CHILD and ADOLESCENT DEVELOPMENT

Child and
Adolescent Learners
and Learning
Principles
MRS. LEIZEL C. DELA CRUZ, LPT
 Intended Learning Outcome

Being able to construct a definition of human

development and its implications.
 Nature and
Principles of
01 Development
CHAPTER 1
Development is the pattern of biological, cognitive, and socioemotional changes that
begins at conception and continues throughout the lifespan.

Growth
Refers to the physical changes that occur from conception to maturity
Aging
In a biological sense, is the deterioration of organisms (including human
beings) that leads inevitably to death
Maturation
The biological unfolding of an individual according to a plan contained in
the genes (the hereditary characteristics passed from parents to a child at
conception.)
Development is the pattern of biological, cognitive, and socioemotional changes that
begins at conception and continues throughout the lifespan.

Learning
The process through which experience brings about relatively permanent
changes in thoughts, feelings or behavior.

Environment
Refers to all the external physical and social conditions and events that can
affect us, from crowded living quarters to stimulating social interactions.
MAJOR FOR COLLEGE CHILD DEVELOPMENT

Processes and Periods in Development

Biological Cognitive Socioemotional
• Involves changes in
the child’s body. • Involve changes in
• Genetic inheritance the child’s
plays a large part • Involve in the relationships with
• Underlie the
child’s thinking, other people,
development of the
brain, grains in intelligence, and changes in
height, changes in language. emotion, and
motor skills, and changes in
puberty’s hormonal personality.
changes
 Stage Age Period Major Features

1. Prenatal Conception to birth Physical development

2. Infancy Birth at full term to about 18 Locomotion established; rudimentary language;

months social attachment

3. Early Childhood About 18 months to about 6 years Language well-established, sex typing; group
play; ends with readiness for schooling

4. Late Childhood About 6 to 13 years Many cognitive processes become adult except
in speed of operation; and team play

5. Adolescence About 13 to about 20 years Begins with puberty, ends at maturity, attainment
of highest level of cognition; independence from
parents, sexual relationships
6. Young Adulthood About 20 to about 45 years Career and family development
7. Midlife About 45 to about 65 years Career reaches highest level; self-assessment;
“empty nest” crisis; retirement
8. Late life About 65 years to death Enjoys family achievements; dependency;
widowhood; poor health
 The Lifespan Perspectives
(Baltes, Lindenburger, & Staudinger, 2006)
1. Development is a lifelong process.
2. Development is multidirectional.
3. Development always involves both gain and loss.
4. Development is characterized by lifelong plasticity.
5. Development is shaped by its historical/cultural
context.
6. Development is multiply influenced.
7. Understanding development requires multiple
disciplines.
 Basic Issues in Human Development
1. Assumptions about Human Nature
a. Original Sin (Thomas Hobbes, 1588-1679, portrayed
children as inherently selfish and bad)
b. Inherently Good (Jean-Jaques Rousseau, 1712-1778
argued that children were innately good)
c. Tabula Rasa (John Locke, 1632-1704, maintained that
infants is a tabula rasa, or blank slate, waiting to be
written on by his or her own experiences)
 Basic Issues in Human Development

2. Nature and Nurture

Nature refers to the behavior and characteristics
manifested because of the influence of biological forces
(heredity and biologically-based dispositions)
Nurture refers to the influences brought about by the
exposure to the environment (learning experiences, child-
rearing methods, societal changes and culture)
 Basic Issues in Human Development

3. Activity and Passivity

Some theorists believe that children are curious, active
creatures who orchestrate their development by exploring
the world around them.
Other theorists view humans as passive beings who are
largely a product of forces beyond their control – usually
environmental influences
 Basic Issues in Human Development
4. Continuity and Discontinuity
Discontinuity theorists picture the course of development as
more like a series of stair steps, each of which elevates the
individual to a new (and presumably more advance) level of
functioning. Continuity, views human development as a process
that occurs in small steps, without sudden changes (gradual
changes).

