The child and adolescent learners

MEM 505: CHILD AND ADOLESCENT DEVELOPMENT 1
THE CHILD AND ADOLESCENT LEARNERS
DEFINITION OF CHILDHOOD AND ADOLESCENT
A. Difference between Growth and Development
We always use growth and development in our writings, but often times,
we use them interchangeably. Though quite synonymous, still these words
have different meaning. In psychology, these words are defined as:
• Growth is essentially define as quantitative changes in an individual as
he progresses in chronological age, and it may refer to increase in size,
height or weight. Development defines as progressive series of
changes of an orderly and coherent type toward the goal of maturity.
Progressive is a sense that changes are directional, leading toward
something positive, and orderly and coherent imply that development
is not of a haphazard, usual type but rather that there is a definite
relationship among the stages in the developmental sequence (Gines,
et al., 1998).
There are two factors considered essential in the development of an
individual. These are:
1. Maturation. The development or unfolding traits potentially present in
the individual considering his hereditary endowment.
2. Learning. It is the result of activities and experiences on the person
himself. (Gines, et al., 1998)
Development psychologists have established principles of development
that happen over the life cycle. These are:
1. Development follows an orderly sequence which is predictable.
This principle relates to the orderly sequence of developmental
change. The developmental process, guided by the interaction of
maturation and learning, follows a predictable pattern. It is a
continuous process that proceeds according to a definite direction and
uniform pattern throughout the life cycle.
Although physical growth attains it maturational level and stops
as a process, developmental change continues as long as life
continues. An individual continuously adapts to changing physical and
mental abilities as age increases. Such developmental changes which
occur throughout the life cycle follow a sequential pattern which is
predictable. The stages which an individual goes through from birth to
death are always of the same order from infancy to old age. They have
never occurred in reverse.
2. The rate of development is unique to every individual.
This principle relates to the rate of developmental changes as
unique to each individual. Although developmental changes follow a
predictable pattern, the rate at which changes may occur may be
different from one individual to another. Such differences in rate of

change are determined by the interaction of heredity and
environmental factors.
3. Development involves change.
This principle implies that the human being is always evolving
according to the theories by developmental psychologists. In every
stage of development, individual undergoes physical, emotional, social
and mental changes.
4. Early development is more critical than later development.
Attitudes, habits, and patterns of behaviour established during
the early years determine to a large extent how successfully individuals
will adjust to life as they grow older.
According to White (1976), he contends that the foundation laid
during the first two years of life is the most critical. To him, the origins
of human competence are to be found in a critical period of time
between eight and eighteen months (Gines, et al., 1998).
5. Development is the product of maturation and learning.
This principle states that the interaction of the maturity and
learning process of an individual influences human development.
6. There are social expectations for every developmental period which
are often referred to as developmental tasks.
Every cultural group expects its members to master certain
essential skills and acquire approved patterns of behaviour at various
stages during the life span. Havighurst called it development tasks. He
defined it as “tasks which arise at or about a certain period in the life of
the individual, the successful achievement of which leads to happiness
and to success with later tasks, while failure leads to unhappiness and
difficulty with later tasks”. (Gines, et al., 1998)
7. Each phase of development has hazards.
Evidences show that each period in a life span has associated
with its certain developmental hazards, whether physical,
psychological or environmental in origin and these inevitably involve
adjustment problems. (Gines, et al., 1998)
B. Child Development
It refers to the biological, psychological, and emotional changes that
happen in human beings between birth and the end of adolescence.
Childhood refers to the time or state of being a child. (Wikipedia, 2013)
Controversies about Child Development
Theorists have different points of view on issues about child
development:
1. Nature Versus Nurture / Maturation Versus Learning
 Nature proponents believe that hereditary or biological
inherence is the most important influence on child
development.

 Nurture proponents believe that environmental experiences
are essential in child development.
2. Activity Versus Passivity
 Activity views child actively involved in the developmental
process.
 Passivity views child as passive recipients of social and
biological influences.
3. Continuity Versus Discontinuity
 Continuity theorists view development that involves gradual
cumulative change from conception to death.
 Discontinuity theorists view development that involves
distinct stages in life span.
4. Inherently Bad Versus Inherently Good.
 Social philosophers have portrayed children as inherently
bad based on the doctrine of original sin.
 Others have said that children are inherently good according
to doctrine of innate good.
C. Adolescent Development
It is the transitional period between puberty and adulthood in human
development. Adolescence comes from the Latin word “adolescere” meaning
to grow maturity, and it is also synonymous to “teenagers”. It begins when
children become sexually mature and ends when they reach the age of
maturity.
THE RIGHTS OF CHILDREN AND YOUNG PERSONS
Presidential Decree No. 603 dated December 10, 1974 provides the list
of Rights of Children and Young Persons. It aims at understanding children
better and for the Filipino teacher to be more aware of the children’s rights.
The code contains provisions to understand and to help children better, and it
is important for every Filipino teacher to be cognizant of such rights. (Anon.,
n.d.)
Article 3: Right of the Child. All children shall be entitled to the rights
herein set forth without distinction as to legitimacy or illegitimacy, sex, social
status, religion, political antecedents, and other factors.
(1) Every child is endowed with the dignity and worth of a human being
from the moment of his conception, as generally accepted in medical
parlance, and has, therefore, the right to be born well.
(2) Every child has the right to a wholesome family life that will provide
him with love, care and understanding, guidance and counselling, and
moral and material security.
The dependent or abandoned child shall be provided with the nearest
substitute for a home.

