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Chıld Adolescent Development

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0% found this document useful (0 votes)
15 views7 pages

Chıld Adolescent Development

A LEPT Reviewer.

Uploaded by

roselsoria66
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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Prime – Supplemental Material Page 1 movements are spontaneous, occuring as part

of the baby’s usual activity. Others are


GROWTH responses to certain actions.
  Increase in body size and other parts of Reflexes help identify normal brain and nerve
the human body activity. Some reflexes occur only in specific
  Pertains to quantitative changes in the periods of
body and can be measured development. The following are some of the
  Takes place in the first twenty (20) years normal reflexes seen on newborn babies:
of life 1. Root reflex. This reflex begins when the
  Most rapid during infancy and growth corner of the baby’s mouth is stroked or
spurt on adolescence/puberty touched. The baby will turn

DEVELOPMENT his/her head and open his/her mouth to follow


and “root” the direction of the stroking. This
  Pertains to qualitative change in the helps the baby find the breast or bottle to begin
human body and cannot be measured feeding.
  It happens from simple to more complex 2. Suck reflex. Rooting helps the baby become
ready to suck. When the roof of the baby’s
  Takes place even after 20 years of life
mouth is touched, the baby will begin to suck.
  Refers to our maturation This reflex does not begin about the 32nd week
of pregnancy and is not fully developed until
(Remember that the process of Growth and about 36 weeks.
Development cannot be compared!)
3. Moro reflex. The Moro reflex is often called as
There are two (2) Factors affecting Growth and
“startle reflex” because it usually occurs when a
Development:
baby is startled
1. Heredity (Nature) - refers to the transfer of
genes. It also puts limitation in growth and by a loud sound or movement. In response to
development. the sound, the baby throws back his/her head,
extends out his/her
2. Environment (Nurture) – pertains to the
interaction with the surroundings and proper arms and legs, cries, then pulls the arms and
nutrition acquired. legs back in. A baby’s own cry can startle
him/her and trigger this reflex.
When a baby is newly born, it is covered with a
cheese-like substance called vernix caseosa. 4. Tonic neck reflex. When a baby’s head is
Also covering the newborn is lanugo which is turned to one side, the arm on that side
the fine hair-like structure covering the baby. stretches out and the opposite arm bends up
the elbow. This is often calles as the “fencing”
There are also different types of birth position and lasts about 6 to 7 months.
presentations. They are the ff:
5. Grasp reflex. Stroking tha palm of the baby’s
1. Cephalic when the head of the baby is
hand causes the baby to close his/her fingers
presented first during birth giving.
in a grasp. It lasts until about 5 to 6 months of
2. Breech when the legs/buttocks are age.
presented, and
6. Babinski reflex. When the sole of the foot is
3. Transverse when the shoulders of the baby firmly stroked, the big toe bends back toward
are presented during birth. the top of the foot and the other toes fan out.
This is a normal reflex until 2 years of age.
During infancy, babies tend to present reflexes.
Reflexes are involuntary movements or actions. 7. step reflex. This is also called as the walking
Some or dance reflex because the baby appears to be
dancing or taking steps when held upright.
8. Cremasteric reflex. This reflex is much Thelarche – breast budding
common to baby boys. When the thigh is
stroked softly, the lower part of Pseudomenstruation – withdrawal of maternal
hormones
the tummy tends to startle or move. This reflex
is also observable during puberty or even 6. Early 20-45 years old
among grown up men.
7. Middle adulthood 45-65 years old
Principles of Growth and Development
8. Late 65 years onwards (death)
1. Cephalocaudal – refers to “from head to tail”
THEORIES OF GROWTH AND DEVELOPMENT
development
All theories of human growth and development
2. Proximodistal – a development that starts
has an effect upon decisions made in the
from the center of the body going outward
classroom and parental management.
a. Gross motor skills pertains to larger skills
SIGMUND FREUD believes that all human
that babies mmake with their arms, legs, feet or
beings pass through a series of Psychosexual
with his entire body such as crawling, running
Development. This theory includes pleasure-
and jumping.
giving bodies per stages and may result to
b. Fine motor skills refers to smaller actions “fixation” if cannot be able to move on.
such as when a baby picks up things between
The Psychosexual Development Theory
his fingers or wriggles his toes on the sand. T
also includes moving his/her tongue, mouth Stages Age Overstimulation Understimulation
and smaller parts of the body. Characteristics

