CHILD ADOLESCENTS LEARNERS AND LEARNING Cognitive – growth of a child's ability to think and

PRINCIPLES reason. This growth happens differently from ages 6

to 12, and ages 12 to 18.
GROWTH DEVELOPMENT
- Quantitative - Qualitative 3 GOALS IN HUMAN DEVELOPMENT
- Chronological - Moral dev
order - Cognitive dev Physical development: Involves growth and changes
- Observable and - Womb to Tomb in the body, brain, senses, motor skills, and health.
measurable - Possible w/out
Cognitive development: Includes learning, attention,
- Weight growth
memory, language, thinking, reasoning, and creativity.
- Height - Describes as a
- Change in size whole Psychosocial development: Focuses on emotions,
- Changes takes - Spiritual personality, and social relationships.
place - Language
- Certain age
when we attain
- Physical aspects
- Change of voice
- Intelligence
2 Approaches:

Traditional Approach

- extensive change/growth
- from birth to adolescents
- adulthood

Life-span Approach

- development will always takes place

CHARACTERISTICS OF HUMAN DEVELOPMENT

DEVELOPMENT IN LIFE-LONG

- it does not end/even womb to tomb

- continue developing

DEVELOPMENT IS PLASTIC

- potential for change

- possible throughout the life-span
- grow financially

DEVELOPMENT IS MULTI-DIMENSIONAL

- product of biological
- cognitive
- different socio-economic status

BIOLOGICAL – hormonal change

CEPHALOCAUDAL – head to toe/heads grow more

than the body/vertical

PROXIMODISTAL – arms to trunk comes

earlier/horizontal/muscular

DEVELOPMENT IS GRADUAL – contextual

FACILITATING LEARNING ZPD – can accomplish alone

1. SENSORIMOTOR STAGE MKO – more knowledgeable other/more

advanced
- (birth-2 years old)
1. I do, you watch – model
- grasping, sucking, and reaching
2. I do, you help – collaboration/cooperation
- muscle development
3. You do, I help – facilitator
2. PRE-OPERATIONAL STAGE
4.You do, I watch – application
- (2-7 years old)
Scaffolding – support system/assistance
- symbolically
- he/she cannot accomplish independently
- wala pa kabalo unsa ang reyalidad
Fade-away Technique – removal of scaffolding
SYMBOLIC FUNCTION - pretend to play
Difference between Vygotsky’s SCT and Piaget’s
EGOCENTRISM – point view
CDT
CENTRATION – focus one aspects/kung unsay daghan
PIAGET VYGOTSKY
mao ilang pillion
- individual - more social in
LACK OF CONSERVATION – appearance/same ang - believed that focus
quantity there are - stressed the
universal role of
IRREVERSIBILITY – inability to reverse stages of language in
cognitive dev cognitive dev
ANIMISM – attribute human like traits - did not give
REALISM – psychological events/are real much
emphasis on
ARTIFICIALISM – man-made/natural events language
BASIC COGNTIVE CONCEPTS
TRANSDUCTIVE REASONING – errors in cause
 SCHEMA – cognitive structure (foundation
3. CONCRETE OPERATIONAL STAGE (7-11 years old)
of knowledge) adapt to their environment
- think logically (previous experience)
 ASSIMILATION – fitting new experience
- real objects (add, integrate, insert)
DECENTERING – perceive the different features  ACCOMODATION – creating a new
schema
REVERSIBILITY – reverse  EQUILIBRATION – proper balance
SERIATION – arrange things between assimilation and accomodation

CLASSIFICATION – classify LAWRENCE KOHLBERG

INDUCTIVE REASONING – specific to general - Moral reasoning & development with much of
his work based on that of Jean Piaget and
DEDUCTIVE REASONING – general to specific John Dewey
4. FORMAL OPERATIONAL (11 above) Pre-Conventional Level Morality (Level 1)
- abstract thinking - Pre(before); Conventional(Law and Norms)
- External consequences and self-interest
ANALOGICAL - relationship
- People at this stage do not really understand
LEV VYGOTSKY’S SOCIO-CULTURAL THEORY the conventions/rules of society

- social interation Stage 1- Punishment Obedience Orientation

- cognitive dev
- social interaction and culture/language
- Moral reasoning is based on avoiding Stage 5- Social Contract and Individual Rights
punishment (fear of the punishment)
- Recognition of universal human rights and the
- Consequences whether they’re good or bad
social contract
- Actions are morally wrong
- Individuals and rules exist to serve the greater
For example: a child might think that hitting good
someone is wrong because they could get in
For example: Someone at this stage may believe
trouble.
that while laws are important for order, there are
Stage 2- Instrument Relativist circumstances where civil disobedience.
Orientation/Individualism and Exchange (Self-
Stage 6- Universal Ethical Principle Orientation
interest)
(UEP) – internal principles of justice; equality, and
- Moral reasoning is based on self-interest and human dignity, which may go beyond written
gaining rewards laws.
- You scratch my back; I will scratch yours
- Right is defined by the decision of conscience
For example: a child might follow rules if it means - Individuals make decisions based on deeply
getting reward, such as a treat or praise. held moral beliefs
- “This is the right thing to do” – Mother
Conventional Level (Level 2)
Theresa
- Maintaining social order, and fulfilling
METACOGNITION
obligation to others.
- Meta (beyond), cognition (mind or thinking)
Stage 3- Good Boy Nice Girl Orientation/Good
- Thinking about thinking
Interpersonal Relationships
- Learning how to learn
- Living up to social expectations and gaining
THREE CATEGORIES OF METACOGNITIVE
approval from others. (concern image)
KNOWLEDGE
- Individuals want to be seen as good by those
around them Person Knowledge/Person Variables/Declarative
Knowledge
For example: a person may behave kindly or
follow rules to be seen as responsible and caring - You know what kind of learner are you.
by family, friends, or teachers.
For example: A student knows they are better at
Stage 4- Law and Order Orientation/Maintaining learning through visual aids than through reading.
Social Order
Task Knowledge/Task Variables/Procedural
- Obeying laws, respecting authority, and Knowledge
maintaining social order. (following the law)
- Effort needed
- At this stage, individuals believe that laws and
- Knowing which strategies are effective for
rules are important to keep society
specific task and how challenging a task might
functioning smoothly
be
For example: a person may not seal, not only
For example: A student knows that solving a math
because it’s wrong for themselves but because it
problem requires more concentration and time
undermines societal rules and the legal system
than memorizing vocabulary words.
Post Conventional Level (Level 3)
Strategy Knowledge/Strategy
- At this level, moral reasoning is based on variables/Conditional Knowledge
abstract principles and values that may
- Apply the most appropriate strategy for a
transcend laws and social norms. Individuals
given learning task
at this stage think more independently and
critically about what is right and wrong For example: A student chooses to use
guided by internal ethical principles summarization as a strategy for understanding a
long passage because they know it helps them
retain information better.