THE CHILD AND ADOLESCENT LEARNER

AND LEARNING PRINCIPLES

TEP 1

Contents:

UNIT 1: Basic Concepts about Human Development

LESSON 1: Concepts, Approaches, and Principles of Development

• Growth
• Development
• Maturation
• Learning
LESSON 2: Stages of Development and Developmental Tasks

• Santrock’s Development Tasks

UNIT 2: Developmental Theories and Other Relevant Theories
LESSON 3: Theories of Development

• Psychosexual Stages of Development

• Psychosocial Theory

Prepared by:

Juan Carlos C. Lopez

Instructor
 LESSON 1: Concepts, Approaches, and Principles of Development

Growth
• refers to the progressive increase and continuous advancement of the child from birth to
maturity
• refers primarily to the increment in the bodily tissues, organ, and structures
• refers not only in an increase in quantity or in size but also in enlargement capacity and changing
proportions

Development
• Refers to the gradual and orderly unfolding of the characteristics of the individuals as they go
through the stages of growth
• Involves changes from simplicity to complexity and implies an increasingly progressive maturity
of behavior as well as organization of personality and character

Aspects/Domains of Development
• Physical Development: pertains to the changes in body structure and functions
overtime
• Cognitive Development: refers to the gradual and orderly changes in the individual’s
mental processes from simple to complex/sophisticated
• Socioemotional Development: refers to the changes in personal and intrapersonal
aspects of an individual such as motives, emotions, personality traits and interpersonal
skills

Maturation
• Refers to that part of development that is controlled from within the “internal ripening” aspect,
indicating that growth has reached its optimal level
• It designates a process of internal growth consisting chiefly of structural changes and
coordination within the nervous systems together with a level of development of mental functions
which is indicated by a state of readiness to engage in a definite type of behavior.

Approaches to Human Development

1. Traditional Approach – views human development as an extensive change from birth to
adolescence, little or no change in adulthood and decline in late old age.
2. Life-span Approach – views human development as life-long, it does not end in adulthood;
plastic, there is a potential change even if you are old; and multidimensional since it consists
biological, cognitive, and socio-emotional dimensions.

Principles of Human Growth and Development

Principles Focus
1. The development of an organism is the • The process of heredity and environment are
result of the interaction between interdependent and complimentary. Neither
heredity (nature) and environment appears to be dominant.
(nurture). • Height while largely determined by heredity is
also affected to an extent by nutrition.
2. Development is relatively patterned. • Development follows an order/ pattern which
may differ from one another.
3. Each stage of development has • Characteristics traits vary at each stage.
characteristics traits. • Traits become more complex as the child gets
older.
4. Maturation of readiness should • Definite degrees of maturity are prerequisite to
precede certain types of learning. various kinds of learning
5. The body tends to maintain a state of • The body tends to adapt to environmental
equilibrium called homeostasis. conditions; it strives to preserve a constant
internal environment despite changing
conditions.
6. Development rates vary. • The speed of development is not even.
• Each part of the body has its own particular
rate of growth.
 LESSON 2: Stages of Developmental and Developmental Tasks

Stages of Development
• Referred to as the number of periods in the life cycle, in which the functions and relative
emphasis of a given type of behavior differ from those at other periods of life

Developmental tasks – refers to behavior that are expected to be manifested at or about a certain
period in the life of an individual; the successful achievement of these tasks leads to success in later
tasks; success or failure in performing these may be due to physical maturation, cultural pressure,
and family background/rearing practices

Developmental Tasks (Santrock, 2002)

1. Prenatal Period (from conception to birth) – it involves tremendous growth – from a single cell
to an organism complete with brain and behavioral capabilities.
2. Infancy (from birth to18-24 months) – a time of extreme dependence on adults. Many
psychological activities are just beginning – language, symbolic thought, sensorimotor
coordination, and social learning.
3. Early Childhood (end of infancy to 6 years) – these are the preschool years. Young children
learn to become more self-sufficient and to care for themselves, develop school readiness skills
and spend many hours in play with peers.
4. Middle and Late Childhood ( 6 – 12 years of age) – the fundamental skills of reading, writing,
and arithmetic are mastered. The child is formally exposed to the larger world and its culture.
Achievement becomes a more central theme of the child’s world and self-control increases.
5. Adolescence (12 – 20) – begins with rapid physical changes – dramatic gains in height, weight,
changes in body contour, and development of sexual characteristics such as enlargement of
the breasts, development of pubic and facial hair, and deepening of the voice. Pursuit of
independence and identity are prominent. Thought is more logical, abstract and idealistic.
More time is spent outside of the family.
6. Early adulthood (20 -40) – it is the time of establishing personal and economic independence,
career development, selecting a mate, learning to live with someone in an intimate way, starting
a family and rearing child.
7. Middle Adulthood (40 – 60) – it is a time of expanding personal and social involvement and
responsibility; of assisting the next generation in becoming competent and mature individuals;
and of reaching and maintaining satisfaction in a career.
8. Late Adulthood (60 and above) – it is a time for adjustment and to decreasing strength and
health, life review, retirement, and adjustment to new social roles.
 LESSON 3: Theories of Development

1. Psychosexual Stages of Development – Sigmund Freud

Stage Age Range Characteristics

1. Oral Birth to 2 years • Stimulation involving use of the mouth
produces pleasure; babies enjoy
Erogenous zone: Fixations: sucking, chewing, biting, etc.
Mouth Oral Receptive • When an infant experiences frustration in
not being able to meet needs through
Significant Person: Oral Aggressive oral activities, the needs may continue
Mother to resurface at a later period in life in
such forms as eating or smoking.

