CHILD AND ADOLESCENCE

GROWTH AND DEVELOPMENT

Prepared by:
Shalini Santiago-Barroso, RN MAN
 HUMAN GROWTH AND
DEVELOPMENT
 Human development connotes the
scientific study of both quantitative
and qualitative ways by which human
change over time.
 Growth is referred to as the
quantitative changes.
 Development is more of the
qualitative changes.
 Two processes in development:
A. Evolution
B. Involution
 both begins at conception and ends at
death.
 Maturation is a natural process of
growing up ascribed to heredity. It
accounts for age-related changes &
requires favorable support from the
environment to occur.
 Learning is the aspect of development that
modifies behavior as a result of practice
and experiences.
Aspects of Development
1. Physical development. Changes in all
parts of the body including sensory,
capacities & motor skills that exert a major
influence on both intellect & personality.
2. Intellectual development. Changes in the
wide variety of mental abilities.
3. Personality & social development.
Personality is a unique way in which each
person deals with the world, expresses
emotions, & gets along with others while
social development affects both physical &
cognitive aspects of functioning.
4. Moral development. Awareness of the
distinction between right from wrong
and unfold standards or habits that have
to do with right or wring in conduct.
5. Spiritual development. An evolved
refinement of thought & feeling of the
spirit or soul as distinguished from the
material matters. A consciousness of
religion or the church that is held
sacred.
Research Methods
A. Nonexperimental methods
1. Case studies. Single case or individual
life.
2. Naturalistic observations. Researchers
observe & record people’s behavior in
real-life settings making no effort to
manipulate the environment or alter the
behavior.
3. Clinical studies. Combines observation
with flexible, individualized questioning.
4. Interview method. People are asked
directly to state their attitudes or
opinions or to relate aspects of their life
histories.
5. Correlational studies. Shows the
direction and magnitude of a
relationship between variables and to
what degree.
B. Experimental methods
 A controlled procedure in which the
investigator (experimenter) manipulates
variables to determine how one affects
another.
 Scientific experiment must be
conducted and reported in such a way
that another investigator can replicate
them to verify the results or
conclusions.
 Types of experiments:
1. Laboratory experiments. The subject is
brought into a laboratory setting and is
subjected to conditions that are under
the experimenter’s control.
2. Natural experiment. Compares people
who have been accidentally divided into
separate groups by circumstances of life.
Principles of Growth and
Development
1. Normative sequence. This is physical,
motor, mental & socio-emotional
development which take place in certain
orders.
2. Differentiation & integration. Global
patterns of behavior are broken into
smaller ones & smaller ones are put
together into larger ones.
3. Developmental direction. Growth &
development spreads over the body
cephalo-caudal & proximo-distal.
4. Optimal tendency. Organism grows as
though seeking a target to be reached
buy using any available resources.
5. Development. A product of maturation
& learning.
6. Early foundations are critical.
Attitudes, habits, & patterns of behavior
established during the early years.
7. All individuals are different. Individual
differences are significant because they
are responsible for individuality in
personality make up.
8. Each phase of development has
characteristic behavior. Patterns of
behavior are marked by period of
equilibrium & disequilibrium.
9. Each phase of development has hazards.
10. Development is aided by stimulation.
11. Growth is unique.
12. There are social expectations for every
stage of development.
13. The various aspects of development are
integrated.
Factors affecting growth and
development
1. Heredity
2. Environment
a. Internal environment is the immediate
environment within which the genes
exist and function in the nucleus of a
cell.
b. External environment can be made up of
physical and social.
Havighurst’s developmental
tasks during life span
Babyhood and early childhood
 Learning to take solid foods
 Learning to walk
 Learning to talk
 Learning to control the elimination of body
wastes
 Learning sex differences
 Getting ready to read
 Learning to distinguish right & wrong;
beginning to develop a conscience
Late Childhood
 Building physical skills necessary for ordinary games
 Building a wholesome attitude toward oneself as a
growing organism
 Learning to get along with age mates
 Beginning to develop appropriate masculine or
feminine social roles
 Developing fundamental skills in reading, writing
and calculating
 Developing concepts necessary for everyday living.
 Developing conscience, sense of morality and scale
of values
 Achieving personal independence
 Developing attitudes toward social groups and
institutions
Adolescence
 Achieving new & more mature relations with
age mates of both sexes.
