Child and Adolescent Development

Child and Adolescent
Development
John Herbert R. Gulinao, LPT, MAEd

Reviewer
1
LEARNER-CENTERED
PSYCHOLOGICAL PRINCIPLES
put together by the American
Psychological Association (APA)
focus on psychological factors that are

primarily internal
intended to deal holistically with learners
Intended to apply to all learners

LEARNER-CENTERED
PSYCHOLOGICAL PRINCIPLES
divided into four (4) factors
1. cognitive and metacognitive – 6 factors
2. motivational and affective – 3 factors
3. developmental and social – 2 factors
4. individual differences – 3 factors

LCP Principles – COGNITIVE & METACOGNITIVE
1. Nature of the
learning process
 the learning of a
complex subject
matter is most
effective when it is
an intentional
process of
constructing meaning
from information and
experience
2. Goals of the
learning process
the successful
learner, over time and
with support and
instructional guidance,
can create
meaningful, coherent
representations of
knowledge
3. Construction of
knowledge
the successful learner
can link new
NEW
information with
INFORMATION
existing knowledge in
meaningful ways
PRIOR
KNOWLEDGE
4. Strategic thinking
the successful learner

can create and use a
repertoire of thinking
and reasoning
strategies to achieve
complex learning
goals
5. Thinking about
thinking
 higher order
strategies for
selecting and
monitoring mental
operations facilitate
creative and critical
thinking
6. Context of learning
learning is influenced
by environmental
factors, including
culture, technology
and instructional
practices
LCP Principles – MOTIVATIONAL & AFFECTIVE
7. Motivational and
emotional
influences on
learning
 motivation to learn,
in turn, is influenced
by the individual’s
emotional states,
beliefs, interests and
goals, and habits of
thinking
8. Intrinsic motivation
to learn
 intrinsic motivation is
stimulated by tasks
of optimal novelty
and difficulty,
relevant to personal
interests, and
providing for
personal choice and
control
9. Effects of
motivation on effort
without learners’
motivation to learn,
the willingness to
exert this effort is
unlikely without
coercion
LCP Principles – DEVELOPMENTAL & SOCIAL
10. Developmental
influences on
learning
learning is most
effective when
differential
development within
and across physical,
intellectual, emotional
and social domains is
taken into account
LCP Principles – DEVELOPMENTAL & SOCIAL
11. Social influences
on learning
learning is influenced
by social
interactions,
interpersonal
relations and
communication with
others
LCP Principles – INDIVIDUAL DIFFERENCES
12. Individual
differences in
learning
learners have
different strategies,
approaches and
capabilities for
learning that are a
function of prior
experience and
heredity
13. Learning and
diversity
 learning is most
effective when
differences in
learners’ linguistic,
cultural and social
backgrounds are
taken into account
14.Standards and
assessment
 setting appropriately
high and challenging
standards and
assessing the learner
as well as learning
progress – including
diagnostic process and
outcome assessment –
are integral parts of the
learning process
Definition of Childhood
and Adolescence
18
19
Childhood
• is defined as the time for a boy or girl from
birth until he or she is an adult.
• is the more circumscribed period of time

from infancy to the onset of puberty.
• according to Convention on the Rights of the

Child defines a child as “every human
being below the age of 18 years under
the law applicable to the child, majority is
attained earlier.”
20
21
Adolescence
• is the period of transition from childhood
to adulthood.
• although sometimes described as

beginning in parallel with fertility or
puberty and ending with maturity and
independence, adolescence has a very
variable and imprecise duration.
22
Human Growth and
Development:
Meanings, Concepts and

Approaches
23
24
• Human Development is the pattern of
movement or change that begins at
conception and continues through the life
span
• Development includes growth and decline.
• This means that development can be positive

or negative. (Santrock, 2002)
25
Growth Development
26
Growth Development
 Quantitative Change  Qualitative Change
 progresses in  increase in skills and
chronological age complexity of function
resulting in increased
 increases in size, specialization
height, or weight (mastery)
 100 lbs. to 120 lbs.  psychological, mental,

physical, and
emotional
 adding numbers
27
• When Jenny was four years old, she could
recall only three objects out of a group she
had seen a few minutes before; now at 7, she
can recall seven objects.
• Her memory has undergone a quantitative

change, that is, an increase in how much she
can remember.
• She has also experienced a qualitative

change in memory, since she has now begun
to use such strategies as putting objects she
wants to remember in categories to help her
recall them (P.H.Miller, 1983 as cited by Papalia,
1989). 28
Maturation Learning
29
Maturation Learning
 generally refers to a  is the aspect of
natural process of development that
growing up ascribed to connotes modification
heredity of behavior that results
 it is a biological from practice and
process that accounts experience
for age-related
changes in growth and
development and
requires favorable
support from the
environment to occur
30
GROWTH and DEVELOPMENT
result from an interaction of
MATURATION and LEARNING
in making the individual what he
is at a given time.
31
Aspects of Development
• Physical Development – is the changes in

the body, brain, sensory, capacities, and motor
skills.
32
• Intellectual Development – is the changes

in a wide variety of mental abilities such as
learning, memory, reasoning, thinking, and
facility with language.
33
• Social Development –is the unique way in

which each person socializes and gets
along with others.
34
• Moral Development – is to become gradually

aware of the distinction between right or
wrong.
35
• Spiritual Development – is an evolved

