Child and Adolescent Dev - T Mats

COLLEGE OF EDUCATION
2ND Semester, SY 2009-2010

EDUCATION 2A CHILD & ADOLESCENT DEVELOPMENT
I. The Child and Adolescent Learner
A. Characteristics of Early Childhood
B. Characteristics of Late Childhood
C. Characteristics of Adolescence
D. Status of the Filipino Youth
E. Rights of the Child
II. Growth and Development
A. The Nature of Growth, Development and Maturation
B. Principles of Growth and Development
C. Factors of Growth and Development
1. Heredity
2. Environment
III. Physical and Motor Development
A. Development in Early Childhood
B. Development in Late Childhood
C. Development in Adolescence
D. Factors Affecting Physical Development
E. Abnormal and Exceptional Physical Development
F. Impact of Physical Development to Learning
IV. Cognitive Development
D. Factors Affecting Cognitive Development
E. Abnormal and Exceptional Cognitive Development
F. Piagets Cognitive Developmental Theory
G. Vygotskys Constructivist Theory
H. Theories of Language Development
I. Impact of Cognitive Development to Learning
V. Social and Emotional Development
D. Factors Affecting Social and Emotional Development
E. Abnormal and Exceptional Social and Emotional Development
F. Eriksons Psychosocial Developmental Theory
G. Freuds Psychosexual Theory
H. Banduras Social Cognitive Theory
I. Impact of Social and Emotional Development to Learning
References:
Acero, Victorina O., etal. Human Growth Development and Learning.
Manila: Rex Book Store, Inc., 2004.
Anonat, Rosa Dematera. Child and Adolescent Development.
Mandaluyong City: Books Atbp. Publishing Corp., 2009.
Corpuz, Brenda and Lucas, Maria Rita. Facilitating Learning:
A Metacognitive Process. Manila: Lorimar Publishing, Inc., 2007.
Rocaberte, Tito and Cornista, Aleli. Essentials of Educational Psychology.
Dagupan City, Pangasinan: SLA Publishing House, 1994.
www.wikipedia.com
www.ds.health.com
www.youth.net.ph
www.askjeeves.com
Prepared by:
Maria Czarina Ramona A. Naniong, RN, RPT
2nd Semester, SY 2009-2010
CHILD AND ADOLESCENT DEVELOPMENT
Preliminary Examination
Name:_____________________________________________________
I. Directions: Place a
on the blank if the statement is true, and a
Score:______
if it is false.
_____ 1. All humans are unique in their growth and development.

_____ 2. A teacher who understands the nature of the learners growth, development and
behavior is better equipped for instruction than one who is not.
_____ 3. A teacher who understands the nature of the learners growth, development and
behavior can correct all the abnormalities of the child.
_____ 4. Some aspects of human growth and development are interrelated.
_____ 5. All aspects of human growth and development are interrelated.
_____ 6. When a young child asks too many questions, discouragement this practice
because it is an indication of rudeness and disrespect.
_____ 7. The more a child is stimulated, the faster is his cognitive development.
_____ 8. Stubbornness is evident both in early childhood and adolescence.
_____ 9. Adolescents are adept at decision-making.
_____ 10. A very young child is not able to inhibit his emotions. He openly expresses how
he feels.
_____ 11. Toys not only serve as playthings, but can aid in the childs development, as well.
_____ 12. The adolescence period is called the problem age because teachers and parents
encourage the teenagers to solve their own problems.
_____ 13. Children start to form their own clique or group at the preschool level.
_____ 14. All children in the elementary ages do not prioritize hygiene and orderliness.
_____ 15. Physical abnormalities in children affect the learning process.
II. Directions: Identify the stage of development being described and answer as follows:
= Early Childhood
= Late Childhood
_____ 1. the drive to achieve is founded

_____ 2. there is an ongoing search for identity
_____ 3. age of conformity
_____ 4. age of curiosity
_____ 5. personality becomes distinct and unique
_____ 6. social relationships are founded
= Adolescence
_____ 7. integration into mature society begins

_____ 8. creativity age
_____ 9. peers begin to influence behavior and decisions
_____ 10. physical maturity is achieved
III. Directions: Match the laws to their description by writing the letters of the correct
answers to the blanks provided.
_____ 1. Republic Act #8049
a. prohibits the employment of children below 15
b. established the role of youth in nation-building
c. established a separate justice system for children
d. anti-hazing act
e. anti-rape act
f. anti-child abuse act
IV. Directions: Encircle the letter of the best answer.

1. The university VMGO can be described as:
a. related to the national educational goals
b. related to the classroom lessons
c. related to the course curriculum
d. all of the choices
2. The school VMGO, particularly the transformative aspect, is in line with:
a. creating positive behavioral changes in the learners
b. knowing the aspects of growth and development
c. reflecting on the theories of growth and development
d. inspiring and motivating the students
3. Annie is the first child in the family. She is 3 1/2 years old and is already attending
nursery school. Which is the correct description of Annies physical status?
a. Her body is proportioned like an adult.
b. She has difficulty using the scissors to cut paper.
c. She can easily compete in team sports.
d. She is physically mature.
4. Describe Annies sense of independence.
a. She is in search for her identity and independence.
b. She depends on her parents/caregivers for everything.
c. She tries to assert her independence, but she does not know how to handle it yet.
d. She passively accepts everything the adults tell her.
5. Which question would Annie possibly ask?
a. What is life?
b. How can I be happy?
c. Where does rain come from?
d. Why am I a girl and not a boy?
6. When someone gets her favorite doll, how does Annie react?
a. she cries and throws a tantrum
b. she asks, Why did you get my doll?
c. she prays to God for another doll
d. she tells her mother what happened
7. How would Annie prepare to go to school?
a. she dresses herself for school
b. she needs help dressing but she can do a few things on her own
c. she expects her mother to do everything for her
8. At what stage of growth and development does Annie belong?

a. Early childhood
c. Adolescence
b. Late childhood
d. none of the choices
9. Most of Annies time and energies are spent:
a. in school
c. at Jollibee
b. at home
d. at her playmates house
10. Fred is Annies cousin. He is in the fourth grade. Describe his physical status.
a. He is physically mature.
b. His eyesight is not yet normal.
c. He has reached puberty.
d. He has an oversupply of male hormones.
11. With whom would Fred prefer to spend his time?
a. his mother
c. his friends of the opposite gender
b. his friends of the same gender
d. himself
12. Most of Freds time and energies are spent:
a. in school
c. at the computer shop
b. at home
d. at his friends house
13. Freds physical appearance can be described as generally:
a. well-proportioned
c. untidy and unkempt
b. well-groomed
d. stylishly dressed
14. Fred cares mostly about:
a. his parents
c. God
b. his studies
d. his PSP
15. The reason for giving special attention to the plight of the Filipino children is :
a. 43 out of 1000 newborn infants die
b. 28% of children below the age of 5 are malnourished
c. almost half of our population is composed of children below 18
d. a minimal number of our youth reach college level
16. The childs right to a healthy, peaceful environment, along with proper nutrition, is
corollary to his:
a. right to education
c. right to freedom of thought
b. right to a nationality
d. right to life
17. The childs right to establish his identity corresponds to his:
a. right to education
c. right to life
b. right to a name
d. right to nationality
18. The young persons right to be protected by the State because of his role in nationbuilding is stated in:
a. Sec. 13, Art. II, Phil. Constitution
c. Sec. 13, Art. I, Phil. Constitution
b. Sec. 1, Art. I3, Phil. Constitution
19. If the person who committed a crime is aged 17, how will his case be considered?
a. he will receive the same punishment as an adult because he is almost 18
b. he will have no criminal liability
c. he will serve only half of his sentence in jail
d. he will only perform community services
20. Child abuse includes the following, except:
a. trafficking of children
b. publication of obscene materials featuring children
c. abortion of unwanted children
d. child prostitution
anins

Midterm Examination
Name:_____________________________________________________
I. Directions: Place a
Score:______
on the blank if the statement is true, and a
if it is false.
_____ 1. Heredity and environment do not operate independently.

_____ 2. Growth and development depend solely on biologically transmitted
characteristics.
_____ 3. Individuals develop asymmetrically, that is, certain aspects of their development
are more pronounced or prominent.
_____ 4. Functions unique to the individual are called phylogenetic functions.
_____ 5. On the other hand, functions unique to the specie are called ontogenetic functions.
_____ 6. Maturation is a result of growth and development.
_____ 7. Man is part nature and nurture.
_____ 8. Good health and nutrition have no effect on growth and development because
these are primarily determined by heredity.
_____ 9. By the late childhood stage, the child has achieved normal body proportions.
_____10. Teratogens aid in normal physical growth and development.
II. Directions: Classify the following disabilities/abnormalities under the correct category.
Dyslexia
Impacted Eardrum
Poor Comprehension
Cripple
Glaucoma
Mental
Retardation
Visual
Impairment
Downs Syndrome
Stuttering
Night Blindness
Mongoloidism
Delayed Reading
Hearing
Impairment
Cerebral
Palsy
Cataract
Dyscalcula
Deformed Legs
Slurred Speech
Mutism
Language
Problem
III. Directions: Encircle the letter of the BEST answer.

