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CHILD AND ADOLESCENT DEVELOPMENT I. GROWTH AND DEVELOPMENT A. DEFINITIONS 1.1 Growth - change in size, quantitative change 1.

2 Development - change in capacity, qualitative change series of changes affected by maturation 1.3 Learning - change for the better; aspect of development that connotes modification of behavior which results from practice and experience B. PRINCIPLES OF DEVELOPMENT 1. Early foundations are critical 2. Maturation and learning play important roles in development 3. Development follows a definite and predictable pattern(cephalocaudal & proximo distal) 4. All individuals are different 5. Each phase of development has its hazards 6. Development is aided by stimulation 7. Development is affected by cultural changes 8. There are social expectations for every stage of development 9. Each phase of development has characteristic patterns of behavio r

C. FACTORS 1. Heredity Maturation - Nature 2. Environment - Learning - Nurture D. STAGES IN THE LIFE SPAN The Life span is arbitrarily divided, for purposes of research and speculation, into segments with each segment being a part of a whole. It is divided into: 1. Prenatal Period from conception to birth 2. Infancy from birth to the end of the second week 3. Babyhood after end of the second week to end of the second year 4. Early Childhood after two to six years 5. Late Childhood after six to ten or twelve years 6. Preadolescence or Puberty from ten to or twelve or thirteen or fourteen years 7. Adolescence - after thirteen or fourteen years to eighteen years 8. Early Adulthood after eighteen to thirty-five years 9. Middle Adulthood after thirty-five to sixty-five years 10. Late Adulthood or Senescence (Old Age) after sixty-five years to death E. DEVELOPMENTAL TASK Babyhood ad Early Childhood Learning to take food Learning to walk Learning to talk Learning to control the elimination of body wastes Learning sex differences and sexual modesty Getting ready to read Learning to distinguish right and wrong and learning to develop a conscience Late Childhood Learning physical skills necessary for ordinary games Building a wholesome attitude toward oneself as a growing organism Learning to get along with age-mates Beginning to develop appropriate masculine or feminine social roles Developing fundamental skills in reading, writing, and calculating Developing concepts necessary for everyday living Developing conscience, a sense of morality, and a scale of values Developing attitudes toward social groups and institutions Achieving personal independence Adolescence Achieving new and more mature relations with age mates or both sexes

Achieving a masculine or feminine social role Accepting ones physique and using ones body effectively Desiring, accepting, and achieving socially responsible behavior Achieving emotional independence from parents and other adults Preparing for an economic career Preparing for marriage and family life Acquiring a set of values and an ethical system as a guide to behavior- developing an ideology Early Adulthood Getting started in an occupation Selecting a mate Learning to live with a marriage partner Starting a family Rearing children Managing a home Taking on civic responsibility Finding a congenial social group Middle Age Achieving adult, civic, and social responsibility Assisting teenage children to become responsible and happy adults Developing adult leisure time activities Relating oneself to ones spouse as a person Accepting and adjusting to the physiological changes of middle age Reaching and maintaining satisfactory performance in ones occupational career Adjusting to aging parents Old Age Adjusting to decreasing physical strength and health Adjusting to retirement and reduced income Adjusting to death of spouse Establishing an explicit affiliation with members of ones age group Establishing satisfactory physical living arrangements Adapting to social roles in a flexible way II. THEORIES OF DEVELOPMENT 1. Psychosexual Freud 2. Psychosocial Erikson 3. Moral Development Kohlberg 4. Cognitive Development Piaget 5. Emotional Goleman 1. Self Awareness 2. Self Management 3. Social Awareness 4. Relationship Management 6. Multiple Intelligence Gardner 1. Word smart - Linguistic 2. Number smart - Mathematical Visual 3. Picture smart Spatial 4. Self-smart Intrapersonal 5. Person smart Interpersonal 6. Body smart Bodily /kinesthetic 7. Music smart - Musical/Rhythmic 8. Nature smart Environmentalist 9. Spirit smart Existentialist / Philosopher 7. RECIPROCATING INFLUENCES Richard Q. Bell (1979) focused on the mutually interactive effects of the mother and child. Robert Cairns (1998) points out, the idea of bidirectionality does not assume that parents and children exercise equal influences over each other. Bells model has made us aware that socialization depends on the reciprocal influences of each person in the system on every other person.