refinement of the spirit or soul as
distinguished from the body or material
matters. A consciousness of religion or the
church that is held sacred. 36
Basic Principles of Human
Development
1. Development follows an orderly sequence
which is predictable.
Cephalocaudal Proximodistal
Trend / Pattern Trend / Pattern
 is the prenatal  is the prenatal
growth from growth from 5
conception to 5 months to birth
months when the when the fetus
head grows more grows from the
than the body. inside of the body
outwards.
37
Development
2. The rate of development is unique to each

individual.
Early Maturers Late Maturers

 are children which  are children who
early matures lately matures
compared to compared to
his/her age- his/her age-
mates. mates.
38
Development
3. Development involves change.
39
Development
4. Early development is more critical than the

later development.
vs.
40
Development
5. Development is the product of maturation and

learning.
&
41
Development
6. There are individual differences in

development.
Individual
Differences
Principle
“no two
individuals
are the
same”
42
Development
7. There are social expectations for every

development period which are often referred to
as developmental tasks.
43
Two Approaches to Human
Development
1. Traditional
Development
 shows extensive
change from birth to
adolescence, little or
no change in
adulthood and decline
in late old age
44
Two Approaches to Human
Development
2. Life-span
Development
 even in adulthood
developmental change
takes place as it does
during childhood
45
Characteristics of the
Life-span Development Approach
1. Development is lifelong.
46
2. Development is plastic.
47
3. Development is multidimensional.
48
3.1. Development is relatively orderly.
49
3.2. Development takes place gradually.
50
4. Development is contextual.
51
5. Development involves growth, maintenance
and regulation.
52
The
Stages of
Development
and
Developmental Tasks
53
The Stages of Development
PIEMAEMLa
6. Early 7. Middle
1. Pre-natal Adulthood Adulthood
period (19 to
29 years) (30 to 60 years
8. Late
2. Infancy 5.
Adulthood
Adolescence
(from birth to 2
years) (61 years and
(13 to 18 years)
above)
3. Early 4. Middle and

Childhood Late
(3 to 5 Childhood
years) (6 to 12 years)
54
Developmental Tasks
• in each stage of development a certain task or
tasks are expected of every individual
• Robert J. Havighurst defines developmental task

as one that “arises at a certain period in our life,
the successful achievement of which leads to
happiness and success with later tasks while
failure leads to unhappiness, social
disapproval, and difficulty with later tasks”
(Havighurst, 1972)
55
Developmental Tasks
56
1. Pre-natal Period
(conception to birth)
• involves tremendous growth – from a single
cell to an organism complete with brain and
behavioral capabilities.
57
1. Pre-natal Period
(conception to birth)
• Gestation is the development before birth and takes

place in three stages:
Germinal Embryonic Fetal
• first 2 weeks after • 2 to 8 weeks after • 2 months to 7

conception conception months after
• zygote • embryo conception
• fetus 58
2. Infancy
(from birth to 2 years)
• A time of extreme dependence on adults.

• Many psychological activities are just
beginning – language, symbolic thought,
sensorimotor coordination and social learning.
59
2. Infancy
• Motor Skills:
Gross Motor Skills Fine Motor Skills
a refined use of the small

use of large muscles
muscles
grab things
lift their chase the
off the writing drawing buttoning
heads ball
cabinet
60
2. Infancy
• Lap baby (during the 1st year of baby)
61
2. Infancy
• Toddler (during the 2nd year of life)
• Language Development
Holophrases Telegraphic Speech
• one - word utterances • two-word or three-word

utterances with
• Mama, Dada rudimentary syntax but
with articles and
prepositions missing
• e.g. Baby chair, Teddy

give, Doggie sleep 62
2. Infancy
Language
Acquisition Device
(LAD)
• Noam
Chomsky
• is a
metaphorical
organ that is
responsible for
language
learning
63
2. Infancy
• Formative years (first three years in
human development)
Attachment
Theory
• Dr. John
Bowly (father
of the theory)
• an emotional
bond and
closeness to
specific figure
64
2. Infancy
Temperament
• how a child
responds
emotionally
to objects,
events, and
people
65
2. Infancy
Separation
Anxiety
• unfamiliar
situations or
objects often elicit
fear responses
• e.g. mother
leaves them in an
unfamiliar place 66
3. Early Childhood
(3 to 5 years)
• Young children learn to become more self-

sufficient and to care for themselves, develop
school readiness skills and spend many hours
in play with peers.
67
3. Early Childhood
(3 to 5 years)
• Gross Motor Development
Locomotor
Skills
• going from one
place to another •
• e.g. walking,
running,
climbing
68
3. Early Childhood
(3 to 5 years)
Non-locomotor
Skills
• the child stays
in place
• e.g. bending,
stretching,
turning
69
3. Early Childhood
(3 to 5 years)
Manipulative
Skills
• involve projecting
and receiving •
objects
• e.g. throwing,
striking,
bouncing 70
3. Early Childhood
(3 to 5 years)
• the problem
Parents • the troublesome
• the toy age
71
3. Early Childhood
(3 to 5 years)
Educators
• the preschool
age
72
3. Early Childhood
(3 to 5 years)
• the pre-gang
Psychologists • the exploratory
• the questioning age
73
3. Early Childhood
(3 to 5 years)
• Stages of Drawing – Viktor Lowenfeld
74
3. Early Childhood
(3 to 5 years)
Lowenfeld’s Stages of Drawing
SCRIBBLING PRESCHEMATIC SCHEMATIC

