Child and Adolescent Development

CHILD AND LORI MAR PUBLISHING.Brenda B. Corpuz, Ma. Rita D. Lucas, Grace L. Borabo, and Paz Lucido are the authors of the textbook. The textbook discusses adolescent and child development and looks at learners at different life stages.The textbook reference number is 370.151 C81c 2010.
The process of human development involves beginnings and endings. Understanding this process is a central theme of biology and inspires awe for the forces behind it.
Module 1 explores the meaning of human development, its core concepts, and different approaches to studying it, challenging students to define it in their own terms and understand its principles. It prompts reflection on expert opinions and the principles governing development.
Activity: The student is asked to give predictions about the future of Naschielle and Kenn from childhood to adulthood. This activity allows the student to refer to human development to answer, "What then is development?"
Human development is defined as the pattern of movement or change that begins at conception and continues throughout one's lifespan. It encompasses both growth and decline, indicating that developmental changes can be either positive or negative. ( $Santrock, 2002$ )
Principle 1: Development is relatively orderly. For example, Naschielle and Kenn will sit, crawl, then walk before they can run $http://www.cdipage.com/development.htm$ . The body follows proximodistal and cephalocaudal patterns. Muscular control of the trunk and arms occurs before that of the hands and fingers. During infancy, the head grows first with size, weight, and feature differentiation working its way down from top to bottom.
By understanding how learners develop, instructional strategies can be designed based on the knowledge of the development process. ( $Santrock, 2002$ )
Patterns of development are similar but the outcomes and rates vary between individuals $http://www.cdipage.com/development.htm$ . Factors such as heredity and environment mean that individuals encounter factors that make them different from others. Development happens gradually, taking weeks, months, or years $http://www.cdipage.com/ development.htm$ . The bud and seed do not blossom suddenly and overnight.
Development is the product of biological, cognitive and socioemotional processes. These processes include a change in the the individual's physical nature, thought, intelligence, language, relationships with other people, changes in emotions, and changes in personality. The processes are intertwined where the if one factor on a person's development is not isolated from the other processes.
Nikki and Kenn: The traditional approach to human development suggests extensive change from birth to adolescence, with limited change in adulthood.
The contrasting life-span approach: Developmental change still takes place in during adulthood. Paul Baltes, a life-span development expert ( $Santrock, 2002$ ), argues that development is lifelong, multidimensional (biological, cognitive, socio-emotional), plastic, contextual, and involves growth, maintenance, and regulation.
The principles of child development and learning inform developmentally appropriate practice (DAP) in early childhood programs. These practices are for children from birth through age 8. The principles of child development and learning that inform practice affirm the principles of human development and characteristics of life-span development approach.
All domains of development and learning (physical, social, emotional, cognitive) are closely interrelated and important. Children's learning and development in one domain are influenced by what takes place in other domains.
Development and learning often follow well-documented sequences, with later skills and knowledge built upon those learned earlier.
Development and learning proceed at varying rates between children and at uneven rates across different areas of individual functioning.
Development and learning result from a dynamic, continuous interaction of biological maturation and experience.
Early experiences have significant cumulative and delayed effects on a child's development and learning; optimal periods exist for certain types of development and learning.
Development proceeds toward greater complexity, self-regulation, and symbolic/representational capacities.
Children develop best when they have secure, consistent relationships with responsive adults and opportunities for positive peer relationships.
Development and learning occur within and are influenced by multiple social and cultural contexts.
Children are mentally active in seeking to understand the world around them, learning in various ways; a broad range of teaching strategies and interactions effectively support all learning types.
Play is a vehicle for developing self-regulation and for promoting language, cognition, and social competence.
Development and learning advance when children are challenged to achieve just beyond their mastery level and when they practice new skills.
-Children's experiences mold their motivation and approaches to learning (e.g., persistence, initiative, flexibility). These dispositions then affect their learning and development.
Understanding life-span development is significant when relating to fellow teachers, parents, and other education stakeholders. Notably, development is a continuous process.
Module 1 stresses the importance of understanding human development through the life-span perspective and its educational implications. Important questions: 1) Define development. 2) Understand principles of human development from a life-span perspective and their applications in teaching. 3) Research cephalocaudal and proximodistal patterns, illustrating them and applying them in teaching.
Key quotations to interpret in relation to human development:
- "Every man is in certain respects like all other men, like some other men, no other man." (Murray, H.A. & C. Kluckhohn)
- "Man is an unfinished project. He is always in the process of becoming."
The life-span approach is closer to the truth as it relates to the characteristics of human development. Life-span development recognizes continuous changes over the course of life.
