MARIAN COLLEGE OF BALIUAG

908 Gil Carlos St., San Jose, Baliwag, Bulacan

TEACHER EDUCATION PROGRAM

Name: Aeron Chester A. Dino

Email: dinoaeron@gmail.com

CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES

This is a basic course on child and adolescent development focusing on current

research and theory on the biological, linguistic, cognitive, social and emotional
dimensions of development and the factors that affect the progress of development.
The coverage of the course is structured to cover the key dimensions of the
development of children and adolescents: physical, linguistic, cognitive and socio-
emotional development. For each dimension, the core contemporary research findings
and theories are covered. Particular emphasis is given to the factors that have been
identified as having positive or negative effects on the natural course of these
development processes. In addition, some focus is given to the exceptional cases when
children or adolescents vary from the natural course.
The coverage of these ideas is intended to provide the future teacher with broad
yet fairly detailed understanding of the developmental processes that students undergo
and do that such understanding may be used to guide all dealings (i.e., formal
instructional, informal social, etc.) with the students.

MODULE 1 HUMAN DEVELOPMENT

Focused Topics

Basic Concepts and Issues on Human Development

Developmental Theories and Other Relevant Theories
The Child and Adolescent Learner

Introduction

The study of human growth and development is one of the most complicated
processes. As the most complex of living beings, man’s behavior and capacities are
determined by the stages of development he/she is into and the influences that come
from external factors as the environment.
Anyone who is concerned with the education of children or raising them up as
interacting individuals, necessarily needs an understanding of how growth and
development take place in the various stages of his/her growing up to maturity.
 Educators, psychologists and most anybody else contend that learning is a lifelong
process. Any situation, regardless of time and place can be a learning experience but its
occurrence cannot be specified. What actually matters is the concept that each child
acquires needed knowledge, skills and attitudes relative to his/her developmental stage
and environmental set up.

Module Questions

1. “Growth is an evidence of life.” Explain.

The adage "Growth is evidence of life" highlights how important a link there is
between vitality and development. It implies that an organism's ability to grow
proves that it is alive as long as that ability exists. This statement underlines the
significance of continuous growth as a fundamental feature of life in the context of
child and adolescent learners.

Development in children and adolescents includes intellectual, emotional, and

social growth in addition to physical development. Young people constantly evolve
as they learn new things, gain new experiences, and see significant changes to
their physical and psychological characteristics.

Understanding growth as a sign of life from an educational standpoint emphasizes

the dynamic character of the learning process. Effective teaching and learning
strategies should value this ongoing development and encourage it. Young
learners' development is greatly facilitated and supported by educators, who also
assist them in reaching their full potential in all facets of life.

The phrase essentially emphasizes that education should support holistic growth
in young learners by emphasizing that life is a continuous process of growth and
development.

2. Differentiate growth and development. Cite three (3) situations.

Definition

Growth - refers primarily to physical changes in an individual, such as an increase

in height, weight, or the development of bodily structures and systems. It is
measurable and quantifiable.
Development - encompasses a broader range of changes, including physical,
cognitive, emotional, and social aspects. It involves the acquisition of skills,
abilities, and behaviors, and it is often more qualitative and subjective.

Situations

Cognitive Development vs. Physical Growth

 - Over the course of two years, a 10-year-old child's height increased from 4 feet
to 5 feet. The child not only grows physically during this time, but also shows
signs of cognitive development by completing increasingly difficult math
problems, reading challenging literature, and displaying enhanced logic and
problem-solving abilities.

Social Development vs. Muscular Growth

- Due to consistent physical activity, a teen who regularly participates in sports
sees a growth in muscular mass and strength. The same adolescent also
exhibits social development by learning how to work well with others, handle
conflict, and build relationships with peers, all of which indicate an increase in
social skills and emotional intelligence.

Language Development vs. Vocal Cord Growth

- As they transition from infancy to early childhood, a toddler's vocal cords
physically mature, enabling them to create a wider range of sounds and speak
more clearly. The same toddler also experiences linguistic development, which
includes expanding their vocabulary, creating more complicated sentences,
and strengthening their capacity for verbalizing their thoughts and ideas.

