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CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES

CALALP
CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES
Childhood defines as the time for a boy or girl from birth until he or she is an adult.
It is more circumscribed period of time from infancy to the onset of puberty. The
Convention of the Rights of the Child defines a child as “every human being below
the age of 18 years unless under the law applicable to the child, majority is attained
earlier”.

Adolescence - According to Stuart Judge, a noted educator and psychologist,


adolescence is the period of transition from childhood to adulthood. Although
sometimes described as beginning in parallel with fertility or puberty and ending
with maturity and independence, adolescence has a very variable and imprecise
duration

Course Outline:

I. Human Development: Meaning, Concepts, and Approaches


II. The Stages of Development and Developmental Tasks
III. Issues on Human Development
IV. Research in Child and Adolescent Development Lesson
V. Freud’s Psychoanalytic Theory Lesson
VI. Piaget’s Stages of Cognitive Development Lesson
VII. Erikson’s Psycho-Social Theory of Development Lesson
VIII. Kohlberg’s Stages of Moral Development Lesson
IX. Vygotsky’s Socio- Cultural Theory Lesson
X. Bronfenbrenner’s Ecological Theory Lesson
XI. Human Development vs. Developmental Psychology
XII. Genetic Factors That Affect Human Growth and Development
XIII. Development of the Learners at Various Sages Lesson
XIV. Learners Centered Learning principles
XV. Inclusive Education

CALALP Child and Adolescent Learners Learning and Principles_PRELIM HANDOUTS by Elsie M. Zabalo
TOPICS FOR PRELIM
Human Development: Meaning, Concepts, and Approaches

Human Development
➢ the pattern of movement or change that begins at conception and
continues through the life span
➢ includes growth and decline
➢ can be positive or negative
➢ the process of growth and change that takes place between birth and
maturity

The Human Development Index (HDI)


➢ is a summary measure of average achievement in key dimensions of
human development: a long and healthy life, being knowledgeable
and having a decent standard of living.
➢ The HDI is the geometric mean of normalized indices for each of the
three dimensions.
➢ The health dimension is assessed by life expectancy at birth, the
education dimension is measured by mean of years of schooling for
adults aged 25 years and more and expected years of schooling for
children of school entering age.

Activity
Directions: Get a partner. With your partner, draw a learner (whole body).
Label the specific skills on each part of the body that you think a learner
should develop.

CALALP Child and Adolescent Learners Learning and Principles_PRELIM HANDOUTS by Elsie M. Zabalo
Rubric for the activity:

Score Description
10 10 skills have been identified all throughout the body parts
9 9 skills have been identified all throughout the body parts
8 8 skills have been identified all throughout the body parts
7 7 skills have been identified all throughout the body parts
6 6 skills have been identified all throughout the body parts
5 5 or less skills have been identified all throughout the body
parts

PHYSICAL AND MOTOR DEVELOPMENT


Infants need to learn how to move and to use their bodies to perform various tasks, a
process better known as motor development. Initially, babies’ movements are simply
the uncontrolled, reflexive movements they are born with, over time, they learn to
move their body parts voluntarily to perform both gross (large) and fine (small)
motor skills.

Another permanent and life-supporting reflex is heard turning in the first days of life.
This reflex allows a baby to turn his head if something (a blanket, pillow, or stuffed
animal) is blocking his airflow.
Another reflex that also babies survive is the rooting reflex. When babies root, they
may nuzzle their face and mouth into the caregiver’s chest or shoulder.
The rest of the flexes have less survival value but are still notable. For the first 3 to 4
months, babies have an amazing grasping ability and reflex. They will grasp anything
place in their palm and hold it with amazing strength for their size. Some infants in
the first weeks of life can support their entire body weight through that grasp.
The Moro response is another reflex that is present during the first 6 months of life,
but doesn’t seem to have a purpose in modern life. A baby with arch her back, flail
out, and then curl up if she feels as although she is being dropped.
The final reflex is Tonic Neck. During the first 4 months, when babies lie awake on
their backs with their heads facing to one side, they will extend the arm on the side of
their body that they’re facing and reflex the other arm at an angle, in a position that
resembles a fencing pose. This reflex may help prepare them for voluntary reaching
later in their environment.
Between ages 2 and 3 years, young children stop “toddling”, or using the awkward,
wide- legged robot-like stance that is the hallmark of new walkers. As they develop a
smoother gait, they also develop the ability to run, and hop. Children of this age can
participate in throwing and catching games with larger balls. They can also push
themselves around with their feet while sitting on a riding toy.

