Republic of the Philippines

COMMISSION ON HIGHER EDUCATION

Region V (Bicol)
Province of Albay
LIBON COMMUNITY COLLEGE
Libon, Albay
I. COURSE TITLE : PROF EDUC. 1 (The Child and Adolescent Learners and
Learning
Principles)
II. COURSE CREDIT : 3 units
III. TIME DURATION : 3 hours
IV. COURSE & MAJOR : BSED-SOCIAL STUDIES 1
V. SUBJECT MATTER : Unit 1: Basic Concepts
VI. Discussion:

Topic A: Definitions of Child and Adolescent Learners: Definition from (UNESCO, UNICEF AND WHO)
Discussant: Angeline Veras Rating: ______________

UNESCO -UNITED NATIONS EDUCATIONAL SCIENTIFIC AND CULTURAL ORGANIZATION

 Every human being below the age of eighteen years unless under the law applicable to the
child, majority is attained earlier.

UNICEF -UNITED NATIONS INTERNATIONAL CHILDREN'S EMERGENCY FUND

 Children are defined as everyone under the age of 18 years. The rights are indivisible and
inalienable-a child can neither give up nor lose his or her rights, regardless of behavior, family
context, or parental wishes. These rights, in essence, reflect a global consensus on what
childhood should be.

WHO -WORLD HEALTH ORGANIZATION

 Defines an adolescent as any person between ages 10 and 19. This age range falls within
WHO's definition of young people, which refers to individuals between ages 10 and 24.

CHILDHOOD

 The state or time of being child; especially, the period from infancy to puberty.
 The time for children to be in school and at play, to grow strong and confident with the love
and encouragement of their family and an extended community of caring adults. It is a
precious time in which children should live free from fear, safe from violence and protected
from abuse and exploitation.

ADOLOSCENCE

 The period following the onset of puberty during which a young person develops from a child
into an adult (ages 13-19 years old.)
 Etymological meaning from the Latin word: adolescence which means "to grow up".
 A transitional age of physical and psychological human development generally occurring during
the period from puberty to legal adulthood (age of majority). The period of adolescence is
most closely associated with the teenage years, though its physical, psychological, and cultural
expressions can begin earlier and end late.
Topic B: Growth and Development: Nature or Nurture?
Discussant: Lhen Aura Satsatin Rating: _____________

GROWTH

 The process of growing.

 An increase, as in size, number, value, or strength, extension or expansion, population growth.
 Something that grows or has grown: a new growth of grass.
 (Life Sciences and Allied Applications/ biology) the process or act of growing, especially in
organisms following assimilation of food.
Examples:
 increase in weight.
 increase in height.
 when we eat food then it becomes part of the body, new cells are produced which results in
physical increase and this is called growth.

DEVELOPMENT

 It is progressive change in size, shape, and function during the life of an organism by which its
genetic potentials are translated into functioning adult systems.
 Development includes the increase not only in the size but also in the function of an organ.
 Development is the name of all those psychological changes that take place in the functions
and activities of the different organs of an individual.
Examples:
 when muscles of legs become strong
 child begins to creep or stands.
 child start walking
 Standing, Creeping, and Walking are called development.

DIFFERENCE BETWEEN GROWTH AND DEVELOPMENT

GROWTH DEVELOPMENT
 change in physical or psychological  change in the function and the activities of
structure. different organs.
 it is psychological change.
 it is physiological change.
 it is internal in nature.
 it is external in nature.  it is continuous process.
 growth stops at particular stage.  it cannot be directly measured.
 it can be directly measured.  it is concerned with thinking process.
 it has chief concern with physical aspects.  it is qualitative in nature.
 it is quantitative in nature.  it refers to the intelligence and emotions.
 it refers to the growth of the body and the
brain.  it goes on into senility.
 growth stops at maturity.
Topic C: Periods of Development
Discussant: Lorma Jane L. Lunas Rating: _____________

PRENATAL
 It is the period from conception to birth.
 The development of the brain is of particular importance.
 At 22 weeks the fetus can react to acoustic stimuli and can be studied
 Development of speech is based on prenatal learning.
 Babies can remember musical patterns they hear in the womb.

INFANCY

 This period extends from birth to 18 months of age.

 the age of trust and mistrust.
 The child only needs nourishment and car.
 The newborn must adjust with the temperature changes.
 Learns to breath, defecate, suck and swallow.
 It is a time for radical adjustments.

EARLY CHILDHOOD

 This stages ranges from 18 months to 3 years.

 The muscular and nervous system develops remarkably by the second year.
 The child needs guidance as it learns to distinguish right and wrong and begins to develop
conscience.
 Get ready to read and can speak effectively by this stage.

MIDDLE CHILDHOOD

 This stage extends from 3 to 5 years.

 It is the time, the child's willingness to try new things is facilitated or inhibited.
 Can understand and express relationships between the past and the future.

LATE CHILDHOOD

 This period ranges from 5 to 12 years old.

