GROUP 1

P r o f. E d . 1 0 : C h i l d a n d
A d o l e s c e n t L e a r n e r s
a n d L e a r n i n g P r i n c i p l e s
MODULE 5: RESEARCH
IN CHILD AND
ADOLESCENT
DEVELOPMENT
LESSON OBJECTIVES
In this module, challenge yourself to:
 Explain the basic principles of research.
 Demonstrate appreciation of the role of teachers
as consumers and producers of developmental
research.
 Read researches on child and adolescent
development and make simple research abstracts
out of researches read.
 Teachers as Consumers/End Users of

Research
Research gives teachers and also policy-makers important
knowledge to use in decision-making for the benefit of learners and
their families. Well-informed teachers are able to use and integrate the
most authoritative research findings. Research enables teachers to
come up with informed decisions on what to teach and how to teach.
This involves decisions related to educational policies, curriculum,
effective teaching-learning processes, and even those involving
research, too. It can help us, teachers, to be more knowledgeable
 Teachers as Researchers
The conduct of research does
not only belong to thesis and
dissertation writers. It is for students
and teachers, too. Let us learn how to
conduct research methods and
designs with focus on child and
adolescent development.
 The Scientific Method
One important principle in research is adherence
to the scientific method, since research is a systematic
and a logical process. As such, researchers basically follow
the scientific method. Dewey gave us 5 steps of the
scientific method. They are as follows:

1.Identify and define the problem

2.Determine the hypothesis
3.Collect and analyze data
4. Formulate conclusions
5. Apply conclusions to the original hypothesis
 Research Designs
Researches that are done with the
high level of quality and integrity provide
us with valuable information about child
and adolescent development. To be able to
conduct quality research, it is important
that you know various research designs
and different data-gathering techniques
used by developmental researchers. Some
 Research Designs
1. Case Study - An in-depth look at an individual.

2. Correlational Study - A research design that

determines associations.

3. Experimental - A research design that determines

the cause-and-effect relationships.

4. Naturalistic Observation - A research design

that focuses on children’s experiences in natural
 Research Designs
5. Longitudinal - This research design studies and follows through a
single group over a period of time. The same individuals are studied over a
period of time, usually several years, or more.

6. Cross-sectional - A research strategy in which individuals of different

ages are compared at one time.

7. Sequential - This is the combined longitudinal approaches to learn

about life-span development (Schaie, 1993 cited by Santrock, 2002).

8. Action Research - It is a reflective process of progressive problem-

solving led by individuals working with others in teams or as part of a
“community of practice” to improve the way they address issues and solve
problems (Wikipedia, the free encyclopedia).
 Data-Gathering Techniques
1. Observation
2. Physiological Measures
3. Standardized
4. Interviews and Questionnaires
5. Life-History Records
 Ethical Principles
To serve the genuine purposes of research,
teacher researchers are subject to ethical
principles. Just as we have the Code of Ethics
that governs the conduct of research. These
ethical standards serve as reminders that as
researchers, we should strive to protect the
subjects of our study and to maintain the
integrity of our research. Details of these ethical
 Ethical Principles
1. Ethical standards of the American Educational Research
Association
http://www.aera.net/uploadedFIles/About_AERA/Ethical_Standards/Et
hicalStandards.pdf

2. Ethical Standards for Research with Children – Society for

Research in Child Development (USA)
http://www.srcd.org/index.php?option=com_content&task=view&id=
68&Itemid=110

3. Standards of the American Psychological Association Concerning

Research
 The Data Privacy Act of 2012 (R.A.
 This law was passed in
10173)the Philippines in 2012
“to protect the fundamental human right of
privacy of communication while ensuring free
flow of information to promote innovation and
growth.”

