SEÑOR TESORO COLLEGE, INC
Diversion Road, San Miguel
Calasiao,Pangasinan
Email Address:
[email protected] (075)522-4928/ (+63)9175035204
Course Guide
for
EDUC 121
CHILDS ADOLESCENT AND LEARNING
PRINCIPLE
GRACE FRITZIE A. REGPALA
Date September 17, 2020
This document is a property of and for the exclusive use of Senor Tesoro College (STC). Reproduction,
storing, distributing, uploading or posting online, or transmitting in any form or by any other means,
electronic, mechanical, photocopying, recording or otherwise of any part of this document, without the
written permission of STC, is strictly prohibited.
SEÑOR TESORO COLLEGE, INC
Diversion Road, San Miguel
Calasiao,Pangasinan
Email Address: [email protected]
(075)522-4928/ (+63)9175035204
Introduction
Learning Outcomes
At the end of the course, the students will be able to:
1. demonstrate content knowledge and its application within and/or across
curriculum teaching areas.
2. demonstrate an understanding of the different research-based theories
related to the varied dimensions of child and adolescent development
and their application to each developmental level of the
learners.
3. demonstrate understanding of pedagogical principles suited to diverse
learners‟ needs and experiences at different developmental levels.
4. demonstrate knowledge of laws, policies, guidelines, and procedures
that provide safe and secure learning environments; and
5. demonstrate knowledge of positive and non-violent discipline in the
management of learner procedure.
I. List of Contents
Basic Concepts and Issues on Human Development
o Human Development Meaning, Concepts and Approaches
o The Core Issues on Human Development
o Research in Child and Adolescent Development
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storing, distributing, uploading or posting online, or transmitting in any form or by any other means,
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SEÑOR TESORO COLLEGE, INC
Diversion Road, San Miguel
Calasiao,Pangasinan
Email Address: [email protected]
(075)522-4928/ (+63)9175035204
o Developmental Theories
Four Broad Dimension of Child and Adolescent Development
o First Dimension: Physical Development
1 Pre-natal Development
2 brain Development
3 Perceptual Development
4 Motor Development
Second Dimension of Cognitive Development
1. Piaget’s Theory of Cognitive Development
2. Vygotsky’s Theory of Development
3. Information Processing Theory
4. Intelligence Theory
Third Dimension: Language and Literacy Development
1. Behaviorist Theory
2. Nativist Theory
3. Interactionist Theory (Cognitive)
4. Interactionist Theory (Contextual)
5. Literacy Development
Fourth Dimension: Socio-emotional and Moral Development
1. Erickson’s Theory of Psychosocial Development
2. Bandura’s Social Cognitive Theory
3. Lawrence Kohlberg’s Cognitive Theory of Moral Development
4. Carol Gilligan’s Theory of Moral Development
Factors Affecting Development
1. Maternal Nutrition, Child Nutrition, Early Sensory Stimulation
2. Age- related Changes: Universal Changes, Group Specific Changes,
Individual Changes
3. Parenting, Role Modeling Peer Group Interactions
Learning Principles and Theories
1. Nature of Learning
2. Theories of Learning
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storing, distributing, uploading or posting online, or transmitting in any form or by any other means,
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SEÑOR TESORO COLLEGE, INC
Diversion Road, San Miguel
Calasiao,Pangasinan
Email Address:
[email protected] (075)522-4928/ (+63)9175035204
Module 1: HUMAN DEVELOPMENT
Meaning, Concepts and Approaches
Human Development the pattern of movement or change that begins at conception and continues
through the life span includes growth and decline can be positive or negative
Major Principles of Human Development:
1. Development is relatively orderly
A. Proximodistal Pattern
Development proceeds from the center of the body outward.
B. Cephalocaudal Pattern
Development proceeds from the head downward.
2. While the pattern of development is likely to be similar, the outcomes of developmental
processes and rate of development are likely to vary among individuals.
3. Development takes place gradually.
4. Development as a process is complex because it is the product of biological, cognitive and socio-
emotional processes.
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storing, distributing, uploading or posting online, or transmitting in any form or by any other means,
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SEÑOR TESORO COLLEGE, INC
Diversion Road, San Miguel
Calasiao,Pangasinan
Email Address: [email protected]
(075)522-4928/ (+63)9175035204
Approaches to Human Development
1. Traditional Perspective
• Believes that individuals will show extensive change from birth to adolescence,
little or no change in adulthood and decline in late old age
2. Life-span Approach
• Believes that even in adulthood, developmental change takes place as it does
during childhood. Characteristics of a Life- Span Perspective
A. Development is LIFELONG- It does not end in adulthood. No developmental
stage dominates development.
