gen educ 11 - josh&jian.pptx Development of learners at various stages

Editor's Notes

• #1: Learner development occurs across various stages, typically categorized into cognitive, emotional, social, and physical growth. All the developmental theories which we lengthily discussed dwelt on the developmental process after birth. None of them was concerned with what development went on birth.
• #2: To make the description of human development complete, it may good to understand the beginnings of he child and the adolescent. The development takes place in three (3) stages proves that the developing embryo in a mother's womb is truly a human being. It is divided into: germinal period, embryonic period and fetal period.
• #5: This stage begins at conception when a sperm fertilizes an egg, forming a zygote (a single-celled organism). The zygote undergoes rapid cell division through mitosis, forming a blastocyst (a hollow ball of cells). Around 5–6 days after fertilization, the blastocyst travels down the fallopian tube and implants into the uterine wall. The placenta also begins to form, which will provide oxygen and nutrients to the developing baby. This stage is crucial because if implantation fails, pregnancy does not continue.
• #6: Once implantation occurs, the developing baby is now called an embryo. This stage is critical as major organs and structures begin forming, including the heart, brain, spinal cord, eyes, and limbs. The neural tube, which later becomes the brain and spinal cord, develops around week 3–4. The heart starts beating by the end of the 4th week. Facial features, fingers, and toes begin to develop. This stage is highly sensitive to teratogens (harmful substances like alcohol, drugs, and infections), which can cause birth defects.
• #7: The developing baby is now called a fetus. The body undergoes rapid growth, and organs continue to mature and become functional. By week 12, the fetus starts moving, though the mother may not feel it yet. By week 20, movements become stronger, and the mother can feel the baby kicking. The brain develops more complex structures, and the fetus begins showing reflexes like sucking and swallowing. By week 24, the fetus reaches the age of viability, meaning it has a chance of survival if born prematurely. In the final weeks, the baby gains weight, and the lungs develop fully in preparation for birth. overall: Each of these stages is essential for proper development, and any complications can affect the baby’s health after birth.
• #8: in Early Pregnancy Viability: This refers to whether a pregnancy is developing normally. A pregnancy that is progressing as expected is considered viable, whereas one that results in early pregnancy loss or miscarriage is not. however, Fetal Viability or Later in Pregnancy refers to whether a fetus could survive outside the uterus if delivered prematurely. Clinicians focus on the periviable period (20 to 25 weeks and 6 days), during which survival is uncertain. Fetal viability is influenced by multiple factors beyond gestational age, including genetics, sex, weight, delivery conditions, and medical care availability. Even with all these factors, survival cannot be predicted with certainty. Some fetuses born during the periviable period may survive, but they often face serious health complications.
• #9: Explanation of Adverse Factors Affecting Fetal Development 1. Maternal Health Issues – Chronic conditions like diabetes and hypertension can lead to complications such as preterm birth, low birth weight, or birth defects. Poorly managed maternal health can also result in inadequate oxygen and nutrient supply to the fetus. 2. Genetic and Chromosomal Abnormalities – Certain genetic mutations or inherited disorders, such as Down syndrome or cystic fibrosis, can lead to birth defects or developmental disabilities. These abnormalities occur due to errors in DNA replication or chromosome division during fetal development. 3. Teratogens (Harmful Substances) – Exposure to drugs, alcohol, tobacco, or environmental toxins can interfere with normal fetal development. For example, alcohol consumption during pregnancy can cause fetal alcohol syndrome (FAS), leading to cognitive impairments and physical deformities. 4. Nutritional Deficiencies – A lack of essential nutrients like folic acid, iron, and calcium can negatively impact fetal growth. For instance, folic acid deficiency increases the risk of neural tube defects, such as spina bifida, while iron deficiency can cause anemia and low birth weight. 5. Maternal Stress and Mental Health – Chronic stress, anxiety, or depression can affect fetal brain development by increasing levels of cortisol (the stress hormone), which may contribute to low birth weight, preterm labor, or emotional and behavioral issues in the child. 6. Physical Trauma and Pregnancy Complications – Accidents, falls, or direct injury to the abdomen can harm the fetus. Additionally, complications such as placental abruption (detachment of the placenta) or umbilical cord problems can restrict oxygen and nutrient flow, leading to fetal distress or stillbirth. 7. Environmental Conditions – Exposure to extreme heat, radiation, pollution, or high altitudes can reduce oxygen supply to the fetus, potentially leading to developmental delays, low birth weight, or birth defects. For example, high-altitude pregnancies can increase the risk of hypoxia (low oxygen levels) in the fetus. Each of these factors plays a crucial role in fetal health, emphasizing the importance of proper prenatal care to minimize risks and ensure a healthy pregnancy.
