Module in ED101 Child and Adolescent Learners and Learning Principles PDF
Module in ED101 Child and Adolescent Learners and Learning Principles PDF
Module in ED101 Child and Adolescent Learners and Learning Principles PDF
Application No. 1
Traditional Lifepspan
1. Define development in your own words.
Adolescence A photo essay tell a story in pictures, and there are many
Middle adulthood different ways to style your own photo essay. With wide
range of topics to explore, a photo essay can be thought-
– (10 – 12 years of age ending up to 18 – 22 years of provoking, emotional, funny, unsettling, or all of the above,
age) Begins with rapid physical changes. Middle and but mostly, they should be unforgettable.
1. Make a photo essay of Human Stages of Development. 6. Your final images can be captioned to help enhance
your visual narrative, but if you feel like your images
2. Write your reflection. could use some text, add it. However, if you think the
images can stand on their own, then you can present
Materials Needed:
them as they are.
__________________________________________
Task Procedure:
______________________________
1. Research about the topic. Conduct online searches, ________________________________________________
read website or the course reference book to find ______________________________
out more about the topic about Human Stages of
________________________________________________
Development .
______________________________
2. Choose your subject. It could be you or any members of ________________________________________________
the family.
______________________________
3. Create an outline. Once you have your subject B. Reflect on your stages of development. Were you
and permission to shoot, take a few moments to able to acquire the developmental tasks expected for each
sketch out an idea of what photos you will need. Most stage. What facilitated your acquisitions of the ability to
essays need a variety of images to showcase the perform such tasks? Write your reflections.
various aspects of the topic.
__________________________________________
4. Take many shots but only include the key photos ______________________________
necessary.
________________________________________________
______________________________ believed that at birth our minds are a 'blank state' and
that one's environment determines the messages that
________________________________________________
will be written on the slate. Naturists believe that
______________________________ human behavior and development are governed by
automatic, genetically predetermined signals in
________________________________________________
maturation. There is a favorable period after birth called a
______________________________ critical period when the organism's exposure to stimuli or
experiences produce proper development. Nurturists
argue that development occurs by learning through
observation and experience. For example, a child would
learn behaviors by watching his or her parents or other
close family members.
LESSON 3 The second issue is continuity versus discontinuity.
Continuity proposes that development is continuous, with
new abilities, skills and knowledge gradually added at a
Issues on Human Development relatively uniform rate. It also suggests that adult
thinking and intelligence differ from a child's. For
example, adults have more verbal skills than children.
What is the objective of this lesson?
Stage theorists suggest that development occurs at
different rates that vary from little change to rapid,
At the end of this lesson, you are expected to be able to: abrupt change. Stage theories include: Piaget's theory of
• take an informed stand/position cognitive development, Erikson's psychosocial theory of
development, and Kohlberg's theory of moral
on the three issues on development. development.
The third and final issue is stability versus change. Stability
proposes that individuals maintain their personal
characteristics from childhood to adulthood. They
Overview of the topic emphasize that one can tell what kind of character an
individual will have by the characteristics they display
during childhood. Psychologists who emphasize change
There are three theoretical issues in human
disagree entirely. They believe that a child's personality
development; nature versus nurture, continuity
and characteristics bear little resemblance to the
versus stages and stability versus change.
characteristics present in adulthood
The first issue is nature versus nurture. This controversy
goes back to the ancient Greeks. Early philosophers LESSON 4
to professional development.
2. participating in teacher research also helps
Research in Child teachers become more deliberate in their
and Adolescent Development decision-making and actions in the classroom.
3. teacher research develops the professional
What are the objectives of dispositions of lifelong learning, reflective, and
mindful teaching, and self-transformation.
this lesson?
4. engaging in teacher research at any level may lead to
rethinking and reconstructing what it means to be a
At the end of this lesson, you are expected to be able to: teacher or teacher educator and consequently, the
way teachers relate to children and students.
Ed 101- Child and Adolescent Learners and Learning Principles
5. teacher research has the potential to demonstrate to
College of Teacher Education- Undergraduate Program teachers and prospective teachers that learning to
teach is inherently connected to learning to inquire.
Freud’s Psychoanalytic Theory • Human beings, from birth, possess an instinctual libido
(sexual energy) that develops in five stages;
⮚ Oral
What are the objectives of this lesson?
⮚ Anal
At the end of this lesson, you are expected to be able to:
⮚ Phallic
• explain Freud’s views about child
and adolescent development ; and ⮚ Latent
• draw implications of Freud’s
theory to education. ⮚ Genital
Overview of the topic Each stage is characterized by the erogenous zone that is the
source of the libidinal drive.
Sigmund Freud
(1856-1939)
• He is a popular psychologist whose theory of human development.
ID This is known as the biological drives with which the infant
• Freud's theory remains to be one of the influential in psychology. This is born. It is said to be the earliest and most primitive
theory sparked the ideas in the brilliant minds of other theorists and personality structure and refers to the unconscious and
thus became the starting point of many other theories, notable of usually operates with the goal of seeking pleasure.
which is Erickson's Psychosocial theory. EGO This structure is the rational, logical, problem-solving
• According to Freud, a person goes through the sequence component of the personality.
of these five stages and along way here are needs to SUPEREGO This is the structure based on the child’s internalization of
be met. Whether these needs are met or not, the adults attributes, beliefs and standards.
determines whether the person will develop a healthy
personality or not.