Module 1 key concepts: the meaning of human development, four principles of human development and their educational implications, two approaches to human development, characteristics of human development from a life-span perspective, development during childhood and adulthood, and developmental stages as the focus of study.
Ethical Reflection: Teachers play the role of facilitator in the development of the learners. The teacher can reflect and show how teaching reading writing and arithmetic can be transformed into teaching the children.
Module 2 focuses on the stages of development and developmental tasks, challenging students to define developmental tasks, identify learner stages across curriculum levels, describe tasks at each stage, and understand how these affect their teaching approach.
For every developmental stage, there is an expected developmental task. When tasks go unachieved, there are resulting effects. There is a need to help student development.The student is asked, "which one is she like to be and What is your symbol of the respective stage?"
Pre-natal period: (Conception to birth): The study of prenatal development, Santrock queries how a simple beginning develops into endless forms of structure and growth, and arrives the fragile moment arrives where the new born is on a threshold between two worlds ( $Santrock, 2002$ ).
Infancy (Birth to 2 years): marked by crying, kicking, coughing, sucking, seeing, hearing, and tasting. Then crawling, then walking. Development is a continuous creation of complex forms that demands the meeting of love. Judgement splits into "me and not me." Need must be curbed to will freely.( $Santrock, 2002$ )
Early Childhood (3 to 5 years): Is an untold poem of being four years old, never so busy at becoming something, thoughts take wing. $Santrock; 2002$
Middle and Late Childhood (6-12 years): Expansive imagination must learn, know, and understand $Santrock, 2002$
Adolescence (13-18 years): rainbows and brave the zodiac, searching for faces of our own. $Santrock, 2002$
Early adulthood (19-29 years): Work, Love, and discovery abound. $Santrock, 2002$
Middle adulthood (30-60 years): The past informs the future, seeking out from and to. Evaluation, daring, and discipline pass the torch. $Santrock, 2002$
Late adulthood (61 years and above): one must understand and accept the meaning of human development . $</li> <li>*Havighurst's major age periods:<ul> <li>Infancy and early childhood (0-5 years),</li> <li>Middle childhood (6-12 years),</li> <li>Adolescence (13-18 years),</li> <li>Early adulthood (19-29 years),</li> <li>Middle adulthood (30-60 years),</li> <li>Later maturity (61+).</li></ul></li> <li>A developmental task in a higher level requires accomplishment of the lower level developmental tasks.</li> <li>Each stage of development has a certain task is expected of every individual. Robert Havighurst defines developmental ask as one that arises at a set time and provides happiness and success in later tasks. Failure to achieve will be difficult in later tasks. ($ Havighurst, 1972$$).
Sanhock listed eight developmental tasks while Havighurst cited listed six. Prenatal was not listed in Havighurst's paradigm. Havighurst also combined infancy and early- childhood while Santrock mentioned the two as separate stages.
The eight developmental stages cited by Santrock are the same with Havighurst. Those stages include: (1) prenatal period (from conception to birth), (2) infancy (from birth to 18-24 months), (3) early childhood (end of infancy to 5-6 years), (4) middle and late childhood (6-ll years of age), (5) adolescence, (6) early adulthood (from late teens or early 20s lasting), (7) middle adulthood (40 to 60 years of age), and (8) late adulthood (60s atnd above).
Implications of developmental tasks to the role as a facilitator of learning: pay particular attention to early childhood, middle and late childhood and adolescence, what teachers are supposed to do which is teaching readiness for students.
High school reachers should do each of the following: symbols for development stages, multimedia presentations, and songs that is appropriate with that stage.
Module 3 on Issues on Human Development challenges students to take an informed stand/position on the three issues of development. This Module looks at nature versus Nurture, Continuity versus Discontinuity, and Stability vs Change.
Researchers recognize that extreme positions on these issues are unwise. Development is not all nature or all nurture, not all continuity or discontinuity and not all stability or all change. To summarize, both genes and environment are necessary for a person even to exist.
The issues can be marked with questions. Are girls less likely to do well because of their feminine nature or because of society's masculine bias? How much if at all does our memory decline with old age?
Research and read any research on human development and provide an outline.
Module 4 focuses on Research in Child and Adolescent Development and urges to appreciate the consumer and producer roles that teacher play when reading developmental research. This Module does not take.the place of a separate three unit course.
Basic understanding of the scientific method is identifying and define the problem, deLrmine the hypothesis, collect and analyze data, formulate condusions, and apply conclusions to the original hypothesis.
Research designs include case study, correlational study, experimental, naturalistic observation, longitudinal. cross-sectional, sequential, and action research.
data-Gathering Techniques include: observation, physiological Measures, Standardized Tests l