STAGE STAGE STAGE
Stage 1 Stage 2 Stage 3
• begins with zig-zag • drawings usually • more elaborate scenes
lines which later comprise of a are depicted
become circular prominent head with
markings basic elements
75
3. Early Childhood
(3 to 5 years)
• Fast Mapping – a process by which
children absorb the meaning of a new word
after hearing it once or twice in
conversation
76
3. Early Childhood
(3 to 5 years)
• Theory of Mind – refers to individuals’

thoughts about how mental processes
work.
• e.g. “I forgot my doll”, “I want my ice cream”
77
3. Early Childhood
(3 to 5 years)
• Stages of Play - Mildred Parten
78
3. Early Childhood
(3 to 5 years)
• Parten’s Stages of Play
1. Unoccupied Play
children are not playing but directs his attention on anything
that interests him
79
3. Early Childhood
(3 to 5 years)
2. Onlooker Play
children watch others play and are talking to them but is not
involve
80
3. Early Childhood
(3 to 5 years)
3. Solitary Play
playing with toys by themselves
81
3. Early Childhood
(3 to 5 years)
4. Parallel Play
children play beside and not with each other
82
3. Early Childhood
(3 to 5 years)
5. Associative Play
children play and interact with others but no task
assignment, rules and organization are agree upon
83
3. Early Childhood
(3 to 5 years)
6. Cooperative Play
children play with others bound upon by some agreed rules
and roles
84
3. Early Childhood
(3 to 5 years)
Diana Baumrind’s Caregiving Styles
85
3. Early Childhood
(3 to 5 years)
Baumrind’s Caregiving Styles
AUTHORITATIVE PERMISSIVE
• High Demandingness / • Low Demandingness /
High Responsiveness High Responsiveness
•
AUTHORITARIAN NEGLIGENT
• High Demandingness / • Low Demandingness /
Low Responsiveness Low Responsiveness
Responsiveness (R)
Demandingness (D)
• how warm, caring and
• involves disciplines and
respectful the adult is to the
confrontation strategies
child 86
3. Early Childhood
(3 to 5 years)
Baumrind’s Caregiving Styles
87
3. Early Childhood
(3 to 5 years)
AUTHORITATIVE PERMISSIVE
• • difficulty controlling his/her
safe and secure, takes
responsibility for his/her actions, impulses, dependent, demanding
good self-control, realistic view of on caregivers, easily gives up on a
oneself, empathy tasks, rebellious, inadequate
emotional control
NEGLIGENT
AUTHORITARIAN
• disobedient, demanding, low in
• aggressive behavior, poor self- self-control, low in tolerance for
control, poor self-esteem frustration, lacking for long-term
goals
88
4. Middle and Late Childhood
(6 to 12 years)
89
(6 to 12 years)
• The fundamental skills of 3R’s are mastered.
• The child is formally exposed to the larger

world and its culture.
• Achievement becomes a more central theme

of the child’s world and self-control increases.
• The skills of late childhood can be categorized

roughly into four major groups: self-help
skills, social-help skills, school skills, and
play skills. 90
(6 to 12 years)
• troublesome
Parents • sloppy
• quarrelsome age
91
(6 to 12 years)
Educators • elementary age
92
(6 to 12 years)
• gang age
Psychologists • age of conformity
• age of creativity
93
5. Adolescence
(13 to 18 years)
• begins with rapid
physical changes –
dramatic gains in height
and weight, changes in
body contour, and the
development of sexual
characteristics such as
enlargement of the
breasts, development
of pubic and facial hair,
deepening of the voice
94
5. Adolescence
(13 to 18 years)
• pursuit of independence and identity are
prominent
• thought is more logical, abstract and

idealistic
• more time is spent outside of the family
95
5. Adolescence
(13 to 18 years)
• Puberty is the onset of sexual maturity
• Gonads (testis in males, and ovaries in females)
to initiate a growth spurt
96
5. Adolescence
(13 to 18 years)
• Testosterone
• growth of the
testis and the
scrotum, penis
and first pubic
hair, the capacity
for ejaculation
(spermache), the
growth spurt,
voice change,
facial hair
development/bea
rd growth, and
continuing growth
of pubic hair
97
5. Adolescence
(13 to 18 years)
• Estrogen
• beginning of
breast
enlargement,
the
appearance
of pubic hair,
the widening
of the hips, a
growth spurt
and
menarche
(first
menstruation)
98
5. Adolescence
(13 to 18 years)
Spermache Menarche
99
5. Adolescence
(13 to 18 years)
• James Marcia’s Phases of Identity Status
100
5. Adolescence
(13 to 18 years)
• Marcia’s Phases of Identity Status
1. Identity Foreclosure
an adolescent who is a follower, finding security in
others not in his/her self
101
5. Adolescence
(13 to 18 years)
2. Moratorium
an adolescent searcher
102
5. Adolescence
(13 to 18 years)
3. Identity Achiever
the adolescent fully finds himself/herself
103
5. Adolescence
(13 to 18 years)
4. Identity Diffusion
the adolescent failing to find himself/herself
104
6. Early Adulthood
(19 to 29 years)
• it is a time of establishing personal and

economic independence, career development,
selecting a mate, learning to live with someone
in an intimate way, starting a family and rearing
children 105
6. Early Adulthood
(19 to 29 years)
• is the settling down and reproductive age
• a problem age and one of emotional tension
• a time of social isolation
• a time of commitments
• and then a dependency, of value changes, of

creativity, and of adjustments to a new life pattern
106
7. Middle Adulthood
(30 to 60 years)
107
7. Middle Adulthood
(30 to 60 years)
• a time of expanding personal and social
involvement and responsibility
• assisting the next generation in becoming

competent and mature individuals
• reaching and maintaining satisfaction in a

career
108
7. Late Adulthood
(61 years and above)
109
7. Late Adulthood
(61 years and above)
• it is time for adjustment to decreasing strength
and health
• life review
• retirement
• adjustment to new social roles
110
The
Rights of Children
and
Young Persons
111
Presidential Decree No. 603
 December 10, 1974
 listed the Rights of