 Achieving a masculine or feminine social role.
 Accepting one’s physique and using one’s
body effectively
 Desiring, accepting and achieving socially
responsible behavior
 Achieving emotional independence from
parents and other adults
 Preparing for an economic career
 Preparing for marriage and family life
 Acquiring a set of values and an ethical
system as a guide to behavior.
Early Adulthood
 Getting started in an occupation
 Selecting a mate
 Learning to live with a marriage partner
 Starting a family
 Rearing children
 Managing a home
 Taking on civic responsibility
 Finding a congenial social group
Middle Age
 Achieving adult civic and social
responsibility
 Assisting teenage children to become
responsible and happy adults
 Developing adult leisure-time activities
 Relating oneself to one’s spouse as a
person
 Accepting and adjusting to the
physiological changes of middle age
 Reaching and maintaining satisfactory
adjusting to aging parents
Old age
 Adjusting to decreasing physical strength
and health
 Adjusting to retirement and reduced
income
 Adjusting to death of spouse
 Establishing an explicit affiliation with
members of one’s age group
 Establishing satisfactory physical living
arrangements
 Adapting to social roles in a flexible way
EXCEPTIONAL CHILDREN
 Students who possesses special needs or
talents that should be addressed with a
modified instructions.
 Impairment refers to the diseased or
defective tissue.
 Disability refers to the reduction of
function, or the absence of particular
body organ or part.
 Handicap refers to the problems that an
impaired person might met in interacting
with the environment.
Types of exceptionalities
I. Physical disabilities
 Physically handicapped are those with
impairments that are temporary or permanent
that they need special equipment and/or help in
moving about.
Causes:
A. Prenatal factors. These includes before & after
conception lasting up to the first and/or third
trimester of life.
1. Genetic or chromosomal aberrations
2. Prematurity or untimely birth
3. Infection
4. Malnutrition/metabolic disturbances
5. Irradiation
6. Drug abuse
B. Perinatal factors. These are factors which may
cause crippling conditions during the period of
birth.
1. Birth injuries
2. Difficult labor
3. Hemorrhage
c. Postnatal factors. These are factors which are
mostly likely to cause crippling conditions after
birth.
1. Infections
2. Tumor or abscess in the brain
3. Fractures and dislocations
4. Tuberculosis of the bones.
5. Cerebrovascular injuries
6. Arthritis/rheumatism
 Characteristics of the physically handicapped
A. Physical. This refers to traits and behaviors
indicative of crippling conditions. Example:
limping, abnormal gait, uncontrolled
movement of extremities.
B. Intellectual learning. This refers to such
behavior characteristics related to mental
development & ability to learn. Example:
delayed or labored speech, low academic
achievements.
C. Social/emotional. The social & behavior
characteristics of the crippled are feelings of
inadequacy, dependency & low self-esteem,
generally immature.
 Classification of Disability
A. Orthopedic impairments refer to the
bone and muscular defects.
B. Neuro-muscular impairments refer to
the defects of the nerve and muscle
systems of the body.
II. Mental retardation/ developmental
disability
 Refers to significantly subaverage
general intellectual functioning with
deficits in adaptive behavior
 Causes:
1. Cultural familial
2. Organic causes
 Characteristics:
1. Physical. Has slit eyes, round face and
stubby extremities. Back of his head is
generally flat.
2. Intellectual learning. Poor memory, limited
ability to understand cause & effect, faulty
concept formation, impoverished language.
3. Social/emotional. Behavior is either
extreme such as overly aggression or
withdrawn, sociable & exhibits adaptive
behavior to the demands of environment
but has difficulty in delaying gratification.
 Classification of mentally retarded:
1. Mildly retarded. Those who are unable to
profit sufficiently from the program of the
regular school, but have potentialities for
development in:
a. educability in academic subjects
b. educability in social adjustments
c. minimal occupational adequacies
2. Moderately retarded. Those who are not
educable in the field of academic achievement,
but have potentialities for learning:
a. self-help skills
b. social adjustment in family & neighborhood
c. economic usefulness
3. Profoundly retarded. Those with severe
mental retardation that they are unable
to be trained in total self-care,
socialization, or economic usefulness
and who needs continued help in taking
care of their personal needs throughout
life.
 Behavioral disabilities
III.
 Inabilities of individuals to function
adequately or effectively in a
psychological or social context.
Characteristics:
1. Externalizing dimensions. Characterized
by acting out, disruptive, non-complaint,
or aggressive behavior patterns.
2. Internalizing dimensions. These includes
socially withdrawn and depressed
behavior patterns.
A. Conduct disorder behaviors
Characteristics Student’s classroom behavior

