THE CHILD AND

ADOLESCENT
LEARNERS AND
LEARNING PRINCIPLES
OBJECTIVES

• Explain the relevance of Gender and Development

concepts to the individual child.
• Explain Piaget’s stages of cognitive development.
• Compare of Vygotsky and Chomsky.
• Define emotional and intelligences and its five
domains.
HUMAN DEVELOPMENT THEORIES

• Gender and Development concept

Cognitive and language development
• Psychological and Moral Development Theories
• Ecological Theories
• Faith Theories
• Attachment Theories
• Emotional Development
A. GENDER AND DEVELOPMENT
CONCEPT

• The Gender and Development (GAD) approach focuses on

the socially constructed differences between men and women,
the need to challenge existing gender roles and relations, and
the creation and effects of class differences on development.
• Gender is a complex variable that is a part of social, cultural,
economic and political contexts. It is also relevant for the work
of civil society movements. Gender refers to socially
constructed differences between men and women, whereas
Sex refers to biological differences between men and women.
RELEVANCE OF GENDER AND
DEVELOPMENT CONCEPTS TO THE
INDIVIDUAL CHILD
• Gender is an important consideration in development. It is
a way of looking at how social norms and power
structures impact on the lives and opportunities available
to different groups of men and women.
• Gender is not about prescribing individuals how to lead
their lives, but rather it is a professional strategy leading to
better working results and better services for citizens.
B. COGNITIVE AND LANGUAGE
DEVELOPMENT
• Language Development – A process starting early in life.
A higher level cognitive skills involving audition and oral
abilities in humans to communicate verbally individuals’
wants and needs. It supports your child’s ability to
communicate. It also supports your child’s ability to
express and understand feelings.
• Cognitive Development – means how children think,
explore and figure things out. It is the development of
knowledge, skills, which helps children to think about and
understand th world around them.
What Are the Piaget Stages of Development?

Piaget’s stages of development are part of a theory

about the phases of normal intellectual
development, from infancy through adulthood. This
includes thought, judgment, and knowledge. The
stages were named after psychologist and
developmental biologist Jean Piaget, who recorded
the intellectual development and abilities of infants,
children, and teens.
PIAGET’S STAGES OF COGNITIVE
DEVELOPMENT

• Sensorimotor – birth through ages 18-24 months.

• Preoperational – toddlerhood (18-24 months)
through early childhood (age 7).
• Concrete operational – Ages 7 to 11.
• Formal operational – Adolescence through
adulthood.
C. PSYCHOLOGICAL AND MORAL
DEVELOPMENT
PSYCHOLOGICAL DEVELOPMENT

• Psychological development is the

development of human beings’ cognitive,
emotional, intellectual, and social capabilities
and functioning over the course of a normal
life span, from infancy through old age. It is
the subject matter of the discipline known as
developmental psychology.
4 MAJOR PHASES IN HUMAN
DEVELOPMENT
• Infancy - the period between birth and the acquisition of
language one to two years later. Besides a set of inherited
reflexes that help them obtain nourishment and react to
danger, newborns are equipped with a predilection for
certain visual patterns.
• Childhood - the second major phase in human
development, childhood, extends from one or two years of
age until the onset of adolescence at age 12 or 13. The
early years of childhood are marked by enormous strides
in the understanding and use of language.
• Adolescence – physically, adolescence begins with the
onset of puberty at 12 or 13 and culminates at age 19 or
20 in adulthood. Intellectually, adolescence is the period
when the individual becomes able to systematically
formulate hypotheses or propositions, test them, and
make rational evaluations.
• Adulthood - is a period of optimum mental functioning
when the individual’s intellectual, emotional, and social
capabilities are at their peak to meet the demands of
career, marriage, and children.
MORAL DEVELOPMENT THEORY

