UNDERSTANDING CHILDREN

THEIR NEEDS AND DEVELOPMENT

 OBJECTIVES

1. Develop a deeper understanding and appreciation on

how children learn and develop their cognitive, physical,
language, social, and emotional domains.
2. Discuss and understand the current notions on children
and childhood and how it affect or relate to their work
as educators and child rights champions.
3. Identify age and developmentally appropriate child
care practices in public elementary schools
 ACTIVITY

Divide yourselves into three groups.

Group 1 : 0-5 years old age group
Group 2: 6-12 years old age group
Group 3: 13-17 years old age group
 GROUP WORK

Describe the Identify their Identify the

behavior and needs common
characteristics responses of
of the child adults to these
needs
 SYNTHESIS

In our culture, children are seen as highly valued

members of society. However, this is coupled with
the view that the children are “walang-malay” and
“walang pang alam” and therefore should be seen
but not heard.
 ANALYSIS

1. What did you observe in the activity?

• It helped us realize the differences in children’s behavior.
• The characteristics of children differ from each age or
developmental level. Thus, different approaches and
interventions should be applied.
 ANALYSIS

2. Why is it important to learn the stages of child

development?
• To study children’s behavior
• To answer questions on how children should be
developed
 ANALYSIS

3. How would you connect the stages of child

development to the behavior/personality of
every children?
• Our actions and perspective differ as we age. Different
behavior, manifestations are seen and evident in the
child.
WHY CONSIDER THE DIFFERENT STAGES
OF CHILD DEVELOPMENT?

Many developmental changes

Period of rapid growth take place in childhood than at
any other time

Experiences of early years may

Long –term influences affect the individual’s later
development

Insights into complex adult Complex processes are easier to

processes understand as they are forming

Knowledge of basic processes

Real World Applications can be used to help solve some
of children’s problems
CHILD…
WHO ART
THOU?
 WHO IS A CHILD?

Refers to person below eighteen (18) years of age or those

over but are unable to fully take care of themselves or
protect themselves from abuse, neglect, cruelty,
exploitation or discrimination because of a physical or
mental disability or condition.

RA 7610: An Act Providing for Stronger Deterrence and Special Protection against
Child Abuse Exploitation and Discrimination and for other purposes.
Approved on June 17, 1992
 WHAT IS CHILD DEVELOPMENT?

Refers to the biological, psychological and

emotional changes that occur in human beings
between birth and the end of adolescence, as the
individual progresses from dependency to
increasing autonomy.
 SOCIAL
PHYSICAL

LANGUAGE EMOTIONAL

COGNITIVE

DEVELOPMENTAL DOMAINS
 DEVELOPMENTAL DOMAINS

Cognitive or Intellectual Development refers to

the child’s way of learning information. The aspect
of development are on language and speech;
learning, thinking, imagining, creating, problem
solving, and memory.
DEVELOPMENTAL DOMAINS

Physical Development refers

to this as the gross and fine
motor development but just
the same it refers to the body
structure (bones, muscles,
organ and systems), senses,
and motor activity (large and
small muscles).
 DEVELOPMENTAL DOMAINS

Using language to
understand words
spoken to him or her
and the ability to speak
words to convey his or
her thoughts and
feelings.
DEVELOPMENTAL DOMAINS

Social refers to the

child’s ability to
respond in an age and
culturally appropriate
manner to social
situations and
interpersonal
relationships.
 DEVELOPMENTAL DOMAINS

• Emotional refers to expressions of

emotions and self-concept.
Emotions are an important force in
human behavior. They form a
person’s personality.
• Changes in a child’s emotional
development takes place with his
expectations and demands and at
times children find it hard to control
their emotions and turns to
tantrums.
DEVELOPMENTAL STAGES
 INFANCY

The infant’s main job is

to learn how to trust
and the adult can
support this by making
the baby feel safe and
valued.
 TODDLERHOOD

The toddler’s main job is to discover.

Adults can support this by making the
child feel capable by encouraging
curiosity and problem solving.
 EARLY CHILDHOOD

The child’s main job is to

establish identity and
independence. This can be
achieved if the adult
creates opportunities to
help the child do things for
himself/ herself and use
his/her imagination
 ADOLESCENCE
(EARLY, MID, LATE)

The adolescent’s main job is to form a personal and social identity.

Intelligence is demonstrated through the logical use of symbols related
to abstract concept and formal reasoning.
 “WHEN IT COMES TO DEVELOPING CHARACTER
STRENGTH, INNER SECURITY AND UNIQUE
PERSONAL AND INTERPERSONAL TALENTS AND
SKILLS IN A CHILD, NO INSTITUTION CAN OR EVER
WILL COMPARE WITH, OR EFFECTIVELY SUBSTITUTE
FOR, THE HOME'S POTENTIAL FOR POSITIVE
INFLUENCE.”
- S T E P H E N C OV E Y
T H E 7 H A B I T S O F H I G H LY E F F E C T I V E P E O P L E
BUILDING BRIDGES…

Connect
Communicate
Comprehend
Be Intentional.
 DO YOU AGREE THAT...

• No parent in their sane mind would want bad things

happen to their children? Of course! Why would you wish
for such a thing for your children?
• Sadly, there are parents in almost all of the countries in
the world who do otherwise.
• Parents who in their desire to develop their children into
well rounded individuals are subjecting them to harmful
and counter-productive means of rearing and
disciplining.
 LET US CHANGE THE WORD PARENTS WITH
TEACHERS AND LET US SEE IF IT IS ALSO
APPLICABLE...

 Do you agree that no teacher in their sane mind would

want bad things happen to their student? Of course!
Why would you wish for such a thing for your students?
 Sadly, there are teachers in almost all of the countries in
the world who do otherwise.
 Teachers who in their desire to develop their students
into well-rounded individuals are subjecting them to
harmful and counter-productive means of teaching and
disciplining.
 KEY LEARNING POINTS

If parents, or teachers for that matter, have a clear

understanding of the characteristics of children and
the basic principles of learning and development,
does instituting age-appropriate discipline and
behavior management become more facilitating
than challenging?
 KEY LEARNING POINTS

• Development in children takes place in stages from simple

to complex.
• Each child exhibits the characteristics of a stage in his own
way and at his own time such that development in one
child may be a little different from another child.
• Children thrive best in an atmosphere of genuine love,
undergirded by reasonable, consistent discipline.
END OF PRESENTATION