APPLICATION

A. Time to Asses (essay)

1. Compare child and adolescent learners in your own view as a futer teacher.

The first difference is that children are not concerned with the time spent in class. When
it comes to the adult learner, their responsibilities often compete with their desire to
learn.

2. How can you help develop the potentials of child and adolescent learners? What are
the thins that you will consider? Explain your answer.

1.Identify and activate student strengths.

Instruction should help students believe “I can do this.” Teaching to students’ strengths
helps them become more confident in their abilities and empowers them to perform
better, all while establishing a growth mindset.
2. Focus on high intellectual performance.
High intellectual performance should be the target for all students, not only those who
have been identified for gifted and talented programs. Teach with the knowledge that all
students are highly capable.
3. Build on existing skills and knowledge.
Look at what students need to progress in their learning. What type of background
knowledge do they need to have as a baseline and what additional skills do they need to
build to succeed at the next level?
4. Situate learning in students’ lives.
Are students seeing a connection between what you’re teaching and what’s happening in
the world? Focus on issues and events happening in the world around them and
incorporate those trends into the learning experience.
5. Acknowledge the impact of culture.
Culture impacts the learning process and is a fundamental building block for students;
however, it also can hold children back, even in school. If the school culture doesn’t
represent the culture of the students, then you’re going to get all kinds of dysfunction.
6. Assess growth in every learning experience.
Make every learning experience an opportunity for assessing growth. Receiving feedback
on their performance and areas of growth helps students feel confident that they can
progress in their learning.

B. Time to Think
Relate the Bible passage to child and adolescent as learners:
Behold, children are heritage from the LORD: and the fruit of the womb in His reward-
Psalms 127:3

Behold, children are a heritage from the LORD, the fruit of the womb a reward. Like
arrows in the hand of a warrior are the children of one's youth. Blessed is the man who
fills his quiver with them! ... All your children shall be taught by the LORD, and great
shall be the peace of your children
C. Time to Reflect

Reflect on the three things that you learned from the lesson and activity. Relate
your personal experience and observation as a learner and as a future teacher.

As I personally take the time to have a reflection over the course of “Child and
Adolescent Development” I find myself intrigued with the amount of knowledge I gained
during this course this semester. I wanted to take the time to concentrate on three
specific areas in which I felt I had the most growth, but also came as a challenge to me
as well. It is important when reflecting over a course that I look at what I found to be
challenging, as this was an opportunity of growth for me individually. In this paper I will
review some of the main topics that I found to be interesting but also resourceful for my
future aspiration not only as a family life educator but also a mother one day.
Child and adolescent development is a combination of intellectual, cognitive, social,
emotional and physical (or motor) changes in children that occur in roughly four stages
(at very approximate ages): infancy (birth to 2 yrs), pre-school or early childhood (3 to 8
yrs), later childhood (9 to 12 yrs), and adolescence (13 to 18 yrs). The changes are
influenced by genetic predisposition, prenatal development, nutrition and health care,
culture and home environment, and education. The nature vs. nurture debate (whether
development is mostly due to genetic or environmental factors) is currently seen as a
combination of both influences, with the genetic predisposition of an individual
providing a very broad framework for later change induced from external environmental
factors.

Page 10
APPLICATION

A. Time to Asses (short quiz-Essay)

Give your personal insights on the following learner-centered physchological

principles.

1. Learning is influenced by environmental factors, including culture, technology, and

instructional practices.

Learning is influenced by environmental factor, including culture, technology, and

instructional practices. Learning does not occur in a vacuum. Cultural or group
influences on students impact many educationally relevant variables: motivation,
orientation toward learning, and ways of thinking.

2. What and how much is learned is infulenced by the learner’s motivation.

Motivation has a direct impact on how an individual learns. The affects of motivation is
normally far reaching because it increases an individual's energy level, determines the
persistence in reaching a specific goal, affects the types of learning techniques used and
an individual's thinking processes.

3. Learners has different strategies, approaches, and capabilities for learning that are
functions of prior experience and heredity.

Learners have different strategies, approaches, and capabilities for learning that are a
function of prior experience and heredity. Individuals are born with and develop their
own capabilities and talents. ... Educators need to help students examine their learning
preferences and expand or modify them, if necessary.

B. Time to Think
Draw some educational implications of Neun’s (2006) Five pronciples of Children’s
Development. Fill up the table below.

