Child Development definite type of behavior, or that growth has

reached its optimal level

- Biological, psychological, emotional changes
that occur between BIRTH and END OF DEVELOPMENT
ADOLESCENCE
- Gradual and orderly unfolding of characteristics
- Occur in stages from dependency to increase
of individuals as they go through successive
autonomy
stages of growth
- Is a continuous process with a predictable
- Increasingly progressive maturity of behavior
sequence
- Organization of personality and character
- Has a unique course for every child
- It does not progress at the same rate
- Each stage is affected by a preceding type of
development (there is domino effect) CHILD AND ADOLESCENT GROWTH AND DEVELOPMENT

History - Study of physical, physiological, cognitive, and

social changes
- Started 20th century - Factors that influence these changes that
- Started with abnormal behaviors that do not children experience and go through from birth
conform to “standard behavior” taught and to adulthood
expected by the society from children (started - Study on how children grow, learn, and change
their curiosity) over time
In the field of education IMPORTANT:
- Development of children Allows us to fully appreciate the cognitive, emotional,
- Factors that have influence on development physical, social, and educational growth that children go
- From teacher – centered to student – centered through
FOUR CONCEPTS OF CHILD DEVELOPMENT THEORIES OF HUMAN DEVELOPMENT
1. Child - Provide a framework for thinking about human
2. Adolescent growth, development, and learning
3. Growth - Deal with change over time
4. Development - Usually concerned with:
• Changes over time within an area or several
CHILD
areas
- Young person below age of puberty and legal • Changes among areas of development
maturity • Explanation for these changes
- Person below age 18 (unless laws of a particular
country set the legal age for adulthood (United
Nations Convention on the Rights of the Child) 1. Maturationist perspective / Maturational Theory
• CHILDHOOD - Develop by Arnold Gessel (1925)
- Period between birth and adolescence - Development is a biological process that occurs
ADOLESCENT automatically in predictable, sequential stages
over time.
- From the latin word adolecere (to grow into - Bisan daw wala ta buhaton sa ato self, bisan
maturity) wala guide we development automatically as we
- Developing/turning into the age of maturity age
- Period between childhood and adulthood (you - AGE = MATURITY
are no longer a child but not yet an adulth
BASED ON 3 ASSUMPTIONS:
GROWTH
➢ Development has biological basis ( child’s
- Progressive increase and continuous development is mainly because of the genes
advancement of child from birth to maturity a child has) PURELY THE GENES
- Characterized by increment in body tissues, ➢ Good and bad years alternate
organs, and structures (ex. Physical changes) ➢ Body types are correlated with personality
• Maturation development
- Development controlled from within the 2. Psychodynamic perspective / Object Relations
“internal growth” Theory
- Consists chiefly of structural changes and - Developed by Sigmund Freud (late 1880s)
development of mental functions which is - How people understand and represent their
indicated by a state of readiness to engage in a relationship with other people
- It is aka object relations because object means - Based on the idea that humans process info that
representation of people: how they are they receive, rather than merely responding to
remembered stimuli
• TRANSFERENCE - Human learning is a development of networked
- People’s early relationships often set the tone memory structures
that later relationships will take (ex. Kung gi
betray ka sauna meaning in the future kay naa 8. Sociocultural perspectives
nakay trust issues because murag nadala naka - Developed by Lev Vygotsky
sa emotions and all) - According to him every function in a child’s
cultural development appears twice:
3. Constructivist perspective / Integrationist • SOCIAL LEVEL (between people or
Perspective interpsychological)
- Advanced by the ff. theorists: Jean Piaget, Maria • INDIVIDUAL LEVEL (inside the self or
Montessori, Lev Vygotsky INTRAPSYCHOLOGICAL)
- Learning and development occur when young - ZONE OF PROXIMAL DEVELOPMENT
people interact with the environment and the - Means between the actual development level
people around them and level of potential development
- Includes all knowledge and skills that a person
4. Cognitive development perspective cannot yet understand/perform on their own,
- Developed by Jean Piaget but is capable of learning with guidance
- JP first to note that children play an active role
in gaining knowledge of the world 9. Developmental/ecological system perspectives
- He believed that children are little scientists - Developed by Urie Bronfenbrenner
because they actively construct their knowledge - A person’s development is affected by
and understanding of the world everything in their surrounding environment
THE 4 DISTINCT STAGES OF INTELLECTUAL
DEVELOPMENT

