CHILD DEVELOPMENT
and behaviour; highly
● a systematic study done through
scientific method
● the study of the changes and
development of a person from
conception until 18
● seeks to identify and explain
PERSISTENT, CUMULATIVE and
PROGRESSIVE changes in the three
domains: PHYSICAL, COGNITIVE and
SOCIO-EMOTIONAL development of
adolescents
● changes are classified into two:
o Qualitative (primary) – change
in function and quality
▪ Menstruation
▪ Ejaculation
▪ Criteria in friendships
▪ Quality of writing
o Quantitative (secondary)
measurable through numbers
▪ Height
▪ Weight
A child’s developmental journey is guided by the
following factors:
● Nature – genetic inheritance
● Nurture – influence of the
environment
● Child’s own activity – the child’s
choices, mental processes,
emotional responses and
behaviours; under these as well
are the lesson in bias, prejudice
and discrimination
● Child’s existing condition – can
be illness or any physiological
situations of a child
Thee Developmental Domains
● Cognitive – changes that occur
in reasoning, concepts, memory
and language
● Physical – biological changes of
the body and the brain
● Socio-emotional – changes in
emotions, self-concepts,
motivation and moral reasoning
dependent upon the child’s
interaction with people
Context – the broad term used on which all
areas of development are dependent upon;
encompassing experiences, culture, and society
at large
Basic Issues in Development
1. Nature and Nurture
Nature refers to the inherited
characteristics and tendencies. It
creates both common human traits and
individual differences among children.
Example cited on the book is one’s
temperament – characteristic ways of
responding to emotional events.
– Nurture, on the other hand, refers to
one’s upbringing and environmental
influences.
2. Universality and Diversity
Universality occur in everyone – such as
acquisition of motor skills, language and
the ability to inhibit immediate impulses.
Diversity speaks of development as
highly individual brought by the following
factors: (a) upbringing; (b) one’s family
relationships; and (c) culture.
3. Qualitative and Quantitative
● Qualitative – major dramatic
changes such as learning how
to run, beginning to talk in
two-word sentences rather than
with single words
● Quantitative – gradual
progressions with small
additions and modifications tp
behaviour and thought
processes
Theories
1. Biological
● See NATURE as a driving force
 ● Emphasizes MATURATION – ● Environment and child’s
the genetically guided changes interaction with adults and more
that occur over the course of knowledgeable peers
development ● Under here are the lessons of
2. Behaviorism zone proximal development and
● BF Skinner scaffolding
● Children actively work for 7. Developmental Systems
rewards such as food or praise ● Clarifies how the systems
and avoid behaviors that lead to (microsystem, mesosystem,
punishment. exosystem, macrosystem and
2. Social Learning Theories chronosystem) combine to
● Albert Bandura promote development
● Portray children’s goals and ● Capture nature, nurture and
beliefs as having crucial child’s own activity
influences on their actions
● Learn by observing what other EXAMPLES/QUIZ
people do and what 1. Teacher post work of students -
consequences follow those BEHAVIORISM
behaviors 2. Home visitation- DEVELOPMENTAL
3. Psychodynamic – interaction between SYSTEMS(MICROSYSTEM)
internal conflicts and characteristics and 3. Provide toddlers big crayons –
behaviors BIOLOGICAL (MATURATION) OR
● Psychosocial COGNITIVE DEV’T (SENSORIMOTOR
o Erik Erikson STAGE)
o Crisis / crises 4. Pairing with adults or advance or
o People grow as a result of knowledgeable peer- SOCIOCULTURAL
resolving their own internal (SCAFFOLDING)
struggles. 5. Memorize multiplication table by batch-
● Psychosexual COGNITIVE PROCESS (CHUNKING)
o Sigmund Freud 6. Different taste through actual samples-
o Children find themselves COGNITIVE DEV’T
torn between sexual and (PRE-OPERATIONAL)
aggressive impulses, and 7. Strictly reinforcing rule/promote
desires to gain approval security/respect everyone-
from parents and society. PSYCHODYNAMIC (TRUST VS.
4. Cognitive-development MISTRUST)
● Emphasizes thinking processes 8. Requiring kids to clean up their mess
and how they change after painting giving a condition that if
qualitatively they don’t clean up, they will not be
● 4 stages of Piaget given coloring materials- BEHAVIORISM
5. Cognitive Processes 9. Parent’s signature on assignment
● Nature of human cognitive papers- DEVELOPMENTAL SYSTEMS
operations (MICROSYSTEM)
● Specific processes such as 10. Teaching washing of hands through
memorizing, analysing and demonstration- SOCIAL LEARNING
chunking THEORY
6. Socio-cultural Development 11. Going to museum- DEVELOPMENTAL
● Vygotzky SYSTEM
