SESSION GUIDE: ECOLOGY OF HUMAN DEVELOPMENT AND LEARNING

JAY L. CAMUÑAS- Doctor of Education Student, Major in Curriculum Development and Management
DR. WALTER F. GALAROSA- Professor
Session Title CHILDREN’S INSTITUTIONS AS CONTEXT OF HUMAN DEVELOPMENT
Duration of the Session 1 hour
Target Participants Doctor of Education Students Major in Curriculum Development and
Management
Link of this session to the This session will analyse and understand the new trends of the 21st century
previous session learning and development of the educators through Children’s institution as
context of human development.

Link of this session to the next
session
Learning Objectives
This session is linked to the session.
At the end of the session, the participants will:
1. Discuss Children’s institutions as context of human development with study and
theories of some researcher.
2. Analyse the Childhood phases of life into sub-stages as context of human development.
3. Explain the factor that contributes development to the child and personal development.

Key Understanding/s Children’s Institutions as context of human development shall be subjected to study and
analyse how the phases life of human especially among the children features holistic
development that are linked to the intellectual, social, moral/spiritual and emotional aspect. The
study is about more than childhood that describes children’s lives and development.

References  Bronfenbrenner Urie. The Ecology of Human Development. Copyright © 1979 by the
President and Fellows of Harvard College. All rights preserved. Printed in the United
States of America, pp. 132-163
 https://www.humandevelopment-childhood-160326144327.pdf.com
 https://www.childandadolescent-160710113432.pdf.com
  https://www.humandevelopment:cognitiveandsocialgrowthslide1.com

STAGE/METHODOLOGY KEY POINTS Training Slide Time

Aids/Tools Number Allotment

Introduction:

Opening Statement Besides the family home, the only

setting that serves as a comprehensive context Projector 8-9 10
for human development from the early years Minutes
onward is the children's institution. From an
ecological perspective, the existence of such a
context is important because it provides an
opportunity to investigate the impact of a
contrasting primary setting on the course of
development through childhood, adolescence,
and sometimes beyond, into the middle years
and old age.

Unfortunately for our purposes, most

investigations of development in institutions
have, in keeping with the characteristic focus of
the traditional model, concentrated on
psychological outcomes for the individual with
almost no attention to the structure of the
immediate environment, or in our terms, of the
microsystem in which the individual is
embedded. Little information is provided about
the complex of activities, roles, and relations
that characterizes the institutional setting and
differentiates it from the more common
developmental context of family and home.

Show the Objectives and the
Coverage of the presentation
Activity
What are the objectives of the topic?
At the end of the session, the
participants will:
1. Discuss Children’s institutions as
context of human development
with study and theories of some
researcher.
2. Analyse the Childhood phases of
life into sub-stages as context of
human development.
3. Explain the factor that
contributes development to the
child and personal development.
Question and answer
(Sharing of ideas and opinion) Projector 10-20 20
According to Spitz R.A. in his study that PowerPoint minutes
the distinctive properties of the children's Presentation
institution as a developmental context was
essentially in terms of what he have called molar
activities, roles, and, in particular, joint activities
and primary dyads engaged in both by children
and their caretakers.
Question:
How are we going to provide support
and clarification in this statement regarding the
central process in the ecology of human
development?
Answer:
In line with this statement it concise
about "the progressive, mutual accommodation
between an active, growing human being and
the changing properties of the immediate
settings in which the developing person lives".

Another study, to grasp the significance

of Spitz's work, it is necessary to understand the
origin and nature of the conflict that it
engendered, a conflict that continues to the
present day.

Question:
Why do we need understand the nature
of conflict in relation to children’s institution as
context of human development?

Answer:
It has become a conflict not about facts
but about human interpretation. There is
substantial evidence that under certain
conditions institutionalization of children at an
early age results in psychological function and
development. The source of disagreement is in
defining the nature of these critical conditions.

According to Spitz, the progressive

retardation of children in the foundling home
could not be attributed to poor nutrition or
medical care (which he describes as comparable
in the two institutions) or to the social
background of the mothers, which was actually
better in the case of the foundling home
children.

Question:
With this two comparable children’s
institution of human development, how are we
going to describe the progressive development
of emotion?

Answer:

A progressive development of emotional

interchange with the other provides the child
with perceptive experiences of its environment.
The child learns to grasp by nursing at the
mother's breast and by combining the emotional
satisfaction of that experience with tactile
perceptions. He learns to distinguish animate
objects from inanimate ones by the spectacle
provided by his mother's face in situations
fraught with emotional satisfaction. The
interchange between mother and child is loaded
with emotional factors and it is in this
interchange that the child learns to play. He
becomes acquainted with his surroundings
through the mother's carrying him around;
through her help he learns security in
locomotion as well as in every other respect.
This security is reinforced by her being at his
beck and call. In these emotional relations with
the mother the child is introduced to learning,
and later to imitation. We have previously
mentioned that the motherless children in
Foundling Home are unable to speak, to feed
themselves, or to acquire habits of cleanliness; it
is the security provided by the mother in the
field of locomotion, the emotional bait offered
by the mother calling her child that "teaches"
him to walk. When this is lacking, even children
two to three years old cannot walk.

In connection to the study, here are some

philosopher introduced their theory with regards
to the children’s institution as context of human
development;

Jean Piaget (1896-1980) – was the first to

suggest children’s understanding of the world is
profoundly different from adults.

Erik Erikson (1902-1994), organized life into

eight stages that extend from birth to death
(many developmental theories only cover
childhood).Since adulthood covers a span of
many years; Erikson divided the stages of
adulthood into the experiences of young adults,
middle aged adults and older adults.

Kohlberg (1927-1987) Borrowing from Piagets'

theory of cognitive development, Kohlberg
believes that children classify behavior as
acceptable or unacceptable based for their
gender and based on what they perceive to be
 related or unrelated to their schema for their
gender.

Analysis  What childhood is all about? And why

we considered as a crucial phase in life? Projector 15
 What are the childhood’s periods that PowerPoint 21-23 minutes
can be further into four sub-stages? Presentation

Abstraction Clarify ideas using the following

presentation: Projector
PowerPoint
1. How does the following question are Presentation 20
being describe , explain and 24-42 minutes
understand :
1.1 Physical and motor during
childhood?
1.2. Cognitive development during
childhood?
1.3. Socio-emotional and personality
development in childhood?
1.4. Process of socialization within the
cultural context?

Application  The discussant will ask the Projector 30

participants to give their short PowerPoint 43-46 minutes
point of view in applying what Presentation
comes in their mind to
contextualize about these
 questions:

1.Which factor contributes development

to the child?
2.Which factor contributes my personal
development?

Importance of children’s institution as context

CLOSURE of human development, the holistic aspect through
intellectual, social, moral/spiritual and emotional of
young children has a direct effect on their overall Projector
development and on the adult they will become. That
is why understanding the need to invest in very
PowerPoint 47-49 5 minutes
young children is so important, so as to maximize Presentation
their future well-being.

The human development approach focuses

on improving the lives of people lead rather than
assuming that economic growth will lead,
automatically, to greater opportunities for all.
Income growth is an important means to
development, rather than an end itself.

Understanding human development can help

you better understand your own life experiences and
life course. It can foster enhanced self-understanding
and personal growth. Beneficial societal change is
possible and individuals and groups can change
social institutions and policies for the better.