THE CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES

LESSON 1

UNESCO - UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL

ORGANIZATION
UNCRC - UNITED NATIONS CONVENTION ON THE RIGHTS OF THE CHILD
- DESCRIBED AS THE MAGNA CARTA FOR CHILDREN WHICH DEFINES AS CHILD.
(BELOW 18 YRS OLD)
UNESCO - CONCERNED WITH ERADICATION OF POVERTY, ACHIEVING SUSTAINABLE
DEVELOPMENT AND INTERCULTURAL NEGOTIATION TO PROMOTE EDUCATION, THE
SCIENCES AND CULTURE
UNRC - AN INTERNATIONAL CONVENTION THAT SETS OUTS THE OF CHILDREN: CIVIL,
ECONOMIC, POLITICAL, SOCIAL, CULTURAL RIGHTS.
UNICEF – UNITED NATIONS INTERNATIONAL CHILDREN’S EMERGENCY
WHO - WORLD HEALTH ORGANIZATION
- A CHILD IS A PERSON 19 YEARS OR YOUNGER UNLESS NATIONAL LAW DEFINES A
PERSON TO BE AN ADUL AT AN EARLY AGE.
- WHEN A PERSON FALLS INTO THE 10 – 19 AGE CATEGORY THEY ARE REFFERED TO AS AN
ADOLESCENT.
HUMAN DEVELOPMENT (meaning, concepts, and approaches)
HUMAN DEVELOPMENT - THE PATTERN OF CHANGE
- CAN BE GROWTH OR DECLINE/DECAY
GROWTH - POSITIVE CHANGE THAT LEAD TO MATURITY
DECLINE/DECAY - NEGATIVE CHANGES THAT LEAD TO DETERIORATION AND
DEGENERATION.
MATURITY - CAPACITY TO FUNCTION PHYSICALLY AND MENTALLY IN A MANNER
CHARACTERISTIC TO A NORMAL ADULT
TWO APPROACHES TO HUMAN DEVELOPMENT – TRADITIONAL AND LIFE – SPAN APROACH
TRADITIONAL APPROACH - INDIVIDUALS WILL SHOW EXTENSIVE CHANGE FORM BIRTH TO
ADOLESCENT.
LIFE – SPAN APPROACH - EVEN IN ADULT, DEVELOPMENT CHANGE TAKES PLACE AS IT DOES
DURING CHILDHOOD
CHARACTERISTICS OF LIFE SPAN DEVELOPMENT BY PAUL BALTES
1. DEVELOPMENT IS LIFELONG - DOES NOT END THEADULTHOOD
2. DEVELOPMENT IS PLASTIC - NO ONE IS TOO OLD TO LEARN
3. DEVELOPMENT IS MULTIDIMENSIONAL - COMPLEX INTERPLAY
 DEVELOPMENT AS A PROCESS IS COMPLEX BECAUSE IT IS THE
PRODUCT OF BIOLOGICAL, COGNITIVE, AND SOCIO-EMOTIONAL.
a) DEVELOPMENT IS RELATIVELY ORDERLY - THE MASCULAR CONTROL OF THE TRUNK
• ALWAYS OCCURS TOP – THE HEAD, WITH PHYSICAL GROWTH IN SIDE,
WEIGHT,AND FUTURE. THIS IS THE CEPHALOCAUDAL PATTERN
b) DEVELOPMENT TAKES PLACE GRADUALLY - WON’T DEVELOP INTO PIMPLY TEENAGERS
OVERNIGHT. IT TAKES YEARS BEFORE THEY BECOME ONE.
COGNITIVE PROCESS - INVOLVE CHANGES IN THE INDIVIDUAL’S THOIGHT, INTELLIGENCE,
AND LANGUAGE.
SOCIOEMOTIONAL PROCESSES – CHANGES IN THE INDIVIDUAL’S RELATIONSHIP
4. DEVELOPMENT IN CONTEXTUAL – PERSON TO PERSON
THREE TYPES OF INFLUENCES – NORMATIVE AGE-GRADED, NORMATIVE HISTORY- GRADED,
NONNORMATIVE INFLUENCES.
NORMATIVE AGE- GRADED – BIOLOGICAL AND ENVIRONMENTAL FACTORS
NORMATIVE HISTORY- GRADED – ASSOCIATED WITH A SPECIFIC TIME
NONNORMATIVE – UNPREDICTABLE AND NOT TIED
5. DEVELOPMENT IS MULTIDIRECTIONAL – DOES NOT OCCUR IN A STRICLY LINEAR
FASHION
PRINCIPLES OF CHILD DEVELOPMENT
 All areas of development and learning are important.
 Learning and development follow sequences.
 Development and learning proceed at varying rates
 Development and learning result from an interaction of maturation and experience.
 Early experiences have profound effects on development and learning.
 Development proceeds toward greater complexity, self- regulation, and symbolic or representational
capacities.
 Children develop best when they have secure relationships.
 Development and learning occur in and are influenced by multiple social and cultural contexts
 Children learn in a variety of ways.
 Play is an important vehicle for developing self-regulation and promoting language, cognition, and
social competence.
 Development and learning advance when children are challenged.
 Children‘s experiences shape their motivation and approaches to learning.
INFLUENCE OF NATURE AND NURTURE - continuously seeking to understand the influence of
nature (genetics) and nurture (environment) on human development.
1. PLATO AND DECARTES – THEY OCCUR NATURALLY APART FROM
EVIRONMENTAL CONTEXT
2. JOHN LOCKE – CONCEPT OF TABULA RASA
3. EMPIRICISTS AND BEHAVIORIST – MOST CHARACTERISTICS AND
BEHAVIORS RESULTS FROM LEARNING
4. CONTEMPORARY - become aware of the reality that these two factors do not
individually influence development instead, they work together (interact).
LESSON 2 : EDUC 1

