment then, we must look not only at the child and her immediate
environment, but also at the interaction of the larger environment as
well.
still living with their parents. ln China and also in other parts of the childhood program in
world, sons are more valuable than daughters. This may pose unpredictability of fan,
challenges for girls as they are growing up. Because of differences in deyelopment." Resea
beliefs and customs, children from different parts of the world experience constant mutual interac
different child-rearing practices and therefore differences in their development. Acr
development as well. strips in the imrnediate
The chronosystem. The chronosystem covers the element of time tre tools to explore od
the affirmations that sh
as it relates to a child's environments. This involves "patt€ms stability
"of important adulQ relatir
and change" in the child's life. This involves whether the child's day is
characterized by an orderly predictable pattern, or whether the child is These deficiencies sl
sub.iected to sudden changes in routine. W,e can also look into the anti-social behavior: lar
pace of the c:hild's everyday life. Is it a hurried or relaxed pace? This direction."
system can affect or influerqco the child.externally, like the timing of Bronfenbrenner's
other siblings coming or the tirning of parental separation or even death. treir very important ro
Pail I Unit I Module 10 - Bronfenbrenner's Ecological Theory
Effect can also be internal, like in the bodily changes that occur
within the dbveloping child, like the timing of menstrual onset for girls. *t
As children get older, they may react differently to environmenlal .t*
changes. The children may have also acquired the ability to cope
t
and decide to what extent they will allow changes around them to r{L
affect them.
No longer Nature vs. Nurture, but Nurturing Nature!
The long debate may be coming to an end. For decades, if not
for centuries, there was a long drawn debate.on which had more
impact on child development, nature or nufture. Another way of putting it
is, is it heredity or environment that influences child development more.
More and .more rcsearch now point out that both a child's biology and
his environment play a role in the child's groMh and development.
Devblopment theories now stress on the role played by each and the
extent to which they interact in ongoing development. (See Module 3).
The ecological systems theory focuses on the quality and context
of the child's environment. Bronfenbrenner pointed out that as a child
develops, the interplay within the layers of environment systems
becomes more complex. This dynamic interaction of the systems happeni
meantime, while the child's physical and cognitive structures also grow
and mature. This bioecological theory helps us determine how the
different circumstances, conditions and relationships in the world affect
the child as he or she goes through the more or else predictable
sequence of natural. growth and development.
tion from the home, if there is a serious breakdown of the basic relation-
ships in a child's life, what can the school, the teachers in particular RESEARCH
do? This theory helps teachers look into every child's environmental
Read a res
systems in order to understand more about the characteristics and needs
Fill out the nianix
of each child, each learner. The schools and the teachers can
contribute stability and long-term relationships, but only to suppoft and not
replace the relationships in the home. Bronfenbrenner believes that, "the
primary relationship needs to be with someone who can provide a sense
of caring that is meant to last a lifetime. This relationship must be
fostered by a person or people within the immediate sphere of the child's
influence."
to replace the lack in the
Schools and teachers' crucial role is not
home if such exists, but to work so that the school becomes an
environment that welcomes and nuftures families. Bronfenbrenner also
stressed that society should value work done on behalf of children at all
levels, and consequently value parents, teachers, extended family,
mentors, work supervisors, legislators.
$mnrrcATur
Lookihg at your answers in the ACTIVITY phase of this Module,
describe how these people or circumstances have influenced your
attitudes, behavior and habits.
From the graphic organizer that you filled out it is clear that there
were people situations and circumstances that shape who you are now.
Even the things happening in the govemment or even in America like
the 9-ll terrorist attack could have influenced your own circumstances
and therefore your own development as a unique person. As a future
teacher we can see our students from this perspective in mind. Every
child had different people, different situations and circumstances that
influehced his/her growth and development.
As you read through Bronfenbrenner's model you will see the
widening systems,that affect child and adolescent development.
Part I Unit I Modub 10-Bronbnbrenne/s Ecological Theory
RTSIARCH CO}INTCIIO}I
fficHnu.ENGE
]aisffil
ffi"&ACTrvrTY
Group I. Read the article "Life Before Birth" then form into small
groups of not more than six and share your answers to the following
questions:
1. What are your feelings and reactions about what you read?
2. Do you agree that that which is developing in the womb is a
mere 'blob of tissue' or 'uterine contents' as abortionists claim?
Share your explanation.
This tiny human was perfectly developed, with long, tapering nnawsls
finger.s, .feet and toes. It was transparent, as regards the skin, and Q
the delicate arteries and veins were prominent to the ends of the Here are qr
fingers. "The baby was extremely alive and swam about the sac facilitates.)
approximately one time per second, with a natural swimmer's stroke.
This tiny human did not look at all like the photos and drawings l. Is it more re€
and models of 'embryos' which I have seen, nor did it look like a the mother's '
few embryos I have heen able to observe since then, obviously 2. What are pro
because this one was alive!
is a living hu
"When the sac was opened, the tiny human immediately lost its
3. Has any reali
life and took on the appearance o.f what is accepted as the on abortion?
appearance of an embryo at this stage (blunl'extremities, elc.)
"It is my opinion that if the lqwmakers and people realize that 4. What are thr
developing en
this very vigorous life is present, it is possible that abortion would
befound more objectionable than euthanasia."
The. point at which Dr. Roclmtell witnessed thi.s unborn baby -
eight weelcs after conception - is during the period that. a majority ffmsrmogil
of abortionists describe as most desirable for performing an
abortion' Human life begins
That which is i
source: http://wwwmccl.org/Document.Doc?id=159
being. An unborn br
from one of eightee
conception the zygotr
i. Why are pregnant mothers advised not to smoke, not to drink life.
alcoholic drinks, not to take in any medication without doctor's
Human life be1
advice? Share your answers with your small group.
have and all that we
The fact that you ha'
2. Why did countries including the Philippines strongly protest the fact that you u'i
against China regarding impofted children's toys which were found the moment of conce
to have high lead component? ment is nutrition.
I remember th,
Scream'i The mother
in her third month
scalpel into th wom
clearly in that film.
screaming for help a
That's why the film r
means that the develc
a conglomeration of
Based on thex
supposed to be the s
tunatel,y, however, wi
Part ll. Unit 1 Module 11 - Pre-Natal Development
Q annlss ']rI,
Here are questions for further discussion. (Teacher rrd
:
facilitates.) t1 ?
',* I
l, ABSfRAOt0il
f
Human life begins at conception
That which is in the mother's womb is indeed a developing human
being. An unborn baby of eight (8) webks is not essentially different
from one of eighteen (18) weeks or twenty-eight (28) weeks. From
conception the zygote, the embryo and the fetus are undeniably human
life.
Human life begins from the.moment of conception. All-that we
have and all that we are have been there at the moment of conception!
The fact that you hav brown eyes and black, straight or curly hair and
the fact that you will turn bald at age 50 have been there already at
tte moment of conception. What were ad.ded in the process of develop-
ment is nutrition.
I remember the film on abortion that I once saw. "The Silent
kteam". The mother submitted herself to a medical doctor for abortion
in her third rnonth of pregnancy. When the abortionist inserted his
scalpel into th wornan's womb to crush the head of the fetus, very
clearly in that film, the fetus had his/her mouth open like he was
screaming for help as he evaded the deadly scalpel of the abortionist.
That's why the film was given the title "The Silent Scream", This only
means that the developing being in the womb is a human being not just
a conglomeration of cells or tissues.
Based on these facts, it is wrong to do abortion. The womb i[
supposed to be the safest of all places for huiman development. Unforl
tunatel"y, however, with the scourge of abortion, it has become a tomb!
Child and Adolescent Development: Looking at Learners at Different Life Stages
The devqlopment that takes place in 3 stages proves that the de- As the zygote
veloping embryo in a mother's womb is truly a human being. of cells are formed.
develops into the di
The Stages of -Pre-natal Development cells is divided intr
It may be good to watch the video on High Tech Photographs of ectoderm is the out,
Fatal Development/Pro-life Anti-Abortion Video at YouTube before you sensory receptors ((
read these notes on stage of pre-natal development. mesoderm is the mi
muscular, excretory
Pre-natal development is divided into three (3) periods-germinat,
formation during t
embryonic and fetal.
called organogenesi
l. Germinal Period (First 2 weeks after conception) - This
As the threr
includes the a) creation of the zygote, b) continued cell division
and c) and the attachment of the zygote to the uterine wall.
systems for the
systems are the pla
The following are the details of development during this period:
placenta is a life-suy
a) 24 to 30 hours after fertilization-the male (sperm) and tissues in which smi
ft.al. (egg) chromosome unite
intertwine but do no
b) 36 hours-the fertilized ovum, zygote,'divides into two Q); 2 one vein that conne
cells or an'envelope tha
c) 48 hours (2days) - 2 cells become 4 cells embryo floats. All tl
d) 72 hours (3 days) - 4 cells become a small compact ball fertilized egg and nt
of 16-32 cells 3. Fetal perbd
e) 96 hours (4 days) - hollow ball of 64-128 cells and develop
details of th
0 4-5 days - inner cell mass (blastocyst) still free in the
2N2):
uterus
g) 0-l days - to the wall of uterus
blastocyst attaches
a) 3 months
weighs at
h) ll-15 days - blastocyst invades into uterine wall and arms and
becomes implanted 'in it (implantation) head; the
ln the germinal period, the differentiation of cells already begins as distinguisl
inner and outer layers of the organism are formed. The blastocyst, the and lower
inner layer of cells that develops during the germinal period, develops or female.
later into the embryo. The trophoblast, the outer layer of cells that de-
b) 4 months
velops also during the germinal period" later provides nutrition and support
and weigl
for the embryo (Nelson, Textbook of Pediatrics, lTth ed., 2004). lower part
2. Embryonic Period (2-8 weeks after conception) - In this and leg n
stage, the name of the mass cells. zygote, beoome embryo. The
c) 5 months
following developments take place:
weighs cl,
a) cell differentiation intensifies toenails) I
b) life-support systems for the embryo develop and d) 6 months
c) organs appear wpighs or
fgrmed; fi
Part ll Unit 1 Module 11 - Pre-Natal Development
As the zygote gets attached to the wall of the uterus, two layers
of cells are formed. The embryo's endoderm, the inner layer of cells, rt
develops into the digestive and respiratory systems. The outer layer of
cells is divided into two parts - the ectoderm and the mesoderm. The lr
SnrrrrcAilolr
l. Group Project
As a group, you are asked to give a one day seminar-work-
shop for the mothers and fathers of children enrolled in your
cooperating school.
'ln this seminar for mothers and fathers, teach them how 'tl
t' $
pre-natal development takes.place and what they should do to
llt
ensure normal and healthy development of the embryo and tlae
fetus.
Come up with training modules, complete with materials for
presentation by the use of powerpoint or OHP or Manila paper or
what have you. In the preparation of materials, consider the
availability of facilities in schools. Look for a pictorial timeline of
human pre-natal development. This serves as an expellent material
for "a picture is worth a thousand words."
2. Pretend you are "Junior", 4 months old in the womb. Your Mother
is concentrating on doing abortion. Write her a letter convincing her
that you are a human being developing contrary to what she and
other pro-abortionists are t[inking. Describe to her the development
that has already taken place in 4 months. Reflect what you leamed
on pre-natal development in this Module.
Child and Adolesoent Development: Looking at Leamers at Different Life Stages
:'
il
'$ sra DrAs Concept
I
Related
Concept Characteristics/Desc ri ptions Teratology
Processes/Ideas
13
Related
Concept Characteristics/Descriptions
Processes/Ideas
132
Related
Concept C ha racteristics/Descriptions
Processes/Ideas Concept
Related
Concept C ha racteristics/I)escriptions
Processes/Ideas i*
c.) findings
d.) conclusions
e.) recommend
f.) reference
The hean
fertilization, a.
binh!
At 6 wer
movements. Tbt
At eight ,
in adults are
structures!
The chiW
fingerprints hc
So
Write down yo
, Look at yourself. )
at your lips, your
normally. Did it evr
Write down your r
Partll Unitl llodule 1f -PrpffiGiffie@mont--
RTSEARff
ffinrrunrcil
1. Read and reflect on these lines:
The hearrbeat is observed three weela and one day after
fertilization, and the heart will beat 54 million times before
binh!
At 6
weeks the embryo begins making spontaneous
movements. Tbuch his mouth and he will withdraw his head.
At eight weelcs, 90Vo of the anatomical structures found
in adults are present - that's 4000 distinct anatomical
structures!
The child has unique fingerprints at I0 weelcs - the same
fingerprints he or she keeps throughout lde.
S ource : htE : /r1tww.p rie stsforlife.o rg/columns/doamentlaspxid=2 go
2. Imk at yourself. You are perfectly made. The cells of your lips are
at your lips, Your mouth is close to your nose. You can breathe
normally. Did it ever occur to you that it could have been ottrenrise?
Write down your reflections here.
tJl\IIT Infancy and Toddlerhood
7
-- Brenda B, Corpuz, Ph,D,
of tnfants
fifloDu rE 12 :x,;f:Ji:l:topment
tt.
lt
Source: Santruck. J.W. L
fficHAtttNGt
This Module challenges you to: ffi, nuntYsts
. trace the physical development that you have gone through as
Guide Questions
infants and toddlers.
t
. draw implications of these principles and processes to parenting
and caregiving.
L What do y
other parts
2. Does physi
W tilTRoDUCTroN
the side tc
We have just traced the developmental process before birth. We Explain yo
shall continue to trace the developmental process by following the
infant or the baby who is just born up to when he reaches age 2. The
period that comes after pre-natal or antenatal stage is infancy which, in
# nasrnAcTror
T'
tum, is followed by toddlerhood. Infancy and toddlerhood span the first
two years of life.
Cephalocaudal an
As you learn
ffi&AcTrvrTY the posftratal growd
more than the bod
Take a leaming partner and together study the Figure on the next the development oI
in the sizes of the human body parts
page. Look closely at the changes hfants learn to use
as a person grows. pattern occurs in tl
eyes and the brain
The proximo
136 to birth when the
Part ll Unit 2 Module 1 2 - Physical Development of lnfants and Toddlers
,'
iS
,F
t
l, l'rr,
trl-{
Source: Santrock. J.W. Lifu-Span Development, 8th Edition, 2002.
ffi nualYsrs
Guide Questions
1. What do you notice about the size of the head in relation to the
other parts of the body as a person grows older?
2. Does physical development begin from the top or below? from
the side to the center?
Explain your answer.
r lgstRACTroN
&
This also applies in the first months after birth as shown in the earlier
revealed thr
maturation of muscular control of the trunk and arms, followed by that
environmer
I of the hands and fingers. when referring to motor developmeni, the
i reared in s
proximodistal. trend refers to the development of motor skills from the
'enriched' a
center of the body outrvard.
neuronal c<
activity. Sur
Height and Weight who live ir
changes in
o It's normal.for nqwbom babies to drop 5 to l0 percent of their
body weight within a couple of weeks of birth. That is due to Depressed brair
the baby's adjustment to neonatal feeding. once they adjust to a depressed en
sucking, swallowing and digesting, they grow rapidly.
o Breastfed babies are typically heavier than bottle-fed babies Motor developme
through the first six months. After six months, breastfed babies Along this aq
usually weigh less than bottle-fed babies. from reflexes, to gT
Motor development
Along this aspect of motor development, infants and toddlers begin
from reflexes, to gross motor skills and fine motor skills.
Reflexes
. The newborn has some basic reflexes which are, of course
automatic, and serve as survival mechanisms before they have'the
oppoftunity to learn. Many reflexes which are present at birth will
generally subside within a few months as the baby grows and
matures.
. There are many different reflexes. Some of the most common
reflexes that babies have are:
Sucking Reflex: The sucking reflex is initiated when something
touches the roof of an infant's mouth. Infants have a strong suck-
ing reflex which helps to ensure they can latch unto a bottle or
breast. The sucking reflex is very strong in some infants and they
may need to suck on a pacifier for comfort.
Rooting Reflex: The rooting reflex is most evident when an
' infant's cheek is stroked. The baby responds by turnipg his or her
head in the direction of the touch and opening their mouth for
feeding.
Qripping Reflex: Babies will grasp anything that is placed in their
palm. The strength of this grip is strong, and most babies can
support their entire weight in their grip.
Curling Reflex: When the inner sole of a baby's foot is stroked,
the infant respond by curling his or her toes. When the outer
sole of a baby's foot is stroked, the infant will respond by
spreading out their toes.
Startle/Moro Reflex: Infants witl respond to sudden sdunds. or
I
i
movements by throwing their arms and legs out, and throwing their Fine Motor Skills
t heads back. Most infants will usually cry when startled and proceed Fine motor sk
I to pull their limbs back into their bodies.
f muscles controlling
t Galant Reflex: The galant reflex is shown when an infant's middle these skills allows
J
ii
or lower back is stroked next to the spinal cord. The baby will drawing and buttoni
:, respond by curving his or her body toward the side which is being The ability to
ij
stroked. precise eye-hand cor
Tonic Neck Reflex: The tonic neck reflex is demonstrated. in becomes more refin
infants who are placed on their abdomens. Whichever side the show only crude sl
! child's head is facing, the limbs on that side will straighten, while wrist movements, h
t
the opposite limbs will curl. (http://www.mamashealth.com/child/ finger.
i inreflex.asp)
I Sensory and Perq
t
SnrrucAnon
Come up with a graphic presentation of the milestones of the
various aspects of physical development (proximodistal and cephalocaudal
pattems, height and weight during infancy and toddlerhood). For details,
refer to the Questionnaire on the Philippine Early Leaming and Develop-
ment Standards in the Research phase of this Module. Cite irnplication/s
of each milestone to parenting.
i, nllrl
\::.] . BIG IDEAS
r1
Fill this Table with the Big ldeas learned from this Module.
Hearing
Thste
Smell
lntermodal perception
Child and Adolescent Development: Looking at Leamerc at Difierent Life Stages
t'
The class shall be organized to: o Based on your e
I
T
l. conduct a research with mothers or babysitters on the status of performed by a r
: the development of their babies and toddlers. Find out the status 0 - 6 months
!
of babies and toddlers' physical development by the use of the o Holds head stea
list of what infants and toddlers can do physically. This list is o Moves arms and
lr use of the Scoring Rubrics given in Part I, Unit Module 4 of l, o Stands witrout sl
this book. o Stands from a sifl
o Squats from a sb
What lnfants and Toddlers Can Do Physically? o Stands from a $a
Domain: Physical Health, Well.Being and Motor Development o Bends over ecil1
PHYSICAL HEALTH o Stands from a bs
Standards 1: The child'demonstrales adequate growth (weight, height, head
o Walks sideways t
circumference).
o Walks with one h
Standards 2: The child has adequate sensory systems to participate in daily acfivlfres.
