Professional Documents
Culture Documents
WHAT TO EXPECT
FOCUS: Professional Education
Child and Adolescent Development
LET Competencies:
1. Interpret theories and findings related to child and adolescent
development along the biological, linguistic, cognitive, social and psychological
dimension
Basic Concepts:
Growth - physical and physiological changes that occur throughout life (quantitative changes)
Development - progressive continuous change in the organism from birth to death
Heredity (nature) the totality of characteristics, transmitted from the parents to the offspring.
Environment (nurture) the totality of any aspect of physical and social phenomena which
or affects an individual organism.
2 Kinds of Environment
1. Internal fertilization to birth
- period of gestation
2. External birth to tomb
Maturation gradual unfolding of the innate characteristics that result from the aging process;
internal ripening
ASPECTS OF DEVELOPMENT
Physical changes in body, brain sensory capacities and motor skills
Cognitive changes in mental abilities such as learning, memory, reasoning, thinking and
language
Emotional changes in dealing with oneself
Social changes in relationship with others
Moral knowing what is right and wrong
Psychosocial can affect cognitive and physical functioning
ex. Anxiety about taking an exam can impair performance
Life Span
The life of an individual organism from birth to death.
Human Development
It refers to the scientific study of the qualitative and quantitative ways by which people change
over time.
Developmental Task
It refers to behavior that is expected to be manifested at or about a certain period in the life of an
individual; social expectations
Developmental Stage
It is a distinct period of the life cycle characterized by a particular sets of abilities,
motives, behavior and emotion that occur together and form a coherent pattern
PRE-NATAL
POST-NATAL
APPLICATION-
PRINCIPLE FOCUS
CLASSROOM SITUATION
1. The development of The process of heredity and Teachers to take note or consider
an organism is the result environment are the family background of the child
of the interaction interdependent and as well as the environment where
between heredity complimentary. Neither he/she was born or grew up to
(nature) and appears to be dominant. better understand him/her
environment (nurture). Height while largely especially his/her behavior.
determined by heredity is also
affected to an extent by
nutrition.
2. Growth is sequential Growth follows an orderly Teachers to know in what stage in a
sequence which in general is particular aspect of growth the
the same for all individuals. child is so he/she would know what
All aspects of development be to expect and also what to do to
it in language, motor, social, prepare the child for the next stage
occur sequentially. of development
3. Growth is patterned. There are no two identical Children should never be compared
growth patterns. unless their rate and pattern of
Each child has his/her own growth have been taken into
characteristic rate. account.
4. Development rates The speed of development is Teacher to understand that girls
vary not even. mature earlier than boys. Growth
Each part of the body has its rate may be retarded by illness and
own particular rate of growth. certain types of deprivation such as
Children tend to inherit the prolonged poor nutrition.
physique of their parents.
5. Each stage of Characteristic traits vary at Knowledge of characteristic traits
development has each stage of development at different stages can be of
characteristic traits. Traits become more complex considerable value for teachers in
as the child gets older. choosing he appropriate activities
as well as the methods of teaching.
6. Maturation or Definite degrees of maturity Teacher to consider the maturity
readiness should are prerequisite to various level of the child in asking him/her
precede certain types of kinds of learning to do something. Forcing a child
learning who is not mature or ready may
lead to personality disturbance.
7. The body tends to There is a wisdom of the body. Teacher to be a keen observer so
maintain a state of Strives to preserve a constant he/she can do something when
equilibrium called internal environment despite signs of uneasiness or boredom on
homeostasis. changing conditions, whether the part of the students is shown or
internal or external exhibited, while he/she is teaching
or observing the students do
something.
INFANCY
Two Divisions:
1. Period of Partunate from birth to cutting and tying of the umbilical cord
2. Period of Neonate from cutting and tying of the umbilical cord to the end of second week
Characteristics
1. shortest period
2. hazardous
3. radical adjustment
BABYHOOD
1. Lap baby
2. Toddler
Characteristics
1. Socialization starts
2. True foundation
3. Creativity
4. Appealing
5. Decreased dependence
EARLY CHILDHOOD
1. Problem/Troublesome/Toy age
2. Preschool age
3. Pre-gang/Exploratory/Questioning age
4. punishment/praise
MIDDLE CHILDHOOD
1. Still extremely active, hence, when restricted, their energy is released through nervous
habits (e.g.fidgeting)
2. Bone growth is not complete yet
3. Somewhat more selective with friends
PHYSICAL Avoid rules that require them to stay quite for long
Nervous habits occur when energy is periods; have frequent breaks; provide active class
restricted (ex.fidgeting) work
Easily gets fatigued because of physical Schedule quite and/or relaxing activities after
and mental exertion. periods of mental concentration
Cant stand on heavy pressure Avoid scheduling too much writing at one time
Try not to require too much reading at one stretch.