1. PRE- NATAL DEVELOPMENT - Conception occurs and development begins.

- HAVE THREE PHASES – GERMINAL STAGE, EMBRYONIC STAGE, FETAL STAGE
 GERMINAL STAGE – FIRST 2 WEEKS, CONCEPTION, IMPLANTATION, FORMATION OF
PLACENTA
 EMBRYONIC STAGE – 2 WEEKS – 2 MONTHS, FORMATION OF VITAL ORGANS AND
SYSTEMS
 FETAL STAGE – 2 MONTHS – BIRTH, BODILY GROWTH CONTINUES, MOVEMENT
CAPABILITY BEGINS
2. INFANCY AND TODDLERHOOD - first year and a half to two years of life
 Extreme dependents on adult
 Beginning psychological activities
 Language of newborn is cry
 Usually eats every two to three hours
 Uncoordinated movements
 Toothless
 Poor vision
 Usually doubles weight by 9 months
 Responds to human voice and touches
 Responds to human voice and touch
- 1 YEAR OLD
 Change from plump baby to a learner
 Begins to walk and talk
 Ability for passive language
 Tentative sense of independence
 Determined explorer
- 2 YEARS OLD
 Begins to communicate verbally
 Can usually speak in 3 to 4 word sentences
 Famous for negative behavior ―NO‖ to everything!
 Will play side by side other children, but does not actively play with them
 Great imitators
3. EARLY CHILDHOOD (3-5 YEARS OLD)- referred to as the preschool years consisting of the years
3 years old
 Wants to be just like parents
 Vocabulary and pronunciation continue to expand
 Climbs stairs with alternating feet
 Can briefly stand on one foot
4 years old
 Sentences are more complex; speaks well enough for strangers to understand
 Imagination is vivid; line between what is real and imaginary is often indistinct
  Develops fears (common fears: fear of dark, fear of animals, and fear of death)
5 Years old
 Can hop on one foot and skip
 Can accurately copy figures
 May begin to read
 Socialize with other children their age
4.MIDDLE CHILDHOOD AND LATE CHILDHOOD(6 – 12 YEASRS OLD ) - The ages of six
through twelve comprise middle childhood and much of what children experience at this age is
connected to their involvement in the early grades of school.
 Growth rates slow down and children are able to refine their motor skills at this point
in life. And children begin to learn about social relationships beyond the family
through interaction with friends and fellow students.
 Both large and small muscles well-developed.
 Developed complex motor skills
 From independent activities to same sex group activities
 Acceptance by peers very important
 Parental approval still important
5. ADOLESCENCE ( 13-18 YEARS OLD) - period of dramatic physical change marked by an overall
physical growth spurt and sexual maturation, known as puberty.
 Traumatic life stage for child and parent
 Puberty occurs
 Extremely concerned with appearance
 Trying to establish self- identity
 Confrontation with authority
6. EARLY ADULTHOOD (19-29 Y/0) - focusing on the future and putting a lot of energy into making
choices
 Physical development complete
 Emotional maturation continues to develop
 Usually learned to accept responsibility for actions and accept responsibility for
actions and accept criticism
 Usually knows how to profit from errors
 Socially progress from age-related peer groups to people with similar interests.
7. MIDDLE ADULTHOOD (30-60 YEARS OLD) - This is a period in which aging, that began earlier,
becomes more noticeable.
 Physical changes begin to occur:
 Hair begins to begin to thin and grey
 Wrinkles appear
 Hearing and vision decrease
 Muscles lose tone
 Main concerns: children, health, job security, aging, parents and fear of aging
 Love and acceptance still take a major role
8. LATE ADULTHOOD ( 61- ABOVE ) - life span has increased in the last 100 years, particularly in
industrialized countries. Late adulthood is sometimes subdivided into two or three categories such as
the ―”young old” and ―”old old” or the ―”young old”, ―”old old”, and ―”oldest old”.
 Fastest growing age bracket of society
 Physical deterioration (brittle bones, poor coordination
 Some memory problems
 Coping with retirement and forms of entertainment
 Very concerned with health and finances
 Significant number become depressed; suicide rate is high
LESSON 3 : EDUC 1

