Renz Louie A.

Morales
BSE-Fil2

ED 1 CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES

Module 4: Perspectives and Approaches in the Study of

Human Development
1. Learning Paradigm
2. Socio-cultural Theories
3. Ethology
4. System approach

Introduction
Various perspectives and approaches bloom to conceptualize learning theories
and their faculties. It’s vital to comprehend the major premise of the theory and how it
will be better applied in a real classroom scenario. The scholars are expected to
demonstrate deeper understanding, reflect on their various experiences from different
settings, and be able to construct their own.
The use of technology plays a very important role in education 6.0 which states
education with a soul. The technology is useful if there is connectivity. The internet
connection with computer technology when paired becomes valuable and functional.
So, is true with the education process the pedagogy is not complete if they are not put
into practice. Not just putting into practice but there must be product quality and
authenticity that creates a great impact on the community and the nation as a whole.
The following theories are a very helpful guide in the journey of learning. They
serve as the anchor in human formation and development. Therefore, it must be
coupled with a certain application and reflective action.

1. What are the different learning theories and their major premises?
a. Classical Conditioning - Human development is based on the pairing of
two stimuli which lead to learn behavior (response).
b. Operant Conditioning – Explains development based on the
association of responses.
c. Social Cognitive Learning Theory – Assumes that development is
centered on one’s interaction with other people. Imitation and modeling
are central in the premise to learn new behavior.
2. How do you differentiate the views of Piaget and Vygotsky about
cognitive development?
- The fundamental difference between Piaget and Vygotsky is that Piaget
believed in the constructivist approach of children, or in other words, how
the child interacts with the environment, whereas Vygotsky stated that
learning is taught through socially and culturally.

3. What is ethology? Evolutionary and Socio-biological theory? How do

you use the two theories in facilitating learners?
- Is a field of biology that studies animal behavior across species,
including humans. Understood in a broad sense, ethology also covers
approaches such as sociobiology, which emerged from ethology.

4. Why do you think the ecological system theory is the most influential
theory in contemporary times?
- The Ecological System Theory has been used to link psychological and
educational theory to early educational curriculum and practice. At the
center of theory is the developing child, and all that occurs within and
between the five ecological systems are done so to benefit the child in
the classroom.

Intended Learning Outcomes

Identify various learning theories and their major premise
•
• Analyze the similarities and differences of the cognitive theories
• Analyze the concept and construct of the ethnology and the evolutionary and
socio-biological theory

• Claim and justify the ecological system theory as the most influential theory
in contemporary time

1. Learning Paradigm
The major premise of learning theories generally revolves around the
understanding of the relationship between the stimulus and response. Using the
learning paradigm, therefore, requires a systematic identification of a stimulus or
stimuli that can influence directly or indirectly the development of an individual.
In order for teachers to be effective in influencing the development of learners,
whichever domain must take conscious actions in doing so.
 Comprehensive Analysis of Learning Theories
Learning Theories Definition Major Premise Example
A. Classical UR- unconditioned response Human Reflexive response sucking
Conditioning US-unconditioned stimulus development infant
(Proponent: Ivan CR-conditioned response US-when infants mouths or
is based on
Pavlov) CS-conditioned stimulus lips are touched
the pairing of UR- automatic response is to
two stimuli suck
which lead to
a learned
Nipple-neutral stimulus
When the neutral stimulus behavior When paired repeatedly
is paired repeatedly with (response) with the original stimulus
the original stimulus conditioning takes place
(infants’ mouth or
lips)
CONDITIONING
takes place

B. Operant conditioning Reinforcement is a Explains Tantrums of a child

consequence of behavior development
that increases the probability based on the
of its repetitions. Therefore, association of
(Proponent: B.F. Connection of crying and
the intention of giving responses. getting what the child wants
Skinner) reinforcement is for the
person to repeat the
behavior Children’s interest in
schooling depends
Reinforcement should not on the quality they have
necessarily be presented in a • If learning becomes
positive manner rewarding, they develop
stronger desire to learn
further
 C. Social Cognitive Four Processes Assumes that Parents, teachers, siblings,
development is classmates among others can
Learning Theory 1. Attention pertains to centered on serve as models of behavior
the extent of one’s one’s
(Proponent: Albert exposure to other’s interaction with
Bandura) behavior in order for other people
one Children’s behaviors can be
to notice it a reflection of the kind of
behaviors these people are
2. Retention- is the Imitation and showing.
process of storing to modeling are
and recalling from central in the
memory premise to
learn new
appropriate available behavior The favorable consequence
circumstances will lead to a confirmation of
3. Memory is prone to repeated behavior
forgetting- imitation
become The unfavorable or
undesirable consequences
impossible
will lead to avoidance
behavior