1. SENSORIMOTOR STAGE (birth – 2 years)

2. PREOPERATIONAL STAGE (2 – 7 yrs old)
3. CONCRETE OPERATIONAL STAGE (7 – 11 yrs.
Old)
4. FORMAL OPERATIONAL STAGE (adoslescence to
adulthood)

5. Behaviorist / environmentalist theories

- Based upon the theories of the ff.:
John Watson, Ivan Pavlov, B.F. Skinner
- Focuses on how environmental interaction
influences behavior MICROSYSTEM
- Deals only with observable behaviors
- Institutions and groups that most immediately
- Gives no consideration to internal thoughts and
and directly impact a child’s development and
feelings
learning
• Family
6. Evolutionary perspective
• Schools
- Application of basic principles of Darwinian
• Religious institutions
evolution, particularly “natural selection”, to
• Friends
explain contemporary development
- Theorizes that child’s behavior and personality • Neighborhood
may be reflected by the basic will to survive and MESOSYSTM
be reproductive
- Interconnectedness between microsystems
7. Information processing perspectives Ex:
- Emerged in 1950s ➢ Interaction between family and teacher
- Brain is likened to Neural computer that ➢ Peers and family relations
processes info with extraordinary efficiency and EXOSYSTEM – Indirect environment
excellent performance in problem solving and
critical thinking, thru a process increasingly - Involves links between a social setting in which
enhanced over time. the individual does not have an active role and
 - The individual’s immediate context na sila dayon of attachment sa first na ila makita
Ex: or mao un ana register sa ila brain)
➢ Parent’s promotion
13. Multiple intelligences theory
MACROSYSTEM
- Developed by Howard Gardner
- Describes culture in which individuals live - Contradicts the idea that intelligence can only
- Evolves over time, because each successive be measured using IQ
generation may change it

Cultural context

• Developing and industrialized countries

• Socioeconomic status
• Poverty
• Ethnicity

CHRONOSYSTEM

- Patterning of environmental events and

transitions over the life course, as well as
sociohistorical circumstances

Ex of transitions

➢ Divorce

Ex:

➢ Higher opportunities for women which had Erikson's Stages of Psychosocial Development
increased during the last 30 years - Stages arise as individuals grow and face new
decisions and turning points during childhood,
10. Lifespan perspective adolescence, and adulthood
- Proposed by Paul Baltes - Each stage is defined by two opposing
- Development begins at conception and psychological tendencies – one
continues until death positive/syntactic and negative/dystonic.
- From this develops an ego virtue/strength or
11. Humanist perspective maldevelopment, respectively. If the virtue is
- Developed by Carl Rogers and Abraham Maslow adopted, it can help to resolve the current
- They suggest that self – actualization is the decision or conflict.
primary goal in life - It will also help subsequent stages of
- It means that it is a state of self-fulfillment in development and contribute to a stable
which people achieve their highest potential in foundation for core belief systems in relating to
their own unique way the self and the outer world.
- Each individual has the ability and motivation to - The opposite is true with the adoption of the
reach more advanced levels of maturity; and maldeveloped quality.
that people naturally seek to reach their own - While adopting the syntonic attribute is clearly
full potential beneficial in this example, doing so should be
- Emphasizes the concept of FREE WILL (we don’y done within reason. Extreme ego identity can
rely sa society) become fanaticism, which can create unhealthy
interactions with the self and others. One must
12. Ethological theory perspectives navigate the two opposing values in each stage
- Developed by Konrad Lorenz to find a balance, instead of only striving for the
- Stresses that behavior is: positive quality. Straying too far towards the
➢ Strongly influenced by biology positive tendency can be maladaptive, while
➢ Tied to evolution leaning too far toward the negative can be
➢ Characterized by critical periods malignant.
Imprinting Stages of Childhood
- Rapid, innate learning that involves attachment Stage 1 – Infancy period: Trust vs. Mistrust
to the first moving object that is seen (ex inig
anak sa baby kung kinsa iya una makit an kay • Virtue: Hope, Maldevelopment: Withdrawal
mao iya tuohan na iya mama kay maka develop • Concomitant Freudian stage: oral stage
 • Example: Secure environment provided by the Jean Piaget’s Cognitive Development (4 Stages of
caregiver, with regular access to affection and Thinking)
food
Age Stage
Stage 2 – Early Childhood period: Autonomy vs. Shame, 0 – 2 yrs. Old Sensorimotor Stage
doubt (Infant and (thinks in the present moment
Toddler) through the senses (not past or
• Virtue: Will, Maldevelopment: Compulsion future)
• Concomitant Freudian stage: anal stage
Object Permanence (objects are
• Example: Caregiver promotes self-sufficiency still there even if you can’t see it
while maintaining a secure environment e.g. peekaboo)