1. Oral From birth to 18 months


Prime – Supplemental Material Page 2  Gullible
Periods of Development  Easy to be fooled
1. Pre-natal period – from conception to birth  Mistrust, alcoholic
2. Infancy – from birth to 18 months old  drinker, smoker
3. Early childhood -18 months to 6 years  and gossiper
During 3-6 years old, boys tend to display  Mouth is the center of pleasure and major
“Pseudomasturbation”. During this period source of gratification and exploration
teachers must be very observant and should
not impose threat or punishment when such 2. Anal
activity is observed. If the teacher do so, the
child may develop “castration fear” or the fear of  (toilet
having his genitals being removed. The BEST
way to handle such situation inside the  training)
classroom is to ignore the behavior, divert the  18 months to 3
attention of the child and after, explain to the
child that masturbation should be done in  years
private places.
 Obsessive
4. Middle and late childhood – from 6 to 13
years (slow growth)  Compulsive

5. Adolescence period from 13 to 19 years .  Personality


secondary sex characteristics develops
 Disorder, too
Menarche – menstruation
 obedient Teachers should be aware of the Psychosexual
Development Theory in order for us to fully
 Messy, clumsy, understand
 disobedient and why some of our pupils/students behave the
way they do.
 rebellious
ERIK ERIKSON proposed the Psychosocial
 Anus and bladder as
Development Theory. According to him under
 pleasure-giving bodies this theory, crisis must be

3. Phallic (Penis) 3-6 years old Pervert Frigid resolved in order to develop a healthy direction.
impotence, too shy Genitalia as the source of Take note that the focus on Psychosocial
pleasure (masturbation). Develops Elektra and Development Theory is
Oedipus complex
an important sociocultural determinance of
4. Latency (school age) 6- puberty Workaholic human development.
Failing grades Energy directed to physical and
The Psychosocial Development Theory
intellectual activities. Sexual responses are
repressed. Normal homosexual stage
1. Infancy
(relationship with same sex or “barkada”

5. Genital Puberty onwards --- --- Energy Psychosocial conflict: Trust VS Mistrust
towards full sex maturity. Reappearance of
Oedipus and Elektra complex but directed to Task: attachment to the mother/caregiver
opposite sex.
If successful: trust in persons/faith and hope about the
Prime – Supplemental Material Page 3 environment and future

*Oedipus Complex means that the son is more If unsuccessful: difficulties in relating to persons
into the mother while Elektra Complex means
effectively. Fear of the future
that the daughter is more into the father.

*Overstimulation means that when the child 2. Toddlerhood (18 months – 3 years)
during the given age of a particular stage is
given something too much may result to Psychosocial conflict: Autonomy VS Shame and Doubt
something negative. For example, during the
Oral stage, if the baby doesn’t need a breastfeed Task: gaining some basic control over self and
but the mother still gives him milk he will environment
become too used to it resulting to being gullible
when he grow up. On the other hand, if the If successful: sense of self-control
baby is understimulated or wants milk to the
point that he/she is crying but the mother If unsuccessful: severe feeling of self-doubt. Always
always ignore him/her, then the baby will grow thinking that he cannot do something.
up as if he/she always wanted to have
something in his mouth for he/she was 3. Preschool Age (3 – 6 years)
deprived of it. This may result for him/her to be
a drinker, a smoker or gossiper. Psychosocial conflict: Initiative VS Guilt

Sigmund Freud also developed the differences Task: children areasked to assume more responsibilities,
between our id, ego, and superego. becoming purposeful and directive
(moral principle; conscience) EGO, SUPEREGO
If successful: ability to initiate one’s activities
(reality principle; balances id and ego)

ID (evil; the “I” principle; self-centered If unsuccessful: sense of inadequacy/guilt

4.School Age (6 – 12 years)