3. State the five (5) major principles of human development from a life-span
perspective. Give at least one (1) application of each principle in the teaching-
learning process.

Lifelong Development
- Human development is a lifelong process that occurs from birth until death. It
encompasses growth, change, and adaptation at every stage of life.

Application: The fact that learning and development continue throughout a

person's life should be acknowledged by educators. To encourage continual
development and adaptation, this principle emphasizes the value of providing
chances for continuous learning, such as adult education programs and
professional development for teachers.

Multidimensionality
- Human development is multidimensional, involving multiple aspects of an
individual's life, including physical, cognitive, emotional, and social dimensions.

Application: When constructing educational experiences, teachers should take

into account the various dimensions of development. In early childhood
education, for instance, a well-rounded curriculum can contain activities that
support a child's total development by fostering physical health, social
interaction, emotional control, and cognitive growth.

Multidirectional
 - The process of development is not always uniform or linear; it may contain
phases of growth and decline in various fields and life stages.

Application: Teachers should be mindful that student learning and development

may fluctuate while they are learning. Some students might do well in certain
subjects while struggling in others. To address individual differences and offer
additional support where necessary, teachers should modify their educational
approach.

Plasticity
- Plasticity is a characteristic of human growth, which suggests that people have
the capacity for change and adaptation. Development can be greatly influenced
by the environment, experiences, and learning.

Application: This idea emphasizes the significance of excellent instruction and

interventions. Teachers need to understand that despite difficulties, students
can still develop and flourish. Teachers can assist students in overcoming
challenges and realizing their full potential by offering targeted support,
personalized instruction, and chances for remediation.

Historical and Cultural Context

- Human development occurs within specific historical and cultural contexts.
Cultural factors and historical events influence how individuals develop.

Application: When creating curricula and instructional materials, educators

should be mindful of cultural differences and cognizant of the historical
background. The diversity of the student's cultural backgrounds should be
acknowledged and respected, and they should integrate culturally pertinent
material into their lessons. Additionally, teachers can design more contextually
relevant and interesting lessons by having a better awareness of the historical
developments and socioeconomic shifts that have impacted students' lives.

4. Illustrate the cephalocaudal and proximodistal patterns of development either by a

diagram or drawing. How are these patterns applied in teaching?

Cephalocaudal Pattern

Application: Teachers can use the cephalocaudal pattern in

early childhood education by understanding that young
children typically develop fine motor skills in their hands and
fingers before developing more advanced gross motor skills
in their legs and feet, such as walking and running. Activities
like drawing and handling small items can help students
develop their fine motor skills, which teachers can facilitate.
 Proximodistal Pattern

Application: Teachers of young children can take the

proximodistal pattern into account by emphasizing the
importance of stability and core strength for a variety of
physical activities. Yoga and balance drills are two exercises
that can be introduced into physical education lessons to
develop the core muscles.

5. Interpret the following in relation to human development:

a. “Every man is in certain respects like all other men, like some other men, no
other man.”

The disparity in human development is highlighted by this statement. It

recognizes that there are facets of human experience and nature that are
shared by all people. These similarities include fundamental human wants and
experiences in the biological, psychological, and social spheres.

The statement also acknowledges each person's individuality. While we all

have things in common, our unique traits, circumstances, and experiences also
define who we are. Each person's development journey is influenced by a
variety of genetic, environmental, and personal factors because no two people
are the same.

This remark emphasizes the significance of acknowledging both the

commonality of human experience and the uniqueness of everyone in the
context of human development. It highlights the need for educational and social
systems to recognize and take into account common developmental
milestones and the various needs and characteristics of individuals.

b. “Man is an unfinished project. He is always in the process of becoming.”

The dynamic and lifelong aspect of human growth is emphasized in this phrase.
It implies that people are not static things, but instead change and develop over
the course of their lives.