Children and Young
Persons
 aimed at understanding
children better and for the
Filipino teacher to be
more aware of the
children’s right
112
United Nations Convention on
the Rights of the Child 1989
(UNCRC)
• also known as Children Act of
1989
• a legislative measure and now

the central pillar of law and
policy relating to children
• was adopted by the General

Assembly of the United Nations
by its resolution 44/25 of 20
November 1989 113
Issues on Human Development
1. Nature vs. Nurture

114
2. Continuity vs. Discontinuity

115
3. Stability vs. Change 116

Developmental Theories
and other
Relevant Theories
117
1. Sigmund Freud’s Psychoanalytic Theory
118
1. Sigmund Freud’s
Psychoanalytic Theory
• Erogenous Zones – these are specific “pleasure
areas” that become focal points for the particular
stage
119
1. Sigmund Freud’s
Psychoanalytic Theory
• Fixation – results from failure to satisfy the

needs of a particular psychosexual stage
• as an adult, the person will now manifest

behaviors related to this erogenous zone
120
Stage Oral Stage
Period • Birth to 18 months
Erogenous Zone • Mouth
Description • The child is focused

on oral pleasures
(sucking)
Fixations • Oral Receptive

(smoke, drink alcohol,
Oral Receptive Oral Aggressive
overeat)
• Oral Aggressive
(bite nails, gossip, use
curse words)
121
Stage Anal Stage
Period • 18 months to 3 years
Erogenous • Anus
Zone
Description • The child finds

satisfaction in
eliminating and
retaining feces
Fixations • Anal Retentive Anal Retentive Anal Expulsive

(cleanliness, perfection,
control)
• Anal Expulsive
(messy, disorganized)
122
Stage Phallic Stage
Period • Ages 3 to 6
Erogenous • Genitals
Zone
Description • Preschoolers will

sometimes be seen
fondling their genitals
Fixations • Oedipus Complex Oedipus Complex Electra Complex

(boys develop sexual
attraction towards their
mother)
• Electra Complex (girls

develop sexual attraction
towards their father)
123
Stage Latency Stage
Period • Age 6 to puberty
Erogenous
Zone
Description • Focus is school
work and sexual
instincts are calm
Fixations
124
Stage Genital Stage
Period • Puberty onwards
Erogenous • Genitals
Zone
Description • Adolescents focus their
sexual urges towards the
opposite sex peers
• Sexual maturity
Fixations
125
OAPLGe
Oral
Anal
Phallic
Latency
Genital
126
Freud’s Personality Components
 focuses on  aware that others  this is conscience,

immediate also have needs the sense of right
satisfaction to be met and wrong, that
of its needs works according to
such as  the deciding the ideal
sex, hunger, agent of the
thirst, etc. personality
127
2. Jean Piaget's Cognitive Development Theory
.mp4
128
2. Jean Piaget’s
Cognitive Development Theory
• Basic Cognitive
Concepts
• Schema
• cognitive structures by
which individuals
intellectually adapt to and
organize their environment
• individual’s system of
understanding
• it is like the mind has a

