CHILD AND ADOLESCENT

RELLOMA JHON KEVIN M. BSED 1D

FINAL EXAM
1. Compare and contrast the Cognitive Development Theories of:
a. Piaget
b. Vygotsky
CONTRAST:
PIAGET
My theory of cognitive development is comprehensive and is the only perspective that
should be viewed as correct.
Focused on cognitive development in children and albescence. Piaget theory is guided
by assumptions of how learners interact with their environment and how they integrate new
knowledge and information into existing knowledge. Briefly, he proposed that
1. Children are active learners who construct knowledge from their environments
2. They learn through assimilation and accommodation, and complex cognitive
development occurs through equilibration
3. The interaction with physical and social environment is key for cognitive development
4. Development occurs on stages

VYGOTSKY

 I disagree, my theory of cognitive development is the obvious choice for

explaining how a child learns and develops.
 Recognized the importance of speech in development
 Focused on the role of culture and social interactions
Vygotsky maintained that speech is a major psychological tool in the child’s
development of thinking. As children age and develop, their basic speech become more
complex.
Vygotsky theory is guider by six majors.
1. Children develop through informal and formal conversation with adults.
2. The first few years of life are critical for development, as this is where thought and
language become increasingly independent.
3. Complex mental activities begin as basic social activities.
4. Children can perform more difficult task with the help of a more advanced individual
5. Tasks that are challenging promote cognitive development growth.
 6. Play is important and allows children to stretch themselves cognitively.
The fundamental difference between Piaget and Vygotsky is that Piaget believed in the
constructivist approach of children, or in other words, how the child interacts with the
development, whereas Vygotsky stated that learning is taught through socially and culturally.
COMPARE
One similarity between Piaget and Vygotsky theories of cognitive development is that
they both view cognitive development as a constructive process.
Piaget and Vygotsky were both believed children were active learners in their own
development. Both also believed development in learners would desire as they grew older.
Piaget and Vygotsky both believed egocentric speech played a role in cognitive development,
but in different ways.
2. Describe thew following
a. Concept of Intelligence (Binet)
b. Multiple Intelligences (Gardner)
c. Cognitive Information Processing Theory (Atkinson and Shiffin)

a. Concept of Intelligence (Binet)

 Binet (Binet and Simon, 1905) defined intelligence in terms of judgement,
practical sense, initiative, and adaptability: Whereas Wechsler (1958) later
defined is it as "the aggregate a global capacity of the individual to act
purposefully to think rationally and to deal effectively with his/her
environment".
b. Multiple Intelligences (Gardner)
 This theory suggests that traditional psychometric news of intelligence are too
limited. Gardner find outlined his theory in his lave book frames of mind: "the
theory Multiple Intelligences” where be suggested that all people have different
kind of "Intelligences".
Gardner proposed that there are eight intelligences, and has suggested the possible
addition of ninth known as “Existentialist intelligence”.
In order the capture the full range of abilities and talents that people possess, do not
have just an intellectual capacity, but have money kinds of intelligence, including musical,
interpersonal, spatial-visual and linguistic intelligences.
While a person might be particularly strong in a specific area, such as musical
intelligences, he or she most likely possesses a range of abilities. For example, an individual
might be strong in verbal, musical, and naturalistic intelligence.
c. Cognitive Information Processing Theory (Atkinson and Shiffin)
 Atkinson and Richard Shiffin. In 1968 these two proposed a multi-stage theory of
memory. They explained that form the tire information is received by the
processing system. It goes through different stages to be fully stored. They broke
this down to sensory memory, short-term memory, and long-term memory
(Atkinson).

3. Illustrate, enumerate and define the Hierarchy of needs by Maslow.

  Maslow’s hierarchy of needs is a theory of motivation which states that five
categories of human needs discreate on individual’s behavior. Those needs are
psychological needs, safety needs love and belonging needs, esteem needs, and
self- actualization needs.
 Hierarchy of needs refers to a theory created by psychologists Abraham Maslow
that explains human behavior in terms of basic needs for survival and growth
which are arranged according to their importance for survival and power to
motivate an individual.
 5 Levels of Maslow’s Hierarchy of Needs
1. Psychological Needs
2. Needs for security and safety
3. Social needs (Love and Belongingness needs)
4. Esteem Needs
5. Self-Actualization Needs