• The theory is quite interesting for many because Freud
identified erogenous zones for each stage of
development. These are specific “pleasure areas” that LESSON 6
become focal points for the particular stage.
Piaget’s Stages of Cognitive Development deal with a new object situation.
EQUILIBRATION- a force which drives learning process by
mastering the new challenge
(accommodation).
What are the objectives of this lesson?
JEAN PIAGET
• A Swiss psychologist and genetic epistemologist
• First psychologist to make a systematic study
of children’s cognitive development • Interest:
Biology + Philosophy = genetic epistemology
• He was 10 years old when he published his
FIRST ARTICLE about Albino Sparrow • 21 years
old when he got his PhD.
Why do you think Riel answered “Bears?” What does 1. As a future teacher in the elementary or secondary
this say about how she thought to answer the school, how will you apply your knowledge of the
question? process of equilibration and Piaget's stages of
___________________________________________ development in your classroom? How does this
___________ knowledge influence your selection of what to teach
and how to teach it?
Ed 101- Child and Adolescent Learners and Learning Principles
College of Teacher Education- Undergraduate Program
2. Why does a teacher prefer the use of more concrete
instructional methods in teaching to encourage
students to think more formally?
you'll see the term extend to biopsychosocial, in which
LESSON 7 “bio” refers to the life, as in biological.
• Erikson's theory was largely influenced by Sigmund Freud.
But Erikson extended the theory and incorporated
Erikson’s Psycho-Social Theory of cultural and social aspect intro Freud's biological and
sexually oriented theory
Development
• Its also interesting to see how his ideas developed
Ed 101- Child and Adolescent Learners and Learning Principles
College of Teacher Education- Undergraduate Program over time, perhaps aided by his own journey through
the ‘psychosocial crisis’ stages model that underpinned his
work • Like other influential theories, Erikson’s model is
simple and well designated . The theory is a basis for
broad complex discussion and analysis of personality and
behavior , and also for understanding and facilitating
What are the objectives of this lesson? personal development- of self and others. • It can help the
teacher in becoming more knowledgeable at the same time
At the end of this lesson, you are expected to be able to: understanding of the various environmental factors that
affect his own and his students’ personality and
• explain the 8 stages of life to someone you care about ; behavior
and
• suggest at least 6 ways on how Erikson’s theory can be • Each stages involves psychosocial crisis of two
opposing emotional forces is contrary dispositions .
Each crisis stage relates to a corresponding life
stage and its inherent challenges.
useful for you as a future teacher. Overview of
• Erikson used the words ‘syntonic’ for the first listed
the topic positive disposition in each crisis (e.g. Trust) and ‘dystonic’
for the second listed negative disposition (e.g. Mistrust). •
• Erikson’s “psychosocial” term is derived from the two If the stage is manage well, we carry away a certain virtue
source words namely psychological (or the root, or psychosocial strength which help us through the rest of
‘psycho’ relating to the mind, brain, personality, etc) the stages of our lives. Successfully passing through each
and social (external relationships and environment), crisis involves ‘’achieving” a healthy ratio or balance
both at the heart of Erikson's theory. Occasionally, between two opposing dispositions that represent crisis.
• On the other hand if don’t do so well, we may develop
maladaptations and malignancies, as well as endanger
all future development.
• A malignancy is the worse of the two. It involves too
little of positive and to much of the negative aspect of
the task, such as a person who cant trust others.
Lawrence Kohlberg
Kohlberg’s (October 25, 1927 – January 19, 1987)
• He was a Jewish American psychologist born in
Stages of Moral Bronxville, New York, who served as a professor at
the University of Chicago, as well as Harvard
Development What University.
• Having specialized in research on moral education and
are the objectives of this reasoning, he is best known for his theory of stages
of moral development.
lesson?
• A close follower of Jean Piaget’s theory of
Ed 101- Child and Adolescent Learners and Learning Principles cognitive development, Kohlberg's work reflected
College of Teacher Education- Undergraduate Program and extended his predecessor's ideas, at the
same time creating a new field within
psychology: "moral development".
• Kohlberg was one of the most eminent
Theory
Autonomous, or 3 c
Principled. Conventional. I
Moral Moral reasoning is p
based on reasoning is m
based on the enduring or 6 in
consistent conventions or b
norms of concept of moral p
values and society; these b
may include principles and a
not just approval of t
others, law, and following w
the law. Moral order, and m
expectations from values h
and principles are a d
person’s family, group, or O
clearly defined on this level. through the conscience by self-chosen ethical principles.
This also refers to
the universal principles of justice,
equality, respect for the dignity of
human beings.
Note: Please see the attached power point presentation for additional
Application No. 8
1. Explain why moral education must be a part of the school curriculum even until
tertiary level. What do you think are the probable challenges that the school might face
once moral education is given emphasis in the curriculum?
2. New reports show that there are students who have suicidal tendencies or have
committed suicide. Suggest two concrete activities that would help students to realize the
value of life. 3. If you were to critic the application of Kohlberg’s theory to education,
what maybe its weakness or loopholes? Explain your answer.