When it is still in the

memory
reproduction
may follow

4. The consequence
of the
production behavior
may determine
whether such
behavior will be
repeated.
(motivation)

Socio-Cultural Theories
This perspective emphasizes the influential factor of the collective experiences of
people belonging to the same cultural background and orientation. Culture is the central
factor in the development process such as language, communication, and social norms.
The type of values one learns reflects the cognitive, affective, and socioemotional
development of the person. And this is very evident in the way they interact with other
people in school, community, and everywhere they go. The words, symbols, and
representations are used in allowing children to internalize cultural beliefs and practices.
Developmentally, culture reflects the parental practices, interpersonal relationship processes
like friendship formation and expression of adhesion towards others, political, social
preferences, economic standards, and spiritual affiliation.
The comprehensive analysis of the similarities and differences of the cognitive views
of Lev Vygotsky and Jean Piaget is shown below.

Piaget Vygotsky

• More individual-focused • More Social focused

Believed that there are Did not plan stages however,

• • stressed cultural factors in
universal stages of
psychological feature
psychological feature
development Stressed the role of
development language within the development

• Did not offer a lot of stress on

language Background

Background Background
• For sixty years, Piaget • One of the distinguished organic
conducted researched process theories of this angle is
psychological feature that the Socio-Cultural Theory
• Known as the father of the
development
sociocultural theory

• Piagetian tasks-his analysis

methodology concerned
observant a tiny low range of
people as they older
psychological feature tasks
that
he designed

• Piaget referred to as his

general theoretical framework
“genetic epistemology” as a
result of he was inquisitive
about however information
developed in human
organisms.
 • He was initiated into biology
and he conjointly had a
background in philosophy.

• Both these disciplines

influenced theories and
analysis of kid development
and later came up with the
stages of development
premise

Major premise Major Premise on Socio-Cultural Theory

• The necessary role of social
• There are universal stages of
development interaction notably in facilitating
psychological feature development
of kids painting

Basic Cognitive Concepts Conception of ZPD Definition

1. Schema
2. Assimilation • Zone of proximal development (ZPD)
3. Accommodation identifies the gap between aided
and non-assisted development of
4. Equilibration children’s
knowledge
Piaget’s Cognitive Development
Stage 1 Sensorimotor stage
Stage 2. Pre-Operational Stage
Stage 3 Concrete Operational Stage
Stage 4 Formal Operational stage • Specifically, the help given widens
the potential to with efficiency and
effective use of psychological
feature functioning like the
performance of government
functions, psychological feature
process, and acquisition of the new
data.

Scaffoldings- the support or help that

lets the kid accomplish a task he cannot
accomplish severally

Scaffolding isn't doing the task for the kid

whereas he watches

Examples:

• When the adult unfastens the lunch

bag an in. or 2 then holds the lunch
bag still so the kid will still unfasten
the lunch bags

• Leading the straw to the opening

and holding the kid place the straw
through the characin fish pack hole
is staging

• Learning activities that hope to

encourage pupils/students to more
learn a thought is an example of
scaffoldings

• Giving homework/project with

 rubric

• Concept paper with rubric

• Research work with the rubric

• Offline activities (if victimization

asynchronous learning) with rubric

Illustration of the ZPD and staging

• I’ll do it, you watch

• Let’s jazz along
• You do it alone

Model of ZP
Principles Principles
• The teacher should directly teach
1. Children can offer completely
youngsters new ideas
different explanations of reality
at different stages of
psychological feature
• Children best learn if there's help
development invited from a lot of knowledgeable
person or resources like oldsters,
peers, academics and computers,
books, etc.,
2. Cognitive development is
expedited by providing
activities or things that have
• Various learning activities will
interaction learners and need
facilitate encourage youngsters
adaptation (i.e., assimilation and students to be told new ideas.
and accommodation)

• Group activities within the

3. Learning materials and schoolroom or outside will facilitate
build superimposed knowledge
activities ought to involve a
suitable level of motor or
mental operations for a toddler • The teacher’s superintendence and
of a given age, avoiding
asking students to perform watching are critical to
tasks that are on the far side understanding if the child’s
of their current psychological spontaneous development is
feature capabilities. activated.

4. Use teaching strategies that

actively involve students and gift
challenges

The Socio-Cultural Theories will be elaborated further in the other modules.

