Republic of the Philippines Philippine

ABRA STATE INSTITUTE SCIENCES AND TECHNOLOGY

Bangued Campus

THE CHILDREN AND ADOLESCENT

LEARNERS AND LEARNING
PRINCIPLES
(PROF ED 60)

GROUP 1
Pardilla, Claire Mikey P.
Plandes, John Paul A.
Vasquez, Camille Fae D.
Go, Francis Jay P.
Parado, Crestel Joy C.
Lawaguey, Heaven B.
 UNIT 1 – BASIC CONCEPTS

OBJECTIVES
a. Explain the basic concepts related to child and adolescent development
and;
b. Explain how current research and theories on child and adolescent
development contribute to teaching and learning within and across
different areas.

INTRODUCTION
Children and adolescents are not short adults – they are qualitatively
different. They have physical, psychological and social needs that must be met to
enable healthy growth and development. The extent to which parents, the family,
the community and the society are able to meet these developmental needs (or
not) has long-term consequences for the kinds of adults they will become.

MOTIVATION
Before we officially start, let us play a little booster activity. I will divide you
into four groups, so this is group 1, 2, 3, and 4. Now, I want you to have a secretary
each group that will write your answers, and one representative that will come in
front to present your answers. So what you’ll gonna do is to list words that are
related to child and adolescent. List as many as you can in 2 minutes, the group
with the most answers is the winner and will get a prize.

A. Definition of Child and Adolescent Learners; Definitions from

UNESCO, UNICEF and WHO.

Childhood is the period from birth till before puberty, when most mental and
physical growth of human beings occurs, whereas adolescence is the period
starting from puberty and continues up to adulthood, during this time the
development and maturation of sexual characters take place.
Biologically, a child is a human being between the developmental period of
infancy and puberty. The legal definition of child generally refers to a minor.
Adolescence is a crucial period in life, according to the World Health
Organization, marked by unique health and developmental needs. These needs,
along with the rights of adolescents, require special attention and support.

Etymological meaning from the Latin word: adolescere which means “to
grow up”. A transitional age of physical and psychological human development
generally occurring during the period from puberty to legal adulthood. The period
of adolescence is most closely associated with the teenage years, though its
physical, psychological and cultural expressions can begin earlier and end late.
UNICEF recognizes that adolescence is a time of significant change and new
experiences for both girls and boys. During this period, young people begin to
engage with the world in new ways, taking chances, developing new skills, and
learning to manage unfamiliar emotions.

B. Growth and Development; Nature or Nurture?

GROWTH
Growth refers to physical increase in the size of the body. For instance,
increase in weight, height , etc. it refers to a quantitative change (can be
measured) there is a change in form and increase in the complexity of body parts
and their functioning. Take note that growth is only one aspect of the larger
process of development.

DEVELOPMENT
Development are changes in a person’s physical and behavioural traits that
emerge in orderly ways and last for a reasonable period of time. Changes are
progressive (results in Acquisition of skills and abilities that are complex, finer and
more efficient.)

TWO APPROACHES TO HUMAN DEVELOPMENT :

Traditional and Termed Life-span
If you believe that a person will show extensive change from birth to
adolescence, little or no change in adulthood and decline in old age, your approach
to development is Traditional.
In contrast, if you believe that even in adulthood developmental change
takes place as it does during childhood, your approach is Termed Life-span
approach.

Characteristics of Life-span Development (Santrock, 2002)

1. It does not end in adulthood. No developmental stage dominates

development.
2. Development consists of biological, cognitive and socio-emotional
dimensions.
3. Development is possible throughout the lifespan.
4. Individuals are changing beings in a changing world.
5. Growth, maintenance and regulation are 3 goals of human development.
The goals of individuals vary among developmental stages.

NATURE
Nature is what we think of as pre-wiring (it’s like having a blueprint or a set
of instructions built into our genes that influence how we develop ) and is
influenced by genetic inheritance and other biological factors.

NURTURE
 Nurture is generally taken as the influence of external factors after
conception, e.g.. the product of exposure, life experiences and learning on an
individual.

C. Periods of Development

Periods of development are like stepping tone in our lives. They mark
important changes and growth helping us to learn and become better. Each period
brings new challenges and opportunities.