1. The role of the teacher in the childs growth and development is:
Learning
Disability
a. to assist in identifying potentialities

b. to help in developing talents and potentials
c. to provide a learning environment that will reinforce the childs inherited traits
2. Which is not a principle of growth and development?
a. all individuals are unique
b. early foundations determine functional asymmetry
c. the various aspects are integrated
3. When a girl reaches puberty and manifests all of the changes that accompany this stage,
which can be assumed?
a. growth has taken place
b. growth and development have taken place
c. growth, development and maturation have taken place
d. maturation has taken place
4. When Ruben writes with his left hand, this is an indication of:
a. cephalocaudal principle
c. principle of functional asymmetry
b. proximodistal principle
d. epigenetic principle
5. All birds have wings. But the penguin, which is also a bird with wings cannot fly like its
other relatives. This is an example of:
a. epigenetic principle
c. phylogenetic principle
b. ontogenetic principle
6. The teeth become a complete set of 32 at the:
a. early childhood stage
c. late childhood stage
b. adolescence stage
7. Growth spurt is exhibited during the:
c. late childhood and adolescence stages
d. early childhood and adolescence stages
8. Examples of teratogens are:
a. cigarettes, coffee, alcohol
c. drugs, meat, junkfood
b. alcohol, candies, fruits
9. The reflex action wherein the Baby Joe turns his head and mouth toward the hand that
strokes his cheek.
a. palmar
b. plantar
c. rooting
d. sucking
10. The reflex action wherein Baby Mike throws his arms together when startled.
a. plantar
b. grasping
c. moro
d. rooting
11. Reflex where Baby Gel immediately grips your finger when her palm is touched.
a. palmar
b. plantar
c. rooting
d. moro
12. Play skills like riding a bike or engaging in team sports are developed in the:
13. Handedness is determined at the:
14. Which is a false statement?
a. During high school girls are taller than boys.
b. During elementary girls are taller than boys.
c. Boys experienced the growth spurt later than girls.
d. In general, boys become taller than girls later on.
15. A family with a special child needs support. All of these are correct, except:
a. the child has to be helped
b. the disability is a shame to the family
c. the child may have developmental problems
16. These are some problems met by a special child, except:
a. medical treatment
c. social restriction
b. anxiety
d. manifestation of loving care
17. Which is not a sign of blindness in young children?

a. abnormalities in eye movement
c. no blinking observed
b. shuts and opens eyes as needed
18. Joseph is mildly retarded. He can do the following, except:
a. hold a job
c. perform self-help skills
b. use the Pythagorean theorem
d. pay his bills
19. Pat is profoundly retarded. Which is the best description of Pat?
a. She is capable of feeding herself.
b. She can say Mama.
c. She can tie her shoes and dress herself.
d. Her IQ is between 25 to 39.
20. A teacher who has a visually impaired child in her class does the following, except:
a. does not practice the alphabetical seating arrangement
b. constructs bigger and more colorful visual aids
c. wears eyeglasses
d. check on the work of the child more often than the other students
21. Which is not a cause of hearing abnormalities?
a. very loud music
c. overdose of medication
b. untreated infection
d. congenital disease
22. The teacher who handles a deaf class knows that:
a. she must hire a sign language expert
b. she must present bigger visual aids in class lessons
c. she needs to maintain eye contact with the students all the time
d. she needs to take formal classes in special education
23. Language problems may be the result of the following, except:
a. emotional trauma
c. poor diet
b. brain injury
d. retardation
24. Which is not an ADHD symptom?
a. fidgeting hands or feet
b. interrupting or intruding on others conversations or activities
c. difficulty waiting in line
d. listening attentively when spoken to directly
25. Because ADHD is not a visible disability nor readily diagnosed:
a. children are often wrongly judged, misunderstood and labeled as bad
b. children receive preferential treatment
c. parents should not mind their childs behavior
d. doctors should prescribe Ritalin to all schoolchildren just to make sure
aanins
CHILD & ADOLESCENT DEVELOPMENT

Midterm Examination
TABLE OF SPECIFICATIONS
Competency / Objective
Taxonomy Level
No. of Items
To recall the concepts of growth, development

and maturation
Cognitive - Remembering
To identify and explain the different principles

of growth, development and maturation
Cognitive Remembering
Cognitive Understanding
To compare and contrast hereditary from

environmental factors of growth and
development
Cognitive Understanding
To analyze and form opinions about the

physical development in early childhood, late
childhood and adolescence
Cognitive Analyzing
Cognitive - Evaluating
10
To weigh the various factors affecting

physical development
Cognitive Evaluating
To develop a sense of value towards the

impact of physical development to learning
Affective - Characterizing
To classify physical abnormalities correctly
Cognitive - Understanding
20
To form sound judgment on the management

of students with physical abnormalities
Total
50
Prepared by: Maria Czarina Ramona A. Naniong
JEAN PIAGETS COGNITIVE DEVELOPMENTAL THEORY - the mind is dynamic;

cognitive development is greatly affected by environmental factors
Early Childhood Stage:
1. Sensorimotor Stage
- provide different sensory experiences to the child
- introduce a variety of toys
- encourage physical activities
2. Preoperational Stage
- talk to the child

- answer his questions
- avoid baby talk
- encourage imaginative and pretend play but make sure the
child knows that it just make-believe
- set good examples
- teach the child about empathy, sharing & helping others
3. Concrete Operational Stage
- reinforce classroom lessons
- encourage him to talk about school and friends
- urge the child to be more competitive but to practice
good sportsmanship
- understand his need to be with the barkada
4. Formal Operational Stage - reinforce classroom lessons
- observe his ability to reason out logically
- ask questions that make him think and reflect
- respect his need to become a more independent thinker
LEV VYGOTSKYS
SOCIAL COGNITIVE THEORY
- provide socialization to aid in cognitive development
- encourage communication
- respect private speech
CONSTRUCTIVIST THEORY
- find out about the childs prior/previous knowledge
- acknowledge that each person has his own way of understanding and
constructing or finding meaning in new lessons
- adjust to the different learning needs of the students by using various teaching
methods
- provide scaffolding
COGNITIVE DISORDERS:
1. Organic Disorders:
Phenylketonuria (excess of an amino acid)
Cretinism (decreased thyroid)
Mongoloidism
Parkinsons
Alzheimers
Amnesia
Aphasia (language disorder)
Dementia
Autism
2. Anxiety Disorders:
Panic Disorder
Phobias
3. Mood Disorders:
Bipolar (manic-depressive)
OCD
Post-traumatic Stress Disorder
Suicidal
4. Personality Disorders: Paranoid
Narcissistic
Antisocial
Aggressive
Histrionic
5. Psychotic Disorders:
Schizophrenia (distorted thoughts and emotions)
Delusional
6. Eating Disorders:
Anorexia N., Bulimia
7. Sleep Disorders:
Insomnia, Night Terrors
8. Sexual Disorders
9. Somatoform Disorders
Semi-Final Examination
Name:_____________________________________________________
Score:______
I. Directions: Complete the table by classifying the following cognitive disorders under the
correct group.
paranoia
hydrophobia
mongoloidism
bulimia
depression
Organic
Disorder
manic-depressive
severe panic attack
self-love
thyroid imbalance
suicidal tendency
Anxiety
Disorder
Mood Disorder
autism
obesity
head injury
claustrophobia
overreaction
Personality
Disorder
Eating Disorder
II. Directions: Encircle the letter of the BEST answer.

