Beruflich Dokumente
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Competencies:
CONTENT UPDATE
I. Basic Concepts
A. Definition of Terms
Childhood
The early stage in the existence or development of an individual.
Time of innocence.
Time of closeness with parents.
Adolescence
A period of transition from childhood to adulthood.
A stage where an individual experiences dramatic changes - biologically, socially,
psychologically.
Onset of adolescence sees children as having completed elementary school and are about to
enter secondary education.
Ages of adolescence vary by culture
o WHO defines adolescence as the period of life between 10 and 19 years of age.
o In the US, adolescence is the period that begins between 12 and 14 and ends at 19 or 20.
o In the Philippines, adolescence is the period that begins at the age of 13 and ends at 19.
Growth
The progressive increase in an individuals size, as in weight and height.
Changes which can be measured quantitatively.
Development
Refers to the biological and psychological changes that occur in human beings beginning
from conception.
Changes could be observed, but could not be measured quantitatively.
Maturation
Indicates the readiness of the individual to perform a certain task or behaviour in
coordination with the nervous system.
Environment
The totality of the surrounding conditions that influence an individuals growth and
development, which includes basic social units such as the family, school, and
community.
Developmental Task
Refers to the behaviours that are expected to be manifested at a certain period of an
individuals life which will lead to success in later tasks. Performance of these tasks
depend largely on physical maturation, cultural pressure, and learning practices.
Stages of Development
The periods that divide a life span.
Each period emphasizes a given type of behaviour.
B. Principles of Development
The Child is one of the most important assets of the nation. Every effort should be exerted to promote their welfare
and enhance their opportunities for a useful and happy life.
(PD No. 603: The Child and Youth Welfare Code. Article 1)
In order for the child to grow and develop into a valued Filipino citizen, each child has the legal right:
o To be born, to have a name and nationality;
o To have a family of his/her own who will provide love, care, understanding, guidance and counseling,
moral and material security;
o To a well-rounded development of his personality to the end that he may become a happy, useful, and
active member of society;
o To a balanced diet, adequate clothing, sufficient shelter, proper medical attention, and all the basic
physical requirements of a healthy and vigorous life;
o To be brought up in an atmosphere of morality, and rectitude for the enrichment and the strengthening of
his/her character;
o To an education commensurate with his/her abilities and to the development of his/her skills for the
improvement of his/her capacity for service to him/herself and his/her fellowmen;
o To full opportunities for safe and wholesome recreation and activities, individual as well as social, for the
wholesome use of his/her leisure hours;
o To protection against exploitation, improper influences, hazards, and other conditions or circumstances
prejudicial to his/her physical, mental, emotional, social, and moral development;
o To live in a community and a society that can offer an environment free from pernicious influences and
conducive to the promotion of his/her health and the cultivation of his/her desirable traits and attributes;
o To the care, assistance, and protection of the state, particularly when his/her parents or guardians fail or
are unable to provide him/her with his/her fundamental needs for growth, development, and
improvement.
o To an efficient and honest government that will deepen his/her faith in democracy and inspire him/her
with the morality of the constituted authorities both in their public and private lives;
o To grow up as a free individual in an atmosphere of peace, understanding, tolerance, and universal
brotherhood and with the determination to contribute his/her share in the building of a better world.
D. Adolescence
Begins when an individual reaches sexual maturity (puberty) and ends when they become an adult within their
cultural and social context.
o In some cultures, this stage may not exist or may be short because reaching puberty may coincide
with responsibilities of becoming an adult (getting married and having children)
Physical development
o Marked with rapid physical growth.
o Growth happens in growth spurts (2 years of fast growth followed by 3 or more years of slow but
steady growth).
o Sexual maturity (puberty) is the most significant physical development.
Females mature between 11-13 years
Males mature at about 15 years.
Cognitive development
o Changes in the way they think and reason about problems and ideas.
Early adolescence (12-15 years)
Adolescents think logically about concrete objects and consider more than one
viewpoint at one time.
Adolescents benefit more from direct experiences than from abstract ideas and
principles.
Late adolescence (16-21 years)
Complex cognitive skills have developed.
Adolescents begin to solve more abstract and hypothetical (what if?) problems.
Plan for the future and reflect on their thoughts
Begin to be aware of the limitations of their thinking.
Can think about ideas that are outside of their experiences.