Activity 2
Extended Essay. Make a comprehensive analysis of the views of
Jean Piaget and Lev Vygotsky on the cognitive development of children.
Rubric
- What makes Vygotsky and Piaget differ in their views about cognitive
development? The fundamental difference between Piaget and Vygotsky is that
Piaget believed in the constructivist approach of children, or in the other words,
 how the child interacts with the environment, whereas Vygotsky stated that
learning is taught through socially and culturally.
They both believe that children play an active role in discovering and
understanding schema and that children are active learners and that exploration
and discovery is necessary for cognitive development.

Score Description
5 Demonstrates a whole understanding of the subject.
4 Demonstrates a substantial understanding of the subject.
3 Demonstrates partial understanding of the subject
2 Demonstrates very little or no understanding of the subject
1 Demonstrates no understanding of the subject
0 No response/task

2. Ethology-Evolutionary and Socio-biological

Definition of terms

Ethology
• is that the study of animal behavior underneath natural conditions (source:
Merriam-Webster)? Note that this term can even talk to the study of the formation
of human character.
• Ethology is taken into account a section of biology with ethologists typically
specializing in the evolution of behavior
Evolutionary
• A strict biological process approach typically encounters the matter of genetic
philosophical theory, the concept that genes directly cause, or confirm, behavior
(e.g., Lickliter and Honeycutt, 2003; Spencer et al., 2009) in these genes
(perhaps, the fundamental units of inheritance) influence evolved behavior and
cognitions, suggesting that there's infant will do to alter “human nature
• Although biological process psychologists expressly reject this read and
acknowledge the interaction between genes and also the setting, biological
process psychological science specifies this relationship in additional detail by
adopting a biological process systems approach (Gottlieb, 2002, 2007), that
states that genes and also the setting move in the slightest degree levels of the
organization, from one's genes through society.
Socio-biological
• Sociobiology relies on the premise that some behaviors square measure a
minimum of part genetic and may be suffering from the action. It begins with the
concept that behaviors have evolved over time, just like the manner that physical
traits square measure thought to possess evolved (Crossman 2018)
 • Although organic process psychologists expressly reject this read and
acknowledge the interaction between genes and therefore the surroundings,
organic process psychology specifies this relationship in additional detail by
adopting a biological process systems approach (Gottlieb, 2002, 2007), which
states that genes and therefore the surroundings act the least bit levels of the
organization, from one's genes through society.

The question of the however way biological factors, or additional specific genes,
influence our human behavior and consequently social phenomena, for instance, the
inspiration of a family, is fascinating for science and the public; particularly since the
invention of the human genes. yet, there square measure still nice controversies
between social scientists and adherents of biology regarding the central question; if it's
culture and self-consciousness severally, or genes that dominate human social
behavior.

This perspective accounts for two interacting factors that explain human development

Genetic Factor Adaptation Factor

• Emphasized the nature of • Changes brought about by

the development are a result of one’s
need to adapt therefore they serve
individual
a survival function
• There could be some observed • Development becomes a pattern
exceptional developments. It explains of behaviors that are responsive
the normative development of people to better engage with the
Normative development demands of one’s developmental
stage regardless of one’s cultural
• Pertains to the observance of preference and influence
developmental behaviors according
• Despite possible variations,
to a certain stage
humans go through the same
• Whether these pertains to the
milestones all throughout life and
cognitive, social, moral, motor, or
almost in the same phase
physical changes
• These behavioral changes is
essential to better cope to the
demands of that developmental
stage
• This perspective has progressed
to a field called evolutionary
developmental psychology that
converges the views on human
 development and survival (the
Darwinian Perspective) with the

changes that take place across the

life span

An Ethnological Perspective of Konrad

Lorenz
• Nobel prize winner for Physiology
• He discovered how animals develop
behavioral patterns later making
inferences on human behavioral
patterns

• He believes that species are

genetically constructed in order to
specifically process certain • Lorenz discovered how animals are
information able to develop behavioral patterns
which adaptive values for one’s
survival

This gives the readiness of almost all species to respond to their needs, most especially
those that are physiological in nature. Animals develop reflexive reactions that are
endogenous in their system.
Similar to the animal behavior patterns are the reflective reaction of infants which is
essential to communicate their needs. In doing so, caregivers can respond better in
providing for the needs of infants. He also observed great similarities in the proportion of
head with the body of animals and human infants together with other features that makes
them look cute. He called it babyishness. This explains the favorable attention, if not
affection, to newborn infants

b. Attachment Theories

Inspired by Ethology perspective are

• John Bowlby
• Mary Ainsworth
 • Melanie Klein

The basic tenet of attachment theory is that children develop a sense of emotional bond
with the immediate caregiver, most especially to the mother, which becomes a prototype in
developing social connection in the future.