B. Using the Exit Ticket graphic organizer, reflect on your learning from this lesson by filling
up the boxes to reflect your metacognitive thinking.
Today, my learning Today, I considered a new Today I’m certain
was disrupted idea or concept that I learned
because
At the end of this lesson, you are expected to be able to: • explain
why Vygotsky’s theory is called “Socio-cultural” theory ;
• When Vygotsky was a young boy he was educated under a teacher who used the Socratic
Method. This method was a systematic question and answer approach that
allowed Vygotsky to examine current thinking and practice higher levels of
understanding. This experience, together with his interest in literature and his work as a
teacher, led him to recognize social interaction and language as two central factors in
cognitive development. His theory became known as the Socio-Cultural Theory of
development
• In Social Interaction Piaget's theory was more on individual while Vygotsky is more social.
Piaget's work is focused heavily on how individual's cognitive development while
Vygotsky gave more weight on the social interactions that contributed to the cognitive
development of individuals.
• For him, the social environment or the community takes on a major role in one's
development. Vygotsky emphasized that effective learning happens through participation
in social activities that parents, teachers, peers and other adults in the learner's
development contribute to the process.
• Vygotsky believed in the crucial role that culture played on the cognitive
development of children. Piaget believed that child develops as he goes through
the universal stages of cognitive development. While Vygotsky looked into the
wide rage of experiences that a culture would give a child.
• Language opens the door for learners to acquire knowledge that others already have.
For Vygotsky, "talking to oneself" is an indication of the thinking that goes on in the mind
of the child. This will eventually lead to private speech. Private Speech is a form of
self-talk that guides the child's thinking and action.
SCAFFOLDING
• Vygotsky defined scaffolding instruction as the role of teachers and others in supporting
the learners development and providing support structures to get to that next stage
or level.
Note: Please see the attached power point presentation for additional lecture.
3. Recall one difficult lesson you were taught in the past. If you were the teacher then, what
scaffolds should you have used to facilitate learning?
LESSON 10
• The term “bioecological” points out that a child’s own biological make-up impacts as
the key factor in one’s development.
Examples: The connection between the child’s teacher and his parents,
between his church and his neighborhood, etc.
• Exosystem – this layer defines the larger social system in which the child does
not function directly. The structures in this layer impact the child’s
development by interacting with some structure in her microsystem.
Examples: Parent workplace schedules or community-based family resources are
examples. The child may not be directly involved at this level, but he does
feel the positive or negative force involved with the interaction with his own system.
• Macrosystem – this layer may be considered the outermost layer in the child’s
environment. While not being a specific framework, this layer is comprised of
cultural values, customs, and laws.
Example: if it is the belief of the culture that parents should be solely responsible
for raising their children, that culture is less likely to provide resources to help
parents. This, in turn, affects the structures in which the parents function. The
parents’ ability or inability to carry out that responsibility toward their child
within the context of the child’s microsystem is likewise affected.
them. Note: Please see the attached power point presentation for additional
lecture.
__________________________________________________________________________________
LESSON 11
1. Germinal period- (first 2 weeks after conception). This includes the creation of
the zygote, continued cell division, and the attachment of the zygote to the uterine
wall. The following are the details of development during this period.
a. 24 to 30 hours after fertilization the male (sperm) and female (egg)
chromosome unite.
b. 36 hours the fertilized ovum zygote, divides into two (2) cells
c. 48 hours (2days) – 2 cells become 4 cells
d. 72 hours (3 days) 4 cells become a small compact ball of 16 to 32
cells e. 96 hours (4 days) – hallow ball of 64-128 cells
f. 4 to 5 days – inner cell mass (blastocyst) still free in the uterus
g. 6-7 days – blastocyst attaches to the wall of the uterus
h. 11 to 15 days – blastocyst invades into uterine wall and becomes implanted in
it (implantation)
2. Embryonic Period (2 -8 weeks after conception) – In this stage, the name of the
mass cells, zygote become embryo. The following developments take place:
a. Cell differentiation intensifies
b. Life support systems for the embryo develop and organ appear
As the zygote gets attached to the wall of the uterus, two layers of cells are formed.
The embryo’s endoderm, the inner layer cells, develops into the digestive and
respiratory systems. The outer layer of cells is divided into two parts the ectoderms and
the mesoderm. The ectoderm is the outermost layer which becomes the nervous
system, sensory receptors (eye skin and nose) and the skin parts such as nails and hair.
The mesoderm is the middle layer which becomes the circulatory, skeletal, muscular,
excretory and reproductive system this process during the first two months called
organogenesis.
As the three layers of the embryo form, the support systems for the embryo
develop rapidly. These life-support systems are the placenta, the umbilical cord and the
amnion. The placenta is a life-support system that consists of disk-shaped group of
tissues in which small blood vessels from the mother and the offspring intertwine but
do not join. The umbilical cord contains two arteries and one vein that connects the baby
to the placenta. The amnion is a bag or an envelope that contains a clear fluid in which
the developing embryo floats. All these embryo life-support systems develop from
the fertilized egg and not from the mother’s body.
2. Look at yourself. You are perfectly made. The cell of your lips are at your lips Your
mouth is close to your nose. You can breathe normally. Did it ever occur to your
that is could have been otherwise?