Psychosocial conflict: Industrious VS Inferiority As professional teachers, we should know how to
prevent crisis to occur on every aspect of growth and
Task: developing social, physical and learning skills
development, especially stages 1-5 for these are the
If successful: competence and ability to work and learn stages where an individual learner is at school. We should
If unsuccessful: sense of inferiority or difficulty in working make every tasks given on every aspect of the learner’s
and learning life successful.
5. Adolescence period (12 – 20 years) JEAN PIAGET developed the Cognitive Development
Psychosocial conflict: Identity VS Role Confusion Theory wherein according to him, knowledge is based
from
Task: developing sense of identity
prior learning (schema). He also stressed that
If successful: sense of personal identity Constructivism (realting past knowledge to new ones) is
important to
If unsuccessful: role confusion
the learners’ development.
6. Young Adulthood (20 – 35 years)
The Cognitive Development Theory
Prime – Supplemental Material Page 4
1. Sensorimotor Stage (birth – 2 years)
Psychosocial conflict: Intimacy VS Isolation
 Sensory organs and muscles become more functional
Task: establishing intimate bonds of love and friendship
 Movements are primarily reflexive
If successful: ability to love deeply and commit oneself
 All are extensions of oneself
If unsuccessful: emotional isolation, egocentric (self-
directed)  Routines should be established

7. Middle Adulthood (35 -65 years) 2. Preoperational Stage (2 – 7 years)

Psychosocial conflict: Generativity VS Stagnation  Starts to think

Task: fulfilling life goals (family, career, society)  Egocentric

If successful: ability to give and care for others  Cannot accept defeat

If unsuccessful: self-absorption, inability to grow as a  Animism (considering that objects have life)
person
 Role of playing is emphasized (enhances imagination)
8. Late Adulthood (65 years – death)
 No sense of conservation and reversibility
Psychosocial conflict: Integrity VS Despair
3. Concrete – Operational Stage (7 – 12 years)
Task: looking back over one’s life and accepting its
meaning  Knows how to reason out

If successful: sense of fulfillment  Learns the law of conservation

If unsuccessful: Dissatisfaction with life  Learns to follow abstract reasoning but limited

 They have problems in hypothetical reasoning


4. Formal Operation Stage (12 years onwards) It is wrong to violate others’ rights

 Able to solve abstract problems

 Learner is rational and logical Stage 6. Universal Ethics Orientation

Prime – Supplemental Material Page 5 [I will do it because I know it is right to do it]

LAWRENCE KOHLBERG based his ideas on the findings of Knowing the Moral Developement Theory, teachers can
Jean Piaget in studying Cognitive Development and be guided on making disciplinary measures in the

proposed the Moral Development Theory. According to classroom and managerial processes.
him, our ability to choose right from wrong is tied with
LEV VYGOTSKY proposed the Socio-Cultural Theory. He
our ability to understand and reason logically. emphasized that social interaction plays a very important

The Moral Development Theory role in cognitive development. He also believed that
individual development could not be understood without
Level 1. Pre-Conventional (Authority figures are obeyed)
(birth – 9 years) looking into the social and cultural context within which
development happens.
Stage 1. Punishment-Obedience Orientation
Scaffolding is Vygotsky’s term for appropriate assistance
[if you do good, no punishment] given by the teacher to assist the learner accomplish a
[if you do wrong, there will be punishment] specific task.
Stage 2. Instrumental-Relativist Language Development *the best definition of the word
[I will do good to you if you are good to me] is based on how it is being used.

[I will do bad to you if you are bad to me] There are four (4) major theorists on Language
Developement.
Level 2. Conventional (9 – 13 years)
1. BURRHUS FREDERICK SKINNER
Stage 3. Interpersonal Concordance (Good Boy Nice Girl
Orientation; Morality of Cooperation)  Proposed Operant Conditioning

[I am doing this because everyone is doing the same  Involves reinforcements (rewards)
thing]  “Talk to the child in an adult way”
Stage 4. Law and Order Orientation  Playing Damn Technique – let the child talk
Morality of Constraints 2. NO NOAAM CHOMSKY developed the Language
Behavior is right when it conforms to the Law Acquisition Device or Mother Tongue-Based Technique.
He is
Level 3. Post Conventional (13 years onwards)
also the major proponent of the Innatist Theory, which
Stage 5. Social Contratc Orientation (Morality of postulates that humans have innate ability to acquire
Cognition)
language; they are genetically preprogrammed for it. All
Respect the differences in ideas, concepts, orality and normally developing children acquire language. He also
religious affiliation
maintains that language and thought are separate.
3. SOCIAL CONTEXTUAL THEORY. This theory is primarily then the child relates it to what he already know (Theory
proposed by Lev Vygotsky which states that social of Constructivism).

