Speaker: Mr.

Nicomedes Odevilas
 Childhood is the state or time of being a child;
especially the period from infancy to puberty. It is the
time for innocence, free from responsibility but
vulnerable to outside forces.
 The Convention of the Rights of the Child defines
a child as “every human being below the age of 18
years unless under the law applicable to the child,
majority is attained earlier”.
 Adolescence is the transitional period of
psychological and social human development
following the onset of puberty during which a young
person develops from a child into an adult (ages 13—
19 years old).
 It represents a complex and sometimes disturbing
psychological transition, accompanying the
requirement for the accepted social behavior of the
particular adult and culture.
 Presidential Decree No. 603 – Dated December
10, 1974 provides the list of Rights of Children and
Young Persons. It aims at understanding children
better and for the Filipino teacher to be more aware
of the children’s rights.
 Article 3: Right of the Child – All children shall be
entitled to the rights herein set forth without
distinction as to legitimacy or illegitimacy, sex, social
status, religion, political antecedents, and other
factors.
 The Children Act of 1989 is a legislative measure aimed as a
central pillar of law and policy regarding children.
 The Article 3 of Philippine Institute for Development
Studies (PIDS) states that the Philippines is obligated to give
primary consideration on the best interest of the child, being
the state party of the CRC.
 The United Nations Convention on the Rights of the
Child 1989 (UNCRC) is the most widely ratified international
human rights treaty in its entire existence. It was adopted by
the General Assembly on November 20, 1989 and ratified by
the United Kingdom in 1991.
 Development – means the progressive series of
changes of an orderly, coherent type toward the goal
of maturity.
 Development is progressive (refers to changes that
are directional, leading forward) as well as orderly
and coherent (there is a definite relationship
between each stage and the next stage in the
developmental sequence).
 There are three aspects of development: Anatomic,
Physiologic and Behavioral.
Infants need to learn how to move and to use their
bodies to perform various tasks, a process better
known as motor development.
1) Phylogenetic Principle – States that development
follows an orderly sequence which is predictable
and is true to all members of a certain race.
2) Ontogenetic Principle – The rate of development
is unique to every individual. It is brought about by
one’s hereditary as well as environmental
influences.
1) Cephalocaudal Trend – development proceeds
from head to foot direction.
2) Proximodistal Trend – the parts of the body
nearest the center are the parts which develop
earlier.
1) Maturation – the development or unfolding of
traits potentially present in the individual from his
heredity endowment.
2) Learning – The result of the activities of the child
himself.
1) Pre-natal Stage – From conception (when the
ovum is fertilized by the spermatozoon producing a
zygote or fertilized egg) to the time of birth.
2) Infancy or Babyhood – (0-2 years old)
Foundation age when basic behavior patterns are
organized and many ontogenetic skills emerge.
3) Early Childhood – (2-6 years old) Characterized
as pre-gang, exploratory and questioning age.
Language and elementary reasoning are acquired
and initial socialization is experienced.
4) Late Childhood – (6-12 years old) Gang age, age
of creativity, development of social, self-help, play
and school skill.
5) Adolescence – (13-19 years old) Transition age
from childhood to adulthood when sex maturation
and rapid physical development occurs resulting to
changes in way of feeling, thinking and acting.
6) Early Adulthood – (19-40 years old) Age of
adjustment to new patterns of life and new roles
such as spouse, parent and bread winner.
7) Middle Age – (40-retirement years) Transition age
when adjust to initial physical and mental decline
are experienced
8) Old Age – (Retirement-death) Increasing rapid
physical and mental decline. Psychological as well
as physical illnesses are experienced.
1) The sucking reflex allows babies to drink milk and
nourish themselves in the days of life.
2) Another permanent life-supporting reflex is head
turning. This reflex allows a baby to turn his head
if something (a blanket, pillow, or stuffed animal) is
blocking his airflow.
3) Another reflex that also babies survive is the
rooting reflex. When babies root, they may nuzzle
their face and mouth into the caregiver’s chest or
shoulder.
4) For the first 3 to 4 months, babies have a grasping
reflex. They will grasp anything place in their palm and
hold it with amazing strength for their size.
5) The Moro response is another reflex that is present
during the first 6 months of life. A baby with arch her
back, flail out, and then curl up if she feels as although
she is being dropped.