Ed 101- Child and Adolescent Learners and Learning Principles
College of Teacher Education- Undergraduate Program
We have just traced the developmental process before birth. We shall continue to
trace the developmental process by following the infant or the baby who just born up to
when he reaches age 2. The period that comes after pre-natal or antenatal stg is infancy
which in turn, is followed by toddlerhood. Infancy and toddlerhood span the first two years
of life.
Between birth and age three, children rapidly achieve many important milestones
that create the foundation for later growth and development. Early in life, babies depend on
others to meet their needs for safety and security. When infants receive warm,
consistent care and attention from adults, they are able to establish a sense of trust in the
world. They learn that important caregivers will feed them, change them, bathe them, and
play with them. This trust serves as an important first step for children's development
during the toddler years, a time when children establish independence by exploring
their environment. If toddlers trust their caregivers and use them as a secure base
from which to explore, they are more confident in their efforts to learn about the world.
Furthermore, when children become afraid or encounter danger, they have the confidence
to turn away and return to their secure base for reassurance and protection. Toddlers also
experience a new sense of self-awareness that grows from their increasing desire to do
things for themselves. In other words, toddlers become more independent each and
every day. For toddlers, learning to feed themselves and becoming toilet trained are
important and exciting accomplishments. These markers provide the necessary starting
point for growth and learning during the preschool years.
Helping children feel safe and secure during infancy and later encouraging
toddlers' exploration are important responsibilities for adults. Children who trust their
caregivers are more likely to confidently explore their surroundings and establish a
sense of healthy independence. And, as children begin to establish their independence, a
positive sense of self
control and self-esteem emerges. Caring adults have a wonderful opportunity to foster
children's independence and, in turn, their positive sense of self. The following
information provides general knowledge about children's development during infancy
and toddlerhood, including physical development, thinking and learning, expressing
feelings, awareness of self
and others, and communication. Specific suggestions for how adults can positively
influence children's development are offered. Special attention is also paid to several
issues that are particularly important during infancy and toddlerhood, particularly:
• Toilet training
• Biting
Each child grows and develops at his or her own rate. Children display developmental
landmarks at different times. The table below lists characteristics that children
between the ages of birth and 2-1/2 typically display as they grow and develop. For
each type of development (e.g., physical, communication), characteristics for younger
children are listed first, followed by the characteristics that children display as they
get older (i.e., younger children's characteristics are at the top of each list, older children's
are at the bottom).
Birth to 8 month
Characteristics
• Sits up alone
• Rolls over
• Crawl
• Give your baby objects to hold, poke, wave, and grab. Make sure the object is too big to
fit completely in baby's mouth.
• Support baby's neck and head when picking up or laying down.
• Strengthen neck muscles by playing games where baby moves eyes/head from side to
side (e.g., move a toy slowly back and forth in front of baby's face).
8 to 18 months
Characteristics
• Sits in chairs
• Throws objects
• Climbs stairs
• Walks backwards
• Make sure your child has a safe environment to explore. Anything that a baby might use
to pull himself/herself up with must be sturdy and fastened down to support
his/her weight.
• Try to avoid using walkers, as they can be dangerous and interfere with normal muscle
and joint development. If you do use a walker, make sure your home is safe (e.g.,
close doors, put gates at top of stairways; move all electrical cords out of
reach, provide smooth surfaces, keep children away from water sources such as
bathtubs and toilets).
18 to 36 months
Characteristics
• Uses senses (hearing, sight, smell, taste, touch) and reflexes to learn
• Offer babies brightly-colored toys that vary in shape and texture (e.g., a bumpy ball; a
smooth plastic block).
• Use your face and voice to convey reassurance to your baby.
8 to 18 months
Characteristics
• Actions become more intentional (e.g., drops food for dog to eat; rings bell to
hear sound)
• Play peek-a-boo. This can be good practice for saying good-bye, and helping your baby
learn that you will be back.
• Play hide and seek games to help your child learn that objects still exist, even when
they cannot be seen.
18 to 36 months
Characteristics
• Understands that people and objects exist even when they cannot be
seen • Thinks forward about the future and backwards about the past
• Objects can be used to represent other things (bowl is used as a hat)
Birth to 8 month
Characteristics
• Cuddle with your baby often. Share plenty of hugs and kisses.
8 to 18 months
Characteristics
• Becomes nervous when primary caregiver is out of sight and strangers are
present • Shows affection (hugs, kisses)
• Expresses intense feelings for parents
• Make a tape of yourself reading a favorite book or singing a favorite song. • Make good-
byes positive. Give your child a hug and a smile. Assure your child that you will see
him/her later.
18 to 36 months
Characteristics
• Labels feelings
• Help your toddler label emotions (e.g., "You're mad at me for taking away that rock!"). •
Create opportunities for your child to experience success (e.g., cleaning up toys, feeding
self) and verbally express your pride in your child's accomplishments.
Birth to 8 month
Characteristics
• Respond to your baby's gazes with your face (e.g., smile) and with
words. • Provide babies board books with pictures of other babies.
• Display photos of important friends and family members.
8 to 18 months
Characteristics
• Explores environment
What can adults do?
• Point out shapes, objects, and colors to your baby and talk about
them. • Make child-safe mirrors available for baby.
