The Child

and
Adolescent Learners
and
Learning Principles

JAKE C. LUMANG
Instructor
 Course Description
This course focuses on child and
adolescent development with emphasis on
current research and theory on biological,
linguistic, cognitive, social and emotional
dimensions of development. Further, this
includes factors that affect the progress of
development of the learners and shall
include appropriate pedagogical principles
applicable for each development level.
 Course Outcomes
At the end of this course, the students should:
 demonstrate understanding of research-based knowledge in child
and adolescent development and principles of teaching and
learning;
 articulate the rootedness of education in psychological contexts;
 demonstrate understanding of supportive learning environments
that nurture and inspire learners at each developmental level;
 demonstrate knowledge and understanding of differentiated
teaching to suit the learners’ gender, needs, strengths, interests
and experiences;
 apply pedagogies of learning and teaching appropriate for each
developmental level; and
 choose activities and strategies that are responsive to the
learners’ linguistic, cultural, socio-economic and religious
backgrounds.
“One child, one
teacher, one book and
one pen can change
the world.” —Malala
Yousafzai
 Now that we are about to start our class in Ed 101,,
HOW DO YOU FEEL? SELECT the emoji that best
represents your feelings. Explain in 2 – 3 sentences.
 Think and Share
As a future teacher, why do
we need to have basic
understanding of child and
adolescent development?
Basic Concepts

on Human
Development
 What is the
difference
between growth
and
development?
 What is Human Development?

•Human development is the pattern of movement or

change that begins at conception and continues
through the life span.

• It includes growth and decline.

•Development can be positive or negative.

(Santrock, 2002)
 Life-span
Development has
the following
characteristics:
1. Development is
multidimensional.
It is the product
of biological,
cognitive and
socio-emotional
dimensions.
2. Development is relatively
orderly.
1. Proximodistal pattern
The muscular growth of the trunk and the
arms comes earlier as compared to the
hands and fingers.

2. Cephalocaudal pattern
During infancy, the greatest growth always
occurs at the top – the head – with physical
growth in size, weight and future
differentiation gradually working its way
down from top to bottom.
3. Development takes
Child does not place
grow and
gradually. develop overnight.
Development does not
reverse overnight.