The process of human development is continuous and is not restricted to any

times or phases. This point of view encourages people to embrace learning,
adaptability, and personal development as essential components of their lives.
It also means that when we gain new knowledge and experiences, our
perceptions of who we are and the environment we live in may change.
 This idea emphasizes how important it is to help students develop a growth
mindset in the setting of education. It motivates educators to cultivate settings
that value lifelong learning, resiliency, and the belief that skills and intelligence
may grow with practice. It also emphasizes the importance of lifelong learning
and the understanding that people may grow and improve themselves at any
age or stage of life.

6. Compare and contrast the two (2) approaches to human development.

Aspect Psychoanalytic Approach Cognitive Development Approach

(Piagetian Theory)

Founder Sigmund Freud Jean Piaget

Focus Emphasizes unconscious Focuses on active construction of

processes, early experiences, understanding through cognitive
and instincts. processes.

Stages Psychosexual stages (oral, anal, Cognitive developmental stages

phallic, latent, genital) related to (sensorimotor, preoperational,
personality development. concrete operational, formal
operational) related to intellectual
growth.

Key Concepts Unconscious mind, defense Schemas, assimilation,

mechanisms, id, ego, superego. accommodation, equilibrium.
Role of Environment is acknowledged Recognizes the role of the
Environment but less emphasized. Early environment in providing experiences
experiences within the family that drive cognitive development.
are central.

Nature vs. Recognizes the interplay Similar recognition of nature and

Nurture between innate factors (nature) nurture but with a greater emphasis on
and environmental influences active learning and adaptation.
(nurture).

Nature of Stages are related to Stages pertain to cognitive

Stages psychosexual development and development and intellectual
personality formation. maturation.

Role of Emphasizes the role of the Focuses on conscious cognitive

Unconscious unconscious mind in shaping processes and active learning.
behavior and personality.

Approach to Emphasis on emotional conflict Emphasis on active mental processes

Change resolution as a driver of change. and cognitive adaptation.

Testability Concepts are often challenging Concepts are more empirically

to test scientifically due to their testable and have generated extensive
emphasis on unconscious research.
processes.
 7. What are the stages of human development? Discuss and specify the
developmental task/s in each stage.

Stage Age Range Developmental Tasks

Infancy 0-2 years Trust, attachment, sensory-motor skills

Early Childhood 3-6 years Social skills, language, independence, self-care

Middle Childhood 7-11 years Expanding social relationships, academics, morality

Adolescence 12-18 years Identity formation, autonomy, peer relationships

Early Adulthood 19-40 years Intimate relationships, career, identity

Middle Adulthood 41-65 years Career, parenting, relationships, life adjustments

Late Adulthood 65+ years Retirement, reflection, health, wisdom

8. Take a stand and defend on the following three (3) major issues in human
development: Then, give the educational implications of the stated issues.
a. Nature vs. Nurture

- I support the value of nurture in the nature vs. nurture argument. While there is
no doubt that genetic and biological elements (nature) contribute to human
development, contextual circumstances, experiences, and learning (nurture)
have a significant and irreplaceable impact.

Educational Implications: Understanding the relevance of nurture emphasizes

the significance of individualized and flexible educational techniques. The
needs, experiences, and backgrounds of each student should be addressed by
the teacher. This strategy promotes culturally aware education. Teachers
should be conscious of cultural variations in nurturing behaviors and modify
their pedagogical approaches accordingly. Recognizing the importance of
nurture highlights the necessity of culturally responsive education.

b. Continuity vs. Discontinuity

- I agree that human progress should be continuous. According to this

perspective, growth is a gradual, ongoing process, and the abilities and habits
developed in the early stages of life serve as the basis for later-acquired traits.