18 to 36 months
Characteristics
• Create choices and options for children to practice saying "No" (e.g., "Do you want
to wear your red shirt today? Your blue one? Your green one?").
Birth to 8 months
Characteristics
• Uses coos, grunts, facial expressions, cries, and gurgles to communicate • Body
movements such as cuddling, eye contact, and arm or leg movements used to
communicate
• Babbles and talks to self
• Babies love to hear their parents' voices — talk to your baby often, both with words and
smiles.
• Always find out the reason a baby is crying. When he/she needs to be comforted,
try different strategies to soothe him/her such as feeding, burping, changing
the diaper, holding him/her in a different position, singing softly, or taking him/her
for a ride in her stroller.
• Give meaning to your baby's communicative efforts (e.g., when baby smiles and grunts,
say, "Oh, you smiled! You must be happy!").
8 to 18 months
Characteristics
• Uses gestures to communicate needs and wants Learns and uses more
words • Combines words to form simple sentences
• Verbally interpret your baby's actions (e.g., If baby points to his/her bottle, say "Do you
want your milk? It's in your bottle!").
• Ask your child questions he/she can answer by looking around nearby and pointing
(e.g., "Are those your shoes?").
• Narrate events that are happening as you interact with your child (e.g., "You bounced
the ball. I caught the ball, now I am rolling the ball to you.")
18 to 36 months
Characteristics
• Listens to stories
Toilet training
Most children successfully master toilet training by the age of 3. This is an important
marker of independence for toddlers, as they gain more control of their own bodies.
Parents and other important caregivers play a critical role in facilitating this transition
in their children's lives. Children need extra attention and affection during this time. With
support from teachers and child care providers, parents can make toilet training a
successful learning experience. Listed below are tips for toilet training your child.
• Look for signs that indicate your child is ready to start toilet training
o Awareness of a wet diaper or bowel movement in diaper
o Uses words to express needs
o Familiarity with toileting (through observation and discussion)
o Girls can usually be toilet trained earlier, at around 18 months or later, than
boys, who usually begin toilet training at around 22 months or later.
• Plan ahead
Pick an easy weekend/weekday when few other activities are going on to start
toilet training. Read books about potty training and talk about it. Be sure to have
a lot of training pants ready.
• Start in the morning
As soon as your child wakes up, suggest that he or she try sitting on the potty. If
he or she refuses, simply skip it and try again later.
• Morning reading
After eating breakfast, gather a few of your child's favorite books. Have him/her sit
on the potty and read. Make sure books have interesting pictures and a good story,
as your goal is to encourage him/her to sit there for a while and relax. Since he/she
has just eaten and drank at breakfast, chances are good that at least some urine will
come out. Praise your child's success. Let him/her flush and wash up.
• Once an hour
Plan for a timer to go off every hour. When it does, tell your child with enthusiasm
that it is "Time to go again!" or "Time to look at more books!" Avoid asking if they
want or need to go potty during the training stage — they really do not know
whether they need to go. When you ask, you give the child a chance to say "No,"
which is a legitimate response.
• Accidents
Toilet training is a new skill that children learn through practice and experimentation.
It is okay if your child has an accident. Stay calm and reassure your child that it is
okay. Let the child help clean up and change his or her clothes, which allows him or
her to feel good about the things he or she can do.
• Be consistent
Once your child is ready to begin toilet training, commit to it. Do not switch back
and forth from diapers to underwear — it is confusing and the child loses his or her
sense of control over the process.
• Be supportive
You can facilitate toilet training by talking about it with your child, by
accompanying your child to the bathroom when you drop him or her off at
school, and by providing lots of extra clothes that your child can pull on and off
on his or her own.
• Share the plan
When getting ready to begin potty training your child, be sure to share your plan
(e.g., a written summary) with other important adults in your child's life (e.g., child
care providers).
Biting
Whenever a child bites another person, it is upsetting for everyone. Biting is common
among very young children, particularly in group settings such as child care. It is very
important for adults to understand why children bite so that they can help children
find more appropriate ways to express themselves. The chart on page 6 lists reasons
children bite, strategies to help prevent biting, and strategies for responding to biting.
• Be sure that the child who is bitten is cared for. Comfort the child; put on an ice pack to
prevent bruising; clean the wound if the skin is broken.
• If possible, have the child who bit help care for the child who was bitten. • Look for
patterns of biting (e.g., Does the child bite near mealtime? When the environment
gets too loud?).
• Try to identify changes in the child's life that might trigger the biting (e.g.,
divorce, a new sibling).
• Seek help (start with your pediatrician and/or child care provider) if the biting does not
stop or if it becomes more vicious.
Test your knowledge
Application No. 13
Middle Childhood
What are the objectives of this lesson?
Height Weight
In this development stage, children will have started their elementary grades
specifically their primary years, grade 1-3. This period will give children time to get used to
the changes in their bodies. An average increase in height of a little over two inches a year
in both boys and girls will introduce them to many different activities that they can now do
with greater accuracy.
Weight gain averaged about 6.5 pound each year. Most children will have
slimmer appearance compared to their preschool years because of the shifts inn
accumulation and location of their body fats. A child’s legs ae longer and more proportioned
to the body that they were before.