• #10: A pregnant person can take several steps to prevent or minimize factors that negatively affect fetal development. Here are some key ways to promote a healthy pregnancy: 1. Maintain a Healthy Diet Eat a balanced diet rich in fruits, vegetables, whole grains, lean proteins, and dairy. Take prenatal vitamins with folic acid, iron, and calcium to support fetal growth. Stay hydrated and avoid excessive caffeine (limit to 200 mg per day). 2. Avoid Harmful Substances No smoking – it increases the risk of low birth weight, preterm labor, and developmental issues. No alcohol – it can cause fetal alcohol syndrome, leading to birth defects and cognitive issues. No illicit drugs – substances like cocaine, meth, and marijuana can harm fetal brain development. Limit exposure to environmental toxins, such as pesticides, heavy metals, and certain chemicals. 3. Manage Chronic Conditions Control diabetes, hypertension, or thyroid disorders with the guidance of a doctor. Attend regular prenatal checkups to monitor any potential complications. 4. Prevent Infections Get vaccinations as recommended (e.g., flu shot, Tdap). Practice good hygiene to avoid infections like toxoplasmosis and cytomegalovirus. Avoid raw or undercooked foods that may carry harmful bacteria. 5. Maintain a Healthy Lifestyle Get regular, moderate exercise (like walking or prenatal yoga) to support circulation and reduce stress. Manage stress through relaxation techniques, meditation, or counseling. Get enough sleep to promote overall health and fetal development. 6. Avoid Unnecessary Medications Consult a doctor before taking any over-the-counter or prescription drugs. Avoid medications known to cause birth defects (e.g., certain acne treatments, NSAIDs in the third trimester). By following these guidelines, a pregnant person can reduce risks and help ensure a healthy pregnancy and fetal development. Question: on your own what can you suggest to a pregnant woman to prevent those factors?
• #11: This section explores child development from birth to age two, covering infancy and toddlerhood. During this period, children achieve key milestones that shape their future growth. Infants rely on their parents/caregivers for safety and trust, which helps them develop confidence in exploring their environment as toddlers. As independence grows, toddlers become more self-aware, learning essential skills like feeding themselves and toilet training. Supportive caregiving fosters security, independence, self-esteem, and emotional well-being.
• #12: The discussion also highlights key developmental areas, including physical growth, learning, communication, and social awareness, along with specific guidance for adults on issues like toilet training and biting.
• #13: Explanation: This slide emphasizes the importance of toilet training in a child’s early development. It highlights the role of parents and caregivers in fostering a supportive environment during this stage. The description reassures caregivers that with patience and guidance, toilet training can be a positive and empowering experience for the child. The mention of tips sets up the next slide, which could provide practical steps or strategies for successful toilet training.
• #15: This is an important marker of independence for toddlers, as they gain more control of their own bodies. Parents and other caregivers play a critical role in facilitating this transition with their children's lives. Children need extra attention during this time. With support from their teachers, and child care providers, parents can make toilet training a successful learning experience. Listed below are the tips for toilet training your child: ✓ Awareness of a wet diaper ✔ Using words to express needs ✔ Familiarity with toileting (through observation and discussion) Here are some examples of each sign indicating a child is ready for toilet training: 1. Awareness of a wet diaper or bowel movement in diaper The child tugs at their diaper after peeing. They make a face or squat when having a bowel movement. They tell a caregiver their diaper is wet or dirty. 2. Uses words to express needs Says "pee-pee" or "poo-poo" when they need to go. Asks for a diaper change. Tells a caregiver they want to use the potty. 3. Familiarity with toileting (through observation and discussion) Watches a parent or older sibling use the toilet and asks questions. Pretends to use a toy potty during playtime. Understands basic toileting words like "potty," "flush," and "wipe."