filing cabinet and each
drawer has folders that
contain files of things he 129
has had an experience with
2. Jean Piaget’s
• Basic Cognitive Concepts
• Schema
•t
DOG
big
four legs
a tail
it barks
furry
130
2. Jean Piaget’s
• Assimilation - fitting a new experience into an
existing (adding)
DOG
Big
Four legs
A tail
DOG It barks DOG
 big 
big + SMALL
 four legs
Furry
 four legs
 a tail  a tail
 it barks  it barks
 furry  furry
131
2. Jean Piaget’s
• Accommodation - creating a new scheme by
modifying an existing scheme
DOG
Big
Four legs
A tail
DOG It barks DOG ?
 big + small  small
 four legs
Furry
 four legs
 it barks  it barks – meh! meh! meh!
 furry  furry 132
2. Jean Piaget’s
DOG
Big
Four legs
A tail
DOG It barks DOG
 big / small  big / small
 four legs
Furry
 four legs
 it barks  it barks – meh! meh! meh!
2. Jean Piaget’s
DOG
Big
Four legs
A tail
DOG It barks GOAT
 big / small  big / small
 four legs
Furry
 four legs
 it barks – aw! aw! aw!  it barks – meh! meh! meh!
2. Jean Piaget’s
Equilibration Cognitive
Disequilibrium
 balance between  discrepancy of what is
assimilation and perceived and what is
accommodation understood
135
2. Jean Piaget’s
1st Stage
 Sensori-motor
Age Range
0 - 2
Description
 focuses on the
prominence of the
senses and muscle
movement through
which the infant comes
to learn about himself
and the world
136
2. Jean Piaget’s
1st Stage
 Sensori-motor
Characteristic/s
 OBJECT PERMANENCE
 objects continue to
exist even when the
objects are not
immediately
perceptible through
the senses
137
2. Jean Piaget’s
2nd Stage
 Pre-Operational
Age Range
2 - 7
Description
 intelligence at this
stage is intuitive and
symbolic in nature
138
2. Jean Piaget’s
2nd Stage
 Pre-Operational
Characteristic/s
 SYMBOLIC FUNCTION
 represent objects and
events that are not
present and make
believe play
Example
 Enzo (6 y/o) – ninja turtle
routine w/o any costume
nor “props” 139
2. Jean Piaget’s
2nd Stage
 Pre-Operational
Characteristic/s
 EGOCENTRISM
 only see his point of
view and to assume
that everyone also
has his same point of
view
Example
 a 5 y/o buys a toy truck for
his mother’s birthday
140
2. Jean Piaget’s
2nd Stage
 Pre-Operational
Characteristic/s
 CENTRATION
 only focus on one
aspect of a thing or
event and exclude
other aspects
Example
 when a child is presented
with two glasses (shorter
and taller glass) and with
the same amount of water
141
2. Jean Piaget’s
2nd Stage
 Pre-Operational
2 5
Characteristic/s
+3 -3  IRREVERSIBILITY
5 2  inability to reverse
their thinking
Example
 they can understand that 2
+ 3 is 5, but cannot
understand that 5 – 3 is 2
142
2. Jean Piaget’s
2nd Stage
 Pre-Operational
Characteristic/s
 ANIMISM
 attribute human like
traits or
characteristics to
inanimate objects
Example
 when at night, the child is
asked, where the sun is,
she will reply, “Mr. Sun is
asleep 143
2. Jean Piaget’s
2nd Stage
 Pre-Operational
Characteristic/s
 TRANSDUCTIVE REASONING
 child’s type of reasoning that is
neither inductive or deductive
and the reasoning appears to
be from particular to particular
Example
 since her mommy comes home
everyday around six o’clock in
the evening, when asked why it
is already night, the child will
say, “because my mom is
already home” 144
2. Jean Piaget’s
3rd Stage
 Concrete-Operational
Age Range
 7 - 11
Description
 think logically about
concrete objects and
events only
145
2. Jean Piaget’s
3rd Stage
Characteristic/s
 DECENTERING
 perceive the different features
of objects and situations
 no longer is the child focused
or limited to one aspect or
dimension
 this allows the child to be more
logical when dealing with
concrete objects and situations
146
2. Jean Piaget’s
3rd Stage
Characteristic/s
 REVERSIBILITY
 the child can now follow
that certain operations
can be done in reverse
Example
 a ball of clay shaped into a
dinosaur can be rolled
back into a ball of clay
147
2. Jean Piaget’s
3rd Stage
Characteristic/s
 CONSERVATION
 know that certain properties of
objects like number, mass,
volume, or area do not change
even if there is a change in
appearance
Example
 the child can now judge rightly
that the amount of water in a
taller but narrower container is
still the same as when the water
was in the shorter but wider
SAME glass
148
2. Jean Piaget’s
3rd Stage
Characteristic/s
 SERIATION
 ability to order or arrange
things in a series based
on one dimension such as
weight, volume or size
Example
 arranging blocks of wood
from the smallest to
biggest
149
2. Jean Piaget’s
4th Stage
 Formal Operational
Age Range
 11 - 15
Description
 thinking becomes more
logical
 can now solve abstract

problems and can
hypothesize
150
2. Jean Piaget’s
4th Stage
 Formal-Operational
Characteristic/s
 HYPOTHETICAL REASONING
 come up with different
hypothesis about a
problem and to gather
and weigh data in order to
make a final decision or
judgment
Example
 “What if” questions
151
2. Jean Piaget’s
4th Stage
Characteristic/s
 ANALOGICAL REASONING
 can now understand
relationships and do
analogical reasoning
Example
 If GBR is to Europe then
the PHL is to _______.
152
2. Jean Piaget’s
4th Stage
Characteristic/s
 DEDUCTIVE REASONING
 think logically by applying
a general rule to a
particular instance or
situation
Example
 All countries near the north pole
have cold temperature.
Greenland is near the North
pole. Therefore, Greenland has
cold temperature. 153
SPCF
Sensori-motor Stage
Pre-Operational Stage
Concrete-Operational
Formal Operational Stage
154
3. Erik Erikson’s Psycho-Social Theory of Development
155
3. Erik Erikson’s Psychosocial
Theory of Development
• Psychosocial Crisis
• 2 (two) opposing emotional forces with contrary
dispositions
DYSTONIC
SYNTONIC
 negative
 positive disposition
disposition  e.g.
 e.g. TRUST MISTRUST
156
• Virtue
• psychosocial strength which will help us through the rest
of the stages of our lives
157
158
MALADAPTATION MALIGNANCY
 involves too much of the  involves too little of the positive
positive and too little of the and too much of the negative
negative, such a person who aspects of the task, such a
trusts too much person who can’t trust others
159
1st Stage
 Trust vs. Mistrust
Description
 the goal is to develop trust without
completely eliminating the capacity
for mistrust
vs.
Age Range
 birth to 1 year old
Relationship with
 Mother
160
will develop TRUST if… will develop MISTRUST

if…
 a sense of familiarity,  reject the infant or harm
consistency, and it
continuity
 both parents to turn
 feeling that the world is away from the infant’s
safe place to be needs to satisfy their
own instead
 people are reliable and
loving
161
STAGE 1
Too much Too much