Children who are 3 to 4 years old can climb up stairs using a method of bringing
both feet together on each step before proceeding to the next step (in contrast, adult
place one foot on each step in sequence); However, young children may still need

CALALP Child and Adolescent Learners Learning and Principles_PRELIM HANDOUTS by Elsie M. Zabalo
some “back up” assistant to prevent falls in case they become unsteady in this new
skill.
By ages 4 to 5, children can go up and down the stairs alone in the adult fashion
(i.e. taking one step at a time); their running continues to smooth out and increase in
speed. Children of this age can also skip and add spin to their throws. They also have
more control when riding their tricycles (or bicycles), and can be drive them faster.
During ages 5 to 6, young children continue to refine easier skills. They’re running
even faster and can start to ride bicycles with training wheels for added stability. In
addition, they can step sideways. Children of this age begin mastering new forms of
physical play such as the jungle gym, and begin to use the see-saw, slide, and swing
on their own. They often start jumping rope, skating, hitting balls with bats, and so
on. Children continue to refine and improve their gross motor skills through age 7
and beyond.

BRAIN DEVELOPMENT

CALALP Child and Adolescent Learners Learning and Principles_PRELIM HANDOUTS by Elsie M. Zabalo
The human brain begins forming very early in prenatal life (just three weeks after
conception), but in many ways, brain development is a lifelong project. That is
because the same events that shape the brain during development are also
responsible for storing information—new skills and memories—throughout life.

CALALP Child and Adolescent Learners Learning and Principles_PRELIM HANDOUTS by Elsie M. Zabalo
The rational part of a teen's brain isn't fully developed and won't be until age 25 or
so. In fact, recent research has found that adult and teen brains work differently.
Adults think with the prefrontal cortex, the brain's rational part.

The brain continues to grow for a few years after a person is born and by the age of2
years old, the brain is about 80% of the adult size. You may wonder, "How does the
brain continue to grow, if the brain has most of the neurons it will get when you are
born? The answer is in glial cells.

The brain’s ability to change from experience is known as Plasticity. The human
brain is especially plastic early in life, which is why the “nurture” part of the equation
is so important
Throughout life the brain continues to be plastic-this is the mechanism of learning-
but plasticity declines in adulthood.

As a child’s brain develops, it goes through several ’critical periods, a developmental


phase in which the brain requires certain environmental input and it will not develop
normally.
The Frontal Lobe is the most recently-evolved part of the brain and the last to
develop in young adulthood. Its dorso-lateral prefrontal circuit is the brain's top
executive.

Early Milestones in Brain Growth


4 months: the infant’s brain responds to every sound produced in all the languages
of the world.
8 to 9 months: Babies can form specific memories from their experiences, such as
how to push a ball to make it roll.
10 months: Babies can now distinguish and even produce the sounds of their own
language (such as “da-da”) no longer pay attention to the sounds of language that are
foreign.
12 months: Babies whose parents say, for example” Lookee at the doggie” will go to
the appropriate picture of a dog in a picture book more often than those babies who
are talked to normal, flatter voices.
12 to 18 months: Babies can keep in memory something that has been hidden and
find it again, even if it has completely covered up. They can also hold memory
sequences of simple activities, such as winding up a jack-in-the-box until the figure
pops up.
24 months: Preschool children now clear picture in mind of people who are dear to
them, and the get upset when separated from these people (even their peers)
30 months: Preschool children can hold in mind a whole sequence of spatial maps
and know where things are in their environment.
36 months: A preschool child can now two different emotions in his mind at the
same time, such as being sad that he spilled ice cream on his cloths but glad that he’s
at birthday party.

CALALP Child and Adolescent Learners Learning and Principles_PRELIM HANDOUTS by Elsie M. Zabalo
FACTORS AFFECTING DEVELOPMENT
Maternal Nutrition- the nutritional status of the women during adolescent
pregnancy and lactation has a direct impact on the child’s health and development.
Child Nutrition- the Child’s state of nutritional balance is crucial in his early
developmental age.
Early Sensory Stimulation- Toys, soothing sounds and other sensorial
stimulation contribute to the child’s development.
Heredity and genes certainly play an important role in the transmission of
physical and social characteristics from parents to off-springs.

Exceptional Development
Physical Disabilities- Persons with physical disabilities may experience
functional, visual, orthopedic, motor, or hearing impairments, which may impact
upon their ability to walk, play and learn. Physical disabilities are also often defined
and categorized by some degree of limitation in the use of upper or lower extremities
and maintaining posture and positioning.
Attention Deficit Disorder (ADD) and Attention Deficit Hyperactive Disorder
(ADHD)- Attention-Deficit Hyperactivity Disorder (ADHD) and Hyperkinetic
Disorder (as officially known in U.K., through ADHD is more commonly used) is
generally considered to be a developmental disorder, largely neurological in nature,
affecting about 5% of the world’s population. The disorder typically presents itself
during childhood, and is characterized by a present pattern of inattention and/or
hyperactivity, as well as forgetfulness, poor impulse control or impulsivity and
distractibility, ADHD is currently considered to be a persistent and chronic condition
for which no medical cure is available ADHD is most commonly diagnosed in
children and, over the past decade.

