ThE CHILD AND ADOLESCENT LEARNER AND CHILDREN WITH WELL-DEVELOPED SOCIAL-

LEARNING PRINCIPLES (EDUC 011) EMOTIONAL SKILLS ARE ALSO MORE ABLE TO:

• express their ideas and feelings

• display empathy towards others
LESSON 1: HUMAN DEVELOPMENT (MEANING,
• manage their feelings of frustration and
CONCEPTS, AND APPROACHES)
disappointment more easily
HUMAN DEVELOPMENT • feel self-confident
• more easily make and develop friendships
- a multidisciplinary study of the psychological, • succeed in school
biological, and sociological factors that impact
people from infancy through adolescence to
adulthood
CONCEPTS OF HUMAN DEVELOPMENT
PHYSICAL DEVELOPMENT
SOME PRINCIPLE OF HUMAN DEVELOPMENT
- involves growth and changes in the body and
1. Development is is relatively orderly. brain, the senses, motor skills, and health and
• Proximodistal Development – occurs wellness
from the center/core of the body and then
slowly makes its way outwards to the COGNITIVE DEVELOPMENT
edges of the body - involves learning, attention, memory, language,
• Cephalocaudal Development – depicts thinking, reasoning, and creativity
the growth and development that the
infant goes through, beginning from the PSYCHOSOCIAL DEVELOPMENT
head and ending in the feet and toes,
whilst portraying the time span that the - involves emotions, personality, and social
development occurs relationships
2. While the patterns of development are likely to be
similar, the outcomes of developmental
processes and the rate of development are likely TWO APPROACHES TO HUMAN DEVELOPMENT
to vary among individuals.
3. Development takes place gradually. 1. TRADITIONAL PERSPECTIVE – believes that
4. Development as a process is complex because it individual will show extensive change from birth
is the product of biological, cognitive, and socio- to adolescence, little or no change in adulthood,
emotional processes. and decline in late old age
• Biological Development – the 2. LIFE-SPAN APPROACH – believes that even in
progressive changes in size, shape, and adulthood, developmental change takes place as
function during the life of an organism by it does during childhood
which its genetic potentials (genotype) ➢ Life-span development can be
are translated into functioning mature described by several principles
systems (phenotype) according to Paul Baltes
• Cognitive Process – a series of • Development is Lifelong –
chemical and electrical signals that occur development is not completed in
in the brain that allow you to comprehend infancy or childhood or at any
your environment and gain knowledge specific age: it encompasses the
• Socio-Emotional Process – provides entire lifespan, from conception
the foundation for how we feel about to death
ourselves and how we experience others • Development is Plastic –
- foundation begins the day we development is possible
are born and continues to throughout the lifespan
develop throughout our lifespan • Development is
Multidimensional –
development as a process is
complex because it is the
HEALTHY SOCIAL-EMOTIONAL DEVELOPMENT product of biological, cognitive,
INCLUDES THE ABILITY TO: in socio-emotional processes
(Santrock, 2002)
• form and sustain positive relationships
• Development is Contextual –
• experience, manage, and express emotions
development of course in many
• explore and engage with the environment
contexts
 - Baltes (1987) identified three INFANCY AND EARLY CHILDHOOD (0 – 6 YEARS
specific contextual influences: OLD)
1. Normative age- - learning to walk
graded influence - learning to take solid foods
2. Normative history- - learning to talk
graded influence - learning to control the elimination of body waste
3. Non-normative life - learning sex differences in sexual modesty
influence - forming concepts and learning language to
describe social and physical reality
• Development is - getting ready to read
Multidirectional – humans - emotional connect with parents and siblings
change in many directions - differentiate between right and wrong and
developing a conscience
ex: not touching a working switch, not
LESSON 2: STAGES OF DEVELOPMENT AND touching hot objects, telling lie is wrong
DEVELOPMENTAL TASK ACCORDING TO
LATER/MIDDLE CHILDHOOD (6 – 13 YEARS OLD)
HAVIGHURST
- learning physical skills necessary for ordinary
STAGES OF DEVELOPMENT
games
- a stage of development is an age period when - building wholesome attitudes toward oneself as a
certain needs, behaviors, experiences, and growing organism
capabilities are common and different from other - learning to get along with agemates
age periods - learning an appropriate masculine or feminine
social role
DEVELOPMENTAL TASK - developing fundamental skills in reading, writing,
and calculating
- the basic tasks which must be mustard at each
- developing concepts necessary for everyday
stage of life if the individual is to achieve normal
living
development and healthy adjustment
- developing conscience, morality, and a scale of
- failure to perform any of these tasks may hamper
values
development in succeeding stages
- achieving personal independence
- the tasks group themselves around several poles:
- developing attitudes towards social groups and
➢ physical skills, intellectual advancement,
institutions
emotional adjustment, social
relationships, attitudes toward the self, ADOLESCENCE (13 – 18 YEARS OLD)
attitude toward reality, formation of
standards and values - achieving new and more mature relations with
agemates of both sexes
- achieving a masculine or a feminine social role
- accepting ones physique and using the body
ROBERT J. HAVIGHURTS
effectively
- an American psychologist who developed his - achieving emotional independence of parents
theory on developmental tasks between 1948 and other adults
and 1953 - preparing for marriage and family life
- his work came after the work of Sigmund Freud - preparing for an economic career
and Jean Piaget, but before Erik Erikson - desiring and achieving socially responsible
- also known for popularizing the phrase behavior
“teachable moments” in his 1952 book Human - acquiring a set of values and an ethical system as
Development and Education a guide to behavior, developing an ideology
EARLY ADULTHOOD (19 – 30 YEARS OLD)