Socio-emotional development
o Adolescents try new roles, new ways of thinking and behaving.
o Rely more on their peer group for direction as they try to become more independent.
o Begin to pull away from their family influence for identity.
o Emotional development
Mood swings as caused by hormone changes or reactions to social, physical, cognitive
changes experienced.
Struggles on issues about their self-esteem as they search for their identity.
4. Latency 6-12 years Sexual feelings are Children play with peers of the same sex.
repressed.
5. Genital 12 years onwards Sexual feelings toward Maturation of sexual interests
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the opposite sex are
experienced.
B. The Psychosocial Theory Erik Erikson
Erikson believes that people go through 8 stages during their human development.
Each stage provides certain challenges or crises to resolve. People who manage these challenges successfully
develop certain positive virtues or strengths. Those who dont experience difficulties later in life.
Encouraging Industry
Make sure that students have opportunities to set and work toward realistic goals.
Give students a chance to show their independence and responsibility.
Provide support to students who are discouraged.
Encouraging Self-esteem
Value and accept pupils for their attempts as well as for their accomplishments.
Create a climate that is physically and psychologically safe for everyone.
Be aware of your own personal biases and expectations.
Make standards of evaluation clear and help students evaluate their own accoplishments.
Avoid destructive comparison and competitions.
Accept a student even when you have to reject a particular behavior or outcome.
Views children as active explorers who respond to the environment according to their understanding of its essential
features.
o Classification
The ability to group objects together on the basis of common features.
o Class Inclusion
The understanding, more advanced than simple classification, that some classes or sets of
objects are also sub-sets of a larger class. (E.g. there is a class of objects called dogs. There is
also a class called animals. But all dogs are also animals, so the class of animals includes that
of dogs)
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o Conservation
The realisation that objects or sets of objects stay the same even when they are changed about
or made to look different.
o Decentration
The ability to move away from one system of classification to another one as appropriate.
o Egocentrism
The belief that you are the centre of the universe and everything revolves around you: the
corresponding inability to see the world as someone else does and adapt to it. Not moral
"selfishness", just an early stage of psychological development.
o Operation
The process of working something out in your head. Young children (in the sensorimotor and
pre-operational stages) have to act, and try things out in the real world, to work things out (like
count on fingers): older children and adults can do more in their heads.
o Schema (or scheme)
The representation in the mind of a set of perceptions, ideas, and/or actions, which go
together.
Formal Operational Can think logically about Capability for Separates the real from the
(11 years and up) abstract propositions and hypothesis testing; possible
test hypotheses Perspective of thought Can look for and try
systematically is formed possibilities for probem
Becomes concerned with Awareness of others solving
the hypothetical, the point of view Propositional: deals with
future, and ideological Capacity for self- abstract concept that contains
problems reflection concrete statements or
Comprehension of propositions
figurative and Much information is gathered
symbolic written when solving a problem
materials
Continue using visual aids/concrete props, especially when dealing with sophisticated materials
Continue to give students a chance to manipulate or test objects
Presentations must be brief and well-organized
Use familiar examples to explain more complex ideas
Give opportunities to classify and group objects and ideas on increasingly complex levels.
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Present problems that require logical, analytical thinking.
Cognitive (thinking and reasoning) development is understood only in terms of the historical and cultural contexts
children experience.
Cognitive development depends on the sign systems that the individual grows up with: the symbols that cultures
create to help people think, communicate and solve problems.
Cognitive development is dependent on a childs interaction with those around him; social stimulation aids mental
and language development.
Concepts of Vgotsky
o Self-regulation through self-talk or private speech.
o Zone of Proximal Development
The distance between a childs actual development level and a higher potential development
obtained through adult guidance
o Scaffolding
A system of providing a lot of support at the beginning of a new learning task and then
gradually withdraw as learning takes place
o Cooperative Learning
Children work together to help each other learn.
Implications for Teaching
o Curriculum must be developmentally appropriate.
o The use of cooperative learning arrangements
o The use of scaffolding.
The human mind gains inputs through the senses, processes them through cognitive abilities and produces outputs
employing language and creative expression.
