THE CHILD AND

ADOLESCENT
LEARNERS AND
LEARNING PRINCIPLES
GROUP 1
HUMAN
DEVELOPMENT
 HUMAN DEVELOPMENT
The pattern of movement of
change that begins at
conception and continues
through the life span.
BASIC CONCEPTS
OF DEVELOPMENT
GROWTH AND DEVELOPMENT
Growth is quantitative in
nature.
Development is Qualitative in
nature
 MATURATION AND LEARNING
Maturation means that potential traits
are present at birth in the individual
controlled by heredity
Learning means acquiring skills due
to environmental stimulation and
training
 HEREDITY AND ENVIRONMENT
Heredity is a combination of genes
we inherit and shown in characteristics

Environment includes all aspects of

the surroundings human and non-
human
MAJOR
PRINCIPLE OF
HUMAN
DEVELOPMENT
1. DEVELOPMENT IS RELATIVELY
ORDERLY
CEPHALOCAUDAL PATTERN
PROXIMODISTAL PATTERN
2.THE OUTCOME OF DEVELOPMENTAL
PROCESS AND RATE OF DEVELOPMENT
ARE LIKELY TO VARY AMONG
INDIVIDUALS.
3. DEVELOPMENT TAKES PLACE
GRADUALLY.
4. DEVELOPMENT AS A PROCESS IS
COMPLEX BECAUSE IT IS A
PRODUCT OF;
A. BIOLOGICAL PROCESS
B. COGNITIVE PROCESS
C. SOCIO-EMOTIONAL PROCESS
APPROACHES OF
HUMAN
DEVELOPMENT
1. TRADITIONAL PERSPECTIVE
-BELIEVES THAT INDIVIDUALS WILL
SHOW EXTENSIVE CHANGE FROM
BIRTH TO ADOLESCENCE.
2. LIFE-SPAN APPROACH
-BELIEVES THAT EVEN IN ADULTHOOD,
DEVELOPMENTAL CHANGE TAKES
PLACE AS IT DOES DURING
CHILDHOOD.
CHARACTERISTICS
OF THE LIFE-SPAN
PERSPECTIVE
Development is lifelong.
Development is multidimensional.
Development is plastic.
Development is contextual.
Development involves Growth,
Maintenance and Regulation.
 THE STAGES OF
DEVELOPMENT AND
DEVELOPMENTAL TASK
THE STAGES OF PRENATAL DEVELOPMENT
EARLY CHILDHOOD DEVELOPMENT (3-
5 YEARS)
EARLY CHILDHOOD (3 TO 5 YEARS
OLD )
Early Childhood
3 Years old
Wants to be just like parents
Vocabulary and pronunciation continue to
expand.
Climbs stairs with alternating feet.
Can briefly stand on one foot.
Early Childhood

4Years old
 Sentences are more complex; speaks well enough
for strangers to understand.
 Imagination is vivid; line between what is real &
imaginary is often indistinct.
 Develops fears ( common fears: fear of dark, fear
of animals, & fear of death).
Early Childhood

5 Years old
Can hop on one foot & skip.
Can accurately copy figures.
May begin to read.
Socialize with other children their age.
MIDDLE AND LATE CHILDHOOD (6 TO
12 YEARS OLD)
Middle and late childhood

6 to 12 years old

Both large 7 small muscles well- developed.

Developed complex motor skills
From independent activities to same sex group
activities.
Acceptance by peers very important.
Parental approval still important.
ADOLESCENCE (13-18 YEARS OLD)
Adolescence

13-18 years old

Traumatic life stage for child & parent
Puberty occurs
Extremely concerned with appearance
Trying to establish self-identify
Confrontations with authority.
EARLY ADULTHOOD (19-29 YEARS
OLD)
Early adulthood / Young Adult

19-29 years old

Physical development complete.
Emotional maturation continues to develop.
Usually learned to accept responsibility for actions &
accept criticism.
Usually knows how to profit from errors.
Socially progress from age-related peer groups to
people with similar interests.
MIDDLE ADULTHOOD (30-60 YEARS
OLD)
Middle Adulthood