8. FAMILY SYSTEM MODEL Patricia Minuchins (1985) family system model underscores the bidirectional influences and reciprocal relationships among all family members. Minuchins model underscores that childrens socialization depends on the reciprocal influences of each person in the system. 9. ECOLOGICAL CONTEXT BRONFENBRENNER - stress that development takes place in a variety of contexts that extend from the immediate physical environment of the child. a. THE MICROSYSTEM It includes family, peers, school, and neighborhood b. THE MESOSYSTEM It includes links between home, school, and neighborhood. c. THE EXOSYSTEM Consists of settings that do not include the child but that affect the child, such as city government, the workplace, school board, and mass media. d. THE MACROSYSTEM Involves the dominant attitudes and ideologies of the childs culture e. THE CHRONOSYSTEM Patterns of stability and change in childrens environment over time. 10. VYGOTSKYS SOCIO CULTURAL CONTEXTS Lev Vygotsky (1898 1934) made culture an important feature in his theory. His theory emphasized the collective wisdom of each culture that is then passed on to its children. Culture reflects the values, ideals, and beliefs of a particular group of people that are passed on from one generation to the next. Zone of proximal development. Vygotskys phrase to describe the range of skills a child has not yet mastered, but could accomplish with the assistance provided by adults and more knowledgeable peers. Scaffolding More knowledgeable other I11. THEORIES OF LEARNING A. Behavioral Approach 1. Classical Conditioning - Pavlov 2. Operant Conditioning - Skinner 3. Behaviorist Conditioning Watson 4. Connectionism Conditioning - Thorndike 5. Purposive Behaviorism - Tolman 6. Observational Learning - Bandura B. Humanistic Approach Hierarchy of Needs - Maslow - Max Wertheiner founder - Wolfgang Kohler - Kurth Koffka 2. Information processing information is received through the senses and goes to the sensory memory for a very brief amount of time. If not found relevant, information may decay. It goes to the (STM) Short Term Memory and if given attention and is perceived and found to be relevant, it is sent to the (LTM) Long Term Memory. If not properly encoded, forgetting occurs. Different cognitive processes applied to the information will then determine if information can be retrieved when needed later. 3. Constructivist Theory - Jerome Bruner SPIRAL curriculum The ability to represent knowledge develops in (3) three stages 1. Enactive representation represent objects in terms the immediate sensation 2. Iconic representation learning can be obtain through the use of pictures, models and mental images 3. Symbolic representation- the ability to think in abstract terms 4. Meaningful Verbal Learning- David P. Ausubel Knowledge is hierarchically organized , that new information is meaningful to the extent that it can be related to what is already known Four (4) Processes in SUBSUMPTION 1. Derivative Subsumption- new information as an example of what you have learned 2. Correlative Subsumption- you change or expand the concept 3. Superordinate Learning- from specific concept to general terms C. Cognitive Approach 1. Gestalt Insight theory

