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CHILD AND ADO REVIEWER
MODULE 1 THE NATURE OF
CHILDREN ADOLESCENTS
MEANING AND DESCRIPTION OF
ADOLESCENT LEARNERS:
1. ACCORDING TO UNESCO:
● ADOLESCENCE is a distinct stage that marks the transition between childhood and adulthood. ● Swiss developmental psychologist JEAN PIAGET described adolescence as the period during which individuals’ cognitive abilities fully mature.
2. CHARACTERISTICS OF ADOLESCENTS ACCORDING TO UNICEF: ● During adolescence (ages 10-19), girls and boys begin to interact with the world in new ways- taking chances, learning skills, and experiencing unfamiliar emotions. ● They venture beyond their families to form powerful connections with peers. ● Poverty and deprivation, gender inequality and other forms of discrimination intersect with climate change, economic upheaval, conflict, and displacement to threaten adolescents’ well-being. 3. ACCORDING TO WHO: ● ADOLESCENCE is one of the most rapid phase of human development. ● The characteristics of both the individual and the environment influence the changes taking place during adolescence. ● Adolescence is a period of life with specific health and developmental needs and rights. NATURE AND NURTURE A. NATURE ● NATURE is what we think of as pre-wiring and is influenced by genetic inheritance and other biological factors. B. NURTURE ● Nurture is generally taken as the influence of external factors after conception. ● The product of exposure, life experiences and learning on an individual. NATIVISM (EXTREME NATURE POSITION) ● Physical characteristics are biologically determined by genetic inheritance, ● Color of eyes, hair, pigmentation of the skin and certain diseases such as HUNTINGDON'S CHOREA is all a function of the genes we inherit.
EMPIRICISM (EXTREME NURTURE
POSITION)
● Environmentalists - also known as empiricists ● Their basic assumption is that at birth the human mind is a TABULA RASA (a blank state ) and that it is gradually “filled” because of experience (BEHAVIORISM). a. BANDURA’S 1997- BOBO DOLL EXPERIMENT 1961 ● Social learning theory states that aggression is learned from the environment through observation and imitation. b. SKINNER 1957 ● Believed that language is learnt from other people via behavior shaping techniques. c. FREUD 1905 ● Stated that events in our childhood have a great influence on our adult lives, shaping our personality. ● He thought that parenting is one of primary importance to a child’s development and family is the most important feature of nurture. MEANING OF HUMAN DEVELOPMENT ● HUMAN DEVELOPMENT is a pattern of movement or change that begins at conception and continues throughout the life span,.
MAJOR PRINCIPLES OF
DEVELOPMENT
- Development is relatively orderly.
- While the pattern of development is likely to be similar, the outcomes of developmental processes and the rate of development are likely to vary among individuals.
- Development takes place gradually.
- Development is a process that is complex because it is the product of biological, cognitive, and socio-emotional processes. TWO APPROACHES TO HUMAN DEVELOPMENT: a. TRADITIONAL APPROACH ● If you believe that people will show extensive change from birth to adolescence, little or no change in adulthood and decline in old age. b. LIFE- SPAN APPROACH ● If you believe that even in adulthood change is possible as it does during childhood. ➢ PAUL BALTES , an expert in life- span development, gives the following characteristics of development: **1. Development is life-long.
- Development is multi- dimensional.**
**1. Do abstract thinking.
- Reason from known principles.
- Consider many points of vies.
- Think about the process of** thinking. SOCIAL- EMOTIONAL DEVELOPMENT ● Defined as the changes in the ways we connect to other individuals and express and understand emotions. ● The core features of emotional development include the ability of a child: **1. To identify and understand their own feelings.
- To accurately read and comprehend emotional states of others.
- To manage strong emotions and their expression in a beneficial manner.
- To regulate their own behavior.
- To develop empathy for others and to establish and maintain relationships. GESELL’S MATURATION THEORY** ➢ ARNOLD GESELL was born on June 21, 1880 in Alma, Wisconsin. He became interested in child development while attending Clark University in Worcester, MA, and studying under professor G. Stanley Hall, an early psychologist. ● He stated that “children’s smooth, calm behavior alternates with their unsettled, uneven behavior.” ● EQUILIBRIUM- when children are more a joy to be with. ● DISEQUILIBRIUM- when their behavior can be more challenging. **PRINCIPLES OF CHILD DEVELOPMENT:
- Many aspects of children’s learning and development follow well documented sequences, with later abilities, skills and knowledge building on those already acquired.
- Early experiences have profound effects on child’s development and learning.
- Children develop best when they have secure, consistent relationships with responsive adults and positive relationship with peers.
- Development and learning occur in and are influenced by multiple social and cultural contexts.
- Children’s experiences shape their own motivation and interest; in turn, these preferences affect their learning. TYPES OF PLAYING A. FIRST STAGE OF PLAY**
● UNOCCUPIED PLAY.