30-60 years old

Physical changes begins to occur:
Hair begins to thin & gray.
Wrinkles appear.
Hearing & vision decrease.
Muscles lose tone.
Main concerns: children, health, job security, aging
parents, & fear of aging.
Love & acceptance still take a major role.
LATE ADULTHOOD (61 YEARS AND
ABOVE)
Late Adulthood

61 years and above

Fastest growing age bracket of society.
Physical deterioration (brittle bones, poor
coordination)
Some memory problems
Coping with retirement & forms of entertainment
Very concerned with health & finances.
Significant number become depressed; suicide rate is
high.
MODULE 3: ISSUES ON HUMAN
DEVELOPMENT
 LEARNING OUTCOME
At the end of this module,
you should be able to take a
research-based on the three
(3) issues on development.
ISSUES ON HUMAN DEVELOPMENT
● NATURE VS. NURTURE

● CONTINUITY VS. DISCONTINUITY

● STABILITY VS. CHANGE

 1. NATURE VS. NURTURE
The degree to which human
behavior is determined by genetics
biology (nature) or learned through
interacting with the environment
(nurture).
 1. NATURE VS. NURTURE
Nature - refers to our genetics the unique
combination of genes that we have naturally
inherited from our biological parents from
their DNA.
Nurture - refers to the effect of the
environment.
- care for and protect (someone or
something) while they are growing.
2. CONTINUITY VS. DISCONTINUITY

Changes through the lens of a

qualitative analysis with an
emphasis on the discontinuous
nature of how someone changes.
CONTINUITY - SAYS THAT
SOMEONE CHANGES
THROUGHOUT THEIR LIFE ALONG A
SMOOTH COURSE -BELIEVE THAT
HUMAN DEVELOPMENT IS
GRADUAL AND CONTINUOUS
PROCESS WITH NO SUDDEN
CHANGES.
DISCONTINUITY - CONTENDS THAT
PEOPLE CHANGES ABRUPTLY.
THESE CHANGES CAN BE
DESCRIBE AS A WIDE VARIETY OF
SOMEONE'S SOCIAL AND
BEHAVIORAL MAKEUP LIKE THEIR
EMOTIONS, TRADITIONS AND
BELIEFS.
3. STABILITY VS. CHANGE
First experience has First experience has
made us. develops us into
someone different
from who we are at
an earlier point in
development.
 WHICH IS THE MOST SIGNIFICANT
IN ALL THE THEORIES PRESENTED
TO THE HUMAN DEVELOPMENT?
THE INTERACTION OF HEREDITY AND
ENVIRONMENT IS SO EXTENSIVE THAT TO ASK
WHICH IS MORE IMPORTANT, NATURE OR
NURTURE, IS LIKE ASKING WHICH IS MORE
IMPORTANT TO A RECTANGLE, HEIGHT OR
WIDTH.

-WILLIAM
GREENOUGH
 MODULE 4: RESEARCH IN CHILD
AND ADOLESCENT DEVELOPMENT
 RESEARCH IS TO SEE WHAT
EVERYBODY ELSE HAS SEEN AND TO
THINK WHAT NOBODY ELSE HAS
THOUGHT”

-ALBERT SZENT-GYORGI-
HUNGARIAN BIOCHEMIST
AS A PRE-SERVICE TEACHER, IT IS
IMPORTANT TO HAVE A POSITIVE
REGARD RESEARCH. BEST
PRACTICES IN EDUCATION ARE
USUALLY BORNE OUT OF
RESEARCH. RESEARCH INFORMS
PRACTICE.
 TEACHERS AS RESEARCHERS
The conduct of research does not only
belong to thesis and dissertation
writers.
It is for students and teachers, too.
 THE SCIENTIFIC METHOD
Dewey gave us 5 scientific method. They are the
following:
1. Identify and define the problem
2. Determine the hypothesis
3. Collect and analyze the data
4. Formulate conclusions
5. Apply conclusions to the original hypothesis
 RESEARCH DESIGNS
To be able to conduct a quality
research, it is important to know
various research designs and different
data-gathering techniques used by
developmental researchers.
Research
Design Description Strengths Weaknesses

It provides Need to
information exercise
1. Case An in-depth
About the caution when
Study look at an
individuals generalizing
individual
personal information
development
 Research
Design Description Strengths Weaknesses