12. Giving hugs to children before going to
room- PSYCHODYNAMIC
 13. Letting students write poems to express
themselves- COGNITIVE
DEVELOPMENT.
Developmental Periods
1. Infancy
● Birth to 2 years
● Emergence of basic human
traits including emotional bonds,
language and increasing motor
ability
2. Early Childhood
● 2-6 years
● Imaginative play
● Rapid language development
● Advances in gross motor and
fine motor skills
● Expansion of social skills
3. Middle Childhood
● 6-10 years
● Participation in adult society
● Development of friendships
● Where children learn how to
INTERNALIZE many
society’s rules and prohibitions
4. Early Adolescence
● 10-14 years
● Puberty
● Begin to think in abstract and
logical ways
5. Late Adolescence
● 14-18 years old
● Greater independence from
adults
● Intensive interaction with peers
● about
USING RESEARCH TO UNDERSTAND
CHILDREN AND ADOLESCENTS
Ethical Protection of Children
1. Do no harm.
2. Get approval from authorities.
3. Obtain consent from participants
and their families.
4. Preserve children’s privacy.
5. Be honest.
6. Communicate openly.
The Scientific Method
It is a multi-step process of carefully defining
and addressing a research question using
critical thinking and analysis of the evidence.
1. Pose a question.
2. Design an investigation.
3. Collect data.
4. Analyze the data.
5. Share the results.
Research Participants
● Population
● Sample
Data Collection Techniques
1. Self reports
● Questionnaires – fitting for a
large number of participant; do
not allow to probe
● Interviews – can probe
children’s understanding in a
thorough yet sensitive fashion;
face-to-face
of 2. Test and other Assessment tasks
● Test – designed to assess
knowledge, abilities
● Assessments – task that
children complete for
researchers to make judgment
on their understanding and
skills
3. Physiological measures
● Most precise among all type of
techniques but is vague
● Provide valuable information
children’s health,
emotional state and physical
growth
4. Observation
● Participant – must be in third
perspective
● Non-participant – susceptible to
BIASES
Integrity in Data Collection
● Validity – extent to which a data
collection technique assesses
what the researcher wants
● Reliability – existent to which a
data collection yields
 CONSISTENT, dependable 3. Design
results 4. Integrity of the data
5. Significance of the findings
Research Designs 6. Publication in a peer- reviewed or
1. Experimental study refutable journal
● Involves intervention or Observation
treatment
● Manipulation of a variable or ● Has details, purpose/content, and it is
one aspect of the environment systematic.
● Participants are assigned to ● It can be based on knowledge, reviews
groups on a random basis experiences, training and education of
2. Quasi-experimental references.
● Administer one or more
experimental treatments Observational tools
3. Correlation 1. Narrative observation
● Measures the extent of o Anecdotal record
relationship or association o Running record
4. Cross-sectional 2. Checklist
● Performance of individuals at 3. Rating scale
different ages at a single point 4. Artifacts
in time o Videos, essays, poems,
5. Longitudinal Study drawings, paintings, projects
● Performance of a single group and rubrics
of people is tracked over a 5. Event sampling-record only a time when
period of time something happens
● Allow us to see changes in a o Altruism
characteristic 6. Time sampling
6. Cohort-sequential
● Additional groups of people
born in certain subsequent
years PHYSICAL DEVELOPMENT
7. Case study 1. Different parts of the body mature at
● Document a single person or a their own rates.
small group’s experiences over 2. Functioning becomes increasingly
a period of time differentiated.
8. Ethnography 3. Functioning becomes increasingly
● Look at the lifestyle and culture integrated.
of a particularly community, 4. Each child follows a unique growth
classroom or family curve.
● “lumad” 5. Physical development is characterized
9. Grounded Theory by both quantitative and qualitative
● No theoretical framework to changes.
begin with hence it calls a
researcher to develop his own The Brain and Its Development
theory
● Neurons – cell that transmits information
HOW TO BE A WISE CONSUMER OF to other cells; nerve cell
RESEARCH ● Dendrite – branchlike part of neuron that
receives information from neurons
1. Purpose
2. Participants
 ● Axon – armlike part of a neuron that
sends information from other neurons
● Synapse – junction between two
neurons; tiny gaps between dendrites
and axon
● Synaptogenesis – synaptic proliferate
● Synaptic pruning – gina-remove niya
ang way pulos charot na synapse
● Forebrain – complex thinking, emotional
responses and the driving forces of
motivation
● Hindbrain – controls basic physiological
processes that sustain survival such as
