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Lesson 1 Development Pattern and Rights

This document discusses principles of child and adolescent development along biological, linguistic, cognitive, social, and psychological dimensions. It outlines several key concepts including growth, development, maturation, zone of proximal development, heredity, environment, and attachment. It describes development as a relatively orderly process and notes major principles like gradual change and complexity due to biological and environmental factors. The document also defines childhood and adolescence and outlines rights that children are endowed with based on a presidential decree.

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Kenneth Del Rosario Fernandez
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159 views9 pages

Lesson 1 Development Pattern and Rights

This document discusses principles of child and adolescent development along biological, linguistic, cognitive, social, and psychological dimensions. It outlines several key concepts including growth, development, maturation, zone of proximal development, heredity, environment, and attachment. It describes development as a relatively orderly process and notes major principles like gradual change and complexity due to biological and environmental factors. The document also defines childhood and adolescence and outlines rights that children are endowed with based on a presidential decree.

Uploaded by

Kenneth Del Rosario Fernandez
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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The Child and

Adolescent Learners
and Learning Principles
FCT 1
INSTRUCTOR: KRISZANNE DE GUIA LPT
LESSON 1: WHAT IS ALL ABOUT FCT 1
• Interpret theories and findings related to child and adolescent
development along the biological,
• Linguistic, Cognitive, Social and Psychological Dimensions.
• A. Basic Concepts
• Growth
• o Pertain to the physical change and increase in size
• o Can be measured quantitively
• o Indicators of growth are height, weight, bone size and definition
• Development
• Involves increase in the complexity of function and skill progression
• Maturation
• Consists of changes that occur relatively independent of the environment
• Usually considered to be genetically programmed the result of heredity
• Zone of Proximal Development
• It is wherein the child acquires new skills and information with the
help of assistance of an adult or an adult peer.
• Heredity
• The process of transmitting biological trait from parents to o--spring
through genes, the basic units of heredity.
• Environment
• Refers to the surrounding condition that influences growth and
Development
• Attachment
• Refers to the emotional bond to another person.
• Lasting psychological connectedness between human beings.
MAJOR PRINCIPLES OF HUMAN DEVELOPMENT
1. DEVELOPMENT IS RELATIVELY
ORDERLY
• PROXIMODISTAL PATTERN
• Muscular control of the trunk and
the arms comes earlier as compared
to the hands and fingers.
• CEPHALOCAUDAL PATTERN
• During the infancy the greatest
growth always occurs on the top to • 3. DEVELOPMENT TAKES
bottom. place GRADUALLY while some
• 2. While pattern of development is changes may occur in flash of
likely to be similar, the outcomes of insight more often It takes
development processes individual weeks, months, or years for a
will encounter factors that make person to undergo the
changes that result the
them different from other
display of developmental
individuals. characteristic
• 4. DEVELOPMENT AS A PROCESS IS COMPLEX: Because it is a
product of Biological Processes- involve change in the individuals
relationship with other people changes in emotions and changes in
personality.

• TWO APPROACHES OF HUMAN DEVELOPMENT:


1. TRADITIONAL APPROACH: study of development emphasizes
extensive change in childhood to adulthood
2. LIFE SPAN APPROACH: It is even in adulthood developmental
change takes place as it does during childhood.

• CHARACTERISTIC TO LIFE SPAN PERSPECTIVE:


• Development is lifelong
• Development is multidimensional- biological, cognitive,
socioemotional
• Development is Plastic- neural changes induced learning
• Development is Contextual -learning experience where children is
interested and motivated
• Development involves growth, maintenance, and regulation.
• CHILDHOOD- refers to the time of being a
child, the early stage in existence or
development of something. Connotes the
time of innocence, where on is free from
responsibility but vulnerable to forces in his
environment.
• ADOLESCENCE- latin: Adolescentia: means to
grow up is the period of psychological and
social transition involves biological, social and
psychological changes. Ages of Adolescence
vary by culture
PRESEDENTIAL DECREE NO. 63 DATED DECEMBER 10,
1974
THE RIGHTS OF CHILDREN AND YOUNG PERSON
• 1) Every child is endowed with the dignity and worth of a human being from the
moment of his conception, as generally accepted in medical parlance, and has,
therefore, the right to be born well.
(2) Every child has the right to a wholesome family life that will provide him with love,
care and understanding, guidance and counseling, and moral and material security.
The dependent or abandoned child shall be provided with the nearest substitute for a
home.
(3) Every child has the right to a well-rounded development of his personality to the
end that he may become a happy, useful and active member of society.
The gifted child shall be given opportunity and encouragement to develop his special
talents.
The emotionally disturbed or socially maladjusted child shall be treated with
sympathy and understanding, and shall be entitled to treatment and competent care.
The physically or mentally handicapped child shall be given the treatment, education
and care required by his particular condition.
(4) Every child has the right to a balanced diet, adequate clothing, sufficient shelter,
proper medical attention, and all the basic physical requirements of a healthy and
vigorous life.
(5) Every child has the right to be brought up in an atmosphere of morality and
rectitude for the enrichment and the strengthening of his character.
• (6) Every child has the right to an education commensurate with his
abilities and to the development of his skills for the improvement of
his capacity for service to himself and to his fellowmen.
(7) Every child has the right to full opportunities for safe and
wholesome recreation and activities, individual as well as social, for
the wholesome use of his leisure hours.
(8) Every child has the right to protection against exploitation,
improper influences, hazards, and other conditions or circumstances
prejudicial to his physical, mental, emotional, social and moral
development.
(9) Every child has the right to live in a community and a society that
can offer him an environment free from pernicious influences and
conducive to the promotion of his health and the cultivation of his
desirable traits and attributes.
• (10) Every child has the right to the care, assistance, and
protection of the State, particularly when his parents or
guardians fail or are unable to provide him with his
fundamental needs for growth, development, and
improvement.
(11) Every child has the right to an efficient and honest
government that will deepen his faith in democracy and
inspire him with the morality of the constituted
authorities both in their public and private lives.
(12) Every child has the right to grow up as a free
individual, in an atmosphere of peace, understanding,
tolerance, and universal brotherhood, and with the
determination to contribute his share in the building of a
better world

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