1. Prenatal Development
Conception occurs and development begins. All of the major structures of the
body are forming and the health of the mother is of primary concern. This is the
time before your born, where you start growing inside your mom, it’s a super
important time because your body is forming and your mom’s health is really
important too.
2. Infancy and Toddlerhood
The first year and a half to two years of life are ones of dramatic growth
and change. A newborn, with a keen sense of hearing but very poor vision is
transformed into a walking, talking toddler within a relatively short period of time.
This is the first couple of years of life, when you’re growing and changing
superfast. It’s a time of learning and exploring and you’re figuring out how the
world works.
3. Early Childhood
Early childhood is also referred to as the preschool years consisting of the
years which follow toddlerhood and precede formal schooling. This is when you’re
between a toddler and starting school. You’re getting ready to learn more and
playing a lot.
4. Middle Childhood
The ages of six through eleven comprise middle childhood and much of
what children experience at this age is connected to their involvement in the early
grades of school. this is when you’re in elementary school. From about 6-11 years
old, you learn a lot in school and start to make more friends.
5. Adolescence
Adolescence is a period of dramatic physical change marked by an overall
physical growth spurt and sexual maturation, known as puberty. This is when
you’re growing a lot and your body is changing. It’s also a time of figuring out who
you are and who you want to be.
6. Early Adulthood
The twenties and thirties are often thought of as early adulthood. This is
when you’re in your late teens, twenties, and thirties. You’re becoming more
independent and starting your career.
7. Middle Adulthood
The late thirties through the mid-sixties is referred to as middle adulthood.
This is when in your late thirties – mid sixties, you’re usually settled in your career
and family life . You’re starting to think about what you want to do with the rest of
your life.
8. Late Adulthood
This period of the life span has increased in the last 100 years, particularly
in industrialized countries. Late adulthood is sometimes subdivided into two or
three categories such as the “young old” and “old old” or the “young old”, “old
old”, and “oldest old”. This is when you’re older than 65. You’re retired and have
more time to enjoy your hobbies and spend time with your family and friends.

D. Developmental Tasks and Education (Havighurst)

Robert Havighurst (1952, 1972, 1982) has identified critical developmental

tasks that occur throughout the life span. Although our interpretations of these
tasks naturally change over the years and with new research findings. Havighurst’s
developmental tasks offer lasting testimony to the belief that we continue to
develop throughout our lives.
 Havinghurst (1972) defines a developmental task as one that arises at a
certain period in our lives, the successful achievement of which leads to happiness
and success with later tasks; while leads to unhappiness, social disapproval, and
difficulty with later tasks.
Robert Havighurst emphasized that learning is basic and that it
continues throughout life span. Growth and Development occurs in six
stages.
1. Infancy and early childhood (birth till 6 years old) – In this stage, the
child begins to learn different physical activities like walking,
crawling as well as starting to read and forming concepts.
2. Middle childhood (6-12 years old) – Middle childhood is then where the
child learns different physical skills for simple games; as well as
developing concepts for everyday living.
3. Adolescence (13-18 years old) - During the adolescence period, the
child achieves more mature relations with others. The child gets to
knows oneself and prepares himself for the coming years.
4. Early adulthood (18-30 years old) – Here one is now ready to settle
down and begin a family as well as a new life. One looks for a
career to help in raising himself and his family; practicing as well
socially.
5. Middle age (30-60 years old) - The middle age, is where one is able to
see clearly to his future, here one is then able to help his children
as well as other teenagers to become more responsible. Here one also
is able to adapt to everything that is happening to him physically,
emotionally even socially.
6. Later maturity (60 years old and over) – In this stage, one is adjusting
to the happenings of his life. Here, one needs to adjust to understand
everything especially in death
From examining the changes in your own life span you can see that critical
tasks arise at certain times in our lives. Mastery of these tasks is satisfying and
encourages us to go on to new challenges. Difficulty with them slows progress
toward future accomplishments and goals. As a mechanism for understanding the
changes that occur during the life span.

E. Domains of Development

Biological Domain : Focuses on a child’s physical growth and development.

- Involves changes in the child’s height, weight, muscle mass, and bone
structure it also includes the development of gross motor skills like
walking running and jumping in the fine motor skills like writing
drawing and using utensils
Cognitive Domain : Focuses on a child’s mental development.
- Cognitive development involves how child’s process information,
understand concept and learn new things, it also includes the language
development, reasoning skills and ability to think critically and
creatively.
Socio-Emotional Domain : Focuses on a child’s social and emotional
development.
- It involves how child interact with others expresses emotions and
develop a sense of a self, it includes building friendships,
understanding emotion, and managing feelings.