6) The Tonic Neck occurs when babies lie awake on their
backs with their heads facing to one side, they will
extend the arm on the side of their body that they’re
facing. This reflex may help prepare them for voluntary
reaching later in their environment.
 Puberty – physical differences that differentiate
males and females. These are either primary
changes (changes in reproductive system itself) or
secondary changes (like changes in the person’s
breasts in females or growth of facial hair for males).
 Spermarche – first ejaculation of semen for men.
 Menarche – beginning of menstrual cycle for
women.
 The brain’s ability to change from experience is
known as plasticity. The human brain is especially
plastic early in life, which is why the “nurture” part of
the equation is so important.
 As a child’s brain develops, it goes through several
critical periods, as developmental phase in which the
brain requires certain environmental input or it will
not develop normally.
1) Maternal Nutrition - the nutritional status of the
women during adolescent pregnancy and lactation
has a direct impact on the child’s health and
development.
2) Child Nutrition - the Child’s state of nutritional
balance is crucial in his early developmental age.
3) Early Sensory Stimulation - Toys, soothing
sounds and other sensorial stimulation contribute to
the child’s development.
1) Genetic History
2) Nutrition
3) Medical Conditions
4) Exercise
5) Sleep
6) Emotional Well-Being
 Physical Disabilities - Persons with physical
disabilities may experience functional, visual,
orthopedic, motor, or hearing impairments, which
may impact upon their ability to walk, play and learn.
 Physical disabilities are also often defined and
categorized by some degree of limitation in the use of
upper or lower extremities and maintaining posture
and positioning.
 Sensory Impairment - Persons with physical
disabilities may experience mild to severe deficiencies
of the sensory organs, particularly on sight and
hearing.
1) Visual Impairment – any visual problem that calls
for specific modification. It may include visual
acuity problems such as: reduced visual acuity
(poor sight), amblyopia (lazy eye), hyperopia
(farsightedness), myopia (nearsightedness) and
astigmatism (imperfect vision).
2) Blindness – the inability of a person to see
anything.
1) According to Onset: congenitally (those born
deaf) and adventitiously (became deaf due to
accident or illness).
2) According to Language Development:
prelingually (lost hearing before language is
developed) and postlingually (lost hearing after
language is developed).
3) According to place of Impairment: conducive
(impaired outer ear hearing), sensory neural
(impaired inner ear hearing) and mixed (flat loss
of hearing).
 Learning Disability – Refers to disorders that affect
broad range of academics and functional skills,
including inability to: listen well, speak, process
information readily, talk, read, write, spell, add
numbers, reason, and organize information.
 Refers to the ability of the individual to process and
makes use of the information in the process. It
depends on three conditions:
1) Normal Intelligence – refers to child performance at
above normal range using non-verbal measures which
include language concepts.
2) Academic Achievement Deficit – condition where the
child shows academic achievement deficit in at least
one subject.
3) Absence of other handicapping condition
(exclusion criteria) – there must be no manifestation
of impairment, retardation, and and cultural neglect.
1) Dyslexia – Reading
2) Dysgraphia – Writing
3) Visual Agnosia – Sight
4) Motor Aphasia – Speaking
5) Dysarthria – Stuttering
6) Auditory Agnosia – Hearing
7) Olfactory Agnosia – Smelling
8) Dyscalculia – Math
 Attention Deficit Hyperactive Disorder (ADHD) –
is a neurodevelopmental mental disorder that makes
it difficult for a person to pay attention and control
impulsive behaviors. He or she may also be restless
and almost constantly active.
 Attention Deficit Disorder (ADD) – this disorder is
like ADHD symptoms but in this disorder is absence
of being hyperactive.
1) Traditional Learning – language development is
based upon the principle of reinforcement.
2) Nativist Approach (Proponent: Noam Chomsky)
– it asserts the children to have an innate
Language Acquisition Device (LAD) that
enables them to learn a language early and quickly.
3) Interactionist View – children are biologically
prepared for language but requires experience for
adequate development. Jerome Bruner also
emphasized the Language Acquisition Support
System (LASS).
 Pseudodialogues – the give and take conversation
of an infant and an adult.
 Protodeclaratives – the infant’s use of gestures to
make statement on an object.
 Protoimperatives - the infant’s use of gestures to
get someone to do something he wants.
