Child & Adolescent Learners & Learning Principles

Growth

Quantitative changes in size, weight number, etc. It is observable

Growth

changes that take place in particular aspects of the body & behavior; one of the parts of development

Growth

continues throughout life but stops with the attainment of maturity

Development

Qualitative changes in the quality. Cannot be measured

Development

Describes the changes in the organism as a WHOLE; possible even without growth

Development

Continuous process - from womb to tomb. Conception to death. Conception is the start of development

Maturation/Nature

Factor Influencing Growth & Development

The natural growth resulting from heredity

Environmental Influences/Nurture

Factor Influencing Growth & Development

In and through which the growing takes place

Cephalocaudal Pattern

during infancy, the greatest growth always occurs at the top.

Head to Toe

Head to Tail

Upper to Lower

Proximodistal Pattern

Muscular control of the trunk and arms comes earlier as compared to the hands and finger

Near to Far

Center to Extremities

Center to outward

Principles of Development

1. Development follows an orderly sequence which is predictable.

2. The rate of development is unique in each individual

3. Development involves change - PME (Physical, Mental, Emotional)

4. Early development is more critical than later development

5. Development is the product of maturation and learning

6. Principle of inter-related development - SME (Social, Mental, Emotional)

7. There are social expectations for every developmental period which are often referred to as Developmental tasks

Gross Motor Development

Large Muscles in the body such as legs, arms, and the chest

Fine Motor Development

The small muscles such as those in the hand, fingers, lips and tongue.

DEVELOPMENTAL TASKS

Robert Havighurst

Stages of Human Development

Pre-natal Stage

Infancy

Babyhood/Toddlerhood

Early Childhood

Middle and Late Childhood

Adolescence

Early Childhood

Middle Adulthood

Late Adulthood

Pre-natal Stage

Conception to Birth

Germinal Period

Conception to 2 weeks

Zygote

Germinal Period (conception - 2 weeks)

Blastocyst - inner layer

Trophoblast - provide nutrition

Embryo

Embryonic Period (2 weeks - 2 months)

Endoderm (DiRes)

Ectoderm (NSS)

Mesoderm (CISMER)

Placenta - connects baby to mother, provide nutrient. Disk shaped

Umbilical cord - connects baby to the placenta

Amnion - a bag or an envelope that contains a clear fluid in which developing embryo afloats.

Fetal Period

2 months - 9 months

GEF

Mnemonic Prenatal stage

Infancy

Birth - 2 weeks

Infancy

Shortest of all developmental period

Infancy

fastest physical growth.

Infant - suggests extreme helplessness

Babyhood/Toddlerhood

2 weeks - 2 years

Babyhood

Crying. cooing, babbling, gesturing, and emotional expressions. Pre-speech forms of communication

vowels, empathy

Hand skills and leg skills.

Babies are capable of establishing friendships

EARLY CHILDHOOD

3 to 5 years old

EARLY CHILDHOOD

preschooler years

EARLY CHILDHOOD

Initial Socialization - Pre-gang, exploratory, and questioning age

EARLY CHILDHOOD

Learning sex differences and s*xual modesty.

EARLY CHILDHOOD

Getting ready to read.

Forming concepts and learning language to describe social and physical reality.

MIDDLE AND LATE CHILDHOOD

6-12 years

MIDDLE AND LATE CHILDHOOD

elementary years

MIDDLE AND LATE CHILDHOOD

Learning to get along with age mates

MIDDLE AND LATE CHILDHOOD

Learning an appropriate masculine or feminine social role.

MIDDLE AND LATE CHILDHOOD

Achieving personal independence.

MIDDLE AND LATE CHILDHOOD

• Developing conscience, morality and a scale of values.

• Developing attitudes toward social groups and institutions.

• Building wholesome attitudes toward oneself as a growing organism.

• Developing concepts necessary for everyday living.

ADOLESCENCE

13-18 yrs

ADOLESCENCE

rapid physical change, physical growth spurt

ADOLESCENCE

Achieving a masculine or feminine social role.

ADOLESCENCE

Acquiring a set of values and an ethical system as a guide to behavior

ADOLESCENCE

Preparing for marriage and family life and preparing for an economic career

ADOLESCENCE

Achieving emotional independence of parents and other adults.

ADOLESCENCE

Acquiring a set of values and an ethical system as a guide to behavior.

Desiring and achieving socially responsible behavior.

EARLY ADULTHOOD

It is a time of establishing personal and economic independence, career development, selecting a mate, learning to live with someone in intimate way, starting a family and rearing children.

EARLY ADULTHOOD

19-29 yrs

EARLY ADULTHOOD

Selecting a mate.

Learning to live with a partner.

EARLY ADULTHOOD

Finding a congenial social group.

Taking on civic responsibility.

MIDDLE ADULTHOOD

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 reaching and maintaining satisfaction in career.

MIDDLE ADULTHOOD

30-60 yrs

MIDDLE ADULTHOOD

Reaching and maintaining satisfactory performance in one's occupational career.

MIDDLE ADULTHOOD

Achieving adult social and civic responsibility.

LATE ADULTHOOD

61 yrs and above

LATE ADULTHOOD

Retirement age when increasingly rapid physical and mental decline are experienced.

LATE ADULTHOOD

• Adjusting to decreasing physical strength and health

• Adjusting to retirement and reduced income.

• Adjusting to death of a spouse.

• Establishing an explicit affiliation with one's age group.

• Adopting and adapting social roles in a flexible way.

• Establishing satisfactory physical living arrangements.

PSYCHOSOCIAL THEORY

ERIK ERIKSON

Epigenetic Principle

compared to rose bud

• Explains that we develop through a predetermined unfolding of our personalities in eight stages.

• Erikson's theory delved into how personality was formed and believed that the earlier stages served as a foundation for later stages.

• It highlighted the influence of one's environment, particularly on how earlier experiences gradually build upon the next and result into one's personality.

Malignancy

involves too little of the positive and too much of the negative aspect of the task

Maladaptation

is not quite as bad; involves too much of the positive and too little of the negative

PSYCHOSOCIAL CRISIS

Trust vs Mistrust (Infancy)

Autonomy vs Shame and Doubt (Toddlerhood)

Initiative vs Guilt (preschool yrs/early childhood)

Industry vs Inferiority (middle/late childhood or elementary yrs)

Identity vs Role Confusion (adolescence)

Intimacy vs Isolation (early adulthood)

Generativity vs Stagnation (middle adulthood)

Integrity vs Despair (late adulthood)

Trust vs. Mistrust

• Virtue: Hope

  • The belief that, even when things are not going well, they will work out well in the end

• Maladaptation: Sensory Maladjustment

  • Overly trusting, gullible, cannot believe that anyone would mean them harm

• Malignancy: Withdrawal

  • Characterized by depression, paranoia, possibly psychosis

Autonomy vs. Shame and Doubt

• Virtue: Willpower or Determination

  • "can do" attitude

• Maladaptation: Impulsiveness

  • Shameless wilfulness leads to jumping into things without proper consideration

• Malignancy: Compulsiveness

  • Feels as if everything must be done perfectly; mistakes must be avoided at all costs

Initiative vs. Guilt

• Virtue: Courage or Ability to take risks

  • The capacity for action despite a clear understanding of your limitations and past failings

• Maladaptation: Ruthlessness

  • heartless, unfeeling

  • They don't care who they step on

• Malignancy: Inhibition

  • The fear that if they fail, they will be blamed.

  • "Nothing ventured, nothing lost."