Prepare materials with large prints
Encourage participation in essentially safe games
Encourage competition involving coordinated
skills
SOCIAL Sociograms may be used to gain insight into
More selective of permanent friends friendships, give some assistance to children who
Organized games in small groups have difficulty in making friends
Words are used more than physical Promote the idea that games should be fun and not
aggression when in trouble excessively competitive
Try to give children a chance to work out their own
situation to disagreements as social conflict is
effective in spurring cognitive growth
LATE CHILDHOOD
PUBERTY
Spermache - males
Menarche females
3 Stages
1. Prepubescent child but not yet adolescent
2. Pubescent dividing line between child and adolescent
3. Postpubescent
Child Development Theories are organized set of principles that are designed to predict and
explain something observations and discoveries about child development.
Phallic fixation:
For men: anxiety and guilty feelings about sex, fear of castration
For women: envy and inferiority
Classroom Application
Help the child to overcome fixation like diverting his/her attention/energy into positive action
Fixation is not the end result
Classroom Application
Develop and stimulate brain functions through interactive activities
Involves 3 stages:
Enactive stage (0 to 18 months)
Children respond to sensory stimuli
Objects and experiences represented by sensory inputs
Classroom application
Applicable to infancy and childhood
Teacher should utilize the internal imagery of the child. This mental imagery of the child would
enable him in the conversation of his experiences and forge ahead of new experiences.
Stages Description
Stages Description
Stages Description
Classroom Application
Integration of values in daily teaching
Encourage and affirm good values
GINZBERG THEORY
it states that the process of making vocational choices in the life of an adult is composed
of major psychological crisis.
11. Mrs. Tiglao observed that her seven year old pupil plays with his penis while she was
explaining the lesson for the day. What should Mrs. Tiglao do?
A. Scold the pupil so he will stop
B. Tell the pupil to stop what he is doing
C. Ignore the pupil and continue with the lesson
D. Do an activity to divert his attention to stop what he is doing
12. According to Kohlberg, a persons moral development is due to maturational factors and
cognitive growth. Which of the following statements best supports his claim?
A. The older the person is, the higher is his level of morality
B. As the person develops, his morality becomes conventional
C. As the person grows and develops, his moral reasoning also gets defined
D. The younger the person is, the higher is his level of morality
13. For most adolescents, peers play an even more important role in life than they had during
childhood. Thus, 15-year old Roy gets hair cut like other boys of his age but different
from his fathers. Which of the following justifies Roys behaviour?
A. The adolescents poses a big problem to his family and thus needs more attention
and understanding
B. The adolescents join the band-wagon even if it is against his will so that he will
be accepted by his peers
C. It is normal for an adolescent to do things that would displease his parents
D. The adolescents strengthens his own identity by being a member of a group that
defines his difference from his father
14. Which of the following would you consider as a teacher of adolescents?
A. Activities given should be from general to specific
B. Always consider friendship as the basis in grouping students
C. Tasks to be assigned should be those that will make them feel like adults
D. There is a role confusion which implies uncertainty of appropriate behaviour
15. The process of internalizing values will depend upon the attitude we hold. Since this
process takes place gradually, how will you as a teacher go about it?
A. Practice what you teach not only in school community
B. Assign children to read reference on values of other cultures
C. Ask the parish priest or minister to visit your class
D. Invite resource persons to talk about Filipino values in your class
16. The principle of individual differences requires teachers to
A. Treat all learners alike while in the classroom
B. Give greater attention to gifted learners
C. Provide for a variety of learning activities
D. Prepare modules for slow learners in the class
17. In which way does heredity affect the development of the learner?
A. By providing equal potential to all
B. By making acquired traits hereditary
C. By placing limits beyond which the learner cannot develop
D. By compensating for what environment fails to develop
18. Which of the following is NOT a developmental principle?
A. Numerous studies have revealed how individuals develop
B. Social expectations mark every developmental period
C. Early development is more critical than later development
D. Development follows as orderly, predictable sequence
19. In what developmental stage is growth most rapid?
A. Adolescence C. Early Childhood
B. Infancy D. Middle Childhood
20. Early childhood is regarded as teachable stage for the teaching of skills. It is because
children in this stage are ______________.
