ISSUES ON HUMAN

DEVELOPMENT AND RESEARCH

IN CHILD AND ADOLESCENT
DEBELOPMENT
SIXIANE KIM B. RECEPCION
 AGREE OR DISAGREE?
1. Heredity exerts a greater influence on human development
than environment
2. What has been experienced in the earlier stages of
development can longer be changed.
3. From the perspective of life-span developmentalist, later
experiences is the key determinants if a person’s development
4. The development of a person depends on their environment
5. The development of a person needs the interaction of different
 NATURE VS.
NURTURE

ISSUES
CNTINUIT ON STABILITY
Y VS. HUMAN VS.
DISCONTI DEVELOP CHANGE
NUITY MENT
 PLATO: Ideas
such as “the ARISTOTLE: All
good” and knowledge comes
“beauty” are through the senses
inborn.
DESCARTE
S: Some NATUR NURTU
VS
ideas as E RE
innate
CHARLES DARWIN: JOHN LOCKE: The
Some traits become part
of our nature through mind is a blank state
natural selection, they (black chalkboard
help us survive long
enough to pass the traits
or screen) “written
 CONTINUITY VS. DISCONTINUITY

CONTINUITY DISCONTINUITY
• There is gradual and • The change is distinct changes
increasing changes happening happening

• Supported by Skinner’s • Supported by Erikson’s

operant conditioning Psychosocial Theory of
development
 STABILITY VS. CHANGE

STABILITY CHANGE
• First experience has made • First experience develops us
us. into someone different from
who were at an earlier point
in development
 The key to the development is the INTERACTION of
all the theories in the human development rather than one
factor alone.

They operate together ot produce person’s intelligence,

nature, height, weight etc.

Our development is not 50%-50%. It must cooperate to

each other.
 The interaction of heredity and
environment is so extensive that to ask
which is important, nature or nurture,
is like disliking which is more
important to rectangle, height or
width
- WILLIAM GREENOUGH
RESEARCH IN CHILD
AND ADOLESCENT
DEVELOPMENT SIXIANE KIM B. RECEPCION
TEACHER AS CONSUMERS/END USERS OF RESEARCH

Researcher gives teachers

and also policy makers
important knowledge to used
in decision making for the
benefit of learners and their
families
 TEACHERS AS RESEARCHERS
The conduct of research
does not only belong to thesis
and dissertation writers. It is
for students and teachers too.
 IDENTIFY AND
THE SCIENTIFIC METHOD DEFINE THE
PROBLEM

DETERMINE THE
One important principle in HYPOTHESIS
research is adherence to the
COLLECT AND
scientific method, since ANALYZE DATA
research is a systematic and a
FORMULATE
logical process. CONCLUSIONS
APPLY
CONCLUSIONS TO
THE ORIGINAL
 RESEARCH DESIGNS
Researches that are done
with high level of quality and
integrity provide us with
valuable information about
child and adolescent
development.
EXAMPLE OF RESEARCH DESIGN
 DATA GATHERING TECHNIQUES
• Data collection is the
process of gathering.
• Measuring information
on targeted variables in
an established
systematic fashion,
which then enables
one to answer relevant
questions and evaluate
outcomes.
 ETHICAL PRINCIPLES
• PRINCIPLE ONE:
Minimizing the risk of harm.
• PRINCIPLE TWO:
Obtaining informed consent.
• PRINCIPLE THREE:
Protecting anonymity and confidentiality.
• PRINCIPLE FOUR:
Avoiding deceptive practices.
• PRINCIPLE FIVE:
Providing the right to withdraw.
IMPACT OF TEACHERS’ RESEARCH INVOLVEMENT ON TEACHERS

Research itself has proven that

teachers have everything to gain
and nothing to lose when they get
involved in the research process.
• Teachers who have been involved in research may become more
reflective, more critical, and analytical to their teaching and more
open and committed to professional development.
• Participating in teacher research also helps teacher become more
deliberate in their decision-making and actions in the classroom.
• Teacher research develops the professional dispositions of lifelong
learning, reflective and mindful teaching, and self-transformation
• Engaging in teacher research at any level may lead to rethinking and
reconstructing what it means to be a teacher
• Teacher research has the potential to demonstrate to teachers and
prospective teachers that learning to teach is inherently connected to
learning to inquire