Linguistic and Literary Development


Natural History and Language Development - Language development is a
process that starts early in human life, when a person begins to acquire language by
learning it as it is spoken and by mimicry. Children’s language development moves
from simplicity to complexity. Infants start without language. Yet by four months of
age, babies can read lips and discriminate speech sounds.
Usually, language starts off as recall of simple words without associated meaning, but
as children age, words acquire meaning, and connections between words are formed,
in time, sentences start to form as words are joined together to create logical
meaning. As a person gets older, new meaning and new associations are created and
vocabulary increases as more words are learned.
Infant use their bodies, vocal cries and other preverbal vocalizations to communicate
their wants, needs and dispositions. Even though most children begin to vocalize and
eventually verbalize at various ages and at different rates, they learn their first
language without conscious instruction from parents or caretakers. It is seemingly
effortless task that grows increasingly difficult with age. Of course, before any
learning can begin, the child must be biologically and socially mature enough.

Biological Preconditions - Linguist do not all agree on what biological factors


contribute to language development, however most do agree that our ability to
acquire such a complicated system is specific to the human species, Furthermore, our
ability to learn language may have been developed through the evolutionary process
and that the foundation for language may be passed down genetically.

CALALP Child and Adolescent Learners Learning and Principles_PRELIM HANDOUTS by Elsie M. Zabalo
Second Preconditions - it is crucial that children are allowed to socially interact
with other people who can vocalize and respond to questions. For language
acquisition to develop
successfully, children must be in an environment that allows them to communicate
socially in that language.

There are a few different theories as to why and how children develop language. The
most popular explanation is that language is acquired through imitation. However,
this proves to be more of a folk tale than anything. Two most accepted theories in
language development are psychological and functional. Psychological explanations
focus on the mental processes involved in childhood language learning. Functional
explanations look at the social process involved in learning the first language.

Bilingual Language Development


There are two major patters in bilingual language acquisition; simultaneous
Bilingualism and Sequential bilingualism. In simultaneous bilingualism, the child
acquires two languages at the same time before the age of 3 years. These children
may mix words or parts of words from both languages in the first stage. Stage 2
occurs at 4 years and older when distinction between the two languages takes place,
and the child uses each language separately. Sequential bilingualism also occurs
before the child is 3 years old, but the child can draw in on the knowledge and
experience of first language while acquiring the second language.

Detecting delays in the speech and language of multilingual children presents a


challenge. The authors state that “the key is to obtain information about the child’s
entire language system, not just the primary or secondary language”.

The following “red flags” may indicates that the child who is simultaneously
acquiring two languages id experiencing problems with language development.
1. No sounds by 2-6 months
2. Less than one new words per week for 6-15 month-old children.
3. Less than 20 words (in the two languages combined by 20 months: and
4. No use of word combinations and a very limited vocabulary by age 2-3 years
5. Red flags for abnormal language development in the sequential acquisition of
two language include.
6. Lack of normal milestones in the first language
7. Prolonged phase of not talking
8. Difficulty of retrieving words

FACTORS AFFECTING LANGUAGE DEVELOPMENT


1. Inadequate stimulation (talking and playing with the child)
2. Delayed general development (global developmental delay), physical
development motor skills), cognitive development etc.
3. Specific difficulty with language learning. Not very interested in language,
prefers other modalities e.g. physical activities
4. Poor control and/or coordination of the speech muscles; lips, tongue etc.
5. Medical problems
6. Inadequate awareness of communication, lacks” communication intent”
7. Reduced hearing e.g. ear infection, fluid in ear, impacted earwax etc.
8. Changes in child’s environment e.g. moving
9. Exposure to too many languages for the child

CALALP Child and Adolescent Learners Learning and Principles_PRELIM HANDOUTS by Elsie M. Zabalo
10. Inadequate opportunity for speech e.g. the child everyone talks for, the
“babied” child has a more dominant sibling etc.
11. Emotional factors e.g. behavioral problems, anxiety, pressure to perform etc.
12. Short attention span.
13. Family history of speech and language delays or difficulties

Exceptional Development
Aphasia- Aphasia (or aphmia) is a loss of the ability to produce and/or
comprehend language due to injury to brain areas specialized for these functions. It
is not a result of deficits in sensory, intellect, or psychiatric functioning. Depending
on the area and extent of the damage, someone suffering from aphasia may be able to
speak but not write, or vice versa, or display any of wide variety of other deficiencies
in language comprehension and production, such as being able to sing but not to
speak.

Dyslexia-Dyslexia is a specific learning disability that manifests primarily as a


difficulty with written language, particularly with reading and spelling. Dyslexia is
the result of a neurological differences but is not intellectual disability. Most people
with dyslexia have average or above average intelligence.

Evidence suggests that dyslexia results for differences in how the brain processes
written and/or verbal language. It is separate and distinct from reading difficulties
resulting from other causes, such as deficiencies in intelligence, a non-neurological
deficiency with vision or hearing, or from poor or inadequate reading instruction.