13 - 18 months
0 - 6 months o Walks witrout s4
o Starfles to loud sounds
o Walks backwards
o Reacts with pleasure/smiles or relaxed expression when he/sh6 tastes something o fhrows a ball hrt
delicious o Throws a ball hrt
o Reacts by making a face/ frowns/grimaces when he/she tastes something he/she does o fluns without bipp
not like o Maintdins balance
7 - 12 months assistance
,o Reacts with pleasure when he/she smells something nice o Moves with music
o Reacts by making a face when he/she smells something foul o Can move body to
Standards 3: The child has adequate stamina to participate in daily activities. o Can move body h
o Pushes and/or pulls moderately heavy objects (e.9., chairs, large boxes) ' 19 -24 months
o Walks without tiring easily o .Walks up the stah
13 - 18 months o Walks down the st
o Plays without tiring easily, able to keep pace with playmates o Kicks a ballwitr cr
o Participates actively in games, outdoor play and other exercises o Throws a ballwitr
19 - 24 months o Throws a ball witr
o Sustains physical activity (e.9., dancing, outdoor games, swimming) for at least 3-5
mhutes
ll 2
L
Part Unit Module 12 - Physical Develppment of lnfants and Toddlers
0 - 6 months
o Holds head steadily
o Moves arms and legs equally to reach at dangling object
o Rolls over
o Bounces when held standing, briefly bearing weight on legs
o Sits witr support
o Starting to crawl but not yet very good at this
7 - 12 months
o Sits alone steadily without support
o Creeps or crawls with ease as a primary means of moving around
o Stands without support
'.,"{
o Stands from a sitting position without any help
o Squats from a standing position with ease
o Stands from a standing position with ease
o Bends over easily without falling
o Stands fom a bent position without falling
o Walks sideways by holding onto the sides of crib or fumiture (cruises)
o Walks with one hand held
13 - 18 months
o Walks without support
o Walks backwards
o Walks up the stairs with hand held, 2 feet on each step
o Walks down the stairs with hand held, 2 feet on each step
o Jumps in place
o Climbs onto a steady elevated surface (e.9., bed, adult chair or bangko, etc.)
o Kicks a ball but with litUe mntrol of direction
o Throws a ball but with little confol of direction
o Throws a ball but with little conbol of speed
o Runs without tripping or falling
o Maintains balance (walking on a low, narrow ledge; between 2 lines) without
assistance
o Moves with music when he hebrs it
o Can move body to imitate familiar animals
r Can move body to imitate another person/TV character
19 -24 months
o .Walks up the stairs with alternating feet, without help
o Walks down the stairs with alternating feet, without help
o Kicks a ball with mntrol of direction
o Throws a ball with control of direction
o Throws a ball with control of speed
Child and Adolescent Development: Looking at Leamers at Different Life Stages
t
7 - 12 months o Goes to the des(y
1
o Pulls toys by the string pants
't o Bangs 2large.blocks together o Goes to the desrg
MRffuctolr flIODULT
l. Having leamed the physical development of infants and toddlers, as
a future panent or as caregiver of childrne, reflect on:
. what you should do more often for infants and toddlers
ffi.HAL'ENGE
In this Module, yor
. trace your
. draw implir
. what you should refrain from doing to facilitate their growth and !Fhl*.aa
development. rNTRoDt"
ffifr%
Cognitive dev
2. Reflect on the quotation below the title of this Module. a baby thinks. Th
exploration skills. E
remembering learnir
ffi&ACTrvm
You will be
assigned a task to
For Group I
Jacqueline, th
children's obs
summary outlir
Don't forget to
in the next act
Laurent, Lucienne, i
The following
children's cognitive
Iifted from Santrock
Cognitive Development of lnfants
MoDuLE 13 and Toddlers
Brenda B. Corpuz, Ph.D.
-
fficHALr.rNGr
In this Module, you are challenged to:
. trace your own cognitive development as infants and toddlers.
. draw implications of cognitive development concepts to parenting.
ry,ffi rNTRoDucTroN
ffi&AnrvrTY
You will be divided into four groups. Each group will be
assigned a task to do.
. At 21 days of age, Laurent .finds his thumb after three then picks
attempts; once he .finds his thumb, prolonged sucking ronge of n
\,,
I' begins. But, when he is placed on his back, he doesn't
tl know how to coordinate the movdment of his arms with that For Group Il
( the following q
of his mouth; his hands draw back, even when his lips seek
f
!i them.
l. Do your rt
. During the third month, thumb sucking becomes less impor- two years c
tant to Laurent because of new visual and auditory
interests. But, when he cries, his thumb goes to the rescue. 2. At what ag
with your s
,"
. Toward the end, Lucienne's thrusts her .feet at the doll and
makes it move. Afterward, she looks at her motionless foot
q
for a second, then kicks at the doll again. She has no For Group I
ir visual control of her foot because her movements are the I. Based on y
t; same whether she only looks ot the doll or it is placed sisters/nieces
over her head. By contrast, she does have tactile control of of an infant
ilrt
her foot; when she tries to kick the doll and misses, she
slows her foot movements to improve her aim.
2. It is said th
this so? Giv
At I1 months, while .seated, Jacqueline shakes a littte bell.
She then pauses abruptly so she can delicately place the
bell in .front of her right foot; then she kicks the bell hard.
Unable to recapture the bell, she pyasps a ball and ploces it
Q mmvss
in the same location where the bell was. She gives the ball For Group I
a firm kick. l. There are four :
lets it go and tries to pick it up again. She succeeds only sensorimotor sta
in touching it with her index .finger, being unable to fully 'toddler's cognitir
reach and grasp it. She keep.s trying to grasp it and Here are thr
presses to the edge o.f her crib. She makes the box tilt up, stage (Santrock,
but it nonetheless .falls again. ,lacqueline shows an interest
in this result and studies the .fallen box. Sensorimotor st
At I year, 8 months, Jacqueline arrives at a closed door The sensot
with a blade o.f grass in each had. She stretches her right cognitive devel
hand tow'ard the doorknob but detects that she cannot turn understanding ol
it without letting go o.f the grass, so she puts the grass on (such as seeing e
the floor, opens the door, picks up the grass again, and gain knowledge c
then enters. But, u,hen she wants to leave the room, things on it. An infant I
get complicated. She put.s the gra.ss on the .floor and gtrasps to the beginning
the doorknob. Then She perceives that, hv pulling the door Piaget divided th
tro*ard her she simultaneously chase.t away the gross that
she had placefl betweeri the door and the threshold. She
Part ll tJnit 2 Module 13 - Gognitive Development of lnfants and Toddlers
then picks up the grass and place,e it out o.f the door,s
range of movemeit.
For Group II - With your small group, share your answers to
the following questions:
numvsls
Q
For Group I
l. There are four stages of cognitive development according to Piaget
- the sensorimotor, the preoperational, the concrete operational and
the formal operational stage. These were discussed in Part I, Unit
2, Module 6 of this book. This Module will focus on the
sensorimotor stage, Piaget's stage that covers the infant and the
'toddler's cognitive development.
Here are the 6 substages of the sensorimotor developmental
stage (Santrock, 2002):
Sensorimotor stage
The sensorimotor stage is the first of the four stages of
cognitive development. "ln this stage, infants construct an
understanding of the. world by coordinating sensory experiences
(such as seeing and hearing) with physical, motoric actions. Infants
gain knowledge of the world from the physical actions they perform
on it. An infant progresses from reflexive, instinctual action at binh
to the beginning of symbolic thought toward the end of the stage.
Piaget divided the sensorimotor stage into six sub-stages:
chilcl and Adolescent ueve opment: Looking at Leamers at Different Life Stages
152
15i
154
stage in lar
Age Description
Sub-Stage 3. Do infants
they are n<
6 Internalization of t8-24 lnfants develoP the abilitY to use
that langual
Schemes (lnvention of months primitive symbols and form enduring
New Means Through mental representations. This stage is
associated PrimarilY with the
Mental Combination
(lS-24 tnonths) beginnings of insight. or true creativ-
ity. This marks the passage into the
preoperational stage. Sensorimotor sta
I Euidrn". of an internal representa- . An analysit
I tional system. Symbolizing the prob Piaget's cog
I lem-sotving. sequence before actually from refler
I responding. nated activ
orientation l
separate from
ing object
By the end of the sensorimotor period, objects are both to one tha
that
the self and permanent. Object permanence is the understanding involve mu
be seen' heard' or
objects continue to exist even when-thty cannot intentionali
touched. (http://en.wikipedia.org/wiki/Piageto/o27s-theory-of-cognitive- that is pur
deve lopment#Sensori motor-stage) . Piaget's sut
behavior to
2. co back to Piaget's children - Laurent, Lucienne, and Jacquelinc' tions are a,
Determinethe-substageofsensorimotordevelopmentthatwas Circular rear
demonstratedbyeach't.ito.Dothiswithalearningpartner.Widr (Pasek,\P ar
your teach", u. facilitator, you will share and defend
your
yout
. Primary circ
answem with the whole class'
erved body, wheru
3.Basedonyourexperienceswithchildren'shareobserved environment
behaviors that illusirate any of the substages of sensorimotot
motor
circular reacl
developmental stage.
At first, b1,
But she doe
For Group 2 'Learning and Remembering around and,
Guide Questions: again. Cradu
l.Basedontheexperiencesshared,isitmorecorrecttosayttu R. Colinkoff
aninfantdoesnotrememberanythingduringinfancy? . Secondary ci
2. Is it safe to say that memory begins at age three? recreating evr
their own
For GrouP 3- Language DeveloPment b<
kickiirg their
Guide Questions: . Tertiary circ
l.Do atl toddlers learn language at the same pace? months. is w
2,Aretheretoddlersthatengageintelegraphicspeechimmt Iittle differen
two'wot
diatelv without passing through one-word stage and
diately
Part 2 Unit 2 Modub 13 - Cognitive Development of lnfants and Toddlers
*msrnAcnon
f=
Sensorimotor stage
An analysis of the 6 substages of the sensorimotor stage of
Piaget's cognitive development shows that development begins
from reflexive behaviors to more refined and more coordi-
nated activities. Cognitive development of infants evolves in
orientation from becoming focused on themselves to becom-
ing object or world-oriented, from one that is action-based
to one that is mentally-based, from one that does not
involve much of coordination of schemes to one involving
intentionality, novelty and curiosity and fi'om a thinking
that is purely sensorimotor to a symbolic onei
Piaget's substages are termed circular because the adaptive
behavior to the world involves repeated actions. Circular reac-
tions are attempts to repeat an event that the baby likes.
Circular reactions serve as the building blocks for intelligence
(Pasek) P and Golinkofl R, 2003).
Prirnary circular reactions are oriented toward the infant's own
body, whereas secondary circular reactions are aimed toward the
environment including others. Here is an example of a primary
circular reaction:
At first, by accident, the baby gets her thumb in her mouth.
But she doesn't know how to do it again. She waves her hand
around and, after many attempts, eventually succeeds in doing it
again. Gradually, she learns how to do it at will (Pasek, K and
R. Golinkoff, 2003).
Secondary circular actions that involve
reactions are repetitive
recreating events which 4-10 month old babies observe outside of
their own bodies, such as making their mobile crib shake by
kickitrg their legs (Pasek, K and R.Golinkofl 2003).
Tertiary circular reactions, seen from approximately l0 to l8
months. is when a baby does things over and over again, just a
little differently each time. e.g. When a baby seems.to enjoy
Child and Adolescent Development: Looking at Leamers at Different Life Stages
dropping the spoon over and over again in many different have recalled their
ways, a proof of the creation of novel variations in events. back as age 2 year
Piaget described the baby at this stage as "the scientist" When be recalled from as
parents don't understand their child's behavior, they see this act
I have vivid
as abu$ive and get frustrated. remember the deat
. From dropping the spoon many times in many.different ways, Before age 3, I har
the baby discovers a pattern "objects fall down --- not up". his arms after he
They create the patterns with their repetitive actions and then fever in my grandn
evaluate them. Babies are born pattern seekers (Pasek, K and
R. Golinkoff, 2003). Language Develol
. Acquiring the sense of object permanence is one of the From'day one
- infant?s most important accomplishments, according to Piaget." linguistic environmer
Object pelrnanence is the understanding that objects continue to clearly have rema*
exist even when the objects are not immediately perceptible early age (Marcus.
through the senses. Before the infant's acquisition of the sense 1999 cited by Sten
of object permanence, the principle that applies is "out of sight, Within the fin
out of mind".
the following stages
There are some criticisms of Piaget's theory on cognitive develop-
ment. One crilicism from other developmental theorists is his fundamental
l. Cooing, wh
assumption that cognitive development occurs in fixed sequence of
2. Babbling, v
discontinuous spurts across task domains, tasks, and contexts. Many to most pe(
speakers frc
theorists (e.g.'Brainerd, 1978) believe that cognitive devetopment occurs
as a continuous process rather than in discontinuous stages of develop- 3. One-word r
ment. Recent studies in the cognitive development of infants supporl the vowels and
view that Piaget underestimated young infants' cognitive ability. Further-. Sternberg, 2
morc, Piaget's methods of research were said to be quite loose, the fact 4. TWo-word r
that he simply observed his three children and a few others which 5. Basic adult
were limited only to European children. with contint
The infant ut
Learning and Remembering more, and soon aftr
Do infants learn and remember? utterances termed I
Yes! Pavlov's classical conditioning and Skinner's operant condition- mands. Usually, the
ing have been proven to apply to infants. We'll ask you to research on child observes (e.g.
researches that prove this. By 18 months
All of us experience infantile amnesia, the inability to recall events 100 words (Siegler.
that happened when we were very young (Spear, 1979). Generally, we Iimited at this poir
can remember little or nothing that has happened to. us before the age the meaning of wo
of about 5 years, and it is extremely rare for someone to recall many ideas for which a n
memories before age 3 years. Reports of childhood memories usually for any kind of four
involve memories of significant events (e.g. birth of a sibling or the death is called overexten
of a parent; Fivush and Hammond, I99l). For example, some adults ' Gradually betv
Part ll Unit 2 todule 13 - Gogniiive Development of lnfants and Toddh.s
Language Development
From day one, infants appear to be programmed to tune in to their
linguistic environment with the specific goal of acquiring language. Infants
clearly have remarkably acute language learning abilities even from.an
early age (Marcus, Vijayan. Bandi Rao and Vishton,1999; Pinker, 1997,
1999 cited by Sternberg, Rpbert, 2003).
Within the first years of life, we humans seem to progress through
the following stages in producing language (Stemberg, 2003):
l. Cooing, which comprises largely vowel sounds
2. Babbling, which comprises consonant as well as vbwel sounds;
to most people's ears, the babbling of infants growing up among
speakers from diffbrent language groups sounds very similar
3. One-word utterances; these utterances are limited in both the
vowels and the consonants they utilize (lngram, 1999 cited by
Sternberg, 2003)
4. Two-word utterances and telegraphic speech
5. Basic adult sentence dtructure (present by about age 4 years)
with continuing vocabulary acquisition
The infant utters his /her first word- followed by one or two
more, and soon after, yet a few more. The infant uses these one-word
utterances termed holophrases-to convey intentions, desires and de-
mands. Usually, the words are nouns describing familiar objects that the
child observes (e.g. book, ball, baby) or wants (e.g. Mama, Dada)
By 18 months of age, children typically have vocabularies of 3 to
100 words (Siegler, 1986). Because the young child's vocabulary is very
limited at this point in the development process, the child overextends
the meaning of words in his/her existing lexicon to cover things and
ideas for which a new word is lacking. For example the general term
for any kind of four-legged anirnal may be "doggie". In linguistics this
is called overextension error.
Gradually between 1.5 and 2.5 years of age, children start combi-
child and Adolescent Development: Looking at Learners at Different Life stages
I
to one-word utterances, to two- or three-word utterances or even more
t; but without articles and prepositions thus called telegraphic speech. 2. Several psyt
challenged ir
cific activiti
Language Acquisition Device (LAD)
cognitive gn
Noam Chomsky (1965, 1972). noted linguist, claims that humans wise:
have an innate language acquisition device (LAD). This LAD is a
"metaphc-ical organ that is responsible for language rearning. Just as a On the
hea.t is designed to pump blood this language acquisition device is stimulation i
preprogrammefl to leam language, whatever the language community chil- units used tr
dren find themselves in." sounds. Scie
i This means that we, humans seem to be biologically preconfigured the neonatal
I
S.mrurcATnu
organize a talk show. Three of your classmates who will play the
roles of experts in sensorimotor development, memery development
and language development during infancy wiil serve as panel of dis-
cussants. After each expert has delivered his/her piece one will
serve as moderator. A question that should not be forgotten is:
what are some applications of these concepts /theories in
child care and parenting?
Several psychologists claim that babies need to be stimulated and
challenged in order to grow and develop on a cognitive revel. Spe-
cific activities, practiced on a regular basis, stimulate an infant's
cognitive growth. However, the following experiment proves other-
wise:
You have learned that past events recalled as earry as two are
those that had personal significance. Does this appry even after age
2? What do you think? If you think yes, what does this imply to
your future teaching?
Language leaming
Studies show that when parents, .teachers and caregivers talk more
to children and ask any questions, they create more stimulating lan-
guage environments for their children. what recommendations can
you give to parents for them to provide stimulating language environ-
ments? You may want do do some further research on this.
Child and Adolescent Development Looking at Leamers at Different Life Stages
.iw r nrsrARCH
1,.
0 - 6 months
o Makes gurgling, cooing, babbling or other vocal sounds
o Uses gestures (e.9., sketching his/her arms, pointing) to indicate what he /she wants
Child and Adolescent Development: Looking at Learners at Different Life Stages
7 - 12 months
o Repeats sounds produced by others 13 - 18 months
), o Says meaningful words like papa, mama, to refer to specific persons o May be distracte
ll, o Uses animal sounds to identify animals (e.9., meow-meow for cat) o Resists intenupt
t
o Llses environmental sounds to identify objects/events in the environment (e.g., boom
for thunder) HIGHER.ORI
13 - 18 months Standards 1. The child ,
19 - 24 months 0- 6 months
o Counts ftom 1 to 5 with errors, gaps or prompts
o Acts on an obje
7 - 12 months
Domain: Cognitive Development o Uses an object I
19 - 24 months
ATTENTION AND ACT'VITY LEVEL
o Asks "Why?'qu
Standards 1 : The child is able to sustain aftention and modulate his activity at age- o Understands re
expected levels. o Understands rei
I
Based on your experience, are these indicators generally observed on and/or play matches)
!
performed by a child on the specified age? o Knows where to
4 0 - 6 months
rl
o Lodks steadily at novel stimuli (e.9., rattle, dangling toy) MEMORY (MEMOR
1:Thechid
Standards
7 - 12 months
o Examines properties of toys for several minutes by handling these (e.9., pulling apart)
Based on your eq
o Looks with interest at picture books
by a child on the specifie
13 - 18 months
o May be distracted but responds when made to re-focus
o Resists interruption while engaged in play
0- 6 months
o Acts on an object to achieve an objective (e.9., shakes rattle)
7 - 12 months
o Uses an object to get something he/she wants (e.9., spoon to reach an object )
19 - 24 months
o Asks "Why?" questions
o Uhderstands reasons behind daily practices (e.9., washing hands before meals)
o Understands reasons behind safety rules & practices at home (e.9., why one must not
play matches) (
o Knows where to return most of his/her things "',
0 - 6 months
o Child reacts, like smiling, in recognition of someone he/she has met several ttmes but who
does not live in his/her home
Child and Adolescent Development: Looking at Learners at Different Life Stages
13 - 18 months 0 - 6 months
o Child reacts, like smiling, in recognition of afamiliar place besides his/her home
o Looks steadily
) 19 - 24 months 7 - 12 months
n o Child is brought somewhere and correctly recalls having been there before'
o Examines prop
I o Looks with ints
MEMORY (MEMORY FOR CONCEPT.BASED KNOWLEDGE: o Able to sit
r thrcx.