 Bilingualism – Children learn two languages
simultaneously.
 Motherese – the way understanding the children’s
special words for things.
 Code Switching - mixing of two different languages
back and forth within the sentence.
 Fast Mapping – the child’s ability to map the
meaning of a new word onto a coherent after hearing
a word used in context just once.
 Holophrase – a word used to represent of a first
stage of language acquisition.
 Vocabulary Explosion – the rapid addition of new
words into a toddler's vocabulary.
1) Emergent Reading – the purpose of
communicative print is understood by children.
2) Beginning Reading – the children learn the
phoneme-grapheme correspondence and start to
decode words.
3) Fluent Reading – children have learned to read,
decode unfamiliar words and recognize words
automatically.
1) Early Language Stimulation
2) Literate Communities and Environment
3) Story Reading
 Learning occurs through the process of
equilibrium. Disequilibrium happens when a
cognitive conflict arises from encounters that a child
cannot understand.
 A child’s zone of proximal development (ZPD) is
the range of task that a child can perform task with
scaffolding (support mechanism) but cannot yet
perform independently.
 Elementary classrooms serve as venue for
language acquisition.
 There is no best classroom physical arrangement;
however, it can be modified to include many facets to
facilitate learning.
 Concept of Story – refers to the knowledge about
stories, including its elements. The children’s concept
of story contributed to a better understanding of the
stories read and even though reading and writing
experiences.
 Aphasia – is a loss of the ability to produce and/or
comprehend language due to injury to brain areas
specialized for these functions.
 Dyslexia – Dyslexia is a specific learning disability
that manifests primarily as a difficulty with written
language, particularly with reading and spelling.
Dyslexia is the result of a neurological differences but
is not intellectual disability. Most people with dyslexia
have average or above average intelligence.
1) Piaget’s Cognitive Development Theory
(Intellectual Development)
2) Vygotsky’s Social Developmental Theory
3) Information-Processing Approach
4) Bio-Cultural Theories
5) Brofenbrenner’s Ecological Theory
 Proponent: Jean Piaget – believed that a child
enters the world lacking virtually all the basic
cognitive competencies of the adult, and gradually
develops these competencies by passing through a
series of stages of development.
 A schema is an organized unit of knowledge.
Schemata are modified by organization
(predisposition to combine simple structures to a
more complex systems) and adaptation (processes
of assimilation and accommodation.).
 Assimilation: Absorb as part of itself. The individual
acquires information or knowledge by which
experiences are integrated into existing schemes.
 Accommodation: A process of creating a new
scheme by modifying an existing scheme after an
individual’s interaction with the environment.
1) Sensorimotor (Birth-2 years) – Learning is based
on sense perception.
Characteristics:
 Primary Circular Reaction – Repeated actions
centered on the infant’s body. Ex: thumb sucking.
 Intentional Behavior – Child repeats actions so as
to prolong interesting or pleasant events. Ex: crying
to attract attention.
 Object Permanence – Knowledge of the existence
of objects in his environment, independent of the
child’s actions emerges such that the child starts to
search for missing objects.
 Representation – Allows the child to seek necessary
solutions through manipulation of internal symbols
instead of physical objects. Ex: Trial and error to
solve the problem, manipulation of toys.
2) Pre-operational (2-7 years old) – Emergence of
language skills.
Characteristics
 Interprets experiences.
 Words become symbols for objects.
 Thinking is egocentric (centered on himself).
 Thinking is irreversible (inability to rethink).
 Incapable of logical thinking.
3) Concrete Operational (7-11 years old) – Elementary
school years. The child begins to learn symbols and
concepts, time, space, shape, size, etc. The child’s thinking
becomes more logical and systematic.
Characteristics
 Conservation – Ability of the child to conceptualize the
retention and preservation of the same quantity under various
transformations. Ex: 1 Kg wood = 1 Kg feather
 Reversibility – Ability of the child to understand the
completion of certain operations in reverse order but ending
up the same. Ex: Ability to understand that ice and water
vapor are the different states of water.
4) Formal Operational (11-16 years old) – High
school years
Characteristics
 Develops logical reasoning skills.
 Decreased egocentricity.
 Proponent: Lev Vygotsky – believed that this life
long process of development was dependent on
social interaction and that social learning actually
leads to cognitive development.