Aggression Engages in frequent fights; bullies, threatens and

uses inappropriate language
Non compliance Refuse to do work; ignores request
States “make me” when given a request
Disruptive Interrupts classes; steals, sings, whistles
behaviors Talks out inappropriately, laughs, shouts
Inattention Does not attend to task at hand
Does not respond to teacher’s directions
Frequently out of seat
Hyperactivity Appears to be in “perpetual motion”; fidgets,
out of seat; guesses at answers
Attention-seeking Shouts, shows off, runs away, tattles, whines
B. Personality disorders

Characteristics Student’s classroom behavior

Anxiety Shy, withdrawn, fidgety, asks

prequently about performance
Has physical symptoms in stressful
situations
Inferiority Fails to attempt new activities

Withdrawal Isolates self, is preoocupied,

daydreams, fails to show interest
C. Inadequacy – Immaturity

Characteristics Student’s classroom

behavior

Passive Acts irresponsibly

Is “easily led”
Has difficulty making decisions

Social immaturity Exhibits “baby” behaviors, cries in

stressful situations, chooses to
play with younger students
D. Socialized Aggression (Subcultural
Delinquency)
Characteristics Student’s classroom
behavior

Socialized aggression Engages in gang behavior

Engages in cooperative
stealing, truancy
IV. Sensory impairments
A. Visual impairments. Visual problem requiring
specific modification or adjustments in the
student’s educational programs.
a. albinism – rapid, involuntary side
movement of the eyeballs or nystagmus
b. cataracts – cloudiness or opacity of the
lens.
c. macular degeneration – use the remaining
peripheral vision to see large objects &
colors but not to read.
d. diabetic retinopathy
e. glaucoma – increase pressure within the
eye.
f. retinopathy – deterioration of the retina
A. Visual acuity problems.
a. Reduced visual acuity – poor sight
b. Amblyopia – lazy eye
c. Hyperopia – farsightedness
d. Myopia – nearsightedness
e. Astigmatism
 Hearing impairments
- it encompasses emotional problems, in
socialization, in learning disabilities & general
day-to-day experience only a hearing
impaired can comprehend.
Causes:
1. Exposure/acquiring viral diseases like
mumps, German Measles
2. Congenital malformation
3. Traumatic experience during delivery
4. Meningitis
5. Otitis media
6. Accidents/trauma
Classification Effects of Hearing Educational considerations
Loss

Slight May have difficulty Child’s hearing loss should be reported

hearing faint or to the school principal
distant speech
May experience May benefit from a hearing aid, needs
some difficulty with attention in vocabulary development
the language arts Needs favorable seating and lighting
subjects May need speech therapy

Mild May miss as much as Child should be referred to special

50% of class education for educational follow up.
discussions if voices Favorable seating & possible special
are faint or not in class esp. for primary children
line of vision Attention to vocabulary & reading
May exhibit limited
vocabulary & speech
anomalies
Classification Effects of Educational considerations
Hearing Loss

