Prof. Ed.

1 - The Child and

Adolescent Learners and
Learning Principles
Instructor: Dr. Linnie Viernes
Name: Arnulfo L. Dela Cruz Course: BEED 1 - B

REFLECTION
I. Look at yourself. You are perfectly made. The cells of your lips are at your lips, your mouth is close to your nose. You
can breathe normally. Did it ever occur you that it could have been otherwise?

I'd still be able to function normally. Because I already know how to accept what I have in life
and how to be content. I am not flawless; I have an inborn defect in my left eye. But now I'm proud of it. It
started as an insecurity that was difficult to embrace, but after embracing it and loving myself more, I felt
liberated from the load. On the other side, if I did had a great pair of eyes, I'd probably be relieved since I
wouldn't have to deal with bullying. Nobody is flawless in terms of growth, development, capacity, or
physique. Perfection exists solely as a notion only.

II. Having learned the physical development of infants and toddlers and Maslow’s hierarchy of needs, as future parent
or as caregiver of children, reflect on:

- What you should do more often for infants and toddlers

- What you should refrain from doing to facilitate their growth and development

Feeding and sleeping times should be flexible: feed babies on demand and put them down to
sleep when needed; have snacks on available for toddlers and advise rest if they are weary. Allow them to play
alone or interact with caretakers and other children as much as possible. Children should be cared for in small
groups to avoid over-stimulation and chaos. Make time for one-on-one interactions between children and you.
providing chances for big and small motor skill usage through both indoor and outdoor activities, as well as a
safe setting for discovery. As future parents or carers, we should encourage mobility and growth by providing
secure surroundings for newborns to play and explore on their own. Young babies can be placed on a clean
blanket on the floor, surrounded by clean, safe toys, and allowed to reach, wriggle, kick, and roll on their own
or in play with others.

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III. Based on Piaget’s sensorimotor stage and the first year of pre-operational stage of cognitive development, reflect
on how you, as a future mother or nursery teacher can:

- Enhance infant and toddlers’ cognitive or

- Impede infant and toddlers’ cognitive

An examination of the six substages of Piaget's sensorimotor stage reveals that development
begins with reflexive actions and progresses to increasingly sophisticated and coordinated activities. That’s why
I’ll encourage the children to engage in stacking and building activities, as well as play with cardboard boxes.
Play memory games and basic jigsaw puzzles. Play games that need you to move and sing at the same time.
This helps develop their cognitive skills. On the other hand, we propose that poverty directly impairs cognitive
performance and offer two studies to support this claim. Rather, it appears that poverty lowers cognitive
power. We believe this is due to the fact that poverty-related concerns occupy brain resources, leaving less for
other activities. Impeding my child’s cognitive skills is a big no for me, because it has a huge impact on a child’s
growth and development.

IV. Based on stories you heard from your parents and grandparents about your first two years in the world. Reflect on
the kind of micro systems as explained by Bronfenbrenner that you have had as an infant and as a child. How has it
affected you?

The microsystem refers to the institutions and environments with which a kid interacts on a
personal level. My Mom mentioned that I am a very interactive child. I use to play around and laugh when
someone creates a funny gesture in front of me. Because of that, I personally believe that it enhances my
ability to interact with others without any hesitation because I grew up in an open environment where I don’t
have to feel restricted. Although there are times that I felt pain during my first two years as well. For example,
that time where I was crawling inside the cabinet underneath our kitchen sink and I wasn’t able to se that
there were a lot of ants in there. So I got bitten by a colony of ants and that stimulated fear into my brain and I
think that is the reason why I’m now cautious in my decisions.

V. One theme of Erikson’s basic philosophy is that failure is cumulative. True, in many cases an individual who has to
deal with horrendous circumstances as a child may be unable to negotiate later stages as easily as someone who
didn’t have as many challenges early on. For example, we know that orphans who weren’t held or stroked as infants
have an extremely hard time connecting with others when they become adults. Do you believe that there are
exceptions? Reflect and, if you can, cite concrete examples.

A lack of connection with a newborn during his or her growth and development period will have
an effect on him as an adult. The newborn is completely reliant on his or her parents, particularly the mother,
for feeding, nutrition, and comfort. That is why, as children get older, they become more attached to their
mothers. It is because of the connection formed during the child's developmental stage. When a kid reaches
the age of two, he or she expresses feelings of guilt, embarrassment, and pride. All children and adults
experience emotional maturation, which contributes to their growth. That is why I do not believe there is an
exception, because connection is required as newborns develop and begin to feel different sorts of emotions.
(Continue reading on the next page.)