1. Cognitive development is independent of:
a. physical development
c. all of the choices
b. social and emotional development
2. When does a young child practice imagery / develop her imagination?
a. watching Dora the Explorer
b. pretending to be Dora the Explorer
c. visualizing Dora the Explorer playing with Boots
d. playing with her Dora the Explorer stuffed toy
3. Which statement is not true about the childs mental status?
a. it develops as the child grows up
b. it develops as the child uses it and becomes more educated
c. it remains fixed throughout life
d. it reflects one aspect of the childs health
4. At which stage does a child begin to be curious about his surroundings?
a. Early childhood
c. Adolescence
b. Late childhood
d. all three stages
5. What should a teacher provide for children in the late childhood stage?
a. activities for hypothesis formation
b. learning activities that involve problems of classification and ordering
c. games and other physical activities to develop motor skills
d. stimulating environment with enough objects to play with
6. What should a teacher provide for children in the adolescence stage?
a. activities for hypothesis formation
b. learning activities that involve problems of classification and ordering
c. games and other physical activities to develop motor skills
d. stimulating environment with enough objects to play with
7. Which word/s best describe/s the adolescents kind of thinking?
a. abstract
c. orderly and logical
b. reflective
8. At which stage does a child begin to question his surroundings?
a. Pre-Operational
c. Concrete Operational
b. Sensorimotor
d. Formal Operational
9. At which stage does a child begin to explore his surroundings with his
hands?
a. Pre-Operational
c. Concrete Operational
b. Sensorimotor
d. Formal Operational
10. Joey likes to pretend they she is fighting aliens with her omnitrix like Ben 10. This is
called:
a. symbolic or pretend play
c. cognitive play
b. mental play
d. imaginary play
11. What can a child do at the Concrete Operational Stage?
a. recite the Preamble to the Constitution
b. understand the sequences in a story
c. comprehend the ideals behind the schools mission and vision
d. talk to his classmate about his favorite cartoon character
12. Which is one role of play in the preschool and early childhood years?
a. develops competitive spirit
b. separates reality from true-to-life experiences
c. increases imagination due to expanding knowledge and emotional range
d. develops the upper and lower limbs
13. What can a child do at the Preoperational Stage?
a. recite and explain the preschools VMGO
b. understand the sequences in the story of Cinderella
c. discuss the history behind the schools mission and vision
d. talk to his classmate about his favorite cartoon character
14. Which statement best describes Piagets theory?
a. it should be studied in isolation from the other developmental theories
b. it should be studied in relation to the other developmental theories
c. its importance to education should be emphasized because it is the only theory
that focuses on cognitive development
15. Which is not a sign of childhood depression?
a. Regular sadness, weeping, crying; and/or hopelessness.
b. Lack of interest in or failure to enjoy activities.
c. Low energy; and poor concentration
d. Consistent performance in school
16. Researchers have determined the cause of autism to be:
a. head injuries
c. abnormal genes
b. birth defects
d. still undetermined
17. Which cognitive disorder makes the person check and recheck repeatedly to make sure
that a door is locked?
a. obsessive-compulsive
c. autism
b. delusion
d. schizophrenia
18. Which one describes a phobia?
a. fear of big dogs
b. fear of being hit by a bus while crossing the street
c. fear of taking a bath
d. fear of commitment
19. Which does not accompany schizophrenia?
a. bulimia
c. paranoia
b. delusional thoughts
d. hallucinations
20. Eating disorders usually result from:
a. trauma to the brain
c. poor self concept
b. genetics
d. poor eating habits
21. Cognitive disorders are easier to treat than physical abnormalities. This
statement is:
a. true
b. false
22. Which is the best practice to help develop the motor skills of a child during the
sensorimotor stage?
a. provide different sensory experiences to the child
b. introduce a variety of toys
c. encourage physical activities
d. talk to the child
23. Which disorder does not belong to the group?
a. Paranoia
c. Narcissism
b. Delusional Behavior
d. Antisocial Behavior
24. Which is not an organic disorder
a. OCD
c. Amnesia
b. Autism
d. Alzheimers
25. During the preoperational stage, the child is egocentric or self-centered. How can the
teacher improve this behavior?
a. teach the child about empathy
b. reinforce classroom lessons
c. encourage him to talk about school and friends
d. urge the child to be more competitive
26. If the teenager wants to choose the course he will take up in college:
a. reinforce his classroom lessons
b. observe his ability to reason out logically
c. ask questions that make him think and reflect
d. respect his need to become a more independent thinker
27. How do you help a young child develop speech and speech patterns?
a. answer his questions
b. avoid baby talk
c. encourage imaginative play
d. set good examples
28. A 4 year old girl asks why Doras animal friends can talk. How should you react?
a. allow the child to use her imagination
b. teach the child about pretend play
c. explain the difference between fantasy and reality
d. smile and hug the child
29. Can you ask preschool children questions that will make them think?
a. No, they have not yet developed logical thinking.
b. No, they will just ignore you.
c. Yes, it is never too early to develop HOTS (higher order thinking skills) in a child.
d. Yes, just dont expect sensible and reasonable answers from them.
30. Which of these questions will help develop the student into a more independent
thinker?
a. Who killed Magellan?
b. How does photosynthesis take place?
c. Do you think a mother has the right to abort her unborn baby?
d. Why do you always come to school late?
31. What was the topic of the seminar that was held together with a politicians campaign?
______________________________________________________________________________
32. Name one of the senator-hopefuls who attended the Senate Forum?
______________________________________________________________________________
33. Name one event held during Education Week?__________________________________
34. Name one food served during Education Night? _________________________________
35. Who was judged as Mr. Ramp Model during Education Night? (name or number)
______________________________________________________________________________
aanins
I. Directions: Determine who is speaking. Identify the appropriate cognitive

stage of the speaker in each statement. Write the letter of your
answer on the provided space.
A. Sensorimotor stage
B. Preoperational stage
C. Concrete Operational stage
D. Formal Operational stage

_____ 1. I wonder where the sun goes when it is nighttime?
_____ 2. I try to imitate my favorite TV character.
_____ 3. When my mother leaves my sight, I believe that she will be gone
forever.
_____ 4. I can trace how our river became so polluted.
_____ 5. When the teacher asks me a question, I can explain and reason
out well.
_____ 6. I put everything I grab hold of into my mouth.
_____ 7. I do not like to share my toys with others.
_____ 8. I can only appreciate the colors black and white.
_____ 9. I can discuss logically how laws are created.
_____ 10. I am now able to do multi-tasking.
SOCIAL & EMOTIONAL DEVELOPMENT

Early Childhood
- start to develop a sense of self-awareness
- understand that other people have thoughts and feelings that may be different from their own
- begin to develop empathy
- become more interested in their peers
- can comfort a peer
- learn to share and cooperate
- learn discipline
Help the young child understand her feelings.
Encourage early friendships.
Let the child take the lead in deciding what to play.
Support the toddlers developing skills.
Help the child learn to resolve conflict in healthy, appropriate ways.
Use language to describe feelings and experiences.
Explain the reasons for limits and requests.
Look for ways to make your home culture part of the childs everyday routines.
Help children learn to resolve conflict in healthy, appropriate ways.
Late Childhood
- self-esteem is developing
- begin to care about what peers think
- want to spend time with friends but still need attention and approval from adults
- begin to experience worry, confusion, excitement or fear
- need support and guidance from parents, but begin to test authority
- social skills emerge, with best friends and cliques developing
- become overly concerned with weight and physical appearance
Adolescence
- may begin to experiment with tobacco, alcohol or other drugs.
- seek independence, but find security in parents limits and continue to look to them for values
and guidance
- want acceptance from peers
- friendship and romance are important
- become self-conscious
- become concerned over emerging sexuality
- explore different roles, looks, values, lifestyles and friendships
- begin to form their own values and standards
Eriksons Psychosocial Developmental Theory
1. Trust vs mistrust (0-2) provide the child with his needs
2. Autonomy vs shame/doubt (2-4) allow the child to be independent, but with guidance
3. Initiative vs guilt (4-6) same as above
4. Industry vs inferiority (6-12) recognize the childs efforts
5. Identity vs role confusion (12-18) support the teen as he reflects, explores and makes his own
mind
Kohlbergs Moral Developmental Theory
1. Pre-Conventional Level
2. Conventional Level
3. Post-Conventional, Autonomous, or Principled Level
Freuds Psychosexual Developmental Theory
1. Oral
2. Anal
3. Phallic
4. Latency
5. Genital
Banduras Social Learning Theory be a good model to the child
Abnormal Social and Emotional Development - social anxiety disorder/social phobia, separation anxiety
disorder (SAD), school refusal behavior, selective mutism, reactive attachment disorder, oppositional
defiant disorder, attention deficit disorder (ADD), attention deficit hyperactivity disorder (ADHD)
Loving relationships give young children a sense of comfort, safety, confidence, and
encouragement. They teach young children how to form friendships, communicate emotions, and
to deal with challenges. Strong, positive relationships also help children develop trust, empathy,
compassion, and a sense of right and wrong. Starting from birth, babies are learning who they are
by how they are treated. Through everyday interactions, parents, relatives and caregivers send
babies messages like: Youre clever. Youre good at figuring things out. Youre loved. You make
me laugh. I enjoy being with you. These messages shape a babys self-esteem.
Young toddlers are starting to develop a sense of self-awarenessthat they are separate
and independent from others. This new knowledge helps them understand that other people have
thoughts and feelings that may be different from their own. Realizing this helps children begin to
develop empathy the ability to put ones self in another persons shoes and imagine what he is
feeling. Young toddlers are also becoming more and more interested in their peers, though at this
age they usually dont play with other children, but next to or nearby. Children will begin to play
more interactively with peers as they near age 3 and beyond.
You will also see a real explosion in pretend play, a critical aspect of childrens
development. Pretend play builds language, thinking, and social skills when children take on
roles and develop their own ideas and stories. Two-year-olds are also capable of empathy
understanding the feelings of others. You might see a child comfort a peer who is hurt or even
cry when he sees another child who is upset. At the same time, toddlers still love to say No!
and struggle with resolving conflicts with friends. Children develop more advanced social play
skills, such as sharing and turn-taking.
Another way to help children begin to learn social skills, stay safe, and begin to learn
values and morals is to provide appropriate discipline from birth. During the first months, the
priority of discipline is keeping babies safe until they can comprehend right and wrong and the
consequences of their actions. Physical punishment such as spanking is not very effective, if at
all, because young children don't understand the cause and effect connection between
misbehavior and punishment.
Here are some suggestions to guide the young childs development:
Help the young child understand her feelings:
Explore the idea of feelings through play.
Be a careful observer.
Help the child express his feelings in age-appropriate ways.
Encourage early friendships.
Offer some play activities that dont require sharing.
Ask children to imagine how their behavior might affect others:
Make a friend book.
Help the child to see others points of view.
Let the child take the lead in deciding what to play.
Comment on or describe what the child is doing.
Get involved in the childs play by following her lead.
Support the toddlers developing skills.
Empathize with the childs frustration.
Ask the child if she knows what may be causing the problem.
Offer observations.
Ask if she has any ideas
Ask if she wants suggestions.
Provide the support she needs to be successful.
Praise the process, not just the result.
Help the toddler become a confident problem-solver.
Help the child learn to resolve conflict in healthy, appropriate ways.
Keep it simple.
Go over what happened