A. growing fast C. excited with whatever they undertake
B. attracted to games D. adventurous
21. Bruners theory on intellectual development moves from enactive to iconic and symbolic
stages. Applying Bruners theory, how wold you teach?
A. Begin with the concrete C. Begin with the abstract
B. Do direct instruction D. Be interactive in approach
22. Research on Piagetian tasks indicates that thinking becomes more logical and abstract as
children reach the formal operational stage. What is an educational implication of this
finding?
A. Let children be children
B. Expect hypothetical reasoning for learners between 12 to 15 years of age
C. Engage children in analogical reasoning as eerily as preschool to train them for
higher order thinking skills (HOTS)
D. Learners who are not capable of logical reasoning from ages 8 to 12 lag behind in
their cognitive development
23. It is easy for children to learn language because each person has a Language Acquisition
Devices (LAC) that predisposes one to acquire language. This theory is espoused by
_______
A. Chomsky C. Watson
B. Piaget D. Gardner
24. What is the advantage of knowing the developmental tasks for the stage of development
that the students are in?
A. The students can learn better
B. The teacher will be able to determine whether or not the tasks he / she plans for
the students are appropriate
C. The students will be able to make adjustments with their learning styles and study
habits
D. The teacher can work well with the students parents
25. Julia was first asked to compare identical amount of liquid in two short glasses. The
liquid from one of the two short glasses was poured into taller, slimmer glass of the same
capacity. Julia indicated that the amount of liquid in the two different glasses is still the
same. What is Julia capable of?
A. Reversibility C. Accommodation
B. Assimilation D. Conservation
33. Young children have short attention span and interest. What kind of task should a teacher
give them?
A. Challenging and interesting activities
B. Easy and difficult activities
C. Varied activities
D. Long and difficult activities
34. Kate comes to school on time because it is one of the schools rules and regulations.
Besides, she does not like to disrupt their class by coming late. In this situation, which
level of Kohlbergs morality does Kate belong?
A. Universal C. Pre-Conventional
B. Conventional D. Post-Conventional
35. The mother of Rose got angry with her because she disobeyed her. She joined the outing
of her barkada which the mother thought was dangerous. If Rose did not join their
outing, she will be an outcast in the group. What characteristics of adolescents did Rose
exhibit in this case?
A. Adolescents are care-free and happy-go-lucky individuals.
B. Adolescents did not mind other people as long as they are happy.
C. Adolescents give priority to the demands of peers than their parents.
D. Adolescents know that their parents will ignore them even if they commit mistakes.
36. At puberty age, adolescents are always curious and experimenting many experiences. It
happens that you caught them smoking and you have a suspicion that it is marijuana. What
would you do?
A. Tell them to smoke at the smoking area.
B. Report it immediately to the principal for appropriate action.
C. Confront them and scold them
D. Clarify to them the hazards of smoking to their health
37. In a class, there are children who usually get out of the social circle. How do you describe
these children?
A. Aggressive type C. Quarrelsome type
B. Friendly type D. Shy type
38. Which is the most practical means of helping a shy, withdrawing child?
A. Call him / her to answer the question.
B. Provide him / her with group leadership roles.
C. Make class work easy for him / her to participate
D. Provide opportunities for him / her to show his / her talents
39. At what stage do children are expected to acquire the rudiments of knowledge that are
considered essentials for successful adjustment to adult?
A. Gang age C. Play age
B. Elementary age D. Creative age
47. Ruth was able to walk without support at age 12 months because of the internal
ripening that occurred in her muscles, bones, nervous system development. This change
in Ruth is attributed to the concept called
A. Growth C. Maturation
B. Learning D. Development
48. Who asserted that children must be given the opportunity to explore and work on
different materials so that they will develop the sense of initiative instead of guilt?