Educational Implications: The use of scaffolding techniques, in which teachers

support and advise students as they build on their current knowledge and skills,
is encouraged by a belief in continuity. Teachers need to understand that
growth occurs in a predictable sequence. With this knowledge, they may design
curricula and activities that correspond to students' developmental
preparedness. Continuity suggests that long-term objectives and persistent
efforts may yield better results. Teachers can help students adopt a growth
mindset by guiding them to view setbacks as chances for long-term
development.

c. Stability vs. Change

- I support the notion that human development needs change. Although stability
is essential in some areas of life, humans are adaptive organisms who are
constantly being shaped by their experiences and settings. Growth, adaptation,
and the potential for improvement are all enabled by change.

Educational Implications: Recognizing the potential for change highlights the

importance of adaptive education. Teachers should be open to new teaching
methods, technologies, and pedagogical approaches that can improve student
outcomes. Education should extend beyond formal schooling, encouraging
students to adapt, learn, and grow throughout their lives. Education should not
only impart knowledge but also foster resilience and adaptability. Students
 should be equipped with problem-solving skills and the ability to navigate
change effectively.

9. Research, discuss comprehensively and give concrete learning situations on the

following developmental theories: Then present the salient features of each theory
in a tabular form.
a. Freud’s Psychoanalytic Theory

- Freud's psychoanalytic theory emphasizes the role of unconscious processes

in shaping personality and behavior. It consists of three components: the id
(primitive and impulsive), ego (mediator between id and superego), and
superego (internalized moral standards).

Concrete Learning Situation: When a young child is denied access to a favorite

toy in class, they may throw rage tantrums. This is an expression of their id,
which is driven to fulfill goals right away.

b. Piaget’s Stages of Cognitive Development

- Piaget's theory focuses on cognitive development in four stages: sensorimotor

(0-2 years), preoperational (2-7 years), concrete operational (7-11 years), and
formal operational (11+ years). Children actively construct their understanding
of the world through assimilation and accommodation.

Concrete Learning Situation: In a classroom context, a teacher might notice a

5-year-old pupil struggling to grasp the idea of conservation and thinking that a
taller glass stores more liquid than a shorter one.

c. Erikson’s Psycho-Social Theory of Development

- Erikson's theory highlights the importance of social interactions and conflicts at

different stages of life. It consists of eight stages, each associated with a unique
psychosocial crisis, such as trust vs. mistrust (infancy), identity vs. role
confusion (adolescence), and integrity vs. despair (late adulthood).

Concrete Learning Situation: Teenagers may be struggling with identity and

self-esteem difficulties as they try to blend in with their peers while
simultaneously expressing their uniqueness and morals.

d. Kohlberg’s Stages of Moral Development

- Kohlberg's theory outlines three levels of moral development, each with two
stages. The levels are preconventional (focused on self-interest), conventional
(focused on societal norms), and postconventional (focused on abstract moral
principles).
 Concrete Learning Solution: Students may discuss in class whether it is morally
right or bad to steal food to feed a less fortunate household. This illustrates
many moral thinking phases.

e. Vygotsky’s Socio-Cultural Theory

- Vygotsky's theory emphasizes the role of social interactions, culture, and

language in cognitive development. He introduced the concept of the Zone of
Proximal Development (ZPD), where learners can achieve tasks with the help
of a more knowledgeable person.

Concrete Learning Solution: A teacher may use peer tutoring to help students
learn a complex math concept. This collaborative learning mirrors Vygotsky's
idea of the ZPD.

f. Bronfenbrenner’s Ecological Theory

- Bronfenbrenner's theory describes development as influenced by multiple

environmental systems, including the microsystem (individual relationships),
mesosystem (interactions between microsystems), exosystem (external
institutions), macrosystem (cultural values), and chronosystem (historical
changes).

Concrete Learning Solution: The interplay between a child's family

(microsystem) and the neighborhood school (mesosystem), as well as more
general societal issues (macrosystem) like the state of the economy, may have
an impact on a child's development.