Point out the consequences of the childs behaviour.
Brainstorm better choice(s) the child can make next time.
Use language to describe feelings and experiences.
Put the childs feelings into words.
Read books about feelings.
Explain the reasons for limits and requests.
Talk about rules and limits in language that the child can understand.
Show the child the benefits involved in cooperating.
Look for ways to make your home culture part of the childs everyday routines.
Choose books and music that reflect the home culture.
Help children learn to resolve conflict in healthy, appropriate ways.
Provide lots of support to young toddlers playing in a group.
Play turn-taking games.
Be a safe home base for your toddler.
Establish routines and transitions.
Development in Late Childhood
Self-esteem is developing. Theyre beginning to care about what peers think and want to
spend time with friends, but at the same time, they still need attention and approval from adults.
Boys and girls in early childhood are beginning to experience worry, confusion, excitement or
fear. Boys and girls in this stage need support and guidance from parents, but begin to test
authority. Social skills emerge, with best friends and cliques developing. Some may become
overly concerned with weight and physical appearance, and some may begin to experiment with
tobacco, alcohol or other drugs.
Development in Adolescence
Early teens seek independence, but find security in parents limits and continue to look to
them for values and guidance. As they try to establish their own identities, they want acceptance
from peers. Friendship and romance are important, and some become concerned over physical
changes and emerging sexuality.
Late teens are becoming independent. They explore different roles, looks, values,
lifestyles and friendships, and they begin to form their own values and standards. Youth in late
teens learn how to share as they form more meaningful one-to-one relationships, especially with
those of the opposite sex.
During this period, several issues regarding the adolescents relations with others arise.
Some of these are:
Issue #1- Young adolescents have a very strong need to be part of a social group
Giving students free time during the school day allows for informal socialization.
Students who are part of groups often feel a bond of trust, or at least a sense that they know the
others in the group. Clubs give students chances to get to know others with similar interests.
Issue #2- There are young adolescents who feel like targets
Young people often pick on others as a way of diverting attention away from themselves,
their differences, or their insecurities. Regardless of the reasons, it happens. As educators, we
need to do what we can to stifle this activity. Be sensitive to the kids who seem to be the outcasts
and never say things like stop picking on Sam in front of Sam or other kids who arent
involved. This will just make things worse for unfortunate Sam. Instead, we need to find interests
and activities that Sam does well and capitalize on them. Identify kids with similar
interests/skills and arrange for Sam to get together with them. As strange as it may seem, some
kids who become targets actually thrive on it in a perverse way. Attention, even though its
negative, gives a sense of identity.
Issue #3- Young adolescence is a prime time for shyness, given the self-consciousness of the age
Often shyness may be manifested in blushing, nervous stomach, sweating, and increased
pulse rate. Adolescents may experience these symptoms, but the need to conform to group norms
may cause them to hide the symptoms and appear to be confident. Whether shyness is obvious,
or a hidden malady, it can be painful and viewed as a negative trait by peers and adults. As with
Issue #1, providing a variety of outlets for socialization will help ease shyness. Offering activity
opportunities that vary enough to appeal to a variety of students may help shy students find their
talents and interests, and other students who share them.
Issue #4- Teachers social backgrounds may be different from their students
This is a very common phenomenon. We may teach students with whom we have difficulty
relating. It is essential that educators look seriously at the differences between the social realities
of the teachers and those of the students and be willing to make needed adjustments in
perceptions and in the way they conduct schooling. Learning will be more meaningful if teachers
understand young adolescent realities. Knowing student social realities will assist us in relating
to them and connecting them more fully to school experiences.
Eriksons Psychosocial Developmental Theory
Our personality traits come in opposites. We think of ourselves as optimistic or
pessimistic, independent or dependent, emotional or unemotional, adventurous or cautious,
leader or follower, aggressive or passive. Many of these are inborn temperament traits, but other
characteristics, such as feeling either competent or inferior, appear to be learned, based on the
challenges and support we receive in growing up.
The man who did a great deal to explore this concept is Erik Erikson. Erikson (19021994) developed a theory about human stage development from birth to death. Erikson focused
on how peoples' sense of identity develops; how people develop or fail to develop abilities and
beliefs about themselves which allow them to become productive, satisfied members of society.
Because Erikson's theory combines how people develop beliefs psychologically and mentally
with how they learn to exist within a larger community of people, its called a 'psychosocial'
theory.
Eriksons stages are, in chronological order in which they unfold: trust versus mistrust;
autonomy versus shame and doubt; initiative versus guilt; industry versus inferiority; identity
versus identity confusion; intimacy versus isolation; generativity versus stagnation; and integrity
versus despair. Each stage is associated with a time of life and a general age span. For each stage,
Erikson's theory explains what types of stimulation children need to master that stage and
become productive and well-adjusted members of society and explains the types of problems and
developmental delays that can result when this stimulation does not occur.
For purposes of our discussion on the child and the adolescent, only those stages
concerning our focus will be emphasized.
1. Infancy: Birth to 18 Months
Ego Development Outcome: Trust vs. Mistrust
Basic strength: Drive and Hope
Erikson also referred to infancy as the Oral Sensory Stage where the major emphasis is
on the mother's positive and loving care for the child, with a big emphasis on visual contact and
touch. If we pass successfully through this period of life, we will learn to trust that life is
basically okay and have basic confidence in the future. If we fail to experience trust and are
constantly frustrated because our needs are not met, we may end up with a deep-seated feeling of
worthlessness and a mistrust of the world in general.
Incidentally, many studies of suicides and suicide attempts point to the importance of the
early years in developing the basic belief that the world is trustworthy and that every individual
has a right to be here.
Not surprisingly, the most significant relationship is with the maternal parent, or whoever
is our most significant and constant caregiver.
2. Early Childhood: 18 Months to 3 Years
Ego Development Outcome: Autonomy vs. Shame
Basic Strengths: Self-control, Courage, and Will
During this stage we learn to master skills for ourselves. Not only do we learn to walk,
talk and feed ourselves, we are learning finer motor development as well as the much appreciated
toilet training. Here we have the opportunity to build self-esteem and autonomy as we gain more
control over our bodies and acquire new skills, learning right from wrong. And one of our skills
during the "Terrible Two's" is our ability to use the powerful word "NO!" It may be pain for
parents, but it develops important skills of the will.
It is also during this stage, however, that we can be very vulnerable. If we're shamed in
the process of toilet training or in learning other important skills, we may feel great shame and
doubt of our capabilities and suffer low self-esteem as a result.
The most significant relationships are with parents.
3. Play Age: 3 to 5 Years
Ego Development Outcome: Initiative vs. Guilt
Basic Strength: Purpose
During this period we experience a desire to copy the adults around us and take initiative
in creating play situations. We make up stories with Barbie's and Ken's, toy phones and miniature
cars, playing out roles in a trial universe, experimenting with the blueprint for what we believe it
means to be an adult. We also begin to use that wonderful word for exploring the world
"WHY?"
While Erikson was influenced by Freud, he downplays biological sexuality in favor of the
psychosocial features of conflict between child and parents. Nevertheless, he said that at this
stage we usually become involved in the classic "Oedipal struggle" and resolve this struggle
through "social role identification." If we're frustrated over natural desires and goals, we may
easily experience guilt.
The most significant relationship is with the basic family.
4. School Age: 6 to 12 Years
Ego Development Outcome: Industry vs. Inferiority
Basic Strengths: Method and Competence
During this stage, often called the Latency, we are capable of learning, creating and
accomplishing numerous new skills and knowledge, thus developing a sense of industry. This is
also a very social stage of development and if we experience unresolved feelings of inadequacy
and inferiority among our peers, we can have serious problems in terms of competence and selfesteem.
As the world expands a bit, our most significant relationship is with the school and the
neighborhood. Parents are no longer the complete authorities they once were, although they are
still important.
5. Adolescence: 12 to 18 Years
Ego Development Outcome: Identity vs. Role Confusion
Basic Strengths: Devotion and Fidelity
Up to this stage, according to Erikson, development mostly depends upon what is done to
us. From here on out, development depends primarily upon what we do. And while adolescence
is a stage at which we are neither a child nor an adult, life is definitely getting more complex as
we attempt to find our own identity, struggle with social interactions, and grapple with moral
issues.
Our task is to discover who we are as individuals separate from our family of origin and
as members of a wider society. Unfortunately for those around us, in this process many of us go
into a period of withdrawing from responsibilities, which Erikson called a "moratorium." And if
we are unsuccessful in navigating this stage, we will experience role confusion and upheaval.
A significant task for us is to establish a philosophy of life and in this process we tend to
think in terms of ideals, which are conflict free, rather than reality, which is not. The problem is
that we don't have much experience and find it easy to substitute ideals for experience. However,
we can also develop strong devotion to friends and causes.
It is no surprise that our most significant relationships are with peer groups.
Kohlbergs Moral Developmental Theory
Lawrence Kohlberg (1927-1987) described three levels of moral development which
described the process through which people learn to discriminate right from wrong and to
develop increasingly sophisticated appreciations of morality. He believed that his levels were
cumulative; each built off understanding and abilities gained in prior stages. According to
Kohlberg, moral development is a lifelong task, and many people fail to develop the more
advanced stages of moral understanding.
Kohlbergs three levels pre-conventional, conventional and post-conventional are
further divided into stages.
Pre-Conventional Level
At this level, the child is responsive to cultural rules and labels of good and bad, right or
wrong, but he interprets the labels in terms of either the physical or hedonistic consequences of
action (punishment, reward, exchange of favors) or the physical power of those who enunciate
the rules and labels. The level is divided into the following three stages:
Stage 0: Egocentric judgement. The child makes judgements of good on the basis of what he
likes and wants or what helps him, and bad on the basis of what he does not like or what hurts
him. He has no concept of rules or of obligations to obey or conform independent of his wish.
Stage 1: The punishment and obedience orientation. The physical consequences of action
determine its goodness or badness regardless of the human meaning or value of these
consequences. Avoidance of punishment and unquestioning deference to power are values in
their own right, not in terms of respect for an underlying moral order supported by punishment
and authority (the latter is stage 4).
Stage 2: The instrumental relativist orientation. Right action consists of what instrumentally
satisfies one's own needs and occasionally the needs of others. Human relations are viewed in
terms such as those of the market place. Elements of fairness, reciprocity, and equal sharing are
present, but they are always interpreted in a physical, pragmatic way. Reciprocity is a matter of
"you scratch my back and I'll scratch your", not loyalty, gratitude, or justice.
Conventional Level
At this level, the individual perceives the maintenance of the expectations of his family,
group, or nation as valuable in its own right, regardless of immediate and obvious consequences.
The attitude is not only one of conformity to personal expectations and social order, but of
loyalty to it, of actively maintaining, supporting, and justifying the order and identifying with the
persons or group involved in it. The level consists of the following two stages:
Stage 3: The interpersonal concordance or "good boy-nice girl" orientation. Good behavior is
what pleases or helps others and is approved by them. There is much conformity to stereotypical
images of what is majority or "natural" behavior. Behavior is frequently judged by intention -"he means well" becomes important for the first time. One earns approval by being "nice".
Stage 4: The "law and order" orientation. The individual is oriented toward authority, fixed
rules, and the maintenance of the social order. Right behavior consists in doing one's duty,
showing respect for authority, and maintaining the given social order for its own sake.
Post-Conventional, Autonomous, or Principled Level
The individual makes a clear effort to define moral values and principles that have
validity and application apart from the authority of the groups of persons holding them and apart
from the individual's own identification with the group. The level has the two following stages:
Stage 5: The social-contract legalistic orientation. Right action tends to be defined in terms of
general individual rights and standards that have been critically examined and agreed upon by
the whole society. There is a clear awareness of the relativism of personal values and opinions
and a corresponding emphasis upon procedural rules for reaching consensus. Aside from what is
constitutionally and democratically agreed upon, right action is a matter of personal values and
opinions. The result is an emphasis upon the "legal point of view", but with an additional
emphasis upon the possibility of changing the law in terms of rational considerations of social
utility (rather than freezing it in terms of stage 4 "law and order"). Outside the legal realm, free
agreement, and contract, is the binding element of obligation. The "official" morality of the
American government and Constitution is at this stage.
Stage 6: The universal ethical-principle orientation. Right is defined by the decision of
conscience in accord with self-chosen ethical principles that appeal to logical
comprehensiveness, universality, and consistency. These principles are abstract and ethical (the
Golden Rule, for instance); they are not concrete moral rules like the Ten Commandments. At
heart, these are universal principles of justice, of the reciprocity and equality of the human rights,
and of respect for the dignity of human beings as individual persons.
Freuds Psychosexual Theory
Children have to develop sexually and form a gender identity. This developmental
channel is unique because it spans developments across the other physical, psychological, and
social channels. Early on, children learn how their bodies work and look and what it means to be
a boy or a girl; they learn how boys and girls are different. As they grow older and enter
adolescence and puberty, they continue to learn how their bodies work sexually and how to
responsibly handle their sexuality so as to balance their sexual desires and appropriate behavior.
They continue to decide for themselves what it means to be masculine or feminine throughout
their lifespan.
Sigmund Freud (1856-1939) was a Viennese doctor who came to believe that the way
parents dealt with children's basic sexual and aggressive desires would determine how their
personalities developed and whether or not they would end up well-adjusted as adults. Freud
believed that there are specific stages in which an individual has a specific need, and if needs are
left unfulfilled or overstimulated, according to Freud there are dramatic effects on an individuals
behavior. Freuds explanation of these developmental stages provided early psychosocial
explanations for an individuals deviance or abnormal behavior. Freud outlined five stages of
development: the oral stage, the anal stage, the phallic stage, the latency stage, and the genital
stage.
Stage 1, from 0 - 2 years, is the oral phase. At this age, babies learn about the world by
putting things in their mouths. They see toys or cookies or anything, and the first thing they'll do
is put it in their mouth. If a person becomes fixated (stays in) at this stage, s/he will exhibit oral
behaviors as an adult, like smoking, compulsive eating, etc.
Stage 2, from 2 - 4 years, is the anal phase. This is when children are beginning to potty
train, and become aware of this part of their anatomy. There's a lot of focus on it because of toilet
training, and a child (who doesn't cooperate) can react one of two ways: anal retentive, or anal
expulsive. The anal retentive child refuses to use the toilet at all, because he cannot go where he
pleases. As an adult the anal retentive person is fussy, meticulous, overly organized, and
sometimes anti-social. The anal expulsive child reacts violently, by soiling his pants or other
areas, in protest against using the toilet. He proves he will put his feces anywhere he likes. The
anal expulsive adult is brash, unorganized, and often unconcerned with others' feelings.
Stage 3, from 4 - 6 years, is the phallic stage. At this age, children become aware of their
genitals and frequently masturbate. How they react depends on how their parents react, should
they catch them in the act. If their parents are upset, they may find the genitals dirty and
shameful. If their parents ignore the behavior, it may or may not have consequences.
During stage 3, the Oedipus and Electra complexes occur. The Oedipus complex is easily
described as "when a young boy wants to kill his father and marry his mother," and it is so
named after the Greek myth, Oedipus Rex. However, the complex is not so literal.
A young boy, according to Freud, idolizes his mother and therefore feels a type of
attraction to her. He is jealous of the attention she gives his father; he wants all the attention for
himself. He must get over his resentment of his father, and learn to emulate him instead, in order
to get past this complex. He must also begin to see his mother in a more human light.
Most people can recognize young children going through an "idolizing" stage with the
parent they are least like (the opposite-sex parent), and even being jealous of the attention the
same-sex parent gives him/her. Others might disagree and say this occurs because the oppositesex parent is a novelty, and jealousy occurs because children are very self-centered at a young
age. Regardless; Freud saw it as a sexual focus.
Stage 4, from 6 - 12 years, is what Freud called the 'latency period.' He thought no
psychosexual development occurred during this time.
Stage 5, from 12 - 18 years, is the genital phase. This is when puberty is occurring and
children reach sexual maturity. Their early attempts at sexuality will guide their adult behavior.
Children that are shunned may grow up to be isolated, or to behave wantonly. Children that are
exposed to healthy sexuality will grow up as functional, whole adults.
Freud thought that all development was complete by the time a person reached adulthood,
and that any tendencies the person had from their early years would always show through.
Psychologists today disagree with this approach to development; they believe that it continues
throughout life.
The deepest feelings of pleasure, according to Freud, come from sexual relationships with
other adults. Freud believed that gratification during each stage is important to prevent an
individual from becoming fixated in any particular level. Fixation, as Freud described it, is
attaching oneself in an unreasonable or exaggerated way to another individual or one particular
stage of development. Freud claimed that such a fixation at one particular stage can cause bad
habits or problems in an individuals adult life. There are many examples of this. For example, if
a person is orally fixated (according to Freud, they are stuck in the oral stage of development), a
person may bite their nails, chew on pens. Freud also blamed smoking on fixation at the oral
stage. On the other hand, if an infant does not receive adequate oral gratification, the individual
may be prone to excessive eating or drinking in adult life. Many psychotherapists who are
advocates of this theory blame many sexual disorders such as fetishes and pedophiles on being
fixated at the genital stage. According to this theory, there is a delicate of balance that must be
met at each stage. If an individual a strict anal stage and had a tough toilet training, Freud said
that individual was more likely to be obsessively neat in adulthood. This is where the expression
anal-retentive comes from when describing someone that is excessively neat and orderly. On
the other hand if the child had a not so strict toilet training experience, Freud claimed it was
more likely that the individual would grow up to be a creative adult. In general each stage of
development places demands on an individual and arouses conflicts that must be resolved. One
of the most important conflicts occurs during the phallic stage when the pleasures of selfstimulation pave the way for what is called the Oedipus complex. Oedipus, according to Greek
mythology, unknowingly killed his father and married his mother. According to Freud, each
young boy symbolically relives the Oedipus drama. He has incestuous cravings for his mother
and views his father as a hated rival. Even though the father is considered a rival, the boy also
fears his father. Freud suggested that the boy feels castration anxiety and as a result repressed his
sexual desire for his mother . Eventually if all goes well, the boy identifies with the father and
comes to have harmless affection for the mother. The Electra complex is the female counterpart.
It is based on the view that each girl wants to possess her father and replace her mother. For
either sex, resolution of this conflict is considered essential if a young adult is to develop.
Another Freudian contribution to psychology is psychoanalysis, which can be seen as
one of the first systematic, psychodynamic approaches to show how human psychological
processes can result in mental disorders. He demonstrated that certain abnormal mental
phenomena occur during the attempt to cope with difficult problems. He also developed
techniques such as free association and dream analysis for becoming acquainted with conscious
and unconscious aspects of personality. These techniques are still widely used in therapy to treat
a number of mental disorders.
Banduras Social Cognitive Theory
The social learning theory of Bandura emphasizes the importance of observing and
modeling the behaviors, attitudes, and emotional reactions of others. Bandura states: "Learning
would be exceedingly laborious, not to mention hazardous, if people had to rely solely on the
effects of their own actions to inform them what to do. Fortunately, most human behavior is
learned observationally through modeling: from observing others one forms an idea of how new
behaviors are performed, and on later occasions this coded information serves as a guide for
action." Social learning theory explains human behavior in terms of continuous reciprocal
interaction between cognitive, behavioral, an environmental influences.
The component processes underlying observational learning are:

(1) Attention, including modeled events (distinctiveness, affective valence, complexity,
prevalence, functional value) and observer characteristics (sensory capacities, arousal
level, perceptual set, past reinforcement),
(2) Retention, including symbolic coding, cognitive organization, symbolic rehearsal,
motor rehearsal,
(3) Motor Reproduction, including physical capabilities, self-observation of reproduction,
accuracy of feedback, and
(4) Motivation, including external, vicarious and self reinforcement.
Because it encompasses attention, memory and motivation, social learning theory spans
both cognitive and behavioral frameworks. Bandura's theory improves upon the strictly
behavioral interpretation of modeling. Banduras work is related to the theories of Vygotsky
which also emphasize the central role of social learning.
Social learning theory has been applied extensively to the understanding of aggression
and psychological disorders, particularly in the context of behavior modification.
The most common examples of social learning situations are television commercials.
Commercials suggest that drinking a certain beverage or using a particular hair shampoo will
make us popular and win the admiration of attractive people. Depending upon the component
processes involved we may model the behavior shown in the commercial and buy the product
being advertised.
Principles:
1. The highest level of observational learning is achieved by first organizing and rehearsing the
modeled behavior symbolically and then enacting it overtly. Coding modeled behavior into
words, labels or images rather than merely observing results in better retention.
2. Individuals are more likely to adopt a modeled behavior if it results in outcomes they value.
3. Individuals are more likely to adopt a modeled behavior if the model is similar to the observer
and has admired status and the behavior has functional value.
Abnormal Social and Emotional Development
Most of the disorders involving social and emotional development are descriptions of the
forms of anxiety that may occur in children and teenagers. Anxiety, as earlier defined, is a
complex emotion, and its signs and symptoms may be apparent in different ways. The level of
anxiety that a child manifests is in direct proportion to his coping skills.
Social anxiety disorder or social phobia is an excessive fear of being negatively
evaluated, rejected, humiliated or embarrassed in front of others. Therefore children and
adolescents with social phobia fear a wide range of situations such as giving oral reports,
participating in gym class, speaking to adults or peers, starting or joining in conversations, eating
in public, and taking tests. They may fear unfamiliar persons, and therefore have difficulty
making friends or meeting new people.
Children and teenagers with social phobia typically respond to these feelings by avoiding
the feared situation. They may stay home from school or avoid parties. Social phobia can be
limited to specific situations, so the adolescent may fear dating and recreational events but be
confident in academic and work situations. While studies have reported cases of social phobia in
children as young as 8 years, it is more frequently diagnosed in adolescents. Twice as many
females as males have social anxiety disorder. Social anxiety disorder usually begins in the early
to mid-teens, although it can sometimes begin earlier in childhood or in adulthood. Family
history, negative life experiences, anxious temperament and new social demands are also risk
factors. The symptoms of social anxiety disorder include:
Intense fear of social and performance situations
Avoids social situations or endures them with intense distress
Fears situations such as unstructured interactions with peers, initiating
conversations, performing in front of others, inviting others to get together, talking on the
telephone, and eating in front of others
Minimal interaction and conversation with peers
Appears isolated and on the fringes of the group
May sit alone in the library or cafeteria, hang back
Excessive shyness
Concern about negative evaluation, humiliation or embarrassment
Difficulty with public speaking, reading aloud, being called on in class, gym class
Anticipation of a social event may provoke a panic attack
Physical symptoms such as sweating, blushing, heart palpitations, shortness of breath,
nausea, muscle tenseness
Generalized anxiety disorder (GAD) has been defined and discussed in an earlier
module.
Children with separation anxiety disorder (SAD) have intense anxiety about being
away from home or caregivers that affects their ability to function socially and in school. The
child may cling to parents, refuse to go to school, or be afraid to sleep alone.
School refusal behavior refers to children who are entirely absent or truant from school
or leave during the day.
Selective mutism is anxiety regarding speaking in some environments. Typically, children
will speak at home within the family, but not in school or in unfamiliar situations.
Reactive attachment disorder usually begins before 5 years of age and is associated
with parental neglect, abuse, failure to meet the childs basic physical or emotional needs. The
disturbed social relatedness may be evidenced by the childs failure to initiate or respond to
social interaction or indiscriminate sociability or lack of selectivity in the choice of attachment
figures.
Oppositional defiant disorder consists of a pattern of uncooperative, defiant and hostile
behavior toward authority figures. It is diagnosed when behavior is more frequent and intense
than in unaffected children and cause dysfunction in social and academic situations. Most
authorities believe that genes, temperament and adverse social conditions interact to create the
manifestations of this disorder.
If left untreated, oppositional defiant disorder can lead to conduct disorder. This
disorder is characterized by persistent antisocial behavior in children and adolescents that
significantly impairs their ability to function well in social or academic situations. Symptoms are
clustered in four areas:
Aggression to people and animals