5. Universality and Context-Specificity

Developmental changes are common to everyone (universal)
or different from person to person (context specific)
 Activity 1: Designing My Life Map
A teacher’s life is influenced by his or her
background, this is specific to significant life
experiences; values formed; and support
groups.
Design your own life map by specifying ten
significant life events that lead to choosing
teaching as a profession. Make your life map
interesting and creative.
MAJOR FOR COLLEGE CHILD DEVELOPMENT

The Filipino
Child and
02 Adolescence
CHAPTER 2
 CHILD DEVELOPMENT

Intended Learning Outcome

Being able to distinguish critical development

stages and tasks in the local context.
 CHILD
The World Health Organization (WHO)
19 years or younger unless national law
defines a person to be an adult at an
early age (WHO, 2013)

The United Nation’s Children Fund

(UNICEF) below the age of 18, unless
the laws of a particular country set the
legal age for adulthood younger.
 CHILD
The Philippines follows WHO and
UNICEF’s definition of a child who is a
person below 18 years of age or over 18
years of age but is unable to fully take
care of herself/himself from abuse,
neglect, cruelty, exploitation or
discrimination because of a physical or
mental disability or condition (PSA, 2018;
RA 7610; RA 8972)
 DEVELOPMENTAL TASKS

In each stage of development a certain task or tasks

are expected of every individual.

• Developmental task, one that “arises at a certain

period in our life, the successful achievement of
which leads to happiness and success with later tasks
while failure leads to unhappiness, social disapproval,
and difficulty with later tasks.” (Havighurst, 1972)
 DEVELOPMENTAL STAGES
(Santrock, 2002)
1. Prenatal period (from conception to birth)
2. Infancy (birth to 18- 24 months)
3. Early childhood (end of infancy to 5 -6 years)
4. Middle and late childhood ( 6 – 11 years of age, the
elementary school years)
5. Adolescence ( 10 – 12 years of age ending up to 18 – 22
years of age)
6. Early adulthood (from late teens or early 20’s lasting
through the 30’s)
7. Middle adulthood (40 – 60 years of age)
8. Late adulthood (60’s and above)
 DEVELOPMENTAL STAGES
(Havighurst, 1972)

1.Infancy and Early childhood (0-5 years)

2.Middle childhood (6 – 12 years)
3.Adolescence (13 – 18 years)
4.Early adulthood (19-29 years)
5.Middle adulthood (30 – 60 years of age)
6.Later maturity (61+)
 DEVELOPMENTAL TASKS (Santrock,
2002)
1. Prenatal period (from conception to birth) – It involves tremendous growth
from a single cell to an organism complete with brain and behavioral
capabilities.
2. Infancy (birth to 18- 24 months) – A time of extreme dependence on adults.
Many psychological activities are just beginning – language, symbolic thought,
sensorimotor coordination and social learning.
3. Early childhood (end of infancy to 5 -6 years)
4. Middle and late childhood ( 6 – 11 years of age, the elementary school years)
5. Adolescence ( 10 – 12 years of age ending up to 18 – 22 years of age)
6. Early adulthood (from late teens or early 20’s lasting through the 30’s)
7. Middle adulthood (40 – 60 years of age)
8. Late adulthood (60’s and above)
 DEVELOPMENTAL TASKS (Santrock,
2002)

1. Prenatal period (from conception to birth) – It involves

tremendous growth from a single cell to an organism
complete with brain and behavioral capabilities.
2. Infancy (birth to 18- 24 months) – A time of extreme
dependence on adults. Many psychological activities are
just beginning – language, symbolic thought, sensorimotor
coordination and social learning.
 DEVELOPMENTAL TASKS (Santrock,
2002)

3. Early childhood (end of infancy to 5 -6 years) – these are the

preschool years. Young children learn to become more self-
sufficient and to care for themselves, develop school readiness
skills and spend many hours in play with peers.
4. Middle and late childhood ( 6 – 11 years of age, the elementary
school years) – the fundamental skills of reading, writing and
arithmetic are mastered. The child is formally exposed to the
larger world and its culture. Achievement becomes a more
central theme of the child’s world and self-control increases.
 DEVELOPMENTAL TASKS (Santrock,
2002)
5. Adolescence ( 10 – 12 years of age ending up to 18 – 22
years of age) – begins with rapid physical changes –
dramatic gains in height and weight, changes in body
contour, and the development of sexual characteristics
such as enlargement of the breasts, development of pubic
and facial hair, and deepening of voice. Pursuit of
independence and identity are prominent. Though is more
logical, abstract and idealistic. More time is spent outside
of the family
 DEVELOPMENTAL TASKS (Santrock,
2002)