Moderate Conversation must Child should be referred to

be loud to be special education for educational
understood follow up
Will have increased Special help in language skills.
difficulty in group
discussions
Severe May hear loud Child should be referred to
voices about 1 foot special educational class
from the ear
May be able to Full time special program for deaf
identify children, emphasizing concept
environmental development & speech
sounds.
V. Learning Disabilities
 Encompasses problems in which children
exhibit disorders in understanding or
using spoken and/or written language.
 Also referred to as perpetual handicaps,
brain injury, dyslexia, specific
developmental disorder, & sensory
integration/ sensory motor dysfunction.
 Normal intelligence but functioning
below age-level expectations.
Sensory integration
ability to process and utilized information
received by one’s senses from the
environment.
Provides foundation on which to develop
perceptual motor skills which in turn
provides basic for academic learning,
emotional/social adjustments and ability to
cope with activities and demands of daily
life.
 Three conditions to identify students qualified
for educational services:
1. Normal intelligence – the child should be able
to perform at above normal range on non-
verbal measures which includes language
concepts.
2. Academic achievement deficit – the child
should manifest an academic achievement
deficit in at least one subject, such as oral
expression, listening, comprehension,
mathematical calculation and spelling.
3. Absence of other handicapping condition
(exclusion criteria) – the child should show
no evidence impairments, mental retardation,
severe cultural neglect or severe emotional
disturbance.
 Causes of learning disabilities:
1. Problematic pregnancy
2. Biochemical imbalances acquired from
artificial food colorings & flavorings
3. Environmental factors such as poor
quality of instruction, emotional
disturbances and lack of motivation.
HUMAN DEVELOPMENT THEORIES
A. JEAN PIAGET’S THEORY OF
COGNITIVE DEVELOPMENT
 Certain mental abilities tend to appear at
certain stages of development.
 Stages of cognitive development:
1. Sensorimotor (from birth to two years)
 Characterized by absence of language
 Based primarily on immediate experience
through the senses.
2. Preoperational stage ( 2 – 7 years)
 Increases the ability to store words and
language structures.
 Language develops when there is more
verbal communication.
3. Concrete operational stage (7 – 11 years)
 Children’s thinking become more logical
and systemic.
 Increased skill in reading is a key
developmental task.
3. Formal operations (11 – 16 years)
 Individuals come to thin at the level of
adults when they are functioning at their
best.
 Logical operations are used for problem
solving.
 “perspective thought” or relativism is
formed.
 There is awareness of different points of
view rather than of one single thought.
B. VYGOTSKY’S SOCIO-CULTURAL
PERSPECTIVE ON LEARNING &
LANGUAGE
 Culture and society give the student the
cognitive tools needed for development.
 Type and quality of those tools
determine the pattern and rate of
development.
 Four principles in Vygotskian
classroom:
1. Learning and development are social,
collaborative activities.
2. The zone of proximal development can
serve as a guide for curricular and
lesson planning.
3. School learning should occur in a
meaningful context.
4. Relate out-of-school experiences to the
child’s school experiences.
Zone of Proximal Development
 Emphasizes his belief that learning is
fundamentally a socially mediated activity.
Scaffolding
 an instructional process in which the
teacher adjusts to the child’s level of
development the amount and type of
support he or she offers the child.
Thought and Language Connection
 Speech serves the intellect as thoughts are
spoken.
 Social environment is important to
children’s development because it can
accelerate or decelerate development.

Language Development
 Language is a tool for organizing thinking
because it bears the concepts.
 Primary function of speech is for
communication.
Egocentric and Inner speech
 Transition from the social activity of
children to a more individualized activity.
 Egocentric speech develops & evolves into
inner speech, which declines as inner
speech appears.
 Both fulfill intellectual functions and have
similar structures.
 Forms of speech may be in reciting a poem,
speech minus sound.
Written language
 Does not depend on sound but in the
functional use of signs.
 Most elaborate form of language.
 Images of words are replaced from
words.
 Children must be aware of the phonetics,
dissect each word to spell it, and
reproduces the words with the symbols
of words.
Thought Development
 Determined by language.
 Children passes through stages to
develop their thinking process.
 According to Sakharov, stages of concept
formation begins in childhood, but the
intellectual functions develop at puberty.
 Concepts are classified as:
a. Spontaneous – non-conscious
b. Scientific – taught in school
 Curriculum plays an important role in the
development of scientific concepts because
they are formed in the process of instruction
in collaboration with an adult.
 Mastering a higher level in the realm of
scientific concepts raises the level of the
spontaneous concepts.
Scaffolding
 An instructional process in which the
teacher adjust the amount and type of
support offered to the child to suit the
child’s abilities, withdrawing support as the
child becomes more skilled.
Chomsky’s Psycholinguistics Biological
Predisposition to Language
Psycholinguistics
 Field of study that combines psychology
and linguistics to study how people
process language and how language use is
related to mental processes.
Psycholinguists
 Develop models for how language is
processed and understood, using evidence
from studies of what happens when these
process go awry.
Noam Chomsky
 American linguist cited that ability to
produce an endless variety of sentences
cannot be explained by any other theory
involving learning by experience and
observation.
 Ability relies on inborn knowledge of the
linguistic rules for sentence formation.
 Postulated the “Language Acquisition
Device” ( innate capacity for language
learning)
 Stages of LAD
Stage 1 – Pre-production
 Try to make sense out of messages
 Gain familiarity with the sounds, rhythm,
and patterns of English
 Show limited comprehension of “chunk”
or gist of language
 Attend to shared readings, but rely on
picture clues for understanding
 Respond non-verbally by pointing,
gesturing, nodding or drawing
Stage 2 – Early Production
 Demonstrate increased confidence
 Listen with greater understanding
 Identify people, places and objects
 Use routine expressions independently
 Repeat, recite memorable language
Stage 3 – Speech Emergence
 Speak with less hesitation and demonstrate
increasing understanding
 Produce longer phrases or sentences with
grammatical accuracy
 Use newly acquired, receptive vocabulary to
experiment and form messages in English
 Participate more fully in discussions,
including those with academic content
 Explains, describes, compare, and retell in
response to literature.
 Study “big ideas” and key concepts in
content areas
 Engage in independent reading based on
oral fluency and prior experiences with
print
 Use writing for a variety of purposes.
Stage 4 – Intermediate Fluency
 Longest in the language acquisition process.
 Produce connected discourse and narrative
 Use more extensive vocabulary
 Demonstrates increased levels of accuracy
and correctness
 Demonstrate use of higher-order language
 Read a wider range of texts with increasing
comprehension
 Explore concepts in greater depth
 Write using more standard forms
Stage 5 – Advanced Fluency
 Children will produce language with
varied grammatical structures and
vocabulary, comparable to native English
speakers of the same age.
Psychosocial Development
Developmental Social Psychological
task manifestations effect
Trust Allows intimacy Virtue of hope
Primary caregiver
plays an important
role

