CHILD & ADOLESCENT

Childhood – refers to the time or state of being a child. 1st stage of 2. Cognitive development – ability of the brain or mind to take in &
development. process information.
Child – is the person who does not reach maturity/legal age of
majority.
Maturity – knows what is right or wrong. (dictate of conscience). How to know if the child cognitive already developed:
Adolescents – period of following on-set of puberty which a young 1. If a child already can recognize her name
person develop from child into an adult (age 13-19 years old.) 2. A child recognizing her parents

5 dimensions * Emotional Development

- ability to recognize and understand feeling and how to response to
1. Biologically them appropriately.
2. Linguistically
3. Cognitively Child’s Three Emotions:
4. Socially 1. Fear
5. Psychological 2. Rage
3. Love
(Speak) Speech – Can talk
Communication – even without speech you can communicate
* In child, the speech develops first before communication (verbal or * Social Development
non-verbal) - child learning and discovery the expectation & rules.
* Basic Concept Growth & Development:
1. Growth – quantitative change/observable changes * Moral Development
2. Development – quantitative changes, progressive, in order, long - identifying personal values (respecting human rights)
lasting
3. Maturation C. Maturation - refers to the part of development that
4. Environment is controlled from either the internal ripening indicating that
5. Heredity growth has reach its optional level.
A. Growth – is a child physical increase - development of mental function
B. Development – Cognitive, language (Simplicity to indicated the state of readiness to engage in different type of
complexity) behavior.

Different areas of Development D. Heredity - process of transmitting biological traits

1. Physical development – muscle coordination and central. from parents to offspring through genes. Genes is basic unit of
heredity.

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 E. Environment - refers to the totality of surrounding Teaching & Learning Education Process
condition that influence the growth, development and survival
of organism. 3 components:
- also considered as one of the possible Teacher
risk factor of the child growth.

Basic Social Unit

1. Family – basic institution that provides affection sense of belongings
& validation.
2. School – an institution for the continuation of the child learning and Learner (key) *Achieve desire outcome
development of his mental, social and affective skills.
3. Peer Groups – compose of members who share certain social
characteristics such as age, occupation or education. * a teacher can make or ever break a child
4. Neighborhood – town or city where the individual resides.

Teacher should possess: Learner

Teacher
Key
1. Knowledge and understanding of every learner.
2. The mastery of the content of the subject he/she is teaching. Content
3. A thorough knowledge of the different approaches, method,
strategies, & technique in teaching.
4. Every teachers should possess knowledge, practice & effective Rights of a Child (UNICEF)
classroom management.
1. To be born, to have a name and nationality.
Pedagogy – art of teaching 2. To have a family who will love and care for them.
SCC (Student Centered Curriculum/Classroom) – what important is to 3. To live in a peaceful community and a wholesome environment.
know, to understand, and to do. Teachers must always have skills, 4. To have adequate food and a healthy and active body.
values, attitude. 5. To obtain a good education and develop their potential.
6. To be given opportunities to play and leisure.
C – Cognitive Cognition A – Antecedent 7. To be protected against abuse, exploitation, neglect, violence, and
A – Affective K – Knowledge B – Behave danger.
P - Psychomotor C – Comprehension C - Consequence 8. To be dependent and given assistance of the government.
A – Analysis 9. To be able to express their own view.
A – Application
S – Synthesis
E - Evaluation

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HURLOCK DIFFERENT STAGES IN LIFE social, it will occur
sequentially.
1. Pre-natal (Conception – birth) 3. - Definite degrees of - Every teacher should
2. Infancy (Birth at full term – 18 months) Maturation/readiness maturity are pre- consider every
3. Early Childhood (18 months – 6 years old, toddler) should precede certain requisite to various maturity of their
types of learning. kinds of reasoning. student.
4. Late Childhood (6 years old – 13 years old)
4. Each stage of - Characteristics traits - Should be on
5 Adolescence (13 – 20 years old)
development has vary at each stage and considerable value.
6. Young Adulthood (20 – 45 years old) characteristics traits. this traits became
7. Middle Age (45 – 65 years old) more complex as a
8. Old Age (65 to death) child go older.
5. The body tends to - There is wisdom of - While the teacher’s
Empty nest – where the children have their own family and their maintain state of the body and always inside the he/she must
parents left in their home/nest. equilibrium. strives to pressure a be observer; make
constant internal lesson interesting;
DIFFERENT PRINCIPLES OF HUMAN GROWTH DEVELOPMENT environment despite change teaching
changing condition method.
whether internal or
CLASSROOM
PRINCIPLE FOCUS external.
IMPLICATION 6. Development rates - The speed of - We should
1. The development of - The process of - Should know your vary development is not understand girls
an organism is the heredity and student background. even and each part of mature more than
results of the environment & the body has its own boys.
interaction between complimentary. particular rate of
heredity and Neither appears to be growth.
environment. dominant. 7. Growth is patterned - There is no identical - Never compare a
2. Growth is - Height largely growth patterns & students with the
sequential. determined by each child has his/her other.
heredity but then it can own characteristics
also be an affect to an traits.
individual nutrition.
Under Principle #2:
- Growth follows an
orderly sequence
which is general is the Language – ability to communicate with others.
same for all individual.
Different form of language:
- All aspects of
development whether 1. Facial 3. Pantomime 5. Spoken 7. Art
language, motor or 2. Gesture 4. Written 6. Sign