6. Early adulthood (from late teens or early 20’s lasting

through the 30’s) – it is a time of establishing personal and
economic independence, career development, selecting a
mate, learning to live with someone in an intimate way,
starting a family and rearing children.
 DEVELOPMENTAL TASKS (Santrock,
2002)

7. Middle adulthood (40 – 60 years of age) - it is a time of

expanding personal and social involvement and
responsibility; of assisting the next generation in becoming
competent and mature individuals; and of reaching and
maintaining satisfaction in a career.
8. Late adulthood (60’s and above) – it is a time for
adjustment to decreasing strength and health, life review,
retirement, and adjustment to new social roles.
THE CURRENT STATE OF THE FILIPINO CHILDREN
Philippine Statistics Office (PSA), 2018
• 32,155,794 Filipinos among the 0-14 age group (31.8% of
the total population)
• 96.5% simple literacy rate (read and write)
• 90.3% functionally literate

Department of Education, S.Y. 2019-2020

• 27,770,263 enrollees (kindergarten to Grade 12)
• 805,957 (teaching positions: public)
• 300,170 (teaching positions: private)
 QUESTION

What are the implications of these

developmental tasks to your role as a
future teacher or parent?
 Reflect on your early childhood, middle and
late childhood day. Were you able to acquire
the developmental tasks expected of early,
middle, late childhood and adolescence? What
facilitated your acquisitions of the ability to
perform such tasks? Write your reflection.
MAJOR FOR COLLEGE CHILD DEVELOPMENT

Perspectives and
Approaches in the
Study of Human
03 Development
CHAPTER 3
 CHILD DEVELOPMENT

Intended Learning Outcome

Being able to associate human development

perspectives and approaches with specific
learning principle.
 PERSPECTIVES IN HUMAN
DEVELOPMENT
1. Learning Paradigm
Learning theories work on the assumption that people
undergo the stages of development through the process of
interaction with one’s environment via observation, conditioning,
reward, and punishment system.
Revolves around the understanding of the relationship of
stimulus and response.
a. Classical Conditioning
b. Operant Conditioning
c. Social Cognitive Learning Theory
 PERSPECTIVES IN HUMAN
DEVELOPMENT
a. Classical Conditioning
Developed by a Russian physiologist, Ivan Pavlov. Two stimuli are
linked together to produce a new learned response in a person or
animal.

Neutral Stimulus (NR) = No Response (NR)

Neutral Stimulus (NS) + Unconditioned Stimulus (US) = Unconditioned
Response (UR)
Neutral Stimulus (NS) = Conditioned Response (CR)
 PERSPECTIVES IN HUMAN
DEVELOPMENT

b. Operant Conditioning
Developed by a American psychologist, Burrhus Frederic
Skinner (B.F. Skinner). Consequences of a response determine the
probability of it being repeated. Reinforced (rewarded) behavior
will likely be repeated, and behavior which is punished will occur
less frequently.
 PERSPECTIVES IN HUMAN
DEVELOPMENT
b. Operant Conditioning

Positive Reinforcement
behavior is strengthened by the addition of praise or a direct reward
Negative Reinforcement
behavior is strengthened by the removal of something considered unpleasant
Positive Punishment
an unfavorable event or outcome in order to weaken the response it follows
Negative Punishment
a favorable event or outcome is removed after a behavior occurs
 PERSPECTIVES IN HUMAN
DEVELOPMENT

c. Social Cognitive Learning Theory

The theory suggests that humans learn behaviors by observing others
and choosing which behaviors to imitate. Imitation and modeling are
central in learning new behaviors. Developed by Canadian-American
psychologist, Albert Bandura. (observational learning)
 PERSPECTIVES IN HUMAN
DEVELOPMENT
Social Cognitive Learning Theory four processes:

Attention
a person has to be able to notice something in the environment
Retention
the observed event has to be remembered
Motor reproduction
action has to be produced to imitate what was observed
Motivation
the consequences from the environment have to be reinforcing to the
behavior
 PERSPECTIVES IN HUMAN
DEVELOPMENT
For example, a student sees other students being praised for
academic accomplishments. He or she may engage in
scholarly behavior in an attempt to do well and receive
similar rewards. Finally, over time, the student internalizes
the reinforcement and does not need external rewards in
order to produce the behavior.