• #16: Preparing for Training Plan Ahead - Pick an easy weekend/weekday when few other activities are going on to start toilet training. Read books about potty training and talk about it. Be sure to have a lot of training pants ready. Example: You mark a weekend on the calendar when you don’t have any big plans. A week before, you read Potty Time with Elmo to your child and talk about how they’ll start using the potty soon. You also buy a pack of training pants and let them pick their favorite color. Daily Routine - Morning:Encourage sitting on the potty after waking up. If they refuse, try later. - After Breakfast:Read books while they sit on the potty to help them relax. - Every Hour:Set a timer and enthusiastically remind them to try, rather than asking if they need to go. Examples: Morning: Your child wakes up, and you say, “Let’s try sitting on the potty!” They refuse, so you say, “That’s okay, we’ll try again later.” After Breakfast: You sit them on the potty with a favorite book. They relax and, after a few tries, successfully go! You cheer and give a high five. Every Hour: A timer goes off, and instead of asking, “Do you need to go?” (which might get a "no"), you excitedly say, “It’s potty time!” and lead them to the bathroom. Handling Accidents Stay calm, reassure your child, and involve them in cleanup to promote independence. Example: Your child has an accident on the carpet. Instead of getting upset, you say, “Oops, accidents happen! Let’s clean it up together.” You hand them paper towels and show them how to wipe, reinforcing independence. Consistency is Key Avoid switching between diapers and underwear to prevent confusion and help them gain control over the process. Example: You decide to use only training pants and avoid diapers during the day. When going out, instead of putting a diaper on for convenience, you bring extra clothes and a travel potty to stay consistent with the routine.
• #17: Biting is a common behavior among infants and toddlers as they explore their world, express emotions, or respond to various situations. While it can be concerning for parents and caregivers, it is often a normal part of development.
• #18: Understanding & Preventing Biting Why Children bite and how to prevent it: 1. Independence & Control: Some children bite when they feel a lack of control over their environment. Example: A 2-year-old wants to wear their favorite shirt, but it’s in the laundry. Feeling frustrated, they bite a caregiver’s hand. Prevention: Offering them choices—like what to wear, what snack to eat, or which game to play—helps them feel empowered and reduces frustration that might lead to biting. 2. Teething: Babies and toddlers often bite to relieve discomfort from teething. Example: A 10-month-old bites a parent's shoulder while being held because their gums are sore. Prevention: Providing appropriate teething toys or cold items like frozen bagels gives them a safe way to soothe their gums instead of biting people. 3. Social Interaction: Some children bite out of excitement or as a way to engage with peers, especially if they don’t yet have strong communication skills. Example: A 2-year-old sees a friend playing with a toy they want and bites them instead of asking to play. Prevention: Encouraging positive social interactions and modeling appropriate ways to express emotions can help reduce this behavior. 4. Attention-Seeking: If a child feels ignored, they might bite to get attention—even if it’s negative. Example: A toddler bites their sibling when a parent is busy on the phone, knowing this will get a reaction. Prevention: Spending quality time with them, playing, reading, and giving affection can meet their emotional needs in a positive way, making biting less likely. 5. Frustration or Anger: Biting can be a response to overwhelming emotions, such as frustration or anger. Example: A 3-year-old becomes upset when another child takes their toy and bites in frustration. Prevention: Watching for early signs of stress and intervening before biting occurs—by helping them express their feelings with words or redirecting their energy—can prevent outbursts. 6. Curiosity: Young children explore the world with their mouths and may bite simply to see what happens. Example: A toddler bites their caregiver’s arm out of curiosity and then looks at their reaction. Prevention: Providing safe sensory activities like water play, fingerpainting, or playdough can satisfy their curiosity in a more appropriate way. 7. Feeling Threatened: If a child feels scared, insecure, or overwhelmed, they might bite as a defense mechanism. Example: A child in a crowded play area feels overwhelmed by other kids and bites when someone gets too close. Prevention: Offering comfort, security, and reassurance—such as hugging them or using calming words—can help them feel safe and reduce the need for biting. By understanding why children bite, caregivers can take proactive steps to address their needs and teach alternative ways to communicate and cope with emotions.
