EDUC 1 - THE CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES

Module 1: Basic Concepts and Issues on Human Development

Topic 1.1: Learner-Centered Psychological Principles (LCP)

- Introduction: This topic introduces the 14 Learner-Centered Principles (LCP) developed by the
American Psychological Association. These principles emphasize the learner's role in the teaching-
learning process and focus on internal psychological factors that influence learning, acknowledging the
interplay with external environmental factors.

- Objectives: Students will be able to:

- Classify the 14 LCP in relation to the teaching-learning process.

- Adhere to the 14 LCP as keys to understanding the teaching process.

- Generate ways to apply the 14 principles in instruction as a future teacher based on research studies.

- Cognitive and Metacognitive Factors:

- Nature of the learning process: Learning is most effective when it's an intentional process of
constructing meaning from information and experience.

- Goals of the learning process: Learners can create meaningful representations of knowledge with
support and guidance.

- Construction of knowledge: Learners can link new information with existing knowledge in meaningful
ways.

- Strategic thinking: Learners use strategic thinking for learning, reasoning, problem-solving, and concept
learning.

- Thinking about thinking (Metacognition): Higher-order strategies for selecting and monitoring mental
operations facilitate creative and critical thinking.

- Context of learning: Learning is influenced by environmental factors, including culture, technology, and
instructional practices.

- Motivational and Affective Factors:

- Motivational and emotional influences on learning: Motivation to learn is influenced by emotional
states, beliefs, interests, goals, and habits of thinking.

- Intrinsic motivation to learn: Learners' creativity, higher-order thinking, and natural curiosity contribute
to motivation to learn.

- Effects of motivation on effort: Acquisition of complex knowledge and skills requires extended learner
effort and guided practice.

- Developmental and Social Factors:

- Developmental influences on learning: Learning is most effective when differential development within
and across physical, intellectual, emotional, and social domains is taken into account.

- Social influences on learning: Learning is influenced by social interactions, interpersonal relations, and
communication with others.

- Individual Differences Factors:

- Individual differences in learning: Learners have different strategies, approaches, and capabilities for
learning.

- Learning and diversity: Learning is most effective when differences in learners' linguistic, cultural, and
social backgrounds are taken into account.

- Standards and assessment: Setting appropriately high and challenging standards and assessing both
the learner and learning progress are integral parts of the learning process.

- Application: The application of the 14 principles will be done as you explore the succeeding topics.

Topic 1.2: Human Development: Meaning, Concepts, and Approaches

- Introduction: This topic explores the concept of human development as a lifelong process of change,
including both growth and decline. It examines the traditional and life-span approaches to development.

- Objectives: Students will be able to:

- Derive the meaning of human development in their own words.

- Relate developmental changes of learners in light of its educational implications.

- Distinguish between the traditional and life-span approach of development.

- What is Human Development?

- It is the pattern of change that begins at conception and continues through the lifespan.

- This change can be growth or decline/decay.

- Growth: Refers to positive changes that lead to maturity.

- Decline/ Decay: Refers to negative changes that lead to deterioration and degeneration.

- Two Approaches to Human Development:

- Traditional Approach: Believes that individuals show extensive change from birth to adolescence, little
or no change in adulthood, and decline in late old age.

- Life-span Approach: Believes that even in adulthood, developmental change takes place as it does
during childhood.

- Characteristics of Human Development from a Life-span Perspective:

- Lifelong: Development does not end in adulthood.

- Plastic: Plasticity refers to the potential for change. Development is possible throughout the lifespan.

- Multidimensional: Development involves biological, cognitive, and socioemotional changes.

- Contextual: Development occurs in context and varies from person to person.

- Multidirectional: Development of a particular domain does not occur in a strictly linear fashion.

- Principles of Child Development and Learning That Inform Practice:

- All the domains 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 towards 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 and cultural contexts.

- Children learn in variety 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.

Topic 1.3: The Stages of Development and Development Tasks

- Introduction: This topic explores the different stages of human development and the developmental
tasks associated with each stage.

- Objectives: Students will be able to:

- Describe the developmental tasks in each developmental stage.

- Appreciate stages of life through simple recall of life’s milestones.

- Compare and contrast Santrock’s and Havinghurst’s concepts in significance to education.

- Stages of Development:

- Prenatal Development: Conception to birth.

- Germinal: Fertilization to 2 weeks.

- Embryonic: 2 weeks to 2 months.

- Fetal: 2 months to birth.

- Infancy and Toddlerhood: Birth to 2 years.

- Early Childhood: 3 to 5 years old.

- Late Childhood: 6 to 12 years old.

- Adolescence: 13 to 18 years old.

- Early Adulthood: 19 to 29 years old.

- Middle Adulthood: 30 to 60 years old.

- Late Adulthood: 61 years and above.

- Developmental Tasks:

- Robert Havinghurst's definition: A developmental task is one that arises at a certain period in our life,
the successful achievement of which leads to happiness and success with later tasks, while failure leads
to unhappiness, social disapproval, and difficulty with later tasks.