breathing, sleep and movement
● Midbrain – connects the forebrain and
hindbrain
● Cortex – where executive functions take
place such as interpreting, reasoning,
communicating and planning
● Left hemisphere – reasoning and
analysis
● Right hemisphere – simultaneous
process and synthesis
Brain Builders
● Early 5 years as foundation for brain
development
● Experiences – needed for a good
mental function and overall health
● Serve and return – communication; if
repeated and constant, this will create or
play as bricks for healthy foundation
● Good stress – challenge or test na
dapat ma-overcome,
makipag-communicate ka with other
people
● Bad stress – addiction, abuse or
absence of a caregiver; all of these will
lead to a risk for health problems
COGNITIVE DEVELOPMENT: PIAGET &
VYGOTSKY
Piaget’s Theory of Cognitive Development
● Jean Piaget- observe the everyday
actions of infants and children and to
draw inferences about thinking and
reasoning. He pioneered the clinical
method, a procedure in which an adult
presents a task or problem and ask the
child a series of questions about it.
Key Ideas in Piaget’s Theory
● Children are active and motivated
learners.
● Children organize what they learn from
their experiences.
● Children adapt to their environment
through the process of assimilation and
accommodation.
o Assimilation- entails responding
(physically or mentally) to a new
event in a way that is consistent
with an existing scheme.
o Accommodation- process of
responding to a new event by
either modifying an existence
scheme or forming a new one.
● Interaction with the physical
environment is critical for cognitive
development.
● Interaction with other people is equally
critical.
● The process of equilibration promotes
increasingly complex forms of thought.
o Equilibrium- state of being able
to address new events using
existing schemes.
o Disequilibrium- state of being
unable to address new events
with existing schemes.
o Equilibration- movement from
equilibrium to disequilibrium and
back to equilibrium; a process
that promotes the development
of increasingly complex forms of
thought and knowledge.
● Children think in qualitatively distinct
ways at different age levels
o Maturation + experiences +
desires = changes in cognitive
abilities.
Piaget’s Stages of Cognitive Development
 o Language- rapid
Age Stage expansion of vocabulary
and grammatical
structures.
0-2 years old Sensorimotor o Extensive pretend play-
enactment of true-to-life
or fanciful scenarios
3-6 years old Preoperational with plots and assigned
roles
o Animism-ascribing life
7-12 years old Concrete Operational into inanimate objecy
o Transductive reasoning-
no logical reasoning
13 and above Formal Operational o Centration- a child
focuses on one aspect
of object
1. Sensorimotor Stage o Irreversibility-tendency
● Schemes are based largely on to believe that nothing
behaviors and perceptions. can be reversed.
● Deals with the senses; 3. Concrete Operational
motor-locomotory movement ● Adult-like logic appears but is
o Trial and error limited to reasoning about
experimentation- concrete real-life situations
exploration and ● There is better and more
manipulation of objects sophisticated categorization
to determine their ● They are starting to learn how to
properties. conserve.
o Goal-directed behavior- o Distinction- between
intentional behavior one’s own and others
bring about a desired perspective
result. o Recognition- that one’s
o Object Permanence- own thoughts and
realization that objects feelings may be
continue to exist even different from others
when removed or view. and do not necessarily
o Symbolic thought- reflect really.
representation of o Class Inclusion- ability
physical objects and to classify objects as
events as mental belonging to two or
entitles(symbols) more categories
2. Preoperational Stage simultaneously.
● Children can now think and talk o Conservation-
about things beyond their realization that amount
immediate experiences but they stays the same if
do not yet reason in logical, nothing is added or
adult-like ways. taken away regardless
● Senses are still there but there of alterations in shapes
is an addition of language and or arrangement.
reading. Also, they now have 4. Formal Operational
simple categorization.
 ● Logical reasoning processes are them make sense of their
applied to abstract ideas as well experiences. Because Vygotsky
as concrete objects and emphasized the importance of
situations. adult guidance in promoting
o Reasoning about cognitive advancements and
abstract, hypothetical, more generally he emphasized
and contrary-to-fact his perspective known as
ideas—ability to draw SOCIOCULTURAL THEORY.
logical deductions ● SCAFFOLDING
about situations that ● ZPD(Zone Proximal
have no basis in Development)-range of tasks that