• #19: Explanation of Responding to Biting Biting is a normal but concerning behavior in infants and toddlers. While it often happens due to teething, frustration, or a lack of communication skills, it’s important to address it calmly and consistently. Here’s why each response is essential: 1. Clearly state that biting is not okay Toddlers are still learning social rules, so they need direct, simple guidance. Saying, "Biting hurts. We do not bite people." helps them understand that the behavior is unacceptable. A calm but firm tone reinforces the message without escalating the situation. 2. Comfort and care for the bitten child The child who was bitten needs immediate attention. Comforting them first teaches both children that hurting others has consequences and that empathy matters. If the child who bit sees this response, they may begin to understand how their actions affect others. 3. If possible, have the child who bit help with care Encouraging the child who bit to assist in comforting (e.g., bringing a tissue or ice pack) promotes responsibility and empathy. However, this should be done in a gentle, non-shaming way to avoid making the child feel defensive or guilty. 4. Identify patterns or triggers Biting is often triggered by stress, frustration, excitement, or changes in routine. By observing when and why biting happens, parents and caregivers can take preventive measures, like ensuring the child is well-rested, teaching alternative ways to express frustration, or providing sensory-friendly teething options. 5. Seek professional help if biting continues or worsens While occasional biting is normal, frequent or aggressive biting beyond toddlerhood may indicate underlying emotional, sensory, or behavioral challenges. If biting persists despite interventions, consulting a pediatrician, child psychologist, or behavior specialist can help identify potential causes and strategies for addressing them. By responding consistently and with empathy, caregivers can guide children toward healthier ways of expressing themselves and interacting with others.
• #20: Each child grows and develops at his or her own rate. Children display developmental landmarks at different times. The table below lists characteristics that children between the ages birth and 2-1/2 typically display as they grow and develop. For each type of development (e.g., physical, communication), Characteristics for younger children are listed first, followed by the characteristics that children display as they get older (i.e., younger children's characteristics are the top of each list, older children's are at the bottom).
• #21: Physical Development (Infant and Toddler) Infants begin with basic motor skills such as lifting their heads, rolling over, and grasping objects. Their development focuses on gaining strength and coordination. Toddlers advance to more complex movements like walking, running, climbing, and even tiptoeing. Their mobility improves as they explore their surroundings with increasing confidence. ex: Infant Example: A 4-month-old lifts their head during tummy time, strengthening their neck muscles. Toddler Example: A 2-year-old confidently climbs onto a couch and jumps off with excitement. Caregivers can support both infants and toddlers by providing safe spaces for movement and encouraging active play.
• #22: Thinking and Learning Development (Infant and Toddler) Infants primarily learn through sensory experiences, such as touching objects and responding to sights and sounds. They begin to develop an understanding of object permanence. Toddlers progress to problem-solving and imaginative play, showing curiosity and the ability to engage in simple cause-and-effect activities. ex: Infant Example: A 6-month-old drops a toy repeatedly, watching it fall and waiting for a caregiver to pick it up. Toddler Example: A 3-year-old pretends to cook in a play kitchen, stirring an imaginary soup and serving it to a stuffed animal. Caregivers can foster cognitive growth in infants through sensory play and in toddlers through interactive activities like reading and pretend play.
• #23: Expressing Feelings Development (Infant and Toddler) Infants express emotions through basic reactions like crying, smiling, and showing distress or joy. They rely on caregivers for comfort and reassurance. Toddlers develop more complex emotional responses, such as pride, embarrassment, and frustration. They begin to express their emotions verbally and seek comfort in different ways. ex: Infant Example: A 9-month-old cries when a caregiver leaves the room and smiles when they return. Toddler Example: A 2-year-old stomps their feet and shouts "No!" when frustrated but later hugs their caregiver for comfort. Caregivers can help infants by responding to their needs and can support toddlers by teaching emotional vocabulary and offering reassurance.