Theory Key Concepts Concrete Learning

Situation

Freud’s Psychoanalytic Id, ego, superego, Temper tantrums in a

Theory unconscious preschool classroom

Piaget’s Stages of Sensorimotor to formal Struggle with conservation in

Cognitive Dev. ops. a school
Erikson’s Psycho-Social Psychosocial crises, Teenage identity and self-
Theory stages esteem struggles

Kohlberg’s Moral Preconventional to Classroom debate on

Development postconventional stealing for survival

Vygotsky’s Socio-Cultural ZPD, social interactions Peer tutoring for complex

Theory math learning

Bronfenbrenner’s Microsystem to Family, school, and societal

Ecological Theory chronosystem influences

10. Cite and explain the principles on the child and adolescent as learners.

Developmental Appropriateness
- This principle highlights the significance of matching teaching methodologies
and subject matter with the child's or adolescent's developmental stage. It
recognizes that physical, cognitive, and socioemotional development in
students progresses through predictable stages, and that effective teaching
should take these phases into account.

Active Engagement
- Promoting active involvement entails involving students in worthwhile
educational endeavors. Hands-on activities, debates, problem-solving, and
interactive lessons are all examples of active participation. It encourages
curiosity and deeper understanding.

Social Interaction
- Recognizing that children and adolescents are inherently social beings, this
principle highlights the value of social interactions in the learning process.
Learning is not solely an individual endeavor but is greatly enhanced through
peer interactions, collaborative learning, and group activities.
Individualization and Differentiation
- The individualization and differentiation approach emphasizes adapting
learning to fulfill individual requirements while taking into account the fact that
every learner is unique. To accommodate different learning styles, paces, and
capacities, teachers should change their teaching strategies, instructional
materials, and assessment procedures.

Zone of Proximal Development (ZPD)

- Derived from Vygotsky's work, the ZPD is the range of tasks a learner can
perform with support. Effective teaching involves identifying a student's ZPD
and providing appropriate scaffolding to help them progress to a higher level of
understanding.

Motivation and Interest

- This principle underscores the significance of student motivation and interest
in the learning process. Engaging lessons that tap into students' interests,
provide relevance, and offer choice can enhance motivation and drive learning.

Feedback and Assessment

- For students to progress, feedback must be given promptly and constructively.
Assessments should be used to direct learning and give students feedback on
their development. Assessments ought to be fair, reliable, and in line with
learning goals.

Cultural Sensitivity and Inclusivity

- The significance of appreciating and respecting cultural diversity in the
classroom is emphasized by this idea. Teachers should foster a welcoming
atmosphere that honors and respects other cultural experiences, beliefs, and
backgrounds.

Self-Regulation and Metacognition

- Encouraging students to develop self-regulation skills, such as goal setting and
time management, as well as metacognitive skills, which involve thinking about
one's own thinking, helps them become more effective and independent
learners.

Holistic Development
- Learning shouldn't be restricted to purely academic subjects. This principle
acknowledges the significance of promoting student moral, social, emotional,
and physical growth. Education should encourage development on all fronts.

Reflective Practice
- To increase student learning results, teachers should engage in reflective
practice, continually evaluating their instructional approaches and practices.
Reflective educators change their methods in response to evidence and
feedback from students.
11. Based on the United Nation’s report, what are the rights of the children and young
persons? Are these rights being adhered to by the Philippine government? Justify.

Rights of Children and Young Persons according to the Convention on the

Rights of the Child

Right to Life, Survival, and Development

- Children have the right to life and should develop physically, mentally, and
socially in a setting that supports their well-being.

Non-Discrimination
- Children should not be discriminated against based on their race, gender,
religion, disability, or other status. They have the right to equal opportunities
and treatment.

Best Interests of the Child

- All acts and decisions involving children should be made with their best
interests in mind. Legal, administrative, and social institutions are governed by
this idea.

Right to Participation
- According to their age and maturity, children have the right to express their
opinions on issues that concern them and to have those opinions taken into
consideration. They ought to be given the chance to take part in decision-
making.

Right to Identity
- Children have the right to a name, nationality, and, as far as possible, to know
and be cared for by their parents.

Right to Freedom from Violence, Abuse, and Neglect

- Children should be protected from all forms of violence, abuse, neglect, and
exploitation.