4. Define, explain and give example for each following Approaches to learning Behavioral
(Conditioning).
a. Classical
b. Contiguous
c. Operant
Approaches to Learning Behavioral
a. Classical- technique whereby a naturally occurring stimulus and a previously neutral stimulus
are made to be associated. Emphasizes automatic and unconscious behavior and involves giving
a neutral cue before a reflex. Classical conditioning can be used to explain a variety of behaviors
that can have an impact on your health, therefore it's much more than simply a simple term
used to describe a learning strategy. Consider the development of a harmful habit. Your
attempts to lose weight keep failing despite the fact that you have been exercising and eating
well.
Ex: The act of salivating when a dog detects food happens naturally; it does not require
training. The natural stimulus is provided by the food. The dog would develop a connection
between the food and the bell if a bell were rung each time, it was given food. In due course, the
salivation response would be elicited by the bell alone, or the conditioned stimulus.
b. Contiguous-asserts that if a stimulus triggers a reaction, the response will occur again if the
stimulus is experienced. In other words, if the same scenario (stimulus) is encountered again, a
behavior (reaction) will be repeated. It asserts that learning will happen whether or not
reinforcement is provided as long as the conditioned stimulus and response take place
simultaneously.
 Ex: If a teacher provides a stimulus of "be quiet in the classroom" and the students'
response is silencing every single time they are in the classroom.
c. Operant - focuses on utilizing rewards or penalties to either promote or decrease a behavior.
An association is created between the action and its results through this process. might be
employed to aid individuals in getting rid of undesired ones. People who struggle with
unhealthy habits like smoking or overeating might learn to break them through a system of
rewards and penalties.
Ex: Think about how a teacher would discipline a pupil by preventing them from going
outside for recess because they spoke out of turn. The pupil consequently establishes a
connection between the action (speaking out of turn) and the result (not being able to go
outside for recess). Thus, the troublesome behavior lessens.

5. State UN Convention on the Right of the Child and PD 603.

a. UN Convention on The Rights of The Child
The United Nations Convention on the Rights of the Child (UNCRC) is a legally-binding
international agreement setting out the civil, political, economic, social and cultural rights of
every child, regardless of their race, religion or abilities.
The UNCRC consists of 54 articles that set out children's rights and how governments
should work together to make them available to all children.
Under the terms of the convention, governments are required to meet children's basic
needs and help them reach their full potential. Central to this is the acknowledgment that every
child has basic fundamental rights. These include the right to:

 Life, survival and development

 Protection from violence, abuse or neglect
 An education that enables children to fulfill their potential
In 2000, two optional protocols were added to the UNCRC. One asks governments to
ensure children under the age of 18 are not forcibly recruited into their armed forces. The
second calls on states to prohibit child prostitution, child pornography and the sale of children
into slavery. These have now been ratified by more than 120 states.
A third optional protocol was added in 2011. This enables children whose rights have been
violated to complain directly to the UN Committee on the Rights of the Child.
PD 603, or the Child and Youth Welfare Code, is a Philippine law that seeks to promote and
protect the welfare of Filipino children and young people. It outlines the responsibilities of both
parents and government in ensuring that Filipino children are provided with proper care and
guidance. It also provides for the establishment of a comprehensive child protection system in
the Philippines. It recognizes that children have the right to life, to their own opinions and to be
heard in matters that affect them. Furthermore, it promotes the protection of children from
violence, exploitation and abuse.