CALALP Child and Adolescent Learners Learning and Principles_PRELIM HANDOUTS by Elsie M. Zabalo
Human Development
➢ the pattern of movement or change that begins at conception and
continues through the life span
➢ includes growth and decline
➢ can be positive or negative
➢ the process of growth and change that takes place between birth and
maturity

The Human Development Index (HDI)


➢ is a summary measure of average achievement in key dimensions of
human development: a long and healthy life, being knowledgeable
and having a decent standard of living.
➢ The HDI is the geometric mean of normalized indices for each of the
three dimensions.
➢ The health dimension is assessed by life expectancy at birth, the
education dimension is measured by mean of years of schooling for
adults aged 25 years and more and expected years of schooling for
children of school entering age.

Activity
Directions: Get a partner. With your partner, draw a learner (whole body).
Label the specific skills on each part of the body that you think a learner
should develop.

CALALP Child and Adolescent Learners Learning and Principles_PRELIM HANDOUTS by Elsie M. Zabalo
Rubric for the activity:

Score Description
10 10 skills have been identified all throughout the body parts
9 9 skills have been identified all throughout the body parts
8 8 skills have been identified all throughout the body parts
7 7 skills have been identified all throughout the body parts
6 6 skills have been identified all throughout the body parts
5 5 or less skills have been identified all throughout the body
parts

Major Principles of Human Development

1. The Major Principles Governing Growth

A. Cephalocaudal Principle. Growth follows a pattern that begins


with the head and upper body parts and then proceeds to the
rest of the body. Based on Greek and Latin roots meaning
“head-to-tail.”
B. Proximodistal Principle. Development proceeds from the
center of the body outward. Based on the Latin words for "near"
and “far.”
C. Principle of Hierarchical Integration. Simple skills typically
develop separately and independently. Later they are integrated
into more complex skills.
D. Principle of the Independence of Systems. Different body
systems grow at different rates.

2. Principles of Association of Maturation and Learning. The principles of


association of maturation and learning state that a human being
matures as they develop biologically. Biologic development impacts
cognitive, mental, physical, socioeconomic, and sensory-motor
changes. Biological changes are physical changes, like how an infant's
brain and body both grow and change biologically as that infant
matures to a child, adolescent, and adult. Cognitive changes are
linked with biological changes because as the brain develops and
matures, it is able to do more complex functions. For example, an
infant cannot grab a crayon and start writing sentences at two
months old because its brain and motor skills have not developed or
matured enough to handle this task.
A. Growth: physical size increase
B. Development: behavior changes that occur as the organism
grows
C. Maturation: acquisition of new abilities based on growth and
development

CALALP Child and Adolescent Learners Learning and Principles_PRELIM HANDOUTS by Elsie M. Zabalo
Approaches to Human Development
1. Traditional Perspective
• Believes that individuals will show extensive change from birth
to adolescence, little or no change in adulthood and decline in
late old age
• Traditional developmental theories look closely at specific
aspects of development within a particular stage mainly
childhood
• Strong developmental tasks are imposed by marriage and
parenthood, by the waxing and waning of physical prowess and
of some intellectual capacities, by the children’s exit from the
nest, by the achievement of an occupational plateau, and by
retirement and the prospect of death.

2. Life-span Approach
• Life-span developmental psychology involves the study of
constancy and change in behavior throughout ontogenesis
(individual development), from conception to death. The core
aim of the field is to obtain knowledge about general principles
of life-long development, about inter individual differences and
similarities in development, as well as about the degree and
conditions of individual plasticity or modifiability of
development (Baltes, 1977).
• Believes that even in adulthood, developmental change takes
place as it does during childhood
• holds that patterns of change and transition occur throughout
the working life.
• Other assumptions of a life-span perspective include:
A. The aging process is multidirectional and involves
both losses and gains. As workers age, some dimensions
of functioning decline, while others improve. For example,
physical stamina gradually decreases with age, but
accumulated knowledge or “wisdom” tends to gradually
increase. These different “trajectories of change” are
important to understand in designing a workplace where
all workers are able to perform at an optimal level.
B. The aging process is characterized by plasticity. The
term plasticity refers to the potential to change in
response to one’s experiences. This aspect of aging is
demonstrated by a growing body of research indicating
that the rate of change for some abilities (e.g., physical
functioning) can be affected by specific activities (e.g.,
regular exercise). Animal research also provides evidence
of the neuroplasticity of the brain and its remarkable
ability to change with experience throughout the life-
span.
C. The aging process is multidimensional. Three basic
dimensions of the aging process are biological, cognitive,
and socio-emotional. Each dimension has many sub-

CALALP Child and Adolescent Learners Learning and Principles_PRELIM HANDOUTS by Elsie M. Zabalo
components (examples from the cognitive dimension
include attention, working memory, and social
intelligence) that interact with the other two dimensions,
and is subject to some level of environmental influence.
All three dimensions are important to understand in
designing a work environment that encourages productive
aging.
D. The aging process is contextual. The changes that occur
as workers age do not take place in a vacuum. Some
important contextual settings are families, friendships,
community, workplace, and society. These contexts may,
in turn, be influenced by historical, economic, and
cultural factors. In the case of the workplace, the nature
of work and how it is structured, the type of workplace
relationships an individual develops, and specific work-
related events (e.g., career progression, avoidance of
disability, retirement) can all play an important role in
productive aging.
• In summary, a life-span perspective assumes that the aging
process is complex, occurs across different dimensions
throughout the working life, and represents the product of
many interacting causes, both inside and outside of the
worker

Characteristics of human development from a life-span perspective By


Paul Baltes (Santrock, 2002) – an expert in life-span development
A. Development is lifelong. It does not end in adulthood
B. Development is plastic. Plasticity refers to the potential
for change.
C. Development is multidimensional. Development is
consists of biological, cognitive and socio-emotional
dimensions.

