Child and Adolescent

Learners and
Learning Principles
JUSTINE N. KUSIN, LPT, MIB
Child Development
Biological
Psychological Changes that occur between
Emotional birth and end of adolescence.
Child Development
- It is a continuous process with a predictable
sequence.
-It has a unique course for every child.
It does not progress at the same time.
Each stage is affected by a preceding type of development.
Child Development
- Development of children.
- Factors that have influence on development.

Teacher-centered Student-centered
Four concepts of Child
Development
1. Child
2. Adolescent
3. Growth
4. Development
Four concepts of Child
Development
1. CHILD
- Young person below puberty and legal maturity.
- Person below 18 years old.

Child Childhood Adolescent

Four concepts of Child
Development
2. ADOLESCENT
- Adolecere (latin): to grow into maturity.
-A person developing/turning into age of maturity.

Child Adolescent Adulthood

Four concepts of Child
Development
3. GROWTH
- Progressive increase and continuous advancement of a
child from birth to maturity.
-Characterized by increase body tissues or structures.
-It should not be confused with maturation.
*State of readiness to engage in a definite type of behaviour or growth that
reach optimal level.
Four concepts of Child
Development
4. DEVELOPMENT
- Gradual and orderly unfolding of characteristics of
individuals as they go through successive stages of
growth.
Implies
Increasingly progressive maturity of behaviour.
Organization of personality and character.
AREAS OF DEVELOPMENT
Physical development: The changes in size, shape, and physical maturity of the body,
including physical abilities and coordination.
Intellectual development: The learning and use of language; the ability to reason,
problem-solve, and organize ideas; it is related to the physical growth of the brain.
Social development: The process of gaining the knowledge and skills needed to
interact successfully with others.
Emotional development: Feelings and emotional responses to events; changes in
understanding one's own feelings and appropriate forms of expressing them.
Moral development: The growing understanding of right and wrong, and the change
in behavior caused by that understanding; sometimes called a conscience.
GROWTH AND
DEVELOPMENT
GROWTH
Quantitative (Changes in in size, weight
etc.)
Observable (physical changes)
Continues throughout life but stops with
the attainment of maturity
One of the parts of development
May or may not bring development
DEVELOPMENT
Qualitative (changes in the quality)
Functional or behavioural changes
Cannot be measured
Continuous process from womb to tomb
Growth is one of its parts
Factors influencing
Growth and Development
1. Maturation/Nature – It is the natural growth resulting
from heredity.
2. Environmental Influences/Nurture – in and through
which the growth takes place.
Principles of Development
There are seven principles of development that have been put
forth from the scientific knowledge gained from observing
children.
1. Development follows an orderly sequence which is predictable.
A. cephalocaudal pattern – during infancy, growth always occurs
from the head downward.
B. proximodistal pattern – muscular control start from the body
outward.
2. The rate of development is unique in each individual.
Principles of Development
3. Development involves change.
4. Early development is more critical than later development.
5. Development is the product of maturation and learning.
6. Principle of inter-related development.
7. There are social expectations for every developmental
period which are often referred to as Developmental Tasks.
Domains of Development
- It refers to areas of development which include:
1. Physical Development
A. Gross motor development – The large muscles in the body such as legs,
arms and the chest.
B. Fine motor development – The small muscles such as those in the
hand, fingers, lips and tongue.
2. Social/Emotional Development
- It refers to the development of self-concept and self-esteem as well as
the ability to express feelings and form of relationships with other people.
Domains of Development
3. Language Development
A. Speech – It is the production of sounds and voice quality.
B. Language development – This is how you understand or comprehend
and communicate using language.
4. Cognitive Development
- It refers to the thinking process such as concentrating, imagining,
problem-solving, use of logic, organizing information, and using symbols.
- Language and cognitive development are closely linked.
Developmental Tasks
Robert J. Havighurst
- He was an American psychologist who developed his
theory on Developmental Tasks between 1948 and
1953. He is also known for popularizing the phrase
“teachable moments” in his 1952 book Human
Development and Education.
-- A developmental task is a task which is learned at a
specific point and which makes achievement of