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Speak – is one form of language in which articulated words/sounds are 4 example in teaching
use to convey message.
1. Experience
Gibberish – spoken form of baby language. 2. Experimentation
3. Exploration
LANGUAGE DEVELOPMENT 4. Exposure

2 months - can cries, case & grinds (Bruxism – grinding of teeth: L – Language
sign of down syndrome). E – Experience
4 months - bubbling sounds, vowel sounds (developing vowel A – Approach
sounds & almost half of consonant).
6 months - vocalize with intonation, respond to their name. ARCS Model – attention, relevance, confidence, satisfaction
8 months - combine syllables when bubbling such as “Ba-ba” * Without the learners, education doesn’t exist.
11 months - they can say one word or fragment of words.
12 months - two/three words with meaning. Brian Weight
2 yrs - has vocabulary between 5-20 words and mostly noun; • 16 yrs – ranges from 1260 – 1400 g.
echolalia – repeat words & phrases over & over again; • Newborn – 350 grams
may start to join two words. • Loco Parentis – in the place of a parent “legal responsibility of
3 yrs - a vocabulary of 150-300 mostly pronoun words and a person. to take on some of the function & responsibilities of
mostly noun; and atleast 2-3 preposition (in,on,under) a parent.
combines words in short sentence: 2/3 of what is • Tabula rasa – blank state.
spoken is understandable.
4 yrs - can use atleast 4 preposition & repeat words of 4 DIFFERENT PRINCIPLES OF HUMAN DEVELOPMENT
syllables; know some colors & numbers; have some
vowels & diphthongs; consonant P,B,M,W & N. Educational
5 yrs - can count up to 10; speech is understandable mostly Principle Focus/Definition Classroom
grammatically correct; knows consonants Implication
M,P,H,W,K,G,T,D,N,NG & Y; can repeat 1. Normative - should take place in - children must
words/sentences as long as a words. Sequence certain order (Physical, acquire skills
6 yrs - should have all the vowels & consonants Motor, Mental, Socio- necessary for the
(F,V,SH,ZH,TH,L); should be able to tell a story emotional development) development of
other skills.
connected to a picture.
2. Differentiation & - the global pattern of - not all our children
7 yrs - should be able to do simple reading & can print many
Integration behavior are broken into in classroom have the
words. smaller ones and smaller same rate of
8 yrs - all speech sound establish & can tell complicated stories ones are put together. development.
& uses complex and compound sentences. 3. Developmental - Cephalocaudal (head- - must be consider in
Direction tail direction planning every
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 activity to assure SIGMUND FREUD’S Psychoanalytic Theory
-Proximodistal (midline to satisfaction.
extremities direction) Erogenous zone - specific area that becomes the focus of pleasure
4. Optimal Tendency - the organism grows as - the children should needs. this may be the mouth, anus, and the
through seeking a target be given a target or genitals.
to be reached by using goal to be reached to
any available resources. sustain enthusiasm &
Fixation - results from failure to satisfy the needs of
interest.
5. Critical Period - at certain limited time is - the early
particular psychosexual stage.
its development, the development is more
organisms most able to critical than later Freud - most popular psychologist that studies the
make use of certain development. development of personality.
environment/experiences
and most vulnerable to Eros - life instinct
certain other
environments & Tanatos - negative (death instinct)
experiences.
6. Epigenesis - growth built upon - develop more the 3 components of Personality Structure
organisms that is already potentials & keep
there, transforming it but them and continues
1. ID - pleasure is good and nothing else matter.
preserving some building other traits.
continuity. 2. EGO - holds ID in check & help it achieve gratification
7. Dynamic - different measures of - some skills are w/in confines of reality.
Interrelations growth correlate needed in the 3. SUPEREGO - tells what is right and wrong.
imperfection to each development of
other, suggesting some more complex Difference between disability, handicapped, exceptionality
general overall sequence activities in
controlling factors and classroom. Disability - limitation impaired
some independent Handicapped - environmental impairment
controls. Exceptionality - any deviation from normality
8. Variation of rates - complete growth are - the rate of
and terminals shown by different tissues development is
5 STAGES OF PSYCHOANALYTIC THEORY
by individual & by the 2 unique to each
sexes. individual. teachers
should refrain from 1. Oral Stage (0-1 yr)
comparing them. - stimulation involving the use of the mouth is pleasurable.
- enjoy sucking, chewing, biting.
- when infant is not satisfied in oral stage it will develop Fixation which
can be manifested by smoking or excessive eating.