• Level 1: Pre-Conventional – a child’s sense of morality is

externally controlled.
> Stage 1: Obedience Orientation – an action is
perceived as morally wrong because the perpetrator is
punished; the worse the punishment for the act is, the more
“bad” the act is perceived to be.
> Stage 2: Instrumental Orientation - Stage 2 expresses
the “what’s in it for me?” position, in which right behavior is
defined by whatever the individual believes to be in their
best interest.
• Level 2: Conventional Level – a child’s sense of morality
is tied to personal and societal relationships.
> Stage 3: Good Boy, Nice Girl Orientation - children
want the approval of others and act in ways to avoid
disapproval. Emphasis is placed on good behavior and
people being “nice” to others.
> Stage 4: Law-and-Order Orientation – the child blindly
accepts rules and convention because of their importance
in maintaining a functioning society.
• Level 3: Post-conventional – a person’s sense of
morality is defined in terms of more abstract principles
and values.
> Stage 5: Social-Contract Orientation – the world is
viewed as holding different opinions, rights, and values.

> Stage 6: Universal-Ethical-Principal Orientation – moral

reasoning is based on abstract reasoning using universal
ethical principles.
Chomsky & Vygotsky
D. ECOLOGICAL THEORIES

Ecological theory states that human

development is influenced by the different
types of environmental system.
• This theory help us to understand why we
may behave differently when we compare
our behavior in the presence of our family
and our behavior when we are in school or at
work.
Urie Bronfenbrenner

• American psychologist was critical of previous

theories of child development.
• Bronfenbrenner recognized that there are
multiple aspects of developing child’s life that
interacts with and affects the child.
• He suggested that the environment of the child
is a nested arrangement of structures. He
organized them in order of how much of an
impact they have on a child.
Different Types of Environmental System

• MICROSYSTEM – is a setting with particular physical

characteristics, resources, patterns of activities, roles and
interpersonal relations experienced by the developing person.
• MESOSYSTEM – encompasses the interactions between the child’s
microsystem, such as the interactions between the child’s, parents
and teachers, or between school peers and siblings.
• EXOSYSTEM – is the setting in which there is a link between the
context where in the person does not have any active role, and the
context where in is actively participating.
• MACROSYSTEM – is the actual culture of an individual
that focuses on how cultural elements affect a child’s
development.
• CHRONOSYSTEM – this system consist of all of the
environmental changes that occur over the lifetime which
influence development, including major life transitions,
and historical events.
E. FAITH THEORY

• Faith development theory is an interdisciplinary approach

to understanding the evolutionary process of the
development of religious or spiritual values and behavior
in the human life cycle.
• Faith development theory has also been the subject of
cross-cultural study investigation and comparison as well.
The Stages of Faith (James W. Fowler)

• According to James W. Fowler, there are

seven primary stages of faith (including
Stage 0) in the life of the individual.
• According to him, faith is a developmental
process: as a person has more experience
trying to reconcile religion with daily life.
• Faith gives humans a reason for living their
daily lives, a way of understanding the past,
and a hope for the future.
Stage 0: Primal/Undifferentiated Faith

• 0-2 years of age.

• Early learning of the safety of their environment.
• Safe and secure vs. neglect and abuse.
• Sense of safety in the universe and the divine.
• They don’t know what is real and what is imaginary
Stage 1: Intuitive-Projective Faith

• 2-6 years of age.

• Impulsive self.
• Fantasy and reality often mixed together. Imagination
combines with perceptions and feelings to create long-
lasting images to represent both the protective and
threatening forces surrounding one’s life.
• Basic ideas about God come from stories, experiences
and images through parents and community exposure.
Stage 2:
Mythic-Literal Faith

• Mostly school-aged children (7-11 and beyond).

• Imperial self.
• Starts to understand the world in more logical ways.
• Strong belief in the justice and reciprocity of the universe.
• Generally accept stories from faith community.
• Adults who remain in this stage are typically self-
centered.
Stage 3: Synthetic-Conventional Faith

• Adolescence to adulthood (11-13 and beyond).

