PED 101

CHILD AND
ADOLESCENT
DEVELOPMENT
What is a child? Who is a child?
Think of a word that describes a
child. Type it in the comment
section.
What word comes into your mind
when you hear the word,
“adolescent”?
Type and send it in the chat box.
COURSE DESCRIPTION:
This course focuses on child and adolescent
development with emphasis on current research
and theories on biological, linguistic, cognitive,
social and emotional dimensions of development.
Further, this includes factors that affect the
progress of development of the learners and
appropriate pedagogical principles applicable for
each developmental level of the learners.
The course also addresses laws, policies,
guidelines and procedures that provide safe
and secure learning environments, and the
use of positive and non-violent discipline in
the management of learner behaviour.
Based on the course description, what
are the things you expect to learn in this
course?
COURSE LEARNING OUTCOMES:
At the end of the course, the pre-service teachers can:

[1] demonstrate content knowledge and its application

within and /or across curriculum teaching areas;

[2] demonstrate an understanding of the different

research-based theories related to the broad
dimensions of child and adolescent development and
their application to each particular developmental level
of the learners
COURSE LEARNING OUTCOMES:
[3] demonstrate understanding of pedagogical
principles suited to diverse learners’ needs and
experiences at different developmental levels;

[4] demonstrate knowledge of laws, policies,

guidelines and procedures that provide safe and
secure learning environments; and

[5] demonstrate knowledge of positive and non-violent

discipline in the management of learner behavior.
Which group of words from the CLO
attracted your interest and why?
 COURSE REQUIREMENTS

GRADE COMPONENT AND CORRESPONDING WEIGHT:

 
FINAL RATING
Midterm Grade 40%
Final term Grade 60%
100%
MIDTERM/FINAL TERM
• Midterm / Final Exam (to be administered face to face)……………… 40%
 Written Output (can be generated online or offline) ……………. 30%
e.g. quizzes, essays, case analysis, reflection paper & etc.
 Course Output/Project (can be generated online or offline)… 20%
 Participation (can be generated online or offline) ……………….. 10%
100%
 
SAMPLE COMPUTATION OF PERCENTAGE GRADE FOR A QUIZ OR EXAM
 
Percentage Grade = raw score / total number of items x 100
Example: raw score = 40, total items = 50
GRADE = 40/50 x 100
= 0.80 x 100
= 80%
 
TOTAL SCORE 40 correct out of 50 items
PERCENTAGE GRADE 80%
NUMERICAL RATING 2.00
REMARKS …………………………………. PASSED
 
Passing Grade = 60%
COURSE REQUIREMENTS
 2 Written Major Exams (Midterm and Final Examination)
 Course output/project
 
CONDITIONS FOR PERFORMANCE EVALUATION
 Active participation in all class activities.
 At least 60% passing in all exams and other graded requirements.
 
 NUMERICAL
RATING
% EQUIVALENT
96-100 1.0
91-95 1.25
86-90 1.5
81-85 1.75
76-80 2.0
71-75 2.25
66-70 2.5
62-65 2.75
60-61 3.0
Below 60 5.0
Lacks requirements and/or final exam INC
Authorized Withdrawal (Dropped with permit) AW

Unauthorized Withdrawal (Dropped from class for non-attendance/non-

UW
appearance for 20% of prescribed attendance)
RUBRICS FOR RECITATION

CORRECTNESS
10 points = 100% accurate, well – explained without any mistakes
8 points = the answer had one to three mistakes
5 points = the answer is very far from the correct answer, lacks more satisfying
accuracy

CLARITY
points = was able to explain very well and clearly, gave related and relatable
exam10 ples that brought out thorough understanding of the lesson
8 points = the explanation given had some examples but lacks some clarity on it
5 points = the answer is not clear, no example given
As a wrap up, how can we make this
course a productive worthwhile
learning? What are the things that we
need to do to make the best out of this
course subject?
 Topic 1:
Basic Concepts
and Issues on
Human
Development
“By virtue of being born to humanity,
every human being has a right to
development and fulfilment of his
potentialities as a human being.”

- Ashley Montagu
INTRODUCTION:

Every living creature is called to become

what it is meant to be. The caterpillar is
meant to become a butterfly, a seed into a
full grown herb, bush or tree, and a human
baby into a mature person, the person who
is fully alive by the glory of God.
How this development happens is what we
learn in our biology class. We have seen it
to be a fantastic process. So wonderful a
process that we can’t help but experience
a feeling of awe for the Power or the Force
or the Principle (theists call this Power or
Force or Principle God behind all these).
The process of development involves
beginnings and endings. What was the
organism then? What will this organism
be?
A number of researches on human
development have been conducted. A lot
of theories on human development have
been forwarded. Researches on human
development continue as existing theories
get corrected, complemented or replaced.
Up to the present, several issues on
human development are unresolved and
so the search for explanations continue.
“All the world’s a stage,
And all the men and women merely
players,
They have their exits, and entrances,
And one man in his time, plays many
parts.”

