PROF.

ED 1
American Psychological Association provide a 14
Principles
The 14 principles are divided into those referring to:
- Cognitive and Metacognitive (6 principles) -Guided by practice that enhance positive
- Motivational and Affective (3 principles) emotions and intrinsic motivation to learn.
- Development and Social (2 principles) Developmental and Social Factors
- Individual differences factors (3 principles) 10. Developmental influences learning
Cognitive and Metacognitive Factor - Learning is most effective when differential
1. Nature and Learning Process(cognitive) – development within and across physical,
Learning of complex subject matter is most intellectual, emotional, and social domain is
when it is an international process of taken into account.
constructing meaning from information and - Individual learns best when material is
experiences. appropriate to their development level.
- Different types of learning - Individual development varies across
2. Goals of the learning process(cognitive) – intellectual, social, emotional, and physical.
successful learners, over time and with 11. Social Influences on learning – Learning is
support instructional guidance, can create influenced by social interaction,
meaningful, coherent representation of interpersonal relation, and communication
knowledge. with others.
- strategic nature of learning requires students to - Learning can be enhanced when learners have an
be goal oriented. opportunity to interact and collaborative with
3. Construction of Knowledge (cognitive) – others.
successful learner can link new information - Allows social interactions, respect diversity,
with existing knowledge in meaningful ways. encourage flexible thinking and social
- Knowledge widens and deepens as students competence.
continue to build links between new information - Positive learning climates can help to establish
and experiences and their existing knowledge the context for healthier levels of thinking,
base. feeling and behaving.
4. Strategic thinking(metacognitive) – 12. Individual Differences in learning –
successful learner can create and use a Learners have different strategies,
repertoire of thinking and reasoning approaches, and capabilities for learning
strategies to achieve complex learning that are a function of prior experience and
goals. heredity.
- Use strategic thinking in their approach to - Individuals are born with and develop their own
learning, reasoning problem solving and concept capabilities and talents.
of learning. - Through learning and social acculturation, they
5. Thinking about thinking (metacognitive) – have acquired their own preferences for how
higher order strategies for selecting and they like to learn and the pace which they learn.
monitoring mental operations facilitate 13. Learning and Diversity – Learning is most
creative and critical thinking. effective when difference in learners’
- Instructional methods that focus on helping linguistic, cultural, and social backgrounds
learners develop these higher are taken into considerations.
order(metacognitive) strategies can enhance - The same basic principles of learning,
student learning and personal responsibility for motivation, and effective instruction apply to all
learning. learners.
6. Context of Learning (metacognitive) – 14. Standards and Assessments - Setting
learning is influenced by environmental appropriately high and challenging
factors, including culture, technology and standards and assessing the learner as well
instructional practices. as learning progress – including diagnostic,
- Technologies and instructional practices must be process and outcome assessment – are
appropriate for learners’ level of prior integral part of the learning process.
knowledge, cognitive abilities, and their learning - Assessment provides important information to
and thinking strategies. both the learner and teacher at all ages of the
Motivational and Affective Factors learning process.
7. Motivational and emotional influences of Alexander and Murphy gave a summary of the 14
learning – what and how much is learned is principles and distilled hem into 5 areas:
influenced by the learner’s motivation. 1. The knowledge base – one’s knowledge serve as
- Positive and Negative emotions, such as the foundation of all future learning.
curiosity generally enhance motivation, facilitate 2. Strategic processing and control – learners can
learning and performance. develop skills to reflect and regulate their
8. Intrinsic Motivation to Learn - the thoughts and behaviors in order to learn more
learner’s creativity, higher order thinking effectively.
and natural curiosity all contribute to 3. Motivation and affect – factors such as intrinsic
motivation to learn. motivation, reasons for wanting to learn,
- relevant to personal interest, and providing for personal goals and enjoyment of learning tasks
personal choice and control. all have a crucial role in the learning process.
9. Effects of Motivation on Effort – 4. Development and Individual differences –
Acquisition of complex knowledge and skills Learning is a unique journey for each person
requires extended effort and guided because each learner has his own unique
practice. combination of genetic and environment factors
that influence him.
 5. Situation or context - Learning happens in the
context of a society as well as within an
individual.