Biological processes involve changes in the individual’s


physical nature. Some common biologicalprocesses are
height and weight gain, hormonal changes in the period of
puberty, and cardiovasculardecline when approaching
adulthood

Cognitive processes involve changes in the individual’s


thought, intelligence, and language. Someexamples are
developing from mere sounds to a word becoming two
words, the two words becominga sentence, memorizing
first prayer, singing Bayang Magiliw in every flag
ceremony to imagining whatit would be like to be a
teacher or a pilot, playing chess and solving a complex
math problem

Socio-emotional processes include changes in the


individual’s relationships with other people,changes
in emotions, and changes in personality. Some examples

CALALP Child and Adolescent Learners Learning and Principles_PRELIM HANDOUTS by Elsie M. Zabalo
are responding with a sweet smilewhen affectionately
touched and frowned when displeased and even
showed tantrum when theycould not get or do what
they wanted. From aggressive children, they may develop
into a fine lady ora gentleman or otherwise, depending on
a myriad of factors. They may fall in love and get inspired
forlife or may end up betrayed, deserted and desperate
afterwards.

D. Development is contextual. Individuals are changing


beings in a changing world. Individuals respond to and
act on contexts.
E. Development involves growth, maintenance and
regulation. Growth, maintenance and regulation are
three (3) goals of human development. The goals of
individuals vary among developmental stages.

Activity
Directions: Individual Activity.
Cite 2 specific situations under each Characteristics of human development
from a life-span perspective:
1. Development is lifelong
2. Development is plastic
3. Development is multidimensional
4. Development is contextual
5. Development involves growth, maintenance and regulation

Principles of Child Development and Learning that Inform Practice

1. All areas of development and learning are important.


2. Learning and development follow sequences.
3. Development and learning proceed at varying rates.
4. Development and learning result from an interaction of maturation
and experience.
5. Early experiences have profound effects on development and learning.
6. Development proceeds toward greater complexity, selfregulation, and
symbolic or representational capacities.
7. Children develop best when they have secure relationships.
Development and learning occur in and are influenced by multiple
social and cultural contexts.
8. Children learn in a variety of ways.

CALALP Child and Adolescent Learners Learning and Principles_PRELIM HANDOUTS by Elsie M. Zabalo
9. Play is an important vehicle for developing self-regulation and
promoting language, cognition, and social competence.
10. Development and learning advance when children are
challenged. Children’s experiences shape their motivation and
approaches to learning.

Activity
Directions: Triad.
List down 1 specific teaching strategy under each Principle of Child
Development and Learning that Inform Practice.
1. All areas of development and learning are important.
2. Learning and development follow sequences.
3. Development and learning proceed at varying rates.
4. Development and learning result from an interaction of maturation
and experience.
5. Early experiences have profound effects on development and learning.
6. Development proceeds toward greater complexity, selfregulation, and
symbolic or representational capacities.
7. Children develop best when they have secure relationships.
Development and learning occur in and are influenced by multiple
social and cultural contexts.
8. Children learn in a variety of ways.
9. Play is an important vehicle for developing self-regulation and
promoting language, cognition, and social competence.
10. Development and learning advance when children are
challenged. Children’s experiences shape their motivation and
approaches to learning.

The Stages of Development and Developmental Tasks

Stages of Human Development


1. Stage 1 — Infancy: Trust vs. Mistrust
In the first stage of human development, infants learn to trust based
on how well their caregivers meet their basic needs and respond when
they cry. If an infant cries out to be fed, the parent can either meet
this need by feeding and comforting the infant or not meet this need
by ignoring the infant. When their needs are met, infants learn that
relying on others is safe; when their needs go unmet, infants grow up
to be less trusting.

CALALP Child and Adolescent Learners Learning and Principles_PRELIM HANDOUTS by Elsie M. Zabalo
2. Stage 2 — Toddlerhood: Autonomy vs. Shame and Doubt.
In addition to autonomy versus shame and doubt, another way to
think of the second stage is independence versus dependence. Like in
the first stage, toddlers go through this stage responding to their
caregivers. If caregivers encourage them to be independent and
explore the world on their own, toddlers will grow up with a sense of
self-efficacy. If the caregivers hover excessively or encourage
dependence, these toddlers grow up with less confidence in their
abilities.
For example, if a toddler wants to walk without assistance in a safe
area, the caregiver should encourage this autonomy by allowing the
independent behavior. If the caregiver insists on holding the toddler’s
hand even when it’s not necessary, this attention can lead to doubt
later in life.