• Interpersonal self.
• Exposed to multiple social circles/perspectives.
• Have difficulty seeing outside of their system or box.
• Values and convictions established with little reflection.
• Many people remain in this stage.
• Uncomfortable or angry when belief system is challenged.
Stage 4: Individuative-Reflective Faith

• Typically from young adulthood (and beyond).

• Institutional Self.
• May become disillusioned with original belief system.
• Understand self and others as a part of a social system.
• May move to a place of non-religious and remain there.
Stage 5: Conjunctive Faith

• Rare for people to reach this stage before midlife (late

30s).
• Inter-Individuative Self.
• Embrace polarities in life and accept paradoxes.
• See mystery in life and accept many things are unknown.
• Realized the truth to be found in the previous 2 stages.
• Emphasis more on community than individual needs.
Stage 6: Universalizing Faith

• Also referred to as Enlightenment.

• God-grounded Self.
• Few people reach this stage.
• Life focused on service to others.
• Complete understanding and acceptance of reality.
• Absence of fear of the unknown or doubt.
• Characterized by a sacrificial life aimed at transformation of
humankind.
• Devoted to overcoming division, oppression and violence
F. ATTACHMENT THEORY

• Bowlby’s evolutionary theory of attachment suggests that

children come into the world biologically pre-programmed
to form attachments with others, because this will help
them to survive.
• Ainsworth (1970) identified three main attachment styles,
secure (type B), insecure avoidant (type A) and insecure
ambivalent/resistant (type C).
• Originally developed by John Bowlby (1907 – 1990), a
British psychoanalyst who was attempting to understand
the intense distress experienced by infants who had been
separated from their parents.
Characteristics of Attachment By
Bowlby

• Proximity maintenance – The desire to be near the

people we are attached to.
• Safe haven – returning to the attachment figure for
comfort and safety in the face of a fear or threat.
• Secure base – the attachment figure acts as a base of
security from which the child can explore the surrounding
environment.
• Separation distress – Anxiety that occurs in the absence
of the attachment figure.
Three key propositions about
attachment theory

• He suggested that when children are raised with

confidence that their primary caregiver will be available to
them, they are less likely to experience fear than those
who are raised without such conviction.
• He believed that this confidence is forged during a critical
period of development, during the years of infancy,
childhood, and adolescence.
• He suggested that these expectations that are formed are
directly tied to experience.
The Four Different Types of
Attachment Styles

• Secure attachment
• Ambivalent Attachment
• Avoidant Attachment
• Disorder Attachment
G. EMOTIONAL DEVELOPMENT

• Refers to the ability to recognize,express and manage

feelings at different stages of life and to have empathy for
the feelings for others.
• Involves learnings what feelings and emotions are, under
standing how and why they occur recognizing your own
feelings and those of others and developing effective
ways for managing those feelings.
Emotional intelligence

• The ability to understand, use and manage your

own emotions in positive ways to relieve stress,
communicate effectively empathize with
others ,overcome challenges and defuse conflict.
Five domains of emotional
intelligence

• KNOWING ONE’S SELF (SELF AWARENESS) – simply

means recognizing ,respecting and accepting your
feelings as they happen; and – people deals with their
emotions by either being aware of them and accepting of
them.
• MANAGING EMOTIONS (SELF REGULATION) – means
choosing how can and when to express emotions we feel;
and – people who do a good job managing emotions
know that it’s healthy to express their feelings but that it
matters how (and when) they express them.
• MOTIVATING ONESELF(MOTIVATION) – is the force that
keep pushing us to go on; and – It’s our internal drive to
achieve, produce, develop and keep moving forward.
• RECOGNIZING EMOTIONS IN OTHER – the ability to
pick up on others emotions help us manage communicate
and collaborate with them more effectively; and – it
enables us to get along better with people in general.
• HANDLING RELATIONSHIPS – the ability to manage,
influence and inspire emotions in others.