Professional Documents
Culture Documents
GROWTH
Increase in body size and other parts of the human body
Pertains to quantitative changes in the body and can be measured
Takes place in the first twenty (20) years of life
Most rapid during infancy and growth spurt on adolescence/puberty
DEVELOPMENT
Pertains to qualitative change in the human body and cannot be measured
It happens from simple to more complex
Takes place even after 20 years of life
Refers to our maturation
(Remember that the process of Growth and Development cannot be compared!)
There are two (2) Factors affecting Growth and Development:
1. Heredity (Nature) - refers to the transfer of genes. It also puts limitation in growth and development.
2. Environment (Nurture) pertains to the interaction with the surroundings and proper nutrition acquired.
When a baby is newly born, it is covered with a cheese-like substance called vernix caseosa. Also covering the newborn
islanugo which is the fine hair-like structure covering the baby.
There are also different types of birth presentations. They are the ff:
1. Cephalic when the head of the baby is presented first during birth giving.
2. Breech when the legs/buttocks are presented, and
3. Transverse when the shoulders of the baby are presented during birth.
During infancy, babies tend to present reflexes. Reflexes are involuntary movements or actions. Some movements are
spontaneous, occuring as part of the babys usual activity. Others are responses to certain actions. Reflexes help identify normal
brain and nerve activity. Some reflexes occur only in specific periods of development. The following are some of the normal
reflexes seen on newborn babies:
1. Root reflex. This reflex begins when the corner of the babys mouth is stroked or touched. The baby will turn his/her head and
open his/her mouth to follow and root the direction of the stroking. This helps the baby find the breast or bottle to begin feeding.
2. Suck reflex. Rooting helps the baby become ready to suck. When the roof of the babys mouth is touched, the baby will begin
to suck. This reflex does not begin about the 32nd week of pregnancy and is not fully developed until about 36 weeks.
3. Moro reflex. The Moro reflex is often called as startle reflex because it usually occurs when a baby is startled by a loud
sound or movement. In response to the sound, the baby throws back his/her head, extends out his/her arms and legs, cries, then
pulls the arms and legs back in. A babys own cry can startle him/her and trigger this reflex.
4. Tonic neck reflex. When a babys head is turned to one side, the arm on that side stretches out and the opposite arm bends
up the elbow. This is often calles as the fencing position and lasts about 6 to 7 months.
5. Grasp reflex. Stroking tha palm of the babys hand causes the baby to close his/her fingers in a grasp. It lasts until about 5 to
6 months of age.
6. Babinski reflex. When the sole of the foot is firmly stroked, the big toe bends back toward the top of the foot and the other
toes fan out. This is a normal reflex until 2 years of age.
7. step reflex. This is also called as the walking or dance reflex because the baby appears to be dancing or taking steps when
held upright.
8. Cremasteric reflex. This reflex is much common to baby boys. When the thigh is stroked softly, the lower part of the tummy
tends to startle or move. This reflex is also observable during puberty or even among grown up men.
Principles of Growth and Development
1. Cephalocaudal refers to from head to tail development
2. Proximodistal a development that starts from the center of the body going outward
a. Gross motor skills pertains to larger skills that babies mmake with their arms, legs, feet or with his entire body such as
crawling, running and jumping.
b. Fine motor skills refers to smaller actions such as when a baby picks up things between his fingers or wriggles his toes on
the sand. T also includes moving his/her tongue, mouth and smaller parts of the body.
Periods of Development
1. Pre-natal period from conception to birth
2. Infancy from birth to 18 months old
3. Early childhood -18 months to 6 years
During 3-6 years old, boys tend to display Pseudomasturbation. During this period teachers must be very observant and
should not impose threat or punishment when such activity is observed. If the teacher do so, the child may develop castration
fear or the fear of having his genitals being removed. The BEST way to handle such situation inside the classroom is to ignore
the behavior, divert the attention of the child and after, explain to the child that masturbation should be done in private places.
4. Middle and late childhood from 6 to 13 years (slow growth)
5. Adolescence period from 13 to 19 years . secondary sex characteristics develops
Menarche menstruation
Thelarche breast budding
Pseudomenstruation withdrawal of maternal hormones
6. Early
7. Middle
8. Late
adulthood
Age
From birth to 18
months
Overstimulation
Gullible
Easy to be fooled
Understimulation
Mistrust, alcoholic
drinker, smoker and
gossiper
Messy, clumsy,
disobedient and
rebellious
Characteristics
Mouth is the center of pleasure and
major source of gratification and
exploration
Anus and bladder as pleasuregiving bodies
2. Anal
(toilet training)
18 months to 3
years
3. Phallic
(Penis)
Obsessive
Compulsive
Personality Disorder,
too obedient
Pervert
4. Latency
(school age)
6- puberty
Workaholic
Failing grades
5. Genital
Puberty onwards
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*Oedipus Complex means that the son is more into the mother while Elektra Complex means that the daughter is more into the
father.