 The child develops greater attention span, needs less sleeps and gains rapidly in strength.
 The child learns to get along with the age-mates and learns physical skills necessary for
ordinary games.
 Spend more time in acquiring skills and need accomplishment regardless of ability.

ADOLESCENCE

 This period extends from 12 to 20 years.

 The individuals attain puberty leading to many changes in the individual's sexual, social,
emotional, and vocational life.
 Described as period of storm and stress.
  Understanding and responding to the unique developmental characteristics of young
adolescents is central among the tenants of middle level education.

EARLY ADULTHOOD

 This stage extends from 20 to 30 years.

 As an adult, the individual takes a firmer place in society, usually holding a job, contributing to
community, and maintaining a family and care of offspring.
 Shows increase in leadership qualities.

MATURE ADULTHOOD

 The period ranges from 30 to 65 years of age.

 It is also called the "Middle Age".
 One must adjust to the deterioration of the body and strength of this age.
 The person becomes able enough to assist teenage children to become responsible and happy
adults.

OLD AGE

 This stage is the extension after 65 years till death.

 By this age people's goals and abilities have become more limited.
 Rapid decrease in strength.

Topic D: Developmental Task and Education (Havighurst)

Discussant: Ginalyn Mateos Rating: _____________

DEVELOPMENTAL TASK

 According to Havighurst, a developmental task is one “…which arises at or about a certain

period in the life of an individual, successful achievement of which leads to happiness and to
success with later tasks, while failure leads to unhappiness in the individual and difficulty with
later task.
 Developmental tasks may arise from physical maturation, from pressures of cultural processes,
or from the emerging personality, usually from the interaction of these factors. Understanding
of these tasks is useful in defining educational objectives and timing educational efforts.
 Havighurst's developmental task model includes six stages of life: infancy and early childhood
from birth to age 5, middle childhood between ages 6 and 12, adolescence between ages 13
and 18, early adulthood between ages 19 and 30, middle adulthood from age 30 to age 60, and
later maturity.
 Developmental tasks motivate the individual to do what the social group expects him to do
certain things during his life. Developmental tasks serve to show the individual what lies ahead
and what he will expect to do when he reaches the next stage of development in the life span.

THREE SOURCES OF DEVELOPMENTAL TASK ACCORDING TO HAVIGHURST

1.Tasks that arise from physical maturation.

 Example: learning to walk, talk, and behave acceptably with the opposite sex during
adolescence adjusting to menopause during middle age.

2. Tasks that from personal sources.

Example: those that emerge from the maturing personality and take the form of personal
values and aspirations, such as learning the necessary skills for job success

3. Tasks that have their source in the pressures of society

Example: learning to read or learning the role of a responsible citizen.

Topic E: Domains of Development

Discussant: Jessa Ocampo Rating: _____________

BIOLOGICAL DEVELOPMENT

 Biological Domain - Physical development refers to the development of the entire human
body, including changes in physical stature and strength, pubertal changes in adolescence, the
development of perceptual and motor skills, and brain development.
 Arnold Gesell’s (1880-1961) maturational theory proposed that children’s growth and
development is biologically driven and unfolds in a series of fixed sequences or milestones in
physical, motor, and perceptual domains. Although children vary in their rates of development
(e.g., they don’t all start to crawl or talk at the same age), they all progress through the same
sequences.

COGNITIVE DEVELOPMENT

 Cognitive development is defined as the changes in the way we think, understand, and reason
about the world.
 Piaget’s theory of cognitive development describes how children construct an understanding
of the world by interacting with their physical and social environments.
 Children adapt to their environments by developing mental organizations, or schemes, to
organize their understanding of the world. Adaptation consists of two processes:

ASSIMILATION- involves fitting new information into existing schemes (e.g., a child calling a cat
“doggy” because it has four legs and fur)

ACCOMMODATION-involves altering existing schemes to accept new information (e.g., a child altering
his or her scheme for “doggy” to include barking so that the scheme can no longer include cats)

 Lev Vygotsky’s (1896-1934) sociocultural theory stresses the importance of social interactions
to cognitive development. Vygotsky asserted that learning is a socially mediated, cultural
activity that takes place within the zone of proximal development (ZPD).

STAGES OF COGNITIVE DEVELOPMENT

 1. The Sensorimotor Stage: A period between birth and age two during which an infant's
knowledge of the world is limited to his or her sensory perceptions and motor activities.
Behaviors are limited to simple motor responses caused by sensory stimuli.
2. The Preoperational Stage: A period between ages two and six during which a child learns to
use language. During this stage, children do not yet understand concrete logic, cannot mentally
manipulate information and are unable to take the point of view of other people.

3. The Concrete Operational Stage: A period between ages seven and eleven during which
children gain a better understanding of mental operations. Children begin thinking logically
about concrete events but have difficulty understanding abstract or hypothetical concepts.

4. The Formal Operational Stage: A period between age twelve to adulthood when people
develop the ability to think about abstract concepts. Skills such as logical thought, deductive
reasoning and systematic planning also emerge during this stage.