Maladaptation
Psychosocial Crisis Malignancy
Sensory
Trust vs. Mistrust Withdrawal
Maladjustment
Virtue
Hope
162
STAGE 1
Too much Too much

Maladaptation Psychosocial Crisis
Malignancy
Sensory Trust vs. Mistrust
Withdrawal
Maladjustment Birth to 1 year
- overly trusting that

cannot believe anyone - depression, paranoia,
would mean them Virtue and possibly psychosis
harm
Hope
- strong belief that even

when things are not going
well, they will work out
well in the end 163
2nd Stage
 Autonomy vs. Shame & Doubt
Description
 the goal is to achieve a degree of
autonomy (asserting their will) while
minimizing shame and doubt
vs.
Age Range
 1 to 3 years old
Relationship with
 Father
164
will develop AUTONOMY will develop SHAME &

if… DOUBT if…
• permits the toddler to • come down hard on any
explore and manipulate attempt to explore and be
his/her environment independent
• the child will soon give up

with the belief that he/she
cannot and should not act
on his/her own
165
STAGE 2
Too much Too much

Psychosocial Crisis
Maladaptation Malignancy
Autonomy vs.
Impulsiveness Compulsiveness
Shame & Doubt
- a sort of shameless
willfulness that leads Virtue - entire being rides on
you to jump into things everything they do,
without proper Willpower or and so everything
consideration of your Determination must be done perfectly
abilities
166
STAGE 2
Too much Too much
Maladaptation Psychosocial Crisis Malignancy
Impulsiveness Autonomy vs. Compulsiveness

Shame & Doubt
- a sort of shameless
willfulness that leads Virtue - entire being rides on
you to jump into things everything they do,
without proper Willpower or and so everything
consideration of your Determination must be done perfectly
abilities
- “can do” motto

167
3rd Stage
 Initiative vs. Guilt
Description
 the goal is to learn initiative (act on
your own that parents do not
approve) without too much guilt
vs.
Age Range
Relationship with
 Family
168
will develop INITIATIVE will develop GUILT if…

if…
• allow children freedom to • curtail freedom make the
explore and master new children feel their
tasks activities are pointless
and a nuisance
• the children become

passive and feel guilty
about doing things on
their own
169
STAGE 3
Too much Too much
Ruthlessness Initiative vs. Guilt Inhibition
- heartless or
- so afraid to start
unfeeling or
Virtue and take a lead on
“without mercy”
- they don’t care who a project
Courage - if it fails , they will
they step on to
be blamed
achieve their goals
170
STAGE 3
Too much Too much
Ruthlessness Initiative vs. Guilt Inhibition
- heartless or
- so afraid to start
unfeeling or
Virtue and take a lead on
“without mercy”
- they don’t care who a project
Courage - if it fails , they will
they step on to
be blamed
achieve their goals - the capacity for action
despite a clear
understanding of your
limitations and past failings 171
4th Stage
 Industry vs. Inferiority
Description
 the goal is to develop a capacity for
industry while avoiding an
excessive sense of inferiority
vs.
Age Range
Relationship with
 Neighbors and Schools
172
will develop INDUSTRY will develop INFERIORITY

if… if…
• giving rewards • ignore
• praising • rebuff
• using words of • deride children’s effort

encouragement
173
STAGE 4
Too much Too much
Narrow Virtuosity Industry vs. Inertia

Inferiority
- children who were
- suffer from “inferiority
not allowed to “be Virtue complexes”
children”
Competency
174
STAGE 4
Too much Too much
Narrow Virtuosity Industry vs. Inertia

Inferiority
- children who were
- suffer from “inferiority
not allowed to “be Virtue complexes”
children”
Competency
- an ability to do
something, especially
measured against a
standard 175
5th Stage
 Identity vs. Role Confusion
Description
 the goal is to seek independence
from parents, achieve physical
maturity and are concerned about
what kind of persons they are
vs. becoming
Age Range
Relationship with
 Peer group 176
will develop IDENTITY will develop ROLE

if… CONFUSION if…
• try on many new roles • he/she experiences role
confusion or a “negative
• the identity develops if identity”
they experience
continuity in their
perception of self
177
STAGE 5
Too much Too much
Fanaticism Identity vs. Role Repudiation

Confusion
- a person so involved - reject their
in a particular role in a membership in the
particular society that Virtue world of adults, and
there is no room left Fidelity reject their need for
for tolerance identity
178
STAGE 5
Too much Too much
Fanaticism Identity vs. Role Repudiation

Confusion
- a person so involved - reject their
in a particular role in a membership in the
particular society that Virtue world of adults, and
there is no room left Fidelity reject their need for
for tolerance identity
- means loyalty, the ability to
live by societies standards
despite their imperfections
and incompleteness and
179
inconsistencies
6th Stage
 Intimacy vs. Isolation
Description
 the goal is to reach out and make
contact with other people and to
fuse one’s identity with that of
others to develop intimate
vs. relationship
Age Range
Relationship with
 Partners in friendship, Sex
competition 180
will develop INTIMACY will develop ISOLATION

if… if…
• ability to share with and • failure to establish close
care for others and intimate relationship
181
STAGE 6
Too much Too much
Promiscuity Intimacy vs. Exclusion