UNIT 1: MODULE 1: HUMAN DEVELOPMENT:
MEANING, CONCEPTS AND APPROACHES TWO APROACHES TO HUMAN DEVELOPMENT:
Human Development – is the pattern of movement of 1. Traditional Approach – If you
change that begins at conception and continuous through believe that a child will show
the life span. extensive change from birth to
- Development includes growth and decline this adolescence, little or no change in
meaning that development can be positive or adulthood and decline in late old
negative (Santrock, 2002). age.
2. Life- span Approach – If you
FOUR MAJOR PRINCIPLES OF HUMAN believe that even in adulthood
DEVELOPMENT development change takes place as
1. Development is relatively orderly - Child will it does during childhood.
learn to sit, crawl then walk before they can run.
5 CHARACTERISTICS OF THE LIFE-SPAN
The 2 pattern of development is relatively PERSPECTIVE:
orderly: Paul Baltes (Santrock 2002), an expert of life-span
 Proximodistal pattern – The muscular development, gives the following characteristics:
control of the trunk and the arms 1. Development is lifelong – It does not end in
comes earlier as compared to hands and adulthood. No developmental stage dominates
fingers. development.
 Cephalocaudal pattern – During the 2. Development is multidimensional –
infancy, the greatest growth always Development consists of biological, cognitive
occurs at the top – the head – with the and socioemotional dimensions.
physical growth in size, weight and 3. Development is plastic – Development is
future differentiation gradually working possible throughout the life-span.
its way down from top to bottom (e.g., 4. Development is contextual – Individuals are
neck, shoulder, middle trunk and so on). changing beings in a changing world.
2. While the pattern of development is likely to be 5. Development involves growth, maintenance
similar, the outcomes of developmental and regulation:
processes and the rate of development are 3 Goals of human development:
likely to vary among individuals. 1. Growth
- If a child come from a good home with loving 2. Maintenance
parents they may develop into warm and 3. Regulation
responsible children, adolescents and adults.
- If a child came from deprived environment, they - The goals of individuals vary among
may develop into carefree and irresponsible developmental stages for instance, as individuals
adolescents and adults. reach middle and late adulthood, concern with
3. Development take place gradually – A child growth gets into the back stage while
won`t develop into pimply teenagers overnight. maintenance and regulation take the center
It takes years before they become one. In fact, stage.
that`s the way of nature. MODULE 2: THE STAGES OF DEVELOPMENT
- The bud does not blossom suddenly, the seeds AND DEVELOPMENT TASKS
does not germinate overnight. DEVELOPMENT TASKS
4. Development as a process is complex because it – Robert J. Havighurst. Defines development tasks as
is the product of biological, cognitive and one that “arises at a certain period in our life, the
socioemotional processes. successful achievements of which leads to happiness and
Biological Process – involve changes in the individual`s success with later tasks while failure leads to
physical nature. unhappiness, social disapproval, and difficulty with later
-The child`s brain will develop. He will tasks.
gain height and weight. He will
experience hormonal changes as he 8 DEVELEOPMENTAL STAGES (SANTROCK)
approaches late adulthood. 1. Pre-natal Period (from conception to birth) – It
Cognitive Process – Involves changes in the individuals involves tremendous growth from a single cell
thought, intelligence and language. to an organism complete with brain and
- The child develops from mere sounds behavioral capabilities.
to a word becoming two words; the two 3 stages of pre-natal:
words becoming a sentence. Germinal – Zygote (0-2 weeks)
Socioemotional Process – Includes changes in the Embryonic – Embryo (3-8 weeks)
individual`s relationships with other people, changes in Fetal – Fetus (9 up to birth)
emotions, and changes in personality. 2. Infancy (from birth to 2 years old) – A time of
- They may fall in love and get inspired for lifer extreme dependence on adults. Many
or may end up betrayed, deserted and desperate psychological activities are just beginning-
afterwards. language, symbolic thought, sensorimotor
Remember: The effect of biological coordination and social learning.
process on development is not isolated 3. Early Childhood (3 to 5 years old)
from the effect of cognitive and AUTONOMY) – These are the preschool years.
socioemotional processes. Young children learn to become more self-
sufficient and to care for themselves, develop
school readiness skills and spend many hours in
play with peers.