Setbacks in development
can be overcome with
correct intervention and
effort.
4. Development is contextual.
Individuals respond to
and act on contexts.
These contexts include
the individual’s
biological make-up,
physical environment,
cognitive processes,
historical, social and
cultural contexts.
 The goals of individual
vary
5.Development involves growth, among
developmental
maintenance and regulation. stages.
For instance, as
individuals reach middle
and late adulthood,
concern with growth
gets into back stage
while maintenance and
regulation take the
center stage.
6. Development is lifelong.
Development
does not end in
adulthood,
human will
continue to
develop even in
adulthood.
 Plasticity refers
to the potential
7. Development is for
plastic. change.
Development is
possible
throughout
lifespan. There is
no such thing as
“I am too old for
that”.
Learning Check!!!
Identify which
characteristics of
life-span
development is
being described.
Development is:
Children’s
- Lifelong
- Plastic
development and
- Multidimensional
- Relatively orderly
learning in one
- Takes place
gradually
domain influence
- Contextual
- Involves growth,
and are influenced
maintenance and
regulation
by what takes place
in other domains.
 and development
Development is:
follow well
- Lifelong
- Plastic
documented
- Multidimensional
- Relatively orderly
sequences, with
- Takes place
gradually
later abilities,
- Contextual
- Involves growth,
skills, and
maintenance and
regulation
knowledge building
on those already
acquired.
 Development and
Development is:
learning proceed at
- Lifelong
- Plastic
varying rates from
- Multidimensional
- Relatively orderly
child to child, as
- Takes place
gradually
well as at uneven
- Contextual
- Involves growth,
rates across
maintenance and
regulation
different areas of a
child’s individual
functioning.
 Development and
Development is:
- Lifelong
learning result
- Plastic
- Multidimensional
from dynamic and
- Relatively orderly
- Takes place
continuous
gradually
- Contextual
interaction of
- Involves growth,
maintenance and
biological
regulation maturation and
experience.
 cumulative and
Development is:
- Lifelong delayed, on a child’s
- Plastic
- Multidimensional development and
- Relatively orderly
- Takes place learning, and
gradually
- Contextual optimal periods
- Involves growth,
maintenance and
exist or certain
regulation
types of
development and
learning occur.
Development is:
Development
- Lifelong
- Plastic
proceeds toward
- Multidimensional greater complexity,
- Relatively orderly
- Takes place
gradually
self –regulation, and
- Contextual
- Involves growth,
symbolic or
maintenance and
regulation
representational
capacities.
 have secure,
Development is:
- Lifelong
consistent
- Plastic
- Multidimensional
relationships with
- Relatively orderly
- Takes place
responsive adults
gradually
- Contextual
and opportunities
- Involves growth,
maintenance and
for positive
regulation relationships with
peers.
Development is: Development and
- Lifelong
- Plastic learning occur in
- Multidimensional
- Relatively orderly and are influenced
- Takes place
gradually by multiple social
- Contextual
- Involves growth, and cultural
maintenance and
regulation contexts.
 Children learn in
Development is:
- Lifelong
variety of ways. A
- Plastic
- Multidimensional
variety of teaching
- Relatively orderly
- Takes place
strategies and
gradually
- Contextual
interactions are
- Involves growth,
maintenance and
effective in
regulation supporting all these
kinds of learning.
 Play is an important
Development is:
- Lifelong
vehicle for
- Plastic
- Multidimensional
developing self-
- Relatively orderly
- Takes place
regulation as well
gradually
- Contextual
as for promoting
- Involves growth, language, cognition,
maintenance and
regulation and social
competence.
 when children are
Development is:
challenged to achieve
- Lifelong
- Plastic
at a level just beyond
their current mastery,
- Multidimensional
- Relatively orderly
- Takes place
gradually
and also when they
- Contextual
- Involves growth,
have many
maintenance and
regulation
opportunities to
practice newly
acquired skills.
 approaches to
Development is:
learning, such as
- Lifelong
- Plastic
persistence,
- Multidimensional
- Relatively orderly
initiative and
- Takes place
gradually
flexibility; in turn,
- Contextual
- Involves growth,
these dispositions
maintenance and
regulation
and behaviors affect
their learning and
development.
 Domains of
Development
Domains of Development
 Issues on
Human
Developmen
t
● Nature vs ● Continuity vs. ● Stability vs.
Nurture Discontinuity Change
Which has a Does development Are we what
significant involves gradual, our first
influence on cumulative change
experiences
human or distinct
changes? Is our
have made of
development us or do we
? Nature or development like
that of a seedlings develop into
nurture? Is it
growing into an someone
individuals
acacia tree? Or is it different from
biological
more like that of who we were
inheritance or caterpillar at an earlier
environmenta becoming
l point in
butterfly? development?
 Stages of
Human
Development
and
Development
al Task
Introduction

For every developmental stage,

there is an expected developmental
task. What happens when the
expected developmental tasks are not
achieved at the corresponding stage?
How can you help children achieve
these developmental tasks?
Period
(conception to
birth)
- Involves tremendous
growth – from a single
cell to an organism
complete with brain and
behavioural capabilities.

- Period wherein heredity

endowments and sex are
fixed and all body
features, both external
and internal are
developed.
 Infancy
(birth to 2
weeks)
- Shortest of all developmental
periods.
- Infant – suggests extreme
helplessness
- Reflexes can be observed.