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One concrete example I can give is myself experiencing emotions that I didn’t understand as a child. I grew up
with a very emotional back story. I was separated with my mom by her manager during my 1 st year of
existence, due to the fact that he doesn’t want to hand me to my mom because I was the only hold he got
against mom. Fast forward when I was 5 years old, I grew up living with my Grandfather because mom had to
go to Japan to work as a singer. I never felt the connection from mom due to the fact that we got separated
for a long period of time and multiple times during my developmental stages. So growing up with that, I was
having a hard time connecting with my mom during my middle childhood days. I really don’t understand the
emotion I was feeling when I try to engage a connection with mom. Thankfully, mom was very patient and
hands on with me. That is why during my teenage stage, I finally built a strong connection with mom due to the
fact that I learned how she sacrificed all just to get me from her manager, and how she worked hard day and
night, in a hot and cold weather just to sustain my needs as I grow. She may be absent on some year gap of my
growth and development stage, but knowing her sacrifice and the things she did that I wasn’t aware about, it
really sparked an emotional connection that I was needing for me to fully understand the missing pieces.

VI. From this module on the Physical Development or Preschoolers, I realized that…

The Preschooler stage is vastly a fragile time for their growth and development. As toddlers'
bodies develop, so do the regions of their brains that regulate movement, allowing them to execute gross-
motor skills like running, leaping, throwing, climbing, kicking, and skipping, as well as fine-motor abilities like
stringing beads, sketching, and cutting with scissors. During this stage they must be provided with nutrition
that they’re body needs for them to be active and attentive. That is why It is emphasized that the role of
parents, teachers, and caregivers is very important in child development, and they must ensure that the kid
receives what they require for growth.

VII. From the Module on the Cognitive Development of Preschoolers, I realized that…

Amazing improvements occur in children's mental skills during preschool. Their memories are
growing stronger, which means they are recalling unexpected facts more frequently. They may express
themselves in novel and fascinating ways. Their imaginations are increasingly being used as a key vehicle for
play and learning. They learn to compare, contrast, arrange, analyze, and devise more complicated solutions to
problems, which aids in the development of their arithmetic abilities and scientific thinking. We have the
capacity to assist youngsters in learning and developing to their full potential. During the preschool years,
children's brains grow in tandem with their bodies. Between the ages of 3 and 5, there will be significant
changes in a child's mental skills.

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VIII. From the Module on the Socio-Emotional Development of Preschoolers, I realized that…

Preschooler’s minds are highly receptive to new information. As I previously stated, toddlers are
extremely vulnerable to outside stimuli since their brains are still growing. As they go through their preschool
years, these youngsters will go through numerous changes and discover new things. Amazing improvements
occur in children's mental skills during preschool. Their memories are growing stronger, which means they are
recalling unexpected facts more frequently. They may express themselves in novel and fascinating ways. Their
imaginations are increasingly being used as a key vehicle for play and learning. They learn to compare,
contrast, arrange, analyze, and devise more complicated solutions to problems, which aids in the development
of their arithmetic abilities and scientific thinking. This course will focus on toddlers' cognitive growth
milestones. With that being said, it is up to the parents and instructors to assist the youngsters in developing
their cognitive growth.

They must assign enjoyable and interactive tasks and activities to the children in order for them to develop
their minds. This can be accomplished through the identification of shapes and colors, games, music,
storytelling, nursery rhymes, writing, and other activities. Parents/teachers should encourage these youngsters
and promote repetition in learning to guarantee that these information and abilities stick with them for the
rest of their life. The emotional well-being of children throughout their early years has a significant impact on
their social interactions. Emotionally healthy children are better equipped to form and sustain meaningful
interactions with adults and peers. Consider your own children or the children of people you know, and the
many stages of their social-emotional development as they grew up. Preschoolers are beginning to express
their feelings as well as the sentiments of others. However, social-emotional development entails more than
merely expressing feelings. It involves taking turns, being self-sufficient in routines, socializing more with peers,
building meaningful connections with others, managing emotions, and developing a good self-image. These
abilities are critical for children's successful involvement in school and at home, as well as their general
development. These talents help youngsters develop their social-emotional skills, which impact their
performance in school and in life.

Submitted By: Arnulfo L. Dela Cruz