SEMANTTC MEMORY) 13 - 18 months
I
I
Standards 1 : The child is abte fo sfore verbatinformation in short and tong -term memory. o May be diskad
Based on your experience, are these indicators generally observed on and/or performed o Resists interul
by a child on the specified age? HIGHER.ORDERED I[
19 - 24 months Sfandards 1 :The chih
I
o Hums a recognizable'tune quantity, t
o Memorizes some gestures of actron songs mateials
t HTGHER.ORDERED MENTAL ABtLtTtES (LoG|CAL REASONTNG) Based on your ex
by a child on the specifir
Standards 1: The child is able to follow the logic of events (i.e., reasons why these happen)
and draw accurate conclusbn bl evaluating fhe facts presented to him. 0 - 6 months
i Based on your experience, are these indicators generally observed on and/or per-
. Experiments wil
Standards 1: The child is able to generate new ideas or conceptg or new associallons
o Can tell which is
rl
ATTENTION AND ACTIVITY LEVEL o Asks "Why?" qx
Standards 1 : The child is able to susfaln attention and modulate his activity at agecxpected o Understands rea
/ercls. o Understands rea
Based on your experience, are these indicators generally observed on and/or performed play matches)
MEMORY (MEMORY
Part ll Unit 2 Module 13 - Cognitive Development of lnfants and Toddlers
0 - 6 months
o Looks steadily at novel stimuli (e.9., raftle, dangling toy)
7 - 12 months
o Examines properties of toys for several minutes by handling these (e.9., pulling apart)
o Looks with interest at picture books
o Able to sit through an entire med wittout fussing
13 - 18 months
o May be distracted but responds when made to re-focus
o Resists intenuption while engaged in play
HTGHER.ORDERED MENTAL ABILITIES (CONCEPT FORMATION)
Sfandards 1 :The child devetops basic concepfs pertaining to obied constancy, space, time,
quanti$, seiation, etc. and uses liese as fhe bass for understanding how
materials are categorized in his/ her environment.
Based on your experience, are these indicators generally observed on and/or performed
by a child on the specified age?
0 - 6 months
. Experiments with new objects or toys by banging or pufting them in his mouth
o Looks in the direction of a fallen object
7 - 12 months
o Looks for partially hidden objects
o Looks for completely hidden objects
13 - 18 months
o Can tell whether something is hot or cold
o Hands over 1 object when asked
19 - 24 months
o Can tell which is shorter of 2 items
o Can tell which is taller/longer of 2 items
o Can tell which is bigger of 2 items
o Can tell which is nearer of 2 items
0- 6 months
o Acts on an object to achieve an objective (e.9., Shakes rattle)
7 - 12 months
o Uses an object to get something he/she wants (e.9., spoon to reach an object )
rf
19 - 24 months ,t
o Asks "Why?" questions *
o Understands reasons behind daily practices (e.9., washing hands before meals)
o Understands reasons behind safety rules & practices at home (e.9., why one must not
play matches)
o Knows where to return most of his/her things
slandards 7 : The child is able to recall people he has met, events, and places he has been
i
f, b.
)A Based on your experience, are these indicators generally observed on and/or perfonnert MRffroro*
fll by a child on the specified age?
rl Go back to the
0 - 6 months
this Module. Rel
*
I o Child reacts, like smiling, in recognition of someone he/she has met several times but
h, Standards 1 : The child is able lo store verbal information in short and long -term memory.
Based on your experience, are these indicators generally observed on and/or per-
lfl formed by a child on the specified age?
19 - 24 months
o Hums a recognizable tune
o , Memorizes some gestures of action songs
19 - 24 months
HTGHER.ORDERED MENTAL ABtLtTtES (PLANNING AND ORGANTZING)
Standards I : The child is able to plan and organize a simpte, familiar activity.
Based on your experiencb, are these indicators generally observed on and/or per-
formed by a child on the specified age?
19 - 24 months
HTGHER.ORDERED MENTAL ABILtTtES (CREATIVE THOUGHT)
Standards 1: The chitd is able to generate new ideas or cotncepts:, or neyy associafbns
between existing r'deas or concepts.
t'
Based on your experience, are these indicators generally observed on and/or per-
tl
formed by a child on the specified age?
,,i 19 - 24 months
rll
o Enjoys conskucting objects or structures out of manipulative toys (e.g., blocks, clay,
sand, paper)
o Uses toys or objects as symbols in play (e.9., pretends empty milk can is a drum
o Can use the same toy or object in more than one way (e.g., big empty box as
house)
Part ll Unit 2 Module 1 3 - Cognitive D,ewlopment of lnfants and Toddlers
ffinnECTlor{
Go back to the quotation from Kahlil Gibran beneath the title of
this Module. Reflect on it.
What struck you most in the cognitive development of
infants and toddlers? Remember cognitive development includes
development of memory and acquisition of language. Write your
reflections here.
*
I
I
child and Adolescent Developmen[ tooking at Leamels at Different Life stages
Pat
nunrvss
Q
In this Module, challenge yourself to: I. Based on I
' describe the socio-emotional development prooesses that you went the socio+
through as an infant and toddler. 2. From what
'state well
' the implications of research findings on infants, and adjuir
todhlers' socio-emotional deveropment to parenting and child care. children?
a
J. Statd in a
ffi rnrRoDucrrou
'simply put, socio-emotional
development has something to do with
socio-emoti
But...
If a cfuitd lives with tolerance, he learns 7o be patient...
If a child lives with encouragement, he learns tb be con/ident...
If a child lives with praise, he learns to be appreciative...
If a child lives with acceptance, he learns to love...
If a chitd lives with honesty, he learns what truth'is...
If a child lives with fairness, he learns justice...
If a cl1ild lives with security, he leorns to hove faith in himself and
those about him...
If a child lives with friendliness, he learns the world is a nice place
in which to live.
Wh what is your child living?
Dorothy L.Nolte, Trained Family Counselor
nunlsrs
Q
l. Based on Nolte's poem, which plays a very important role in
the socio-emotional development of children?
2. From what kind of home environment do chilfen who are
well adjusted most probably come? What about maladjusted
children? :
3. State in a sentence what the poem is saying about a child's
socio-emotional development.
fr nssrnncinr
^"
The Fotmative Years }u
Much has been said about the impoftance of the first three years iil
in human development. They are so-called the formative years that is t
I
why, parents and other caregivers at this stage of human development
play a significant role in the developm6nt of infants and toddlers.
*
As the poem "Children Leam What They Live" expresses, the I
kind of hpme and school environment that parents and teachers produce
determines to a very great extent the quality of the development of
I
children.
Let us discuss those elements that have something to do with the
wholesome socio-emotional development of children.
Chitd and Adolescent t cucloptnfit Looking at tcamers at Different Life Stages
Pan
Attachment
o Parents anr
. For healthy socio-emotional development, the infant needs .to estab- working w
h
l,t
lish an enduring emofional bond characterized by a tendency to seek
!
and maintain closeness to a specific figure, particularly during Temperament
i
m
. The key to a good start in the social development of the baby is perament cate
a lot of responsive interaction with the baby (K.Pasek and Infant-Toddler
RGolinkofr 2003). Babies thrive on social interaction when it is in These include:
response to their social bids. Babies seem to let us know when . Activi0
they want to interact or not. The timing of the caregiver's
response to the baby is important.
' Mood
. Thresh
. Other relevant and interesting research findings cited by K.Pasek . Rhyftn
and R. Golinkoff,.(2003) in their book "Einstein Never Used
Classcards" are giien below: . Intensil
Temperament
get hungry at different times. They are hard to put on a "schedule." 80 % of the l
The intensity of response in each baby. When a baby's threshold are capable o1
for distress has been reached, some babies act restless. Others act have a sense
cranky or fret just a little. Still others cry with terrific intensity or . Children wt
howl with despair when they are stressed. They shriek with delight description dor
and re.spond with high energy when reacting to happy or challeng- and remorse.
ing situations. recognize the
Approach to new'situations. Some infants are very cautious. evaluated aga
They are wary and fearful of new teachers, being placed in a dif- 200.3)
ferent crib, or being taken to visit a new settiqg. Other infants ap- r It is. not then
proach new persons, new activities, or new play possibilities with have done sor
zest and enjoyment. other tirnes wi
Distraction. Some children can conoentrate on a toy regardless of bad babies. It
surrounding bustle or noise in a room. Others are easily distracted. standard in mir
Adaptability of each child. Some children react to strange or 'The
development
difficult situations with distress, byrt recover fairly rapidly. Others ad-
just to new situations with difficulty or after a very long period. Here are the
development and so
Child's attention span. Sbme children have a long attention span.
They continue with an activity for a fairly long time. Others flit Early infancy (birt
from one activity to another. . It is not clear
. Based on these temperament traits, psychiatrists . Alexander adults, using ad
Thomas and Stella Chess studied babies' temperament and pose their own
clustered temperaments 'into 3 basic types : l) the casy child; sions.
2) the difficult child; and 3) the slow-to-warm -up child and . Between six an
those that did not fall under any of the 3 basic types. The panied by othe
"easy child" easily readily bstablishes regular routines, is cooing and mor
generally cheerful, and adapts readily to new experiences. The
-
smiles and inter
"difficult child" is irregular in d4ily routines, is slow to accept
As. infants becor
new experiences and tends to react negatively and intensely to
-in;response to
new things while the "slow-to warm-up-child" shows mild, i
her colleagues at the University of Califomia. Los Angeles. (Pasek disgust,'and ang
K and R. Golinkoffl about 50% of the 19- to- 24 month olds and Anger, often ex;
Part ll Unit 2 Module 1 4 - Socio-emotional Development of lnfants' and Toddlers
emotional state. Sp
by infants. Although some infants respond to distressing events with
soothing language to
sadness, anger is more common.
h,
I'rr
, . Empathy, a
I lLr Fear also emerges during this stage as children become able to
appears in tc
1iil
compare an unfamiliar event with what they know. Unfamiliar situ-
empathy reqr,
ations or objects often elicit fear responses in infants. One of the
stand that od
most commpn is the presence of an adult stranger, a fear that
take the pen
begins to appear at about seven months. A second fear of this
position of a
stage is called separation anxiety. Infants seven to twelve months
old may cry in fear if the mother or caregiver leaves them in an
unfamiliar place. Erikson's Psychosor
of emotion begins in infancy. It is thought that this
Socialization The first two :
;
processis significant in the infant's acquisition of cultural and social development) apply at
lr
codes for emotional display, teaching them how to express their they are discussed be
i,
h{,
emotions, and the degree of acceptability associated with diflerent Hope: Trust vs
hi types of emotional behaviors. . Psychosocial
Another process that emerges during this stage is social .
Vftue: Hope
referencing. Infants begin to recognize the emotions of others, and The first stage
use this infoirnation when reacting to novel situations and people. As needs being met by
infants explore their world, they generally rely on the emotional especially ihe mother
expressions of their mothers or caregivers to determine the safety relative understanding
or appropriateness of a particular endeavor. their interaction witl
I warmth, regularity, ar
ln Toddlerhood years (1-2) world will be one of
lrr During the second year, infants express emotions of shame or environment and to m
II embarrassment. and pride. These emotions mature in all children and rcsult. According to Er
i, adults contribute to their development. is to learn whether ol
:'l
regularly satisfi basic
'i Emotional understanding comfoft, and affection.
During this stage of development, toddlers acquire language and are and reliable. tf they a
leaming to verbally express their feelings. This ability, rudimentary as it is instead leams mistrust-
during early toddlerhood, is the first step in the development of emotional able, and possibly danl
self-regulation skills. Will: Autonomy
.rl In infancy, children largely rely on adults to help them regulate . Psychosocial C
.tj
their emotiorral states. If they are uncomfortable they may be able to . Main Question
communicate this state by crying, but have little hope of alleviating the
f,
{t on others?"
tl discomfort on their own.
I . Mrtue: Will
I
i In toddlerhood, however, children begin to develop skills to regulate
i
i their emotions with the emergence of language providing an important tool As the child gair
i abilities, they begin to r
i to assist in this.process. Being able to articulate an emotional state in
I
I
itself has a regulatory effect in that it ehables children to communicate a strong base of securil
their feelings to a person capable of helping them manage their their will. The parer
Part ll Unit 2 Mo<tule 14 - Socio+motional Development of lnfantg and Todcllers
stand that other people are entities distinct from themselves, and
take the perspective of another person (put themselves in the
position of another). (Source: http://psychologydrank.org)
autonomy in tlre child. Highly resfictive par€nts, however, are more likely
to instill the child with a sense of doubt and reluctance to attempt new
)-
L,
r;
challenges. '
all As they gain increased muscular coordination and mobirity, toddrers
become capable of satisfring some of their own needs. They begin to
feed themselves, wash and dress themselves, and use the bathrooin. If
caregivers encourage. self-sufficient behavior, toddlers develop a sense of
autonomy- a sense of being able to handle many problerns on their own.
But if caregivers demand too much too soon, refuse to ret children
perform tasks of which they are capable, or ridicule early attempts at
self-sufficiency, children may instead develop shame and doubt about their
I
ability to handle problems (en.wikipedia.org.wiki.Erikson's- stages-of-
t,i psychosocia I deve lopment-)
T
I
Hl
I
ln
My Observations
Baby and Adult Caregiver
i
I
I
t
I
Part I
Child and Adolescent Development: Looking at Learners at Differont Life Stages
0 - 6 months
4. Guide Questions for Ideal Parenting and Caregiving o Cries in different r
t You must have experienced babysitting or serving as one at present. o Shows excitemen
n
I 4. Do you comfort the child? o Shows varying de
j. Do your repeat the child's words, comment on what the Standards 1.2 : The clt
folbws schedules as mel
child says or tries to say and answer the child's questigls? 0 - 6 months
Do you encourage the child to talk or communicate by o Stops crying dmo
asking questions that the child gan answer easily, such.as o Eventually gets ur
I
a* removed
4
The class will be organized to research on the socio-emotional o Shows ability to o
when asked by p
development of babies and toddlers using the list of standards and
I
Standards (PELDS) formulated by the Child and Welfare Council now Standards 1,3 : The fi,
merged with the Early Childhood Care and Development Council. pride, guilt)
7 - 12 months
Schedule time for research presentation in class. Use the scoring
rubrics presented in Part l, Unit l, Module 4 for the research and.
o Smiles or claps hr
open)
research presentation.
13 - 18 months
What Infants and Toddlers can do socio-emotionally? o Recognizes and x
envy, jealousy
Domain: Social and Emotional Development o Willdo somehirg
19 - 24 months
suB.DoMA|N: EMOTIONAL (EMOTIONAL EXPRESSION) o Shows interest in
Standards 1.1.'. The chrld expresses different basrb erno0ons' o Says "sorry" wher
Based on your experience, are these indicators generally observed on and/or per'
formed by a child on the specified age?
Part ll Unit 2 Module 14 - Socio-emotional Development of lnfants and Toddlers
0 - 6 months
o Cries in different ways to express different needs (e.g., hungry, sleepy, wet)
o shows excitement or pleasure by moving arms, kicking, moving the entire body and
i4
the face lighting up
o smiles or laughs in response to a pleasant experience (e.g., caregiver singing to him/
he0 .;
o Amuses self by simple repetitive musde movemenF without objects (e.g., rolling back
and forth)
o Amuses self by simple repetitive muscle movements witr objects (e.g., shaking, rattle)
o fikes playing with water
o Enjoys going to the park
o Shows fear and hesitation towards unfamiliar persons
7 - 12 months
o Has a favorite toy
13 - 18 months
o Smiles/laughs when happy or amused
. Cries when sad, angry or scared
o Shows varying degrees or intensities of various emotions
o
Recognizes and is able to label self appraisal emotions such as shame, pride, guilt,
envy, jealousy
Will do something that gets him/her praised (e.9., doing a task properly, singing, etc.)
i
19 - 24 months
o Shows interest in doing things that are his /her own creation
o Says 'sorry" when he/she has made a mistake or has hurt someone
Pa
child and Adolescent Development: Looking at Learners at Different Life stages
'
empathy.
o Enjoys playing
Based on your experience, are these indicators generally observed on and/or 19 - 24 months
performed by a child on the specified age? o Eventually mov
7 - 12 months or adults, but m
r Can mimic peoples facial expressions
SUB-DOMAllr
13 - 18 months Standards 1 '. The clt
o Demonstrates appropriate/acceptable responses to other people's emotions (e.g', does Based on your expeie
not laugh at someone who is crYing) by a child on the spc
19 - 24 months 0 - 6 months
o ldentfies feelings in others o Plays with toys
o ' shows respect for rights and properties of others (e.9., asks permission, does not
o Smiles in respor
deliberately destroy others' things) o Looks at oher c
SUB-DOMAIN: SOCIAL (EMERGING SENSE OF SELF) o Displays amuse
Standards 1 : The chitd expresses knowtedge of self and basic roles of people in his/
7 - 12 months
her immediate environment,
o Engages in plal
Based on your experience, are these indicators generally observed on and/or performed
by a child on the sPecified age?
o Plays with otrer
13-fSmonths
0 - 5 months o Plays cooperath
o Explores own body (e.g., observes hands and toes), often smiles and vocalizes o May hug/kiss u
o Looks at self in the mirror o Shows or share
o Responds to own name by turning to look or reaching to be picked up when called o Asks to play wiU
7 - 12 months 19 - 24 months
o ldentifies self in the mirror or photograph via patting or pointing to hisfter image o Talks to oher dt
lj
13 - 18 months o .Shows preferen
I o ldentifies what part of his/her body hurts by pointing to this
SUB-DOMAIN: SOCIAI
il, o Refers to self by first or nickname
Standards 1 : Iip
o Calls family members by their name/role (mama, papa, ate, kuya)
Based on your e
o Asks for what he/she needs without hesitation performed by a child on I
o Expresses dislike or disagreement (e.9,, no, ayaw) but in a manner that remains
respectful and polite 0- 6 months
19 - 24 months o Will look at adult
. ldentifies self by first and last name o Listens to verba[
o ldentifies what part of his/her body hurts by naming this o Coos or smiles v
0- 6 months
o Will look at adulls faces and make eye-to-eye contact
o Listens to verbalizations by adult
o Coos or smiles when talked to by a familiar adult
o Plays peek-a-boo interactively with others
7 - 12 months
o Hugs, pats, kisses "familia/' persons
13 - 18 months
o Friendly with strangers but initially may show slight anxiety or shyness
o Asks adults (other than primary caregiver or adult family members) for help or to
indicate what he /she wants or needs
o Willingly does what familiar adults ask him/her to do
o Appropriately uses cultural gestures of greeting without prompting (e.9., mano/bless,
kiss)
Child and Adolesccnt Development: Looking at Learners at Different Life Stages
Pad ll
M RE*ECT,N
,l
T
Child and Adolescent Development: Looking at Learners at Different Life Stages Part
185
Age Milestones
As they near age one, imitation and self-regulation gain impor-
9 months tance. Most babies can:
. feed themselves finger foods ''
lo . hold a cup with two hands and drink with assistance
. hold out arms and legs while being dressed
l2 months . mimic simple actions
. show anxiety when separated from primary caregiver
I
-- llaria Rita D, Lucas, Ph,D,
Preschoolers' Physical
MoDUTE 15
Development
Maria Rita D. Lucas, Ph.D.
-
ir
lir,
11
lI
h fficrlruilct
At the end of this Module, challenge yourself to:
. describe preschool 'children's physical growth,
. identifr the different gross and fine motor skills. Pictures
. draw implications of these concept's on physieal development on
teaching preschoolers
.17'r$n!'rh
fr{,h tNTRoDUCilo}t
\I The preschooler years is commonly known as "the years before
f; formal schooling begins." it roughiy covers 3.5 years of age. Although
Fr it is known as the years beforg formal school, it is by no way less
important than the grade school years. The preschool years is very
important as it lays foundation to later development. At thjs stage,
preschoolers achieve many developmental milestones. As srch, pre-service
teachers who might be interested to teach and care for preschoolers
need to be knowledgeable about them to be truly an intentional and
effective teacher.