Isolation
- isolate oneself from
love, friendship, and
- intimate too freely, Virtue
community, and to
too easily, and without
Love develop a certain
any depth to your
hatefulness in
intimacy
compensation for
one’s loneliness
182
STAGE 6
Too much Too much
Promiscuity Intimacy vs. Exclusion

Isolation
- isolate oneself from
love, friendship, and
- intimate too freely, Virtue
community, and to
too easily, and without
Love develop a certain
any depth to your
hatefulness in
intimacy
compensation for
- Able to put aside
one’s loneliness
differences and antagonisms
through “mutuality of
devotion” 183
7th Stage
 Generativity vs. Stagnation
Description
 the goal is to have a sense of
productivity and creativity
vs.
Age Range
Relationship with
 Partner
184
will develop will develop

GENERATIVITY if… STAGNATION if…
• has to do with parental • condition in which
responsibility individuals are not able to
find meaning and
• interest in producing and purpose in life
guiding the next
generation • has little interest in self-
improvement or in making
• entails selflessness contributions to society
185
STAGE 7
Too much Too much
Overextension Generativity vs. Rejectivity

Stagnation
- too little generativity
- try to be so
and too much
generative that they no Virtue stagnation and you are
longer allow time for
Caring no longer participating
themselves, for rest
or contributing to
and relaxation
society
186
STAGE 7
Too much Too much
Overextension Generativity vs. Rejectivity

Stagnation
- too little generativity
- try to be so
and too much
generative that they no Virtue stagnation and you are
longer allow time for
Caring no longer participating
themselves, for rest
or contributing to
and relaxation
society
- compassionate or showing
concern for others
187
8th Stage
 Ego Integrity vs. Despair
Description
 the goal is to face reality,
recognizing and accepting others
vs.
Age Range
 old age to death
Relationship with
 Mankind
188
will develop EGO will develop DESPAIR if…

INTEGRITY if…
• feel a sense of • feeling that the time is too
satisfaction with their short for an attempt to
life’s accomplishment start another life and to
try out alternative roads
to integrity
189
STAGE 8
Too much Too much
Presumption Ego Integrity vs. Disdain

Despair
- believes that he
Virtue - the person becomes
alone is right and does
very negative and
not respect the ideas
Wisdom appears to hate life
and views of the young
190
STAGE 8
Too much Too much
Presumption Ego Integrity vs. Disdain

Despair
- believes that he
Virtue - the person becomes
alone is right and does
very negative and
not respect the ideas
Wisdom appears to hate life
and views of the young
- the ability to make sensible

decisions and judgments
based on personal
knowledge and experience 191
4. Lawrence Kohlberg’s Stages of Moral Developme
nt
192
4. Lawrence Kohlberg’s
Moral Development Theory
1st Level
 Preconventional Level
Description
• moral reasoning is based on the
consequence/result of the act, not
on whether the act itself is good or
bad
Stage 1 : 2 – 4 years old

 Punishment/Obedience
• one is motivated by fear of
punishment
• he will act in order to avoid

punishment 193
1st Level
 Preconventional Level
Description
consequence/result of the act, not
on whether the act itself is good or
bad
Stage 2 : 5 – 9 years old

 Mutual Benefit
• one is motivate to act by the benefit
that one may obtain later
• you scratch your back, I’ll scratch

yours 194
2nd Level : 9 – 20 years old
 Conventional Level
Description
conventions or “norms” of society
• this may include approval of others,

law and order
Stage 3
Social Approval
• “good boy, good girl” orientation
• their appearance to other people
• what will people will think & say

195
2nd Level : 9 – 20 years old
 Conventional Level
Description
conventions or “norms” of society
• this may include approval of others,

law and order
Stage 4
Law and Order
• one is motivated to act in order to
uphold law and order
• the person will follow the law

because it is the law 196
2nd Level : after age 20
 Post-conventional Level
Description
• moral reasoning is based on
enduring or consistent principles
• it is not just recognizing the law, but

the principles behind the law
Stage 5
Social Contract
• laws that are wrong can be changed
• one will act based on social justice

and the common good
197
2nd Level : after age 20
 Post-conventional Level
Description
• moral reasoning is based on enduring
or consistent principles
• it is not just recognizing the law, but

the principles behind the law
Stage 6
Universal Ethical Principle Orientation
• development of one’s conscience
• having a set of standards that drives