succeeding tasks possible. When the timing is right,
the ability to learn a particular task will be possible.
This is referred to as a 'teachable moment.'
Stages of Human Development
1. Pre-natal Stage (Conception to birth).
- Conception occurs and development begins. All of the major
structures of the body are forming and the health of the mother is of
primary concern.
Stages of Human Development
Three Phases:
1.) Germinal Stage - first 2 weeks,
conception, implantation, and
formation of placenta
2.) Embryonic Stage - 2 weeks-2
months, formation of vital organs
and systems
3.) Fetal Stage - 2 months to birth,
bodily growth continues,
movement capability begins, brain
cells multiply age of viability.
Stages of Human Development
2. INFANCY (Birth to 2 weeks)
- shortest of all developmental
stages.
- It suggests extreme
helplessness.
Stages of Human Development
3. BABYHOOD STAGE
- It is characterized b decreasing dependency for the reason that
this is the time when babies achieved enough body control to
become independent.
- Crying, babbling, cooing gesturing and emotional expressions are
example of pre-speech forms of communication.
Stages of Human Development
4. EARLY CHILDHOOD (3 TO 5 YEARS)
- It is the pre-schooler years
- Years before formal schooling
- Pre-gang, exploratory and questioning age
Developmental tasks
Learning to walk, take solid food, talk, control the elimination of
body wastes, getting ready to read.
Stages of Human Development
5. MIDDLE AND LATE CHILDHOOD (6 TO 12 YEARS)
- Gang and creativity age when self-help skills, social skills, school
skills and play skills are developed.
- Fundamental skills of reading, writing, and arithmetic mastered.
Developmental tasks
- Learning physical skills, to get along with age mates.
- Building wholesome attitudes towards oneself as a growing person.
- Learning appropriate masculine or feminine social role.
Stages of Human Development
6. ADOLESCENCE (13 TO 18 years)
- It is a period of dramatic physical change marked by an overall
physical growth spurt and sexual maturation, known as puberty. It
is also a time of cognitive change as the adolescent begins to think
of new possibilities and to consider abstract concepts such as love,
fear, and freedom.
Developmental tasks
- Achieving new and more mature relations with age mates or both sexes.
- Desiring and achieving socially responsible behaviour.
Stages of Human Development
7. EARLY ADULTHOOD (19 to 29 years)
- Age adjustment to new patterns of life and new roles such as spouse,
parent or breadwinner.
- It is a time of focusing on the future and putting a lot of energy into
making choices that will help one earn the status of a full adult in the
eyes of others. Love and work are the primary focus.
Developmental tasks
- Selecting a mate, learning to live with a partner, starting a family,
rearing children, getting started in occupation, taking on civic
responsibility.
Stages of Human Development
8. MIDDLE ADULTHOOD (30 to 60 years)
- This is a period in which aging began earlier, becomes more noticeable and a
period a which many people are at their peak of productivity in love and work.
- It is a period of gaining expertise in certain fields and being able to
understand problems and find solutions with greater efficiency.
Developmental tasks
- Assisting teenage children to become responsible and happy adults.
- Achieving adult social and civic responsibility.
Stages of Human Development
9. LATE ADULTHOOD (61 years and above)
- It is a time for adjustment to decreasing physical strength and health,
retirement, and adjustment to new social roles.
- Retirement age when increasingly rapid physical and mental decline are
experienced.
Developmental tasks
- Adjusting to decreasing physical strength and health.
- Adjusting to retirement and reduced income.
- Establishing satisfactory physical living arrangements.
 Havighurt’s
Developmental
Tasks
Developmental
Theories
Freud's Psychosexual
Developmental Theory
According to Sigmund Freud’s psychosexual theory, child
development occurs in a series of stages focused on
different pleasure areas of the body. During each stage,
the child encounters conflicts that play a significant role in
the course of development.
Freud's
Psychosexual
Developmental
Theory
STRUCTURE OF
PERSONALITY
Freud (1923) developed a more structural model of the
mind comprising the entities id, ego, and superego (what
Freud called “the psychic apparatus”). These are not
physical areas within the brain, but rather hypothetical
conceptualizations of important mental functions (Mcleud,
2018).
- 100% unconscious - Conscious - Mostly unconscious
- Avoid pain - Balances Id and Superego - Your conscience
- Reduce tension - Conscious mind of the self - Moral Principle
- Demands gratification - Never do wrong
- Pleasure principle
Erikson's Psychosocial
Developmental Theory
Erikson's eight-stage theory of psychosocial development
describes growth and change throughout life, focusing on