Destruction of property
Deceitfulness and theft
Serious violation of rules
Young people with conduct disorder have little empathy for others, low self-esteem, poor
frustration tolerance and temper outbursts. This disorder is associated with early onset of sexual
behavior, drinking, smoking, use of illegal substances, and other reckless or risky behaviors.
Many of these children are diagnosed with antisocial personality disorder as adults.
Attention deficit disorder (ADD) describes a behavior of persistent inattention that is
more common and severe than in typical children of the same level of development. Attention
Deficit Disorder is now classified as a separate category from Attention Deficit Hyperactive
Disorder (ADHD) because not all children with the disorder are hyperactive.
Signs of ADD:
Lacks attention to detail particularly in schoolwork
Careless, messy work, inadequately thought through
Trouble completing tasks, often shifts from one uncompleted task to another
Daydreamer, does not follow instructions
Acts without regard to consequence of their conduct
Avoids tasks that require attention and understanding
Difficulty following conversations, frequently interrupts and/or loses interest of subject
midpoint
Attention deficit hyperactivity disorder (ADHD) is a condition diagnosed in children
during preschool and early elementary school years. It is hard for these children to control their
behavior and/or pay attention. The incidence of ADHD is considerably higher in boys than girls.
Different symptoms may appear in different situations. One feature is child's self-control,
the child may not be able to sit still, and may be considered as disruptive. The inattentive child
may be overlooked as a daydreamer. The impulsive child who acts before thinking may be
considered rambunctious or undisciplined. The child who is passive seems unmotivated or
sluggish. Although all these symptoms vary, they are all different types of ADHD. Parents who
worry about their child's hyperactivity, easily distracted, poor concentration, or

