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    Module 2the Child and Adolescent Learners and Learning Principles

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    Rea Jane Ornedo
    1) The document discusses the major stages of human development from pre-natal to late adulthood. 2) It notes the expected developmental tasks for each stage, including learning to walk in infancy, playing and exploring in early childhood, and identity development in adolescence. 3) Across all stages, the document emphasizes that human development is a continuous process of growing more complex over time, from a simple beginning to the challenges and reflections of late adulthood.

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    Module 2the Child and Adolescent Learners and Learning Principles

    Uploaded by

    Rea Jane Ornedo
    30 views6 pages
    1) The document discusses the major stages of human development from pre-natal to late adulthood. 2) It notes the expected developmental tasks for each stage, including learning to walk in infancy, playing and exploring in early childhood, and identity development in adolescence. 3) Across all stages, the document emphasizes that human development is a continuous process of growing more complex over time, from a simple beginning to the challenges and reflections of late adulthood.

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    MODULE 2THE CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES

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    1) The document discusses the major stages of human development from pre-natal to late adulthood. 2) It notes the expected developmental tasks for each stage, including learning to walk in infancy, playing and exploring in early childhood, and identity development in adolescence. 3) Across all stages, the document emphasizes that human development is a continuous process of growing more complex over time, from a simple beginning to the challenges and reflections of late adulthood.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    30 views6 pages

    Module 2the Child and Adolescent Learners and Learning Principles

    Uploaded by

    Rea Jane Ornedo
    1) The document discusses the major stages of human development from pre-natal to late adulthood. 2) It notes the expected developmental tasks for each stage, including learning to walk in infancy, playing and exploring in early childhood, and identity development in adolescence. 3) Across all stages, the document emphasizes that human development is a continuous process of growing more complex over time, from a simple beginning to the challenges and reflections of late adulthood.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 6

    GRACE MISSION COLLEGE

    THE CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES

    NOTES II

    October 15. 2022

    THE STAGES OF DEVELOPMENT AND DEVELOPMENTAL TASKS

     For every developmental stage, there is an expected developmental


    task.

    PRE-NATAL PERIOD

     Referring to pre-natal development, Santrol (2002) asked the


    following questions succinctly:
     How far from so simple a beginning do endless forms develop and
    grow and mature?
     What was this organism, what is it now, and what will it become?
     Birth fragile moment arrives, when the newborn is on a threshold
    between two worlds.

    INFANCY (from birth to 2 years)

     As newborns, we were not empty-headed organisms.


     We cried, kicked, coughed, sucked, saw, heard and tasted.
     We slept a lot and occasionally we smiled, although the meaning of
    our smiles was not entirely clear.
     We crawled and then we walked, a journey of a thousand miles
    beginning with a single step. Sometimes we conformed, sometimes
    others conformed to us.
     Our development was a continuous creation of complex form, and
    our helpless kind demanded the meeting eyes of love.
     We split the universe into two halves: “me and not me” and we
    jungled the need to curb our own will with becoming what we
    could will freely. (Santrock, 2002)

    Prepared By: Rea Jane F. Ornedo


    EARLY CHILDHOOD (3 TO 5 years)

     In early childhood, our greatest untold poem was being only four
    years old.
     We skipped, played, and ran all day long, never in our lives so
    busy, busy becoming something we had not quite grasped yet.
     Who knew our thoughts, which worked up into small mythologies
    all our own.
     Our thoughts and images and drawings took wings. The blossoms
    of our heart, no wind could touch. Our small world widened as we
    discovered new refuges and new people.
     When we said “I” we meant something totally unique, not to be
    confused with any other. (Santrok, 2002)

    MIDDLE AND LATE CHILDHOOD

     In middle and late childhood, we were on a different plane,


    belonging to a generation and a feeling properly our own.
     It is the wisdom of human development that at no other time we
    are more ready to learn than at the end of early childhood’s period
    of expansive imagination.
     Our thirst was to know and to understand. Our parents continued
    to cradle our lives but our growth was also being shaped by
    successive choirs of friends.
     We did not think much about the future or the past, but enjoyed
    the present” (except for a few words, the paragraph is taken from
    Santrock, 2002)

    ADOLESCENCCE

     In no order of things was adolescence, the simple time of life for


    us.
     We clothed ourselves with rainbows and went ‘brave as the zodiac,
    flashing from one end of the world to the other.