2. Anal 2 – 3 years • Stimulation of the anal region

Erogenous zone: Fixations: procedures pleasure.
Anus and Bladder Anal Retentive • Parents put emphasis to toilet training.
The over-attention or lack of attention to
Significant Person: Anal Expulsive children’s toilet training maybe the
Father cause of problems associated with
fixation of development.
3. Phallic 3 – 6 years • Self- stimulation of the genitals produces
Erogenous zone: Fixations: pleasures.
Genitals Oedipus Complex • The child struggles with sexual feelings
about the same gender parent.
Significant Person: Electra Complex • The stage where boys experience the
Parents state of Oedipus complex (young boys
experience rivalry with their father for
their mother’s attention and affections
and regards father as a sex rival) and
girls experience the state of Electra
complex (sees mother as a rival for
father’s attention).
4. Latency 6 – 12 years • Child sex instincts are relatively calm and
continue until puberty as he/she focuses
more on school work and vigorous play.
5. Genital 12 years Onwards • Adolescent & adults have matured
sexual feelings and experience pleasure
from sexual relationship.
• Oedipus/Electra feelings are reactivated
and directed toward other persons of
the opposite sex.
2. The Psychosocial Theory – Erik Erikson
Stage Age Features
1. Trust vs. Mistrust Birth to 1 year Whether children come to trust or mistrust themselves and other
Maladaptation: people depends on the social care and comfort the primary
Sensory caregiver has provided.
Maladjustment
• If infants’ needs are met, • If care is inadequate,
and are shown genuine inconsistent, or negative,
Malignancy:
affection then the world he approaches the world
Withdrawal
is safe and dependable. with fear and suspicion
Virtue: Hope
2. Autonomy vs. 1 – 3 years During this stage, society creates on children a new conflict, that is,
Shame and whether to assert their will or not.
Doubt • When the parents are • When children are not
Maladaptation: patient, accepting and allowed such freedom
Impulsiveness encouraging, children and are over protected,
acquire a sense of they may doubt their
Malignancy: independence and ability to deal with the
Compulsiveness competence. environment.

Virtue: Determination
3. Initiative vs. Guilt 3 – 6 years At this stage, children gain greater freedom in exploring their
Maladaptation: environment and often attempt tasks that parents do not approve.
Ruthlessness (Lacking
• Parents who allow their • Parents who curtail this
compassion)
children freedom to freedom make the
explore and master new children feel their activities
Malignancy:
tasks are allowing them are pointless and a
Inhibition (Hide)
to develop initiative nuisance, children
become passive and feel
Virtue: Courage
guilty about doing things
on their own.
4. Industry vs. 6 – 12 years This period reflects the determination of children to master what they
Inferiority are doing so that they develop a successful sense of modesty
Maladaptation: industry.
Narrow Virtuosity • Parents, teacher who • Those who ignore, rebuff,
(Very limited skills) support, reward and deride children’s effort are
praise children are strengthening feelings of
Malignancy: encouraging and help inferiority.
Inertia in developing children’s
(Underachievers) sense of industry.

Virtue: Competency
4. Identity vs. Role 12 – 20 years As young adults, they seek independence from parents, achieve
Confusion physical maturity and are concerned about what kind of persons
Maladaptation: they are becoming.
Fanaticism (Imitate) • Seeking to find an • When the adolescent fails
identity, adolescents try to develop a sense of
Malignancy on many new roles. If identity, he/she
Repudiation (Denial) they experience experiences role confusion
continuity in their or a ‘negative identity”.
Virtue: Fidelity: perception of self,
identity develops.
5. Intimacy vs. 20 – 40 years Young adults reach out and make contact with other people and to
Isolation fuse one’s identity with that of others to develop intimate relationship.
Maladaptation:
Promiscuity (Many
sexual partners) • Central to intimacy is the • Failure to establish close
ability to share with and and intimate relationship
Malignancy: care for others. results to a feeling of
Exclusion isolation.

Virtue: Love
6. Generativity vs. 40 – 65 years This stage involves having a sense of productivity and creativity.
Stagnation • Generativity: has to do • Stagnation: the condition
Maladaptation: with parental in which individuals are not
Overextension responsibility, interest in able to find meaning and
producing, and guiding purpose in life and have
Malignancy: little interest in self-
Rejectivity the next generation. improvement or in making
Entails Selflessness. contributions to society.
Virtue: Care
7. Integrity vs. Old Age to The stage of facing reality, recognizing and accepting other
Despair Death individuals in self-improvement or in making contributions to society
Maladaptation: taking stock of the years that have gone before
Presumption (True to • Some feel a sense of • Others experience
all) satisfaction with their despair, feeling that the
life’s accomplishment, time is too short for an
Malignancy: achieving a sense of attempt to start another
Disdain (Unworthy of integrity life and to try out
one’s respect) alternative roads to
integrity.
Virtue: Wisdom