 4. Middle and Late Childhood (6 to 12 years old) MODULE 4: RESEARCH IN CHILD AND
COMPARING) – The elementary school years. ADOLESCENT DEVELOPMENT
The fundamental skills of reading, writing and Teachers as Consumers/End Users of Research –
arithmetic are mastered. The child is formally Research gives teachers and also policy-makers
exposed to the larger world and its culture. important knowledge to use in decision making for the
Achievement becomes a more central theme of benefit of learners and their families.
the child`s world and self-control increases. - Well-informed teachers are able to use and
5. Adolescence (13 to 18 years old) IDENTITY integrate the most authoritative research
CRISIS) – Begins with rapid physical changes – findings.
Pursuit of independence and identity are Teachers as researchers – Conduct research does not
prominent. Thought is more logical, abstract and only belong to thesis and dissertation writers.
idealistic. More time is spent outside of the The Scientific Method – One important principle in
family. research is adherence to the scientific method.
6. Early Adulthood (19 to 29 years old) LONG 1. Identify and define the problem
TERM COMMITMENT) ideal – It is a time of 2. Determine the hypothesis
establishing personal and economic 3. Collect and analyze data
independence, career development, selecting a 4. Formulate conclusions
mate, learning to live with someone in an 5. Apply conclusions to the original hypothesis
intimate way, starting a family and rearing child. Research Design – Research that are done with high
7. Middle adulthood (30 to 60 years old) level of quality and integrity provide us with valuable
FAMILY) – It is a time of expanding personal information about child and adolescent development.
and social involvement and responsibility of Research Design and Data-Gathering Techniques:
assisting the next generation in becoming Research design:
competent and mature individuals; and of 1. Case Study – An in-depth look at an individual.
reaching and maintaining satisfaction in a career. It provides information about an individual’s
8. Late Adulthood (61 and above) DO WHAT fears, hopes, fantasies, traumatic experiences.
THEY WANT TO DO AS LONG AS THEY Etc.
CAN DO IT)- It is a time for adjustment to 2. Correlational study – A research that determines
decreasing strength and health, life review, associations. Useful because the more strongly
retirement and adjustment to new social roles. two events are correlated.
3. Experimental – a research that determines
MODULE 3: ISSUES ON HUMAN cause-and-effect relationship.
DEVELOPMENT 4. Naturalistic Observation – a research design
that focuses on children’s experiences in natural
NATURE VS. NURTURE settings.
Nature – refers to an individual`s biological inheritance. 5. Longitudinal – This research design studies and
Nurture – refers to environment experiences. follows through a single group over a period of
CONTINUITY VS. DISCONTINUITY time.
Continuity – refers to the idea that development is a 6. Cross-sectional – A research strategy in which
gradual and ongoing process that occurs throughout a individuals of different ages are compared at one
person`s life. time.
Example: Continuous Development 7. Sequential – this is the combined cross-sectional
Infancy Adulthood and longitudinal approaches to learn about life-
Discontinuity – refers to the idea that development span development.
occurs in distinct stages or periods characterized by 8. Action research – a reflective process of
qualitative shifts or changes in behavior cognition or progressive problem-solving led by individuals
abilities. working with others in terms or part of a
Example: Discontinuous Development “community of practice” to improve the way hey
STABILITY VS.CHANGE address issues solve problems.
Stability - refers to the consistency, continuity, or Data-gathering techniques:
predictability of certain traits, behaviors, or 1. Observation – can be made in either
characteristics over time. laboratories or materialistic settings.
Change – refers to the process of growth, - Naturalistic observation, behavior is observed in
transfoirmation, and adaptation that individual undergo the real world like classroom, homes in
through out their life span. neighborhood.
2. Physiological measures – certain indicators
Santrock (2002) – quoted that development is not all of children’s development such as: heart
about nature or nurture, continuity or rate, hormonal levels, bone growth, body
discontinuity,stability or change. The key tp weight, and brain activity are measured.
development is the “interaction” of the nature or nurture 3. Standardized tests – These are prepared
rather than either factor alone. tests that assess individuals’ performance in
- Both genes and environment are necessary for a different domains.
person even to exist without genes, there is no 4. Interviews and Questionnaires – Involving
person, without environment, there is no person. asking the participants o provide
- Heredity and Environment operate together – or information, about themselves based on the
cooperate and interact – to produce a person`s interview/ questionnaire given by the
intelligence, temperament, height, weight…, researcher.
ability to read and so on. - Gathering of data may be conducted through
printed, telephone, mail, in person, or on-line.