This Module on the physical development of preschoolers focuses
on the acquisition of gross and fine motor skills, artistic expression,
proper nutrition and sleep, and what teachers and caregivers should do
to maximize the preschoolers' development.
'eMACrrvrTY
Examine the pictures bolow. Think about the physical characteristics
of preschoolers. Put a caption 'for the pictures.
Part ll Unit 3 Module '15
- Preschooler's Physical Development
Pictures 1 arici 2
Pictures 3 and 4
Pictures 5 and 6
Child and Adolescent Development: Looking at Learners at Different Life Stages
malsrs
Q
From the cap
characteristics of pn
Part ll Unit 3 Module 15 - Preschooler's Physical Development
Pictures 11 Pictures 12
@ mawsrs
From the captions you wrote for the pictures, what physical
characteristics of preschoolers came out? Write them below.
Child and Adolescent Development: Looking at Learners at Difierent Life Stages
1
I
s rsstRACnoN/ctNtRAuzATroN fully" than the todr
dF
Il years at around 5
, require balance like
From the activity, you were able to see a glimpse of preschoolers'
t
:. il physical dev6lopment. They love to move. They enjoy being active. By the time
They are also interested to work with their fingers, like with blocks. deciduous, or what
They have a more balanced stance than toddlers. Read on and you will place. The perman,
learn more about the typical physical development of preschoolers, the are also developing
important concerns and issues, and how teachers and caregivers can habits of good dent
help maximize the preschoolers' groMh and development.
Gross and Fine I!
fully" than the toddler. Some say that the later part of the preschooler
years at around 5 or 6 is the best time to begin learning skills that dr.
t.l
require balance like riding a bike or skating.
l
By the time the child reaches three years old, all primary or
deciduous, or what are also called "baby or milk" teeth are already in I
place. The permanent teeth which will begin to come out by age six
are also developing. The preschooler years ard therefore a time to instill
habits of good dental hygiene.
By the end of the preschool years most children manage to hold Also import
a pencil with their thumb and fingers, draw pictures, write letters, use tions or drawings
scissors, do stringing and threading activities. They can also do self-help tive skills. Childr
skills like eating and dressing up independently. Significant progress in fine understand themse
motor skills can be expected of preschoolers especially if they are aptly
supported and appropriate activities are provided for them.
Preschoolers' Nut
Handedness; or the preference of the use of one hand over the The kind of
other, is usually established around 4 years of age. Earlier than this, his physical grov
preschoolers can be observed to do tasks using their hands interchange- status is the res
ably. We can observe a preschooler shifting the crayon from left to checked against tt
,i
I
right and back again while working on a coloring activity. having too much
1r,
our country, we ci
Preschoolers' Artistic Development
food and those
H
preschoolers who
l{ At the hean of the preschooler years is their interest to draw and the Nutrition mont
make other forms of artistic expressions. This form of fine motor Each year a ther
activity is relevant to preschoolers. Viktor Lowenfeld studied this and while govemment
came up with the sfages of dmwing in early childhood: noodles aim to ad
Stage 1. Scribbling stage. This stage begins with large zig-zag lirrcs
It is import
which later become circular markings. Soon, discrete shapes are drawn. and sleep. Presch,
The child may start to name his/her drawing towards the end of this day. It is when th
stage.
physical and'cogri
Stage 2. Preschematic stage. May already include early representa- the dream state I
\, tions (This also becomes very significant when we discuss about cogni-
,t released. Blood r
r tive development). At this point adults may be able to recognize the preschoolers regain
t:i, drawings. Children at this stage tend to give the same names to their activity is also atu
drawings several times. Drawings usually comprise of a prominent head
with basic elements. Later, arms, legs, hands and even facial features
are included.
A Quick Look at
This bulleted
Stage 3. Schematic stage. More elaborate scenes are depicted.
Physical Domain
Children usually draw from experience and exposure. Drawings may
Development Stan
include houses, trees, the sun and sky and people. Initially, they may
study commissione
appear floating in air but eventually drawings appear to follow a ground
This is now a
line.
Development Coun
Everyone who observes a preschooler go through these stages of
Gross Motor
drawing would surely say one thing: that the preschooler drew the same
drawing maybe a hundred times! Repetition is the hallmark of early
. Hops I to
drawing. One wonders if the supply of scratch papers, crayons and pens
. Skips (wit[
. will ever be enough. Adults should remember to have a neat supply of ., Jumps and
these or they will find the preschoolers' drawings on the fumiture and . Stands on
walls! This affords the preschooler opportunities to gain mastery of . Throws a I
the fine motors skills irwolved.
Part ll Unit 3 Module 15 - Preschooler's Physical Development
tive skills. Children's drawings allow us to have a glimpse of how they l:r
preschoolers who are not just ov6i weight but obese. The celebration of
the Nutrition month every July is aimed at advocating for proper nutrition. ,,J
Each year a theme is put forth to advocate good nutritional habits
while govemment programs on giving out fortified bread, milk and even
noodles aim to address malnutrition among children.
It is important for preschoolers to get sufficient amount of rest
and sleep. Preschoolers benefit from about 10-12 hours of sleep each
day. It is when they are asleep that vital biological processes that affect
physical and cognitive development take place. During sleep, especially in
the dream state (rapid eye movement stage), growth hormones are
released. Blood supply to the ;muscles are Iikewise increased helping tr, il
preschoolers regain energy. At this state while dreaming, increased brain '.,*
activity is also attained.
'. Draws a house without prompts using geometric forms course exl
Colors with strokes staying within the lines e. Ensure tha
routine for
Personal Care and Hygiene (Self-Help Skills) Model gor
3648 months fruits, vegt
. Pours from pitcher without spitlage foods, suq
. Feeds self using spoon without spillage 3-year-olds
. Dresses without assistance except for buttons and tying laces g. Encourage
large buttc
. Puts on socks independently h. Play ball. !
49-60 months ' different si
. Feeds self using fingers without spillage i. Show chil,
. Prepares own food waddle lik
. Dresses without assistance, including buttoning and tying j. Encourage
and share the following tips: (This collection includes those suggested by
Lesia Oesterreich, M.S., Family Life Extension Specialist, Human it,
'h. Play ball. Show children how to throw, catch, and kick balls of
different sizes.
i. Show children how to hop like a rabbit, tiptoe like a bird.,
waddle like'a duck, slither like a snake, and run like a deer.
j Encourage free expression in art projects. Avoid asking "what"
children are drarving. Three-year-olds may not know or care,
but simply enioy the process of drawing.
k. Provide a variety of art experiences. Make play dough.
Create collages from magazine pictures, fabric, wallpaper, and
newsprint. Encourage children to experiment with new media
like wire and cork, soda straws, string, or yam. Teach children
to mix different colors with paint.
l
I
4 year-olds ,}
5 year-olds
o. Encourage body coordination and sense of balance by playing
ffi,aPucATlot
"Follow the Leader" with skipping. galloping, and hopping. Skip
or .iump rope to music, teach folk dances and games, provide l. Make your
a balance beam, a tree for climbing, and a knotted rope preschoole
suspended from a sturdy frame. pictures. D
p. Teach sack-walking and "twist-em," "statue," or "freeze,, them do.
games to provide an outlet for their drive for physical activity.
' q. Play games that can teach right and left directions, like
2. Examine th
"Hokey-Pokey.," "Looby-Loo," and "Simon Says."
Identify thr
r. Help children learn to use a pair of scissors by letting them appropriate
cut out coupons. may. surf tl
teachers or
WM RESEARCH CO}IIIT(IIOil
iffi
Read a research that is related to one of tlie big ideas on the
physical development of preschoolers. Fill out the matrix below.
Research Methodology
S?;,
arrttcATtoN
t
ir
l. Make your own photo essay about the physical development of
preschoolers. Observe preschoolers in action and take their
pictures. Describe the gross and fine motor skills that you saw
them do.
2. Examine the skills found in the physical domain of the ELDS.
Identify the skills in a parlicular sub age group and put an
appropriate activity that can help develop the each skill. You
may surf the net fbr suggested activities, interview preschool
teachers or simply be creative yourselfl
I
r.l
,l
'r
i
Child and Adolescent Development: Looking at Learners at Different Life Stages
1l
|l
ffi sYNAPsr STRTNcTHENTRs
I
t l. Research on the recommended food guide for preschoolers or young
I
f children. Interview a mother about what her preschooler eats in a
d
week. Write down the types of food and compare it with the
recommended food guide.
2. Surf tlre net. Make a collection of gross motor and fine motor
activities for preschoolers that caregivers and teachers can use to
suppoft their development.
rl
r
I
Lr
,_
b.,
Ai
i
i
Part ll Unit 3 Module 15 * Preschooler's Physical Development
Explain why?
Child and Adolescent Development: Looking at Learners at Different Life Stages
Cognitive Development ls
- fitl
asl
sa)
thir
trtr
i
I'
I
the
lit', fficHaruilcE on(
r 5. Ch
h, In this Module, you arg challenged to: 6. Ch
. describe the cognitive developmbnt that takes place among tha
preschoolers. 7. Ch
. apply concepts on preschoolers' cognitive development in pre- the
school teaching and in child care. on
. take an informed stand/position on current preschool teaching 8. Jun
practices. por
TWTNTRoDUCTToN 9. Mil
yor
con
Someone once wrote in his journal: "Childhood is a world of
miracle and wonder; as if creation rose, bathed in lighq out of. darkness,
utterly new, fresh and astonishing. The end of childhood is when things Q nnalsrs
cease to astonish us. when the world seems familiar, when one has Form small
got used to existence, one has become an adult." questions below. Gi
Early childhood (preschool age) is just one stage of child- experiences as yor
hood. Do you remember how you were as a preschooler? What
do you remember most as a preschooler? What did you enjoy doing? l. Which ite
2. Which iter
. ;** &.. .
#,'ffi
Hs.: :ffif
ACTtvlil
Answering
I
Below are behaviors or remarks from children. your early views or assumpti
childhood experiences may help you arrive at the correct answer. put You were also onct
hl a check (r') on the item that is TRUE of preschoolers and an I on about the world ar
i
the itern that does NOT apply to preschoolers. surely understand
learn about how
l. "Someone switched on the thunder," a child remarked. contribute to the pr
2. Child silently nods on the telephone to answer his Father
who is on the other side of the phone inquiring if Mom
Part ll Unit 3 Module 16 - Cognitive Development of Preschoolers
is around.
)- "That tree pushed the leaf off and it fell down,"
[:
says a child. (
4. A child is presented with two identical beakers each
filled to the same level with liquid. The child is
asked if these beakers have the same amount and she
says YES. The liquid from one beaker is poured into a
third beaker, which is taller and thinner than the first
two. The child is then asked if the amount of liquid in
the tall, thin beaker is equal to that which remains in
one of the original beakers. The child says YES.
5. Child asks a series of 'owhy" questions.
6. Child is strongly influenced by the features'of the task i.
aualsrs
Q
Form small groups of 5 to 6. Compare your answers to the
questions below. Give reasons for your answers. Bring in your childhood
experiences as you share your answers. Try to arrive at a consensus.
e lgstRAcnoru
beakers.
A
rl thought
.l
the third
i
Preschoolers' Symbolic and Intuitive Thinking
a beaker r,
ii
All the behaviors and the remarks above except ltems #4 and drawn to
i
#7 are true of preschool children. They are considered immature
' thinner
I
I
pushed the leaf off and it fell down.), for example, indicate children
:
of early childhood. Brain research findings point us to more effective ment that negatively
ways to care for and teach preschoolers. From science lessons you lacks the proper st
had in high school or even in elementary you will remember that our Preschools who mak
brain is composed of numerous cells called neurons that connect to pictures instead of r
each other to function. Cell connections are what we call synapses, good. As future teac
i
lr .sometimes also referred to as synaptic connections. Did you know providing a quality er
h;
that: ment for preschooler
l a the human brain contains some 50 billion neurons at bifth?!
by age 2, children have developed half of the brain cell connec- Language Developl
tions that will be made during one's lifetime?
around 6 years of age the brain develops fer more sophisticated Young childrer
thinking pattems? speech.
Part ll Unit 3 Module 16 - Cognitive Development of Preschoolers
Language and Se
As children go through early childhood, their grasp of the rules of
tI language increases (morphology, semantics, pragmatics). [gotsky belit
,;
4L
Symbolic thinking involves language, literacy and dramatic play. nicate socidlly and
)ll
ti, Children rapidly conclude that sounds link together to make words and regulatory fashion
{n
!,
words represent ideas, people, and things. Throughout the preschool 2W2).
l'
ll years, children's language development becomes increasingly complex in For Piaget, p
t'
the four main areas: phonolog, (speech sounds), semantics (word mean- fgotsky it is an ir
ing), syntax (sentence construction), and pragmatics (conversation or so- cognitive developmr
cial uses of language). As they advance in age and as they conti- must use language
nuously interact with people, preschool children expand rapidly in their their own thoughts
vocabulary through fast mapping, a process by which children absorb interaction of preri
the meaning of a new word after hearing it once or twice in conversa- Vygotsky asx
tion. Preschool children combine syllables into words and words into ttreir highest cogniti
sentences in an increasingly sophisticated manner. their own and that
It is not uncommon to hear preschool children using "goed" use of scaffolding
for "went", "foots" for "feet", "childs" for "children", "runned" for the term Znne of l
"ran" an overextension of the rules. A thee-year old laughing with difficult for a chil<
delight as an abrupt summer byeeze stirred his hair and tickled his guidance and assis
skin, commented, "lt did winding me!" Another child said, "My father 2002). In short, thr
hatches the wood", meaning his father chops the wood with a hatchet. skills that are in
Many of the oddities of young children's language sound like mistakes to and an upper limitT
adult listeners, but from the children's perspective, they are not. development reache
In asking questions, preschoolers tend to cling to a consistent word limit is the level ol
order and so they form questions not by following the pattern assistance of an abl
b,
"subject-verb-object" order but by simply saying with a rising intonation -losely
ll linker
nii the sentence in the natural order such as "Mother is coming?" Like-
development is the
wise, preschool children tend to have difficulty with the sentence in the
"changing support o
passive voice. When told, "The car was pushed by a truck". skilled person adjus
preschoolers demonstrate a car pushing a truck.
level" (Santrock, 20
From an expanded vocabulary and improved grammar, preschool Knowledgeable Otl
children learn to use language successfully in social contexts preschoolers to help
(pragmatics). With an expanded vocabulary and improved grammar. &velopment develop
preschool children become skilled conversationalists and often initiate
Information Procs
conversation.
[,. The lnformaticr
h:,
Parents, teachers, and caregivers can monitor a child's languagc understanding how cl
ti development in these four areas to identifo where some children may
children's mental pro
i
i struggle. Children with mild to severe speech difficulties can be referred
i ing, encoding, storing
I
to a specially trained professional called a speech pathologist in order to
The preschoole
work with the child or suggest helpful strategies for caregivers to
;
I
The child's ability '
improve language proficiency.
preschool years.
Part ll Unit 3 Module 16 - Cognitive Development of Preschoolers
i
But one deficit in attention during preschool years is that attention During this age, chi
II+ is focused only on aspects that stand out at the expense of those become better organ
,i, that are relevant to solving a problem to performing well on a task . In early childl
t,i
)ll Preschool children recognize previously encountered information, recall old memory becomes ir
[1'
.lt information, and reconstruct it in the present. Try asking a preschooler great deal of infornu
what she did on Christmas vacation when she returns to preschool
I
i
Sometimes, however
I
after the holiday. She will be able to. but these inconsisten
iti'tr
ll
Among the interesting questions about memory in the preschool prompts and cues. I
years are those involving short-term memory. In short-term memory, rate mental activities
i
ii, (STM) retain information for up to 15-30 seconds, assuming there is no information. Young
i:l
t, rehearsal; which can help keep information in STM for a much longer organization.
fr,
i period (Santrock, 2002).
Fr
l,
Differences in memory span occur across the ages due to: The Young Childn
i,i a) rehearsal and b) speed and efficiency of processing information. Theory of mir
H Older children rehearse items more than younger children. On this processes work (San
count, preschool children may have shorter memory span than primary By the age ol
and intermediate pupils. The speed with which a child processes informa- exists. They refer
tion is an important aspect of the child's cognitive abilities. preschool child says-
Between the ages of 2 and 5, long-term memory also begins to imply that he/she is
form, which is why most people cannot remember anything in their child- lmow, remember and
hood prior to age 2 or 3. terms, but are used
of long-term memory involves storing information about the
Part As their repret
sequence of events during familiar situations as "scripts". Scripts help and solve problems
I children understand, interpret, and predict what will happen in future
scenarios. For example, children understand that
thought processes. T
[:,
entering the classroom set of ideas about I
!,1 as a class after the flag ceremony involves a specific sequence of ment, 2007). This d,
steps: one bell means put cross your hands right over left on your five. It includes aw
chest, two bells mean pass quietly and follow the line until you reach nition, understanding
your seat. Children ages 2 through 5 also start to recognize that are ability to distinguish e
often multiple ways tO solve a problem and can brainstorm different fantasy from reality (
(though sometimes primitive) solutions.
How do childn
Between the ages of 5 and 7, children learn how to fbcus and young age? Various s
use their cognitive abilities for specific purposes. For example, children experience is very iml
t! can leam to pay attention to and memorize lists of words or facts. This communication, 2) il
[:
F skill is obviously crucial for children starting school who need to learn 5) social interaction.
new information, retain it and produce it for tests and other academic
hi activities. children of this age have also developed a larger overall ca-
pacity to process information. This expanding information processing ca- A Quick Look at r
pacity allows young children to make connections between old and new Below is a list
information. For Example, children can use their knowledge of the alpha- Philippine Early Lean
bet and ietter sounds (phonics) to start sounding out and reading words.
