The Child and Adolescent Learner

and Learnings
Notes | Sir Joel Baggay PC 1 - Pineda

LESSON 1: 100 Years of Child & Parenting
Development Theories: From Freud to
Brazelton
Theorists and their theories:
● Jean Piaget - Cognitive Development
Theory
● Sigmund Freud - Psychosexual
Development Theory
● Erik Ericson - Psychosocial
Development Theory
● B.F. Skinner - Operant-Conditioning
Theory
● Lawrence Kohlberg - Moral
Development Theory
Child Development Through The Ages
17th Century Age of Enlightenment
- John Locke believed in tabula rasa
- Children develop in response to
nurturing.
- Forerunner of behaviorism
18th Century Age of Reason
- Jean-Jacques Rousseau - children
were noble savages, born with an
innate sense of morality; the timing of
growth should not be interfered with.
- Rousseau used the idea of stages of
development.
- Forerunner of maturationist beliefs
19th Century Industrial Revolution
- Charles Darwin – theories of natural
selection and survival of the fittest
- Darwin made parallels between human
prenatal growth and other animals
20th Century
- Theories about children's
development expanded around the
world.
- Childhood was seen as worthy of
special attention.
- Laws were passed to protect children
- Laws that protect childrens:
Violence against Women and
Children (VAWC), Child
protection policy, Anti-bullying
act
Child Development - Change in the child that
occurs over time. Changes follow an orderly
pattern that moves toward greater complexity
and enhances survival.
Periods of development:
● Prenatal period: from conception to
birth
● Infancy and toddlerhood: birth to 2
years
● Early childhood: 2-6 years old
● Middle childhood: 6-12 years old
● Adolescence: 12-19 years old
Domains of Development
Development is described in three domains,
but growth in one domain influences the other
domains.
● Physical Domain – body size, body
proportions, appearance, brain
development, motor development,
perception capacities, physical health.
● Cognitive Domain – thought
processes and intellectual abilities
including attention, memory, problem
solving, imagination, creativity,
academic and everyday knowledge,
metacognition, and language.
● Social/Emotional Domain – self-
knowledge (self-esteem, meta
cognition, sexual identity, ethnic
identity), moral reasoning,
understanding and expression of
emotions, self-regulation,
temperament, understanding others,
interpersonal skills, and friendships.
Theorists and their theories:

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The Child and Adolescent Learner
and Learnings
Notes | Sir Joel Baggay
● Albert Bandura - Social Learning
Theory
● Abraham Maslow - Hierarchy of Needs
Theory
● Arnold Gessel - Maturational Theory
● Howard Gardner - Multiple
Intelligence Theory
● Ivan Pavlov - Classical Conditioning
Theory
● John Bowlby - Attachment Theory
● John Thorndike - Stimulus-Response
Theory
● John Watson - Scientific Behaviorism
Theory
● Lev Vygotsky - Sociocultural
Development theory
● Urie Bronfenbrenner - Ecological
System Theory
THEORIES - Orderly set of ideas which
describe, explain, and predict behavior.
Theories accomplishes…
- To give meaning to what we observe.
- A basis for action – finding ways to
improve the lives and education of
children
Importance of studying Child & Adolescent
Development Theories?
● Helps you understand yourself better
● It helps understanding of future
generations
● Learn skills and techniques for
interaction with children
● Allows a measure of normal behavior
● Grants a greater appreciation of
development throughout life.
Importance of studying the selected theories
The selected theories are:
● Have been popular and influential
● Represent different approaches to
parent-child interaction.
PC 1 - Pineda
● Offer help in the “real world” of daily
child-rearing.
● Make good common sense for teachers
as second parents in school.
● Guiding principle of teachers as
facilitators of learning
Parents as Preschool Educators (Maria
Montessori, 1870-1952)
● Each child has an innate unique talent.
● Children should be guided with love
and affection to expected behavior.
● Children should use hands-on
activities to learn how to care for
themselves and a home.
● Parents should be aware that learning
takes place in a sequence.
● Parents should not be too quick to
criticize or correct.
● Parents should encourage their child
to do as much as possible on their own.
Cognitive Development Theory (Jean Piaget,
1869- 1980)
Understanding & supporting a child’s learning.
Sensorimotor (Birth – 2 years)
- Learning about world through 5 senses
(see, feel, hear, smell & taste).
- Learning to control and manipulate
muscles (small & large motor skills).
- Learning about self (egocentric).
- Learning from trial and error (12-18
months). – Thinking about how to do
something without actually doing it.
Preoperational (2-7 years)
- Learning by using language and
mental images.
- Learning to internalize thought
process.
- Continuing to be egocentric.
- Learning by watching and performing.
Concrete Operational (6 or 7-12 years)
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The Child and Adolescent Learner
and Learnings
Notes | Sir Joel Baggay
- Learning to understand someone
else’s point of view.
- Learning to resolve problems with
logic.
- Learning conservation (amounts of
liquid remain the same, even if the
shape changes).
Formal Operations (13 years – adult)
- Thinking logically, abstractly, and
hypothetically.
- Testing theories by hypotheses.
- Understanding right vs. wrong.
- Glimpse of complexity of knowledge in
teens leads some to believe they
understand nothing and others to
believe they are on the verge of
understanding everything
LESSON 2: CHILD AND ADOLESCENT
DEVELOPMENT: Looking at learners a
different life stages
A universal definition of what it means to be a
“child”
-> You cannot give children their rights, if there
is no universal agreement on the word "child".
- Rayan Najeeb
● A child means every human being
below the age of eighteen
● a child, mostly adolescents are
considered minors under the law.
● WHO defines 'Adolescents' as
individuals in the 10 -19 years age
group
The Child and Adolescent Learner and
Learnings Course
This course is focused on the development of
the child and the adolescent, who are your
clientele in basic education. Necessarily, you
will be occupied only with the child and
adolescent. You can apply what you will learn
about life-span development as you relate to
PC 1 - Pineda
yourself, to your fellow teachers, to parents of
your students, and to other education
stakeholders.
HUMAN DEVELOPMENT - It is the pattern of
movement or change that begins at conception
and continues through the lifespan.
- Development includes growth and
decline. This means that development
can be positive or negative (Santrock
2002)
Major principles of human development
1. Development is relatively orderly
a. Proximodistal pattern – The
muscular control of the trunk
and the arms comes earlier as
compared to the hands and
fingers.
b. Cephalocaudal pattern –
During infancy, the greatest
growth always occurs at the
top. Growth starts from top
way down to bottom (from
head, neck, shoulders, trunk
and so on).
2. While the pattern of development is
likely to be similar, the outcomes of
developmental processes and the rate
of development are likely to vary
among individuals.
HEREDITY + ENVIRONMENT = INDIVIDUAL
DIFFERENCES
3. Development takes place gradually.
a. TIME – days, weeks, months,
years to undergo changes
4. Development as a process is complex
because it is a product of BIOLOGICAL,
COGNITIVE, and SOCIOEMOTIONAL
processes.
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The Child and Adolescent Learner
and Learnings
Notes | Sir Joel Baggay PC 1 - Pineda

a. BIOLOGICAL processes development. The goals of individuals

involve changes in the vary among developmental stages.
individual’s physical nature.
b. COGNITIVE processes involve
changes in the individual’s
thought, intelligence, and
language.
c. SOCIO-EMOTIONAL
processes involve changes in
the individual’s relationships
with other people, changes in
emotions, and changes in
personality

Two Approaches to Human Development

1. TRADITIONAL APPROACH - If you
believe that a child will show extensive
change from birth to adolescence,
little or no change in adulthood, and
decline in late old age
2. LIFE-SPAN APPROACH - If you
believe that even in adulthood
developmental change takes place as
it does during childhood

5 Major Principles of Human Development

from a Life-span Perspective Paul Baltes
(Santrock, 2002)
1. Development is lifelong. It does not
end in adulthood. No developmental
stage dominates development.
2. Development is multidimensional.
Development consists of biological,
cognitive, and socioemotional
dimensions.
3. Development is elastic. Development
is possible throughout the lifespan.
4. Development is contextual.
Individuals are changing beings in a
changing world.
5. Development involves growth,
maintenance and regulations.
Growth, maintenance, and regulation
are three (3) goals of human