B. Development is MULTIDIMENSIONAL- Development consists of biological,
cognitive and socio-emotional dimensions.
C. Development is PLASTIC- Development is possible throughout the lifespan.
D. Development is CONTEXTUAL- Individuals are changing beings in a changing
world.
E. Development involves GROWTH, MAINTENANCE and REGULATION-
Growth, maintenance and regulation are 3 goals of human development. The
goals of individuals vary among developmental stages.
Principles of Child Development and Learning that Inform Practice
All areas of development and learning are important.
Learning and development follow sequences.
Development and learning proceed at varying rates
Development and learning result from an interaction of maturation and experience.
Early experiences have profound effects on development and learning.
Development proceeds toward greater complexity, self- regulation, and symbolic or
representational capacities.
Children develop best when they have secure relationships.
Development and learning occur in and are influenced by multiple social and cultural
contexts.
Children learn in a variety of ways.
Play is an important vehicle for developing self-regulation and promoting language,
cognition, and social competence.
Development and learning advance when children are challenged.
Children‘s experiences shape their motivation and approaches to learning
This document is a property of and for the exclusive use of Senor Tesoro College (STC). Reproduction,
storing, distributing, uploading or posting online, or transmitting in any form or by any other means,
electronic, mechanical, photocopying, recording or otherwise of any part of this document, without the
written permission of STC, is strictly prohibited.
SEÑOR TESORO COLLEGE, INC
Diversion Road, San Miguel
Calasiao,Pangasinan
Email Address: [email protected]
(075)522-4928/ (+63)9175035204
CHAPTER 2: THE STAGES OF DEVELOPMENT AND DEVELOPMENTAL TASKS
Prenatal Development
Conception occurs and development begins. All of the major structures of the body are forming,
and the health of the mother is of primary concern. Understanding nutrition, teratogens (or
environmental factors that can lead to birth defects), and labor and delivery are primary
concerns.
Three Phases:
1.) Germinal Stage= first 2 weeks, conception, implantation, and
formation of placenta
2.) Embryonic Stage= 2 weeks-2 months, formation of vital
organs and systems
3.) Fetal Stage= 2 months –birth, bodily growth continues,
movement capability begins, brain
cells multiply age of viability.
Infancy and Toddlerhood
The first year and a half to two years of life are ones of dramatic growth and change. A
newborn, with a keen sense of hearing but very poor vision is transformed into a
walking, talking toddler within a relatively short period of time. Caregivers are also
transformed from someone who manages feeding and sleep schedules to a constantly
moving guide and safety inspector for a mobile, energetic child.
• Extreme dependents on adult
• Beginning psychological activities
• Language of newborn is cry
• Usually eats every two to three hours
• Uncoordinated movements
• Toothless
• Poor vision
• Usually doubles weight by 9 months
• Responds to human voice and touches
• Responds to human voice and touch
1 year old
• Change from plump baby to a learner
• Begins to walk and talk
• Ability for passive language
• Tentative sense of independence
• Determined explorer
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storing, distributing, uploading or posting online, or transmitting in any form or by any other means,
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written permission of STC, is strictly prohibited.
SEÑOR TESORO COLLEGE, INC
Diversion Road, San Miguel
Calasiao,Pangasinan
Email Address: [email protected]
(075)522-4928/ (+63)9175035204
2 years old
• Begins to communicate verbally
• Can usually speak in 3 to 4 word sentences
• Famous for negative behavior ―NO to everything!
• Will play side by side other children, but does not actively play with them.
Great imitators
Early Childhood
Early childhood is also referred to as the preschool years consisting
of the years which follow toddlerhood and precede formal
schooling. As a three to five-year-old, the child is busy learning
language, is gaining a sense of self and greater independence, and
is beginning to learn the workings of the physical world. This
knowledge does not come quickly, however, and preschoolers may
have initially have interesting conceptions of size, time, space and
distance such as fearing that they may go down the drain if they sit
at the front of the bathtub or by demonstrating how long
something will take by holding out their two index fingers several
inches apart. A toddler‘s fierce determination to do something may
give way to a four-year-old‘s sense of guilt for doing something that brings the disapproval of
others.