    Prepared By: Rea Jane F. Ornedo


     We tried on one face after another, searching for a face of our
    own.
     We wanted our parents to understand us and hoped they would
    give up the privilege of understanding them.
     We wanted to fly but found that first we had to learn to stand and
    walk and climb and dance.
     In our most pimply and awkward moment we became acquainted
    with sex.
     We played furiously at adult games but were confined to a society
    of our own peers.
     Our generation was the fragile cable by which the best and the
    worst of our parents’ generation was transmitted to the present.
     In the end, there were two but lasting bequests our parents could
    leave us- one being roots, the other wings. (Santrock, 2002)

    EARLY ADULTHOOD (19-29 Years)

     Early adulthood is a time for work and time for love sometimes
    leaving little time for anything else.
     For some of us, finding our place in adult society and committing
    to a more stable life take longer than we imagine.
     We still ask ourselves who we are and wonder if it isn’t enough
    just to be.
     Our dreams continue and our thoughts are bold but at some
    point, we become more pragmatic.
     Sex and love are powerful passions in our lives-at times angels of
    light, at other times of torment.
     And we possibly will never know the love of our parents until we
    become parents ourselves. (Santrock, 2002).

    MIDDLE ADULTHOOD (30-60 Years)

     In middle adulthood what we have been forms what we will be.

    Prepared By: Rea Jane F. Ornedo


     For some of us, middle age is such a foggy place, a time when we
    need to discover what we are running from and to and why.
     We compare our life with what we vowed to make it.
     In middle age, more time stretches before us and some
    evaluations have to be made, however reluctantly.
     As the young/old polarity greets us with a special force, we need
    to join the daring of youth with the discipline of age in a way that
    does justice to both.
     As middle-aged adults we come to sense that the generations of
    living things pass in a short while and like. runners’ hand on the
    torch of life. (Santrock, 2002)

    ADOLESCENCE (13-18 years)

     In no order of things was adolescence, the simple time of life for


    us.
     We clothed ourselves with rainbows and went ‘brave as the
    zodiac’, flashing from one end of the world to the other.
     We tried on one face after another, searching for a face of our
    own.
     We wanted our parents to understand us and hoped they would
    up the privilege of understanding them.
     We wanted to fly but found that first we had to learn to stand and
    walk and climb and dance.
     In our most simply and awkward moments we became
    acquainted with sex.
     We played furiously at adult games but were confined to a society
    of our own peers
     Our generation was the fragile cable by which the best and the
    worst of our parents’ generation was transmitted to the present.
     In the end, there were two but lasting bequests our parents could
    leave us-one being roots, the other wings. (Santrock, 2002).

    Prepared By: Rea Jane F. Ornedo


    EARLY ADULTHOOD (19-29 years)

     Early adulthood is a time for work and a time for love,


    sometimes leaving little time for anything else.
     For some of us, finding our place in adult society and
    committing to a more stable life take longer than we imagine.
     we still ask ourselves who we are and wonder if it isn’t enough
    just to be.
     Our dreams continue and our thoughts are bold but at some
    point, we become more pragmatic Sex and love are powerful
    passions in our lives-at times angels of light, at other times of
    torment.
     And we possibly will never know the love of our parents until we
    become parents ourselves. (Santrock, 2002)

    MIDDLE ADULTHOOD (30-69 years)

     In middle adulthood what we have been forms what we will be.


     For some of us, middle age us such a foggy place, a time when
    we need to discover what we are running from and to and why.
     We compare our life with what we vowed to make it.
     In middle age, more time stretches before us and some
    evaluations have to be made, however reluctantly.
     As the young/old polarity greets us with a special force, we need
    to join the daring of youth with the discipline of age in a way
    that does justice to both.
     As middle-aged adults we come to sense that the generations of
    living things pass in a short while and like runners’ hand on the
    torch of life.

    LATE ADULTHOOD (61 years and above)

    Prepared By: Rea Jane F. Ornedo


     The rhythm and meaning of human development eventually
    wend their way to late adulthood, when each of us stands alone
    at the heart of the earth and “suddenly it is evening”
     We shed the leaves of youth and are stripped by the winds of
    time down to the truth.
     We learn that life is lived forward but understood backward.
     We trace the connection between the end and the beginning of
    life and try to figure out what this whole show is about before it
    is over. Ultimately, we come to know that we are what survives
    of use (Santrock, 2002)

    “Education is the most powerful weapon which you can use to change the
    world”- Aristotle

    Study well!!!! <3

    Prepared By: Rea Jane F. Ornedo

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