A number of factors could indicate how much a child grows, or how much changes in
the body will take place.
• Genes
• Food
• Climate
• Exercise
• Medical conditions
• Diseases/ illnesses
Motor Development
Young school-aged children and gaining control over the major muscles of their
bodies. Most children have a good sense of balance. They like testing their muscles strength
and skills. They enjoy doing real-life tasks ana activities. They pretend and fantasize
less often because they are more attuned with everything that is happening around them.
Children in this stage love to move a lot- they run, skip, hop, jump, tumble,
roll and dance. Because their motor skills are already developed, they can now perform
activities like catching a ball with one hand, trying their shoelaces, they can manage
zippers and buttons. Performing unimanual (require the use one hand) activities
becomes easier. Children graphic activities such a writing and drawing , are now more
controlled but a re still developing. They can print their names and copy simple designs,
letter and shapes. They hold pencils, crayons, utensils correctly with supervision. Motor
development skills include coordination, balance, speed,agility and power.
The definitions of the different motor skills are the following:
Coordination is a series of movements organized and timed to occur in a particular way to
bring about a particular result. The more complex the movement is the greater
coordination is required. Children develop ey-hand and eye-foot coordination when they
play games and spsts. Balance- is the child’s ability to maintain the equilibrium or stability
of his/her body in different positions. Balance is a basic skill needed especially in this stage,
when children have improved balancing skills.
Static balance - is the ability to maintain equilibrium in a fixed position like balancing on one
foot.
Dynamic balance – is the ability to maintain equilibrium while moving
Speed- is the ability to cover a great distance in the shortest possible time while agility is
one’s ability to quickly change or shift the direction of the body. These skills are extremely
important in most sports.
Power- is the ability to perform a maximum effort in the shortest possible period. All these
motor skills are vital in performing different activities, games and sports. Development
of these skills may spell the difference between success and failure in future
endeavors of the child.
Concrete Operation
It is san from age 7 to approximately 11 years. In this developmental stage,
children have better understanding of their thinking skills. Children begin to think
logically about concrete events, particularly their own experiences, but have difficulty
understanding abstract or hypothetical concepts, thus most of them still have a hard time at
problem solving.
Logic
Concrete operational thinks, according to Piaget, can already make use of
inductive logic. Inductive logic involves thinking from a specific experiences to a general
principle. But at this stage, children have great difficulty in using deductive logic or using a
general principle to determine the outcome of specific event.
Reversibility
On of the most important developments in this stage is an understanding of
reversibility, or awareness that actions ca be reversed. An example of this is being able to
revise the order of relationships between mental categories.
Cognitive Milestones
Elementary-aged children encounter developmental smilestones. They develop
certain skills within a particular time frame. The skills they learn are the in a
sequential manner, meaning they need to understand numbers before they can perform a
mathematical equation. Each milestone that develops is dependent upon the previous
milestone they achieved. Up until age of 8 a child learn new skills at a rapid pace. Once
they reach that age of 8 the skills they learn starts to level off and it usually is a ready
increase of new skills.
Specifically, young primary school-aged children can tell left from right. They are able
to speak and express themselves and their families. During play, they practice using the
words and language they learn in school. They start to understand time and days of the
week. They enjoy rhymes, riddles and jokes. Their attention span is longer. They can follow
more involved stories. They are learning letters and words. By six, most can read words or
combinations of words.
School Year
In the transition from pre-elementary to primary school, children tend to
become increasingly self-confident and able to cope well with social interactions. They are
not focused on themselves anymore but are also aware of the needs and desires of
others. The issues of fairness and equality become important to them as they learn to care
for people who are not part of their families. Characteristics like loyalty and dependability
are being considered as well as responsibility and kindness.
Building friendship
Making friends is crucial but very important part of children’s social and
emotional growth. As soon as they are able to walk and talk, they will tend to show natural
inclination to be around other children. Children, during this stage most likely belong
approximately to the same age group and same social economic status. It is found
along the stages of childhood through adolescence. But for children until the age of seven
or eight, they think of themselves more that others. They may play well with groups but
may need some time to play alone. Primary school children prefer to belong to peer
groups of the same gender. Many children will use their surroundings to obsrve and
mingle with other children. Some will see this as an opportunity to make friends with
other remain a bit of loner.
Self Control
Once children reach school age, they begin to take pride in their ability to do things
and their parents and teachers. This becomes a great opportunity for parents and
teachers to encourage positive emotional responses from children by acknowledging
their mature, compassionate behaviors.
Dear Teacher,
I am really heart broken. MY 8 year old daughter is feeling lonely, isolated
and friendless. It seems that she has felt this way for quite a while. She says that he
mostly spends time alone- that she has no friends because no one wants to plays
with her. She tags along, but is usually left out eventually. She can become angry if
things don’t always go her way and also teary. I don’t know where to turn to help
her-the tough that she finds school painful is heartbreaking
Sincerely,
Worried Mother
Adolescence
What are the objectives of this lesson?
• Analyze the issues related to physical, cognitive and emotional maturation inclusive of
sexuality, thereby formulating positive values on adolescent development.