Right to Education
- Every child has the right to an education that maximizes the development of
their personalities, talents, and skills to set them up for successful adulthood in
a democratic society.

Right to Health
- Children have the right to the highest attainable standard of health, including
access to healthcare, clean water, and nutrition.
 Right to Play and Leisure
- Children have the right to rest, play, and engage in recreational activities
appropriate to their age.

Protection of Children in Armed Conflicts

- Children's rights should always be safeguarded, and they should be shielded
from the effects of armed warfare.

As for the Philippines, it has taken steps to align its policies and laws with these
principles and is a signatory to the Convention on the Rights of the Child. The Philippine
government has achieved progress in sectors including healthcare, education, and child
protection.
But still there are problems that need to be addressed. These are:

1. Child Labor - it remains a concern in certain sectors, despite legal restrictions.

2. Child Trafficking - the Philippines faces challenges related to child trafficking,

particularly in vulnerable communities.

3. Access to Quality Education - while strides have been made in improving access to
education, disparities in the quality of education and access in remote areas persist.

4. Child Protection - Issues related to child protection, including abuse and exploitation,
continue to be areas of concern.

12. What is/are the situation/s of the Filipino child and adolescent insofar as education
is concerned? Are there government interventions/policies introduced to alleviate
this/these situations?

Situation of Filipino Children and Adolescents in Education

The Philippine education system for children and adolescents paints a

complicated image. While substantial progress has been achieved, especially with
the extension of the K–12 program, to improve access to basic education,
difficulties still exist. It continues to be difficult to guarantee that all children have
access to a high-quality education in isolated and underdeveloped places. The
overall quality of education is still impacted by disparities in facilities, funding, and
teacher availability. When comparing urban and rural schools, the quality
difference is especially noticeable, raising continued concerns about fair access to
high-quality education.
Furthermore, dropout rates, particularly among adolescents, are a critical
problem. High dropout rates, particularly in secondary school, are a result of
economic pressures, the lengthy commute to schools, and the requirement that
children contribute to household revenue. Furthermore, child labor is still a serious
issue, especially in rural and underdeveloped areas. Many adolescents and
children are forced to work instead of going to school, depriving them of the chance
to continue their education. Furthermore, there are many children who lack access
to early childhood education, which is essential for preparing children for formal
education, especially those who live in underserved areas. Finally, it's still difficult
to provide inclusive education for kids with disabilities and those from
underrepresented groups, such indigenous communities. Barriers to participation
and the provision of quality education persist, necessitating continued efforts to
create a more inclusive educational system in the Philippines.

Government Interventions and Policies

A variety of initiatives and policies have been put into place by the Philippine
government to address the problems in the education system. The K-12 program,
which aims to improve education quality by expanding the basic education cycle
to include two years of senior high school, is one of the most notable initiatives.
This program aims to enhance students' prospects by better preparing them for
opportunities in higher education and jobs. Additionally, the Pantawid Pamilyang
Pilipino Program (4Ps) is a conditional cash transfer program that gives money to
households in economically difficult circumstances in exchange for their bringing
their children to school and making sure they get regular checkups. This program
is essential for encouraging children to attend school and for enhancing their
general wellbeing.
To help out-of-school children and adults who missed out on formal
education, the Department of Education (DepEd) has also established alternative
learning systems. These adaptable programs give people different options for
completing their basic education requirements and developing their skills.
Additionally, the annual Brigada Eskwela program promotes community
participation in getting schools ready for the school year. Communities and
volunteers voluntarily donate their time, energy, and resources to improve school
buildings, making the learning environment improved. To support children with
disabilities, the government has also given special education (SPED) programs
top priority, guaranteeing that they get individualized educational support and have
chances to be integrated into regular classrooms. Additionally, initiatives have
been made to offer indigenous communities’ education that is both culturally
appropriate and relevant, protecting their rich cultural history and enabling access
to formal education. These government initiatives show a dedication to improving
the educational system's many facets, from quality to inclusivity and cultural
preservation.