Principle Educational Implication to Child Care, Educstion and

Parenting
1. Children’s development is Holistic development essentially means the development
holistic. of intellectual, mental, physical, emotional, and social
abilities in a child so that he or she is capable of facing
the demands and challenges of everyday life. ... In order to
achieve this, the holistic development of a child is of
utmost importance.
2. Children’s development Factors such as adequate maternal nutrition, maternal
has multi- determinants. mental and physical health, parental stress and
depression, parenting styles, unemployment, limited or no
income, housing conditions, and neighbourhood
quality are some of the most important determinants of
early child development identified in recent research.
3. Children’s development Do children develop in a predictable sequence?
occurs in a predictable Children usually progress in a natural, predictable
sequence and directions. sequence from one developmental milestone to the next.
But each child grows and gains skills at his or her own
pace. Some children may be advanced in one area, such
 as language, but behind in another, such as sensory and
motor development.

4. Children’s development is
Measuring child development involves measuring abilities
cumulative. and aptitude and making comparisons with children of
the same age. Children's development is usually described
in terms of the developmental tasks they can or cannot
carry out.
5. Children’s development Students have individual differences that impact their
is characterized by physical development, especially if they're born with a
individual variation. disability that impedes growth or motor skills. Some
individual differences in personality may also impede
physical development, for instance, among students who
have different energy levels.

D. Time to Reflect
Read the true to life story of Teddy Stoddard as a student, and take note how Mrs.
Thompson as a teacher of Teddy playeda significant role in his development. Consider
the following guide question in writing your reflection.

1. What are the learner centered psychological principles adopted by Mrs. Thompson.
How did Mrs. Thompson apply these principles?

Children’s development has multi- determinants.

2. What is the significant role of Mrs. Thompson considering the learner centerd
psychological principles?

Factors such as adequate maternal nutrition, maternal mental and physical health,
parental stress and depression, parenting styles, unemployment, limited or no income,
housing conditions, and neighbourhood quality are some of the most important
determinants of early child development identified in recent research.

3. Which of those principles related to Teddy’s success as student?

Children’s development has multi- determinants.

Page 21 and 22
APPLICATION

A. Time to Asses
TRUE or FALSE: wrtie TRUE on the blank if the statement is true and write FALSE if it
is false.

True 1. The pursuit of independence and identity are prominent among adolescents.

True 2. Children in the early childhood stage exhibit strong dependene on adult.

True 3. Mastery of fundamental skills is a major concern during early childhood.

False 4. Heredity exerts a greater influence on human development than environment.

True 5. Theorist who advocates continuity in human development believed that

development involves gradual and cumulative changes.

B. Essay: Discuss/ explain briefly. Choose what stage you want to discuss.

Discuss your role in any of the stages of development as future teacher. How you can
effectively perform such roles to develop the skills or abilities of the learners?

The role of a teacher is to inspire, motivate, encourage and educate learners. Learners
can be of any age and from any background. However, for the purposes of this guide,
teachers refer to those who educate young people of school age (roughly 4-18). Teachers
serve many roles within a school environment.Broadly speaking, the function of teachers
is to help students learn by imparting knowledge to them and by setting up a situation
in which students can and will learn effectively. But teachers fill a complex set of roles,
which vary from one society to another and from one educational level to another.
Teachers need to learn to collaborate, co-create, plan classes, and monitor their work
together. This could be in the school they are working or within a school system. ... It
just demands more structured professional development and better-prepared instructors
to address these teachers' needs.

C. Time to Think ( Case Study )

Read and analyze the case study about Catrina (Neaum, 2016). Answer the
questions given below.

1. How much of Catrina’s ability is innate talent?

She starts play flute as a baby and toddler

2. What ( if there’s any) do you think are the one she inherited from her mother?

Yes!

3. How much of her talent comes from her experiences, for example, exposure t music at
home, at music groups and lesson, regular focused and practice, modelled behavior and
encouragement from her family and teacher?

Maybe most of her talent because she spent a lot of times practcing and learning .
4. What does this tell you about the interplay of nature and nurture in what we know
and can do?

D. Time to Reflect
Write an essay on the two most important things you learned from the lesson and
relate in your personal development. Are you a product of the interplay of heredity and
environment? Defend your stand.

The science of nature and nurture has demonstrated that genetic differences among
people are vital to human moral equality, freedom, and self-determination, not opposed
to them.Nature is more important than nurture because genes determine who we are.
Although our environment influences us, genes determine how it affects us. For this
reason, nature is more important than nurture. It would be satisfying to be able to say
that nature–nurture studies have given us conclusive and complete evidence about
where traits come from, with some traits clearly resulting from genetics and others
almost entirely from environmental factors, such as childrearing practices and personal
will; but that is not the case. Instead, everything has turned out to have some footing in
genetics. The more genetically-related people are, the more similar they are—
for everything: height, weight, intelligence, personality, mental illness, etc. Sure, it
seems like common sense that some traits have a genetic bias.

