THE CHILD AND ADOLESCENT

LEARNER AND LEARNING

PRINCIPLES (FTC1)
COLLEGE OF EDUCATION, ARTS AND SCIENCES (CEAS)
BACHELOR OF ELEMENTARY EDUCATION (BEED)
BACHELOR OF SECONDARY EDUCATION (BSED)
Prepared by: Carmel Esther E. Casuga (Instructor 1)
At the end of this lesson, you should be able to

• Define human development in your own words;

• Draw some principles of human development; and
• Distinguish two approaches to human
development.
ACTIVITY
• Describe what
they were before
birth and who
they will possibly
be after birth
into adulthood.
• What will they
possibly
become?
 ANALYSIS
1. What is development?
2. Will there be anything common in the pattern of
development of boy and girl? If yes, what?
3. Will there be differences in their development, e.g. pace
of rate of development? What and why?
4.Will the process of development take place very fast or
gradually?
5. Do you believe that boy and girl will continue to develop
even in adulthood? Or will they stop developing in
Pattern of movement or change that
begins in conception and continues
through the life span

Includes growth and

Can be positive or decline
negative
 MAJOR PRINCIPLES OF
GROWTH AND DEVELOPMENT
1. Development is relatively orderly. (i.e.,
proximodistal pattern vs. cephalo-caudal pattern)

2.While the pattern of development is likely to be

similar, the outcomes of developmental
processes and the rate of development are likely
to vary among individuals.
 MAJOR PRINCIPLES OF
GROWTH AND DEVELOPMENT
3. Development takes place gradually.

4. Development as a process is complex because it

is the product of biological, cognitive and
socioemotional processes.
 APPROACHES TO
HUMAN DEVELOPMENT

TRADITIONAL LIFE-SPAN
 APPROACHES TO
HUMAN DEVELOPMENT
1.Development is lifelong.
2.Development is multidimensional.
3.Development is plastic.
LIFE-SPAN
4.Development is contextual.
5.Development involves growth,
maintenance and regulation.
Source: Paul Baltes, as cited in Santrock (2002)
 PRINCIPLES OF CHILD DEVELOPMENT
AND LEARNING THAT INFORM PRACTICE
Bases of developmentally appropriate
practice (DAP) in early childhood
program for children and birth through
age 8, which were stated in the position
paper of the National Association for the
Education of Young Children (2009).
 PRINCIPLES OF CHILD DEVELOPMENT
AND LEARNING THAT INFORM PRACTICE
All the domains of development and learning-physical,
social and emotional, and cognitive are important and
they are closely interrelated. Children’s development
and learning in one domain influence and are
influenced by what takes place in other domains.

1
 PRINCIPLES OF CHILD DEVELOPMENT
AND LEARNING THAT INFORM PRACTICE

Many aspects of children’s learning and development

follow well documented sequences, with later
abilities, skills, and knowledge building on those
already acquired.

2
 PRINCIPLES OF CHILD DEVELOPMENT
AND LEARNING THAT INFORM PRACTICE

Development and learning proceed at varying rates

from child to child, as well as to uneven rates across
different areas of a child’s individual functioning.

3
 PRINCIPLES OF CHILD DEVELOPMENT
AND LEARNING THAT INFORM PRACTICE

Development and learning result from a dynamic

and continuous interaction of biological maturation
and experience.

4
 PRINCIPLES OF CHILD DEVELOPMENT
AND LEARNING THAT INFORM PRACTICE

Early experiences have profound effects, both

cumulative and delayed, on a child’s development
and learning; and optimal periods exist for certain
types of development and learning to occur.

5
 PRINCIPLES OF CHILD DEVELOPMENT
AND LEARNING THAT INFORM PRACTICE

Development proceeds toward greater complexity,

self-regulation, and symbolic or representational
capacities.

6
 PRINCIPLES OF CHILD DEVELOPMENT
AND LEARNING THAT INFORM PRACTICE

Children develop best when they have a secure,

consistent relationships with responsive adults and
opportunities for positive relationships with peers.

7
 PRINCIPLES OF CHILD DEVELOPMENT
AND LEARNING THAT INFORM PRACTICE

Development and learning occur in and are

influenced by multiple social and cultural contexts.

8
 PRINCIPLES OF CHILD DEVELOPMENT
AND LEARNING THAT INFORM PRACTICE
Always mentally active in seeking to understand the
world and around them, children learn in a variety of
ways; a wide range of teaching strategies and
interactions are effective in supporting all these
kinds of learning.

9
 PRINCIPLES OF CHILD DEVELOPMENT
AND LEARNING THAT INFORM PRACTICE

Play is an important vehicle for developing self-

regulation as well as for promoting language,
cognition, and social competence.

10
 PRINCIPLES OF CHILD DEVELOPMENT
AND LEARNING THAT INFORM PRACTICE

Development and learning advance when children

are challenged to achieve at a level just beyond their
current mastery, and also when they have many
opportunities to practice newly acquired skills.

11
 PRINCIPLES OF CHILD DEVELOPMENT
AND LEARNING THAT INFORM PRACTICE
Children’s experiences shape their motivation and
approaches to learning, such as persistence,
initiative, and flexibility; in turn, these dispositions
and behaviors affect their learning and
development.

12
IMPLICATIONS
 APPLICATION
Instructions:
1.Work by pair or trio and brainstorm about the
following questions.
2.Provide your output on one whole sheet of yellow
paper.
3.To be submitted next meeting.
 APPLICATION
Questions 1-3:
1. “Growth is an evidence of life.” What does this mean?
2. Define development in your own words. Translate the
meaning of development in Filipino and in your local
dialect.
3. State the 5 major principles of human development from
a life-span perspective. Give at least one application in
the teaching-learning process. What have these principles
to do with you as you teach learners?
 APPLICATION
Question 4:
4. Research further on the cephalocaudal and
proximodistal patterns of development.
a. Illustrate both patterns by a drawing or diagram.
b. How do you apply your knowledge of cephalocaudal and
proximodistal patterns of development in your teaching?
 APPLICATION
Question 5:
5. Interpret the following quotations in relation to
human development:
a. “Every man is in certain respects like all other men, like
some other men, and no other man.” (Murray, H. A. & C.
Kluckhohn)
b. “Man is an unfinished project. He is always in the process
of becoming.”
 APPLICATION
Questions 6-7:
6. In the light of researches on human development,
which of the two approaches is closer to the truth
traditional or lifespan? Why?
7. If your approach to human development is
traditional, are the characteristics of human
development from a life-span perspective acceptable?
Explain your answer.
Reference:
Corpuz, B. B., Lucas, M. R. D. , Borado, H. G. L., & Lucido, P. I. (2015). Child and
Adolescent Development: Looking at Learners at Different Life Stages. Lorimar
Publishing.