SOCIAL EMOTIONAL DEVELOPMENT

 Social-emotional development is defined as the changes in the ways we connect to other

individuals and express and understand emotions.
 The core features of emotional development include the ability of a child to identify and
understand their own feelings, to accurately read and comprehend emotional states of others,
to manage strong emotions and their expression in a beneficial manner, to regulate their own
behavior, to develop empathy for others, and to establish and maintain relationships.
 Healthy social-emotional development for infants and toddlers develops in an interpersonal
context, specifically that of positive ongoing relationships with familiar and nurturing adults.

Topic F: Context and Development

Discussant: Cesar Rosales Rating: _____________

CONTEXT

 means the circumstances that form a setting for an event, statement, or

idea and in terms of which it can be fully understood and assessed.
 Is a very broad term that includes all the settings where development
happens.

Children are developed in multiple contexts.

CONTEXT OF DEVELOPMENT

FAMILY

 Is the primary context for development of most children.

SCHOOL

 Children and adolescents spend most of their daytime at school.

 They learn academic skills and life skills necessary for higher education
and professional work.
 The school is also a ground for socialization.
 Schools have services and activities that support child and adolescent
development.

COMMUNITY

 Affects the range and support of quality services and out of school
activities for children.
 This includes educational opportunities and even services to the families
to support their children's development.
 The safety and security within a community can also affect the amount of
exposure outside that the children can acquire.

CULTURE

 The systems of behavior, norms, and beliefs and traditions that forms in
order to promote the survival of a group that lives in a particular
environmental niche, describes similarities within one group of people
and differences between groups of people.

Environmental Niche - the roles, positions, and activities a culture performs

within each environment.

Topic G: Development and Pedagogy: Theory and Research

Discussant: Cesar Rosales and Ginalyn Mateos Rating: _____________

DEVELOPMENTAL PEDAGOGY

 Pedagogy refers to the art and science of teaching, which includes accompanying, guiding, and
bringing learning concepts to real life.
 Child development and pedagogy helps teachers to understand the educational psychology of
child which is required for teaching and learning in the classroom.
 Child pedagogy also provides a pedagogical perspective to guide a teacher in developing
effective evaluation, assessment strategies, and learning experiences of their teaching.

Teaching Strategies for Child Development and Pedagogy Are Divided into Two Techniques:

1. Autocratic Teaching Techniques - where the teacher has complete control over the course and
students cannot act freely. It includes the following strategies:

 Storytelling method: In this method, teachers convey content to students in the form of short
stories. This method increases the student’s vocabulary and improves their mental strength.
  Reading Method: The reading method is the oldest and most one way communication
teaching method, which is very useful for developing children's cognitive and emotional fields.
 Demonstration method: This method is most suitable for teaching practical subjects, and the
students can understand these subjects with simple demonstration.

2. Democratic Teaching Techniques - where children can express their opinions freely in front of
teachers, and there is a lot of interaction between teachers and students. This is an important topic
under CTET as a lot of questions are asked about democratic teaching techniques. It includes the
following strategies:

 Discussion strategy: This method involves verbal dialogue between students and teachers on a
topic. The discussion method cultivates thinking and communication skills, which leads to the
development of higher cognitive and emotional fields.
 Heuristic Method: In this method, the teacher gives the student a task and guides him.
Students can solve problems after acquiring knowledge through self-study and external
research.
 Discovery Method: Through this method, students can find solutions to problems in their own
environment.
 Group Method: In this method, students are asked to form a group, and then they are
assigned a project related to real experience. Students collaborate with others to learn and
solve real-world problems.
 Brainstorming: This is creative teaching method that can generate a series of ideas to solve
specific problems.

THEORIES AND HYPOTHESIS

 Theory - is a set of logically related concepts or statements. Which seek to describe and explain
development and to predict what kinds of behavior might occur under certain conditions.
 Theories organized data, the information gathered by research, and are reach source of
hypothesis.
 Hypothesis - are tentative explanation or predictions that can be tested by further research.

METHODOLOGY

 Pedagogical methodology - a set of procedures that a teacher can be develop in order to help
all students learn.
 A methodology is not something one can receive from others. It is the complex result of the
instruction.

INTEGRATING THEORY AND PRACTICE

 Students need to understand how their field experiences are connected to social work practice
by answering the following questions:

- Where do these actions fit in the overall helping process?

- Why was this interaction necessary for effective social work practice with client?

Methods of Integrating Theory and Practice

 Processing the interaction - Ongoing Integration Model
 The ITP Loop: Integrating Theory and Practice
 The Field Journal

VII. INSTRUCTIONAL MATERIALS USED:

Power Point Presentation

VIII. GROUP MEMBERS:

Lorma Jane Lunas

Jessa Ocampo
Lhen Aura Satsatin
Angeline Veras
Ginalyn Mateos
Cesar Rosales

JEFERSON N. BERCE, MAEd

Instructor