6. Look for news article (1 for each) that shows the application of the following laws and
policies, and explain how these were applied or ruled.
a. Anti-Bullying Act of 2013 (Republic Act 10627)
b. Child Protection Policy
News article
a. Anti-Bullying Act of 2013
House bill seeking to penalize bullying in schools, workplaces filed
MANILA, Philippines - A bill that would penalize people of legal age proven to have been
bullying people in school, at work, or even on the internet has been filed before the House of
Representatives.
According to House Bill No. 2886 filed by PBA party-list Margarita Nograles, individuals
aged 15 and above but not over 18, and who acted without discemment based on an
assessment would be subjected to intervention programs facilitated by either the Department
of Social Welfare and Development (DSWD) or the local government units concerned.
However, once the person found guilty of bullying is above over 18 years old, or
between 15 to 18 years old but acted with discernment, they may be imprisoned for a
maximum of six years.
All those found to be engaged in the act of bullying-regardless of age and discemment-
will have to comply with civil liabilities including a penalty ranging from P50,000 to P100,000.
"Having established and equipped a national helpline through the passing of the
Republic Act No. 10627 or the Anti-Bullying Act of September 12, 2013, the prevalence of
bullying in the country has not gotten down drastically. In fact, at least 6 out of 10 students are
being bullied, which is nearly 3 times higher compared to developed countries," Nograles said
in her explanatory note.
"According to the Unicef, the latest data in the country show that cyberviolence affects
almost half of children aged 13-17. This violence experienced by Filipino children in the form of
verbal abuse and most of them are in the form of sexual messages and we all know that these
can create long lasting emotional and psychological scars in every child who experienced being
bullied," she added.
Under Nograles proposal, the following acts shall be considered acts of bullying:
  Any unwanted physical contact between the bully and the victim like punching, pushing,
shoving, kicking, slapping, tickling, headlocks, inflicting excessive pranks, teasing,
fighting, and the use of available objects as weapons.
 Any act that causes damage to a victim's psychological and/or emotional well-being.
 Any slanderous statement or accusation that causes the victim undue emotional distress
like directing foul language or profanity at the target, name-calling, tormenting and
commenting negatively on the victim's looks, clothes, and body:
 Cyber-bullying is done through any conduct resulting in harassment, intimidation, or
humiliation, through the use of other forms of technology, such as but not limited to
texting, email, instant messaging, chatting, internet, social media, online games, other
platforms or formats:
 Gender-based bullying any act that humiliates or excludes a person on the basis of
perceived or actual sexual orientation and gender identity. Furthermore, any act of
retaliation against a person who reports bullying, who provides information during an
investigation of bullying, or who is a witness to or has reliable information about
bullying, is likewise prohibited.
 Social Bullying any deliberate, repetitive, and aggressive social behavior intended to hurt
others or to belittle another individual or group.
Nograles said her bill would codify what constitutes bullying and what does not.

"This bill seeks to stop bullying by placing Hammurabi's Code on the law by attaching penalties
and huge fines and create a more peaceful and tranquil environment for our children and
human beings in general," Nograles said.
- With reports from Catherine Dabu, Inquirer.net trainee.
Read more:
https://newsinfo.inquirer.net/1653381/bill-seeks-civil-criminal-penalties-for-legal-age-
bullies-in-school s-workplaces#ixzz7nneiZbNN
The law was applied due to some cases of bullying in school and the workplace. Even if it
is not applied, cases of bullying have been seen in the article.
b. Child Protection Policy
DepEd boosts Child Protection Policy for online learning
Recognizing the risks and dangers children face as the education system shifts into
distance learning, the Department of Education (DepEd) on Monday announced that a
supplemental policy will be issued to strengthen its Child Protection Policy (CPP).
During the virtual "Handang Isip, Handa Bukas" press briefing, DepEd Undersecretary for
 Legal Affairs Josephine Maribojoc outlined the initiatives of the department to ensure
the protection of children against all forms of abuses in the context of the COVID-19 pandemic.
"Every child, no matter how young or small, is not half a person, but a whole person
with dignity and rights, Maribojoc said. "The child is at the center of all that we do in DepEd,"
she added.
As cited in the CPP or the DepEd Order No. 40, Series of 2012, Maribojoc reiterated
DepEd's "zero tolerance policy against all forms of violence and abuse upon learners."

However, with the implementation of the Basic Education-Learning Continuity Plan (BE-
LCP) as a response to the disruption in education due to the COVID-19 crisis, Maribojoc said
that there is a need to revisit the CPP and issue supplementary guidelines.
Since there will be various delivery modalities to be used this school year, Maribojoc
said that children might be exposed to various risks even as they are learning at home. For
instance, she noted that some children might be subjected to "corporal punishment, neglect,
and even child labor."
"For students who are studying through online classes, Maribojoc said that they might
also be exposed to cyberbullying. Worse, some children might become victims of cyber
pornography, online sexual abuse, and exploitation. "They might also be exposed to online
predators," she added.
https://mb.com.ph/2020/09/21/deped-boosts-child-protection-policy-for-online
learning/
The law was applied as for the students whose modality in learning is online. This was
ruled and applied as pandemic happened and the mode of learning is online class.