- Subdivisions of infancy:
a. Partunate – from fetal body
emerging from mother until the
cutting of umbilical cord.
b. Neonate – from the cutting
of the cord to 2 weeks.
 Babyhood
(2 weeks to 2
years)
- Characterized by
decreasing dependency for
the reason that this is the
time when babies achieve
enough body control to
become independent.
- Skills: Hand and Leg skills.
- Crying, cooing, babbling,
gesturing, and emotional
expressions are examples
of pre-speech forms of
communication.
Early
childhood
(3 to 5 years)
- The “pre-schooler years”

- Years before formal schooling

begins.

- Pre-gang, exploratory, and

questioning age, when
language and elementary
reasoning are acquired and
initial socialization is
experienced.
Developmental task of
Infancy to Early
childhood
● (0-5)
Learning to walk
● Learning to take solid foods
● Learning to talk
● Learning to control the elimination of body
wastes
● Learning sex difference and sexual modesty
● Acquiring concepts and language to describe
social and physical reality
● Readiness for reading
● Learning to distinguish right from wrong and
Middle and Late childhood (6 to
12 years)
- Gang and creative age when
self-help skills, social skills,
school skills and play skills
are developed.
- The fundamental skills of
reading, writing, and
arithmetic are mastered.
- The child is formally exposed
to the larger world and its
culture.
- Achievement becomes more
central of the child’s world
Developmental task of
Middle and late childhood
(6-12)
● Learning physical skills necessary for ordinary
games.
● Building a wholesome attitude towards
oneself.
● Learning to get along with age mates.
● Learning an appropriate sex role.
● Developing fundamental skills in reading,
writing and calculating.
● Developing concepts necessary for everyday
living.
Adolescence (13 to 18 years)

- Transition age from childhood to

adulthood.
- Begins a rapid physical change –
dramatic gains in height and weight,
changes in body contour, and the
development of sexual characteristics
such as enlargement of breast and
penis, development of pubic and
facial hair, and deepening of voice.
- Pursuit of independence and identity
are prominent.
- Thought is more logical, abstract and
Developmental task of
Adolescence (13-18)
● Achieving new and more mature relations with
are mates of both sexes.
● Achieving a masculine of feminine role.
● Accepting one’s physique and using the body
effectively.
● Achieving emotional independence of parents
and other adults.
● Preparing for marriage and family life.
● Acquiring a set of values and an ethical
system as a guide of behavior.
Early Adulthood (19 to 29
years)

- Age of adjustment to new

patterns of life and new
roles such as spouse,
parent, and breadwinner.

- It is a time of establishing
personal and economic
independence, career
development, selecting a
mate, learning to live with
someone in an intimate
way, starting a family and
Developmental task of
Early adulthood (19-29)
● Selecting a mate
● Learning to live with a partner
● Starting a family
● Rearing children
● Managing home
● Getting started in occupation
● Taking on civic responsibility
● Finding a congenial social group
Middle Adulthood (30 to 60
years)

- Transition age when

adjustments to initial
physical and mental
declines are experienced.

- It is a time of expanding
personal and social
involvement and
responsibility; of assisting
the next generation in
becoming competent and
mature individuals; and of
Developmental task of
Middle adulthood (30-60)
● Assisting teenage children to become
responsible and happy adults.
● Achieving adult social and civic responsibility.
● Reaching and maintaining satisfactory
performance in one’s occupation career.
● Developing adult leisure time activities.
● Relating oneself to one’s spouse as a person.
● To accept and adjust to the physiological
changes of middle age.
● Adjusting to aging parents.
Late Adulthood (61 years and
above)
- It is a time for adjustment
to decreasing strength and
health, life review,
retirement, and adjustment
to new social roles.

- Retirement age when

increasingly rapid physical
and mental declines are
experienced.
Developmental task of
Late adulthood (61
above)
● Adjusting to decreasing strength and
health.
● Adjusting to retirement and reduced
income.
● Adjusting to death of spouse.
● Establishing relations with one’s own
age group.
● Meeting social and civic obligations.
● Establishing satisfactory living quarters.