4. Combinatorial Learning- learning by analogy Types of Advance Organizers 1. Expository 2. Narrative 3. Skimming 4. Graphic Organizers 5. Conditions of Learning Gagne Gagnes Principles 1. Different instruction is required for different learning outcomes 2. Learning hierarchies define what intellectual skills are to be learned 3. Events of learning operate on the learner in ways that constitute its conditions NINE INSTRUCTIONAL EVENTS 1. Gaining Attention (Reception) 6. Eliciting Performance (Responding) 2. Informing the Learners of the Objectives(Expectancy) 7. Providing Feedback(Reinforcement) 3. Stimulating Recall of Prior Learning(Retrieval) 8. Assessing Performance (Evaluation) 4. Presenting the Stimulus (Selective Perception) 9. Enhancing Retention and Transfer 5. Providing Learning Guidance (Semantic Encoding) (Generalization) 1V. LANDMARKS OF DEVELOPMENT 1. Physical / Motor Development Nervous System, Muscular, Endocrine Glands, Physique 2. Cognitive Development Speech, Understanding 3. Social Development Social Individual, Gregarious Inference of Social Group Gang 4. Moral Development Morality, Discipline, Recreational Activitie Learning / Thinking Styles I. Sensory Preferences 1. Visual Learners- (Visual Iconic and Visual Symbolic) 2. Auditory Learners (Listeners and Talkers) 3. Tactile / Kinesthetic - hands on approach II. Global-Analytic Continuum 1. Global Forest Seers 2. Analytic Tree Seers LEFT BRAIN (Analytic) Successive Hemispheric Style 1. Verbal 2. Responds to Word Meaning 3. Sequential 4. Processes Information Linearly 5. Responds to Logic 6. Plans Ahead 7. Recalls Peoples Names 8. Speaks with Few Gestures 9. Punctual 10. Prefers Formal Study Design 11. Prefers bright lights while studying V. EXCEPTIONAL DEVELOPMENT 1. Physical Disabilities 2. Mental Retardation 3. Behavioral Disabilities RIGHT BRAIN (Global) Simultaneous Hemispheric Style 1. Visual 2. Responds to Tone of Voice 3. Random 4. Processes Information in Varied Order 5. Responds to Emotion 6. Impulsive 7. Recalls Peoples Faces 8. Gestures when Speaking 9. Less Punctual 10. Prefers sounds, music background while studying 11. Prefers frequent mobility while studying 4. Sensory Impairments 5. Learning Disabilities

Impairment deceased or defective tissue (hearing and visual) Disability - reduction of function or absence of a particular body part or organ Handicap - refers to the problems that an impaired or disabled person might have met in interacting with the environment A. Classification of Physical Disability 1. Orthopedic Impairment- bone and muscular defect

1.1 Poliomyelitis infantile paralysis caused by virus 1.2. Osteomyelitis tuberculosis of the bone and spine 1.3. Bone Fracture breaks in the continuity of bones 1.4. Muscular Dystrophy deterioration of the muscles 2. Neuro-Muscular Impairments defects of the nerve and muscle system 2.1. Cerebral Palsy non progressive alteration of movement or motor functioning 2.2. Erbs Palsy birth palsy paralysis of the muscles of the shoulders, arms and hands 2.3.Congenitally Crippled crippling conditions at birth 2.3.1 Clubfoot deformed feet accompanied by webbed toes 2.3.2.Clubhand deformed hand and fingers 2.3.3. Polydactylism with extra toes or fingers 2.3.4. Syndactylism webbed fingers or toes B. MENTAL RETARDATION 1. MILD - educability in academic subjects at a minimum level - educability in social adjustment and can get along independently - minimal occupational adequacies and can latter support himself 2.M0DERATE not educable in academic achievement but with self help skills, social adjustment in the family economic usefulness in the home 3. SEVERE can be trained in health habits and may contribute partially to self maintenance under complete supervision 4. PROFOUND unable to be trained in total self care and need continued help in taking care of their personal needs C. BEHAVIORAL DISABILITIES 1. Emotional Disturbance psychosocial problems or impairment (SED) Seriously Emotionally Disturbed 2. Schizophrenia psychotic disorder characterized by distorted thinking 3. Autism psychotic condition characterized by bizarre behavior. Extreme social isolation and delayed development 4. ADHD (Attention Deficit Hyperactivity Disorder) 5. Paranoid extreme fear 6. Narcistic extreme love of self 7. Anti Social has no friends 8. Dependent can not make simple decisions for oneself 9. Acting Child full of pretense 10. Withdrawn extreme shyness D. LEARNING DISABILITIES Considered as hidden disability characterized by poor academic performance, delayed physical development accompanied by academic, social and psychological problems. a. DYSARTHRIA - STUTTERING b. DYSGRAPHIA - WRITING c. MOTOR APHASIA - SPEAKING d. VISUAL AGNOSIA - SIGHT e. AUDITORY AGNOSIA - HEARING f. OLFACTORY AGNOSIA - SMELLING g. DISCALCULIA - MATH h. DYSLEXIA - READING E. SENSORY IMPAIRMEN 1. Visual Handicaps (Visual impairment and Blindness) VISUAL ACUITY PROBLEMS - POOR SIGHT - AMBLYOPIA (LAZY EYE)

