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2 Unit II Child and Adolescent Learners and Learning Principles

The document discusses key concepts in human development from childhood through adulthood. It outlines two approaches to understanding development - the traditional view which focuses on major changes occurring from birth through adolescence, and the lifespan approach which recognizes development continues throughout one's lifetime. The lifespan perspective views development as multidimensional, involving biological, cognitive, and socio-emotional changes. Development is also influenced by various contexts and involves ongoing growth, maintenance, and regulation across the entire lifespan.

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Rexon Gaston
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122 views15 pages

2 Unit II Child and Adolescent Learners and Learning Principles

The document discusses key concepts in human development from childhood through adulthood. It outlines two approaches to understanding development - the traditional view which focuses on major changes occurring from birth through adolescence, and the lifespan approach which recognizes development continues throughout one's lifetime. The lifespan perspective views development as multidimensional, involving biological, cognitive, and socio-emotional changes. Development is also influenced by various contexts and involves ongoing growth, maintenance, and regulation across the entire lifespan.

Uploaded by

Rexon Gaston
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
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CHILD AND ADOLESCENT

LEARNERS AND LEARNING


PRINCIPLES

Basic Concepts and Issues


on Human development
 2 Approaches of Human Development
Traditional – Shows extensive change from birth to
adolescence, little or no change in adulthood and decline
in the old age.

HUMAN DEVELOPMENT:
MEANING, CONCEPTS AND APPROACHES
 2 Approaches of Human Development
Life Span – Developmental change occurs during
childhood to adulthood.

HUMAN DEVELOPMENT:
MEANING, CONCEPTS AND APPROACHES
Characteristics of Life Span development (Santrock,
2002)
1.Development is Lifelong.
2.Development is plastic.
Plasticity refers to the potential for change.
Aging is associated with decline in certain intellectual
abilities.
HUMAN DEVELOPMENT: MEANING, CONCEPTS AND APPROACHES
Characteristics of Life Span development (Santrock, 2002)
3. Development is Multidimensional.
Development consist of biological, cognitive and socio-emotional
dimensions.
Biological processes involves changes in the individual’s physical nature.
Cognitive processes involves changes in the individual’s thought,
intelligence and language.
Socio-emotional processes involves changes in the individual’s relationship
with others, emotion and personality.

HUMAN DEVELOPMENT: MEANING, CONCEPTS AND APPROACHES


Characteristics of Life Span development
(Santrock, 2002)
4. Development is Contextual.
These contexts include individual’s biological make up,
physical environment, cognitive processes, historical, social
and cultural contexts.
5. Development involves growth, maintenance and regulation.

HUMAN DEVELOPMENT: MEANING, CONCEPTS AND APPROACHES


Stages of Development
Pre-natal Period – refers to the stage of pre-natal development.
Infancy – refer to the stage from birth to 2 years
Early Childhood – refer to 3 to 5 years
Middle and Late Childhood – refer to 6 to12 years
Adolescence – refer to 13 to 18 years

STAGES OF DEVELOPMENT AND DEVELOPMENTAL TASKS


Stages of Development
Early Adulthood – refer to 19 to 29 years
Middle Adulthood – refer to 30 to 60 years
Late Adulthood – refer to 61 years and above

STAGES OF DEVELOPMENT AND DEVELOPMENTAL TASKS


Research Designs
Case Study – an in depth look at an individual
Correlational Study – determines associations
Experimental – Determines cause and effect relationships
Naturalistic Observation – Focuses on children’s experiences in
natural settings.
Longitudinal – Studies and follows through a single group over
a period of time.

RESEARCH IN CHILD AND ADOLESCENT DEVELOPMENT


Research Designs
Cross-sectional – individuals of different age are
compared at one time.
Sequential – combination of cross sectional and
longitudinal research
Action Research – a reflective process of problem solving.

RESEARCH IN CHILD AND ADOLESCENT DEVELOPMENT


Data Gathering Techniques
Observation – done in real world like classroom and home.
Physiological measures – indicators of children’s development
Standardized – prepared test to assess individual performance
Interviews and questionnaires – asking participants for data
Life history records- records of information about lifetime chronology of
events and activities.

RESEARCH IN CHILD AND ADOLESCENT DEVELOPMENT


Ethical Principles
1.Research procedures must never harm children, physically
and psychologically.
2.Children and their families must have the informed consent.
3.Children’squestions must be answered truthfully in ways they
can understand.
4.There should be respect for privacy.

RESEARCH IN CHILD AND ADOLESCENT DEVELOPMENT


Impact of Research on Teachers
1.They become more reflective, critical and analytical in
their teaching
2.They become more deliberate in decision making and
actions in classroom.
3.Develop professional dispositions of lifelong learning,
reflective and mindful teaching and self transformation
RESEARCH IN CHILD AND ADOLESCENT DEVELOPMENT
Impact of Research on Teachers
4. Lead to rethinking and reconstructing what it means to
be a teacher.
5. Realized that learning to teach is inherently connected
to learning to inquire.

RESEARCH IN CHILD AND ADOLESCENT DEVELOPMENT


Modular Activity # 2
1.Write a 100 word essay on the quotation:
“Man is an unfinished project. He is always in the
process of becoming”.

RESEARCH IN CHILD AND ADOLESCENT DEVELOPMENT

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