Name: Leth-Leth P.

Jose
Year and Course: BTVTEd IV – D Food and Service Management
The Child and Adolescent Learners and Learning Principles

DISCUSS THE FOLLOWING:

1. Research-based theories related to the broad dimensions of child and adolescent development
and their application to each particular developmental level of the learners
2. Pedagogical principles suited to diverse learners’ needs and experiences at different developmental levels;
3. Laws, policies, guidelines and procedures that provide safe and secure learning environments; and
4. Positive and non-violent discipline in the management of learner behavior

5.1 A. Definitions of Child and Adolescent Learners

1. Definitions from UNESCO, UNICEF and WHO
From UNESCO the definition of Child and Adolescent Learners are: Adolescence is a distinct stage that marks
the transition between childhood and adulthood. The Swiss developmental psychologist Jean Piaget described
adolescence as the period during which individuals’ cognitive abilities fully mature. According to Piaget, the
transition from late childhood to adolescence is marked by the attainment of formal operational thought, the
hallmark of which is abstract reasoning. Advances in the field of neuroscience have shown that the frontal
cortex changes dramatically during adolescence. It is this part of the brain that controls higher-level cognitive
processes such as planning metacognition, and multitasking; Positive social relationships and environments
enhance feelings of inclusion and belonging and lead to positive outcomes. Negative experiences, on the other
hand, that increase fear, self-doubt or social isolation, can get amplified during this vulnerable period of
development, leading to a cascade of negative and even pathological outcomes as young people grow into
adulthood; When adolescents, including the most disadvantaged, are supported by caring families and adults, as
well as policies and services attentive to their needs, they can develop to their full potential; Adolescent learners
thrive in school environments that acknowledge and support their growing desire for autonomy, peer
interaction, and abstract cognitive thinking, as well as the increasing salience of identity-related issues and
romantic relationships.
While from UNICEF, Adolescenceisadefiningtimeinthedevelopmentofachildthatischaracterized by rapid
physical growth and neurological sculpting, the onset of puberty and sexual maturity. It is a critical period for
individual identity development when young people are figuring out who they want to be in the world; an
opportunity for growth, exploration and creativity.
Lastly, The World Health Organization (WHO) defines an adolescent as any person between ages 10 and 19.
This age range falls within WHO’s definition of young people, which refers to individuals between ages 10 and
24; In many societies, however, adolescence is narrowly equated with puberty and the cycle of physical changes
culminating in reproductive maturity. In other societies, adolescence is understood in broader terms that
encompass psychological, social, and moral terrain as well as the strictly physical aspects of maturation. In
these societies the term adolescence typically refers to the period between ages 12 and 20 and is roughly
equivalent to the word teens

B. Growth and Development: Nature or Nurture?

Growth - Can be defined as physical changes of a person it is the changes in terms of age, height, weight,
behavior. And body parts of a person. While Development, is a growth process where in a person develops in
relation to physical, social, and environmental factors.

C. Periods of Development
Developmentalists often break the lifespan into eight stages:
1. Prenatal Development
2. Infancy and Toddlerhood
3. Early Childhood
4. Middle Childhood
5. Adolescence
6. Early Adulthood
7. Middle Adulthood
8. Late Adulthood

D. Developmental Tasks and Education (Havighurst)

According to R. Harvighurst, the term refers to tasks that arise in a social context during an individual lifetime.
Since the 1950's the concept of developmental-tasks has become an important theoretical approach in
educational science and theories of growth and development - but not in social work and social pedagogy.
E. Domains of Development
Domain 1: Biological (includes neuroscience, consciousness, and sensation)
Domain 2: Cognitive (includes the study of perception, cognition, memory, and intelligence)
Domain 4: Social and Personality (includes the study of personality, emotion, motivation, gender, and culture)

F. Context and Development

Child and Adolescent Development in Context Children and adolescents are embedded in a variety of physical,
social, and cultural environments that shape their development. These environments change under the influence
of the people in them, the connections between them, the passage of time, and historical events. 

G. Development and Pedagogy:

Development and Pedagogy:

Theory and Research
Pedagogy - aims of education.
Development through different
phases
● Sensorimotor Coordination
● Symbolizing
● Languange and Play
● Logical Thought
● Mid Adolescence
● Comprehensive Problem Solving
Development and Pedagogy: Theory and Research
Pedagogy - aims of education
Sensorimotor Coordination
Symbolizing
Development through different phases Language and Play
Logical Thought
Mid Adolescence
Comprehensive Problem Solving

Theory and Research

1. Theories and hypotheses
2. Methodology
3. Integrating theory and practice

5.2 Biological Development

A. Biological Beginnings - When a child is born, they have their own genetic instructions that influence their
specific characteristics at birth over the years as they grow up. As is, children inherit genes, but most of their
genes are shared with other children.  
B. Physical and Motor Development - Physical development and motor development are two similar but distinct
areas that describe child development. Physical development includes all the different changes that a child's
body go through. These changes include height, weight, and brain development. Motor development is the
development of controlling the body. 