physical reality. one cannot perform independently
o Separation and control but can perform with the temporary
of variables- ability to help and guidance of others.
test hypotheses by ● Internalization- gradual evolution of
manipulating one external social activities into
variable while holding internal, mental activities.
other variables
constant.
o Proportional reasoning-
conceptual
understanding of
fractions, percentages,
COGNITIVE DEVELOPMENT:
decimals and ratios.
Early Childhood, Middle Childhood and
o Idealism- ability to
Adolescence
envision alternatives to
current social and ● Stimuli or environmental input
political practices. o received by the human being
● Pros and Cons- ability to through the senses
CRITICAL THINKING ● Sensory register-
o Curiosity o component of memory that
o Skepticism holds incoming information in an
o Gather evidences unanalyzed form for a very brief
o Be humble time (2-3 seconds or less for
5. Post Formal Thought (Neo-Piagetian) auditory memory and less than
● Thought Ability of a person that in a second for visual information)
deciding it is not only good or bad. ● Attention
o focusing of mental resources
Lev Vygotsky’s Theory of Cognitive on select information; affected
Development by stimulus characteristics and
familiarity (esp. with children)
● Vygotsky believed that the adults in and involves active focusing on
any society foster children’s learning information
in an intentional and somewhat ● Working memory (short term memory)
systematic manner. In particular, o component of a memory that
adults engage children in enables people to actively think
meaningful and challenging about and process a small
activities, show them how to use amount of information
physical and cognitive tools to o allows active processing of
facilitate their performance, and help information
 o With limited capacity ● Critical thinking: ability to think
● Long term memory reflectively and productively as well as
o component of memory that to evaluate new evidence
stores accumulated knowledge ● mindfulness: an important aspect of
and skills for a relatively long critical thinking, it means being alert,
period of time and with unlimited mentally present, and cognitively flexible
capacity while going through life’s everyday
o Requires in-depth processing activities and tasks
that involves making ● creative thinking: ability to think in novel
connections between new and unusual ways and to come with
information and existing unique solutions to problems
knowledge (ex. wog) ● convergent thinking (produces one
● Central executive correct solution and answer) vs.
o component of the human divergent thinking (produces many
information processing system different solutions and answers)
that oversees the flow of ● *study on creativity and watching
information throughout the tv/playing video games
system ● scientific thinking:
o Regulates information flow
o Involved in planning, decision Gardner’s Multiple Intelligence
making, self-regulation, and Type of Intelligence* Examples of Relevant
inhibition Behaviors
Linguistic Intelligence ● Making persuasive
Ability to use language arguments
effectively ● Writing poetry
Middle childhood through adolescence ● Identifying subtle
nuances in word
meanings
● Working memory and the central
Logical-Mathematical ● Solving mathematical
executive are closely connected and Intelligence problems quickly
jointly responsible for what children pay Ability to reason ● Generating
attention to, how they think about it, and logically, especially in mathematical proofs
mathematics and ● Formulating and testing
how well they remember it science hypotheses about
● processing speed increases due to observed phenomena
Automatization (process of becoming Spatial Intelligence ● Conjuring up mental
Ability to notice details images
able to respond quickly and efficiently
of what one sees and ● Drawing a visual
while mentally processing or performing to imagine and likeness of an object
certain tasks as in reading or doing manipulate visual ● Making fine
computations) objects in one’s mind discriminations among
very similar objects
● capacity of working memory increases Musical Intelligence ● Playing a musical
● better ability to plan and direct one’s Ability to create, instrument
actions due to increasingly active control comprehend, and ● Composing a musical
appreciate music work
of the central executive ● Showing a keen
● capacity of long term memory also awareness of the
increases leading to increasingly underlying structure of
music
integrated knowledge of the world
Bodily-Kinesthetic ● Dancing
● thought becomes increasingly symbolic Intelligence ● Playing basketball
and logical thinking abilities improve Ability to use one’s ● Performing pantomime
body skillfully
More about thinking