 Children engage in social speech (socialized
activity), egocentric speech (self-directed
dialogue), and inner speech (internalized speech
which develops intellectual capacities).
 Cognitive development and language are shaped by a
person’s interaction with others.
 Children’s knowledge, values, and attitudes develop
through interaction with others.
 Social interactions that assist in learning increase a
child’s level of thinking.
 Students will learn best through activity.
 Students should be encouraged to communicate
frequently with self and with teacher.
 This approach takes the human mind as a system
that processes information.
Some Basic Assumptions of
Information-Processing Approach
1) Thinking is information processing
2) Mechanisms of change are important to describe.
3) The cognitive system is self-modifying
4) Careful task analysis is crucial.
1) Nativism – views humans are endowed with
genetic traits in all members of the species,
regardless of the differences in their environment.
2) Ethology – points to genetically survival assumed
to have evolved through natural selection.
3) Sociobiology – focuses on the study of society
using the biological science method.
 Proponent: Urie Bronfenbrenner – also called
development in context or human ecology theory,
identifies five environmental systems with which
an individual interacts. The theory offers a framework
through which community psychologists examine
individuals' relationships within communities and the
wider society.
1) Microsystem: Refers to the institutions and groups that
most immediately and directly impact the child's
development including like family.
2) Mesosystem: Interconnections between the microsystems.
3) Exosystem: Involves links between a social setting in which
the individual does not have an active role and the
individual's immediate context.
4) Macrosystem: Describes the culture in which individuals
live.
5) Chronosystem: The patterning of environmental events
and transitions over the life course.
1) Sternberg’s Triarchic Theory of Intelligence
2) Bem’s Gender Schema Theory
3) Gardner’s Theory of Multiple Intelligences
 Proponent: Robert J. Sternberg – The theory by
itself was among the first to go against the
psychometric approach to intelligence and take a
more cognitive approach. The three meta
components are also called triarchic components:
1) Analytical Abilities – power of logical reasoning.
2) Creative Abilities – involves imagining and
devising new ways of addressing issues.
3) Practical Abilities – involve the use of common
sense.
 Proponent: Sandra Bem – It is a cognitive theory to
explain how individuals become gendered in
society, and how sex-linked characteristics are
maintained and transmitted to other members of a
culture.
 Gender-associatedinformation is predominantly
transmuted through society by way of schemata, or
networks of information that allow for some
information to be more easily assimilated than
others.
 Proponent: Howard Gardner – The theory of
multiple intelligences differentiates human
intelligence into specific ‘modalities’, rather than
seeing intelligence as dominated by a single ability.
 He proposed this model in his 1983 book Frames of
Mind: The Theory of Multiple Intelligences.
1) Musical – This area has to do with sensitivity to
sounds, rhythms, tones, and music.
2) Visual-Spatial – This area deals with spatial
judgment and the ability to visualize.
3) Linguistic – This area display a facility with words
and languages.
4) Logical-Mathematical – This area has to do with
logic, abstractions, reasoning, and numbers.
5) Bodily-Kinesthetic – They have control of one's
bodily motions.
6) Interpersonal – They are characterized by their
sensitivity to others' moods, feelings,
temperaments, and motivations.
7) Intrapersonal – This area has to do with
introspective and self-reflective capacities.
8) Naturalistic – the individual who is readily able to
recognize flora and fauna.
9) Existential – rely on the concept of spirituality as
being distinct from religious intelligence.
1) Intellectually Gifted – they were able to learn
faster and more efficiently and process information
at a faster pace, significantly better and different
from the rest.
2) Children with Intellectual Deficits – they were
the children suffering from the underdevelopment
of their cognitive abilities.
3) Down Syndrome – also called Trisomy 21 due to
the deviation of the 21st chromosome, they were
characterized by a distinct physical appearance,
and physical and mental retardation.
4) Turner Syndrome – a chromosome abnormality
among females in which the secondary sex
characteristics are developed with the
administration of female hormones.
5) Klinefelter’s Syndrome – a chromosome
abnormality characterized by feminine
characteristics of a male (XXY chromosome).
6) Pervasive Developmental Disorders – a
collection of disorders characterized by gross
deficits in many areas of cognitive, emotional, and
social development.
7) Autistic Disorder – a universal disorder
characterized by the inability of the children to
communicate and interact socially.