 Nonconscious – represent that we are not aware of have
not experienced, and that has not been made part of our
personalities.
5. Life-History records – records of MODULE 6: PIAGET’S STAGES OF COGNITIVE
information about a lifetime chronology of DEVELOPMENTJean William Fritz Piaget – a Swiss
events and activities. They often involve a psychologist.
combination of data records on education, - Known for his work on child development.
work, family, and residence. - Truly classic in the field of educational
MODULE5: FREUD’S PSYCHOANALYTIC psychology. This theory fueled other researchers
THEORY and theories of development and learning.
Sigmund Freud – the most popular psychologist that
studied the development of personality also probably the Piaget called his general theoretical framework
most controversial. “genetic epistemology” because he is interested in
- His theory of psychosexual development how knowledge developed in human organisms.
includes 5 distinct stages.
- Has a biggest impact in human development. Basic Cognitive Concepts
- Become the basis of another psychologist. Schema – it is an individual’s way to understand or
Erogenous Zone – A specific area that becomes the create meaning about a thing or experience.
focus of pleasure needs. Assimilation – this is the process of fitting a new
Fixation – Results from failure to satisfy the needs of a experience into an existing or previously created
particular psychosexual stage. cognitive structure of schema.
Accommodation – this is the process of creating new
Freud’s stages of psychosexual development schema.
Oral Stage (birth to 18 months) – focus in the mouth Equllibration - achieving proper balance between
Type of personality: oral receptive(nakulangan) – have assimilation and accommodation.
a stronger tendency to smoke, drink alcohol and over - When our experiences do not match our schema
eat. or cognitive structures, we experience
- Oral aggressive (nasobrahan) – have a “cognitive disequllibrium”
tendency to bite his/her nails, use curse words,
gossip. Become too dependent on others, easily Piaget’s Stages of Cognitive Development
fooled and lack leadership traits. Stage 1: Sensori-motor stage – correspond from birth to
Anal Stage (18-3 years old) – focus is in the Anus. infancy.
Fixation during this stage may result to: Anal - Initially reflexive in grasping, sucking and
retentive(nasobrahan) – obsession with cleanliness, reaching becomes more organized in his
perfection, and control(mitikolosa). Anal Expulsive movement and activity.
(nakulangan) – messy and disorganized. (garapal). Object permanence – the ability of the child to know
Phallic (3-6years old) – focus is in the Genitals. than an object still exist even when out of sight.
Oedipus complex – unconscious sexual attraction Stage 2 : Pre-Operational stage (2-7) – child can now
towards to his own mother. make mental representations and is able to pretend the
Electra complex – unconscious sexual attraction towards child is now ever closer to the use of symbols.
to her own father. Symbolic Function – ability to represents objects and
Latency Stage (6-puberty) – sexual urges remain events.
repressed. Focus is the acquisition of physical and Egocentrism – the tendency of the child to only see his
academic skills. point of view and to assume that everyone also has his
Genital Stage (puberty onwards) – focus their sexual some point of view.
urges towards the opposite sex, peers, with the pleasure Centration – refers to the tendency of the child to only
centered on the genitals. focus on one aspects of the or event and exclude others
aspects.
Freud’s Personality Components Irreversibility – pre-operational children still have the
ID – child born with ID. The ID plays a vital role in inability to reverse their thinking.
one’s personality. Animism – this is the tendency of children to attribute
- ID operates on the pleasurable principle, it human like traits or characteristics to inanimate objects.
focuses on immediate gratification or Transductive Reasoning – refer to the pre-operational
satisfaction of it’s need. child’s type of reasoning that is neither inductive nor
EGO – baby – toddler-preschooler. deductive.
- EGO operates using the reality principle. Stage 3: Concrete- Operational Stage (8-11) – stage is
SUPEREGO – superego embodies a person’s characterized by the ability of the child to think logically
moral aspect. but only in terms of concrete objects.
