Child and

Adolescent
Development

Lecturer:
JEAN ROSE S. MANLISES,
LPT, MAED – Pagtuturo Ng
Wika
Course Outline:
 The Child and Adolescent Learner
 Physical and Motor Development
 Cognitive Development
 Social and Emotional Development
 The Child and Adolescent Learner
 Childhood
• time for a boy or girl from birth
until he or she is an adult.
• From infancy to the onset of
puberty
• “every human being below the
age 18 years unless under the
law applicable to the child,
majority is attained earlier”
(The convention on the right of
the Child)
 Adolescence
 Period of transition from
childhood to adulthood (Stuart
Judge).
 Beginning in parallel with
fertility of puberty and ending
with maturity and
independence.
 This represents a complex and
sometimes disturbing
psychological transition.
 Time for required accepted
social behavior in adult
culture.
3 Main Stages of Adolescence
Early adolescence (9-13 years)
characterized by a spurt of growth and the
development of secondary sexual
characterized.
Mid adolescence (14-15 years)
this stage is distinguished by the separate
identity from parents, of new relationships
with peer groups and the opposite sex, and
experimentation.
Late adolescence (16-19 years)
At this stage, adolescents have fully
developed physical characteristics (similar
to adults), and have formed a distinct
identity and have well-formed opinions and
ideas (NCERT, 1999).
 Physical and Motor Dev’t
 Infants need to learn how to move and use their
bodies to perform various tasks.
 Uncontrolled and reflexive
 CEPHALOCAUDAL – Head to Tail
 PROXIMODISTAL – Center to Periphery
 Sucking reflex
 Head turning
 Rooting reflex
 Grasping reflex
 Moro response
 Tonic neck
Motor Dev't cont.….
AGE Motor Development
2-3 • Children stop “Toddling” or using awkward, wide-legged robot-
like stance.
• They develop the ability to run, jump and hop.
• They participate in throwing and catching games.
3-4 • Climb stairs (bringing both feet together on each step) with
back-up
• They can jump & hop higher. Others can jump & hop one foot.
4-5 • Children can climb the stairs alone in adult fashion.
• They can run smoothly with increase in its speed.
• They already have control when riding bicycles .
5-6 • Children continue to refine earlier skills.
Brain Development
 The human brain in earlier life is plastic.
 Throughout life the brain continues to be plastics.
 This is the mechanisms of learning.
 PLASTICITY
 The brains ability to change from experience.
 Declines in adulthood.
 Brain requires environmental input or else it will not
develop normally.
 PRUNING – The degradation of synapses and
dying of neurons that are not strengthened by
exercise
Early Milestones in Brain Growth
AGE MILESTONES
4 • The infant’s brain respond to every sounds produced in all
Months languages of the world.
8-9 • Babies can form specific memories from their experiences
Months e.g. how push the and make the ball roll
10 • Babies can distinguish and even produces sounds of their
Months own language e.g. da-da.
• They no longer pay attention to the sounds of language that
are foreign.
12 Months • Babies can understand sounds of language that are not
uttered in a normal and flatter voice.
Brain growth cont.…
AGE MILESTONES
12-18 • Babies can keep memory something that has been hidden
Months and find it again.
• They can also hold memory sequence of simple activities.

24 • Children already have a clear picture in mind of people

Months dear to them. They get upset when separated from this
people.

30 • Preschool children can hold in mind a whole sequence of

Months spatial maps and know where things are in their
environment.

36 Months • A preschool child can now hold two diff. emotions.

Exceptional Development
 Physical Disabilities
 Attention Deficit Disorder (ADD)
 Attention Deficit Hyperactive Disorder (ADHD)
Linguistic and Literacy Dev’t
 LANGUAGE DEVELOPMENT
• It is a process that starts early in human life, when a person
begins to acquire language by learning it as it is spoken and by
mimicry
 BIOLOGICAL PRECONDITION
• Ability to acquire the complexities of language formation is
specific to human species.
• Ability to learn language may have been developed the
evolutionary process and passed on genetically.
 SOCIAL PRECONDITION
• Language acquisition requires environmental exposure.
Theories of Language Dev’t
 PSYCHOLOGICAL
 Focus on mental process involved in children
language learning.

