First Semester

AY 2021-2022

Teacher Education
Program
Professional Education
Division

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 1

DR. SUSIE HOPE R. TOMOL
DR. MYLA N. CONEJAR
 Republic of the Philippines
ILOILO SCIENCE AND TECHNOLOGY UNIVERSITY
Miagao Campus
Miagao, Iloilo

MODULE IN ED 1
THE CHILD AND ADOLESCENT
LEARNER AND LEARNING PRINCIPLES

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 2

 Module Outcomes

At the end of the module, you must have:

• define human development in your own words;
• draw some principles of human development; and
• distinguish two approaches to human development.

Introduction

As you read this module and do the activity, you are undergoing the
process of development. What principles govern this module proven? What do
experts say about development? These are the concerns of this Module.

Activate

Activity 1

Describe what they were before

birth and who they will possibly be
after birth into adulthood.
What will they possibly become?

child-encyclopedia.com sos-childrensvillages.org

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 3

Analysis
1. What is development?
2. Will there be anything common in the pattern of development of boy and
girl? If yes, what?
3. Will there be differences in their development, e.g. pace of rate of
development? What and why?
4. Will the process of development take place very fast or gradually?
5. Do you believe that boy and girl will continue to develop even in adulthood?
Or will they stop developing in adulthood?

Acquire

Pattern of movement or change that begins in conception and

continues through the life span

institutolavoro.com.br
Can be positive or negative Includes growth and decline

MAJOR PRINCIPLES OF GROWTH AND DEVELOPMENT

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 4

 1. Development is relatively orderly. (i.e., proximodistal pattern vs.
cephalo-caudal pattern)

2. While the pattern of development is likely to be similar, the outcomes of

developmental processes and the rate of development are likely to vary

3. Development takes place gradually .

4. Development as a process is complex because it is the product of

biological, cognitive and socioemotional processes .

APPROACHES TO HUMAN DEVELOPMENT

LIFE-SPAN
TRADITIONAL

1. Development is lifelong.
2. Development is multidimensional.
LIFE-SPAN 3. Development is plastic.
4. Development is contextual.
5. Development involves growth,
maintenance and regulation.

1. Development is lifelong. It does not end in adulthood. No developmental

stage dominates development.
2. Development is multidimensional. Development consists of biological,
cognitive, and socio-emotional dimension.
3. Development is plastic. Development is possible throughout the lifespan.
4. Development is contextual. Individuals are changing beings in a changing
world.
5. Development involves growth, maintenance and regulation. Growth,
maintenance and regulation are three goals of human development. The
goals of individuals vary among developmental stages. For instance, as
individuals reach middle and late adulthood, concern with growth gets into
the back stage while maintenance and regulation take the center stage.

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 5

 PRINCIPLES OF CHILD DEVELOPMENT AND LEARNING THAT INFORM
PRACTICE

Bases of developmentally appropriate practice (DAP) in early childhood

program for children and birth through age 8, which were stated in the position
paper of the National Association for the Education of Young Children (2009).

All the domains of development and learning-physical, social and emotional,

and cognitive are important and they are closely interrelated. Children‟s
development and learning in one domain influence and are influenced by
what takes place in other domains.
Many aspects of children‟s learning and development follow well
documented sequences, with later abilities, skills, and knowledge building
on those already acquired.
Development and learning proceed at varying rates from child to child, as
well as to uneven rates across different areas of a child‟s individual
functioning.
Development and learning result from a dynamic and continuous interaction
of biological maturation and experience.
Early experiences have profound effects, both cumulative and delayed, on a
child‟s development and learning; and optimal periods exist for certain
types of development and learning to occur.
Development proceeds toward greater complexity, self-regulation, and
symbolic or representational capacities.
Children develop best when they have a secure, consistent relationships
with responsive adults and opportunities for positive relationships with
peers.
Development and learning occur in and are influenced by multiple social and
cultural contexts.
Always mentally active in seeking to understand the world and around them,
children learn in a variety of ways; a wide range of teaching strategies and
interactions are effective in supporting all these kinds of learning.
Play is an important vehicle for developing self-regulation as well as for
promoting language, cognition, and social competence.
Development and learning advance when children are challenged to achieve
at a level just beyond their current mastery, and also when they have many
opportunities to practice newly acquired skills.
Children‟s experiences shape their motivation and approaches to learning,
such as persistence, initiative, and flexibility; in turn, these dispositions and
behaviours affect their learning and development.

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 6

 Apply

Instruction
• Work about the following questions.
• Provide your output on one whole sheet of clean bond paper

1. “Growth is an evidence of life.” What does this mean?

2. Define development in your own words. Translate the meaning of
development in Filipino and in your local dialect.
3. State the 5 major principles of human development from a life-span
perspective. Give at least one application in the teaching-learning process.
What have these principles to do with you as you teach learners?

4. . Research further on the cephalocaudal and proximodistal patterns of

development.
a. Illustrate both patterns by a drawing or diagram.
b. How do you apply your knowledge of cephalocaudal and proximodistal
patterns of development in your teaching?
5. Interpret the following quotations in relation to human development:
a. “Every man is in certain respects like all other men, like some other
men, and no other man.” (Murray, H. A. & C. Kluckhohn)
b. “Man is an unfinished project. He is always in the process of becoming.”
6. In the light of researches on human development, which of the two
approaches is closer to the truth traditional or lifespan? Why?

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 7

 Donita Ann G. Paredo
Name: ______________________________ Date: _______________
BSED SCIENCE 1-C
Year & Section: _______________________ Score: ______________

Directions: Do the following to ensure mastery of the big ideas presented in

Pattern of movement this module. Write your answer on the space provided.
or change that begins
in conception and
continues through the 1. Meaning of human development.
life span. 2. Four principles of human development and their educational implications.

Principle Educational Implication

1. Development is relatively orderly.
(i.e., proximodistal pattern vs.
cephalo-caudal pattern)

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 8

 3. Patterns of development
a. The direction of growth following the cephalocaudal pattern is from
________ to the ______________.
b. The direction of growth following the proximodistal pattern is from
_____________ to the ___________.
4. Two approaches to human development

Traditional vs. Life-span Approach

Approach
Concept
Traditional Life-span

Development during
childhood

Development during
adulthood

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 9

Developmental stage/s
as focus of study

5. Characteristics of human development from a life-span perspective.

Characteristics
of human
development

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 10

References:

• Corpuz, B. B., Lucas, M. R. D. , Borado, H. G. L., & Lucido, P. I. (2015).

Child and Adolescent Development: Looking at Learners at Different Life
Stages. Lorimar Publishing.
• Freud, S. (1920). Beyond the pleasure principle. SE, 18: 1-64. Freud, S.
(1923). The ego and the id. SE, 19: 1-66.
• Kohlberg‟ Theory of Moral Development, About.com
• McLeod, S. A. (2019, September 25). Id, ego and superego. Simply
Psychology.
• Vygotsky, L.S. (1962). Thought and Language. Cambridge, MA: MIT Press.
• Vygotsky, L.S. (1978). Mind in Society. Cambridge, MA: Harvard University
Press.
• Wertsch, J.V. (1985). Cultural, Communication, and Cognition: Vygotskian
Perspectives. Cambridge University Press.
• Berk, Laura. Infants, Children, and Adolescents, 6th edition USA: Allyn and
Bacon, 2007

Internet Sources:
• https://www.simplypsychology.org/psyche.html
• http://en.wikipedia.org/wiki/
• www.slideshare.com
• http://pdfslide.net

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 11