Part ll Unit 3 Module 16 - Cognitive Development of Preschoolers
During this age, children's knowledge base also continues to grow and
become better organ ized. (http I lwww. m i estonece nte rs i nc.org)
: I
. Prints r
Receptive Language . Prints I
Standards 1: The chiltl is able to understand both verbal and . Prints r
non-verbol .forms of communication. 6l-71 months:
3l-36 months: 3-4 years old . Prints
. Speaks in simple sentences reversal
. Talks about an event and is understood . Prints
3748 months reversal
. Uses some prepositions . Prints r
. Uses plurals
. Uses jrast tense Domain: Cognitir
. Uses newly leamed words appropriately in sentences Attention and Ac
. Uses newly learned words appropriately when in group
conversations
Standards 1: Tht
49-60 months: 4-5 years old his
. Draws and tells a story about his drawing 3l - 36 montl
. Complet
37 - 48 month
Pre-Reading and Pre-Math (Matching) . May be
Standards l.l; The child is able to match identical objects, colors, . Remain:
shapes, symbols. minutes
3l-36 months: 2-112 to 3 years old . Remains
. Matches identical objects with 2 attributes (e,g., color & for5m
shape)
. Sustains
.Matches identical upper case letters l0 minu
.Matches identical lower case letters
. Can wo
37-48 months: 3-4 years old 49 - 60 monrh
. Copies simple patterns with 2 or more attributes (e.g, color, . Sustains
shape, sequence) and continues this without guidance 15-20 m
. Recognizes familiar logos (e.g., McDonald's, Coke, etc.) .Can wor
. Recognizes signs (e.g., male & female restrooms; stop and 61 - 7l month
go; danger/poison, etc.) Can work c
. Matches identical z-to 4-letter words
. Matches identical single-digit numbers Higher-Ordered IV
15-20 minutes
. Can work on a school assignment with minimal supervision
61 - 71 months: 5-6 years old
Can work on a school assignment independently
a
Can recite the days of the week with sorhe errors
a Remembers lessons leamed in school even after several days
have passed
61-71 months: 5-6 years old
o Can recite the days of the week with no errors
a Can recite the months of the year with some errors
:, The Role of Ca
49-60 months: 4-5 y'ears old Development of
lll
il
. Can plan how he/she will carry out an activity without adult Learning ah
guidance that parents and I
Higher-Ordered Mental Abilities (Creative Thought) velop their cogniti'
one can do mor
Standards 1: The child is able to generate new ideas or concepts, preschoolers is no
or new associations between existing ideas or con- schools is to prep
cepts. elementary schools
3l-36 months: 2-112 to 3 years old demic skills. This
. Pretends to be engaged in "grown up" activities (e.g., play' negative dispositior
ing office)
. Two promirx
Pretends to be a character in a familiar story
o appropriate practit
Creates new words or names for people or objects
National Associat
37-48 months: 3-4 years old
(wwwnaeyc.org) i
. Can make a pun or joke
tional-ACEl (wwu
. Creates some dance moves
. more about the
Creates lyrics of songs using familiar melody
1
Development of Preschoolers
Learning about how preschoblers think and learn, one will rearize
,1
that parents and teachers can do a lot either to help preschoolers de- t,
velop their cognitive skills or impede them. with the best of intentions,
one can do more harm than good if the approach to teaching
preschoolers is not appropriate. Some adults think that the role of pre-
schools is to prepare the children to pass the entrance examinations of
elementary schools, and so they "harass" the preschoolers to master aca-
demic skills. This leads the preschoolers to be stressed and to have a
negative disposition about school and about leaming.
Two prorninent organizations that have position statemen8 about the
appropriate practices in the care and education of preschoolers are the
National Association for the Education of. Young children -NAEyc
(www.naeyc.org) and the Association for childhood Education Interna-
tional-ACEl (www.acei.org) Be sure to check out their websiteg to leam
more about the preschoolers.
Below are some appropriate practices that help develop the cog-
nitive skills of preschoolers. (adapted from a list of tips for caregivers
and teachers by Lesia oesterreich, M.S., Family Life Extension Special-
ist, Human Development and Family Studies, Iowa state University)
them. Read poetry and nursery rhymes. Encourage a child to For five-year-olds
repeat a story and discuss the ideas and events. Read titles and
point to important words on pages, packages, and street signs.
l. Add drama
voices for
5. Encourage interest in reading and writing by sharing .a grooery stop before
list or note for parents. Provide paper, small notebooks, and the story.
markers for use in dramatic play.
2. Ask 5-year-
6. Count objects of interest; for example cookies, cups, napkins, or the wall or
dolls. It is better to use objects that you can rnove one at a story and k
time as you and the children count. Measure, and have children
help measure and count as you follow a recipe.
3. Ask "what
of 3? What
7. Explain why and how things happen with the help of a refer- wolfl
ence book. Help them do simple science activities like magnetic
4. Involve chi
attraction, freezing water, planting seeds, making a terrarium, and
cards, and I
3. Encourage intqrest in writlng and words. Provide children with and laundry
paper and notebooks for w\$ing. Print letters and numerals on
art work, and label toy she\es with pictures and words that
describe objects.
t:
;
4. Teach important number and space concepts. Sort and count
h; everything in sight, like silverware, socks, rocks, leaves, etc. Talk
about things being in, on, under, behind, beside, before and afteE
larger than, too far, etc.
5. Teach children the correct use of the telephone.
6. Encourage 4-year-olds to help you plan and plant a garden. They
will love to water plants daily and will enioy measuring plant
groMh.
Part ll Unit 3 Module 16 - Cognitive Development of Preschoolers
For five-year-olds
l. Add drama to your reading sessions each day by using different
voices for different characters. While reading a familiar story
stop before the end and ask children to add their own end to
the story.
2. Ask 5-year-olds to tell you a story. Write it down and post it on
the wall or refrigerator. You can also record the child telling the
story and let him listen to himself later.
3. Ask "what if' questions. What if there were 5 little pigs instead
of 3? What if Little Red Riding Hood saw a rabbit instead cif a
wolf?
4. Involve children in writing "thank-you" notes, holiday greeting
cards, and letters. lf a 5-year-old enjoys copying letters, let him
dictate a short message to you and copy it from your writing.
5. Give 5-year-olds opportunities to sort, group, match, count, and
sequence with real life situations such as setting the table, count-
ing the number of turns, sorting out socks, and matching fabric
swatches. Expose them to games involving matching pairs.
6. Take questions seriously. Talk to children about what happens and
why. Give answers they can understand.
7. Five-year-olds will show an increasing interest in numbers. En-
courage them to count anything of interest - cups, leaves, drums,
bells, number of children absent, etc.
8. Encourage interest in jokes, nonsense, and riddles by reading hu-
morous stories, riddles, and nonsense rhymes. Join them in jokes
from school, books, and TV.
9. Give opportunities to express dramatic and creative interest.
Teach children how to move their bodies to dramatize the open-
ing of a flower, falling leaves, or rain; wiggly woffns and snakes;
and laundry blowing in the wind.
Child and Adolescent Development: Looking at Learners ai Different Life Stages
play marb,
SmrucAnou he would
When
Questions for
Discussion the headm
I. Describe behaviors to illustrate the preschooler's: Albert hatr
. animism German sr
. egocentrism
could not
. was a da1
centration
,( own specu
,1
l
. lack of conservation unless he
i1
:t1
I
. irreversibility intense.
It
. transductive reasoning His w
awakened
2. Read this excerpt from Albert Einstein's biography. Examine and his fo
Albert Einstein's preschool development in the light of cognitive
him amusr
development in early childhood as discussed. How different vias
he turned
his childhood from the average childhood? (language develop lil'hat cont
ment, Einstein's lifelong memory of that compass, parents' and who had :
teachers' underestimation of his cognitive ability?)
him about
In the public mind, the name Albert Einstein (1879-/955) netic fiela
is synonymous with genius. His general theory of relativity there must
("the greatest revolution in thought since Newton"), his dis- the empQ"
covery of the fundamental principle of quantum physics, and around fot
his other contributions to the reshaping of our knowledge of at the qge
the universe cause him to be considered "one of the greatest and lastin
physicists of all time" (Whitrow, 1967). had to be
:
Yet the young Einstein, who was born in the Germatn That
town of Ulm, hardly seemed destined for intellectual stardom. late:r, whe
He was slow in learning to walk and did not begin talking interest in
until at least his third year. His parents feared he might be Albert sol
mentally retarded. Einstein himself always insisted that he did him and t
not try to speak until after the age of 3, skipping babbling satiable ct
and going directly into sentences. Actually, his sentences may "a furious
have come a bit earlier. When his sister Ma.ja, was born that under
four months be-fore Albert's third birthday, Albert (who had 3. To enhancr
been promised a new baby to play with and apparently
thinking, I
thought it would be,a toy) reportedly asked in disappoint-
what devel
menL "Where are the wheels? "
mend? Wh
Regardless of the exact timing, "Albert was certainly a not recomr
late and reluctant talker" (Brian, 1996). The reasons may
have had more to do with personality thon with cognitive de- 4. Critics arg
he was a shy, taciturn child, whom adults thoughtt
velopment; he and stressfi
backward and other children considered dull. He would not
Pari ll Unit 3 Module 16 - Cognitive Development of Preschoolers
5. Does preschool matter? Doesn't preschool rob the child of l'.i/ RESIARC!|
his inetrievable childhood? Defend your stand. Y#"
6. Explain the meaning of the quote beneath the title of this Read a resea
(]
Module. cognitive developrn
hr
t,
ijl
i,i
r.l
rr ilJ,?
\]
hr
BtG IDEAS
t;
nrsrARCH coitnEcTtou
[,y
Read a research that is related to one of the big ideas on
cognitive development of preschoolers. Fill out the matrix below.
@ sYNAPsE srRtNGTHElrERs
Ir.
iJ
A. Focus and self-control
B. Perspective taking
$r
,i, C. Communicating
D. Making connections
fl E. Critical thinking
F. Taking on challenges
G Self-directed, engaged learning
The book also provides valuable and practical suggestions
about how parents and teachers can develop the skills.
Choose one from the seven skills. Read the chapter and
write a reaction paper.
I
f-
frl
(rl
hi
$,
I
Pad ll Unit 3 Module 16 - Cognitive Development of Preschoolers
MRffHCTto*
Explain why?
Child and Adolescent Development: Looking at Leamers at Different Life Stages
fficHAtttNGt
In this Module, you are challenged to: 2. Describe '
'WFrrNTRoDucTroN Q EunrYsrs
Answer the fol
l. Were the c
Socio-emotional development is crucial in the preschool years. We were with
hear a lot of
parents and teachers and preschool administrators say that
attending preschool is more for "socialization" than for formal academic
leaming. There is wisdom in this. During the preschool years, children 2. Were there
leam about their ever widening environment (Remember Module 1.0 on and roles?
Bronfenbrenner?) Preschoolers now discover their new rotes outside
their home. They become interested to assert themselves as they relate If you obsr
t;
with other people. A lot of very important social skills they will leam they resolvr
bi during the preschool years will help them throughout life as adults. These resolve it t
tr skills can even determine the individual's later social adjustment and
consequent quality of relationships in adult life.
4. Were the cl
etc) or ges
Pa,t ll unit 3 Modure 'r z - socio-Emotionar Deveropment of preschoorer
ffi,@ACTrvrTY
observe preschoolers playing in the playground or in the class-
room. Thke a video or shoot pictures.
Note the following:
l. Is there a conversatiort going on? Describe the conversation that
takes place among and between the children. what are they
talking about?
@ mnlYsts
2. were there some children playing together with ageed upon rules
and roles? Describe.
I
4. were the children polite? what polite words (Thank you, sorry,
etc) or gestures did you observe?
Child and Adolescent Dewlopmeil: Looking at Learners at Djfferent Life Stages
?,
s
msmAcnon /GtlrERAuzAnoN Preschoolers who
ing a view of tlx
The observation you did provided you a glimpse of the world of
even "walang I
preschoolers. You were once in that world of wonder and fascination.
childhood years r
Read through this Module and you will surely understand more why
have to hit to hur
they manifested the social behaviors that you have observed.
say and the way r
wlnerable stage.
Big Ideas on Preschoolerc' Socio-emotional Development
The key thir
l. The development of initiative is crucial to the preschooler. ness." This invol
2. A healthy self-concept is needed for preschoolers to interact safe and respectfi
with others. opportunity to exF
Preschoolers will r
J. Environmental factors influence gender identity in young children.
encouraging and sti
4. Preschoolers' sobial development is shown through the stages
of play.
Self-Concept and
5. The care-giving styles of parents and teachers affect the
preschoolers' socio-emotional development. By the end r
Tlrs chlld
appeers not to ho playi6g
1. Unoccupied but directs lris attention on *rrything
that interests him. I
Caregiving Styles
Caregiving styles affect the socio-emotional development of the
children, Caregivers here refer to both parents and teachers and even
other adults that'care for the child. Baumrind gave a model that
describes the different types of caregiving styles. This was based on a
longitudinal study that looked into the adult authority and the develop-
ment of children that Baumrind conducted which began in the 1960's.
Decades later she identified varying degrees of demandingness and
responsiveness as determinants of four styles of caregiving. Marion
(2007) expounded on these determining factors.
Part ll Unit 3 Module 17 -Socio-Emotional Development of preschooler
Authoritative Permissive
high demandingness/ low demandingness/
high responsiveness high responsiveness
Negtigent
Authoritarian
low demandingness/
high demandingness/
low responsiveness
low responsiveness
(high demandingness, priate to the age of the feel safe and secure
high responsiveness child . Teaches the child to ,i
. Maintain reasonable take responsibility for
and fair limis hisftrer actions
. Closely monitor the {
activities of the child
. Warm and nurturing
. Have realistic expecta-
tions of the child
Child and Adolescent Development Looking at Learners at Different Life Stages
.
drawal of love, threats
Not able to teach
. Accel
children a better way to . ACceI
.
behave
Permlt the preschoolers . . Ma),
Permrssrve Has difliculty control-
Low demandingness, high to regulate their own ling his/her impulses nervol
responsiveness behavior and make their . Tends to be dependent
own decisions even . Tends to be demanding
' Ma)'
when preschoolers are dePre:
of their caregivers
not yet ready to do so . Tends not to persist or Display of S
. Do not set rules or easily gives up on a
very few if any task
. Pla),s
. Do not demand good . Does not easily follow . plays
behavior or task . Maybe rebellious
accomplishment . Does not handle . Shor*
. May lack confidence in frustration well tempt
their ability to influence . Has inadequate emo-
the child tional control ' Confi
.'Maybe disorganized . Difficulties in school Petitir
and ineffective in performance
managing the family ' Seelc
and household/ class When parents' behav-
. Shows undemanding, ior is to the extreme or Rece
indifferent and rejecting if child experiences this
action towards the child style early, the child 37-48 mont
. Has little commitment to may have: . Feels
their roles as parents/ . attachment problems
caregivers . delayed cognitive forts,
. Maybe depressed or development Emerging S
overburdened by many o poor social and emo-
concerns like poverty, tional skills Knol
marial problems, or . delinquent behavior ronml
absence of support later in adolescence
from others Talks about
. Tallc
Part ll Unit 3 Module 17 - Socio-Emotional Development of Preschoolet
*,,
s16
RESIARCH CO}INECTION ($nrnrcAno
l. Choose a I
Read a research that is related to one of the big ideas on the internet sr
socio-emotional development of preschoolers. Fill out the matrix below. powerpoint
use of pan
2. The bes c
you have I
that an arl
l.
)
3.
4.
5.
6.
7.
8.
9.
Source: (bibliographical entry format)
t0.
sYilAPlll
Research
A. Biolq
B. Psych
C. Cogni
D. Gendt
tl'f
1
E. Social
i
{r Read on
I issues. G
l( Three" a
Research
on introdr
ln extr€n
styles car
mone on
Part ll Unit 3 Modulc 17-Soclo-Emotbnel Devetopmsnt of Proschoobr
{SnmrrcAnon
l. Choose a big idea from this Module and expand it through
internet searches and downloads. Prepare a pamphlet or
powerpoint presentation or a movie (movie maker) intended for
use of parents of preschoolers.
2. The best caregiving style is the authoritative style. From all that
you have leamed fiom this Module, make a list of l0 qualities
that an authoritative preschool teacher should have:
l.
2.
3.t
4.
5.
6.
7.
8.
9.
10.
MRtFucTrolr Ut,lIT 4
WSrlrTRo
Middle ch
different changes
is the stage ben
less attention tha
the family and f
development.
Explain why?
TI,IODUI
fficnaruu
In this Mc
o describ
aged cl
' o enumet
module
Physical d
appearance, visu
undergo many
development.
and environmefll
239
'W*rlrrRoDU(TroN
ffi$o''tENGE
In this Module. challenge yourself to:
. describe the different physical characteiistics of early school-
aged children in your own words.
. enumerate ideas on how you can apply the concepts in this ,!
.:i:b S..,
ffiWACTlvlrY
ffi anarysts
Height
Weight
ABSTRACTIOI
Balanee
Speed
Coordination
of Movements
Part ll Unit4 Modute 18 - physical DeVelopment of the primary pupil
Q auarYsts
height of a little over two inches a year in both boys and girls will more controlled b
introduce them to many different activities that they can now do with copy simple desi
greater accut::l; utensils correctly
about 6.5 pounds a year. Most chirdren wilr Motor devel
"r"**.s
have slimmer appearance compared to their preschool years because of and power.
the shifts in accumulation and location of their body fats. A child's legs Let us lool
are longer and more proportioned to the body than they were before. Coordinalion is a
A
number of factors could indicate how much a child grows, or a particular way I
how much changes in the body will take place: more complex th
. genes o exercise Children develop
games and sports.
o food o medical conditions
num or stabllrty (
o climate o diseases / illnesses
skill needed espr
During this time,
Bones and Muscles is the ability to n
Childhood years are the peak bone-producing years. This is the one foot. Dynan
best time to teach children of good dietary and exercise habits to help moving (Owens.
them have strong, healthy bones throughout their lives. Many lifestyle in the shortest p
factors, like nutrition and physical activity, can substantially influence the change or shift t
increase of bone mass during childhood. important in mos
Because children's bones have proportionately more water and effort in the shor
protein-like materials and fewer. minerals than adults, ensuring adequate All these n
catcium intake will greatly help them in strengthening bones and muscles. games and sports.
between success
Motor Development
Young school-aged children are gaining control over the major
muscles of their bodies. Most children have a good sense of balance.
They like testing their muscle strength and skills. They enjoy doing real-
life tasks and activities. They pretend and fantasize less often because
they are more attuned with everything that is happening around them.
Children in this stage love to move a lot - they run, skip, hop,
jump, tumble, roll and dance. Because their gross motor skills are
already developed, they can now perform activities like catching a ball
with one hand, tying their shoelaces, they can manage zippers and
buttons.
Performing unimanual (require the use one hand) and
bi-manual (require the use of two hands) activities becomes easier.
Children's graphic activities, such as writing and drawing, are now
Part ll Unit 4 Module I8 : Physical Development of the Primary Pupit
more controlled but are still developing. They can print their names and
copy simple designs, letters and shapes. They hold pencils, crayons,
utensils correctly with supervision.
Motor development skills include coordination, balance, speed, agility
and power.
Let us look into the definitions of the different motor skills.
Coordinatioz is a series of movements organized and timed to occur in
a particular way to bring about a particular re'sult (Strickland, 2000). The
more complex the movement is, the greater coordination is required.
Children develop eye-hand and eye-foot coordination when they play
games and sports. Balance is the child's ability to maintain the equilib-
rium or stability of his4rer body in different positions. Balance is a basic
skill needed especiplly in this stage, when children are very active.
During this time, children have improved balancing skills. Static balance
is the ability to maintain equilibrium in a fixed position, like balancing on
one foot. Dynamic balance is the ability to maintain equilibrium while
moving (Owens, 2006). Speed is the ability to cover a great distance
in the shortest possible time while agility is one's ability to quickly
change or shift the direction of the body. These skills are extremely
important in most sports. Power is the ability to perform a maximum
effort in the shortest possible period.
Allthese motor skills are vital in performing different activities,
games and sports. Development of these skills may spell the difference
'
between success and failure in future endeavors of the child.
I
,l
,"1
t:i
,t
Child and Adolescent Development: Looking at Learners at Difierent Life Stages
Cognitive Development of
Primary Schoolers ffi&Acrr,r
M0DULE 19 Heidi Grace L. Borabo, MA.Ed,
- Look at tx
to your mind wt
Find a pa
fficHAttENGE
In this Module, challenge yourself to:
o describe the characteristics of children in the concrete operational
stage.
o explain the importance of information-processing skills and how
they affect the child's cognitive development.
. state the different cognitive milestones in primary-schoolers.
INTRODUCIIOiI
ffi& ACTT,TTY
look at the
semantic map below. Write down words which come
to your mind when COGNITIVE DEVELOPMENT is mentioned.
Find a pair and compare your answers.
COGNITTVE
DEVELOPI}IENT
Drscussror Quesnous:
l. What were the common ideas regarding cognitive development?
2. Are there new ideas regarding cognitive development which you
found intriguing?
3. Wth the advent of the computer age, do you think cognitive deve-
lopment is affected? Explain your answer?