- Santrock's Eight Developmental Stages and Corresponding Tasks:

- Infancy and Early Childhood (0-5 years old): Learning to walk, learning to take solid foods, learning to
talk, learning to control the elimination of body wastes, learning sex differences and sex modesty,
acquiring concepts and language to describe social and physical reality, readiness for reading, learning to
distinguish right from wrong and developing a conscience.

- Late Childhood (6-12 years old): Learning physical skills necessary for ordinary games, building a
wholesome attitude toward oneself, learning to get along with agemates, learning an appropriate sex
role, developing fundamental skills in reading writing and calculating, developing concepts necessary for
everyday living, developing conscience, morality, and a scale of values, developing acceptable attitudes
toward society.

- Adolescence (13 to 18 years old): Achieving mature relations with both sexes, achieving a masculine or
feminine social role, accepting one’s physique, achieving emotional independence of adults, preparing
for marriage and family life, preparing for an economic career, acquiring values and an ethical system to
guide behavior, desiring and achieving socially responsible behavior.

- Early Adulthood (19 to 29 years old): Selecting a mate, learning to live with a partner, starting a family,
rearing children, managing a home, starting an occupation, assuming civic responsibility.
- Middle Adulthood (30 to 60 years old): Helping teenage children to become happy and responsible
adults, achieving adult social and civic responsibility, satisfactory career achievement, developing adult
leisure-time activities, adjusting to aging parents.

Topic 1.4: Issues on Human Development

- Introduction: This topic explores three key issues in human development: the roles played by nature
and nurture, continuity and discontinuity, and early and later experience.

- Objectives: Students will be able to:

- Explain every issue of development with regards to human development.

- Justify every issue on development as to how it affects the learner’s behavior.

- Advocate your stand about human development in light of its processes.

- Nature and Nurture:

- The nature-nurture issue involves the debate about whether development is primarily influenced by
nature (biological inheritance) or nurture (environmental experiences).

- Continuity and Discontinuity:

- The continuity-discontinuity issue focuses on the extent to which development involves gradual,
cumulative change (continuity) or distinct stages (discontinuity).

- Early and Later Experience:

- The early-later experience issue focuses on the degree to which early experiences (especially in
infancy) or later experiences are the key determinants of the child’s development.

Module 2: Developmental Theories on Child and Adolescent Development

Topic 2.1: Freud’s Psychoanalytic Theory of Development

- Introduction: This topic explores Freud's psychoanalytic theory of development, which emphasizes the
role of unconscious drives and early childhood experiences in shaping personality.

- Objectives: Students will be able to:

- Explain Freud’s views about child and adolescent development.

- Assess oneself’s childhood experiences through recalling life’s experiences.

- Draw implications of Freud’s theory to education.

- Freud’s Stages of Psychosexual Development:

- Oral Stage (birth to 18 months): Erogenous zone is the mouth. Fixation can lead to oral receptive or
oral aggressive personality traits.

- Anal Stage (18 months to 3 years): Erogenous zone is the anus. Fixation can lead to anal retentive or
anal expulsive personality traits.

- Phallic Stage (ages 3 to 6): Erogenous zone is the genitals. Children become interested in gender
differences and develop unconscious sexual desires for the opposite-sex parent (Oedipus Complex for
boys, Electra Complex for girls).

- Latency Stage (age 6 to puberty): Sexual urges remain repressed. Children focus on acquiring physical
and academic skills.

- Genital Stage (puberty onwards): Sexual urges reawaken and are directed towards the opposite sex.

- Freud’s Personality Components:

- Id: Operates on the pleasure principle, seeking immediate gratification of needs.

- Ego: Operates on the reality principle, balancing the id's demands with the constraints of reality.

- Superego: Embodies a person’s moral aspect, representing internalized societal values and
expectations.

- The Topographical Model (Iceberg Model):

- Conscious: Thoughts and feelings we are aware of.

- Preconscious: Thoughts and feelings that are not currently in awareness but can be easily brought to
consciousness.

- Unconscious: Mental processes that are inaccessible to consciousness but influence behavior.

Topic 2.2: Piaget’s Stages of Cognitive Development

- Introduction: This topic explores Piaget's theory of cognitive development, which describes how
children construct their understanding of the world through interaction with their environment.

- Objectives: Students will be able to:

- Analyze Piaget’s stages in relation to the teaching-learning process.

- Evaluate learning activities to the learner’s cognitive stage.

- Basic Cognitive Concepts:

- Schema: Cognitive structures that organize knowledge.

- Assimilation: Fitting new experiences into existing schemas.

- Accommodation: Creating new schemas to accommodate new information.

- Equilibration: Achieving balance between assimilation and accommodation.

- Piaget’s Stages of Cognitive Development:

- Sensorimotor Stage (birth to 18-24 months old): Infants learn through sensory experiences and
manipulating objects. Key achievement is object permanence.

- Preoperational Stage (2 to 7 years old): Children develop symbolic thought, language, and imagination.
They are egocentric and struggle with logical thinking.
- Concrete Operational Stage (7 to 11 years old): Children can think logically about concrete events and
understand conservation. They become less egocentric and can use inductive logic.