3 years old
• Wants to be just like parents
• Vocabulary and pronunciation continue to expand
• Climbs stairs with alternating feet
• Can briefly stand on one foot
4 years old
• Sentences are more complex; speaks well enough for strangers to understand
• Imagination is vivid; line between what is real and imaginary is often indistinct
• Develops fears (common fears: fear of dark, fear of animals, and fear of death)
Years old
• Can hop on one foot and skip
• Can accurately copy figures
• May begin to read
• Socialize with other children their age
This document is a property of and for the exclusive use of Senor Tesoro College (STC). Reproduction,
storing, distributing, uploading or posting online, or transmitting in any form or by any other means,
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SEÑOR TESORO COLLEGE, INC
Diversion Road, San Miguel
Calasiao,Pangasinan
Email Address: [email protected]
(075)522-4928/ (+63)9175035204
Middle Childhood and Late Childhood
The ages of six through twelve comprise middle childhood and much of what children
experience at this age is connected to their involvement in the early grades of school. Now the
world becomes one of learning and testing new academic skills and by
assessing one‘s abilities and accomplishments by making comparisons between self
and others. Schools compare students and make these comparisons public through
team sports, test scores, and other forms of recognition. Growth rates slow down and
children are able to refine their motor skills at this point in life. And children begin to
learn about social relationships beyond the family through interaction with friends and
fellow students.
• Both large and small muscles well-developed.
• Developed complex motor skills
• From independent activities to same sex group activities
• Acceptance by peers very important
• Parental approval still important
Adolescence (13 to 18 years old)
Adolescence is a period of dramatic physical change marked by an overall physical growth spurt
and sexual maturation, known as puberty. It is also a time of cognitive change as the
adolescent begins to think of new possibilities and to consider abstract concepts such as love,
fear, and freedom. Ironically, adolescents have a sense of invincibility that puts them at greater
risk of dying from accidents or contracting sexually transmitted infections that can have lifelong
consequences.
• Traumatic life stage for child and parent
• Puberty occurs
• Extremely concerned with appearance
• Trying to establish self- identity
• Confrontation with authority
Early Adulthood (19 to 29 years old)
The twenties and thirties are often thought of as early adulthood. (Students who are in their
mid-30s tend to love to hear that they are a young adult!). It is a time when we are at our
physiological peak but are most at risk for involvement in violent crimes and substance abuse.
It is a time of focusing on the future and putting a lot of energy into making choices that will
help one earn the status of a full adult in the eyes of others. Love and work are primary
concerns at this stage of life.
• Physical development complete
• Emotional maturation continues to develop
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storing, distributing, uploading or posting online, or transmitting in any form or by any other means,
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SEÑOR TESORO COLLEGE, INC
Diversion Road, San Miguel
Calasiao,Pangasinan
Email Address: [email protected]
(075)522-4928/ (+63)9175035204
• Usually learned to accept responsibity for for actions and accept responsibility for
actions and accept criticism
• Usually knows how to profit from errors
• Socially progree from age- trelated peer groups to people with similar interests
Evaluation
To pass the course, you must:
1. Read and understand all course modules
2. Get at least 70% correct answers on all graded quizzes and exams for
midterm and finals.
3. Participate in formative activities conducted via google classroom,
messenger chat, text message or any other plat forms available.
4. Pass all activity outputs via Google classroom, email, messenger chat or
any other plat forms.
5. Pass major requirements: e-portfoloio/portfolio, collection of weekly vlog,
e-scrapbook/scrapbook
Formative Assessment Activities
This document is a property of and for the exclusive use of Senor Tesoro College (STC). Reproduction,
storing, distributing, uploading or posting online, or transmitting in any form or by any other means,
electronic, mechanical, photocopying, recording or otherwise of any part of this document, without the
written permission of STC, is strictly prohibited.
SEÑOR TESORO COLLEGE, INC
Diversion Road, San Miguel
Calasiao,Pangasinan
Email Address: [email protected]
(075)522-4928/ (+63)9175035204
Participation in discussion at the beginning of each module during google meet,
video chat or messenger chat or by writing opinions, experiences, observations and
reflections.
Evaluative Assessment Activities
Quizzes, Individual Activities and Exams
Technological Tools
This document is a property of and for the exclusive use of Senor Tesoro College (STC). Reproduction,
storing, distributing, uploading or posting online, or transmitting in any form or by any other means,
electronic, mechanical, photocopying, recording or otherwise of any part of this document, without the
written permission of STC, is strictly prohibited.
SEÑOR TESORO COLLEGE, INC
Diversion Road, San Miguel
Calasiao,Pangasinan
Email Address: [email protected]
(075)522-4928/ (+63)9175035204
Personal Computer/android phone, Wi-Fi/internet connection
Grading System
Module Assignments 40%
Course Requirements, Activities, Assignments
Midterm/Final Examination 60%
total 100%
References
Faculty Information
Ms. GRACE FRITZIE REGPALA
Cellphone no.: 09222887845
Email: [email protected]
Consultation day/hour: MTW-5:00pm-7:00pm
Note:
1. Sign in to your google account.
2. Join this google classroom :
Name: EDUC 122 : The Andragogy of Learning Including Principles of Trainer’s
Methodology 1
Classcode:
3. Make sure that your username/profile name is your real name.
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