Stage 3 – Play Age period: Initiative vs. Guilt Remain ego centric (we perceive
our world from our own POV
• Virtue: Purpose, Maldevelopment: Inhibition
3 – 6 years Preoperational Thinking
• Concomitant Freudian stage: genital stage old (imaginative, symbolic thought,
(preschool) magical thinking and do NOT
• Example: Caregiver encourages, supports, and understand cause and effect)
guides the child’s own initiatives and interests
Love to play pretend
Stage 4 – School Age period: Industry vs. Inferiority

• Virtue: Competence, Maldevelopment: Inertia Around age 4, most of us become

(passivity) curious and ask many questions.
WE WANT TO KNOW EVERYTHING
• Concomitant Freudian stage: latency stage
Intuitive age
• Example: Reasonable expectations set in school
and at home, with praise for their Ego centric
accomplishments 7 – 11 (Skill Concrete Operational
Learning Logical thought, follow rules, and
Stage of Adolescence
rigid thinking
Stage 5 – Adolescence period: Identity vs. Identity Limited abstract thought
confusion Inductive Reasoning (means that if
we see someone eating a cookie
• Virtue: Fidelity, Maldevelopment: Repudiation we can draw a conclusion)
• Example: Individual weighs out their previous Understand concept of
experiences, societal expectations, and their conservation (we understand that if
aspirations in establishing values and ‘finding we pour orange juice from a
themselves.’ normal glass to a taller one the
amount stays the same
Stages of Adulthood

Stage 6 – Young Adulthood period: Intimacy vs. Isolation 12 – 15 Formal Operational (developing
(adolescents) abstract thought, cause and effect
• Virtue: Love, Maldevelopment: Distantiation thinking
• Example: Individual forms close friendships or
Think more rationally
long-term partnership

Stage 7 – Adulthood period: Generativity vs. Deductive reasoning

Stagnation/Self-absorption
Can now philosophize
• Virtue: Care, Maldevelopment: Rejectivity