- Formal Operational Stage (Adolescence to adulthood): Adolescents can think abstractly, reason
hypothetically, and use deductive logic.

Topic 2.3: Vygotsky’s Socio-Cultural Theory

- Introduction: This topic explores Vygotsky's socio-cultural theory, which emphasizes the role of social
interaction and culture in cognitive development.

- Objectives: Students will be able to:

- Explain why Vygotsky’s theory is called “Socio-cultural” theory.

- Differentiate Piaget and Vygotsky’s views on cognitive development.

- Explain how scaffolding is useful in teaching a skill.

- Key Concepts:

- More Knowledgeable Other (MKO): Someone who has a better understanding or a higher ability level
than the learner.

- Zone of Proximal Development (ZPD): The difference between what a child can achieve independently
and what they can achieve with guidance.

- Scaffolding: Providing temporary support to help learners accomplish tasks within their ZPD.

- Language: Plays a powerful role in shaping thought and is the main means by which adults transmit
information to children.

- Private Speech: Self-directed speech that serves an intellectual function and transitions into inner
speech.

- Classroom Applications:

- Reciprocal Teaching: A method to improve students' ability to learn from text.

- Scaffolding and Apprenticeship: Teachers or more advanced peers help to structure tasks for novices.

- Collaborative Learning: Group members with different ability levels work together.

Topic 2.4: Erikson’s Psycho-Social Theory of Development

- Introduction: This topic explores Erikson's theory of psychosocial development, which describes how
individuals develop a sense of identity through a series of psychosocial crises throughout the lifespan.

- Objectives: Students will be able to:

- Explain the 8 stages of life in relation to its importance to education.

- Formulate at least 6 ways on how Erikson’s theory can be useful for you as a future teacher.

- Erikson's Eight Stages of Psychosocial Development:

- Trust vs. Mistrust (0-1.5 years old): Infants develop a sense of trust or mistrust based on the
consistency and reliability of their caregivers.

- Autonomy vs. Shame and Doubt (1.5 - 3 years old): Children develop a sense of autonomy or shame
and doubt based on their experiences with independence.

- Initiative vs. Guilt (3 – 5 years old): Children develop a sense of initiative or guilt based on their
experiences with exploring their environment and taking on new challenges.

- Industry vs. Inferiority (5 – 7 years old): Children develop a sense of industry or inferiority based on
their experiences with mastering new skills and achieving goals.

- Identity vs. Role Confusion (12 – 18 years old): Adolescents develop a sense of identity or role
confusion based on their experiences with exploring their values, beliefs, and goals.

- Intimacy vs. Isolation (18 – 40 years old): Young adults develop a sense of intimacy or isolation based
on their experiences with forming close relationships.

- Generativity vs. Stagnation (40 – 65 years old): Adults develop a sense of generativity or stagnation
based on their experiences with contributing to society and leaving a legacy.

- Ego Integrity vs. Despair (65+ years): Older adults develop a sense of ego integrity or despair based on
their reflections on their life and accomplishments.
Topic 2.5: Kohlberg’s Stages of Moral Development

- Introduction: This topic explores Kohlberg's theory of moral development, which describes how
individuals' moral reasoning develops through a series of stages.

- Objectives: Students will be able to:

- Explain the stages of moral development in light of making daily decisions.

- Analyze a person’s level of moral reasoning based on his responses to moral dilemmas.

- Cite how the theory of moral development can be applied to your work as a teacher later on.

- Kohlberg’s Levels and Stages of Moral Development:

- Level 1: Preconventional Morality:

- Stage 1: Obedience-and-Punishment Orientation: Focus on avoiding punishment.

- Stage 2: Instrumental Orientation: Focus on self-interest and rewards.

- Level 2: Conventional Morality:

- Stage 3: Good Boy, Nice Girl Orientation: Focus on seeking approval and maintaining positive
relationships.

- Stage 4: Law-and-Order Orientation: Focus on upholding laws and rules for societal order.

- Level 3: Post-Conventional Morality:

- Stage 5: Social-Contract Orientation: Focus on upholding social contracts and promoting the greatest
good for the greatest number.

- Stage 6: Universal-Ethical-Principal Orientation: Focus on abstract ethical principles and justice.

Topic 2.6: Bronfenbrenner’s Ecological Theory

- Introduction: This topic explores Bronfenbrenner's ecological theory, which emphasizes the
importance of studying children in multiple environments (ecological systems) to understand their
development.

- Objectives: Students will be able to:

- Describe each of the layers of Bronfenbrenner’s Bioecological model.

- Evaluate factors in one’s own life that exerted influence on one’s development.

- Use the bioecological theory as a framework to describe the factors that affect a child and adolescent
development.

- Bronfenbrenner's Ecological Model:

- Microsystem: The immediate environment (family, school, peers, community).

- Mesosystem: Interactions between microsystems (e.g., home-school).

- Exosystem: Linkages between settings, one of which may not contain the child (e.g., parent's
workplace).

- Macrosystem: The broader cultural patterns and values (e.g., political and economic systems).

- Chronosystem: The dimension of time, reflecting changes and constancies in the child's environment.

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