• #24: Awareness of Self and Others (Infant and Toddler) Infants start with self-exploration, recognizing their hands, feet, and reflections in mirrors. They form strong attachments to caregivers. Toddlers develop a sense of independence and begin engaging in social interactions, such as playing with others and making simple choices. ex: Infant Example: A 7-month-old reaches for their reflection in a mirror, fascinated by the moving image. Toddler Example: A 2-year-old insists on picking out their own clothes and proudly says, "I did it myself!" Caregivers can support infants by encouraging bonding and self-recognition, while toddlers benefit from opportunities to make decisions and participate in cooperative play.
• #25: Communication Development (Infant and Toddler) Infants begin with cooing, babbling, and responding to sounds. They gradually recognize familiar voices and attempt to mimic speech patterns. Toddlers expand their language skills, forming words and simple sentences to express their needs and thoughts. They use gestures and body language to communicate. ex: Infant Example: A 5-month-old babbles "ba-ba-ba" while looking at their caregiver’s face. Toddler Example: A 3-year-old asks, "Where did Daddy go?" while looking around the room. Caregivers can enhance language development in infants by talking and singing to them, while toddlers benefit from storytelling, conversations, and exposure to new words.
• #26: Overall, parents and caregivers can support infant and toddler development by: 1. Creating a Safe and Stimulating Environment – Provide a secure space for movement and exploration, ensuring safety while encouraging physical activity. 2. Encouraging Learning Through Play – Use sensory play, reading, and pretend play to support cognitive development and problem-solving skills. 3. Supporting Emotional Growth – Validate feelings, teach emotional vocabulary, and offer comfort and reassurance. 4. Fostering Social Skills – Encourage interactions, offer choices, and promote independence while maintaining strong caregiver bonds. 5. Enhancing Communication – Engage in conversations, sing, read aloud, and model language to support speech development. Parents and caregivers play a crucial role in supporting infant and toddler development by providing a nurturing and stimulating environment. By fostering a secure and supportive atmosphere, caregivers help young children build confidence, social skills, and a lifelong love of learning.
• #27: Middle childhood is the stage when children undergo so many different changes-physically, emotionally, socially and cognitively. This is the stage between 6 to 12 years old. Children in this stage receive less attention than children in infancy or early childhood. The support of the family and friends of the child is very important during this phase of development.
• #28: This slide describes a crucial stage in childhood development, typically between the ages of 6 and 12, when children begin expanding their roles and environments. During this time, they gradually spend more time away from their families and immerse themselves in school and other social activities. As they enter elementary school, usually from grades 1 to 3, they develop independence, build relationships with peers, and engage in structured learning experiences. This stage is essential for fostering social skills, cognitive growth, and adaptability, as children navigate new responsibilities and experiences beyond the home environment.
• #29: During the primary school years, children experience gradual but consistent physical growth. For example, a child who initially struggles with tying their shoelaces eventually develops better muscle control and coordination, allowing them to do it independently. Similarly, activities like cutting paper with scissors or catching a ball become easier as their eye-hand coordination improves. At this stage, children also begin practicing good personal hygiene, such as brushing their teeth regularly and washing their hands before meals. Additionally, they become more aware of safety habits, like looking both ways before crossing the street. These developments help them gain confidence and independence in their daily activities.
• #30: In this development stage, children will have started their elementary grades specifically their primary years, grade 1-3. This period will give children time to get used to the changes in their bodies. An average increase in height of a little over two inches a year in both boys and girls will introduce them to many different activities that they can now do with greater accuracy. Weight gain averaged about 6.5 pound each year. Most children will have slimmer appearance compared to their preschool years because of the shifts inn accumulation and location of their body fats. A child's legs ae longer and more proportioned to the body that they were before.
• #31: The passage also lists several factors that influence a child's growth, including: 1. Genes – Inherited traits from parents determine height and body structure. 2. Food – Proper nutrition supports healthy growth. 3. Climate – Environmental conditions can affect development. 4. Exercise – Physical activity helps build strong muscles and bones. 5. Medical conditions – Health issues may impact growth. 6. Diseases/illnesses – Chronic illnesses can slow down growth. This stage is characterized by steady growth and physical development, allowing children to become more active and coordinated.