• Example: Engagement with the next generation

through parenting, coaching, or teaching

Stage 8 – Old Age period: Integrity vs. Despair

• Virtue: Wisdom, Maldevelopment: Disdain

• Example: Contemplation and acknowledgment

of personal life accomplishments
Vygotsky’s Theory of Cognitive Development in Social In addition to these two main components of the
Relationships (SOCIOCULTURAL THEORY) mind, Freudian theory also divides human
personality into three major components: the id,
- Human development and learning is a socially
ego, and superego.
mediated process
- There is a relationship between culture and
child development
The id is the most primitive part of the personality
- Vygotsky (Mozart of Psychology)
that is the source of all our most basic urges. The id
Importance of language is entirely unconscious and serves as the source of
all libidinal energy.
Socialization and play
The ego is the component of personality that deals
Cultural environment
with reality and helps ensure that the demands of
ZONE OF PROXIMAL DEVELOPMENT (ZPD) the id are satisfied in ways that are realistic, safe,
and socially acceptable.
- As the space between what the learner is able
to do without assistance and what the learner The superego is the part of the personality that
can do with assistance from an adult or more holds all of the internalized morals and standards
knowledgeable other (MKO) (more skilled adult) that we acquire from our parents, family, and
society at large.
THE 3 STAGES
Freud's Theory of Psychosexual Development
1. Can’t do even with guidance
2. Can do with guidance Freudian theory suggests that as children develop,
3. Can do alone (independently) they progress through a series of psychosexual
stages. At each stage, the libido's pleasure-seeking
Private Speech energy is focused on a different part of the body.
- He connects it to social interaction development The five stages of psychosexual development are:7
- Self – regulation
- Used as a cognitive tool (to think what to do 1. The oral stage: The libidinal energies are
next) focused on the mouth.
- Increases language skill
2. The anal stage: The libidinal energies are
- Peak at 3-4 yrs.
focused on the anus.
SCAFFOLDING
3. The phallic stage: The libidinal energies are
- Instructional scaffolding can be used to help focused on the penis or clitoris.
students learn in the classroom and achieve
4. The latent stage: A period of calm in which little
independence
libidinal interest is present.
- Tool for growth
- Support 5. The genital stage: The libidinal energies are
- Must take place in ZPD focused on the genitals.

CLASSROOM USE Kohlberg’s Stages of Moral Development

- Cooperative learning
- Lesson planning
- Scaffolding assignments
- Reciprocal teaching

Sigmund Freud's Theory of the Psyche

In Freudian theory, the human mind is structured into

two main parts: the conscious and unconscious mind.

• The conscious mind includes all the things we

are aware of or can easily bring into awareness.

• The unconscious mind, on the other hand,

includes all of the things outside of our
awareness—all of the wishes, desires, hopes,
urges, and memories that we aren't aware of
yet continue to influence behavior.
 One of the best-known experiments in the history of
psychology involved a doll named Bobo. Bandura
demonstrated that children learn and imitate
behaviors they have observed in other people.

The children in Bandura’s studies observed an adult

acting violently toward a Bobo doll. When the
children were later allowed to play in a room with
the Bobo doll, they began to imitate the aggressive
actions they had previously observed.4