one to possess moral responsibility to
make societal changes regardless of
consequences to oneself 198
5. Lev Vygotsky’s Socio-Cultural Theory
199
5. Lev Vygotsky’s
Socio-Cultural Theory
200
5. Lev Vygotsky’s
• Basic Concepts
• the key theme of
Vygotsky’s theory is that
social interaction plays a
very important role in
cognitive development
• Scaffolding is
Vygotsky’s term for the
appropriate assistance
given by the teacher to
assist the learner
accomplish a task
201
5. Lev Vygotsky’s
• Scaffold and
fade-away
technique
as the learners
become more
proficient, able to
complete tasks on
their own that they
could not initially
do without
assistance, the
guidance can be
withdrawn
202
5. Lev Vygotsky’s
• Vygotsky worked on his theory around the same
time as Piaget in between the 1920’ and 30’s but
they had clear differences in their view about
cognitive development.
203
5. Lev Vygotsky’s
Social effective learning happens through participation
Interaction in social activities, making the social context of
learning crucial
204
5. Lev Vygotsky’s
Cultural one culture’s view about education, how
factors children are trained early in life all can
contribute to the cognitive development of the
child
205
5. Lev Vygotsky’s
Language language opens the door for learners to acquire
knowledge that others already have
206
5. Lev Vygotsky’s
207
5. Lev Vygotsky’s
208
5. Lev Vygotsky’s
209
5. Lev Vygotsky’s
Potential Level Actual Level
:with assistance :without assistance
210
5. Lev Vygotsky’s
• Zone of Proximal Development
• the difference between what the child can
accomplish alone and what she can accomplish
with the guidance of another
• ZPD = Potential Level – Actual Level
211
5. Lev Vygotsky’s
• Zone of Proximal Development
• More Knowledgeable Other – with the guidance of
competent adult or a more advanced peer, the child
can perform at a higher level of competency
212
6. Urie Bronfenbrenner’s Ecological Theory
213
6. Urie Bronfenbrenner’s
Ecological Theory
• Basic Concepts
• 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 environmental that

has an effect on the development of the child
• each layer is further made up of different structures

214
Ecological Theory
• Basic Concepts
• changes or conflict in any one layer will ripple
throughout other layers
215
Ecological Theory
216
Ecological Theory
• Microsystem
217
Ecological Theory
• Microsystem
• the layer nearest the child
• comprises the structures which the child

directly interacts with
• includes structures such as one’s family, school

and neighborhood
• covers the most basic relationships and

interactions that a child has in his/her immediate
environment 218
Ecological Theory
• Microsystem
• relationship effects happen in two directions (bi-directional
influences) – both away from the child and toward the child
• means that the child is affected by people with whom he

interacts, and in turn these people are also affected by the
child
• (1)mother’s deep affection for her child moves her to answer

to the baby’s needs and keep the baby safe
• (2)baby’s smiles and coos bring the mother feelings of

warmth and an affirmation that indeed she is a good mother
219
Ecological Theory
• Mesosystem
220
Ecological Theory
• Mesosystem
• serves as the connection between the
structures of the child’s microsystem
• include the link or interaction between the

parents and teachers, or the parent and health
services or the community and the church
221
Ecological Theory
• Exosystem
222
Ecological Theory
• Exosystem
• refers to the bigger social system in which the
child does not function directly
• includes the city government, the workplace, and

the mass media
• includes the circumstances of the parents’ work

like the location, schedules
• e.g. mother works in a call center – Mcdo

commercial 223
Ecological Theory
• Macrosystem
224
Ecological Theory
• Macrosystem
• includes the cultural values, customs, and laws
• the belief system contained in one’s macrosystem

permeates all the interactions in the other layers
and reaches the individual
• USA – most of the young people are expected to

be more independent by the time they end their
teen-age years
• China – sons are more valuable than daughters225

Ecological Theory
• Chronosystem
226
Ecological Theory
• Chronosystem
• covers the element of time as it relates to a
child’s environment
• external – the time of other siblings coming or

the timing of parental separation o even death
• internal – bodily changes that occur within the

developing child, like the timing of menstrual
onset for girls
227

Child and Adolescent Development

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Child and Adolescent Development

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Child and Adolescent

John Herbert R. Gulinao, LPT, MAEd

focus on psychological factors that are

intended to deal holistically with learners

Intended to apply to all learners

2. motivational and affective – 3 factors

3. developmental and social – 2 factors

4. individual differences – 3 factors

the successful learner

• is the more circumscribed period of time

• according to Convention on the Rights of the

• although sometimes described as

Meanings, Concepts and

• Development includes growth and decline.

• This means that development can be positive

 100 lbs. to 120 lbs.  psychological, mental,

• Her memory has undergone a quantitative

• She has also experienced a qualitative

• Physical Development – is the changes in

• Intellectual Development – is the changes

• Social Development –is the unique way in

• Moral Development – is to become gradually

• Spiritual Development – is an evolved

2. The rate of development is unique to each

Early Maturers Late Maturers

3. Development involves change.

4. Early development is more critical than the

5. Development is the product of maturation and

6. There are individual differences in

7. There are social expectations for every

3. Early 4. Middle and

• Robert J. Havighurst defines developmental task

• Gestation is the development before birth and takes

• first 2 weeks after • 2 to 8 weeks after • 2 months to 7

• A time of extreme dependence on adults.

a refined use of the small

• one - word utterances • two-word or three-word

• e.g. Baby chair, Teddy

• Young children learn to become more self-

SCRIBBLING PRESCHEMATIC SCHEMATIC

• Theory of Mind – refers to individuals’

• The child is formally exposed to the larger

• Achievement becomes a more central theme

• The skills of late childhood can be categorized

Educators • elementary age

• thought is more logical, abstract and

• more time is spent outside of the family

• it is a time of establishing personal and

• a problem age and one of emotional tension

• a time of social isolation

• and then a dependency, of value changes, of

• assisting the next generation in becoming

• reaching and maintaining satisfaction in a

• adjustment to new social roles

 listed the Rights of

• a legislative measure and now

• was adopted by the General

1. Nature vs. Nurture

2. Continuity vs. Discontinuity

3. Stability vs. Change 116

• Fixation – results from failure to satisfy the

• as an adult, the person will now manifest

Period • Birth to 18 months