A. Gardner C. Kohlberg
B. Maslow D. Erikson
49. It is not wise to laugh at a two-year child when he utters bad words because in this stage
he is learning to _________________
A. Distinguish right from wrong C. Distinguish sex differences
B. Socialize D. Consider others views
50. Train up a child in ways he should be; when he grows he will not depart from it. Which
principle supports this?
A. Development is determined by environment
B. Early development is more crucial than later development
C. Later development is more crucial than early development
D. Development is determined by heredity
51. Bruners theory on intellectual development moves from enactive to iconic and symbolic
stages. In which stage(s) is/are diagram/s helpful to accompany verbal information?
A. Enactive and iconic
B. Symbolic and enactive
C. Symbolic
D. iconic
52. Research on Piagetians tasks indicates that thinking becomes more logical and abstract
as children reach the formal operations stage. What is the educational implication of this
finding?
A. Engage children in analogical reasoning as early as pre-school to train them for
higher order thinking skills (HOTS)
B. Learners who are not capable of logical reasoning from ages 8 to 11 lag behind
in their cognitive development
C. Let children be children
D. Expect hypothetical reasoning for learners between 12 to 15 years of age
53. If a student is encouraged to develop himself to the fullest in satisfying his hierarchy of
needs, then trying to help others without counting the cost, what is displayed in the Maslows
hierarchy of needs is?
A. Safety need
B. Transcendence
C. Self-actualization
D. Belongingness
54. John B. Watson relates that a particular behaviour is determined by environmental
factors. Which of the following situations can help the students develop a positive attitude
towards mathematics?
A. Give difficult problems to challenge the students
B. Tell students that Math is a difficult subject
C. Have favorable learning atmosphere in the classroom
D. Present lessons from the easiest to the most complex
55. Which statement holds true to Oedipal stage?
I. The child gets emotionally attached to the parent of the opposite sex
II. It comes from 3 to 6 years of age
III. The child simultaneously reacts as a rival to the parent of the same sex
A. I, II, III
B. II only
C. I, III
D. I, II
56. Which educational issue can be clarified by understanding Maslows Hierarchy of Needs
theory?
A. Delinquency in the public schools
B. The effect of poverty on academic achievement
C. Sex education in school
D. The effect of different classroom structures
57. Julius is very attached to his mother and Janel to her father. In what development stage
are they according to Freudian psychosexual theory?
A. Anal stage
B. Phallic stage
C. Latency stage
D. Genital stage
58. According to Kohlberg, a persons moral development is due to maturational factors and
cognitive growth. Which of the following statements best supports his claim?
A. As the person grows and develops, his moral reasoning also gets defined
B. The older the person is, the higher is his level of morality
C. The younger the person is, the higher is his level of morality
D. As the person develops, his morality becomes conventional
59. According to Kohlberg, a persons moral development is due to maturational factors and
cognitive growth. Which of the following statements best supports his claim?
A. As the person grows and develops, his moral reasoning also gets defined
B. The older the person is, the higher is his level of morality
C. The younger the person is, the higher is his level of morality
D. As the person develops, his morality becomes conventional
60. To make sense of our world, we organize our experiences. We also alter our thinking to
include new ideas and additional information. This process of changing our thinking as a
result of new ideas is termed by Piaget as
A. Adaptation
B. Adjustment
C. Assimilation
D. Accommodation
61. In Piagets theory, an individuals adjustment to new information is called?
A. Adaptation
B. Adjustment
C. Assimilation
D. Accommodation
62. What I hear, I forget. What I see, I remember. What I do, I understand. What does this
mean?
A. Learn independently
B. Pay full attention in class
C. Take active part in the learning experiences
D. Work with groups
63. Which of the following is not a developmental principle?
A. Numerous studies have revealed how individuals develop
B. Social expectations mark every developmental period
C. Early development is more crucial than later development
D. Development follows an orderly sequence, predictable sequence
64. When small children call four-legged animals dog, what process is illustrated on
Piagets cognitive development theory?
A. Adaptation
B. Adjustment
C. Assimilation
D. Accommodation
65. Which concept of age is wrong?
A. Chronological age is the same as biological and psychological age
B. Chronological age is different from biological and psychological age
C. Chronological age, biological, psychological and social age are interrelated
D. Psychological and social age are two different things