Robert L. Havighhurst (1953) - “a development task is a task which arise at or about a certain period in the
life of the individual, successful achievement of which leads to his happiness and to success withlater tasks,
while failure leads to unhappiness and difficulty with later task. It implies that it is a task which an
individual has to and would like to perform in a specific period In life.”

SIX STAGES OF GROWTH AND DEVELOPMENT

1. INFANCY AND EARLY CHILDHOOD (0-5 Y/O)

 Learning to walk
 Learning to take solid foods
 Learning to talk
 Learning to control the elimination of body wastes
 Learning sex differences and sexual modesty
 Forming concepts and learning language to describe social and physical reality.
 Getting ready to read
2. MIDDLE CHILDHOOD (6-12 Y/O)
 Learning physical skills necessary for ordinary games.
 Building wholesome attitudes toward oneself as a growing organism
 Learning to get along with age-mates
 Learning an appropriate masculine or feminine social role
 Developing fundamental skills in reading, writing, and calculating
 Developing concepts necessary for everyday living
 Developing conscience, morality, and a scale of values
 Achieving personal independence
 Developing attitudes toward social groups and institutions
3. ADOLESCENCE (13-18 Y/O)
 Achieving new and more mature relations with age-mates of both sexes
 Achieving a masculine or feminine social role
 Accepting one's physique and using the body effectively
 Achieving emotional independence of parents and other adults
 Preparing for marriage, family life, and an economic career
 Acquiring a set of values and an ethical system as a guide to behavior; developing an
ideology
 Desiring and achieving socially responsible behavior
4. EARLY ADULTHOOD (19 0 29 Y/O)
 Selecting a mate
 Achieving a masculine or feminine social role
 Learning to live with a marriage partner
 Starting a family
 Rearing children
 Managing a home
 Getting started in an occupation
 Taking on civic responsibility
 Finding a congenial social group
5. MIDDLE AGE (30 – 60 Y/O)
 Achieving adult civic and
 social responsibility
  Establishing and maintaining an economic standard of living
 Assisting teenage children to become responsible and happy adults
 Developing adult leisure-time activities
 Relating oneself to one’s spouse as a person
 Accepting and adjusting to the physiologic changes or middle age
 Adjusting to aging parents
6. LATER MATURITY ( 61 Y/O AND ABOVE )
 Adjusting to decreasing physical strength and health
 Adjusting to retirement and reduced income
 Adjusting to death of a spouse
 Establishing an explicit affiliation with one’s age group
 Meeting social and civil obligations
 Establishing satisfactory physical living arrangement

DEVELOPMENTALISM – SYSTEM OF EDUCATIONAL DOCTRINES AND PRACTICES

SWISS EDUCATOR – JOHANN HEINRICH PESTALOZZI

TWO BASIC FACTS ABOUT DEVELOPMENT

1. DEVELOPMENT IS SEQUAL

2. THE RATE OF DEVELOPMENT IS NOT THE SAME FOR ALL INDIVIDUALS

UNEVEN RATE OF GROWTH AND LEARNING

1. HEREDITY – GIVES ALL POTENTIAL

2. ENVIRONMENT – PROVIDES DIRECTION

INDIVIDUALS DIFFERENCES

1. Age
2. Sex
3. Physical Condition
4. Intelligence (mental ability)
5. Aptitude and Special Talent
6. Temperament ( emotional maturity and stability)
7. Extroversion- Introversion, Dominance – Submissiveness
8. Effort – Making Capacity
9. Criminal Tendency

