MODULE 1: HUMAN DEVELOPMENT

HUMAN DEVELOPMENT : PATTERN of MOVEMENT or CHANGE begins from conception throughout the
life-span.

CHARACTERISTICS OF DEVELOPMENT

1.Developments is LIFE-LONG: changing.

2.Development is PLASTIC: potential for change.

3.Development is MULTI-DIMENSIONAL: product of biological , cognitive and socio-emotional process

 BIOLOGICAL PROCESS : change in physical nature.

 COGNITIVE PROCESS : change in thought , intelligence and language.
 SOCIO-EMOTIONAL PROCESS: change in individuals relationship and emotion and personality.

4.Development is RELATIVELY ORDERLY:

 PROXIMODISTAL : muscular control of arms and trucks.

 CEPHALO-CAUDAL : grows occur at the top of the head.

5.Development takes place GRADUALLY : it takes week , months and years to undergo change.

6.Development is CONTEXTUAL : individuals adapt to the changing world.

7.Development includes GROWTH , MAINTENANCE AND REGULATION.

COGNITIVE AND METACOGNITIVE DEVELOPMENT

1.NATURE OF THE LEARNING PROCESS : learning of complex subject is effective when it is constructed
from information and experience.

2.GOALS OF THE LEARNING PROCESS : learners , with support and instructional guidance can create a
meaningful , coherent and represent knowledge.

3.CONSTRUCTION OF KNOWLEDGE : learners can link new knowledge to an existing knowledge.

4.STRATEGIC THINKING : learners can achieve complex learning goals by using thinking and reasoning
strategies.

5.THINKING ABOUT THINKING : selecting and monitoring mental operation can facilitate creative and
critical thinking.

6.CONTEXT OF LEARNING : learning is affected by environmental factors.

MOTIOVATIONAL & AFGFECTIVE FACTORS

1.MOTIVATIONAL AND EMOTIONAL INFLUENCES IN LEARNING : learning is influenced by the learner’s

motivation.

2.INTRINSIC MOTIVATION TO LEARN : creativity , higher order of thinking and curiosity contributes to
motivation to learn.

3.EFFECTS OF MOTIVATION ON EFFORT : acquisition of knowledge and skills requires learner’s effort
and guided practice.

4.DEVELOPMENTAL INFLUENCES ON LEARNING : as individuals develop , there are different

opportunities and constraints of learning.

5. SOCIAL INFLUENCES ON LEARNING : learning is influenced by social interactions , interpersonal

relations and communication.

INDIVIDUALS DIFFERENCES FACTORS

1.INDIVIDUALS DIFFERNCES ON LEARNING : individuals have different strategies, approaches and

capabilities of learning.

2.LEARNING AND DIVERSITY : learning is effective when different learner’s linguistics , culture and
social backround are account .

3.STANDARD & ASSESSMENT : assessing the learners including diagnostic process and outcome
process are integral parts of learning.
MODULE 2 : DEVELOPMENTAL STAGE AND TASKS

MODULE 3 : ISSUES ON HUMAN DEVELOPMENT

1.NATURE vs. NURTURE

 Behavior is determined by genes/biological (Nature).

 Behavior is determined by interacting with the environment (Nurture).

2.CONTINUITY vs. DISCONTINUITY

3.STABILITY vs. CHANGE

Traits are present from birth remains constant or change troughout the life-span ( STABILITY).

Traits are modified by interaction with family , school and experiences ( CHANGE ).

MODULE 4 :RESEARCH IN CHILD AND ADOLESCENT DEVELOPMENT

1.TEACHERS AS CONSUMER

 research may be used and be integrated.

 make a decision on what and how to teach.
 helps teacher to be knowledgeable.
2.TEACHERS AS RESEARCHERS

 teachers are innovator , curriculum driver agents for change and directors of professional
development.

DEWEY’S 5 SCIENTIFIC METHODS

1.Identify and Define problem.

2.Determine the Hypothesis.

3.Collect and Analyze data.

4.Formulate Conclusion.

5.Apply the conclusion to the Hypothesis.

RESEARCH STEPS

1.Identify the problem.

2.State a tentative answer to the problem.

3.Collect and analyze data.

4.Formulate conclusion.

5.Compare conclusion to the hypothesis.

RESEARCH DESIGNS

1.CASE STUDY : research that investigates a phenomenon within its real life context.

2.CORRELATIONAL STUDY : research that determines association.

3.EXPERIMENTAL : research that determines the Cause-and-Effect relationship.

4.NATURALISTIC OBSERVATION : research that focuses on children’s experiences in natural setting.

5.LONGITUDINAL : research that studies and follows through a single group over time.

6.CROSS-SECTIONAL : individuals of different age are being compared at one time.

7.SEQUENTIAL : combined sectional and longitudinal to lear a life-span development.

8.ACTION RESEARCH : process led by individuals working with others to improve the addressed issue
and solve problems.
DATA GATHERING TECHNIQUES AND ETHICAL PRINCIPLE

1.OBSERVATION : can be made in laboratories and natural setting.

2.PHYSIOLOGICAL MEASURES : indicators of child development are measured such as the heart rate ,
hormonal level , bone growth and etc.

3.STANDARDIZED : test that assess once performance in different domains.

4.INTERVIEWS AND QUESTIONNAIRES : involved asking questions to gain info or through printed
questionnaires.

