Module 1 - WPS PDF Convert

DR. SUSIE HOPE R.
TOMOL
DR. MYLA N. CONEJAR
Republic of the Philippines lASAHi
ILOILO SCIENCE AND TECHNOLOGY UNIVERSITY (Gt G

Miagao Campus
Miagao, Iloilo
MODULE IN ED 1
THE CHILD AND ADOLESCENT
LEARNER AND LEARNING PRINCIPLES
CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE

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Module Outcomes
At the end of the module, you must have:

• define human development in your own words;
• draw some principles of human development; and
• distinguish two approaches to human development.
Mr Introduction
As you read this module and do the activity, you are undergoing the
process of development. What principles govern this module proven? What do
experts say about development? These are the concerns of this Module.
Activate
□ Describe what they were before birth and who they will possibly be after birth
into adulthood.
□ What will they possibly become?
Activity 1
CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 3
child-encyclopedia.com sos-childrensvillages.org
Analysis
1. What is development?
2. Will there be anything common in the pattern of development of boy and
girl? If yes, what?
3. Will there be differences in their development, e.g. pace of rate of
development? What and why?
4. Will the process of development take place very fast or gradually?
5. Do you believe that boy and girl will continue to develop even in
adulthood? Or will they stop developing in adulthood?
HUMAN'
Can be positive or negative
institutolavoro.com.br
Includes growth and decline

DEVELOPMENT
MAJOR PRINCIPLES OF GROWTH AND DEVELOPMENT

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1. Development is relatively orderly, (i.e., proximodistal pattern vs. cephalo-caudal

pattern)
2. While the pattern of development is likely to be similar, the outcomes of

developmental processes and the rate of development are likely to vary
3. Development takes place gradually.
APPROACHES TO HUMAN DEVELOPMENT
1. Development is lifelong. It does not end in adulthood. No developmental stage

dominates development.
2. Development is multidimensional. Development consists of biological,
cognitive, and socio-emotional dimension.
3. Development is plastic. Development is possible throughout the lifespan.
4. Development is contextual. Individuals are changing beings in a changing
world.
5. Development involves growth, maintenance and regulation. Growth,
maintenance and regulation are three goals of human development. The
goals of individuals vary among developmental stages. For instance, as
individuals reach middle and late adulthood, concern with growth gets into the
back stage while maintenance and regulation take the center stage.
PRINCIPLES OF CHILD DEVELOPMENT AND LEARNING THAT INFORM
PRACTICE
Bases of developmentally appropriate practice (DAP) in early childhood program for

children and birth through age 8, which were stated in the position paper of the National
Association for the Education of Young Children (2009).
All the domains of development and learning-physical, social and emotional, and
cognitive are important and they are closely interrelated. Children"s development
and learning in one domain influence and are influenced by what takes place in

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other domains.
Many aspects of children"s learning and development follow well documented
sequences, with later abilities, skills, and knowledge building on those already
acquired.
Development and learning proceed at varying rates from child to child, as well as
to uneven rates across different areas of a child"s individual functioning.
Development and learning result from a dynamic and continuous interaction of
biological maturation and experience.
Early experiences have profound effects, both cumulative and delayed, on a
child"s development and learning; and optimal periods exist for certain types of
development and learning to occur.
Development proceeds toward greater complexity, self-regulation, and symbolic
or representational capacities.
Children develop best when they have a secure, consistent relationships with
responsive adults and opportunities for positive relationships with peers.
Development and learning occur in and are influenced by multiple social and
cultural contexts.
Always mentally active in seeking to understand the world and around them,
children learn in a variety of ways; a wide range of teaching strategies and
interactions are effective in supporting all these kinds of learning. Play is an
important vehicle for developing self-regulation as well as for promoting language,
cognition, and social competence.
Development and learning advance when children are challenged to achieve at a
level just beyond their current mastery, and also when they have many
opportunities to practice newly acquired skills.
Children"s experiences shape their motivation and approaches to learning, such
as persistence, initiative, and flexibility; in turn, these dispositions and behaviours
affect their learning and development.
rnJ Apply
Instruction
• Work about the following questions.
• Provide your output on one whole sheet of clean bond paper
1. “Growth is an evidence of life.” What does this mean?