- HYPEROPIA (FARSIGHTEDNESS) - MYOPIA (NEARSIGHTEDNESS) - ASTIGMATISM - CATARACT - GLAUCOMA 2, Hearing Impaired (Slight, Mild, Moderate, Severe, Profound) Can be classified as Prelingual and Postlingual Classified as Prelingual and Postlingual SUMMARY OF FREUDS AND ERIKSONS THEORIES OF PERSONALITY DEVELOPMENT
Infant Freuds Stages of Childhood Psychosexual Stage Implications Oral Stage Child explores Provide oral stimulation by the world by using the giving pacifiers, do not mouth, especially the discourage thumb sucking. tongue. Lack of oral Breast-feeding may provide experiences now may lead more stimulations than to alcoholism or obesity formula feeding. As it (oral dependence) later in requires the infant to life expand more energy Anal Stage Child learns to Help children achieve control urination and bowel and bladder control defecation. Constipation or without undue emphasis on obsessive-compulsive its importance. If at all personality may become possible, continue bowel chronic problems in later and bladder training while life from effects of this child is hospitalized. period. Phallic Stage Child learns Accept childs sexual sexual identity through interest, such as fondling awareness of genital area. his or her own genitals, as a Difficulty with sexual normal area of exploration. identity and authority Help parents answer figures may become questions about birth or problems later if period is sexual differences. interrupted. Latent Stage Childs Help the child have personality development positive experiences so his appears to be non-active or self-esteem continues to dormant. grow and he prepares for the conflicts of adolescence. Genital Stage Adolescent develops sexual maturity and learns how to established satisfactory relationship with the opposite sex. Negative experiences may lead to unsatisfactory sexual adjustment later, and problems such as frigidity or impotence. Provide opportunities for the child to relate with opposite sex, allow child to verbalize feelings about new relationships Ericksons Stages of Childhood Developmental Tasks Implications Developmental task is to Name a primary care giver. form a sense of trust vs. Provide experiences that mistrust. Child learns to add to security, such as soft love and be loved. sounds and touch. Provide visual stimulation for active child involvement. Developmental task is to form a sense of autonomy vs. shame. Child learns to be independent and make decisions for self. Provide opportunities for decision-making such as offering choices of clothes to wear or toys to play with. Praise for ability to make decisions rather than judging correctness of any one decision. Provide opportunities for exploring new places or activities. Allow play to include activities such as water, modeling, clay, or finger paint. Provide opportunities such as allowing child to assemble supplies for a dressing change (short projects finished completely), o that child feels rewarded for accomplishment. Provide opportunities for the adolescent to discuss feelings about event important to him. Other support for decisionmaking.

Toddler

Pre-schooler

Developmental task is it form a sense of initiative vs. guilt. Child learns how to do things (basic problem solving) and that doing things is desirable. Developmental task is to form a sense of industry vs. inferiority. Child learns how to do things well.

School-ager

Adolescent

Developmental task is to form a sense of identify vs. role confusion. Adolescent learns who he is and what kind of person he will be by adjusting to a new body image, seeking emancipation from parents, choosing a vocation, and determining a value system. 6. Intimacy vs Isolation 7. Generativity vs Stagnation 8. Integrity vs Despair

KOHLBERGS STAGES OF MORAL DEVELOPMENT Age (years) Preconventional level 1 2-3 4-7 Stage 0 1 2 Description Child does right to gain parents approval Punishment-obedience orientation. Child does right either because a parent asks her to or to avoid punishment Instrumental hedonism and concrete reciprocity. Child carries out actions to satisfy own needs rather than societys Will do something for you if you do something for her. Orientation to interpersonal relations of Implication Praise child for right actions. Consistency helps build sense of security. Child needs help to determine right actions. Give clear instructions to avoid confusing her. Child unable to recognize that like situations requires like actions. Unable to take responsibility for self-care, since fulfilling own desires more important. Child enjoys helping others, as this is nice