- William Shakespeare
At the end of this topic 1, you should be
able to:

1. define human development in your own

words
2. draw some principles of human
development
3. distinguish two approaches to human
development
ACTIVITY:

1. Look at the two pictures of Ken and Nancy.

2. Each one is a bundle of possibilities.
Describe what they were before birth (their
point of origin).
3. Who will they possibly be after birth unto
adulthood?
4. What will they possibly become?
Expound your answers.
KEN NANCY
ANALYSIS:

1. What were you referring

to when you gave your
predictions as to how Ken
and Nancy may become?
2. Will there be anything
common in the pattern of
development of Ken and
Nancy? If yes, what?
3. Will there be
differences, e.g pace or
rate of development?
What and why?
4. Will the process of
development take fast
or gradually? Expound
your answer.
5. Do you believe that Ken
and Nancy will continue to
develop even in adulthood?
Or will they stop developing
in adulthood?
Human
Development
• Human development is the pattern
of movement or change that begins
at conception and continues through
the life span.
• It includes growth and decline.
• Development can be positive or
negative.
 Some Major
Principles of Human
Development
 Principle 1

Development is
relatively orderly.
The muscular growth
of the trunk and the
arms comes earlier as
compared to the hands
and fingers.

Proximodistal pattern
Cephalocaudal
pattern
During infancy, the greatest
growth always occurs at the top
– the head – with physical
growth in size, weight and
future differentiation gradually
working its way down from top
to bottom.
 Principle 2
While the pattern of
development is likely to be
similar, the outcome of
developmental process and the
rate of development are likely
to vary among individuals.
By understanding how
characteristics develop, we can
make relatively accurate and useful
predictions about learners and
design effective instructional
strategies based on our knowledge
of development. (Santrock, 2002)
Principle 3

Development takes
place gradually.
 Principle 4

Development as a
process is complex
because it is the
product of
biological, cognitive
and socio-emotional
process.
 Biological
Involves
changes in the
individual’s
physical nature.
 Cognitiv
e

Involves changes in
the individual’s
thought, intelligence,
and language.
 Socio-emotional

Includes changes in the individual’s

relationship with other people, changes
in emotions, and changes in personality.
Approaches to Human Development
 Traditional
Human development shows extensive
change from birth to adolescence, little or
no change in adulthood and decline in the
late old age.
 Life-span
Human development occurs all
throughout the life-span of an individual.
Characteristics of
Life-span
Development
Life-
long
It does not end
by adulthood
and no
development
stage dominates
the development.
 Multi-dimensional

Development
consists of
biological,
cognitive, and
socio- emotional
dimensions.
Plasti
c
Development is
possible
throughout the
life-span.
 Contextual
Individuals are changing beings in a
changing world.
 Growth, maintenance and
regulation
These are
considered goals
in that varies in
every
developmental
change.
Principles of Child Development and
Learning that Inform Practice
All the domains of development and learning
(physical, social, emotional and cognitive) are
important and closely-related.
 Many aspects of
children’s learning and
development follow well
documented sequences,
with later abilities, skills,
and knowledge building
on those already
acquired.
 Development and
learning proceed at
varying rates from
child to child, as
well as at uneven
areas across
different areas of a
child’s individual
functioning.
 Development
and learning
result from a
dynamic and
continuous
interaction of
biological
maturation and
experience.
Early experiences
have profound
effects
(cumulative and
delayed) on a
child’s
development and
learning; and
optimal periods
exist for certain
types of
development
and learning to
occur.
Development proceeds
toward greater
complexity, self
regulation, and
symbolic or
representational
capacities.
 Children develop best when they have
secure, consistent relationships with
responsive adults and opportunities for
positive relationship with peers.
 Development
and learning
occur in and are
influenced by
multiple social
and cultural
contexts.
 Always mentally
active in seeking to
understand the
world around them,
children learn in a
variety of ways; a
wide range of
teaching strategies
and interactions are
effective in
supporting all these
kinds of learning.
Play is an important vehicle
for developing self-
regulation as well as
promoting language,
cognition and social
competence.
Development and learning
advance when children
are challenged to achieve
at a level just beyond their
current mastery, and also
when they have many
opportunities to practice,
newly acquired skills.
 Children’s experiences
shape their motivation
and approaches to learning
such as persistence,
initiative, and flexibility;
in turn, these dispositions
and behaviors affect their
learning and
development.
 REFLECTION:

Based on today’s lesson, what

deeper understanding have you
learned that you think would help
you as a person and as a future
teacher?