Child and Adolescent Development: Looking at Learners at Different Life Stages
Concrete operation is \
the third stage in Piaget's theory
of cognitive development. lt Is Jacob capal
spans from ages 7 to approxi-
mately I I years. In this deve- Cognitive Miles
lopmental stage, children have Elementar;
better understanding of their encounter develop
thinking skills. Children begin to They develop cer
think logically about concrete particular time fra
events, particularly their own learn are in a sr
experiences, but have difficulty meaning they nt
understanding abstract or hypo- numbers before t
thetical concepts, thus most of mathematical eqr
them still have a hard time at stone that devel
problem-solving. upon the previor
achieved. Up un
to Piaget, can already make learns new skill:
Concrete operational thinkers, according
Once they reach
use of inductive logic. Inductive logic involves thinking from a specific
experience to a general principle. But at this stage, children have great
skills they learn
and it usually is
difficulty in using deductive logic or using a general principle to
of new skills.
determine the outcome of a specific event.
Specifically
left from right. 1
. Reversibility develops rapidly.
One of the most important developments in this stage is an under- families. During I
standing of reversibility, or awareness that actions can be reversed. An they learn in sch
example of this is being able to reverse the order of relationships the week. They r
between mental categories. (For example in arithmetic, 3 * 4 : 7 and 7 span is longer. T
-4:3). learning letters
combinations of r
Example:
Information-P rocessing a
Skills a
, APPLICAIION
3. Look for artir
l. Study the diagram on information-processing below. Write your
influences of fa
insights on how you can apply the Information-Processing Theory in
of your resean
prirnary-school children.
iili
t\
rl
(
L*mg*t"*rm
futsru0ry
{
1
W*4t3*t Sh*rt* t.*rm
i
1
T*amg.vy #rpoilt!
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r*gotten ,&*,',
Part ll Unit 4 Module 19 - Cognitive Development of primary Schoolers
,'I
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tI
Child and Adolescent Development: Looking at Leamers at Different Life Stages
MRETHCTION
leamed that...
Child and Adolescent Development: Looking at Learners at Different Life Stages
fficnnuENGE
In this Module, challenge yourself to:
o identify the different characteristics of primary school-aged
children in this stage of development.
o discuss the different factors that affect the socio-emotional
$owth of the primary-schoolers
'W-rNrRoDUCrroN
b. communicr
c. facial exp
o communication with their peers 2. During the o
encountered u
Q nnalsrs
Discussion Questions:
l. What were the common observations among these children when it
comes to:
a. behavior during play?
b. communication with their peers?
c. facial expressions, gestures and body language? i
il
t
Child and Adolescent Development: Looking at Learners at Different Life Stages
c msmACTroN
Primary scl
their parents, but
e i
NESS.
Building Frienr
.tt\\
-lt \
,E{k
Fi* * *^-*]&
School Years
In the transition from pre-elementary to primary school, children
tend to become increasingly self-confident and able to cope well with
social interactions. They are not focused on themselves anymore but
are also aware of the needs and desires of others. The issues of fair-
zess and equality become important to them as they learn to care for
people who are not part of their families. Characteristics like loyalty
and dependability are being considered as well as responsibility and kind-
NESS.
Building Friendships
children, until the age of seven or eight, they think of themselves more
than that others. They may play well with groups but may need some
time to play alone.
$nnnucATro
Primary school children prefer'to belong to peer groups of the Study the sitt
same gender. Many children will use their surroundings to observe and you help these lear
When your children hit other children, remind them that their
behavior hurts others.
Coordinate with the parents and other teachers so that the
children will have greater opportunity to interact with other chil-
dren.
Self-control
Once children reach school age, they begin to take pride irr their
ability to do things and their capacity to exert effort. They like receiv-
ing positive feedback from their parents and teachers. This becomes a
great opportunity for parents and teachers to encourage positive emotional
responses from children by acknowledging their mature, compassionate
behaviors.
Part ll Unit 4 Module 20- Socio-Emotional Development
@.arrurcATroN
Study the situations given below. If you were the teacher, how will
you help these leamers cope with their socioemotional d,ifficulties?
Dear Teacher,
I am really heart-broken. My 8-year old daughter is feeling lonely,
isolated and friendless. It seems that she has felt this way for quite a
while. She says that she mostly spends time alone - that she has no
friends because no one wants to pfiy with her.
She tags along, but is usually left out eventu-
ally. She can become angry if things don't always
go her way and also teary. I don't know where to
turn to help her - the thought that she finds school
painful is heartbreaking.
Child and Adolescent Development: Looking et Learners at Different Life Stages
Dear Teacher,
I am a really proud parent. My little boy is in primary grade and he
ffi sYNAPtit
is doing much better than his classmates. He sometimes becomes restless Read more
in school - he says he knows what the teacher is talking about. Some children. Analyrc
teachers even suspect that he is gifted. But ther'e seems to be a the research pape
problem. Write down
He is bossy. He always orders people around -
his classmates and people at home. How could I Points for L
help him be comfortable in school and lessen his bossi-
ness?
Part ll Unit4 Module 20 - Socio-Emotional Development
MRtttECroN Urulr 5
B'irry,,am
xkh TNTR0D
T'JIODUT
mcHAtLtilG
In this Module. r
o identifr
internr<
o discuss
successf
o design z
diate sc
Late Childhood
Urulr 5 (The lntermediate
IH,'lj,.'L, ce L. Borabo, MA.Ed.
INTRODUCIION
t
rl
xf
PfficHALuNct
In this Module, challenge yourself to:
o identify the different physical characteristics of
interrnediate schoolers.
o discuss ways and practices which will aid children in
successfully developing physically.
o design a simple exercise program appropriate for interme-
diate school children.
child and Adolescent Development: Looking at Learners at Different Life stages
WrlllIRoDUCTl0]l
Q mlalsrs
The steady and gradual changes happening in chirdren at this stage, l. What initial c
especially with their increasing familiarity with school work and other serve?
possible activities provide them with a greater oppoftunity to develop
their motor skill functioning.
ffi& ACTT,TTY
Based on your
grolvth pattern
Unit 5 Module 21 - Physical Developmenl of the lntermediate Pupil
arawsls
Q
l. What initial characteristics of children ages 9 to 12 did you ob-
serve?
'il
height and weight, which are usually accompanied by increase in appetite
and food intake. Increase in body fats also occurs in preparation for r()
rl
the growth that occurs during adolescence. The body fat increase oc- Part 2: E
'I,'l
t curs earlier in girls and is greater in quantity.
Girls appear to be "chubby" while boys tend to have more lean \AI
body mass per inch of height than girls. These are all normal part of h
development. These differences in body composition become very signifi- st
cant during adolescence. Part 3: C
At this stage, children may become very concerned about their
physical appearance. Girls. especially, rnay become concerned about their
weight and decide to eatless. Boys may become aware of their stature
and muscle size and strength.
Since this stage can bring about insecurities, parents and teachers
must be very conscious about their dealings with these children. Appro-
______----
priate activities must be designed so that children will be guided into the
right direction. Children must be given opportunities to engage them-
selves in worthwhile activities that:
o promote healthy growth
o give them a feeling of accomplishment
. reduce the risk of certain diseases
This stage is also characterized by advanced development of their
fine and gross motor skills. Muscle strength and stamina increase as
they are offered different physical activities.
Chitdren may become more interested in physical activities where
they can interact with friends and family. Activities which they can
sharp with parents (e.g. biking, running, playing basketball) show ohildren
that exercising can be fun.
$nrrrcATrcil
l. Being healthy physically greatly helps children to succeed in their
everyday undertaking in their late adulthood.
msYltAP
Title of Exercise Children
physical appeat
Part l: Warm Up Activities: rpsearches in th
such as health
Summariz
o Researcl
o Findirgs
m sYilAPsE srREltcrnrlttRs
MRtH.tc,oN nnoDuU
ffi,ru,u*o
In this Module, c
. examine
children.
. discuss ir
intermedi
. enumeral
leaming r
NrRol
ryffiu
Since chilr
stage are alrea
late childhood, n
ment of mental
dent. Accordi
Piaget, concrete
thinkers can n(
thoughts effectivt
they can only l
ceive the immed
They can appll
have learned to
Thus ttreir
with proper guid
of the communit
endeavors.
Unit 5 Module 21 - Physical Development of the lntermediate Pupil
Development of
MoDULEnCognitive
ntermediafe Schoolers I
tleidi Grace L. Borabo, MA.Eil.
-
@cHAttE*ct
ln this Module, challenge yourself to:
a examine the cognitive characteristics of intermediate school
children.
o discuss important factors that affect the cognitive development of
intermediate school children.
a enumerate ways on how teachers can promote creativity in the
leaming environment, leaming activities and instructional materials.
'W-rNTRoDucTroru
Initial Cognitive
ffi"$#ACTrvril Intermed ia
abilities that ttrey
Write your understanding on the statement below. effective as comF
now more compi
solving has becor
Their abilit
thinking about r,rr
very interested in
They develop spo
even capable of r
experiences.
Reading Develol
Children in
attack. Because
a wide vocabular
unknown words t
Stage in readin_e
and magic type (
complex reading r
Attention
Older child
compared to your
how much is requ
children can con
especially if thel'
nulrYsrs Creativity
Q
Discussion Questions:
l. What kind of intelligences is being referred to by Howard
Gardner?
2. What intelligence do you think is the most evident in this stage
of development?
3. Do these intelligences vary among children in terms of age and Children at
gender? is innate in childr
parents, teachers a
Unit 5 Module 22 - Cognitive Development of lntermediate Schoolers
Reading Development
Children in this stage, is marked by a wide application of word
attack. Because of the presence of previous knowledge. they now have
a wide vocabulary. which enables them to understand the meanings of.
unknown words through context clues (This is the "Reading to Learn,,
Stage in reading development.) They are no longer into the fairy tales
and magic type of stories but are more interested in longer and more
complex reading materials, e:g. fiction books and series books.
Attention
Older children have longer and more flexible attention span
compared to younger children. Their span of attention is dependent on
how much is required by the given task. In terms of school work, older
children can concentrate and focus more for longer period of hours
especially if they are highly interested in what they are doing.
Creativity
suf,fer fnor
when the work is done in small pieces.
. Children
Creativity in children in encouraged when the activities:
becoming
. encourage different responses from each child. . Children r
. celebrate uniqueness. real life.
. break stereotypes. . Children '
. value process over product. conflicts.
. reduce stress and anxiety in children. The school
. support to share ideas, not only with the teacher / parent but access to media.
also with other chi.ldren. videos, movies, co
. minimize competition and extemal rewards. lies with the paren
a collective effon z
in every aspect of
The Impact of Media Having a rol
stage of transition ,
Teachers...
. need to be an eager participant in children's growth and deve-
lopment.
$mnrrAnon @ sYlrAPsr
Read more o
l. Write the definitions of the following wonds based on how you un- Intermediate
derstood it. all the parts
a. Concrete operational thinkers
c. Attention Span
d. Creativity
@ sYNAPSE sTRTNGTHENERs
d
MRITEC,oN MODULI
#f.*i,'A
Lry'';nla lNTRol
ilt1t ?
At this peri
Iess time in the I
either alone or n
have alreadv fa
already used to r
,E@ACTIV
l. Paste a
Recall a
brief stor
unit 5 Module 23 - socio-Emotional Development of lntermediate schoolers
TACHATLENGE
In this Module. challenge yourself to:
. identifl, the socio-emotional characteristics of children in their late
childhood stage.
' determine the qualities of family life that affect older children's
developnrent including changes in family interactions.
' interiew a parent regarding their child's socio-emotional deverop-
ment.
',#$,,,ffi
,ffiKra tNTR0DUCTt0N
At this period of socio-emotional development, children are spending
less time in the home. The bulk of their time is spent outside the home,
either alone or with other children, rather than with adults. older children
have already familiarized themselves with other children. They are
already used to interacting with different ages and gender. For many, of
them, these social networks are not only sources of social support but
also different forms of learning.
ffiMACTTvTTY
l. Paste a picture of you when you were in Grade 4, 5 or 6.
Recall a significant event that happened to you. Write a very
brief story of what happened.
.l
Child and Adolescent Development: Looking at Learners at Different Life Stages
Emc
nnllYsls
Q this
Discussion Questions: unde
As you share you story with a classmate, answer the questions exp€
below: emol
l. Why was this event so significant? empi
2. What do you think were the factors that made you react or
feel that way? emol
event has affected you socially and ings
3. How do you think this
Emo
emotionally?
4. Thinking about it, do you think you could have acted or felt
differently?
c lgslRAcnolt
&
Builr
understanding Self-competence, self-Identity and Self-concept
One of the most widely recognized characteristics of this period of peer
development is the acquisition of feelings of self-competence. This is impo
what Erik Erikson referred to when he described the developmental task stabi
of middle childhood - the social crisis industry versus inferiority. incrr
Industly refers to the driye to acquire new skills and do meaningful child
"work".
The child should have a growing sense of competence. The child's
.ti definitions of self and accomplishment vary greatly according to interpre-
Qtions in the surrounding environment. Varied opportunities must be
it
\
.\ provided in order for children to develop a sense of perseverance.
They should be offered chances to both fail and succeed, along with
sincere feedback and support.
During late childhood, children can now describe themselves with
internal and psychological characteristics and traits. They most likely
employ more social comparisore - distinguishing themselves from others.
In dealing with other children, they show increase in perspective-taking.
This ability increases with age. Perspective taking enables the child to:
'
(a) judge others' intentions, purposes and actions, (b) give importance to
social attitudes and behaviors and to (c) increase skepticism of others' skills
claims.
Unit 5 Module 23 - Socio-Emotional Developmentof lntermediate Schoolers
Emotional Development
Similar to the other areas of development, children in
this stage, show improved emotional understanding, increased
understanding that more than one emotion can be experienced in a single
[re questions experience. They may also show greater ability to show or conceal
emotions, utilize ways to redirect feelings and a capacity for genuine
empathy.
,vou react or Another milestone in this stage is the development of the children's
emotional intelligence (EQ), which involves the ability to monitor feel-
socially and ings of oneself and others and use this to guide and motivate behavior.
Emotional Intelligence has four main areas:
acted or felt
. Developing emotional seli-awareness
. Managing emotions (self-control)
. Reading emotions (perspective taking)
. Handling emotions (resolve problems)
Building Friendships
[-Concept As children go through their late childhood, the time they spend in
'this period of peer interaction increases. For them, good peer relationships are very
ence. This is important. The approval and belongingness they receive contribute to the
bpmental task stability and security of their emotional development. Peer size also
us inferiority. increases and less supervision by adults is required. At this stage,
do meaningful children prefer to belong to same-sex peer'groups.
There are five types of Peer Status:
re. The child's . Popular - frequently nominated as the bestfriend and one who
ing to interpre- is rarely disliked by peers
nities must be
. Average - receives an average number of positive and negative
perseverance.
nominhtions from peers
ed, along with
. Neglected - very seldom nominated as bestfriend but is not
really dislil<ed
hemselves with
Ey most likely . Rejected - infrequently nominated as a bestfriend but one who is
Family
Family support is crucial at this stage which characterized by
success and failure. If children do not find a supportive family when
they find their interest (e.g. in hobbies like riding a bike or playing a
musical instrument) they can easily get frustrated. tf Amities are seen
as a primary support system, failures and setbacks become temporary
and surmountable rather than something that is attributed to personal
flaws or deficits. This time is a critical time for children to develop a
sense of competence. A
high-quality adult relationship, specifically, family
tl relationship enables them to successfully go thrgugh this stage of devel-
t
,r opment.
*
i
I '$ orc rDrAs
This Module stresses that:
. During late childhood, a wide variety of biological, psychological
and social changes take place across the developmental domains.
. As children progress through late childhood, the family
environment remains extremely important, while the community
environment - including the school - also becomes a significant
factor in shaping the child's development.
; During late childhood, peers have an increasingly strong impact
Partll Unit5 Module23- socio-Emotional Developmentof lntermediateschoolers
y the group
rd rejected
$nrrrrcATrcit
I attendance.
l. Based on the readings and researches that you have, what are the
factors which greatly affect the socio-emotional development of
children in their late childhood stage.
ttentive and
wn.
r friends. FACTORS THAT GREATLY AFFECT THE
SOCIO-EMOTIONAL DEVELOPMENT OF
INTERMEDIATE SCHOOLERS
rcterized by
Ermily when
x playing a
ies are seen
I temporary
to personal
o develop a
inlly, family
p of devel-
r,vchological
Nl domains.
the family
r community
a significant
hong impact
Child and Adolescent Development: Looking at Leamers at Different Life Stages
Questions:
a. What were some marked changes in your child as he/she
reached the intermediate level (Grades 4 to 6)?
b. How can you describe his/lrer interactions with parents,
sibling(s)
- if
any, teachers and peers?
c. What can you say about your child's self-confidence and self-
esteem?
d. What activities in the home do you do to help your child
interact with people around him/her?
I,tri, Insights:
E
tt
\
I
,r
T
Partll UnitS Module23- Soiio-Emotional Developmentof lntermediateSchoolers
iler. Use
bions and ffi: sYNAPst SIRI]{GIHENIRS
as he/she
. sibling(s)
: and self-
iour child
r*/
/r/
I
Child and Adolescent Development: Looking at Learners at Different Life Stages
- , RTSTARCH
&/-
Give an abstract of at least 1 research which you did in Synapse
M*
Strengtheners. Follow the parts of an abstract given in Part I, Unit I,
Module tV.
ll
,'l
i
'\fi
Part ll unit 5 Module 23- socio-Emotional Development of -lntermediate Schooters
MRtttECTIoN
lives suco
high schor
WqTNTRoDUCTToN
Unconsciously, students who gain admission into high school may
be unawaie of the dangers and stresses involved in their personal
transition during the age of adolescence. Indeed, it can be a rough
time for them both at home and school, although the kind of disturbing
events adolescent students may likely meet head-on will depend on the
physical-social environment surrounding each individual leamer.
Photo by B
@cna
At tt
l. de
ch:
2. illr
ad<
Feelings of'uncertainty, even of defeat, can thus arise from
challenges that the adolescent leamer may face, balanced by the kind 3. ani
of support they receive at home or in school. In Philippine high em
po!
schools, crisis situations can occur by way of the destructive culture of
Part ll unit 6 Module 24 - Physical Development of the High school Learners
illegal drugs and youth gang violence, and the less recognized problems
of dropping out due to social problems, such as poverty, and more
personal problems, such as low aspirations and delinquency. In this
situation, high school teachers and their schools are challenged to provide
guidance and support so that the adolescent learner can manage their
lives successfully through stresses and storms that may accompany their
high school years.
nl ma)
personal
a rougtr
lisn:rbing
d on the
fficHAr.rENcE
At the end of the Unit, you must be able to:
l. define adolescence and explain the concepts of biological
changes, puberty, and transition into adulthood;
m0
M
ffic
A
I
ffi4
SI
@r
A
l.
2.
Part ll unil 6 Module 24 - Physical Development of the High school Learners
ffi*rmrilGE
At the end of this Module,.you are challenged to:
o define adolescence.
o describe the physical and sexual changes accompanying pu-
berty.
o identifr the psychological consequences of early and rate matu-
ration in the period of adolescence.
o identifl symptoms, causes of possible habit disorders and ways
of coping with them.
ffi@ACTrvrTY
Share your real life experiences along the following aspects:
o Individual perceptions whether your growth was slow or fast,
smooth or by spurts, etc. Any sense of curiosity or concern
(especially as to such incidences as menstruation for girls and
wet dreams for boys).
o How your self-image (esteem) was affected by your physical
growth (possibly too thin or plqmp, lanky or shoq homely-looking
etc.)
o Parental relationship during these years, as you may have sought
more independence, privacy, etc.