ENVIRONMENT

1. FAMILY BACKGROUND
2. COMMUNITY BACKGROUND
3. SCHOOL

REVIEW OF CONCEPTS

Santrock’s Human Development Stage

 Prenatal Period
 Infancy and Toddlerhood
  Early Childhood
 Late Childhood
 Adolescence
 Early Adulthood
 Middle Adulthood
 Late Adulthood

Havighurst’s Human Development Stage

 Infancy and Early Childhood

 Middle Childhood
 Adolescence
 Early Adulthood
 Middle Adulthood
 Later Maturity
LESSON 5 : EDUC1

FREUD – PSYCHOLOGIST THAT STUDIED THE DEVELOPMENT OF PERSONALITY.

FREUD THEORY - identified specific erogenous zones for each stage of development. These are specific
“pleasure areas” that become focal points for the particular stage.

EROGENOUS ZONE – FOCUS OF PLEASURE NEEDS. (MOUTH, ANUS, AND THE GENITALS)

FIXATION – RESULTS FROM FAILURE TO SATISFY THE NEEDS

THE ROLE OF CONFLICT – ASSOCIATED WITH A PARTICULAR CONFLICT

LIBIDO – DESIRE

FRUSTRATION, OVERINDULGENCE, AND FIXATION

FRUSTRATION - the needs of the developing individual at any particular stage may not have been
adequately met

OVERINDULGENCE - the person’s needs may have been so well satisfied that he/she is reluctant to leave

FIXATION - the theoretical notion that a portion of the individual’s libido has been permanently “invested”

these stages by using the mnemonic :

 old (oral) – Mouth, sucking, swallowing, etc.

 age (anal) – Anus, with holding or expelling feces
 pensioners (phallic) – the penis or clitoris – masturbation
 love (latent)- little or no sexual motivation present
 grapes (genital)- the penis or vagina – sexual intercourse

1. ORAL STAGE (BIRTH – 1 YEAR) – FOCUSED ON THE MOUTH. (SUCKING)

 THE ORAL RECEPTIVE PERSONALITY - preoccupied with eating/drinking
 ORAL- AGGRESSIVE PERSONALITY – HOSTILE AND VERBALLY ABUSIVE
 ORAL FIXATION - a child underfed or frustrated during feedings might become a
pessimistic, envious, and suspicious adult. On the other hand, a child who is overfed or
overly gratified could become optimistic, gullible, and full of admiration.
2. ANAL STAGE ( 1 TO 3 Y/0) - the libido becomes focused on the anus, and the child derives great
pleasure from defecating.
 ANAL FIXATION – EXCESSIVE CLEANLINESS, STUBBORNESS
3. PHALLIC STAGE ( 3 – 6 Y/O) – FOCUSING ON THEIR GENITALS AS THE PRIMARY
SOURCE OF PLEASURE
 PHALLIC STAGE FIXATION – CAN LEAD TO FUTURE ISSUES SUCH SEXUAL
DYSFUNCTION
 MEN (PHALLIC FIXATION – RESULT IN ANXIETY ABOUT SEXUAL
PERFORMANCE
 WOMEN ( PHALLIC FIXATION ) – COULD LEAD TO A DESIRE TO DOMINATE
MEN

OEDIPUS COMPLEX - a desire for sexual involvement with the parent of the opposite sex
ELECTRA COMPLEX - a girl's sense of competition with her mother for the affection of her father.

4. LATENCY STAGE ( 6 YEARS TO PUBERTY) – LIBIDO IS DORMANT

 LATENCY STAGE FIXATION – DIFFICULTY EXPRESSING EMOTIONS
5. GENITAL STAGE ( PUBERTY TO ADULT) – LIBIDO RE- EMERGES AFTER ITS LATENT
PERIOD AND IS DIRECTED TOWARDS PEERS OG THE OTHER SEX.
 GENITAL SATGE FIXATION – MAY RESULT IN A PERSON GAINING SEXUAL
PLEASURE PRIMARILY FORM KISSING AND ORAL SEX. SEXUAL DYSFUNCTION
, DIFFUCULTY FORMING RELATIONSHIPS