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 • Oral Receptive - have a stronger tendency to smoke, drink 5. Genital Stage (12 – above)
alcohol, over eat. - become mature social feelings and experience pleasure from sexual
• Oral Aggressive - tendency to bite his/her nails, or use course relationships. (both Electra & Oedipus will be reactional toward
words or even gossip. opposite sex.)

- hostile personality (become too dependent on others, easily fooled 3 Components of Personality
& lack leadership traits.)
1. ID - plays vital role in one’s personality, it works so that
2. Anal Stage (1-3 yrs) Toilet Training one’s essential needs are met. The ID operates on the
- stimulation of the anal region produces pleasure. pleasure principles.
- satisfying its sexual desire through its toileting habit. - focuses on immediate gratification/satisfaction of its
needs.
• Anal Retentive - obsessive compulsive: orderly, rigid and - not oriented towards considering reality nor the needs
always seeking of others.
order & tidiness: perfectionist (obsession
cleanliness, perfection and control) 2. EGO - operates using reality principle. it is aware that others
• Anal Expulsive - messy, careless, no control (became also have needs to be met.
messy and disorganized) - deciding agent of personality. always takes into
account the reality of the situation.
3. Phallic Stage (3-6)
- self stimulation of genital produces pleasure. 3. SUPEREGO - embodies a person’s moral aspects this develops from
- stage where girl/boy discover differences between their genders. what the parents, teachers, and other persons who
exert influence impart to be good or moral.
• Oedipus Complex - boys develop unconscious sexual desire - likened to conscience because it exerts influence or
their mother & see their father as a rival for her mother’s affection. what one considers right & wrong.
boys may fear that their father will punish them for these feelings,
thus, the CASTRATION ANXIETY. LAWRENCE KOHLBERG’S STAGES OF MORAL DEVELOPMENT
• Electra Complex - girls develop unconscious sexual
desires/attraction toward their father. - he was interested in studying the development of moral reasoning.
- our ability to choose right from wrong is tied w/ our ability to
4. Latency Stage (6-12) understand and reason logically.
- child sex instinct relatively calm and continuous until puberty.
- during this stage, sexual urges remain represent. the children’s focus DILEMMA – is a difficult situation where we should make a difficult
is the acquisition of physical & academic skills. choice.

MORAL DEVE – is the understanding of right and wrong.