5.LIFE-HISTORY RECORDS : records of informations about a lifetime events and activities.

6.ETHICAL PRINCIPLE : serves as a reminder that researchers must protect the subject.

 Research procedures musy never harm children.

 The childrens and their Families must be informed of the risks and benefits of the research.
 Children’s questions must be answered in a truthful manner.
 There should be a respect on Privacy.

DATA PRIVACY ACT OF 2012 (R.A 10173)

MODULE 5 : FREUD’S PSYCHOANALYTIC THEORY

1.ORAL STAGE (0-18 mos.) : child is focused on Oral pleasure ( SUCKING ).

2.ANAL STAGE ( 18 mos. – 3 yrs. ) : focus on the pleasure in the anus.

3.PHALLIC STAGE ( 3 – 6 yrs. ) : childrens are interested on what makes boys and girls different.

OEDIPUS COMPLEX : compete with father for possession of mother.

ELECTRA COMPLEX : compete with mother for possession of father.

4.LATENCY STAGE ( 6- PUBERTY ) : focus in acquistion of physical and academic skills.

5.GENITAL STAGE ( PUBERTY & UP ) : sexual urges are awakened .

MODULE 6 : PIAGET’S STAGES OF COGNITIVE DEVELOPMENT

1.SCHEMA : individuals ability to create or understand about a thing.

2.ASSIMILATION : process of fitting new experience into a previous cognitive structure or schema.

3.ACCOMODATION : creating a new schema .

4.EQUILIBRTATION : balance between assimilation and accommodation.

COGNITIVE STAGES

STAGE 1 : SENSORY-MOTOR STAGE

 child is reflexive in grasping , sucking and reaching.

 organized in movement and activity.

STAGE 2 : PRE- OPERATIONAL STAGE

 Pre-school years , Intelligence is intuitive in nature.

SYMBOLIC FUNTION : ability to represent objects and events.

EGOCENTRISM : child only see his point of view and assumes that everyone has the same.

CENTRATION : child focus on one aspect of a thing.

IRREVERSABILITY : child’s ability to reverse their thinking.

ANIMISM : childrens attributes human-like traits to inanimate objects.

TRANSUCLATIVE REASONING : pre-operational child’s type of reasoning.

STAGE 3 : CONCRETE OPERATIONAL STAGE

 child’s ability to think logically .

DECENTING : ability to perceive the different features of objects.

REVERSIBILITY : child can follow certain operations.

CONSERVATION : ability to know certain properties like the mass and volume.

SERIATION : ability to arrange things in a series based on weight , volume and size.

STAGE 4 : FORMAL OPERATIONAL STAGE

 thinking becomes more logical .

HYPOTHETICAL REASONING : ability to come up with different hypothesis about a problem and gather
data for final decision.

ANALOGICAL REASONING : perceive the relationship in one instance and narrow down possible
answers on a similar problem.
DEDUCTIVE REASONING : ability to think logically by applying genral rule.

MODULE 7 : ERIKSON’S PSYCHOSOCIAL THEORY OF DEVELOPMENT

PSYCHOSOCIAL CRISIS : psycho ( mind ) social ( external relationship).

MALADAPTATION : too much POSITIVE , little NEGATIVE.

MALIGNANCY : too much NEGATIVE , little POSITIVE.

VIRTUE : BALANCE on POSITIVE and NEGATIVE .

STAGE 1 : (1- 1 half yrs.) TRUST vs. MISTRUST

 MALADAPTATION : becomes over trusting.

 MALIGNANCY : tendency for depression and paranoia.
 VIRTUE : hope.

STAGE 2 : ( 18 mos. – 4 yrs. ) SHAME AND DOUBT

 MALADAPTATION : becomes impulsive.

 MALIGNANCY : can lead to compulsiveness ; a feeling of a person to be perfect.
 VIRTUE : willpower and determination.

STAGE 3 : ( 3- 6 yrs.) INITIATIVE vs. GUILT

 MALADAPTATION : develop ruthlessness , heartless and without mercy.

 MALIGNANCY : develop inhibition.
 VIRTUE : courage.

STAGE 4 : ( 7- 12 yrs. ) INDUSTRY vs. INFERIORITY

 MALADAPTATION : may lead to narrow virtuosity.

 MALIGNANCY : fail to develop social skills.
 VIRTUE : competency.

STAGE 5 : ( 13 – 20 yrs. ) IDENTITY vs. IDENTITY DIFUSSION

 MALADAPTATION : may lead to fanaticism ; a belief that his way is the only way.
 MALIGNANCY : lead to membership of group founded of hate and involve to drugs and
alcohols.
 VIRTUE : fidelity.
STAGE 6 : ( 18 – 30 yrs. ) INTIMACY vs. ISOLATION

 MALADAPTATION : becomes intimate to easily and freely without any depth.

 MALIGNANCY : tendency to isolate him/her self from love , friends and community .
 VIRTUE : love

STAGE 7 : ( 40 -65 yrs. ) GENERATIVITY vs. STAGNATION

 MALADAPTATION : a person no longer allow time for him/her self.

 MALIGNANCY : a person no longer participate to the society .
 VIRTUE : care.

STAGE 8 : ( 65 & UP ) INTEGRITY vs. DESPAIR

 MALADAPTATION : belives that she/he is right and does not respect the ideas of young.
 MALIGNANCY : becomes negative and hates life.
 VIRTUE : wisdom .