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Module 3-Meaning of Terms
Module 3-Meaning of Terms
Module 3-Meaning of Terms
Introduction
I. PREPARATION
For you to appreciate the study of human development accomplish the learning
exercise M3Prep by clicking this link.
https://drive.google.com/file/d/1Tf0VeKQjf2TBdjHSf-Ve0lT6wicPyjyB/view?
usp=sharing
MY DEVELOPMENTAL MILESTONES
1. Try to recall the different things that you were able to do at the following stages in
your development.
A. 1 year old
B. 2 years old
C. 3 years old
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1. What conclusion can you draw based from the timeline that you have created?
3. Did you go through the same sequence of development with that of other children at
those given age? Support your claim.
5. Try this definition game for fun by providing a definition of the following words in your
own terms (the way you imagine, experience or picture it), the funnier, the better.
Example: Adolescence is when I can’t sleep thinking about my crush who smiled
at me.
A. Development is
B. Growth is
C. Childhood is
D. Adolescent is
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From the activity that you did, what you learned to do at each given age
describes the process of development that you went through over time. What is then
development? Is development synonymous to growth? For better understanding on the
study of the child and adolescent learners, let us first define the key terms in the study
of child and adolescent development.
Among the frequently used definition of development is that it involves patterns
of change over time which begins at conception and continues throughout the life.
Some psychologists define development as changes which lead to qualitative
reorganizations in the structure of a behavior, skill or ability. Some others define
development as changes which increase the organization of functioning within a
domain.
Another definition of development is “the qualitative changes involving the
process of orderly, cumulative, directional and age-related behavioral reorganizations.
This definition highlights four key terms, namely:
orderly- the changes that follow a logical sequence, with each one paving the
way for future changes
cumulative- any given phase that includes all that went before it as well as
something more
directional- the course of development that always moves toward greater
complexity
age-related behavioral reorganization- the qualitatively new way of fitting together
or organizing, and using one’s capabilities. The reorganization of thoughts
and actions results in more complex behavior. Qualitative change involves of
a transformation of an ability (physical, cognitive)
Growth, on the other hand, is defined as the quantitative changes that can be
measured. It is the progressive increase in the child’s size or body parts or the
maturation of tissues or organs. Example is the growth in height or weight.
Based from the definitions of development of growth, can you cite their
differences? However, most educators often used them interchangeably. Can you
tell why?
Other important terms in the study of development worth noting are as follow:
Child - is given a definition by the United Nations Convention on the Rights of the Child
as “every human being below the age of 18 years unless under the law
applicable to the child, majority is attained earlier.
- is defined biologically as “anyone in the developmental stage between infancy
and adulthood”.
- is over 18 but are unable to fully take care of themselves or protect themselves
Childhood – is considered the critical in development where various foundational skills
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Causes of Development
You might have asked yourselves this question, “Why do people grow and
develop?” As living organisms, we must grow and develop. You already learned that
growth and development are not synonymous but are often times used interchangeably.
Development however, is more complex than growth. There are two major causes of
development. They are:
1. Maturation - the biological unfolding of the individual according to a plan contained in
the genes, changes resulting from growth and not from training or practice as indicated
by the state of readiness to progress in a definite type of behavior
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6. Development and learning occur in and are influenced by multiple social and
cultural
contexts.
Bronfenbrenner provides an ecological model for understanding human
development. He explains that children's development is best understood within the
sociocultural context of the family, educational setting, community, and broader society.
These various contexts are interrelated, and all have an impact on the developing child.
For example, even a child in a loving, supportive family within a strong, healthy
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7. Children are active learners, drawing on direct physical and social experience
as well as culturally transmitted knowledge to construct their own
understandings of the world around them.
Children contribute to their own development and learning as they strive to make
meaning out of their daily experiences in the home, the early childhood program, and
the community. Principles of developmentally appropriate practice are based on several
prominent theories that view intellectual development from a constructivist, interactive.
From birth, children are actively engaged in constructing their own
understandings from their experiences, and these understandings are mediated by and
clearly linked to the socio-cultural context. Young children actively learn from observing
and participating with other children and adults, including parents and teachers.
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11. Children demonstrate different modes of knowing and learning and different
ways of representing what they know.
For some time, learning theorists and developmental psychologists have
recognized that human beings come to understand the world in many ways and that
individuals tend to have preferred or stronger modes of learning. Studies of differences
in learning modalities have contrasted visual, auditory, or tactile learners. Other work
has identified learners as field-dependent or independent expanded on this concept by
theorizing that human beings possess at least seven "intelligences." In addition to
having the ones traditionally emphasized in schools, linguistic and logical-mathematical,
individuals are more or less proficient in at least these other areas: musical, spatial,
bodily-kinesthetic, intrapersonal, and interpersonal.
Malaguzzi used the metaphor of "100 languages" to describe the diverse
modalities through which children come to understand the world and represent their
knowledge. The processes of representing their understanding can with the assistance
of teachers help children deepen, improve, and expand their understanding. The
principle of diverse modalities implies that teachers should provide not only
opportunities for individual children to use their preferred modes of learning to capitalize
on their strengths but also opportunities to help children develop in the modes or
intelligences in which they may not be as strong.
12. Children develop and learn best in the context of a community where they are
safe and valued, their physical needs are met, and they feel psychologically
secure.
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III. PRACTICE
A. From the different principles of human development that you have studied
choose at least (5 ) and provide the educational implication.
Educational Implication
Principles of human development
Guides teachers in preparing the learning
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1.
2.
3.
4.
5.
B. Given the following principles of child development and learning, choose the
characteristics of human development according to Santrock, 2016 that best
matches with the principle of child development and learning.
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IV. PERFORMANCE
A. Having learned the definitions of important terms in this module, in your own
words, give the meaning of the following terms: (R X 2)
1. Development
2. Growth
3. Child
4. Adolescent
5. Learner
B. Give the reasons why prospective teachers need to study child and adolescent
development.
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References:
Corpuz, Brenda B.,et al 2018,The Child and Adolescent Learners and Learning
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