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3 Component THEORY OF J.B. WATSON
1. Affective/Emotional
• Guilt – is a bad feeling cause by knowing/thinking that you have - known as behaviorist.
done something wrong/bad.
• Empathy – putting yourself in the shoes of others. other Behaviorist:
• Conscience – think of something before you do it.
2. Cognitive Component – how we think about right and wrong. Pavlov – classical
3. Behavioral Component – kind of action in behavioral way, how we Skinner – operant
behave.
Behaviorist theory of development
Level Stage Description
people have no free will – a person’s
Preconventional Level Punishment/Obedience – one is Psychoanalysis
too pessimistic - environment determines their
Moral reasoning is 1 motivated by fear of punishment. Will Behaviorism
based on the act in order to avoid punishment. behavior.
consequence/result of Mutual Benefit – one is motivated to Humanism – oppose to the two theories; it states that all men
the act, Good or bad; act by the benefit that one may obtain are innately good/inherent (optimistic)
right or wrong 2 later. You scratch my back, I’ll scratch
yours. J. B. Watson - attempted to trace the development of the
Conventional Level Social Approval – one is motivated by emotions in children.
Moral reasoning is what others expect in behavior - good
based on the “norms” of boy, good girl. The person’s act 3 Emotions:
society. Includes 3 because he values how he appear to
1. Fear - from loud sound or from falling.
approval of others. others; gives importance on what will
2. Rage - restricted from movement.
(Sequential) people think/say.
Law and Order – one is motivated to
3. Love
act in order to uphold law and order.
4 the person will follow the law because Behaviorism - conditioning process that produce behavior.
it is the law.
Post – Conventional Social Contract – laws that are wrong John Locke - in experience all are knowledge is founded.
Level 5 can be changed. one will act based on ▪ when born are mined is “tabula rasa” (blank slate)
Moral reasoning is social justice & the common good. ▪ Tabularasa theory – your mental content comes only from your
based on consistent Universal Principles – Conscience experience.
principles and principles dictate.
behind the law. Chosen Principle (balancing two Premises of Watson’s Theory
6 situation) having a sense of standard
that drives one to possess moral 1. The mind of an infant is tabula rasa and that learned association
responsibility to make societal changes between the stimuli and the responses are the building block of human
regardless of consequences to oneself. development.
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2. According to Watson, development does not proceed through series 2. It is believe that the acquires new skills and information with the
of stages. It is continuing process; always mark of acquisition. ZPD.

3. Only the simplest human reflexes are inborn (sucking, swimming) ZPD – between the actual learning up to potential learning.
and that important behavioral tendencies including the traits (distinct
Potential level of learning
character), talents, values, and aspiration are learned.
(with the assistance of the
teachers)
LEV VYGOTSKY’S Socio-cultural theory
Actual level of
learning Scaffolding of
- key theme: “Social interaction” plays a very important role in instruction
cognitive development.
3. In addition to promoting stimulating environment early childhood
Social interaction & language – two central factors in cognitive educators need to promote explaining & providing suggestion to fit
development. each child ZPD.
- to learn need to explore, experience and exposure.
ZPD (Zone of Proximal Development)
- child’s can accomplish with the guidance of others. JEROME BRUNER (1966)
- it represents a learning opportunity where a knowledgeable adult can
assist the child’s development. - the aim of education should be to create autonomous learners.

SCAFFOLDING – appropriate assistance by the teacher for the 3 Modes of Representation

learner to achieve the task.
SOCIAL INTERACTION – an effective learning through participation in 1. Enactive Representation (birth – 18 months)
different social activities. - involves encoding action based information and storing it in our
LANGUAGE – it opens the door for learners to acquire memory.
knowledge what others already have. - come first.
- it helps the learner to regulate and reflect on
his own thinking. Muscle memory – in a form of movement and muscle activities.
- outcome of a certain action in particular object. (ex. rattle)
3 Basic Premises:
2. Iconic Representation (18 months – 6 years)
1. Cognitive development is dependent on the child’s interaction with - learning can obtained through the use of models and pictures and
those around him/her. learners can use mental images to stand for certain objects and events.
• Social stimulation – tolerance w/ other people. - it allows one to recognize objects ones this objects change in minor
• Fieldtrip – negative feedback – child will react; Positive – child way.
will respond.

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3. Symbolic Representation (6 years – onwards) Accommodation - is the process of creating new scheme
- the learners has develop the ability to think in abstract terms and after an individual interaction w/ the
most of the time they make use the symbol system to encode environment.
knowledge.
Equilibration - concept knowledge. (Proper balance
Jerome Bruner studies suggest: between assimilation &
- combination of the concrete, pictorial and symbolic in mush easy for accommodation)
the child to learn.
Different Assumption:
JEAN PIAGET’S Cognitive Development Theory
1. Development is an unfolding of the growth process/unfolding of
- about the manner child’s maturation.
• Focus on how individual construct knowledge. 2. Development is brought about by the experiences by the
- refers to the manner which an individual comes to know and environment.
understand the world. 3. Development is the result of explicit (clearly understood) & implicit
- development of knowledge or general understanding. (doubt) teaching of the child by other people.
4. Development is brought about the process of equilibration where
Different (thinking) Activity the child belief become organize into a system.
1. thinking
2. perceiving 4 stages/intellectual development in 4 major period:
3. problem solving
1. Sensorimotor (birth – 2)
Well-defined sequence - infant uses sensory and motor capabilities to explore & gain basic
- from infancy to adulthood are having Assimilation (assimilating data understanding.
around him.) - innate reflexes with which to engage the world.
- what they hear, touch, small, seen by their senses.
accommodation – analyze the data from assimilation
• Object Permanence – infant will learn that object continue to
organization of knowledge through equilibration exist when they are out of sight.