● Primarily from birth to three months. This type of play likely doesn’t look like play at all. ● When babies observe their surroundings or make random movements. ● It sets the stage for future play exploration. B. SOLITARY PLAY ● Child playing alone. ● This type of play teaches children how to keep themselves entertained. ● One of the steps on the path to being self- sufficient. C. ONLOOKER PLAY ● A child simply observes other children playing and doesn’t partake in the action. ● It is typical for children between two and three years old and is especially common for younger children whose vocabulary is developing. D. PARALLEL PLAY ● This type of play begins around age two and differs from playing together in that neither child tries to influence the play of the other. ● You are likely to see them having fun, playing side by side in their own little worlds. E. ASSOCIATIVE PLAY ● Commonly begins around age three or four. ● Like parallel play, it features children playing separately. But in this type of play, children are involved with what others are doing. F. COOPERATIVE PLAY ● This is where all the stages come together and children truly start playing together. ● Typically starts between four and five years of age, this is the predominant type of play in groups of kids this age and up. G. CONSTRUCTIVE PLAY ● Teaches kids about manipulation, building and fitting things together. H. DRAMATIC OR FANTASY PLAY ● They learn how to take turns, cooperate and share. ● They work on language development. I. PHYSICAL PLAY ● This type of play builds gross and fine motor skills. ● It encourages kids to develop fitness skills and to enjoy physical activity, which provides lifelong benefits. J. SYMBOLIC PLAY ● This type of play can include vocal activities, graphic arts, counting or making music. ● It helps children to learn and express themselves and explore and process their experiences, ideas and emotions.
MODULE 2 BIOLOGICAL
DEVELOPMENT
➢ PHENOTYPE- refers to an individual’s observable traits. A person’s phenotype is determined by both their environmental factors ➢ GENOTYPE- refers to the genetic makeup of an organism; in other words, it describes an organism’s complete set og genes. FACTORS AFFECTING A CHILD’S BIOLOGICAL DEVELOPMENT: A. NUTRITION ● Proper nutrition is a vital factor in a child’s overall development. ● A mother should take 400 micrograms of folic acid daily for three months. Decreases the risk of certain birth defects of a baby’s brain and spine. ➢ ANENCEPHALY ○ A pregnant woman who lacks folic acid might cause a birth defect to a child which is known as ANENCEPHALY. ○ It is a serious birth defect in which a baby is born without parts of the brain and skull. ○ Anencephaly can be 100% lethal in the very first year of life but there have been few case reports of anencephaly infants with prolonged survival. ➢ SPINA BIFIDA ○ SPINA BIFIDA is a birth defect that occurs when the spine and spinal cord do not form properly. ○ It is a type of neutral tube defect. The neutral tube is the structure in a developing embryo. ○ When the neutral tube does not close all the way, the backbone that protects the spinal cord does not form and close as it should. This often results in damage to the spinal cord and nerves. ○ Spina bifida might cause physical and intellectual disabilities that range from mild to severe. B. GENDER ● Boys typically produce more androgens (male sex hormones) while females produce estrogens (female sex hormones). ➢ HIRSUTISM ○ HIRSUTISM is a condition in women that results excessive growth of dark or coarse hair in a male like pattern. ○ It is cause by an excess production of hormones called androgens,
secreted by the ovaries or adrenal glands and produced locally in the hair follicle. ➢ ALOPECIA ○ ALOPECIA AREATA is an autoimmune disease. This means that your immune system mistakenly attacks a part of your body. ○ Cells in your immune system surround and attack your hair follicle. C. GENETIC INHERITANCE ● GENETIC INHERITANCE is a basic principle of genetics and explains how characteristic are passed from one generation to the next. ● Genetic inheritance occurs due to genetic material, in the form of DNA , being passed from parents to their offspring. URIE BRONFENBRENNER’S ECOLOGICAL SYSTEMS THEORY: ➢ BROFENBRENNER recognized there are multiple aspects of a developing child’s life that interacts with and affects the child. 1, MICROSYSTEM ● The things that have direct contact with the child in their immediate environment such as parents, siblings, teachers and school peers. ● Relationships in a microsystem are bi-directional, meaning the child can be influenced by other people in their environment and is also capable of changing the beliefs and actions of other people too.
2. MESOSYSTEM ● Encompasses the interactions between the child’s microsystems, such as the interactions between the child’s parents and teachers or between school peers and siblings. 3. EXOSYSTEM ● It incorporates other formal and informal social structures, which do not themselves contain the child, but indirectly influence them as they affect one of the microsystems. 4. MACROSYSTEM ● Focuses on how cultural elements affects a child’s development. ● Culture that individuals are immersed within may influence their beliefs and perceptions about events that transpire in life. 5. CHRONOSYSTEM ● This system consists of all the environmental changes that occur over the lifetime which influence development, including major life transitions and historical events.