8) Asperger’s Syndrome – a milder version of the
Autistic Disorder where its patient does not suffer
from linguistic and cognitive abilities.
1) Erikson’s
Psychosocial Theory of Human
Development
2) Bandura’s Social–Cognitive Theory
3) Goleman’s Emotional Intelligence
4) Freud’s Psychoanalytic Theory
 Proponent: Erik Erikson – Each of these stages has
a specific psychosocial crisis that affects the
development of the child.
 He considered development as resulting from the
interaction between internal drives and cultural
demands.
 Stage 1: Trust Vs. Mistrust (0 – 18 months)
 HOPE – To develop a basic trust in the mothering
figure and to generalize it to others.
-------------------------------------
 Stage 2: AUTONOMY vs. SHAME and DOUBT (18
months – 3 years old)
 WILL – To gain some self-control and independence
within the environment; learns to walk and use his
hands.
 Stage 3: INITIATIVE vs. GUILT (3 – 6 years old)
 PURPOSE – To develop a sense of purpose and the
ability to initiate and direct one’s own activities.
-------------------------------------
 Stage 4: INDUSTRY vs. INFERIORITY (6 – 12
years old)
 COMPETENCE – To achieve a sense of self-
confidence.
 Stage 5: IDENTITY vs. ROLE CONFUSION (12 –
18 years old)
 FIDELITY – To integrate the tasks mastered in the
previous stages into a secure sense of self.
-------------------------------------
 Stage 6: INTIMACY vs. ISOLATION (18 – 30
years old)
 LOVE – To form an intense, lasting relationship or a
commitment to another person, a cause, an
institution, or a creative effort.
 Stage 7: GENERATIVITY vs. STAGNATION (30 –
old age)
 CARE / SELFLESSNESS – To achieve the life goals
established for oneself while considering the welfare
of future generations.
-------------------------------------
 Stage 8: EGO INTEGRITY vs. DESPAIR (old age)
 WISDOM – To review one’s life and derive meaning
from both positive and negative events, while
achieving a positive sense of self.
 Proponent: Albert Bandura – It was viewed that
children’s learning process involves observation and
imitation. This kind of learning is called
observational learning or modeling.
 Bandura also calls attention to intrinsic
reinforcements (reinforcements within the
individual).
 Proponent: Goleman – Emotional intelligence is a
type of social intelligence that affords an individual
the ability to monitor his own and others’ emotions,
to discriminate among them, and to use the
information to guide his actions.
1) Self-awareness – the ability to recognize the
feeling as it happens.
2) Mood Management – the ability to change mood
from good to bad and vice versa.
3) Self-motivation – developing confidence to arrive
at concrete achievement.
4) Impulse Control – the ability to delay urge in the
service of the goal.
5) People Skills – The ability to feel for the person.
 Socialization – the process by which parents and
other persons set the children’s standards of
behavior, attitudes, skills and motives to conform
closely to what the society deems appropriate to his
role in the society.
 Proponent: James E. Marcia – identified four
identity and statuses and correlated them with
other aspects of personality: anxiety, self-esteem,
moral reasoning, and patterns of social
behavior.
 These statuses are determined by two elements
which were crucial to forming identity: crisis (period
of serious decision-making) and commitment
(personal investment in an occupation or an
ideology).
1) Identity Achievement (crisis to commitment) –
works well under stress; receptive to new ideas.
2) Foreclosure (commitment without crisis) –
recognizes the need of law and order; obedient yet
dogmatic.
3) Identity Confusion (no commitment) – those who
shy away from commitment; carefree.
4) Moratorium (in crisis) – not necessarily in a good
relationship but express preferences for intimacy;
talkative and lively.
 Gender typing refers to the process by which
children acquire the motives, values and behaviors
viewed as appropriate for males and females.
 Gender based beliefs are the ideas and
expectations about what is an appropriate behavior
of males and females.
 Gender stereotypes refer to the beliefs and
characteristics typical in the behavior of males and
females.
 Gender roles are the composites of behavior typical
of the male and female in a given culture.
 Gender identity is the perception of oneself being
masculine or feminine.
 Androgynous persons are those with both
masculine and feminine characteristics.
 Proponent:Sigmund Freud – believed that a
person’s behavior can be motivated by strong
unconscious drive or urges toward self-satisfaction.