2. Define development in your own words. Translate the meaning of development in
Filipino and in your local dialect.
3. State the 5 major principles of human development from a life-span perspective.
Give at least one application in the teaching-learning process. What have these
principles to do with you as you teach learners?
4. . Research further on the cephalocaudal and proximodistal patterns of

development.
a. Illustrate both patterns by a drawing or diagram.
b. How do you apply your knowledge of cephalocaudal and proximodistal
patterns of development in your teaching?
5. Interpret the following quotations in relation to human development:

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a. “Every man is in certain respects like all other men, like some other men, and
no other man.” (Murray, H. A. & C. Kluckhohn)
b. “Man is an unfinished project. He is always in the process of becoming.”
6. In the light of researches on human development, which of the two approaches is
closer to the truth traditional or lifespan? Why?

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Name: Donita Ann G. Paredo Date:
BSED SCIENCE 1-C

Year & Section: Score:
Directions: Do the following to ensure mastery of the big ideas presented in

Pattern of movement this module. Write your answer on the space provided.
or change that begins
in conception and
"t. Meaning of human development.
continues through the
life span. 2. Four principles of human development and their educational implications.
Principle Educational Implication

1. Development is relatively orderly,
(i.e., proximodistal pattern vs.
cephalo-caudal pattern)

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3. Patterns of development
a. The direction of growth following the cephalocaudal pattern is from to
the .
b. The direction of growth following the proximodistal pattern is from to
the .
4. Two approaches to human development
Traditional vs. Life-span Approach

Approach
Concept
Traditional Life-span
Development during
childhood
Development during
adulthood

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Developmental stage/s
as focus of study
5. Characteristics of human development from a life-span perspective.

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References:
• Corpuz, B. B., Lucas, M. R. D. , Borado, H. G. L., & Lucido, P. I. (2015). Child

and Adolescent Development: Looking at Learners at Different Life Stages.
Lorimar Publishing.
• Freud, S. (1920). Beyond the pleasure principle. SE, 18: 1-64. □ Freud, S. (1923).
The ego and the id. SE, 19: 1-66.
• Kohlberg" Theory of Moral Development, About.com
• McLeod, S. A. (2019, September 25). Id, ego and superego. Simply
Psychology.
• Vygotsky, L.S. (1962). Thought and Language. Cambridge, MA: MIT Press.
• Vygotsky, L.S. (1978). Mind in Society. Cambridge, MA: Harvard University
Press.
• Wertsch, J.V. (1985). Cultural, Communication, and Cognition: Vygotskian
Perspectives. Cambridge University Press.
• Berk, Laura. Infants, Children, and Adolescents, 6th edition USA: Allyn and Bacon,
2007
Internet Sources:
• https://www.simplvDsvcholoqv.org/Dsvche.html
• http://en.wikiDedia.org/wiki/
• www.slideshare.com
• http://pdfslide.net

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DR. SUSIE HOPE R.

ILOILO SCIENCE AND TECHNOLOGY UNIVERSITY (Gt G

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE

At the end of the module, you must have:

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 3

Can be positive or negative

Includes growth and decline

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE

1. Development is relatively orderly, (i.e., proximodistal pattern vs. cephalo-caudal

2. While the pattern of development is likely to be similar, the outcomes of

APPROACHES TO HUMAN DEVELOPMENT

1. Development is lifelong. It does not end in adulthood. No developmental stage

Bases of developmentally appropriate practice (DAP) in early childhood program for

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE

1. “Growth is an evidence of life.” What does this mean?

4. . Research further on the cephalocaudal and proximodistal patterns of

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE

BSED SCIENCE 1-C

Directions: Do the following to ensure mastery of the big ideas presented in

Principle Educational Implication

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE

Traditional vs. Life-span Approach

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE

5. Characteristics of human development from a life-span perspective.

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE

• Corpuz, B. B., Lucas, M. R. D. , Borado, H. G. L., & Lucido, P. I. (2015). Child

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE

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