➢ according to Havighurst’s Developmental - selecting a mate

Task Theory, your age plays a big role - achieving a masculine or a feminine social role
➢ he said that, “It is important to keep in - learning to live with a marriage partner
mind that unless the time is right, learning - starting a family
will not occur. Hence, it is important to - rearing children
repeat important points whenever - managing a home
possible so that when a students’ - getting started in an occupation
feachable moment occurs, s/he can - taking on civic responsibility
benefit from the knowledge.” - finding a congenial social group
MIDDLE AGE (30 – 60 YEARS OLD) - create a supportive environment
- encourage independence
- achieving adult civic and social responsibility - offer guidance and role modelling
- establishing and maintaining an economic - promote social skills
standard of living - respect individual differences
- assisting teenage children to become responsible - facilitate cognitive development
and happy adults - monitor progress
- developing adult leisure time activities - collaborate with families
- relating oneself to one's spouse as a person - adapt teaching strategies
- accepting and adjusting to the physiologic
changes or middle age
- adjusting to aging parents
LESSON 3: ISSUES ON HUMAN DEVELOPMENT
LATE MATURITY (60 YEARS OLD AND OVER)
DEVELOPMENT – the process of growth and change in
- adjusting to decreasing physical strength and physical (body changes), cognitive (thinking and
health understanding of the world), and psychosocial
- adjusting to retirement and reduced income (personality and social skills) aspects that every individual
- adjusting to death of a spouse person experiences starting from the moment they were
- establishing an explicit affiliation with one's age born
group
- meeting social and civil obligations
- establishing satisfactory physical living NATURE VS. NURTURE
arrangement
NATURE
- biological factors
IMPORTANCE OF DEVELOPMENTAL TASKS - genetic inheritance
- understanding behavior - pre-wiring
- promoting growth
- parental roles ➢ Plato and Descartes – some ideas are
- relationship dynamics inborn
➢ Chomsky (1957)
o language acquisition
o Universal Grammar
FACTORS PROMOTING DEVELOPMENTAL TASKS o humans are born with an innate capacity
- provide opportunity to learn – good family for language learning
environment, school, economic condition NURTURE
- guidance in learning
- motivation - environmental factors
- good health - external factors
- optimal IQ
- creativity ➢ John Locke
o Tabula Rasa
o mind is a blank slate at birth
HAZARDS RELATED TO DEVELOPMENTAL TASKS ➢ Skinner (1957)
o language acquisition
- missed milestones o Behaviorist Perspective
- social pressures o environmental reinforcement
- emotional strain and learning
- interpersonal conflict
- impact on future tasks
- stagnation CONTINUITY VS. DISCONTINUITY
- dependency issues
- health and safety risks CONTINUITY
- cultural barriers
- lack of support - quality
- growth is gradual, continuous, and cumulative
- affected by biological factors that exist internal to
the individual
GUIDELINES FOR PARENTS AND TEACHERS
RELATING TO DEVELOPMENTAL TASKS DISCONTINUITY
- understand developmental norms - quantity
 - the view that development occurs in a series of
distinct stages
- affected by external factors such as family
background and education

STABILITY VS. CHANGE

STABILITY
- personality traits present during infancy endure
throughout the lifespan
- emphasizes the importance of early experiences
on future development
- early childhood experiences play a significant role
in determining adult personality traits and
behaviors
CHANGE
- family interactions, school experiences, and
acculturation modify personalities
- our behaviors, thoughts, and emotions are
malleable and can be influenced by experiences
and environments over time

➢ Plasticity – the capacity for change