 The law states that the collection of personal

data “must be a declared, specified, and
legitimate purpose and that… consent is
 summary
o Teacher involvement in the conduct
of teacher research shows a shift
from thinking about teacher research
as something done to teachers to
something done by teachers
(Zeichner 1999; Lampert, 2000).
 Module 6: Developmental
Theories and other Relevant
Theories:
Freud’s Psychoanalytic Theory
Piaget’s Stages of Cognitive
Development
LESSON OBJECTIVES
In this module, challenge yourself to:
• Explain Freud’s view about the child
and adolescent development.
• Draw implications of Freud’s theory to
education.
• Describe Piaget’s stages in your own
words.
• Conduct a simple Piagetian Task
interview with children.
• Match learning activities to the
learners’ cognitive stage.
SIGMUND FREUD
 As a person grows, the
personality is also formed.
Many psychologists present
different views about how
personality develops. As
mentioned, Freud presents a
very interesting theory
about personality, its
components and
 Freud’s Stages of Psychosexual
1. Oral Stage (birth
Developmentto 18 months)
- The erogenous zone is the mouth.
During the oral stage, the child is
focused on oral pleasures (sucking).
Too much of little satisfaction can lead
to an Oral Fixation or Oral Personality
which is shown in an increased focus
 Freud’s Stages of Psychosexual
2.Anal Stage (18 months
Development to 3
years) - The child’s focus of pleasure
in this stage is the anus. The child
finds satisfaction in eliminating and
retaining feces. Through society’s
expectations, particularly the parents,
the child needs to work on toilet
 Freud’s Stages of Psychosexual
3. Phallic Development
Stage (ages 3 to 6) -
The pleasure or erogenous zone is
the genitals. During the preschool
age, children become interested in
what makes boys and girls different.
Preschoolers will sometimes be
seen fondling their genitals.
 Freud’s Stages of Psychosexual
4. LatencyDevelopment
Stage (age 6 to
puberty) - It’s during this stage
that sexual urges remain repressed.
The children’s focus is the
acquisition of physical and
academic skills. Boys usually relate
more with boys and girls with girls
 Freud’s Stages of Psychosexual
5.Genital Development
Stage (puberty
onwards) - The fifth stage of
psychosexual development begins at
the start of puberty when sexual
urges are once again awakened. In
the early stages, adolescents focus
their sexual urges towards the
 Freud’s Personality
Components
Freud described the
personality structures as having three
components, the id, the ego and the
superego. For each person, the first to
emerge is the id, followed by the ego,
and last to develop is the superego.
JEAN PIAGET
 For sixty years, Jean Piaget
conducted research on
cognitive development. His
research method involved
observing a small number of
individuals as they responded
to cognitive tasks that he
designed. These tasks were
JEAN PIAGET
 Piaget called his general theoretical
framework “genetic epistemo-logy”
because he was interested in how
knowledge developed in human
organisms. Piaget was initially into
biology and he also had a
background in philosophy.
Knowledge from both these
disciplines influenced his theories
and research of child development.
Out of his researches, Piaget come
 Basic Cognitive Concepts
1. Schema - Refers to the cognitive structures
by which individuals intellectually adapt to and
organize their environment. It is an individual’s
way to understand or create meaning about a
thing or experience.

2. Assimilation - The process of fitting new

experience into an existing or previously
created cognitive structure or schema.
Basic Cognitive Concepts
3. Accommodation - The
process of creating new
schema.

4. Equilibration - It is
achieving balance between
Piagets’s Stages of Cognitive Development
 Stage 1 - Sensori-motor Stage (from birth to
infancy)

 Stage 2 - Pre-Operational Stage (from about two to

seven years old)

 Stage 3 - Concrete-Operational Stage

(approximately between 8-11 years or the
elementary years)
 summary
o Freud's theory provides one conceptualization of how
personality is structured and how the elements of
personality function. In Freud's view, a balance in the
dynamic interaction of the id, ego, and superego is
necessary for a healthy personality.

o While the ego has a tough job to do, it does not have to act
alone. Anxiety also plays a role in helping the ego mediate
between the demands of the basic urges, moral values, and
the real world. When you experience different types of
anxiety, defense mechanisms may kick in to help defend the
 summary
o The influence of Piaget’s ideas in developmental
psychology has been enormous. He changed
how people viewed the child’s world and their
methods of studying children.

o He was an inspiration to many who came after

and took up his ideas. Piaget's ideas have
generated a huge amount of research which has
increased our understanding of cognitive
 Thank
you for
listening