(3) Every child has the right to a well-rounded development of his
personality to the end that he may become a happy, useful and active
member of society.
The gifted child shall be given opportunity and encouragement to
develop his special talents.
The emotionally disturbed or socially maladjusted child shall be treated
with sympathy and understanding, and shall be entitled to treatment
and competent care.
The physically or mentally handicapped child shall be given the
treatment, education and care required by his particular condition.
(4) Every child has the right to a balanced diet, adequate clothing,
sufficient shelter, proper medical attention, and all the basic physical
requirements of a healthy and vigorous life.
(5) Every child has the right to be brought up in an atmosphere of
morality and rectitude for the enrichment and the strengthening of his
character.
(6) Every child has the right to an education commensurate with his
abilities and to the development of his skills for the improvement of his
capacity for service to himself and to his fellowmen.
(7) Every child has the right to full opportunities for safe and
wholesome recreation and activities, individual as well as social, for the
wholesome use of his leisure hours.
(8) Every child has the right to protection against exploitation,
improper influences, hazards, and other conditions or circumstances
prejudicial to his physical, mental, emotional, social and moral
development.
9) Every child has the right to live in a community and a society that
can offer him an environment free from pernicious influences and
conducive to the promotion of his health and the cultivation of his
desirable traits and attributes.
(10) Every child has the right to the care, assistance, and protection of
the State, particularly when his parents or guardians fail or are unable
to provide him with his fundamental needs for growth, development,
and improvement.
(11) Every child has the right to an efficient and honest government
that will deepen his faith in democracy and inspire him with the
morality of the constituted authorities both in their public and private
lives.
(12) Every child has the right to grow up as a free individual, in an
atmosphere of peace, understanding, tolerance, and universal
brotherhood, and with the determination to contribute his share in the
building of a better world.

Article 4: Responsibilities of the Child. - Every child, regardless of the
circumstances of his birth, sex, religion, social status, political
antecedents and other factors shall:
(1) Strive to lead an upright and virtuous life in accordance with the
tenets of his religion, the teachings of his elders and mentors, and the
biddings of a clean conscience;
(2) Love, respect and obey his parents, and cooperate with them in the
strengthening of the family;
(3) Extend to his brothers and sisters his love, thoughtfulness, and
helpfulness, and endeavour with them to keep the family harmonious
and united;
(4) Exert his utmost to develop his potentialities for service,
particularly by undergoing a formal education suited to his abilities, in
order that he may become an asset to himself and to society;
(5) Respect not only his elders but also the customs and traditions of
our people, the memory of our heroes, the duly constituted
authorities, the laws of our country, and the principles and institutions
of democracy;
(6) Participate actively in civic affairs and in the promotion of the
general welfare, always bearing in mind that it is the youth who will
eventually be called upon to discharge the responsibility of leadership
in shaping the nation's future; and
(7) Help in the observance of individual human rights, the
strengthening of freedom everywhere, the fostering of cooperation
among nations in the pursuit of their common aspirations for programs
and prosperity, and the furtherance of world peace.
Works Cited
Acero, V. O., Javier, E. S. & Castro, H. O., 2004. Human Growth, Development and Learning.
Manila: Rex Book Store.
Anon., n.d. Official Gazette: The Child and Youth Welfare Code. [Online]
Available at: http://www.gov.ph/1974/12/10/presidential-decree-no-603-s-1974/
[Accessed 9 August 2013].
Gines, A. C. et al., 1998. Developmental Psychology: A Textbook for College Students in
Pschology and Teacher Education. Manila: Rex Bookstore, Inc..
Owens, K. B., 2006. Child and Adolescent Development: An Integrated Approach. Singapore:
Thomson - Wadsworth.

Wikipedia, 2013. Wikipedia. [Online]
Available at: http://en.wikipedia.org/wiki/Child_development
[Accessed 9 August 2013].
Zulueta, F. M. & Malaya, E. M., 2012. Historical, Anthropological, Philosophical, Legal,
Psychological, Sociological Foundations of Education. Mandaluyong City: National Bookstore.

The child and adolescent learners

More Related Content

What's hot (20)

Similar to The child and adolescent learners (20)

More from Ramil Gallardo (20)

Recently uploaded (20)

The child and adolescent learners