Organization are important in development. 2. Pre-operational (2 - 7)

- children use symbolism to represent & understood various aspect of
Assimilation - process by which an individual acquires environment.
new information/knowledge.
- all experience w/c are integrated into an existing 3 Play of the child (symbolic function)
scheme (organize plan)
1. Symbolic – used one object to stand for another.
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2. Fantasy – pretending to be something/someone. 4. Formal-Operational (11 - onwards)
3. Make believe – pretend to host an elaborate princess ball only in her - young person develop full term of thinking and their able to deal with
mind. more that real & concrete objects and their able to use symbolic
processes.
EGOCENTRISM - tendency of the child to see only his
point of view. • Hypothetical Deductive Reasoning – systematic trait (Scientific
- presents an individual from seeing reasoning).
others prospective. • Abstract Thought – separate reality from possibility.
• Reflective thinking – metacognition (learning to learn).
CENTRATION - tendency of the child to only focus on
one aspect of a thing or event and ERIK ERIKSON’S “Psycho-Social Theory”
exclude other aspects.
- known friend of Freud
CONSERVATION - concept that basic properties of objects - Maladaptive behavior if not settle correctly.
remain the same even if its physical
appearance change. • Malignancy – person who can’t trust others.
• Maladaptation – person who trust too much.
IRREVENSIBLITY - still have the inability to reserve their
thinking . Stage Age Characteristics
1. Trust vs. Trust/mistrust themselves; other peoples
ANIMISM - belief that all things, plants & animals Mistrust behavior depends on early experience
have spirit. Asked, where the sun at Positive = if cuddled & fondled – show affection-
night: “Mr. Sun is asleep.” 0 -1 evolve a safe world and dependable place.
Negative = child – chaotic, if the surrounding is
TRANSDUCTIVE - types of reasoning that is neither unpredictable & reflecting.
REASONING inductive nor deductive. reasoning = fear & suspicious.
2. Autonomy Start to walk, to run, & climb. a new conflict
appears to be from particular to
vs. Shame & confronts them. to assert or not to assert their
particular.
Doubt will.
Positive = if parents are patient, cooperative in
3. Concrete-Operational (7 - 11) 1–3 encouraging children acquire independence &
- no longer fooled by appearance competence.
- able to solve concrete problem in logical fashion Negative = when children not allow such
- understand law of conservation; able to clarify freedom & over-protected they develop an
excessive shame & doubt.
• Seriate – ability to arrange things in series. 3. Initiative
3–6
The repertoire of motor & mental abilities
vs. Guilt greatly expands.

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 Positive = parents to who gives their children to Negative = it is a condition in w/c an individual
do things like running, riding, skating. they are are pre-occupied w/ their material possession,
allowing them to develop initiative. pre-occupied w/ physical well-being.
Negative = parents who curtail the freedom are 8. Integrity Stage of facing reality, recognizing & accepting.
giving children a sense of themselves nuisance vs. Despair Positive = some feel a sense of satisfaction &
Old age
in the adult world. accomplishment
to
4. Industry - children are concern how things work & how Negative = other experience despair – the
Death
vs. Inferiority things are made. feeling that the life is too short for unattempt to
- they want to win recognition for being start another life.
productive.
- work become more pleasurable & they learned
6 – 12 to preserve.
Positive = parents & teachers who supported,
reward, and praise children are encouraging.
Negative = those who ignore/rebuff/deride
children’s efforts are strengthening feelings of
inferiority.
5. Identity vs. - reach the time of puberty & childhood left
Role behind and transmission to adulthood begins.
Confusion every individual has develop an integral and
coherent sense of self.
12 – 20 Positive = to find an identity, adolescence try on
many new roles and they grope in romantic
involvement then vocational choices too.
Negative = failed to develop uncertain
identity/negative identity.
6. Intimacy - capacity to reach out & make contact w/ other
vs. Isolation people.
- enduring friendship and marriage.
20 – 40 Positive =central to intimacy is the ability share
w/ & care.
Negative = the fear of self abandonment is
result to the feeling of isolation.
7. - individual is able to work productively &
Generativity creatively.
vs Stagnation 40 – 65 Positive = parental responsibility, interest in
producing & guiding the next generation, entail
selflessness, aging gracefully.

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