impulsiveness affecting performance in school, social relationships with other children, or
behavior
at
home,
ADHD
may
be
the
cause.
Evaluating social and emotional capability in young children can be difficult. Accuracy of
the childs behavior often depends upon certain variables including the age of the child, when the
behavior occurs, the setting where it occurs, and which adults are present at the time.
Developmental and cultural variability, differences in adult and child temperament, and changing
behavioral expectations are some factors that make social and emotional assessment particularly
challenging. For example, one family may tolerate loud talking and throwing of play toys while
another family may tolerate only quiet voices and no throwing of objects indoors. A two-year-old
who throws herself on the floor at the supermarket and screams because she cant have a
chocolate donut will not be labeled unusual while an eight-year old who does the same would
be.
Young children, for example, have to learn to understand and recognize their own
feelings, but then they increasingly learn to associate verbal labels to those feelings, to learn that
others have feelings too, and to begin to sympathize with others. As children grow older, they
learn to manage their emotions to block feelings of anxiety, sadness, or frustration, and to delay
gratification in order to achieve a goal.
Children need a combination of intellectual skills, motivational qualities, and social
emotional skills to succeed in school. They must be able to understand the feelings of others,
control their own feelings and behaviors, and get along with their peers and teachers. Children
need to be able to cooperate, follow directions, demonstrate self-control, and pay attention.
One of the most important skills that children develop is self-control - the ability to manage
ones behavior so as to resist impulses, maintain focus, and undertake tasks even if there are
other more tempting options available. Self-control motivates the ability to take on every task, so
that the outcomes are not just how children get along with one another but also how they can
focus and learn in the classroom.
Social and emotional development involves the achievement of a set of skills. Among
these is the ability to:
Identify and understand ones own feelings.
Accurately read and comprehend emotional reactions from others.
Manage strong emotions and their expression in a constructive manner.
Control ones own behavior.
Develop compassion for others.
Establish and maintain relationships.
Social-emotional skills include the following:
The child is able to understand and talk about his/her own feelings.
The child understands the perspective of others and realizes that their feelings may be
different from his/her own feelings.
The child is able to establish relationships with adults and maintains an ongoing
friendship with at least one other child.
The child is able to enter a group successfully.
The child is able to engage in and stay with an activity for a reasonable amount of time
with minimal adult support.
Final Examination
Name:_____________________________________________________
Score:______
Directions: Encircle the letter of the BEST answer.

1. Which child makes better social adjustments in school?
a. a bright child
b. a child from a higher income family
c. a younger child
d. a child encouraged to be independent
2. Rommel, an underaged Grade 2 pupil keeps on playing with his Naruto action figure
during classes. What should the teacher do?
a. confiscate the toy
b. tell him to keep the toy and play with it after class
c. tolerate his playing because of his age
d. make him sit in front so the teacher can keep an eye on him
3. Jose returned his report card with the clearly forged signature of his parent. The teacher
should:
a. report him to the parent
b. bring him to the principal
c. tell him the implications of his action
d. bring him to the guidance counselor
4. In a preschool art class, the pupils are asked to draw and color a tree.
Joey draws the Justice League characters. The teacher should:
a. not give Joey any grade for her drawing
b. appreciate the work and encourage her to draw a tree also
c. throw the artwork in the wastebasket
d. ask her to follow instructions to the letter
5. Every childs development should be interpreted in terms of:
a. family background
c. growth curve for his age
b. his own rate of development
d. standard developmental rate
6. In selecting friends, the adolescent seeks:
a. someone to be trusted
c. someone fun to be with
b. someone intelligent
d. someone who is well-off
7. At what age does the child hear no-no from his parents over and over again?
a. 0 2
c. 6 12
b. 2 6
d. 12-18
8. What is the latest advice of authorities regarding left-handed children?
a. Train the child with left-hand tendency to use the right.
b. Train the left-handed child to use both right and left hands.
c. Allow children to use the hand they favor.
d. Discourage the child to use his left hand.
9. The following characterize a child-centered kindergarten EXCEPT:
a. extreme orientation on academics
b. emphasis on individual uniqueness
c. importance of play in development
d. focus on the education of the whole child
10. Lawrence thinks that some amount of constraints and discipline is indispensable to
education. Therefore, it is necessary for the teacher to:
a. allow the child to react in any manner to these constraints
b. help the child see the importance of these constraints