- Develops from what the parents, teachers and Decentering – refers to the ability of the child to
other persons who exert influence impart to be perceive the different features of objects and situations.
good or moral. Reversibility – child can now follow that certain
- It’s likened to conscience because it exerts operations can be done in reverse.
influence on what one consider right and wrong. Conservation – This is the ability to know that certain
TOPOGRAPHICAL MODEL properties of objects like number, mass, volume, or area
Unconscious – Freud said that what we go through in do not change even if there is a change in appearance.
our lives, emotions, beliefs, feelings, and impulses deep Seriation – refers to the ability to order or arrange things
within are not available to us at conscious level. in a series based on one dimension such as weight,
Conscious – we are aware of is stored in our conscious volume or size.
mind. Stage 4: Formal operational stage (12-15)
Subconscious – preconscious/subconscious. Hypothetical Reasoning – the ability to come up with
- This is the part of us that we can reach if different hypothesis about a problem and to go gather
prompted, but is our not active conscious. and weight data in order to make a final decision or
judgement.
 Stage 5: Adolescence (puberty- 20y/o) – Identity vs.
Analogical Reasoning – the ability to perceive the Role confusion
relationship in one instance and the use that relationship Maladaptive: Repudiation
to narrow down possible answer in another- similar Malignancy: Fanaticism
situation or problem. - If the crisis is balanced they will develop the
Deductive Reasoning – the ability to think logically by virtue of fidelity.
applying a general rule to a particular instance or Stage 6: Young adulthood (18-30y/o) – Intimacy vs.
situation. Isolation
MODULE 7: Erikson’s Psycho-Social Theory of - Malignancy of Isolation is exclusion
Development - Maladaptive of Intimacy if promiscuity
Erik Erikson – first published his 8 stage theory of - If the crisis is balanced they will develop the
human development in his 1950 book, childhood and virtue of love.
society. Stage 7: Middle adulthood – Generativity vs.
- Largely influenced by Sigmund Freud. Stagnation
- Malignant/malignancy tendency of
Psychological Development – describe how a person’s Generativity is Rejectivity.
personality develops, and how social skills are learned - Maladaptive tendency of Stagnation is
from infancy through adulthood. Overextension
- If the crisis is balanced they will develop the
Psychosocial- derived from the two source word virtue of caring/care.
namely: “psycho” means brain, mind, personality, etc. Stage 8: late adulthood – Integrity vs. Despair
Social- external relationships and environment. - Malignancy of despair is Disdain
Biopsychosocial – bio refers to biological, which means - Maladaptive of Integrity is presumption.
life. - If the crisis is balanced they will develop the
Epigenetic Principle – notion that we develop through virtue of wisdom.
an unfolding of our personality in predetermined stages.
Psychosocial crisis – refer to the challenges individuals
face at different stages of life.
Syntonic – the first-listed “positive” disposition in each
crisis.
Dystonic – the second-listed “negative” disposition.
Virtue – refer to what the individual achieves when the
stage is success fully reconciled.
Malignancy – involves too little positive and too much
negative aspects of the task.
Maladaptation – not quite as bad and involve too much
positive and too little negative.
Mutually – refers the effect of generation on each other,
especially among families, particularly between parents
and children and grandchildren.
Generativity – a certain for establishing and guiding the
next generation.

THE 8 PSYCHOSOCIAL STAGE OF

DEVELOPMENT

Stage 1: infancy(1-1.5y/o) – Trust vs. Mistrust

Maladaptive: Sensory Maladjustment
Malignancy: withdrawal
- If the crisis is balanced, they will develop the
virtue of hope
Stage 2: early childhood (18 months- 3y/o) – Autonomy
vs. Shame and Doubt
Maladaptive: impulsiveness
Malignancy; Compulsiveness
- If the crisis is balanced they will develop the
virtue of willpower or determination.
Stage 3: early childhood stage (3-6y/o) – Initiative vs.
Guilt
Maladaptive: ruthlessness
Malignancy: Inhibition
- If the crisis is balanced they will develop the
virtue of purpose.
Stage 4: school-age stage (6-12y/o) – Industry vs.
Inferiority
Maladaptive: Narrow virtuosity
Malignancy: Inertia
- If the crisis is balanced they will develop the
virtue of competency.