interaction influences both language and cognitive THEORIES OF INTELLIGENCE AND LEARNING STYLES
development
1. Two-Factor Theory by Charles Spearman. It supports
Prime – Supplemental Material Page 6 that intelligence has two factors: a general mental ability

4. COGNITIVIST THEORY (Jean Piaget) maintained that factor (g) which represents what different cognitive tasks
language acquisition cannot take place until cognitive have in common; and many specific factors (s) which

development has paved the way for it. It asserts taht include mental abilities (mathematical, mechanical or
children develop knowledge of the world and then “map” verbal skills). Spearman is also the first one to use

thixs knoowledge onto language categories and relations. Psychometric approach to measure or quantify cognitive
From this viewpoint, language development depends on abilitiesm or factors taht are thought to be involved in

cognitive development, but not vice versa. intellectual performance. Let me give you an example:

Who are the Exceptional Children? They are children with Who is more intelligent, an examinee who garnered Top
the following conditions and difficulties: 1 in the Licensure Examination for Teachers or a dancer

1. Aphasia – impairment of any language modality (sound who won champion in a national dance competition?
production)
From the example given, we can see that both have
2. Dysphasia – partial impairment of language exceptional abilities. But in terms of asking who is

3. Dyslexia – special learning disability with written more intelligent then it depends on how intelligence is
language defined. If intelligence is defined in terms of cognitive

4. Dyscalculia – special learning disability with numerical abilities, we should say that the examinee who topped
operations the LET is more intelligent. However, if intelligence is

5. ADHD (Attention Deficit Hyperactivity Disorder) – defined in terms of motor skills and bodily kinesthetics,
impulsivity in attention and being hyperactive. then the champion dancer is more intelligent.

Ritalin – medicine for ADHD. It makes the hyperactive 2. Multiple Intelligence Theory by Howard Gardner. It
child more hyperactive to make him/her tired and tend to argues that there are different kinds of mental abilities
that
take a rest.
make up different kinds of intelligence. Instead of having
PAULO FREIRE proposed the Banking Concept of only two factors, there are 9 kinds which include verbal
Education. According to him, a child is like a bank which
the intelligence, musical intelligence, logico-mathematical
intelligence, spatial intelligencce, body kinesthetics
teacher deposits knowledge. This is almost the same with
John Locke’s Theory of Tabula Rasa wherein the child is intelligence, intrapersonal and interpersonal intelligence,
naturalistic intelligence and existential or moral
like a blank tablet which during the learning process
becomes filled with knowledge. Apparently, Jean Piaget intelligence.

opposed these for according to him, the child has prior 3. Sternberg’s Triarchic Theory of Intelligence. This is
knowledge already and the teacher gives new knowledge divided into three sub theories:
a. Experiential intelligence which is the ability to in Fraternities, Sororities, and Other Organizations and
formulate new ideas; Providing Penalties Therefore.”

b. Contextual intelligence which is the ability to adapt to 6. Republic Act No. 8353. Also known as “The Anti-Rape
a changing environment; and Law of 1997”. An act expanding the definition of Rape,

c. Componential intelligence which is the ability to think Reclassifying the same as Crime Against Person,
abstractly and process information. amending the purpose Act No. 3815, as amended,
otherwise
4. Jean Piaget’s Dynamic View. According to him, a
person’s intelligence is dynamic, that is, it changes as a known as the Revised Penal Code.
person’s

interaction with his or her environment changes.

5. Wechsler’s Global View. David Wechsler made his fame


as the developer of the IQ Tests. He devised teh

Wechsler Intelligence Scale for Children-Revised (WESC-


R). He stressed that intelligence is the aggregate ot global

capacity of the individual to act purposefully, to think


rationally and to deal effectively with te environment.

Prime – Supplemental Material Page 7

RELEVANT LAWS (Rights of the Child)

1. Republic Act No. 9344, the act establishing a


Comprehensive Juvenile Justice and Welfare

System. It exempts children below 18 years of age from


criminal liability.

2. Republic Act No. 7610,The Special Protection of


Children against Child Abuse.

3. Republic Act No. 7658, known as “ An Act Prohibiting


the Employment of Children below 15 Years of Age.

4. Filipino Children: Child 21. This is a strategic


programming network that promotes and safeguards the
rights of

the Filipino children.,

5. Republic Act No. 8049. It is known as “An Act


Regulating Hazing and Other Forms of Initiation Rites

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