Act 1: The Child and Adolescent Learner

NAME: VILLANUEVA, JONAVER C .

COURSE AND SECTION: BTVTED 2 - J FSM - B
DATE: SEPTEMBER 06, 2023
PROFESSOR: MHARIANNE BARBOSA
1. Define "Child and Adolescent Learners". Definitions by UNESCO, UNICEF, and WHO.
2. Differentiate Nature and Nurture. (min 5 sentences, max of 10)
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Define "Child and Adolescent Learners". Definitions by UNESCO.
United Nations Educational, Scientific and Cultural Organization.
(UNESCO)
- According to United Nations Educational, Scientific and Cultural Organization (UNESCO) a child is definedasevery human
being below the age of eighteen years unless under the law applicable to the child, majority is attained earlier. Adolescence, on
the other hand,is a distinct stage that marks the transition between childhood and adulthood. The Swiss developmental
psychologist Jean Piaget described adolescence as the period during which individuals’ cognitive abilitiesfully mature.
According to Piaget, the transition from late childhood to adolescence is marked by the attainment of formal operational
thought, the hallmark of which is abstract reasoning.
- Adolescence is a distinct stage that marks the transition between childhood and adulthood. The Swiss developmental
psychologist Jean Piaget described adolescence as the period during which individuals’ cognitive abilities fully mature .
- According to Piaget, the transition from late childhood to adolescence is marked by the attainment of formal operational thought, the
hallmark of which is abstract reasoning.
 CHILD - Learners are equal and right holders entitled to quality education provision and other services that ensure survival,
development, learning and wellbeing. This is supported by the international human rights instruments and agreements, including the
Universal Declaration of Human Rights and the Convention on the Rights of the Child. And learners are learning from birth, or even in
the womb, throughout life in informal, formal and non-formal settings – and not from the time they enter kindergarten or primary
school.
 ADOLESCENT - dolescence is a distinct stage that marks the transition between childhood and adulthood. The Swiss developmental
psychologist Jean Piaget described adolescence as the period during which individuals’ cognitive abilities fully mature. According to
Piaget, the transition from late childhood to adolescence is marked by the attainment of formal operational thought, the hallmark of
which is abstract reasoning. Advances in the field of neuroscience have shown that the frontal cortex changes dramatically during
adolescence. It is this part of the brain that controls higher-level cognitive processes such as planning, metacognition, and
multitasking. Adolescent learners thrive in school environments that acknowledge and support their growing desire for autonomy,
peer interaction, and abstract cognitive thinking, as well as the increasing salience of identity- related issues and romantic
relationships. (Source: Seel 2012).
Define "Child and Adolescent Learners". Definitions by UNICEF.
United Nations Children's Fund
(UNICEF)
- According to United Nations Children’s Fund (UNICEF) a child is any person under the age of 18, and that all
children have all these rights, no matter who they are, where they live, what language they speak, what their
religion is, what they think, what they look like, if they are a boy or girl, if they have a disability, if they are rich or
poor, and no matter who their parents or families are or what their parents or families believe or do. On the other
hand, adolescence is a defining time in the development of a child that is characterized by rapid physical growth
and neurological sculpting, the onset of puberty and sexual maturity. It is a critical period for individual identity
development when young people are figuring out who they want to be in the world; an opportunity for growth,
exploration and creativity. Positive social relationships and environments enhance feelings of inclusion and
belonging and lead to positive outcomes.
 CHILD - reaches the most disadvantaged children through initiatives at all levels of education systems. Countries have
beensupported to make inclusive andpreschool education an integral part oftheir sector plans and targetedprogrammes have
addressed theneeds of out-of-school children,children with disabilities, and refugeechildren. To build a world in whichevery child
learns, UNICEF willincreasingly promote equity andinclusion. This includes makingtargeted efforts for children who areexcluded
on the basis of gender,disability, poverty, ethnicity andlanguage, as well as those who aredisplaced or affected by emergencies.
 ADOLESCENT - Today, 1.2 billion adolescents stand at the challenging crossroads between childhood and the adult world. Nine
out of ten of these young people live in the developing world and face especially profound challenges, from obtaining an
education to simply staying alive – challenges that are even more magnified for them. Adolescent girls and boys need support so
they can complete primary and secondary education with meaningful learning outcomes. This support should include accredited
and flexible learning opportunities for those who cannot attend regular school. UNICEF has been programming with and for
adolescents for many years, addressing adolescent development largely through education; HIV prevention and treatment;
nutrition; water, sanitation and hygiene (WASH); and social and child protection. This guidance document builds on existing
UNICEF programming and makes adjustments to cover.
 Define "Child and Adolescent Learners". Definitions by WHO.
World Health Organization
(WHO)
- The World Health Organization (WHO) included in the age-based definition of “child”, adopted by the
Convention on the Rights of the Child, as a person under the age of 18 years.Adolescents on the other
hand, are those people between 10 and 19 years of age.Adolescence is a period of life with specific
health and developmental needs and rights1. It is also a time to develop knowledge and skills, learn to
manage emotions and relationships, and acquire attributes and abilities that will be important for
enjoying the adolescent years and assuming adult roles.

 CHILD - WHO's Global School HealthInitiative, launched in 1995, seeks tomobilise and strengthen healthpromotion
and education activitiesat the local, national, regional andglobal levels. The Initiative isdesigned to improve the
health ofstudents, school personnel, familiesand other members of thecommunity through schools. Thegoal of
WHO's Global School HealthInitiative is to increase the numberof schools that can truly be called "Health-Promoting
Schools". Although definitions will vary, depending on need and circumstance, a Health-Promoting School can be
characterised as a school constantly strengthening its capacity as a healthy setting for living, learning and working.

 ADOLESCENT - Education lifts the status of women. It protects their sexual health, and protects against domestic
violence. We also know that women who have a share of the household income tend to invest in the welfare of their
families: uniforms and books for school, better food, latrines, and bed nets for malaria. In short, education is a
powerful way to break the cycle of poverty, ill health, misery, and low status passed on from one generation of
women to the next.Education and health are a mutually-reinforcing sisterhood.
 Adolescence — defined by the World Health Organization (WHO) as the second decade of life (10–19 years of
age) — is a time when significant physical, psychological, and social changes occur.
2. Differentiate Nature and Nurture. (min 5 sentences, max of 10)

The key to child development has always been nature versus nurture. Nature is the
genetic predisposition or biological makeup of an individual. It refers to the
biological or genetic predispositions that impact one's human traits—physical,
emotional, and intellectual. Also, genes and hereditary factors affect physical
appearance and personality characteristics. It defines nature, as our genetics
determine our behavior, and our personality traits and abilities are in our nature.
While nurture is the physical world that influences nature, Some theorists
emphasized stability, while others emphasized plasticity. In contrast, it describes
the influence of learning and other environmental factors on these traits. Also,
besides environmental variables, childhood experiences include how we were
raised in social relationships surrounding culture. They define nurture as our
environment, upbringing, and life experiences determining our behavior. We are
nurtured to behave in certain ways.
 Thank You
Name: Villanueva, Jonaver C.

References:
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