C. Neuroscience and Brain development – Neuroscience and brain development. The human brain undergoes
significant changes during adolescence, which is often reflected in the behavior of young people. Throughout
life, experiences continuously shape our brains. Thanks to the flexibility of the brain, we continue to learn,
acquire new skills, and form new memories throughout our lives. 

D. Factors Affecting Biological/Physical Development - The 3 biological factors affecting growth and
development are: Genetic Inheritance, Gender, and Hormones

E. Theories
1. Developmental Milestones (Gesell) - Gesell’s theory is known as the Maturational Theory of Child
Development was introduced in1925 by Dr. Arnold Gesell, an American educator, pediatrician, and clinical
psychologist whose studies focused on “the course, the pattern, and rate of Maturational growth in normal and
exceptional children.

2. Ecological Systems Theory (Bronfenbrenner) - According to Bronfenbrenner's theory, there are various
"layers" of the environment that have an impact on a child's development. This theory has recently been
renamed "bioecological systems theory". The development is fueled and guided by the interaction of elements
in his biologically maturing environment, his immediate family and community, and the social environment.

F. Current Research and Pedagogical Applications

a. Continuous
b. Activities (educational application research, phonemic awareness)
c. Cognitive Development and Neuroimaging Lab
- Adolescent Brain Cognitive Development (ABCD) Study

"It is what teachers think, what teachers do, and what teachers are at
the level of the classroom that ultimately shapes the kind of
learning that young people get."

5.3 A. Cognitive Development Theories

1. This theory was created by French psychologist Jean Piaget in 1952 to explain the course of cognitive
development (Pass, 2007). According to Piaget's theory, children develop intelligence in four key stages, with
specific developmental activities identifying each phase. The theory emphasizes the four key phases of a child's
cognitive development.

2. This theory is premised on the assumption that knowledge is passed from adults to children through social
interactions. The theorist argues that a child acquires knowledge through the interaction with experienced
persons such as teachers or other older groups of people. As opposed to the Piaget’s theory that does not
emphasize on communication, Vygotsky insists that communication is essential.

B. Intelligence and Individual Differences

1. Concept of Intelligence (Binet)

2. General Intelligence (Spearman)

3. Primary Mental Abilities (Thurstone)
4. Multiple Intelligences (Gardner)
5. Triarchic Theory of Intelligence (Sternberg)
6. Cognitive Information Processing Theory (Atkinson and Shiffrin)
C. Factors Affecting Cognitive Development
D. Language Development
E. Factors Affecting Cognitive and Language Development
F. Current Research and Pedagogical Applications

5.3 A. Socio-emotional Development

B. Development of Self and Social Understandings
1. Psychoanalytic Theory (Freud)
2. Psychosocial Theory (Erikson)
3. Social Learning Theory (Bandura)
C. Development of Motivation and Self-Regulation
1. Content Theories
- Hierarchy of Needs (Maslow)
- ERG Theory (Alderfer)
- Theory of Needs (McClelland)
- Two Factors Theory (Herzberg)
2. Process Theories
- Reinforcement Theory (Skinner)
- Expectancy Theory (Vroom)
- Goal Setting Theory (Locke)
- Self-determination Theory (Deci & Ryan)
D. Moral Development Theories
1. Piaget
2. Kohlberg
3. Turiel
4. Gilligan
E. Current Research and Pedagogical Applications

5.4 . A. What is Learning?

B. Approaches to Learning
1. Behavioral
2. Social cognitive
3. Information processing
4. Cognitive constructivist
5. Social constructivist
C. Connectionism
D. Conditioning
1. Classical
2. Contiguous
3. Operant
E. Behavior Analysis in Education
F. Gestalt-Insight Learning
G. Experiential Learning Theory
H. Current Research and Pedagogical Applications

5.5 A. UN Convention on the Rights of the Child and PD 603

B. Anti-Bullying Act of 2013 (Republic Act 10627)
C. Child Protection Policy
D. Positive Discipline
SUBMIT ON
FEBRUARY 17,
2023