• The ability to initiate, sustain,

and end social relationships are
• Klein on the other hand focused on the
based on the quality of the initial
building of prototypical relationships
relationship the mother has
through nipple experience
established
• This is whether the nipple is generous
• This can be traced back to their
or otherwise
relationship upon birth,
• •
particularly in the infant-nipple
•
relationship.
Ainsworth three kinds of attachment
styles
1. Secure • Bowlby (1958) proposed that
attachment can be understood
2. Insecure avoidant
within an evolutionary context in
3. Insecure ambivalent that the caregiver provides safety
and security for the infant.
Attachment is adaptive as it
• They generally describe the degree of enhances the infant’s chance of
anxiety and stress an infant survival.
experience when separated and
reunited with one’s mother

Example
Teachers in school may understand that
students may find it challenging to establish
relationships with their classmates or other
school personnel due to the mental
representation they have about the social
relationship. In the same manner, children
may experience separation anxiety during the
first few days of schooling due to the stress
and anxiety they have about a new
environment. Children may experience a
 challenge in adapting to the new environment
while others may appear to exactly adjust to
this new environment

Activity 3
Persuasive Essay. Make a comprehensive analysis of the accounts of the two
interacting factors that contribute to human development.
- Developmental psychology is the scientific study of changes that occur in human
beings over the course of their lives. This field examines change and
development across a broad range of topics, such as motor skills and other
psycho-physiological processes; cognitive development involving areas like
problem solving, moral and conceptual understanding; language acquisition;
social, personality, and emotional development; and self- concept and identity
formation. Developmental psychology explores the extent to which development
is a result of gradual accumulation of knowledge or stage-like development, as
well as the extent to which children are born with innate mental structures as
opposed to learning through experience.
Today, developmental psychologists rarely take such polarized positions
(either/or) with regard to most aspects of development; instead, they investigate
the relationship between innate and environmental influences (both/and).
Developmental psychologists will often use the biopsychosocial model to frame
their research: this model states that biological, psychological, and social (socio-
economical, socio-environmental, and cultural) factors all play a significant role
in human development.
We are all born with specific genetic traits inherited from our parents, such as
eye color, height, and certain personality traits. Beyond our basic genotype,
however, there is a deep interaction between our genes and our environment:
our unique experiences in our environment influence whether and how particular
traits are expressed, and at the same time, our genes influence how we interact
with our environment (Diamond, 2009; Lobo, 2008). There is a reciprocal
interaction between nature and nurture as they both shape who we become, but
the debate continues as to the relative contributions of each.
Rubric for Persuasive Essay
Exemplary Superior Satisfactory Needs
Criteria Improvement
4 3 2 1
Make a Make a claim Make a claim Make a claim Does not make
claim and explain but do not but it is a claim
 why it is explain why it buried,
controversial is confused, or
controversial unclear
Give i Give clear and Give reasons Give 1 or 2 Does not give
reasons n accurate in support of reasons convincing
to the claim, but which do not
reasons in reasons in
support o support the
support of the overlook support of the
the f claim well,
claim important claim
claim and/or
reasons
irrelevant or
confusing
reasons
Consider Thoroughly Discuss Acknowledge Does not give
reasons discuss reasons reasons that there are reasons against
against the against against a reasons the claim
claim the claim claim, but against
and leave out the
explain why the important claim, but do
not explain
claim is valid reasons
them
anyway and/or do not
explain why
the claim
still stands
Relate the Discuss how Discuss how Discuss that Does not
claim to the teaching the teaching the teaching mention teaching
and and learning and learning and
education
principles can principles are
learning learning
be used to relevant, but
principles principles
can be support the do not clearly
used both in explain how or
claim
support of and why
against
the
claim
Organizatio The writing is The writing has The writing is The writing is
n well organized, a clear usually aimless and
has a beginning, organized but
disorganized
compelling sometimes
middle,
opening, strong gets off the
and end.
informative topic. It has
Generally, use
several errors
 body, and appropriate in paragraph
paragraph format
satisfying
format
conclusion. It
has an
appropriate
paragraph
format

Adapted and Modified:

Source: Understanding Rubrics by Heidi Goodrich Andrade originality published in Educational
Leadership, 1997, with written permission from the author, as cited in Assessment of Learning 1, by
Gabuyo (2012)

4. System Approach
This perspective aims to put an integrated view of human development.
Integrated looks at all possible factors of genes, culture, learning as fused in
explaining the changes across the life span. Hence it takes the view that the
human person is a product of an interaction of nature and nurture. The person is
not exclusively taken as a biological individual but also taken into consideration
the context by which the individual is situated. While certain development may
be normative to most people, it is expected that changes may be influenced, for
instance, the nourishment one is exposed to. Because of the context, it is
supposed to provide a holistic view about the individual and not have a limited
view using a single perspective. The context of development may include, but is
not limited to sociopolitical events, history, religion, educational system, parental
involvement, and among others that may have a direct or indirect impact on the
individual. The different subsystem-organismic, psychological, and
environmental, provide the complexity of those changes can elucidate about the
individual rather than seeing them from a linear or simplistic view.