The period of adolescence begins with biological changes of puberty and ends with
the role and work of adult life. The specific ages for this period varies from person to
person but distinct phases have been identified. The advent of puberty may come early for
some and late for some others. But everyone goes these stages. (1) early adolescence
characterized by puberty mostly occurring between age 10 to 13. (2) middle adolescence
identity issues with the age 14 to 16 (3) late adolescence identity which marks the transition
into adulthood age of 17 to 20.
Adolescence is often characterized as a period of transformation, primarily, in terms
of physical, cognitive, and social-relational change. Adolescence is a developmental stage
that has been defined as starting with puberty and ending with the transition to
adulthood (approximately ages 10–20). Adolescence has evolved historically, with evidence
indicating that this stage is lengthening as individuals start puberty earlier and
transition to adulthood later than in the past. Puberty today begins, on average, at age 10–
11 years for girls and 11–12 years for boys. This average age of onset has decreased
gradually over time since the 19th century by 3–4 months per decade, which has been
attributed to a range of factors including better nutrition, obesity, increased father
absence, and other environmental factors (Steinberg, 2013). Completion of formal
education, financial independence from parents, marriage, and parenthood have all been
markers of the end of adolescence and beginning of adulthood, and all of these transitions
happen, on average, later now than in the past. In fact, the prolonging of adolescence has
prompted the introduction of a new developmental period called emerging adulthood
that captures these developmental changes out of adolescence and into adulthood,
occurring from approximately ages 18 to 29 (Arnett, 2000).
Puberty
Adolescence begins with puberty. While the sequence of physical changes in puberty
is predictable, the onset and pace of puberty vary widely. Several physical changes occur
during puberty, such as adrenarche and gonadarche, the maturing of the adrenal
glands and sex glands, respectively. Also during this time, primary and secondary sexual
characteristics develop and mature. Primary sexual characteristics are organs specifically
needed for reproduction, like the uterus and ovaries in females and testes in males.
Secondary sexual characteristics are physical signs of sexual maturation that do not
directly involve sex organs, such as development of breasts and hips in girls, and
development of facial hair and a deepened voice in boys. Girls experience menarche, the
beginning of menstrual periods, usually around 12–13 years old, and boys experience
spermarche, the first ejaculation, around 13–14 years old.
During puberty, both sexes experience a rapid increase in height (i.e., growth spurt).
For girls this begins between 8 and 13 years old, with adult height reached between
10 and 16 years old. Boys begin their growth spurt slightly later, usually between 10 and 16
years old, and reach their adult height between 13 and 17 years old. Both nature (i.e.,
genes) and nurture (e.g., nutrition, medications, and medical conditions) can influence
height.
Because rates of physical development vary so widely among teenagers, puberty can
be a source of pride or embarrassment. Early maturing boys tend to be stronger, taller, and
more athletic than their later maturing peers. They are usually more popular,
confident, and independent, but they are also at a greater risk for substance abuse and
early sexual activity.
Early maturing girls may be teased or overtly admired, which can cause them to feel
self conscious about their developing bodies. These girls are at a higher risk for
depression, substance abuse, and eating disorders. Late blooming boys and girls (i.e.,
they develop more slowly than their peers) may feel self-conscious about their lack of
physical development. Negative feelings are particularly a problem for late maturing boys,
who are at a higher risk for depression and conflict with parents and more likely to be
bullied.
The frontal cortex, the area of the brain responsible for rational thinking, is
still developing during adolescence. Adolescents differ from adults in the way they
behave, solve problems, and make decisions. Recent research shows that there is a
biological explanation for this difference; the brain continues to develop during
adolescence and even into early adulthood.
The amygdala and the frontal cortex are two key regions of the brain that
develop at different times. The amygdala, which processes stress and other emotions, and
is responsible for instinctual reactions like fear and aggressive behavior, matures early.
On the other hand, the frontal cortex, the area of the brain responsible for
judgment, self-control, emotional regulation, rational thought, goal setting, morality, and
understanding consequences, is not yet fully developed in teenagers. In fact, this area of
the brain develops quite dramatically during adolescence and into the mid-20s.
Because the part of the brain that helps us think before we act isn’t fully developed until
adulthood , in stressful situations or when faced with difficult decisions, teens are more
likely to:
There are several ways adults can help teens make healthy choices. Adolescents’
brains go through a “use-it-or-lose-it” pruning system: brain cells and neural
connections that get used the least get pruned away and die off, whereas those that get
used the most become stronger.
To help teens make healthy choices, walk them through the decision making process
before they encounter risky situations. This will help them to make life-impacting decisions
with less stress. Teens who undergo learning and positive experiences help build
complex, adaptive brains.
• Encourage teens to have healthy lifestyles and offer opportunities for positive
experiences.
• Provide meaningful opportunities for teens to exercise logic and apply analytical
and decision making skills to build up those brain functions.
• Encourage teens to take healthy risks. Taking such risks will help to develop a
stronger frontal cortex, effectively giving the teen more valuable life skills.
(48)
• Allow teens to make mistakes so that they can learn from them.
Healthy Eating
Teens need to be taught how to make healthy eating choices. Here are some healthy eating
tips that teens should know:
• Try to limit foods like cookies, candy, frozen desserts, chips, and fries, which often have a
lot of sugar, unhealthy fat, and salt.