1) Oral Stage (0-2 years old) – In this stage, the
mouth is the center of pleasure. Failure to satisfy
this stage will result later to smoking and other
vices.
2) Anal Stage (2-4 years old) – The anal region is the
center of pleasure The child gains pleasure in the
elimination of bowel or “toilet training”. Failure to
satisfy this will result to: frugality (stinginess),
greediness obstinate or stubborn character and
disorderliness.
3) Phallic Stage (4-6 years old ) – from the root
word “phallus” (male sex organ; symbol of strength
and power). It derives pleasure from the
manipulation of sex organs.
 Oedipus Complex: rivalry between the son and the
father to get the mother’s attention.
 Elektra Complex: rivalry between the daughter and
the mother to get the father’s attention.
4) Latency Stage (6-12 years old) – Usually called
the “Calm stage”. There are conflicting feelings that
are confined in the subconscious mind. Energies are
diverted to school and peer activities.
5) Genital Stage (12 years and above) – It starts
with the onset of puberty, where the individual is
now attracted to the opposite sex.
1) Kohlberg’s Cognitive Theory of Moral
Development
2) Elliot Turiel’s Moral Rules
3) Carol Gilligan’s Theory of Moral Development
 Proponent: Laurence Kohlberg – believed that as
children grow they pass through several levels of
moral development consisting of different stages
which serve as the bases of their behavior as adults.
 LEVEL ONE (Pre-conventional Morality)
 Children’s judgments are based on external criteria. Right and
wrong are according to standards set by authorities.
STAGE ONE (Obedience and Punishment Orientation)
 Behavioris based on reward and punishment. Wrong
behavior results to punishment; right behavior results to
reward and praises.
STAGE TWO (Naive Hedonistic and Instrumental
Orientation)
 Actions are based on self-satisfaction. Helps those who help
him.
 LEVEL TWO (Conventional Morality)
 Children’s judgment is based on groups expectations.
STAGE THREE (Good Boy Morality)
 Desirable behavior pleases others. Conform to rules of the
group to remain accepted.
STAGE FOUR (Authority and Morality that Maintain the
Social Order)
 What is right is what is accepted. Conforms to the rules to
avoid disapproval.
 LEVEL THREE (Post-Conventional Morality)
 The individual recognizes arbitrariness (absoluteness) of social
and legal conventions. The individual develops concept of
moral values.
STAGE FIVE (Morality of Contract)
 Laws are obligatory. (dura lex sed lex; “It is harsh, but it is
the law.”) The concept of right and wrong is governed by
reasons.
STAGE SIX (Morality of Individual Principles)
 Morality is based on mutual respect. The individual conforms
to the rules to avoid self-condemnation.
 Proponent: Elliot Turiel – maintains that even young
children can distinguish moral rules from what are
dictated by conventions and are accepted ways of
doing things.
 Moral rules manifest a concern for the welfare of
others and are not influenced by opinion.
 Proponent: Carol Gilligan – speaks of moral
development as a balance between male-oriented
theories (like Kohlberg’s and Freud’s) and insights
from interviews of females.
 The moral development in females is traced through
three levels: Level One (the primary concern is
oneself), Level Two (Females equate morality for
others) and Level Three (morality is equated care of
both themselves and others).
1) Parenting – refers to a way to assist, help, listen
and do something for a child.
2) Role Models – parents serve as role models as
they provide influence for their sons’ and
daughters’ perceptions of men and women.
3) Peer Groups and Interactions – Peer groups
have always been sources of affection, sympathy,
and understanding. Variations in interactions
between parents and siblings with birth order are
also present.
1) Authoritative – stresses self-reliance,
independence, and open communication between
the parents and the child.
2) Authoritarian – stresses obedience, respect for
authority and traditional values.
3) Indulgent – characterized by showing affection
but with little supervision.
4) Neglectful – characterized by little warmth,
nurturing and supervision.
1) Juvenile Delinquency – may be either regarded
as a status offender (truant violator) or a serious
offender (grave violator).
2) Psychological Disorders – like conduct disorder
(persistent patterns of behavior which may violate
other person’s rights), ADHD, phobias (state of
extreme fear), anxiety problems (feeling of low
self-esteem; mood swings), and depression (state
of extreme sadness).