3. Stage 3 — Preschool Years: Initiative vs. Guilt


During the preschool years, children learn to assert themselves and
speak up when they need something. Some children may state that
they’re sad because a friend stole their toy. If this assertiveness is
greeted with a positive reaction, they learn that taking initiative is
helpful behavior. However, if they’re made to feel guilty or ashamed for
their assertiveness, they may grow up to be timid and less likely to
take the lead.

4. Stage 4 — Early School Years: Industry vs. Inferiority


When children begin school, they start to compare themselves with
peers. If children feel they’re accomplished in relation to peers, they
develop strong self-esteem. If, however, they notice that other children
have met milestones that they haven’t, they may struggle with self-
esteem. For example, a first grader may notice a consistently worse
performance on spelling tests when compared with peers. If this
becomes a pattern, it can lead to feelings of inferiority.

The key components of Erikson’s model of human development


include stage one, infancy, trust versus mistrust; stage two,
toddlerhood, autonomy versus shame and doubt; stage three,
preschool years, initiative versus guilt; stage four, early school years,
industry versus inferiority; stage five, adolescence, identity versus role
confusion; stage six, young adulthood, intimacy versus isolation; stage
seven, middle adulthood, generativity versus stagnation; and stage
eight, late adulthood, integrity versus despair.

5. Stage 5 — Adolescence: Identity vs. Role Confusion


The adolescent stage is where the term “identity crisis” originated, and
for good reason. Adolescence is all about developing a sense of self.
Adolescents who can clearly identify who they are grow up with
stronger goals and self-knowledge than teenagers who struggle to
break free of their parents’ or friends’ influences. Adolescents who still
deeply depend on their parents for social interaction and guidance
may experience more role confusion than teenagers who pursue their
own interests.

CALALP Child and Adolescent Learners Learning and Principles_PRELIM HANDOUTS by Elsie M. Zabalo
6. Stage 6 — Young Adulthood: Intimacy vs. Isolation
In young adulthood, which begins roughly at age 20, people begin to
solidify their lifelong bonds; many people enter committed
relationships or marriages, while others form lifelong friendships.
People who can create and maintain these relationships reap the
emotional benefits, while those who struggle to maintain relationships
may suffer from isolation. A young adult who develops strong
friendships in college may feel more intimacy than one who struggles
to form and maintain close friendships.

7. Stage 7 — Middle Adulthood: Generativity vs. Stagnation


In middle adulthood, people tend to struggle with their contributions
to society. They may be busy raising children or pursuing careers.
Those who feel that they’re contributing experience generativity, which
is the sense of leaving a legacy. On the other hand, those who don’t
feel that their work or lives matter may experience feelings of
stagnation. For example, a middle-aged adult who’s raising a family
and working in a career that presumably helps people may feel more
fulfilled than an adult who’s working at a day job that feels
meaningless.

8. Stage 8 — Late Adulthood: Integrity vs. Despair


As adults reach the end of life, they look back on their lives and
reflect. Adults who feel fulfilled by their lives, either through a
successful family or a meaningful career, reach ego integrity, in which
they can face aging and dying with peace. If older adults don’t feel that
they’ve lived a good life, they risk falling into despair.

Activity
Directions: Group Activity: List down the different characteristics of a person
undergoing the different stages of development:
1. Stage 1 — Infancy: Trust vs. Mistrust
2. Stage 2 — Toddlerhood: Autonomy vs. Shame and Doubt.
3. Stage 3 — Preschool Years: Initiative vs. Guilt
4. Stage 4 — Early School Years: Industry vs. Inferiority
5. Stage 5 — Adolescence: Identity vs. Role Confusion
6. Stage 6 — Young Adulthood: Intimacy vs. Isolation
7. Stage 7 — Middle Adulthood: Generativity vs. Stagnation
8. Stage 8 — Late Adulthood: Integrity vs. Despair

CALALP Child and Adolescent Learners Learning and Principles_PRELIM HANDOUTS by Elsie M. Zabalo
Other Theories of Human Development

Erikson’s model of the stages of human development is only one theory


addressing growth and change throughout life, as many other psychologists
have researched their own theories of human development, including the
following:

A. Cognitive Development
Jean Piaget developed the theory of cognitive development. Piaget’s theory is
widely used in education programs to prepare teachers to instruct students
in developmentally appropriate ways.

The theory is based on four stages:

• Sensorimotor — In the sensorimotor stage (birth to 2 years old),


children learn object permanence, which is the understanding that people
and objects still exist even when they’re out of view.

• Preoperational — In the preoperational stage (2-7 years old), children


develop symbolic thought, which is when they begin to progress from
concrete to abstract thinking. Children in this stage often have imaginary
friends.