Conventional Level

7 - 10 10 - 12 4

mutuality. Child follows rules as to what is nice Maintenance of social order, fixed rules, and authority. Child finds following rules satisfying follows those of authority figures as well as parents.

behavior. Allow child to help you with bed making, etc. Give praise for sharing. Etc. Child often ask what are the rules and if something is right. Has Difficulty modifying procedures because one method may not be right. Follows self-care measures only if you are there to enforce them. Can be responsible for self-care, views this as a standard of adult behavior. Many adults do not reach this level of moral development.

Post conventional Level Over 12

5 6

Social contact utilitarian lawmaking perspective. Follows standards of society Universal ethical principle orientation. Individual follows internalized standards of conduct

PIAGETS STAGES OF COGNITIVE DEVELOPMENT Stage of Development Sensorimotor Neonatal reflex Primary circular reaction Secondary circular reaction Coordination secondary reactions of Age Span 1 month 1-4 month 4-8 months 8-12 months Implications Stimuli assimilated into beginning mental images: behavior entirely reflective. Hand-mouth and ear-eye coordination develop. Infant spends much time looking at objects and separating self from them. Beginning intention of behavior present (infant brings thumb to mouth for a purpose to suck it). Enjoyable activity for this period: rattle or tape of parents voice. Infant learns to initiate, recognize, and repeat pleasurable experiences from environment. Memory traces are present, infant anticipates familiar events (a parent coming near him and will pick him up). Good toy for this period: mirror, good game: peck-a-boo Infant can plan activities to attain specific goals. Perceives that others can cause activity and that of own body are separate from activity of objects. Can search for and retrieve toy that disappear from view. Recognizes shapes and sizes of familiar objects. Because of increased sense of separateness, infant experiences separation anxiety when primary care giver leaves him. Good toy for this period: nesting toys, i.e. colored boxes. Child is able to experiments to discover new properties of objects and events. Capable of space perception and time perception as well as permanence. Objects outside self are understood as causes of action. Good games for this period: throw-and-retrieve. Transitional phase to the pre-operational thought period. Uses memory and imitation to act. Can solve or fail. Good toys for this period: those with several uses, i.e., blocks, colored plastic rings. Thought becomes more symbolic, child can arrive at answers mentally instead of through physical attempt only. Comprehends simple abstractions but thinking is basically concrete and literal. Child is egocentric (unable to viewpoints of others). Static thinking (inability to remember what he started to talk about, so that at end of a sentence, may be talking about another topic). Concept of time, now, concept of distance, only as far as he can see. Centering of focusing in a single aspect of an object causes distorted reasoning. No awareness of reversibility (that for every action there is an opposite action). Unable to state cause-effect relationships, categories, or abstractions. Good toy for this period: items that require imagination, such as Play-Doh. Concrete operations include systematic reasoning. Child uses memory to learn broad concepts (fruit) and individual aspects of concepts (apples, oranges). Classifications involve sorting objects according to attribute such as color, seriation, in which objects are ordered according to increasing or decreasing measures such as weight, multiplication, in which objects are simultaneously classified and seriated using weight. Child is aware of reversibility, as opposite operation or continuation of reasoning back to a starting point (follows route thought maze and then reverses steps). Good activity for this period: collecting and classifying natural objects such as native plants, seashells, etc. Expose child to other viewpoints by asking questions such as, How do you think youd feel if you were a nurse and had to tell a boy to stay in bed? Can solve hypothetical problems with scientific reasoning; understands casualty and can deal with past, present, and future. Adult or mature thought. Good activity for this period: talk time to sort through attitudes and opinions.

Tertiary reaction

circular

12-18 months 18-24 months 2-7 years

Invention of new means through mental act. Preoperational thought

Concrete operational thought

7-12 years

Formal operational thought

12 years

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