Stages in the cognitive development by Bruner
o Enactive stage (0-18 months) children respond to sensory stimuli
o Iconic stage (18 months-6 years) children view the world through concrete representations
o Symbolic stage (6 years onwards) the individual can handle abstract representations, using his thinking
skills to understand things.
a. Frontal lobe
i. Helps control skilled muscle movements, mood, planning for the future, setting goals and
judging priorities.
b. Medulla oblongata
i. Contains centers for the control of vital processes such as heart rate, respiration, blood
pressure, and swallowing.
c. Occipital lobe
i. Helps process visual information
d. Parietal lobe
i. Receives and processes information about temperature, taste, touch, and movement coming
from the rest of the body. Reading and arithmetic are also processed in this region.
e. Pons
i. Contains centers for the control of vital processes, including respiration and cardiovascular
functions. It also is involved in the coordination of eye movement and balance.
f. Temporal lobe
i. Processes hearing, memory and language functions.
1) Facts
a) A childs brain is developing from the moment of conception.
i) Most of the childs brain cells are produced between the 4th and 7th month of pregnancy.
ii) Increase in weight of the infants brain is due to the development of dendrites and axons and
connections between neurons and the myelin coverings of the axons, referred to as the neural
network.
b) Neural network
i) These are synaptic connections between neurons.
ii) The number of connections increases after birth.
iii) Pruning is the removal of excess or weak connections.
(1) At birth, there is some visual ability;
(2) At age 2-3 months there is a rapid synaptic development in the area of the brain responsible for
processing visual input;
(3) The area responsible for controlling emotions or making decisions occurs later.
2) Motor development follows a consistent pattern
a) Pattern of motor development
i) From top to bottom (cephalocaudal)
(1) Control over the head and eyes (top) occurs before control over the arms and legs (bottom).
ii) From inner to outer (proximodistal)
(1) Control over the arms (inner) occurs before control of the hands and fingers (outer)
3) Sensory Motor System
a) Describes how the brain processes and controls the motor activities (movement) and sensory experiences.
i) Sensory experiences and motor experiences are closely intertwined in the brain. Thus it is
important that infants spend time
(1) developing relationships with other people;
(2) playing and exploring different materials; and
(3) doing activities involving movement.
b) Myelinisation
i) The process of developing the myelin sheath which starts before birth, proceeds quickly until about
4 years and is completed in adolescence.
ii) Continues along connections between the area of the brain which controls movement and the area
which produces movement which takes until about age 4 years to complete.
(1) Fine motor skills wont be complete until about 4 years of age.
V. Exceptional Development
Exceptional Development
o Individuals whose physical, sensory, mental or behavioral performance is different from the norm or the
average (either lower or higher)
o The condition these individuals have require additional services or assistance to meet their special needs
Impairment or disability
o Terms used when exceptional development is lower than the norm
A. Definition of Terms
1. Giftedness
a. It is defined in terms of multiple qualities, not all of which is intellectual. It also includes
motivation and creativity.
2. Impairment
a. Describes a part of the body that is missing or not working properly
3. Disability
a. The inability to do something because of an impairment
4. Handicap
a. How a disability affects the persons life, which is imposed by society, the environment or the
persons attitude.
B. Physical Disabilities
C. Sensory Disabilities
1. Sensory disabilities
a. Involve the lack of ability to process information through the senses.
2. Visual Impairment
a. Describe people who cannot see very well.
b. Low vision a person who can see little
c. Functionally blind a person who sees very little or nothing at all
d. Indicators of visual impairment
i. Holding books either very close or very far from their eyes.
ii. Squinting and rubbing eyes often and saying their eyes are burning or itching.
iii. Reading incorrectly print on the board.
iv. Saying their vision is blurred or sensitive to light.
v. Holding their heads at an angle.
3. Hearing Impairment
D. Learning Disabilities
1. Aphasia
2. Dyslexia
a. It is a type specific learning disability in which a child has difficulty learning to read and understand
written language.
b. Symptoms
i. Confusion over the direction letters face
ii. Difficulties with left and right
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iii. Difficulties in keeping organized
iv. Difficulties in spelling
v. Difficulties with direction
vi. Missing out words when reading
c. Implications to Teaching
i. Teach in direct and structured methods, with lot of teacher guidance.
ii. Alphabetic code should be broken into small units, with extra practice in hearing and
manipulating the individual sounds.
iii. Learning activities should use all (or most) of the senses. This will help students to remember
their learning.
iv. The same material needs to be presented many times to enable dyslexic students to learn.