Bandura identified three basic models of

What Is Social Learning Theory? Albert Bandura observational learning:
During the first half of the 20th century, the • A live model involves an actual individual
behavioral school of psychology became a dominant demonstrating or acting out a behavior.
force. The behaviorists proposed that all learning
was a result of direct experience with the • A symbolic model involves real or fictional
environment through the processes characters displaying behaviors in books, films,
of association and reinforcement.2 Bandura's theory television programs, or online media.
believed that direct reinforcement • A verbal instructional model involves
could not account for all types of learning. descriptions and explanations of a behavior.
For example, children and adults often exhibit As you can see, observational learning does not
learning for things with which they have no direct even necessarily require watching another person to
experience. Even if you have never swung a baseball engage in an activity. Hearing verbal instructions,
bat in your life, you would probably know what to such as listening to a podcast, can lead to learning.
do if someone handed you a bat and told you to try We can also learn by reading, hearing, or watching
to hit a baseball. This is because you have seen the actions of characters in books and films.5
others perform this action either in person or on
television. It is this type of observational learning that has
become a lightning rod for controversy as parents
Recap and psychologists debate the impact that pop
While the behavioral theories of learning suggested culture media has on kids. Many worry that kids can
that all learning was the result of associations learn bad behaviors such as aggression from violent
formed by conditioning, reinforcement, and video games, movies, television programs, and
punishment, Bandura's social learning theory online videos.
proposed that learning can also occur simply by Mental States Are Important to Learning
observing the actions of others.3
Bandura noted that external and
His theory added a social element, arguing that environmental reinforcement were not the only
people can learn new information and behaviors by factors influencing learning and behavior. He also
watching other people. Known as observational realized that reinforcement does not always come
learning, this type of learning can be used to explain from outside sources.3
a wide variety of behaviors, including those that
often cannot be accounted for by other learning He described intrinsic reinforcement as a form of
theories. internal rewards, such as pride, satisfaction, and a
sense of accomplishment.6 This emphasis on
Core Concepts of Social Learning Theory internal thoughts and cognitions helps connect
There are three core concepts at the heart of social learning theories to cognitive developmental
learning theory. First is the idea that people can theories. While many textbooks place social learning
learn through observation. Next is the notion that theory with behavioral theories, Bandura himself
internal mental states are an essential part of this describes his approach as a 'social cognitive theory.'
process. Finally, this theory recognizes that just Learning Does Not Necessarily Lead to Change
because something has been learned, it does not
mean that it will result in a change in behavior. So, how do we determine when something has been
learned? In many cases, learning can be seen
Let's explore each of these concepts in greater immediately when the new behavior is displayed.
depth. For example, when you teach a child to ride a
People Can Learn Through Observation bicycle, you can quickly determine if learning has
occurred by having the child ride his or her bike
unassisted.
 But sometimes, we are able to learn things even Food – unconditioned stimulus
though that learning might not be immediately
Dog, bell, food
obvious. While behaviorists believed that learning
led to a permanent change in behavior, Kung makadungog na ang dog sa bell kay mag tuo na
observational learning demonstrates that people siya na naay food (bsta naanad or na condition na)
can learn new information without demonstrating
new behaviors. OPERANT CONDITIONING (B.F. SKINNER)

Key Factors for Social Learning Success Reinforcement – anything an organism wants or needs
that when acquired, produces a satisfying feeling or
It is important to note that not all observed helps the organism survive.
behaviors are effectively learned. Why not? Factors
involving both the model and the learner can play a - Food
role in whether social learning is successful. Certain - Water
requirements and steps must also be followed. - Social approval
- Money
The following steps are involved in the observational
learning and modeling process:3 Ex:

• Attention: In order to learn, you need to be If you want to train a dog to sit, we need to reinforce
paying attention. Anything that distracts your (treats) the dog to sit.
attention is going to have a negative effect on Shaping – reinforcing approximation of the targeted
observational learning. If the model is behavior until such time that the organism finally do
interesting or there is a novel aspect of the what we intend them to do.
situation, you are far more likely to dedicate
your full attention. Dapat always iapply kay para di maka limot

• Retention: The ability to store information is Punishment – introducing an aversive stimuli when the
also an essential part of the learning process. organism do a behavior we do not like. This is not
Retention can be affected by a number of effective to deter behavior.
factors, but the ability to pull up information - Scolding
later and act on it is vital to observational
learning. Yes, it inhibits the behavior but there’s no changes and
naa pa negative effect sa individual.
• Reproduction: Once you have paid attention to
the model and retained the information, it is We learned our behavior based from reinforcement
time to actually perform the behavior you
Ex: kung hilom ka sa class kay na reinforce ka na kung
observed. Further practice of the learned
quite ka kay naa kay stars.
behavior leads to improvement and skill
advancement. Radical behaviorism – we are just a product of the
reinforcement of the environment.
• Motivation: Finally, for observational learning to
be successful, you have to be motivated to Ang environment na ang nag control sa behavior sa tao.
imitate the behavior that has been
modeled. Reinforcement and punishment play
an important role in motivation. While
experiencing these motivators can be highly
effective, so can observing others experiencing
some type of reinforcement or punishment. For
example, if you see another student rewarded
with extra credit for being to class on time, you
might start to show up a few minutes early each
day.

BEHAVIORIST APPROACH TO LEARNING (B.F. SKINNER)

Classical and Operant conditioning

CLASSICAL CONDITIONING (JOHN WATSON & IVAN

PAVLOV)

Unconditioned response (salivation)