c. apologize before parents for these necessary constraints
d. convince the child that she/he has no choice but to subject herself/himself to these
constraints
11. A child refuses to obey orders. He displays negativism as a development trait. How may
you best handle him?
a. insist on compliance to the same degree required of pupils
b. take every opportunity to praise him for every positive attitude he displays
c. avoid giving him orders or if you do and he objects take back the order
d. detain him after office hours for him to do what he has been ordered to do
12. Sensitive caregiving in later life is as important as sensitive caregiving in early life.
What statement goes with this?
a. Experiences in the first 3 years are as important as later experiences.
b. Children can not be influenced after childhood.
c. The most important years in development are the first five years.
d. What child becomes at age 3 is fixed.
13. Kindergarten and elementary grade pupils are often engaged in various games as their
learning activities. What principle is best observed in this situation?
a. Teachers need to relax while the children are at play.
b. Children need games to relax and enjoy.
c. Games as formulized expressions of play are natural.
d. Games provide wide range of social and cognitive experience.
14. Kim is a boy who thinks that he is a good-for-nothing person. Evidently, he does his
school work poorly and his parents seem to have affirmed this attitude at home. How can
you effectively change this Pygmalion effect (a self-fulfilling prophecy)?
a. Assign Kim to be the leader during important activities.
b. Let Kim do something easy so that he will experience success.
c. Assess Kims strengths and tap them naturally in class.
d. Tell Kims parents that their son needs help in school.
15. According to Erikson, this is the conflict that has to be resolved in any of the stages of
human development.
a. despair
b. mistrust
c. crisis
d. role confusion
16. According to Freud, a verbally abusive adult may have experienced crisis at the
____________ stage.
a. sexual
b. oral
c. anal
d. latency
17. According to Freud, all of the following are true, except:
a. dreams are unconscious and unfulfilled desires
b. young children learn to manipulate their genitals
c. sexual urges are stronger in boys than in girls
d. little boys are in love with their mommies
18. For Freud, the primary motivation for human behavior is sexual in nature while for
Erikson it is _______________ in nature.
a. social
b. cultural
c. physical
d. biological
19. Miss Beth, a preschool teacher sees to it that the children are given opportunities to
explore and work on different materials so that they will develop initiative and not guilt.
She is guided by the theory of:
a. Freud
b. Kohlberg
c. Piaget
d. Erikson
20. Ramil helps his classmates carry heavy books if their teacher sees him and so praises
Ramil. Based on Kohlbergs theory of development, in which level of moral development is
Ramil?
a. conventional
c. non-conventional
b. preconventional
d. post conventional
21. Who is to be blamed if the child does not develop trust?
a. the childs mother
c. the childs father
b. the childs caregiver
d. the child himself
22. If a child cannot meet parental expectations, he will experience:
a. confusion
b. isolation
c. mistrust
d. inferiority
23. Children observe and imitate the behavior of others. This theory was proposed by:
a. Pavlov
b. Bandura
c. Piaget
d. Thorndike
24. Which may help an adolescent discover his identity?
a. decision to follow one path only
b. relating to people
c. parents pushing in to follow a specific path
d. exploring many different roles in a healthy manner
25. The boy convinces his classmates not to play with the chalk because of the punishment
that goes with it. In what level of Kohlbergs development is he?
a. post conventional
c. conventional
b. preconventional
d. none of a, b or c
26. A student believes in the principle: I will treat every classmate with respect not
because my teachers tell me so but because I know it is the right thing to do. In what stage
of moral development is he?
a. preconventional
c. conventional
b. postconventional
27. Eriksons claim that the general attitudes an individual learns during babyhood persist
throughout life and color his perceptions of people and situations. Which fact about human
development does this point to?
a. all individuals are different
b. early foundations are critical
c. development is affected by nature
d. development follows a definite pattern
28. A child needs enough challenge and stimuli in his surroundings to trigger additional
development of his:
a. social development b. intelligence
c. potentialities
d. interest
29. How should the penalty of an offending student be imposed by the teacher?
a. penalty should be based solely upon the offense
b. administer the penalty immediately
c. penalty should be severe
d. adjust penalty to the motive behind the offense
30. Bernadette, a senior high school student, claims that what she does is what her
conscience dictates as right. Based on Kohlbergs theory on moral development, in which
moral development stage is Bernadette?
a. preconventional
c. conventional
b. postconventional
31. A socially and emotionally stable child exhibits the following, except:
a. understands ones own feelings
b. has control of ones own behavior
c. expresses strong and extreme emotions inappropriately
d. establishes and maintains relationships
32. Which is NOT among the skills of a socially and emotionally healthy child?
a. is comfortable in social situations
b. is able to understand and talk about his/her own feelings
c. able to engage in and stay with an activity for a reasonable amount of time
d. endures conversations with other people with acute distress
33. How would a child with a social and emotional disorder behave in a party?
a. mingle with the crowd
b. stay in a corner all by himself
c. initiate a videoke singing contest
d. introduce himself to his seatmate in the dining room
34. A disturbance in social relations is seen in the child with:
a. ADHD
c. reactive attachment disorder
b. social phobia
35. Kim is hostile at his parents, teachers and the principal. He verbally lashes out at them
constantly. Kim exhibits signs of:
a. social phobia
b. ADD
c. oppositional defiance
d. ADHD
36. Reactive attachment disorder is manifested when the child offers:

a. too much affection
c. both a & b
b. too little or no affection
37. The following are signs of social anxiety, except:
a. initiates conversations
b. excessive shyness
c. anticipation of a social event may provoke a panic attack
d. difficulty with public speaking
38. A child with ADHD can be described with the following adjectives, except:
a. disruptive
c. passive
b. inattentive
d. impulsive
39. The schoolwork submitted by a child with ADD may NOT be described as:
a. complete
c. messy
b. careless
d. inadequate
40. Inflicting pain on people and small animals, along with the destruction of property, and
theft are signs of:
a. oppositional defiance
c. ADHD
b. conduct disorder
d. social anxiety disorder
41. Social anxiety disorder is otherwise called:
a. generalized anxiety disorder
c. ADD & ADHD
b. conduct disorder
d. social phobia
42. Selective mutism is caused by:
a. genetic abnormalities
c. emotional problems
b. trauma to the brain
d. poor nutrition
43. What is the best way to handle children with emotional and social disorders?
a. early identification and intervention
b. provision of appropriate medications
c. prompt referral to the guidance counselor
d. isolation from other children
44. Giving hugs and kisses constantly to a child:
a. will spoil him
b. can only build a child's self-confidence and feelings of security
c. will cause reactive attachment disorder in the child
d. will give the child a false sense of hope and security
45. A home filled with love and caring will result to a child who is:
a. loving and caring
c. confident and reassured
b. emotionally and socially healthy
46. Which should NOT be developed to attain good social and emotional health?
a. Manage to feel only passive and neutral emotions.
b. Control ones own behavior.
c. Develop compassion for others.
d. Establish and maintain relationships.
47. Social-emotional skills in children include the following, except:
a. The child is able to understand and talk about his/her own feelings.
b. The child understands the perspective of others and realizes that their feelings
may be different from his/her own feelings.
c. The child is able to establish relationships with adults.
d. The child maintains an ongoing friendship with only one other child.
48. Which psychologist does not belong to the group?
a. Piaget
b. Kohlberg
c. Erikson
d. Bandura
49. Which psychologist understood the strong negative influence of TV on the child?
a. Piaget
b. Kohlberg
c. Erikson
d. Bandura
50. Which psychologists have similar theories?
a. Piaget and Erikson
c. Erikson and Freud
b. Kohlberg and Bandura
d. Piaget and Kohlberg
anins
CHILD & ADOLESCENT DEVELOPMENT
Final Examination
TABLE OF SPECIFICATIONS
Competency / Objective
Taxonomy Level
To appraise and critically examine the social

and emotional development in early
childhood, late childhood and adolescence
No. of Items
5
Cognitive Analyzing
To recall and discuss abnormal and

exceptional social and emotional development
15
To distinguish Eriksons theory when applied

to actual situations
To apply Kohlbergs theory to the child and

adolescents development
Cognitive - Applying
To consider the effect of Freuds theory to the

learners social and emotional development
Cognitive - Evaluating
To integrate Banduras Social Learning theory

to classroom practices
Cognitive Creating
To recognize the impact of social and

emotional development to learning and
resolve to be guided accordingly
Total
Prepared by: Maria Czarina Ramona A. Naniong
12
50

Child and Adolescent Dev - T Mats

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COLLEGE OF EDUCATION

2ND Semester, SY 2009-2010

on the blank if the statement is true, and a

_____ 1. All humans are unique in their growth and development.

_____ 1. the drive to achieve is founded

_____ 7. integration into mature society begins

a. prohibits the employment of children below 15

_____ 2. Republic Act #7610

b. established the role of youth in nation-building

_____ 3. Republic Act #7658

c. established a separate justice system for children

_____ 4. Republic Act #8353

_____ 5. Republic Act #9344

IV. Directions: Encircle the letter of the best answer.

8. At what stage of growth and development does Annie belong?

CHILD AND ADOLESCENT DEVELOPMENT

on the blank if the statement is true, and a

_____ 1. Heredity and environment do not operate independently.

III. Directions: Encircle the letter of the BEST answer.

a. to assist in identifying potentialities

17. Which is not a sign of blindness in young children?

CHILD & ADOLESCENT DEVELOPMENT

To recall the concepts of growth, development

To identify and explain the different principles

To compare and contrast hereditary from

To analyze and form opinions about the

To weigh the various factors affecting

To develop a sense of value towards the

To classify physical abnormalities correctly

To form sound judgment on the management

Prepared by: Maria Czarina Ramona A. Naniong

JEAN PIAGETS COGNITIVE DEVELOPMENTAL THEORY - the mind is dynamic;

- talk to the child

II. Directions: Encircle the letter of the BEST answer.

I. Directions: Determine who is speaking. Identify the appropriate cognitive

D. Formal Operational stage

SOCIAL & EMOTIONAL DEVELOPMENT

Go over what happened

The component processes underlying observational learning are:

Aggression to people and animals

worry about their child's hyperactivity, easily distracted, poor concentration, or

Directions: Encircle the letter of the BEST answer.

b. help the child see the importance of these constraints

36. Reactive attachment disorder is manifested when the child offers:

To appraise and critically examine the social

To recall and discuss abnormal and

To distinguish Eriksons theory when applied

To apply Kohlbergs theory to the child and

To consider the effect of Freuds theory to the

To integrate Banduras Social Learning theory

To recognize the impact of social and

Prepared by: Maria Czarina Ramona A. Naniong

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