F. Context and Development

CONTEXT
Children and adolescents are embedded within a variety of physical, social,
and cultural settings that shape their development. These settings change as they
are influenced by individuals within them, the interconnections between settings,
the passage of time, and historical events. Settings include families, childcare
sites, school classrooms, peer relationships, geographical regions, and local,
immigrant, and global cultures
CONTEXT ON CHILD DEVELOPMENT
It is essential to understand that child development and learning occur within
various contexts. Within a specific context, each person’s experiences may vary
based on their social identities and the intersection of these identities.
These contexts shape how children learn, behave, and develop their
physical, cognitive, emotional, and social skills. The main contexts in child
development include:
1. Family Context
The family environment is one of the most critical contexts, providing the
primary socialization for a child. Parenting styles, family dynamics, socio-
economic status, and cultural background all play significant roles in a child’s
development.
2. Educational Context
Schools and educational settings provide another vital context for
development. Teachers, peers, the curriculum, and the overall school
environment influence cognitive development, social skills, and emotional
well-being.
3. Cultural Context
Cultural norms, values, and traditions shape a child’s worldview and
behavior. This includes language, religion, and cultural practices that are
passed down through generations.
4. Media and Technology Context
Exposure to media, including television, social media, and digital devices,
affects children’s learning, behavior, and social interactions.
5. Biological Context
Genetic factors, physical health, and any disabilities or special needs are
also important contexts that influence a child’s development.

BARRIERS IN CHILD DEVELOPMENT

There are several key barriers that can impede child development, especially
in resource-constrained communities. These are as follows ;
 i. Financial Constraints
Poverty and lack of financial resources can create significant barriers to
effective parenting and child development. Financial constraints limit access
to quality childcare, healthcare, and educational resources.
ii. Peer Influence
During adolescence, peer influence becomes a strong factor that can
negatively impact child development.
iii. Accessibility and Inclusivity
Many families lack access to early childhood education programs due to
location, transportation, or long waitlists. Inclusive practices in these
programs are often limited by resources and funding.
iv. Cultural Differences
Differing cultural views on the role of families in education can create
barriers, with some cultures seeing it as disrespectful to question teachers.
Language barriers and unfamiliarity with the education system are also
issues.

G. Development and Pedagogy : Theory and Research

Pedagogy, pronounced “peh-duh-gow-jee,” is a term that refers to the

method of how teachers teach, in theory and in practice. Pedagogy is formed by an
educator’s teaching beliefs and concerns the interplay between culture and
different ways to learn.
Apperception Theories
o Learning is about connecting new information to what you already
know.
o School Example: A teacher introduces the concept of fractions by
relating it to dividing a pizza into slices. Students already understand
dividing objects, so they can connect this prior knowledge to fractions.
Conditioning and Behaviorist Theories
 o Learning happens by associating actions with rewards or
consequences.
o School Example: A teacher gives a sticker to students who
complete their homework on time. This encourages students to
complete homework on time to earn the reward.
Cognitive Theories
o Learning involves thinking, problem-solving, and actively
engaging with information.
o School Example: Students work in groups to solve a science
problem. They brainstorm ideas, discuss different approaches,
and analyze data together, actively engaging in the learning
process.
Maturation and Readiness Theories
o Children develop at different rates and are ready to learn new
things at different times.
o School Example: A teacher provides different reading materials
for students at various reading levels. This allows each student
to learn at their own pace and level of readiness.

References :
Shonkoff, J. P., & Garner, A. S. (2019). From neurons to neighborhoods: The science of
early childhood development. National Academies Press.
Newman, B. M., & Newman, P. R. (2018). Development through life: A lifespan
perspective (12th ed.). Wadsworth.
UNICEF publications. UNICEF. (2021, February 2). https://www.unicef.org/reports.
UNICEF. (2021, October 29). The Convention on the Rights of the Child: The children’s
version. UNICEF| for Every Child.
https://www.unicef.org/child-rights-convention/convention-text- childrens-version
Admin. (2016, May 17). Adolescent learners. International Bureau of Education.
Retrieved October 31, 2021, from http://www.ibe.unesco.org/en/glossary-
curriculum-terminology/a/adolescent-learners.
UNESCO UIS. (2021, September 21). Child and Adolescent Learners.
http://uis.unesco.org/en/glossary-term/child. World Health Organization. (n.d.).
HEALTH FOR THE WORLD’S ADOLESCENTS A second chance in the second decade. World
Health Organization.
https://apps.who.int/adolescent/second-decade/section2/page1/recognizing-
adolescence.html.
Greenburg, J. R., & Mitchell, S. A. (2016). Object relations in psychoanalytic theory.
Cambridge, MA: Harvard University Press.