It may seem surprising, but genetic influence on behavior is a relatively recent discovery.
In the middle of the 20th century, psychology was dominated by the doctrine of
behaviorism, which held that behavior could only be explained in terms of environmental
factors. Psychiatry concentrated on psychoanalysis, which probed for roots of behavior
in individuals’ early life-histories. The truth is, neither behaviorism nor psychoanalysis
is incompatible with genetic influences on behavior, and neither Freud nor Skinner was
naive about the importance of organic processes in behavior. Nevertheless, in their day it
was widely thought that children’s personalities were shaped entirely by imitating their
parents’ behavior, and that schizophrenia was caused by certain kinds of “pathological
mothering.” Whatever the outcome of our broader discussion of nature–nurture, the
basic fact that the best predictors of an adopted child’s personality or mental health are
found in the biological parents he or she has never met, rather than in the adoptive
parents who raised him or her, presents a significant challenge to purely environmental
explanations of personality or psychopathology. The message is clear: You can’t leave
genes out of the equation. But keep in mind, no behavioral traits are completely
inherited, so you can’t leave the environment out altogether, either.It is tempting to
predict that the more we understand the wide-ranging effects of genetic differences on all
human characteristics—especially behavioral ones—our cultural, ethical, legal, and
personal ways of thinking about ourselves will have to undergo profound changes in
response. Perhaps criminal proceedings will consider genetic background. Parents,
presented with the genetic sequence of their children, will be faced with difficult
decisions about reproduction. These hopes or fears are often exaggerated. In some ways,
our thinking may need to change—for example, when we consider the meaning behind
the fundamental American principle that all men are created equal. Human beings
differ, and like all evolved organisms they differ genetically. The Declaration of
Independence predates Darwin and Mendel, but it is hard to imagine that Jefferson—
whose genius encompassed botany as well as moral philosophy—would have been
alarmed to learn about the genetic diversity of organisms. One of the most important
things modern genetics has taught us is that almost all human behavior is too complex
to be nailed down, even from the most complete genetic information, unless we’re
looking at identical twins. The science of nature and nurture has demonstrated that
genetic differences among people are vital to human moral equality, freedom, and self-
determination, not opposed to them. As Mordecai Kaplan said about the role of the past
in Jewish theology, genetics gets a vote, not a veto, in the determination of human
behavior. We should indulge our fascination with nature–nurture while resisting the
temptation to oversimplify it.

Page 37
APPLICATION

A. Time to Asses
Multiple Choice: Encircle the letter of your answer.

1. B
2. D
3. A
4. A
5. B

Essay: Answer the following questionsbriefly.

1. Do you agree/disagree with Freud’s view that human behavior is the result of the
interactins of id, ego, and super ego? Why?

Sigmund Freud's psychoanalytic theory of personality argues that human behavior is

the result of the interactions among three component parts of the mind: the id, ego, and
superego.psychosocial development theory?
The two theories of development both focus on the importance of early experiences, but
there are notable differences between Freud's and Erikson's ideas. Freud centered on the
importance of feeding, while Erikson was more concerned with how responsive
caretakers are to a child's needs.

2. How plausible do you think Freud’s idea that an individual is driven by sexual and
agressive instinct . Explain your answer.

Sigmund Freud is one of the most famous names in psychology. Even though most of
his ideas have been abandoned by modern psychology, his psychoanalytic theory formed
the basis for many current psychodynamic theories. Freud was the first to discuss the
unconscious mind and its role in human behavior.

Time to Reflect
Write the two most important things that you learned from Freud’s Theory and
relate it to your own personal development as an individual.

Sigmund Freud emphasized the importance of the unconscious mind, and a primary
assumption of Freudian theory is that the unconscious mind governs behavior to a
greater degree than people suspect. Indeed, the goal of psychoanalysis is to make the
unconscious conscious. Sigmund Freud's psychoanalytic theory of personality argues
that human behavior is the result of the interactions among three component parts of
the mind: the id, ego, and superego. He also proposed that personality was made up of
three key elements, the id, the ego, and the superego. Some other important Freudian
theories include his concepts of life and death instincts, the theory of psychosexual
development, and the mechanisms of defense. Perhaps the most significant contribution
Freud has made to modern thought is his conception of the unconscious. During the
19th century the dominant trend in Western thought was positivism, the claim that
people could accumulate real knowledge about themselves and their world, and exercise
rational control over both.
Page 44