For instance, in time, the student in our example internalizes

the value of education, and doing well academically
eventually constitutes self-reinforcing behavior.
 PERSPECTIVES IN HUMAN
DEVELOPMENT
2. Socio Cultural Theories
This perspective highlights the influence of the collective
experiences of people found in the same cultural orientation. It
assumes the centrality of culture, such as language and
communication, as well as norms in the developmental process.
a. Socio-Cultural Theory of lev Vygotsky
b. The Cognitive Theory of Development of Jean Piaget
 PERSPECTIVES IN HUMAN
DEVELOPMENT
a. Socio-Cultural Theory of lev Vygotsky
Lev Vygotsky, a Soviet psychologist; known as the father of socio-
cultural perspective. Emphasized the role of social interaction
particularly, in facilitating cognitive development of children.
Zone of proximal development (ZPD), identifies the gap between
assisted and non-assisted development of children’s cognition.
Scaffolding, or supportive activities provided by the educator, or
more competent peer, to support the student as he or she is led
through the ZPD.
More Knowledgeable Other (MKO), refers to someone who has a
better understanding or a higher ability level than the learner, with
respect to a particular task, process, or concept.
 PERSPECTIVES IN HUMAN
DEVELOPMENT
b. The Cognitive Theory of Development of Jean Piaget
Jean Piaget, a Swiss psychologist; Jean Piaget's theory of
cognitive development suggests that children move through four
different stages of learning. His theory focuses not only on
understanding how children acquire knowledge, but also on
understanding the nature of intelligence.
4 Stages of Cognitive Development:
• Sensorimotor stage
• Preoperational stage
• Concrete operational stage
• Formal operational stage
 PERSPECTIVES IN HUMAN
DEVELOPMENT

3. Ethology – Evolutionary and Socio-biological

Ethology is a branch of knowledge dealing with human
character and with its formation and evolution. Genetics and
adaptation are two interacting factors that explains human
development.
 PERSPECTIVES IN HUMAN
DEVELOPMENT
a. Konrad Lorenz, Austrian zoologist; founder of modern
ethology; discovered how animals are able to develop
behavioral patterns which have adaptive values for one’s
survival. (reflexive reactions)
b. Attachment Theories, children develop a sense of emotional
bond with the immediate caregiver, most especially to
mothers; the ability to initiate, sustain, and end social
relationships are based on quality of initial relationship the
mother has established.
 PERSPECTIVES IN HUMAN
DEVELOPMENT

4. System Approach
Views that human person is a product of interaction of nature
and nurture.

a. The Contextualism Theory of Richard Lerner

b. The Ecological System Theory of Urie Bronfenbrenner
 PERSPECTIVES IN HUMAN
DEVELOPMENT

a. The Contextualism Theory of Richard Lerner

Richard Lerner, an American researcher, conceptualized the basic
process of development as relational in character, that is, as involving
associations between the developing individual and his or her
complex and changing social and physical context, or ecology.
(plasticity)
 PERSPECTIVES IN HUMAN
DEVELOPMENT
b. The Ecological System Theory of Urie Bronfenbrenner
Urie Bronfenbrenner, Russian-born American psychologist. views
child development as a complex system of relationships affected by
multiple levels of the surrounding environment, from immediate
settings of family and school to broad cultural values, laws, and
customs.

4 systems that work in the development of a child.

• Microsystem
• Mesosytem
• Exosystem
• Macrosystem
 PERSPECTIVES IN HUMAN
DEVELOPMENT
4 systems that work in the development of a child:
Microsystem
Composed of the changes that take place within the individual
Mesosytem
Constitutes the immediate environment of a developing child who
has a direct influence to the child (parents, neighbors, friends,
teachers)
Exosystem
Composed of social institutions that may have indirect impact
onto the child (school policies, mass media, other agencies)
Macrosystem
Is sociological, political, cultural, and economi cin nature that when
modified, may have impact on the development of the child.