*Overstimulation means that when the child during the given age of a particular stage is given something too much may result to
something negative. For example, during the Oral stage, if the baby doesnt need a breastfeed but the mother still gives him milk
he will become too used to it resulting to being gullible when he grow up. On the other hand, if the baby is understimulated or
wants milk to the point that he/she is crying but the mother always ignore him/her, then the baby will grow up as if he/she always
wanted to have something in his mouth for he/she was deprived of it. This may result for him/her to be a drinker, a smoker or
gossiper.
Sigmund Freud also developed the differences between our id, ego, and superego.
( moral principle;
conscience) EGO
CHOMSKY developed the Language Acquisition Device or Mother Tongue-Based Technique. He is also the major proponent of the Innatist Theory,
which postulates that humans have innate ability to acquire language; they are genetically preprogrammed for it. All normally
developing children acquire language. He also maintains that language and thought are separate.
3. SOCIAL CONTEXTUAL THEORY. This theory is primarily proposed by Lev Vygotsky which states that social interaction
influences both language and cognitive development
4. COGNITIVIST THEORY (Jean Piaget) maintained that language acquisition cannot take place until cognitive development has
paved the way for it. It asserts taht children develop knowledge of the world and then map thixs knoowledge onto language
categories and relations. From this viewpoint, language development depends on cognitive development, but not vice versa.
Who are the Exceptional Children? They are children with the following conditions and difficulties:
1. Aphasia impairment of any language modality (sound production)
2. Dysphasia partial impairment of language
3. Dyslexia special learning disability with written language
4. Dyscalculia special learning disability with numerical operations
5. ADHD (Attention Deficit Hyperactivity Disorder) impulsivity in attention and being hyperactive.
Ritalin medicine for ADHD. It makes the hyperactive child more hyperactive to make him/her tired and tend to take a rest.
PAULO FREIRE proposed the Banking Concept of Education. According to him, a child is like a bank which the teacher
deposits knowledge. This is almost the same with John Lockes Theory of Tabula Rasa wherein the child is like a blank tablet
which during the learning process becomes filled with knowledge. Apparently, Jean Piaget opposed these for according to him,
the child has prior knowledge already and the teacher gives new knowledge then the child relates it to what he already know
(Theory of Constructivism).
THEORIES OF INTELLIGENCE AND LEARNING STYLES
1. Two-Factor Theory by Charles Spearman. It supports that intelligence has two factors: a general mental ability factor (g)
which represents what different cognitive tasks have in common; and many specific factors (s) which include mental abilities
(mathematical, mechanical or verbal skills). Spearman is also the first one to use Psychometric approach to measure or quantify
cognitive abilitiesm or factors taht are thought to be involved in intellectual performance. Let me give you an example:
Who is more intelligent, an examinee who garnered Top 1 in the Licensure Examination for Teachers or a dancer who won
champion in a national dance competition?
From the example given, we can see that both have exceptional abilities. But in terms of asking who is more intelligent
then it depends on how intelligence is defined. If intelligence is defined in terms of cognitive abilities, we should say that the
examinee who topped the LET is more intelligent. However, if intelligence is defined in terms of motor skills and bodily
kinesthetics, then the champion dancer is more intelligent.
2. Multiple Intelligence Theory by Howard Gardner. It argues that there are different kinds of mental abilities that make up
different kinds of intelligence. Instead of having only two factors, there are 9 kinds which include verbal intelligence, musical
intelligence, logico-mathematical intelligence, spatial intelligencce, body kinesthetics intelligence, intrapersonal and interpersonal
intelligence, naturalistic intelligence and existential or moral intelligence.
3. Sternbergs Triarchic Theory of Intelligence. This is divided into three sub theories:
a. Experiential intelligence which is the ability to formulate new ideas;
b. Contextual intelligence which is the ability to adapt to a changing environment; and
c. Componential intelligence which is the ability to think abstractly and process information.
4. Jean Piagets Dynamic View. According to him, a persons intelligence is dynamic, that is, it changes as a persons
interaction with his or her environment changes.
5. Wechslers Global View. David Wechsler made his fame as the developer of the IQ Tests. He devised teh Wechsler
Intelligence Scale for Children-Revised (WESC-R). He stressed that intelligence is the aggregate ot global capacity of the
individual to act purposefully, to think rationally and to deal effectively with te environment.
RELEVANT LAWS (Rights of the Child)
1. Republic Act No. 9344, the act establishing a Comprehensive Juvenile Justice and Welfare System. It exempts children
below 18 years of age from criminal liability.
2. Republic Act No. 7610,The Special Protection of Children against Child Abuse.
3. Republic Act No. 7658, known as An Act Prohibiting the Employment of Children below 15 Years of Age.
4. Filipino Children: Child 21. This is a strategic programming network that promotes and safeguards the rights of the Filipino
children.,
5. Republic Act No. 8049. It is known as An Act Regulating Hazing and Other Forms of Initiation Rites in Fraternities,
Sororities, and Other Organizations and Providing Penalties Therefore.
6. Republic Act No. 8353. Also known as The Anti-Rape Law of 1997. An act expanding the definition of Rape, Reclassifying
the same as Crime Against Person, amending the purpose Act No. 3815, as amended, otherwise known as the Revised Penal
Code.