• Concrete operational — In the concrete operational stage (7-11 years


old), children solidify their abstract thinking and begin to understand cause
and effect and logical implications of actions.

• Formal operational — In the formal operational stage (adolescence to


adulthood), humans plan for the future, think hypothetically, and assume
adult responsibilities.

CALALP Child and Adolescent Learners Learning and Principles_PRELIM HANDOUTS by Elsie M. Zabalo
Activity
Directions: Pair Activity: Write down an example of 10-line conversation of
the individuals undergoing the following stages of development:
1. Sensorimotor
2. Preoperational
3. Concrete operational
4. Formal operational

B. Moral Development
Lawrence Kohlberg created a theory of human development based on moral
development concepts. The theory comprises the following stages:

• Preconventional — In the preconventional stage, people follow rules


because they’re afraid of punishment and make choices only with their best
interests in mind.

• Conventional — In the conventional stage, people act to avoid


society’s judgment and follow rules to maintain the systems and structures
that are already in place.
.
• Postconventional — In the postconventional stage, a genuine
concern for the welfare of others and the greater good of society guides
people.

Activity
Directions: Pair Activity: Write down 2 activities of individuals undergoing
the following stages of development:
1. Preconventional
2. Conventional
3. Postconventional

CALALP Child and Adolescent Learners Learning and Principles_PRELIM HANDOUTS by Elsie M. Zabalo
C. Psychosexual Theory
Sigmund Freud popularized the psychosexual theory. The theory comprises
five stages:

• Oral — In the oral stage (birth to 1 year old), children learn to suck
and swallow and may experience conflict with weaning.
• Anal — In the anal stage (1-3 years old), children learn to withhold or
expel feces and may experience conflict with potty training.
• Phallic — In the phallic stage (3-6 years old), children discover that
their genitals can give them pleasure.
• Latency — In the latency stage (roughly 6 years old through
puberty), they take a break from these physical stages and instead develop
mentally and emotionally.
• Genital — In the genital stage (puberty through adulthood), people
learn to express themselves sexually.
Ideally, children move through each phase fluidly as their sexual libidos
develop, but if they’re stuck in any of the phases, they may develop a
fixation that hinders their development.

Activity
Directions: Individual Activity: Observe a behavior of a child (at any age).
Record a 2-3 minute video documentation analyzing such behavior. Follow
proper protocols and ethics.

D. Behavioral Theory
The behavioral theory focuses solely on a person’s behaviors rather than
the feelings that go alongside those behaviors. It suggests that behaviors
are conditioned in an environment due to certain stimuli. Behavioral
theorists believe that behavior determines feelings, so changing behaviors
is important because this will in turn change feelings.

CALALP Child and Adolescent Learners Learning and Principles_PRELIM HANDOUTS by Elsie M. Zabalo
Activity
Directions: Triad Activity: List down 5 common misbehavior in the
classroom. Suggest 1 way to cope with each identified misbehavior.

E. The attachment theory focuses on the deep relationships between


people across their lifetime. An important attachment theory finding is
that children must develop at least one strong bond in childhood to
trust and develop relationships as adults. The attachment theory
comprises four stages:
a. Asocial or pre-attachment (birth to 6 weeks old)
b. Indiscriminate attachment (6 weeks old to 7 months old)
c. Specific or discriminate attachment (7-9 months old)
d. Multiple attachments (10 months old or later)

F. Social Learning Theory


The social learning theory builds upon the behavioral theory and
postulates that people learn best by observing the behavior of others.
They watch how others act, view the consequences, and then make
decisions regarding their own behavior accordingly. The four stages in
this theory are:

• Attention
• Retention
• Reproduction
• Motivation

In the attention stage, people first notice the behavior of others. In


the retention stage, they remember the behavior and the resulting
consequences. In the reproduction stage, people develop the ability to
imitate the behaviors they want to reproduce, and in the motivation stage,
they perform these behaviors.

Activity
Directions: Pair Activity: List down 2 strategies that will work best for
attention, retention, reproduction and motivation.

CALALP Child and Adolescent Learners Learning and Principles_PRELIM HANDOUTS by Elsie M. Zabalo
G. Sociocultural Theory
The sociocultural theory ties human development to the society or
culture in which people live. It focuses on the contributions that society
as a whole makes to individual human development. For example,
children who are raised to play outdoors develop differently from children
who are raised to play indoors.

An important part of this theory is the zone of proximal development,


which is an area of knowledge and skills slightly more advanced than a
child’s current level. The zone of proximal development helps teachers
think about and plan instruction, so sociocultural theory plays a large
role in preservice teacher training.

Activity
Directions: Individual Activity: Teach a toddler the basics of writing. Record
the improvement. Follow the scaffolding technique. Document your
teaching.