social interaction and conflicts that arise during different
stages of development. Central to much of his work was
his theory on psychosocial development (which, unlike
Freud’s theory of development, focuses on social
development and not sexual development).
Piaget’s Cognitive
Developmental Theory
Jean Piaget’s Cognitive Developmental Theory states that
children, quite simply, think differently than adults. While
this may seem obvious to some, this was a revolutionary
theory that went on to provide the foundations for several
other theories to come. Piaget’s theory on a child’s
development being tied to their developmental milestones
has gone on to be one of the top theories in the world.
1.Sensorimotor: Birth to 18–24 months(2y/o): Motor activity without the use of
symbols. All things learned are based on experiences, or trial and error ->Object
permanence
2.Preoperational: 2 -7y/o: Development of language, memory, and imagination.
Intelligence is both egocentric and intuitive ->Symbolic thought
3.Concrete operational: 7-11y/o: More logical and methodical manipulation of
symbols. Less egocentric, and more aware of the outside world and events -
>Operational thought
4.Formal operational: 11-Adult: Use of symbols to relate to abstract concepts. Able to
make hypotheses, reversibility, and grasp abstract concepts and relationships ->
Abstract concepts How can anyone remember these concepts? Somewhat by paying
attention to the definite
Vygotsky's
Sociocultural Theory
Sociocultural theory grew from the work of seminal
psychologist Lev Vygotsky, who believed that parents,
caregivers, peers, and the culture at large were
responsible for developing higher-order functions.
According to Vygotsky, learning has its basis in
interacting with other people. Once this has
occurred, the information is then integrated on the
individual level.
Bronfenbrenner's Ecological
Systems Theory
Urie Bronfenbrenner's ecological systems theory views child
development as a complex system of relationships affected by
multiple levels of the surrounding environment, from immediate
settings of family and school to broad cultural values, laws, and
customs.
The ecological systems theory holds that we encounter different
environments throughout our lifespan that may influence our
behavior in varying degrees. These systems include the
microsystem, the mesosystem, the exosystem, the
macrosystem, and the chronosystem, and are usually depicted
by nesting spheres of influence.
Kohlberg's Theory of
Moral Development
Kohlberg's theory proposes that there are three levels of moral
development, with each level split into two stages. Kohlberg
suggested that people move through these stages in a fixed order,
and that moral understanding is linked to cognitive development.
The three levels of moral reasoning include preconventional,
conventional, and postconventional.
Bandura’s Social Learning
Theory
Social learning theory, proposed by Albert Bandura,
emphasizes the importance of observing, modelling, and
imitating the behaviors, attitudes, and emotional
reactions of others.
Social learning theory considers how both environmental
and cognitive factors interact to influence human learning
and behavior. In social learning theory, Albert Bandura
(1977) agrees with the behaviorist learning theories of
classical conditioning and operant conditioning. However,
he adds two important ideas
1. Mediating processes occur between stimuli &
responses.
2. Behavior is learned from the environment through the
process of observational learning.
Classical Conditioning
known as Pavlovian or respondent conditioning) is learning
through association and was discovered by Ivan Pavlov, a
Russian physiologist. In simple terms, two stimuli are linked
together to produce a new learned response in a person or
animal. (McLeod, 2021)
Operant Conditioning
Operant conditioning, also known as instrumental conditioning, is a
method of learning normally attributed to B.F. Skinner, where the
consequences of a response determine the probability of it being
repeated. Through operant conditioning behavior which is reinforced
(rewarded) will likely be repeated, and behavior which is punished
will occur less frequently.
Skinner (1948) studied operant conditioning by conducting
experiments using animals which he placed in a 'Skinner Box' which
was similar to Thorndike’s puzzle box.
Maslow's hierarchy
Maslow's hierarchy of needs is a motivational theory in
psychology comprising a five-tier model of human needs,
often depicted as hierarchical levels within a pyramid. From
the bottom of the hierarchy upwards, the needs are:
physiological (food and clothing), safety (job security), love
and belonging needs (friendship), esteem, and self-
actualization.
Gardner's Theory of Multiple
Intelligences
The concept of multiple intelligences is a theory
proposed by Harvard psychologist Howard Gardner.
BLOOM’S VS. ANDERSON
END OF
PRESENTATION