 FUNCTIONAL
 Look at the social process involved in learning
the first language.
Bilingual Language Dev’t
 TWOMAJOR PATTERN IN BILINGUAL
LANGUAGE ACQUISITION:
 Simultaneous Bilingualism
 Occurs before the child reaches 3 years old
 A child mix a words or parts of words from both
languages at stage 1.
 Stage 2: occurs at 4 yrs & older, the child determine
the distinction of the two words
 Sequential Bilingualism
 The child draw on the knowledge on the first language
while acquiring the second language.
“Red flags”: two language acquisition
 No sounds by 2-6 months
 Less than 1 word per week for 6-15 months old
children
 Less than 20 words in the two languages (20 months)
 No use of word combination and very limited
vocabulary by age 2-3
 Lack of normal milestones in the first language.
 Prolonged phase of not talking
 Difficulty retrieving words.
Factors Affecting Language Dev’t
 Inadequate Stimulation
 Delayed physical and motor development
 Specific difficulty with language learning.
 Poor control and/or coordination of the speech muscles e.g. lips,
tongue etc.
 Medical problem
 Lack of communication intent
 Reduced hearing
 Changes in child’s environment e.g. moving
 Exposure to too many languages for the child.
 Inadequate opportunity for speech e.g. baby talk
 Emotional factors e.g. anxiety, pressure, etc.
 Short attention span
 Family history of speech and language delays or difficulties.
Exceptional Dev’t
 Aphasia (or aphemia)
 It is a loss of the ability to produce and/or comprehend
language due to injury to brain areas specialized these
function.

 Dyslexia
 It is a specific learning disability manifested by difficulty
with written language esp. reading and spelling.
 It is the result of a neurological difference but is not an
intellectual disability.
 Cognitive Development
 Jean Piaget – Stages of Cognitive Dev’t
 Sensorimotor Period (0-2 yrs) - A stage of cognitive
development where infants of toddlers used the bodies and
senses as they explore their environment.
 Preoperational Period (2-7 yrs)- A stage of development
where the child begin to use symbol.
 Concrete Operational Period (7-11 yrs) – A stag where
children gain better understanding of mental operations.
 Formal Operational Period (11- adulthood) – The beginning
of logical and abstract thinking.
 Sensorimotor Period
 Sub-stages:
 The reflex schema (birth to 6 weeks)
 Primary circular reaction phase (6 weeks – 4 months)
 Secondary circular reaction phase (4 – 9 months)
 Coordination of secondary reaction phase (9-12 months)
 Tertiary circular phase (12 – 18 months)
 Beginning of symbolic representation
 Trial and error
 Time when word and symbols begin to stand for other object
 Concrete operational
Period
 Processes:
 Seriation
 Classification
 Decentering
 Reversibility
 Conservation
 Elimination of
egocentrism
 Formal Operation Period
 Characterized by:

• Ability to think abstractly

• Reason logically and draw conclusions for
information available.
• Understanding on things like love, logical proofs and
values.
 Lev Vygotsky – Social Constructivist Theory
 His theory focuses on socio-cultural dimensions of
learning and development.
 Concepts:
 Zone of Proximal Development – refers to an area in which a
child or adolescent would have trouble solving a problem
alone, but can succeed with the help from someone
knowledgeable.
 Scaffolding – a process of guiding the learner from what is
presently known to what is to be known.
 Socio-cultural context of knowledge – emphasizes the
important role of culture in influencing how individuals learn
and think.
Information Processing Theory
 Sensory Register
 The first step of IP model
holds all sensory info for
a very brief time period
 Capacity – We hold an
enormous amount more
than we perceive.
 Duration – Extremely
brief – in the order of 1 –
3 seconds.
 Short Term Memory Long Term Memory
(Working Memory) (Final Storing House)
Capacity Duration Capacity Duration
Limited Around 18 Unlimited Indefinite
seconds or less
• To reduce the loss of information
in 18 seconds, you need to
rehearse.
• There are two types of rehearsal:
maintenance and elaborative
 Executive Control
Processes
• Also known as executive
processor, or metacognitive
skills.
• Guide the flow of
information through the
system, helps the learner
make informed decisions
about how to categorize,
organize or interpret
information .
• Example processes:
attention, rehearsal, and
organization (Metacognitive
Skills)
Forgetting
• The ability to access
information when needed.
• Two main ways:
• DECAY – information is
not attended to, and
eventually fades away. Very
prevalent in working
memory.
• INTERFERENCE – New or
old information ‘blocks’
access to the information in
question
Methods in Remembering
 Part learning
 Distributed Practice
 Mnemonic Aids
 Loci Method
 Peg-type
 Acronym
 Chain Mnemonics
 Keyword Method