• For a quick snack, try recharging with a pear, apple, or banana; a small bag of
baby carrots; or hummus with sliced veggies.
• Don’t add sugar to your food and drinks.
• Drink fat-free or low-fat milk and avoid sugary drinks. Soda, energy drinks, sweet tea,
and some juices have added sugars, a source of extra calories. The 2015-2020
Dietary Guidelines recommend getting less than 10 percent of your daily calories
from added sugars.
In addition to making smart food choices, it is also important to know that the nutritional
needs of adolescents are unique. Many teens need more of these nutrients:
• Calcium , to build strong bones and teeth. Good sources of calcium include fat-
free or low-fat milk, yogurt, and cheese.
• Vitamin D , to keep bones healthy. Good sources of vitamin D include orange
juice, oranges, tuna, and fat-free or low-fat milk.
• Potassium , to help lower blood pressure. Good sources of potassium include
bananas and baked potatoes with the skin.
• Fiber , to help stay regular and feel full. Good sources of fiber include beans and celery. •
Protein , to give you energy and help you grow strong. Good sources of protein include
peanut butter, eggs, tofu, legumes (lentils and peas), and chicken, fish, and low-fat meats.
• Iron , to help you grow. Red meat contains a form of iron that your body absorbs best.
Other good sources of iron include spinach, beans, peas, and iron-fortified cereals. You
can help your body absorb the iron from these foods better when you combine
these foods with vitamin C, like an orange.
Physical Activity
Physical activity should be part of teenagers’ daily life, whether they play sports,
take physical education (PE) classes in school, do chores, or get around by biking or walking.
Regular physical activity can help teenagers manage their weight, have stronger
muscles and bones, and be more flexible.
People, regardless of age, need to be physically active for at least 60 minutes a day. Most of
the 60 minutes or more of activity a day should be either moderate or intense
aerobic physical activity. Everyone should include intense physical activity at least 3 days a
week. Examples of aerobic physical activity or activity that makes you breathe harder
and speeds up your heart rate, include jogging, biking, and dancing.
For a more moderate workout, brisk walking, jogging, or biking on flat streets or paths all
work. To pick up the intensity, individuals can turn a walk into a jog, or jog into a run and
including hills to the walk, jog, or bike ride. We don’t have to do 60 minutes a day all at once
to benefit from the activity. Teens can download fitness applications onto their computer,
smartphone, or other mobile device to help keep track of how active they are each day. (49)
Sleep Needs
Sometimes it’s difficult for teens to get enough sleep, especially if they have jobs, help take
care of younger brothers or sisters, or are busy with other activities after school. Like
healthy eating and getting enough physical activity, getting enough sleep is important for
staying healthy.
Everyone needs enough sleep to do well in school, work, drive safely, and fight off
infection. Not getting enough sleep may lead to moodiness and irritability. While
more research is needed, some studies have shown that not getting enough sleep may also
contribute to weight gain. Individuals between 13 and 18 years old should get 8 to 10 hours
of sleep each night.
The amount of sleep you need changes as you age. Children need more sleep than adults.
The American Academy of Sleep Medicine and the Sleep Research Society recommend:
Cognitive Development
Similarly remarkable as the physical changes in the transitional period of
adolescence, are changes in thinking patterns. These changes are marked by the acquisition
of new cognitive skills due to the brain’s increasing in weight and refining synaptic
connections which join and coordinate the two hemisphere of the brain. Another brain
development is the process of continuous concentration of the brain
Propositional thinking – making assertions outside visual evidence and stating what
may be possible in thing not seen by the eyes.
Relativistic thinking-
4. Strategic Thinking
the successful learner can create and use a repertoire of thinking and reasoning
strategies to achieve complex learning goals.
Successful learners use in their approach to learning reasoning, problem solving, and
concept learning.
5. Thinking about thinking
Successful learners can reflect on how they think and learn, set reasonable learning or
performances goals, select potentially appropriate learning strategies or methods, and
monitor their progress towards these goals.
6. Context of Learning
Learning is influenced by environmental factors, including culture, technology and
instructional practices.
Assessment provides important information to both the learner and teacher at all stages of
the learning process.
Alexander and Murphy gave a summary of the 14 principles and distilled them into five
areas: 1. The knowledge base
One’s knowledge serves as the foundation of all future learning.
2. Strategic processing and control
Learners can develop skills to reflect and regulate their thoughts and behaviors in order to
learn more effectively.
3. Motivation and affect
Factors such as intrinsic motivation, reasons for wanting to learn, personal goals and
enjoyment of learning tasks all have a crucial role in the learning process.
4. Development and Individual Differences
Learning is a unique journey for each person because each learner has his own
unique combination of genetic and environmental factors that influence him.
5. Situation or context
Learning happens in the context of a society as well as within an
Application No. 16
From the module on 14 learner and learning principles use in teaching learning
process, I
learnedthat__________________________________________________________________
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References:
Bulusan, Ferdinand et.al (2019), Facilittaing learner-centered teaching, Rex Book Store
Inc. Nicanor Sr St., Sampaloc, Manila.
Corpuz, Brenda B. et.al (2015), Child and adolescent development, Lorimar Publishing House
Inc. Aurora Blvd. Boston St. Cubao, Quezon City.