References:

Physical Growth: The Rapid Advances of Infancy.


https://revelpreview.pearson.com/epubs/pearson_feldman/OPS/xhtml/ch05_sec_02.xhtml

Kamiya, A. and Levitas, J. (2023). Principles of Growth and Development: Cephalocaudal,


Orthogenetic. https://study.com/learn/lesson/principles-growth-development-cephalocaudal-
orthogenetic-proximodistal.html

Baltes, P.B., Lindenberger, U., & Staudinger, U.M. (2006). Life-span theory in developmental
psychology. In R. M. Lerner (Ed.), Handbook of child psychology. Vol. 1: Theoretical models of human
development (6th ed., pp. 569–664). New York: Wiley.

Sigelman, C.K., & Rider, E.A. (2015). Life-span human development, 8th edition. Stamford, CT:
Cengage Learning.

BASIC CONCEPTS AND ISSUES ON HUMANDEVELOPMENT.


https://www.studocu.com/ph/document/pangasinan-state-university/the-child-and-adolescent-
learners-and-learning/prof-ed-102-child-and-adolescent-learners-and-learning-study-
guide/23655181

CALALP Child and Adolescent Learners Learning and Principles_PRELIM HANDOUTS by Elsie M. Zabalo
Additional Topics:

DepEd School Forms:

Code and title of Description To be Mode of Schedule


forms prepared by preparation
SF 1 – School Master list of class Class adviser LIS Beginning
Register enrollment of school
year
(BoSY)
and as
needed
SF 2 – Learner’s Recording of attendance, Class adviser Partially Daily
Daily Class absence, or tardiness through LIS
Attendance (template with name of and manual
learners)
SF 3 – Books List of books (by title) issue Class adviser Partially BoSY and
Issued and to/returned by learners through LIS End of
Returned and manual school
year
(EoSY)
SF 4 – Summary Enrollment count, School head LIS monthly
Enrollment and transferred in/out and
Movement of dropout by grade level
Learners (Summary of SF 2)
SF 5 – Report on List of promoted/retained Class adviser LIS EoSY
Promotion by class
SF 6 – Summary Number of School head LIS EoSY
Report on promoted/retained by
Promotion grade level (Summary of SF
5)
SF 7 – Inventory List of school personnel School head Manual BoSY and
of School with basic profile and (originally as needed
Personnel teaching load/assignment designed in
Human
Resource
Information
System)

CALALP Child and Adolescent Learners Learning and Principles_PRELIM HANDOUTS by Elsie M. Zabalo
SF 8 – Learner Per learner assessment of Class adviser / LIS BoSY and
Basic Health Body Mass Index MAPEH EoSY
Profile teachers
SF 9 – Learner Individual academic, Class adviser Manual Quarterly
Progress Report behavioral and attendance
Card report by quarter (formerly
Form 138)
SF 10 – Learner’s Individual academic record Class adviser Manual EoSY
Permanent by quarter and SY
Academic Record (simplified and standardized
from former Form 137)
SHS forms (new) SFs 1-7 customized to fit Class adviser / LIS and Semestral
SHS requirement School head manual

Lesson Planning
DepEd Order 42 series of 2016
1. In line with the implementation of Republic Act (RA) No. 10533 or the Enhanced
Basic Education Act of 2013, the Department of Education (DepEd) issues the
enclosed Policy Guidelines on Daily Lesson Preparation for the K to 12 Basic
Education Program.
2. Planning lessons is fundamental to ensuring the delivery of teaching and learning
in schools. These guidelines aim to support teachers in organizing and managing
their classes and lessons effectively and efficiently and ensure the achievement of
learning outcomes.
3. Furthermore, these guidelines affirm the role of the K to 12 teacher as a facilitator
of learning. Preparing for lessons through the Daily Lesson Log (DLL) or Detailed
Lesson Plan (DLP) and provides teachers with an opportunity for reflection on what
learners need to learn, how learners learn, and how best to facilitate the learning
process. These guidelines also aim to empower teachers to carry out quality
instruction that recognizes the diversity of learners inside the classroom, is
committed to learners’ success, allows the use of varied instructional and formative
assessment strategies including the use of information and communications
technologies (ICTs), and enables the teacher to guide, mentor, and support learners
in developing and assessing their learning across the curriculum.

CALALP Child and Adolescent Learners Learning and Principles_PRELIM HANDOUTS by Elsie M. Zabalo
Sample Format of Detailed and Semi-Detailed Lesson Plan

CALALP Child and Adolescent Learners Learning and Principles_PRELIM HANDOUTS by Elsie M. Zabalo
Sample Format of Daily Lesson Log (DLL)

Study the Revised Bloom’s Taxonomy

CALALP Child and Adolescent Learners Learning and Principles_PRELIM HANDOUTS by Elsie M. Zabalo
Download the Curriculum Guide from www.deped.gov.ph

CALALP Child and Adolescent Learners Learning and Principles_PRELIM HANDOUTS by Elsie M. Zabalo
Make sure that the objectives are aligned with the learning
competencies and that the activities and assessments are aligned with
the objectives.

CALALP Child and Adolescent Learners Learning and Principles_PRELIM HANDOUTS by Elsie M. Zabalo

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