@. malYsls
Answer the following questions as a group:
l. Was there anything common in the experiences shared?
2. Was there anything unique?
Child and Adolescent Development: Looking at Leamers at Different Life Stages
o'msrnAcrroN peak at
continual
&
spurt lat(
Defining Adolescence declining
The period of hdolescence begins with biological changes of A
puberty and ends with the role and work of adult life. The specific while bol
ages for this period varies from person to person but distinct phases stages in
have been identified. The advent of puberty may come early for some strength.
and late for some others. But everyone goes through these stages. face mat
These stages are: l). early adolescence characterlzed by pube(y mostly organs.
occurring between ages l0 and 13; 2). middle adolescence characterized B
by identity issues within the ages of 14 and 16; and 3). late adolescence part in ti
which marks the transition into adulthood at ages 17 and 20.
Adolescence is a period of transition in terms of physical, cognitive Sexual n
and socio-emotional changes, physical transition being particularly coupled T
with sexual transformation. This Module is focused on physical develop complex.
ment that takes place during adolescence. All the while, the aspect of ized chen
individuality in adolescent development is unique to each individtial, hormones
although there are common issues that depend on race and culture, signals
inclusive of dependence versus independence, changes in parent-adoles- gonadotr
cent relationship, exploration, need for more privacy and idealization of lies bene
others.
geometric
the femt
Pubertal changes gonatrotq
In all cultures, biological change comprises the major male test
transition from childhood to early adolescence. This is manifested by a secreted.
change in physical appearance, a more rapid rate of development (next lated.
to the speed of growth of the fetus in the uterus) known as growth Sec
spurts. The phenomenon commonly results in a feeling of awkwardness comprise,
and unfamiliarity with bodily changes. first sign
In addition, alterations in sleeping habits and parent-adolescent rela- lation. th
tionship may be experienced accompanying puberty changes. growth. I
growth r
growth p
The growth spurts
late in p
Throughout life, the grolvth hormone conditions gradual increases in .
the laryru
body size, and weight, but hormone flooding occurs during adolescence
most obr
causing an acceleration known as the growth spurt. Body changes
In
include change in body dimensions (leg length, shoulder width, trunk
enlargem,
length). In particular, spurt in height is ascribed to trunk growth rather
thap leg growth. growth s
female t
In girls, the growth spurt generally begins at age l0 reaching its
Unit 5 Module 24 - Physical Development of the High School Learners
peak at age ll
and-a-half, and decreasing at age 13, while slow
continual growth occurs for several more years. Boys begin their groMh
I
spurt later than girls at around age 12, reaching a peak at 14 and
declining at age 15 and-a-half.
changes of At age 16 and Yo, girls reach 98 percent of their adult height,
lhe specific while boys do so at age 17 and %. Growth in height is conditioned by
[nct phases stages in bone maturation. The muscles also grow in terms of size and
ly for some strength, while a similar spurt occurs for weight, muscle size, head and
ESe stages. face maturation, and especially the development of the reproductive
hrty mostly organs.
*raracterized Briefly, all the muscular and skeletal dimensions appear to take
adolescence part in the groMh spurt during adolescence.
D.
mlargement of reached between 18 and 20 years for boys and 13 and 14 for girls.
I to I1.5 years The occurrence of the secular trend is ascribed to many factors,
{ age 13 (60 among which are: the complex interaction of genetic and environmental
rche in accor- influences, improvement in health care, improved living conditions, and
American and the control of infectious diseases. Better nufrition is a major factor, since
lbs as early as this provides more protein and .calories for humans from conception
pars and 12.4 upwards. But while Third World counffies are still experiencing their
secular trends, industrialized countries appear to experience the levelling
[e first sign of off in the achievement of physical maturation and greater height and
2 or 13, boys weight at earlier ages.
frne of sperms
tion of semen- Adolescent sleeping habit
d to discharge Studies show that teenagers are not getting enough sleep, and.
r caused by the would want more sleep. Actually, lack of sleep is likely caused by
al emissions or changes in adolescent behavioural patterns. Teens often stay up late
dreams. because they enjoy it, especially with the advent of Internet music
Fns is caused listening, video watching, message/pholo/e-cam communication, chatting,
is important to and blogging. About 90 percent of teenager high school student r.po.t
r masturbation. going to bed later than midnight. Socializing with peers add to the
al phenomenon problem, causing difficulties'in waking up early and causing teenagers to
rally regards it struggfe to stay alert and function productively-
s. To view the Shorter sleep time also contributes to increased levels of depression,
rlthy to growtlt. daytime sleepiness, and problems with sleeping. The school and teachers
on when it can should therefore take time to impart healthy sleeping habits, to prevent
rosexual (male- fluctuations in moodiness and anemic conditions among teens.
ving youth need
be forewarned
Exploration
rg the acts of
vhen males and Instinctively, adolescents become aware of changes in sexuality, thus
nship. undergoing a period of exploration and adjustment. Learners from
sectarian (religious and gender exclusive) schools are more likely to
consider sexual openness to be dangerous, if not sinful. The case is not
perceived among non-sectarian or gender mixed schools, although more
at all ages has
dangers exist relating to heterosexual relationship and early pregnancy
Known as the among students in non-exclusive schools.
pid maturation
80, for example,
The drug culture, especially in urbanized communities,
period in well-
presents a serious danger to students who are undergoing the
his is not true, exploratory phase of adolescent development. '
it later at about
Pluses and minuses in early or late
maturation
, height at ages Early or late maturation deserves due consideration, as this can be
imum height is
Child and Adolescent Development: Looking at Leamers at Different Life Stages
a factor for adolescent acceptance and comfort or satisfaction with his/ weight, gi
her body image. Among girls, physical changes are more dramatic, but caution.
perceptions of not being well developed as compared with their peers cents wht
can be a cause for timidity or shyness, if not frustration. In the case of cannot pr
late maturing boys, the slack in growth in body build, strength, motor with food
performance and coordination may inhibit their performance in curricular sources sl
and extra-curricular activities, such as in sports. Being physically weaker, It ir
shorter and slimmer would make them less apt to be outstanding in age grou
leadership activities and in sports. On top of these, late maturing teens (hamburg
are seen by their peers as being more childish, more inhibited, leis
independent, less self-assuring, and less worthy of leadership roles.
The idea
.. Meanwhile, teens who develop faster than their peers may be It's
overly conscious of this phenomenon. It helps to know that early image. TI
mafuring teens undergo a more intensive growth spurt than late mahrrirtg
color of
teens. It can be a great plus for boys, who become bigger than be respa
their age, more muscular, more physically attractive and more athletic.
change ir
It is obvious that the early maturing teens can gain social adyantage, Th
in -esteem and greater inner poise. But there are also some disadvan-
cem goo
tages, such as greater expectation on the part of others, resulting in
o(
lessening the experience of freedom in more steady groMh.
op
I with his/ weight, give a radiant hair, whiten the skin, etc. should be met'with
matic, but caution. The vegetarian fad can also be disastrous especially to adoles-
heir peers cents who need vitamins, minerals and protein which vegetable diets
he case of cannot.provide. Vegetable intake is good, but this should be balanced
gth, motor with food intake to form high-quality nutrition including eating protein
t curricular sources such as milk, dairy products and eggs.
Ity weaker, It is a recognized fact that teens are the poorest eaters among
hnding in age groups, as they often skip meals, frequently take snack foods
ring teens (hamburger, fuies, pizza, soft drinks, etc.) at fast-food eateries.
bited, less
roles.
The ideal body
s may be It's important that adolescents feel confident about their body
that early
image. The physical features of the human body (facial looks, body size,
e maturing
color of skin, etc.) depend on genetic heritage which must generally
igger than
be respected. However with advancement in hair and skin technology,
re athletic.
change in hair color and skin are no longer impossible.
adyantage,
disadvan=
There is more to body image than physical looks and these con-
:sulting in cem good habits in relation to:
. Cleanliness and grooming
. Proper wearing of clothes following current styles
. Erect bodily posture
i same as
. Eye contact while communicating
'the eyes, . Decorum (good form and confidence) and decency
m and tall
rt of ado-
blet or in
oses. It is
effects of
age to the
rcne, high
Girl users
r of facial
ur. Finally,
lfvitamin
nd vitamin
ps to lose
Child antl Adob3cent Oeyelopmctil: Lolrine at Laanatr et Oifierent Life Stages
2. Play
$mrrrcATror lede
w€t
l. Cite at least 5 big ideas from this Module. Cive a concrete agt
application of each in your personal life. 3. Org
grcu
Blg ldca from thh ilodulc Concrete Application 4. Org
in your Life groo
ato
5. Do
achi
6. Prel
stud
the I
2. clim
3.
4.
5.
Part ll Unit 5 itbdule 24 - Physical Dey.lopment of the High School Leamers
2. Play the role of medical expert who can provide wholesome know-
ledge and attitudes on physical transition in puberty (menstruation,
wet dreams, spermache etc.) and give a powerpoint presentation to
a concrete a group of adolescents.
Organize a fun cooking activity making nutrition an element in the
goup activity. :
ffinwttcnou IrflODl,
Joumal Entry
ment
Reflect on how as a future teacher can you foster the develop-
of adolescent high school learners, such that the learners:
l. become aware of the personal transition-problems and stresses-
?,
springing from physical changes affecting him/her as an
adolescent;
can overcorne possible problems and stresses as adolescents;
I
HT:t:
3. are capable of identifuing the problems and sffesses peculiar to
l. desc,
@mr
Answ
l. All
ctu
2. Dir
or[
p{(
ITX
bru
Part ll Unit 5 Module 24 - Physical Development of the High School Learners
he develop-
rners:
md stresses-
t'her as an
CHAttT}IGE
olescents: In this Module, you are challenged to:
s preculiar to l. describe the theories of cognitive thinking and relate these to the
phases of teaching-and-leaming.
nts of other
2. identify the avenues for the adolescent learner's acquiring
metacognition, elevating his thinking ability base.
modern IT
3. define overachievement and underachievement and propose
as a tool in
to underachievement.
.possible solutions
4. explain the outcomes of the adolescent's new thinking skills,
ome attitude
inclusive of egocentrism, idealism and increased
*ically' tall.
argumentativeness.
ir phl,sical
ntributing to fr&ACrrvrTY
lile.
Share real life experiences about the following and relate
them to your cognitive development:
. Your grades (possible awards, recognition) and how these
affected you.
. Special projects that gave you opportunities for higher thinking
features of
(e.g. IT research, workshops, planning, discovering, organizing,
. .\mericans. finishing a project) and what cognitive processes were
(as case of
demanded of you.
. Field Study and how this helped you ilevelop cognitively.
@ nnnlsls
Answer the following questions:
1. All the activities you shared are cognitive in nature. What
changes are included in cognitive development?
2. Did you suddenly blossom into the thinker, the planner, the
organizer, the researcher, the analyst that you are? What
processes came along with these forms of cognitive develop-
ment? Did these come along with physical development of the
brain?
Child and Adolescent Development: Looking at Learners at Difierent Life Stages
o ngsmAcTrolr
For Pia
thinking is th
A
sis, which is
Similarly remarkable as the physical changes in the transitional situation, testi
period of adolescence, are changes in thinking pattems. These changes of a situatio
are marked by the acquisition of new cognitive skills due to the brain's laboratory e4
increasing in weight and refining synaptic connections (technically known elements siq
as the corpus collosum) which join and coordinate the two hemi- chemical cha
spheres of the brain. Another brain development is the process of con- A new
tinuous concentration of the brain cells in the prefrontal cortex and Rpasoning,
related temporal and parietal areas (technically known as myelination). situations to
This second development covers the brain systems whose executive an examPle r
functions relate to attention, verbal fluency, language and planning. truth, exPress
Through brain scanning, three peaks in brain maturation have been a hypothesis.
identified by neurological scientisis and these are .at age 12, age 15, Scienti
and age 18.5, coinciding with the operational thinking processes of logical capacity for
reasoning. Accompanying brain changes in cognitive capability, the will allow t
adolescent begins to acquire spatial awareness and formulate abstract or such as in P
general ideas involving numbers, order, and cause-effect. All these projections t
changes propel the adolescent from the world of the sensible and formal opera
concrete'thoughts to the world of the possible and the qniversal Westem cul
(abstract ideas, such as on the generally good, true and beautiful). thinking Pro
Outsid
Piaget's Formal Qperational Thinker mathematicr
Piaget formulated the theory of Formal Operational Thinking . capability u
which demonstrates how the cognitive capacity of the adolescent allows identifuing 1
him/her to go beyond the sensible and concrete to dwell on what is ab- The probkn
stract, hypotheticpl, multidimensional and possible. In this realm of ideas and a
thought, the adolescent begins to attain subtlety in thinking, entering the previously s
sphere of possible and futuribles. More specifically, formal operational The a
iolescent allows identiffing problems and seeking new ard creative solutions for them.
on what is ab- The problem-finding thinker is one who is able to rethink and reorganize
n this realm of ideas and ask important questions, evEn defining totally new problems not
ng, entering the previously seen.
mal operational The adolescent may further experience an increase in depth of
thought. Thus, he/she is able to bring what is logically "best" for
outside visual everyday life, whether or not this may be the objectively correct solution
rot seen by the or response to a situation or problem.
)r green, big or
Siegler's Information-Processing Skills
inion on facts - As in information-processing theorist, Robert Siegler views the
rwhich may be influence of the environment on thinking. He sees cognitive growth, not
or against the as stages of development, but more of a sequential acquisition of
r black); specific knowledge and strategies for problem solving. He observes the
d exploring the quality of information the adolescent processes, and those information
ible success in influences him/her in his facing tasks at hand ttrrough strategies or rules.
Child and Adolescent Development: Looking at Leamer6 at Different Life Stages
In his experiments, Siegler used rule models in relation t'o balara- those
weight, distance, conflict-weight, conflict-distance, and conflict balarn clrve
problems. He examined the correct and wrong answers to each of tt: of le
problems, drawing out rule models in thinking and knowing.
Thereupon, adolescents may show: (a) speed in informatioa rDt dr
processing, coupled with greater awareness and control and acquired srch a
knowledge base-a more emcient kind of thinking compared with tha d Bq,on
the child (b) complexrty by way of considering longer term implicati<rr (in En
and possibilities beyond the here-and-now, and (c) increased volume d &mon
information processing, coupled with longer memory span. csrsisfi
rrcss (
compa
Metacognition
rhieri
Among the developmental cognitive advances in adolescence b
l.
metacognition. This involves the ability to think above thinkiry
evidenced by awareness of and Capacity to identiff one's own thinkfu;
:.
process&s or strategies--perception, comprehension, memory and problcn
solving. 3.
l talanca those whose IQ tests are not in the top 3 and 5 percent on the bell
I talancc curue may actually achieve very high academic grades. The latter
ffi
*r of the of learners are labelled overachievers.
The case of overachievers serve as a reminder that the Ie test is
brmation not the only determinant in school achievement. There are other factors
acquired such as, motivation, interest, work habits, and personality development.
[r t'at of Beyond what are statistically shown by achievement in curicular subiects
plicdims (in English, Math, Science, Araling panlipunan,- etc.), overachievers
olume of demonstrate superior work habits, greater interest in school work, more
consistency in doing assignments, and more grade/performance conscious-
ness. overall, they show more responsibility, consciousness and planning
compared with "normal" achievers. Listed as characteristics of over-
achievers are:
iscence ls
thinking. l. Positive self value (self-esteem, confidence, optimism)
n trinkirg 2. openness to authority (responsive to expectations of parents and
I problern teachers)
3. Positive interpersonal relations (responsive and sensitive to
long temt feelings of others)
), as well 4. Less conflict on the issue of self-autonomy (feels freedom to
aware of make right choices, initiates and leads activities)
rqdded to 5. Academic orientation (disciplined work habits, high motivation to
rploying a discover and leam, interest in study values and varied fields of
mnemonic study)
ttion to a 6. Goal-orientation (efficiency and energy in organizing, planning,
setting target, prioritizing long-term goals over short-term
dolescent's pleasures)
dlls along 7. control over anxiety (well composed and reraxed in performing
lear€xperL organized tasks)
ased levels
Underachievers
Individuals whose performance are below the measured Ie levels
are labelled underachievers. ln spite of possible potentials to leam and
nts of the scores in the top quarter on measured academic ability, their grades are
eas. While below their measured aptitudes for academic achievement. under-
ff are part achievement becomes more pronounced with the beginning of adolescent
of success years in high school when class work becomes more demanding.
trmment in As to types of underachievers, the withdrawn underachievers are
described as having a more pronounced tendency to be passive (thri:ir
ce them in overt behavior being submissive and docile). They follow the path of
[ed." Still, no-resistance, not reacting against given assignments and actually follow-
irg school regulations. Generally quiet, they tend not to participate in
Child and Adolescent Development: Looking at Leamers at Difierent Lifb Stages
in the pn
pendent choice with which children can identify;
mismarch
4: Encouragement and support for their children's echievement examined.
without undue Pressure; social prol
5. Active involvement in the school program and in parent-teacher- Tol
community activities. area of de
Meanwhile, parents of underachievers show little or none of the adolescent
above traits, while possibly showing: guide stud
l. Indifference and disinterestedness in academic and extracurricular types matr
activities of their children; Holland ha
2. Authofitarian, restrictive and' rejecting: attitudes or the work prefr
opposite, namely being excessively lax so as to leave their .Rr
children on their own without any involvement or support; re(
J. Excessive indulgence, solicitousness, and protectiveness, thus int
stifling their children's self initiative. .In
int,
Possible adolescent behavior durtng cognitive growth the
:"nd to bc imaginary audience making them anxious about what to wear, how
to behave, etc. one egocentric strain is one's feeling exaggeratedly
self-important, leading to dangerous situations such as entering into
early boy-girl relationships, reckless escapades and adventures.
rrrally ttre 2. Idealism. The adolescent opens thought on the possibre, an avenue
rce on the to possibly imagining what is far-fetched and less ideal to situations
fluence. A at home, in school, and in society. Imagining the world of the
md under- impossible (as a utopia or heaven on eafth), the adolescent may
ificance of become discouraged as social realities (e.g. family discords) fall
t in school short of the ideal.
Extracurricular activities
School activities outside the subjects for classroom study are
mechanisms for further development of the adolescent student allowing
the acquisition of new attitudes (such as discipline and motivation),
knowledge (such as of organization, sports, etc.), and skills (grganizing,
planning, time-managing, athletics, etc.).
Extracurricular activities ane an avenue for leadership, although
there is need to caution students on devoting more time than necessary
to these tasks since their more important curricular or study work may
suffer. For example, joining a stage club may be so engrossing espg-
cially to the artistically bent, such that studies may be neglected causing
lower academic achievement.
Unit 5 Module 25 - Cognitive Development of the High School Learners
@ amucAnoN
Is and
siness Give one important concept that you leamed under each then give
its application in the teaching-leaming process.
ability
kmcrs
One Concept Learned An application in the
teaching-learning process
\aious 1. Piaget's formal operation 1.
a singh stage
,EfIUJTEE
e wtp
Elp, in
d utility
ing tE
;s, mudl
s inclu*
study are
allowirg
ltivation),
rganizirg,
although
necessar,'
*ork rnaY
sing espe-
ed causitg
t.Qlmer3 at Dificrent Life Stages
Child and Adolesccnt Dernlopment: Looling et
4. Overachievement
@ffiBsrTr Acl
Intemet rEsearch,
achievers:
. *Little'; Stevie
composition, "L
5. Underachievement . Wolfgang Ama
. Anne Frank at
occupation of I
. Cralileo at age
. Leonardo da
Painters' Guild
Unit 5 Modute 25 - Gogtilul Daibpncnt of the High Gchool trrrh€rr
MRErrcuolr
Reflect on the practices of your past teachers. which ones
.encouraged your cognitive development as an adolescent
and which
ones did not. As a future teacher, what lessons have you learned
from . your past teachers regarding ways of enhancing adolescents'
cognitive development?