• #32: Childhood years are the peak bone producing years. This is the best time to teach children of good dietary and exercise habits to help them having strong healthy bones throughout their lives. Many lifestyle factors, like nutrition and physical activity, can substantially influence the increase of bone mass during childhood. Because children bones have proportionately more water and protein-like materials and fewer minerals than adult, ensuring adequate calcium intake ill greatly help them in strengthening bones and muscles.
• #47: - Pre school children belong to the fourth stage of Erikson's psychological stage. Children have to resolve the issue on INDUSTRY VS. INFERIORITY.
• #48: "Industry vs. Inferiority" is the fourth stage of Erik Erikson’s psychosocial development theory, typically occurring between ages 6 and 12. During this stage, children strive to develop a sense of competence by mastering skills and receiving recognition for their efforts. Success leads to feelings of industry (confidence in one's abilities), while repeated failure or lack of encouragement can result in inferiority (a sense of inadequacy). This stage is crucial because it lays the foundation for work ethic, self-esteem, and resilience. Positive reinforcement from teachers, parents, and peers helps children develop confidence, whereas excessive criticism or neglect can lead to feelings of failure and doubt in their abilities.
• #49: Middle childhood (ages 6-12) is a crucial period for self-concept and identity formation. During this stage, children develop a more complex understanding of themselves, influenced by cognitive growth, social interactions, and external feedback.
• #50: Middle childhood (ages 6-12) is a crucial period for self-concept and identity formation. During this stage, children develop a more complex understanding of themselves, influenced by cognitive growth, social interactions, and external feedback. 1. Self-Concept: Becomes more detailed and organized. Children describe themselves based on traits, abilities, and social comparisons (e.g., “I am good at math but not as fast as my friend in running”). 2. Self-Esteem: Develops based on success in academic, social, and athletic areas. Influenced by feedback from parents, teachers, and peers. A strong sense of competence leads to confidence, while repeated failure may cause feelings of inferiority. 3. Social Comparison: Children begin to compare themselves with others to evaluate their abilities and self-worth. Helps them understand strengths and weaknesses but can also lead to self-doubt. 4. Emotional Regulation: Improved ability to manage emotions and understand others’ perspectives. Leads to greater empathy and better social relationships. 5. Moral Development: Begins to internalize societal rules and develop a sense of right and wrong. Influenced by role models, culture, and personal experiences. Understanding the self in middle childhood is essential for building confidence, motivation, and social skills that shape future personal and academic success.
• #51: School Year In the transition from pre-elementary to primary school, children tend to become increasingly self-confident and able to cope well with social interactions. They are not focused on themselves anymore but are also aware of the needs and desires of others. The issues of fairness and equality become important to them as they learn to care for people who are not part of their families. Characteristics like loyalty and dependability are being considered as well as responsibility and kindness.
• #52: Building Friendships: it emphasizes that making friends is an essential part of a child's growth, particularly in terms of social and emotional development. Friendships help children learn how to interact, cooperate, and understand others. During childhood, kids typically form peer groups, which consist of individuals of similar age and socioeconomic backgrounds. These groups play a significant role in shaping their social skills and sense of belonging.
• #53: The antisocial behavior section in your image explains that children in middle childhood are still developing their understanding of the world and social interactions. Because of their curiosity and limited social skills, they might engage in physical behaviors like poking, pulling, hitting, or kicking when they first interact with others. This behavior is not always meant to be harmful but can be a way for children to explore social dynamics. However, if not properly guided, these actions can develop into more serious antisocial tendencies, such as bullying or aggression. Teaching children empathy, appropriate social behaviors, and conflict resolution skills can help reduce such behaviors over time.
• #54: Teaching Social Skills: Show children how to greet, take turns, and listen actively. Encourage Group Activities: Enroll children in sports, clubs, or extracurriculars where they can meet peers with shared interests. Teach Conflict Resolution: Help kids understand how to solve disagreements calmly and fairly. Support but Don’t Force: Encourage socializing but respect a child's comfort level and natural pace.