Useful because the Because

A research more strongly the correlational
2. Correlation design that two events are research does not
al Study determines correlated, the more involve the
we can predict one manipulation of
associations from another factors
 Research
Design Description Strengths Weaknesses

Experimental
A research
The only true research is
design that
3. Experiment reliable method limited to what
determines the
al cause-and-effect
of establishing observable,
cause and effect testable and
relationship
manipulable
 Research
Design Description Strengths Weaknesses

One of the The disadvantages

advantages of of naturalistic
A research
this type of observation include
design that
research is that the fact that it can
4. Naturalistic focuses on be difficult to
it allows the
Observation children’s determine the exact
researcher to cause of a
experiences in
directly observe behaviour
natural setting
the subject in a experimeter can’t
natural setting control the variables
 Research
Design Description Strengths Weaknesses

This research
design studies Allows them to
They are
and follow record and
5. Longitudinal expensive and
through a single monitor develop-
time consuming
group over a mental trends
period of time
Research
Design Description Strengths Weaknesses

Allows them to
record and It gives no
A research monitor develop- information
strategy in mental trends. about how
6. Cross- which individuals The researcher individuals
Sectional of different ages does not have to change about
are compared at wait for the the stability of
one time individuals to their character-
grow up or istics
become older
 Research
Design Description Strengths Weaknesses

This is the
combined cross-
sectional and Allows them to
It is complex,
longitudinal record or
7. Sequential expensive and
approaches to monitor develop-
time consuming
learn about life- mental trends
span develop-
ment
 Action research is a Appropriate in Typically takes
reflective process of particular setting place in one
progressive problem when the purpose organization only at
solving led by of study is “to a particular time
Action Research individuals working create changes and and could not be
with others in team gain information on interpreted within
or as part of processes and different
“community of outcome of the organizations in the
practice” strategies used” same way.
 DATA GATHERING TECHNIQUES
Data gathering techniques Definition/description

Observations can be made in

either laboratories or natural
settings. In naturalistic
1. Observation
observation, behaviour is observed
in the real world like classrooms,
home in neighbourhood.
 Certain indicators of children’s
development such as, among
2.Physiological Measure others, heart rate, hormonal
levels, bone growth, body weight
and brain activity are measured.

These are prepared tests that

assess individuals performance in
3. Standardized different domain. These tests are
administered in a consistent
manner.

4. Interviews and Questionnaires
5. Life-History Records
Involve asking the participants to
provide information about
themselves based on the interview
or questionnaire given by the
researcher.
These are records of information
about a lifetime chronology of
events and activities.
 ETHICAL PRINCIPLES
These ethical standards serve as reminders that as
researchers, we should strive to protect the subjects of
our study and maintain the integrity of our research.
Ethical Principles are found in documents.
1. Ethical standards of the American Educational Research
Association
2. Ethical standards for Research with children- society for
Research child development
3. Standards of the American Psychological Association
Concerning Research
Some key points are:
 Research procedures must never harm children,
physically or psychologically.
 Children and their families have the right to full
information about the research in which they may
participate, including possible risks and benefits.
 Children’s questions about the research should be
answered in a truthful manner in a ways that
children can understand.
 There should be respect for privacy.
The Data Privacy Act of 2012 (R.A 10173)

This law was passed in the Philippines in 2012 “to

protect the fundamental human right of privacy of
communication while ensuring free flow of
information to promote innovation and growth”
The law states that the collection of personal data
“must declared, specified and legitimate purpose
and that... Consent is required prior to the
collection of all personal data
 IMPACT OF TEACHER’S RESEARCH
INVOLVEMENT IN TEACHERS
1. Teachers who have been involved in research may
become more reflective, more critical, and analytical in
their teaching and more open and committed to
professional development.
2. Participating in teacher research also helps teachers
become more deliberate in their decision-making and
actions in the classroom.
3. Teacher research develops the professional dispositions
of lifelong learning, reflective and mindful teaching and
self-transformation.
Engaging in teacher research at any level may
lead to rethinking and reconstructing what it
means to be a teacher or teacher educator
and, consequently, the way teachers relate to
children and students.

Teacher research has the potential to
demonstrate to teacher and prospective
teachers that learning to teach in inherently
connected to learning to inquire.
THANK YOU