@wEBsrTr Affrvrry
Intemet rcsearch, rcport and group discussion on notable adolescent
achievers:
' "Little" Stevie wonder who at age l0 wrote his first musical
, composition, "Lonely Boy."
' wolfgang Amadeus Mozart at age 12 wrote his first opera.
' Anne Frank at age 13 wrote his famous diary during the Nazi
occupation of Holland in 1942.
. Galileo at age 17 began his study of physics in l5gl.
' Leonardo da vinci at age z0 was admitted to the
Painters' Guild in 1472.
Child and Adolescent Development: Looking at Learners at Different Life Stages
o,:
ABsTRAorot
Socfo-em otion al D evelopment d'
Adolescence, a
ruroDULE 26 - Paz l. Lucido, Ph.D. can be the best of ti
excitement, discovery
related to adolescen
frequenting partiess an
are atypical to other
use frequently occr-n r
'ffi,WulNrRoDUCrloN go through happy tin
able to go through tr
college education.
During adolescence, the teen shows manifestations of groMh as
he/she begins to have friends in school, attends parties, goes to
Self-Understanding
discos and keeps intimate friends with the same or with the opposite
sex. These extemal manifestations are signs of socio-emotional groMh Physica! and c
which usher in self-knowledge, self-identity, social relationships, and what are accompanied by
scholars see as an intensification of stereotypical gender roles (males among adolescents.
tend to be different from females). significance since this
truman. lnhumanity,
and the despotic (fti
CHALTENGE
suffering and sadness
In this Module, you are challenged to: In early adole
identifl, the socio-emotional changes in the adolescent. reflective idea of orr'--
describe how seltimage develops among teens. which younger chil&
determine the wholesome attitudes and values in teenage friend- future. During adohs
ship. and irnportance to r
discem the causes of moral reasoning and feeling, while under- inhospective thinkirg r
standing religiously-imposed morality. is bright, flexible, ine
recognize the need of the adolescent for freedom and privacy, From self-imag
also known as adolescent emancipation. esteem. This is an a
limitations or deficier
becomes useless and
ffi&ACrvrTY others in self-pity (e
Student-teachers share real-life experiences on their personal class grades as the
development as adolescents. The class niay be divided with groups of 5 number of personagu
or 6 to draw up group findings on socio-emotional issues, such as: the beautiful people r
(Aristotle, Einstein, B
(1) Developing self-esteem in the family
cannot be these peol
(2) Developing self-esteem in school
really a futile exercis
(3) Friendships during adolescence
(4) Joining cliques (barkadas) and consequences
(5) Intimate same-sex friends
(6) Intimate opposite sex friends
Unit 5 Module 25 - Cognitivc Danlopment of the High Scrrool lcarrrlt
"*'r:
o-,
lgstRA(loil '
Self-Understanding
Physica! and cognitive developments do not come in isolation, hrt
are accompanied by growth in self-image and maturation of feelings
among adolescents. The formation of a self-concept is of paramount
significance since this relates to enduring trais that make the person fully
[ruman. Inhumanity, as sadly demonstrated bj, the egotistic, the cruel
and the despotic (think of Herod, Hitler, Stalin, etc.) have caused much
suffering and sadness to mankind in huinan history.
In early adolescence (10-13 years),,the teen begins to acquire a
reflective idea of one's self, not only in terms of the immediate pres€nt
which younger children also see, but in terms of their past and their
future. During adolescent years, the teen also begins to see hiVher role
and irnportance to society. This development requires self-thought or
inhospective thinking along generalized ideas, such as in thinking tlrat one
is bright, flexible, intelligent etc.
From self-image, there is the all important value known as setf-
esteem. This is an appreciation of who one is, regardless of possible
limitations or deficiencies in bodily and mental qualities. In the end, it
becomes useless and unhealthy to seriously compare ourselves with
others in self-pity (e.g. not being as good looking or not having high
class grades as the other fellow). One can only think of unlimited
number of personages who are incomparable in physical traits (such as
the beautiful people of the celebrity world) and in intellectual acumen
(Aristotle, Einstein, Bill Gates, etc.). Since the growing youth ordinarily
cannot be these people, making comparisons of self with others is
really a futile exercise.
Child and Adolescent Development: Looking at Leamers at Different Life Stages
The peer groups or cliques with which early adolescents (age 10-
13) identifr may enlarge. Belonging in larger groupings is especially The majr
true in the case of middle adolescents (age 14-17), particularly among inner sameness a
those with leadership qualities. From cliques of 4-6 persons with similar themselves in a
interests prwiding oompanionship and security to eaoh otheE the larger themselves and
peer group or crcwd can be comprised by lG20 members sharing com- however, is not a
mon interests in social activities. Sexually, same-sex cliques can enlarge evolvement of ol
into heterosexual cliques and interact with others in large crowd activities however, maybe
such as athletic meets and social gatherings. The middle adolescent may havoc to a perso
separate from identiffing with a crowd as he/she gnters into serious in the previous s
boy-girl heterosexual intimate relationships. It is impor
Several types of friendship can be distinguished: gradual and cun
(a) acquaintances who meet periodically; accumulating or
(b) companions who share common interest through regular contacts, During early ado
and that leads to conl
(c) intimates or best friends with depth of self-disclosure/feelings/ copy teenager.
provides a ready
caling, romantic partners in intimate heterosexual relationship.
former identity as
Intimate friendships are viewed to be especially important during
early adolescenc,e. Compared with those who have not been involved.in Identifoing '
discinguishing self
intimaie friendship, adolescents who have friendships characterized by
compassion, openness and satisfaction tend to be more sociable and ager may also t
more competent, while being less anxious, depressed and hostile. The involvements rw<
intimate parent-child relationship appear to also wane as adolescents "What do I wart
develop intimate friendship with a romantic partner.
The world of friends can be equally important, if not more Phases of iderti
important than the family world. Talking with friends and sharing things John ivlan
with them can be rewarding.in the sense that friends see both sides of ing four phases ir
the story unlike parcnts Who normally impose their side of an issue. As crisis are two din
to the sexes, girls are viewed to be more capable than boys in forming l. Identity 1
intimate friendships, benefiting more from social support they can get a follo*u
from close friends. Evidence further shows that friendship among boys Thc
is less intimate, as they put less trust in friendship and care less about altematiw
being listened to and being understood. of o0rer p
be prema
Identity issues follow a r
possible recognition for deedS done. Identity seekers have looked they may later on s
at alternatives and have made their choice with an optimal
feeling of themselves. Stereotypical gend
Identity diffusion. This is the case of the adolescent failing Several snrdi€:
to find himselflherself. On emotional
There is hardly a knowledge of who one is, uncertainty conscious, excellir
running through episodes in-life. Identity-diffUsed persons lack forming intimate fri
goal orientation, direction and commitment. While they may have
arc less emotional
expressed interest in a future career, thcy are vague about it re0).
and are unaware even of the advantage and disadvantages of
the work they want to do. Setting goals, they frequently change
In a cross c
nurturance, deferenc
them as they have no commitment to any given aim in life. As
dominance, aLftonom
a result, adolescence is prolonged, unable to reach maturity due
the female is d€x
to a diffused or fragmented personality. Inability to explore
stereo$pe (Segal a
alternatives and make choices may be due to psychosocial
factors, springing from a complexity of reasons, such as disdain In a study or
or hostility to playing a role in the family or community. Told countries (the Net
by parents to do well in school so that he can enter a presti- 'tnodem" as they t
gious college, the peison may out of spite do poorly, even quit behaving. Mean*til
school deliberately. most "traditional," r
preference for fen
adolescents in the t
being ambitiouq tE
It is clear that successful identity achiev.ement is crucial to independent. Mear
developing an integfated personality. The highest self esteem is achieved "liberated". In the
by identity achievers, followed by those in the moratorium, foreclosurc of being compassio
and identity difl19r.on status.
In general, f
Overall, the ingredients that make up an optimal sensi'of personal be major factors in
identity are:
L inner confidence about self competence and ability to learn and
Antisocial behavit
master new tasks;
Gerald Panen
2. ample opportunity to try out new roles either in one's fantasy or
social behavior wtri
in actual practice, and;
monitoring and disc
3.
support from parents and adults.
with peer and sctrot
Ctearty) pa-r6ntal relationship plays an important role in self-identity peer group in late
development. In fact, parental indifference and rejection create inner
Unit 5 Module 26 - Sociobmotional Development
In early childhood (ages 10-13), the child is normally subordinated many girls attempt sri
to conventional authority in the farnily and majority of children including lethal to boys, while 1
teens generally show a reasonable degree of adherence to moral prin- serious, but often not
ciples, able to succumb to the temptation to engage in unethical and pines? Find out.
unlawful behavior. Identified as con
In legal terms, the juvenile delinquent is a young person under abuse by adults, sexu
the age of 18, who has been apprehended and convicted for transgres- friend. There are, hou
sion of established laws. danger signals, foremo
Juvenile delinquency is an occurrence with 1.4 million juveniles in Depression arise
the U.S. arrested each year for crimes such as vandalism, drug abuse, can be minor depress
running away, and (almost 900,000 each year) for larceny-theft, robbery passes away, but a m
and forcible rape. Offenses by male adolescents under the age of l8 despair, pessimism ar
account for 17 percent (or almost one-fourth) of all crimes committed. influence a person thr
The particular crimes of burglary, auto theft, aggravated assault, and persistent anxiety whk
other'aggressive behaviors are committed by males. Girls, more Pre-suicidal adol
generally, have committed infractions related to running away from home from being calm and
or deviant/illicit sexual behavior. risks of suicidal action,
Commonly cited are a complexity of reasons to explain the will, making empty I
incidence of juvenile delinquency. These are: (l) family factors, (2) poor concemed adult should
parental supervision, (3) poor parental behavior, (4) feelings of appropriate such as
the family (econornic and social pressures), and (6) child rejection/abuse/
neglect. Moral development
Peer factors. Lack of recognition, even outright rejection, by peers In his study of I
in early and middle elementary school grades may result in making the tists through the ages
child unfriendly, troublesome and aggressive. Constant exposure to peers moral reasoning anrorq
with those who are poor academically and socially may also affect the l. Conventional I
teenager. In school tliose treated as educationally retarded,, such that At this r
they repeat the grades, are prone to misbehave in class, become truants conform to su
and hate school altogether. adults, engal
in Australia,
, Teenage suicides in the U.S. is comparable to thoseincidence follow the rul
Iielgium, Great, Britain (Orbach, lggT). However, the of ' The focu
suicides is lower in Canada, ltaly, Norway, the Netherlands, Nsw tations, relati<
Zealand and Ireland (Drummond), but substantially higher in Austria, stealing an ob
enmark, Hungary Japdn and Switzerland that object, su
The dramatic rise of teenage suicides in different countries Doing good ar
beginning the 1970s has aroused worldwide attention. Suicide rates have person by keq
begun to double, even triple especially in the U.S. with those age 15-24 following the
years of age constituting one-fifth of the victims. The astonishing suicide others to do t
rates are equivalent to 13 incidences a day or 5,000 a year occur- 2. Post+onventicr
rences. Completed suicides are higher for boys, although three times as At this s
Unit 5 Module 26 - Socioemotional Development
many girls attempt suicide (D'Attilioet al., 1992). The use of firearms is
lethal to boys, while poisoning through overdoses by adolescent girls is
serious, but often not lethal. Does this picture hold trqe to the enltip-
pines? Find out.
ldentified as common reasons for suicides are: physical or sexual
abuse by adults, sexual victimization, and association with a suicidal
friend. There are, however, warning signs that should be attended to as
danger signals, foremost of which is depression.
Depression arises from feelings of being low, sad and weary. It
can be minor depression when the negative mood is mild and easily
passes away, but a major one if it stays and deepens into feelings
of
despair, pessimism and misery. In its serious form, depression can
influence a person through a pervasive loss of interest or pleasure and
persistent anxiety which can lead to committing suicide.
Pre-suicidal adolescents may change mood in a mafter of weeks
from being calm and happy to showing manifestations that show the
risks of suicidal action, such as giving away prized possessions, writing a
will, making empty threats to end one's life. parent, teacher o. uny
concemed adult should be able to recognize the suicidal cues and do the
appropriate such as provide professional counselling and health
assistance.
Moral development
In his study of Ethics and topics that have interested moral scien-
tists through the ageso Lawrence Khorberg laid down three stages of
moral reasoning among adolescent:
l. Conventional level
At this stage, the adorescent is abre to understand and
conform to social conventions, consider the motivgs of peers and
adults, engage in proper behavior to ptias" others, and
follow the rules of Society.
The focus of thinking of the teen is towards mutual expec-
tations, relationships and conformity with others. Instead of
stealing an object, he/she may think of other options to acquire
that object, such as by asking or saving money to buy the thing.
Doing good and being good spring from a desire to be a good
person by keeping rules and respecting authority, sqrnmed up in
following the colden Rule (do unto others what you want
others to do unto you).
2. Post-conventional level
At this stage, the adolescent wishes to conform to:
Child and Adolescent D,evelopment: Looking at Learners at Different Life Stages
(a) law and order (don't steal because it is against the law) when parents show co
(b) the social contract (rights such as life and liberty must be appropriate support and
upheld to uphold the welfare of the majority in society), and ' On the other han
(c) universal ethical principles (the universal principles of justice, parents fail in providirg
equality of human rights, freedom of conscience; etc.) Thus, parents who do
Do males and females differ in moral reasoning? Some studies may lose them to beinl
show that women are more focused on issues related to caring and In the end, the in
cgnnecting with people, while males tend to resolve moral concems by' time can cause fiustrat
invoking principles of faimess, equality, and justice. behavior.
A more recent consensus among scholars, however, is the theory As the adolescen
that differences in moral tendencies b6tween male and female are not casting off infantile tiel
absolute, but relative to their individual orientations sense of individuation,
leave responsibility witt
process of individution
Development of guilt
develops a keen sense
Guilt is a sense of feeling responsible for one's actions, particularly that East Asians, inclu
when harm has been done to oneself or others. children-parents cohesic
On the negative side, guilt can threaten self-image, such thbt if Always, it is hel
one is unable to thresh out guilt feelings, there can be serious problems rights of their growing
in adjusting to normal living. Guilt that causes anxiety and fear can space for privacy (e.g.
usher in a complexity of illnesses, ranging from chronic fatigue to escaP (e.g. choosing a colleg
ism (e.g. use of drugs to forget the guilty feeling).
Identified by sch
On the positive side, guilt makes us aware of possible wrongdoing, practicing phase, as p
serving as a regulator for individuals to be more responsible in uphold-
demands while the adc
ing esteemed social values.
freedom (b) rapprocl
As to stages in developing guilt, the first rudimentary feelings.of parents, induced by p
guilt begin when children think they have caused some kind of harm fieedom to grow.
to others. inaction to change behavior adds to the initial guilt feelingS. Thus, it is img
Anticipatory Guilt is felt when the child sees consequences that are tion and psychologica
detrimental to onesglf or others (e.g. stealing an item may cause others consists of the child's p
to grieve losing a prized possession). cal well-being consists
Meanwhile, .survivor Guilt is experienced when ohe feels blamewor- self-esteem, feeling ol
thy regardless of involvement. (e.g, lingering feeling of baseless guilQ. Ioneliness).
In the end, a pr
Influences in moralbehavior and separation is bes,
Peers can encourage positive behaviors (e.g. example of good Christian/lslam ic/Asiar/
study habits), although they can also encourage misconduct or inappro-
priate behaviors (e.g. use of illegal drugs). Peer influence should not be
underestimated.
Compared with the influence of peers, the influence of parents is
more pervasive. The quality of parent+hild relationship is most positive
Unit 5 Module 26 - Socioemotional Developmenl
Teacher's Blog
$EmrrcAnot
Implications for '
ffinffiAC,,il . The socio<
and needs t
Research on any teenage issue found on pp. 317-325. Pass a concrete iru
sumrhary of the research by stating the following: . Self-esteern
a.) objectives of the research tity issues. t
######
Unit 5 Module 26 - Socioemotional Development
$mrucAnolr
Implications for Teaching-Learning
. The socio-emotional world of the adolescent leamer is complex
and needs to be approached with care and understanding. Give
concrete instances where you can show care and understanding.
. Seltesteem and/or self diffusion involves many intricate self-iden-
tity issues. Open discussion, reflection writing, expert lecture, etc.
can help adolescent leamers on this matter. List down 5 activities
(gaYnes included) that you can have for teenagers to enhance
their self-esteem.
. Emotional crisis which can lead to depression and suicide should
be handled with care. Positive and progressive values inculcation
are antidotes to this crisis phenomena. Do a powerpoint presen-
tation on emotional crisis wlth the objective of inculcating positive
values to counteract emotional crisis.
ChiH and Addes€nt Dar€lQmcnt: Looltirto at l,3tmafs et Different Life Stages
l.( l. I - Between h
to exert a suuq
2.r' ence.
3. I - Development is continuous only from a life-span per-
t - Research
spective
can be overr(m
4. ./ 3. I - Earlier e4
5. I - not totatly the same; while there are things that are ences.
uniform among individuals , therc arc also variations
6. I
7. I - multidimensional ANSWER KEY pl2
8. I - contextual t.(
9. r' The effects of the biological, cognitive and 2.r'
socioemotional processes are intertwined. 3. t Developrn€flt
lifelong only fro
life-span perspcr
Module 2 4.'
Ansrver Key 5. I - tndividuah
velop in diff€rct
ways.
l. X - for all stages in human development
2. I 6.r'
3. I 7. * - Developnre
multi dinrernkrr
4. X - Middle and:late childhood are for elementary graden.
5. I 8. f - Developnc
takes place wit
6. X - Mastery of the basic skills is the major concern in
context.
middle and late childhood
7. X - Play concems primarily preschoolers , so is the con- 9.f-Theeffect
biological, cogni
cem of early childhood.
socio-emotisnl
8. X- School readiness is the primary concem of early child-
cesses are intcr
hood teachers
ATIISA'ERKEY
Module 3
Answer Key
'1.11
ar:
'1i
References
Internet Sources:
http://www.cdipage.com/development.htm
http://www.yale.edu/ynhtiicurriculum/units/ I 980/5/80.05.03.x.htm1#f
http://www.yale.edu/ynhti/curriculum/un its/ I 980/5/80.05.03.x.htm1#f
http://www.squidoo.com/folicacidpregnant
i a. org.wi k i/Maternal age_effect
http ://en. wi k i ped
http://www.mamashealth.com/ch i ldiinrefl ex.asp
http://en.wikipedia.orglwi ki/
P iageto/o2l s_theory_olco gn it i ve_deve lopment# Sen sori m otor_stage
http ://psycho lory/j ran k.org
Magazine
Paul, Anie Murphy. "How the First Nine Months Shape the Rest of
Your Life". Time Magazine.4 October 2010, Vol. 176 No. 4
Sandler, Lauren. "Tlre Only Child Myth", Time Magazine. l9 July
2010, Vol. 176 No. 3.