Type of Intelligence* Examples of Relevant

Behaviors
Interpersonal ● Correctly perceiving ● Human development through an
Intelligence another’s mood unfolding of personality in
Ability to notice subtle ● Detecting another’s
aspects of other people’s underlying intentions
predetermined stages
behaviors and desires ● The environment and surrounding
● Using knowledge of culture determine how one progresses
others to influence through each stage
their thoughts and
● Psychosocial stage: biological unfolding
behaviors
in relation to one’s sociocultural setting
Intrapersonal ● Identifying subtle ● Progress in each stage is determined in
Intelligence differences in one’s part by one’s success or lack of success
Awareness of one’s own experiences of such
feelings, motives, and in all the previous stages
similar emotions as
desires sadness and regret
STAGE 1: Trust vs. Mistrust
● Identifying the motives
guiding one’s own (0-18 months)
behavior
● Using self-knowledge
to relate more
effectively with others

Naturalist Intelligence ● Identifying members of

Ability to recognize particular plant or
patterns in nature and animal species
differences among ● Classifying natural
natural objects and forms (e.g. rocks,
life-forms types of mountains)
● Applying one’s
knowledge of nature in
such activities as ● HOPE: an openness to new experience
farming, landscaping, tempered by wariness that discomfort or
or animal training danger may arise; thus, trust and
mistrust are in balance

Erik Erikson’s Cognitive Theory

STAGE 2: Autonomy vs. Shame and Doubt

18 months – age 3

Epigenetic Principles

• WILLPOWER: a young child’s
understanding that he or she can act on
the world intentionally; this occurs when
shame and doubt are in balance
STAGE 3: Initiative vs. Guilt
ages 3-5
● active involvement in one’s family , in
one’s career, and in the community
leads to the feeling that one is
contributing to the world
● lead to care, mentoring the next
generation
● noninvolvement and lack of productivity
leads to feeling of stagnation

STAGE 8: INTEGRITY VS. DESPAIR

66 years old and above

● looking back at one’s life with few

regrets and a general feeling of
satisfaction (a life well lived) leads to
wisdom and a sense of integrity
● looking back at one’s life with many
regrets and dissatisfaction (life
misspent) leads to feelings of bitterness
and despair
STAGE 4: INDUSTRY VS. INFERIORITY
5-13 years old

• School tasks and social interaction, if Kohlberg’s Three Levels and Stages of Moral
supported by adults (parents, family and Reasoning
teachers) with praise, encouragement,
and the needed physical support, will Level Age Range
Level I: Preconventional Seen in preschool
lead to belief in one’s skills and
Morality children, most
eventually to sense of competence elementary school
students, some junior
STAGE 5: IDENTITY VS CONFUSION high school students,
13-21 years old and a few high school
students
● personal exploration of one’s
independence and development of
sense of self, if encouraged and guided
properly, will lead to strong sense of self,
a feeling of independence, and sense of
control Level II: Conventional Seen in a few older
Morality elementary school
STAGE 6: INTIMACY VS. ISOLATION students, some junior
22 – 39 years old high school students,
and many high school
● strong sense of self leads to close, students (Stage 4
committed relationships with people, typically does not
appear until the high
love, maturity, success in one’s career
school years)
● weak or poor sense of self leads to
emotional isolation, loneliness and
depression

STAGE 7: GENERATIVITY VS. STAGNATION

40-65 years old
Level III: Rarely seen before perspectives and
Postconventional college (Stage 6 is intentions into
Morality extremely rare even account when making
in adults) decisions.
Stage 4: Law and order People look to society
as a whole for
guidelines about right
or wrong. They know
rules are necessary
for keeping society
running smoothly and
believe it is their
“duty” to obey them.
However, they
perceive rules to be
inflexible; they don’t
Stage Nature of Moral necessarily recognize
Reasoning that as society’s
Stage 1: People make needs change, rules
Punishment-avoidance decisions based on should change as
and obedience what is best for well.
themselves, without Stage 5: Social contract People recognize that
regard for others’ rules represent
needs or feelings. agreements among
They obey rules only many individuals
if established by more about appropriate
powerful individuals; behavior. Rules are
they may disobey if seen as potentially
they aren’t likely to useful mechanisms
get caught. “Wrong” that can maintain the
behaviors are those general social order
that will be punished. and protect individual
Stage 2: Exchange of People recognize that rights, rather than as
favors others also have absolute dictates that
needs. They may try must be obeyed
to satisfy others’ simply because they
needs if their own are “the law.” People
needs are also met also recognize the
(“You scratch my flexibility of rules;
back, I’ll scratch rules that no longer
yours”). They serve society’s best
continue to define interests can and
right and wrong should be changed.
primarily in terms of Stage 6: Universal Stage 6 is a
consequences to ethical principles hypothetical, "ideal"
themselves. stage that few people
Stage 3: Good boy/good People make ever reach. People in
girl decisions based on this stage adhere to a
what actions will few abstract,
please others, universal principles
especially authority (e.g., equality of all
figures and other people, respect for
individuals with high human dignity,
status (e.g. teachers, commitment to
popular peers). They justice) that transcend
are concerned about specific norms and
maintaining rules. They answer to
relationships through a strong inner
sharing, trust, and conscience and
loyalty, and they take willingly disobey laws
other people’s
that violate their own
ethical principles.