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Unit 1 - Basic Concepts

The document provides an overview of key concepts related to child and adolescent development and learning. It defines different periods of development from infancy through adolescence. It discusses theories around the influence of nature versus nurture on development. And it outlines the major domains of development - physical, cognitive, and socioemotional - and examples of what is involved in each domain.

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joyce
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25 views

Unit 1 - Basic Concepts

The document provides an overview of key concepts related to child and adolescent development and learning. It defines different periods of development from infancy through adolescence. It discusses theories around the influence of nature versus nurture on development. And it outlines the major domains of development - physical, cognitive, and socioemotional - and examples of what is involved in each domain.

Uploaded by

joyce
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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NEW

EDUC 1

THE CHILD & ADOLESCENT

LEARNERS AND LEARNING

PRINCIPLES

Basic Concepts

COBAR
HOLIBETH DE MESA-ES
E WE
EFOR
B

T
STAR
At the end of the unit, the pre-service teacher (PST)
can:

a. explain the basic concepts related to child and


adolescent development; and

b. explain how current research and theories on child


and adolescent development contribute to teaching and
learning within and across different areas.
Unit 1 – Basic Concepts

A. DEFINITIONS OF CHILD
Definitions from UNESCO,
UNICEF and WHO
AND ADOLESCENT

LEARNERS
O
UNESC

Adolescence is a distinct
stage that marks the
transition between childh
ood
and adulthood.
O
UNESC

Adolescent learners thrive


environments that acknow in s ch oo l
ledge and support
their growing desire for a
interaction, and abstract ut on o m y , peer
cognitive thinking, as
well as the increasing sali
related issues and romant en c e o f id en tit y-
ic relationships.
F
UNICE

Adolescence is a defining
development of a child th tim e in t he
at is characterized by
rapid physical growth and
sculpting, the onset of pu n e ur ol og ica l
berty and sexual
maturity.
F
UNICE

It is a critical period for i


development when young n d iv idu al id en tity
people are figuring
out who they want to be
opportunity for growth, e in th e w o rld ; an
xploration and
creativity.
WHO

Adolescence has been des


in life when an individual c rib ed as t he p eriod
but not yet an adult. It is is no lon g er a child,
individual undergoes enor a p er io d in w hic h an
mous physical and
psychological changes.
WHO

WHO defines adolescents


10-19-year age group and as in d iv id u als in the
24- year age group. Thes “y ou t h” as t h e 15-
e two overlapping age
groups are combined in th
people”, covering the age e gro u p “y ou ng
range 10-24 years
Unit 1 – Basic Concepts

B. GROWTH AND

DEVELOPMENT: NATURE

OR NURTURE?
NATURE

refers to all o f th e g e n es a n d
hereditary fact o r s th a t in flu e n c e w h o
we are—fro m o u r p h y s ic a l ap p e a r an ce
to our person a lit y ch ar a c t er ist ic s.
NURTURE

refers to all th e en vir o n m e n ta l v a ria b les


that impact wh o w e ar e , in c lu d in g o u r
early childh o o d ex p e r ien c es , h o w w e
were raised, our s o c ial r e la tio n sh ip s, a n d
our s ur ro u n d in g c ult u r e .
EMPIRICISTS

believe that the ultim at e s ou rc e of all


concepts and k no w led ge is ou r se nse
experience.
RATIONALISTS

hold tha t the conten t of co n c ep ts a n d k n o w le d ge


may at times surpass t h e in fo r m a t io n th at s e n s e
experience alone provides . T h e y a ls o be lie v e th a t
some form of reaso n ing is th e s o u rc e o f th is
added infor ma tio n a b ou t th e w o r ld .
UNIT 1- BASIC CONCEPTS

PERIODS OF

DEVELOPMENT
PERIODS OF DEVELOPMENT

1. Prenatal Period ( c on c e p t io n t o bir t h)


2. Infancy and Toddlerh o o d (b ir th t o 2 years )
3. Early Child h o od (2 to 6 y e a r s)
4. Middle Ch ild ho o d (6 to 11 y e a r s)
5. Adolesce n c e ( 11 to 18 ye a r s )
UNIT 1- BASIC CONCEPTS

DEVELOPMENTAL TASKS

AND EDUCATION

(HAVIGHURST)
DEVELOPMENTAL TASK THEORY

"The developmental-task co n c e p t oc c u p ie s m id dle g ro u n d


between two opposed theori e s o f ed u c a t io n : t he t h e o ry o f
freedom—that the child will d ev elo p b e s t if le ft a s f re e as
possible, and the theory of c o n st ra in t — t h a t t h e c h ild m u st
learn to become a worth y, re s po n s ib le ad u lt t hro u gh
restraints impos e d b y h is so c ie t y .
HAVIGHURST HAS IDENTIFIED SIX MAJOR AGE PERIODS:

infancy and ea rly c hild ho o d (0 -5 years)


mid d le ch ild h o o d (6- 12 y e ars )
adolescence (13-18 years)
earl y ad ult h o o d (19 - 2 9 ye ars )
mid dle a d u lth oo d (3 0 -6 0 y ea rs )
later maturity (61+)

e typical developmental tasks for each o f these p eriods.


There ar
UNIT 1- BASIC CONCEPTS

DOMAINS OF

DEVELOPMENT
DOMAINS OF DEVELOPMENT

er s to th e p h y sic a l, co g n it iv e, a nd
Development ref ou g h o u t
psychosocial d ev e lop me nt of hu m a n s t h r
. W h a t t y p e s o f de v e lo p m e n t a r e
the lifespan a re a s,
of t he s e t h re e d o m a ins , o r
involved in each
of life?
DOMAINS OF DEVELOPMENT
PHYSICAL DOMAIN

Physical develo pm e nt in v olve s g ro w t h


and change s in th e b o d y a nd b r a in,
the sense s, m o to r skil ls, a n d he a lth
and wellness.
COGNITIVE DOMAIN

Cog nitiv e de ve lop m en t in v olv es


learning, attention, memory,
language , th in kin g, re as o nin g , a nd
creativity.
SOCIOEMOTIONAL DOMAIN

Psychosocia l de ve lo p me nt inv olv e s


emotions, p er so na lity , a nd so cia l
relationships.
DO YOU HAVE

ANYMORE

QUESTIONS?
Thank You!
See you next meeting for our

lesson on:

biological development

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