Mistrust Permits self- View the world

protection unfriendly and
unpredictable
Development Social Psychological
task manifestation effect
Autonomy Independence and Virtue of will
self determination emerges
Use developing Trusting their own
muscles to do judgment & to
everything substitute it to
Ability to do as their mother’s.
one pleases Awakening sense
of one self

Shame and doubt Punished Feeling of

excessively worthlessness and
Receiving harsh incompetence
toilet training negativistic
Overprotected
Developmental Social Psychological
task manifestations effect

Initiative Urge to form and Virtue of

carry out goals & purpose
their moral
judgment of what
they want to do

Guilt Turn into adults Repressed

who inhibit their
own impulses
Psychosomatic
illness
impotence
Developmental Social Psychological
task manifestation effect

Industry Child’s capacity Virtue of

for productive Competence, a
work view of the self as
able to master and
complete tasks

inferiority Child needs to Inadequate by

master his comparison
surroundings More isolated
Developmental Social Psychological
task manifestation effect

Identity Sense of oneself Virtue of fidelity

as a unique human serves as the
being with a higher level of
meaningful role to trust
play in the society

Role confusion Regressing into Diffidence

childishness to Defiance
avoid resolving Rebelliousness
conflicts
Developmental task Social manifestation Psychological effect

Intimacy Make deep personal Virtue of love, mutuality

commitments to others of devotion between
who have chosen to
share their lives

isolation Close parental Self-absorbed

relationships
Developmental Social Psychological
task manifestations effect

Generativity Need to Productivity or

participate in the creativity
continuation of life
Teaching and
mentoring

Stagnation Inactive Unfulfilled

lifeless
Develop Social manifestations Psychological effects
mental
task
Integrity Confronting the need to accept Virtue of wisdom is an
the way they have lived their important source of
lives in order to accept the psychological resource
approaching death & intellectual strength
Sense of order & meaning

Despair Inability to relive their lives Sense of mourning not

differently only for the misfortunes
& lost opportunities but
for the vulnerability &
transience of the human
condition
Educational implications
 At the pre school level, together with parents
& significant others should allow children
engage in considerable free experiment to
encourage development of autonomy but
should provide some guidance to reduce the
possibility of doubt.
 At the elementary level, teachers should make
the classroom situation as meaningful to the
pupils as possible.
 Educators need to understand that
adolescence is a time immensely complicated
by problems. They should help the students to
anticipate the future & weigh possibilities in
career choice.
 Thank you for listening.
May you have a purposive day
as future educators.
To God be the Glory. 