Comprehensive Analysis of the Contextualism Theory and the Ecological Theory

Contextualism Theory Ecological Theory

0f Richard Lerner (One of the most Of Urie Bronfenbrenner (one of the most
influential personalities during the influential theories in the school of
thought in the contemporary time)
establishment of the school of thought)
Highlights Preposition
The embeddedness of the organism (or Four systems work in the development of
individual) within the context.
an individual. Later added the
• Not possible to understand the
chronosystem
individual without knowing the
situation by which the individual is 1. Microsystem. Is composed of the
in. changes that take place within the
• It can be expected that individual
development strongly have
variations among individuals since 2. Mesosytem. Constitutes the
the context may not necessarily be immediate environment of a
the same from time to time and developing child who has a direct
person to person influence on a child such as
• That development has a larger parents, neighbors, friends, and
room of being malleable that highly school personnel
pre deterministic pattern of
3. Exosystem. Is composed of social
changes
institutions that may have an
Adapting the principle of epigenesis indirect impact on the child, like
the school policies, employment
• Strongly argued that the sequence
setup, mass media, and other
and the outcome of development is
rather probable than certain similar agencies
• Macrosystem. Is sociological,
political, cultural, and economic
nature that when modified, may have
an impact on the development of the
child. All these are encompassed in
the chronological system which
pertains to the time component.
• Chronosystem.

Example:
 For instance, when a law
(Macrosystem) is passed modifying the
number of working days of employees, it
will have an impact on the policies of the
labor organization (Exosystem) to which
one’s parents may be employed. If this
happens parents (Mesosystem) will be
able to spend some more or less time
with the child. Possibly the child’s basic
needs (microsystem) will be attended to
appropriately.

This change is bound only in a given

time (chronosystem). After some time
possible that this kind of employment set
up will change according to the need of
time.

Implication to education Implication to Education

• This theory is important for
• Seeing learners as having educators to understand because it
unlimited possible capabilities
when allowed to learn and acquire allows the educator to build
fundamental relationships with their
sufficient and appropriate students and create a
knowledge the communication-rich classroom
• Because of the plasticity in that involves the parents.
development, possibly the specific
talent can be further honed if some
degree of environmental support is
felt.

Activity 4
Persuasive Essay. Justify the integrated perspectives of the system
approach.
- The system approach principle places individual system elements in their
environments and observes the relationships between them. Instead of
studying a specific phenomenon first an automobile assembly line or a
 tribal hierarchy the system approach includes studying how each system
works and also how it relates to its environment both in the present and
historically. A tribal hierarchy, for example, has features that may have
originated as solutions to famine in a pre-agricultural society. An
assembly line may have originated as a way of increasing output, but at
a time when a worker's well-being may not have been considered. Once
the worker's well-being is connected to the product output, changes in
the system may improve both output and worker satisfaction.

(The same rubric will be used)

References:

Corpuz G. B., Lucas MR. D., Borabo, H. L., & Lucido P. I. (2010) Child and
Adolescent Development. Lorimar Publishing. Inc., Cubao, Quezon, City,
Manila Philippines

Crossman A. (2018). Overview of Sociobiology Theory. Retrieved from

https://www.thoughtco.com/sociobiology-3026631

Gabuyo Y. & , Dy G.. (2013). Assessment of Learning II: Textbook and Reviewer.
Rex Bookstore, Inc. Sampaloc, Manila, Philipines

James K., Liddle J., & Bjorklund D. (2014). An Introduction to Evolutionary

Developmental Psychology. Retrieved from
https://journals.sagepub.com/doi/full/10.1177/147470491401200201

Rungduin Teresita T & Rungduin Darwin C. (2019). Child and Adolescent Learners
and Learning Principles. Adriana Publishing Company, Cubao, Quezon, City,
Manila Philippines

https://www.pinterest.com.au/pin/314126142744547006/ Accessed 22 Jul 2020

https://socratic.org/questions/what-is-ethology Accessed 22 Jul 2020

https://www.grin.com/document/64211 Accessed 22 Jul 2020

https://bronfenbrenner3040.weebly.com/summary-of-bronfenbrenners-work.html
Accessed 22 Jul 2020
Adopted from the Module submitted by MA. LUISA A. ATIS, LPT, MA.Ed.