CHILD and ADOLESCENT DEVELOPMENT

(Prof. Ed. 1)

Components of the Educative Process:

1. LEARNER2. TEACHER3. SCHOOL

GROWTH and DEVELOPMENT

GROWTH

Is physical change and increase in size.

It can be measured quantitatively.

Indicators of growth include height, weight, bone size, and dentition.

Growth rates vary during different stages of growth and development.

The growth rate is rapid during the prenatal, neonatal, infancy and adolescent stages and slows during childhood.

Physical growth is minimal during adulthood.

DEVELOPMENT

Is an increase in the complexity of function and skill progression.

It is the capacity and skill of a person to adapt to the environment.

An increase in skill or the ability to function (qualitative). Syn; maturation.

Development is the behavioral aspect of growth.

PRINCIPLES OF GROWTH AND DEVELOPMENT

Growth and development are continuous processes from conception until death.

Growth and development proceed in an orderly sequence.

Different children pass through the predictable stages at different rates.

All body systems do not develop at the same rates.

Development is cephalocaudal.

Development proceeds from proximal to distal body parts.

Development proceeds from gross to refined skills.

There an optimum time for initiation of experiences or learning.

Neonatal reflexes must be lost before development can proceed.

A great deal of skill and behavior is learned by practice.

FACTORS INFLUENCING GROWTH AND DEVELOPMENT

1. GENETICS

GenderHealthIntelligenceTemperament

-usual reaction or pattern of an individual, or an individual characteristic manner of thinking, behaving, or reacting to stimuli in the environment

REACTION PATTERNS:

Activity LevelRhythmicityApproachAdaptabilityIntensity of ReactionDistractibilityAttention Span and PersistenceThreshold of ResponseMood Quality

2. ENVIRONMENT

Socioeconomic LevelParent-Child RelationshipOrdinal Position in the FamilyHealthNutrition

PRINCIPLES OF DEVELOPMENT

1.Phylogenetic principle- states that development follows an orderly sequence which is predictable and is true to all members of certain race.

Predictable trends of development:1. Cephalocaudal trend2. Proximodistal

2. Ontogenetic principle- the rate of development is unique to every individual. It is brought about by one’s heredity as well as environmental influences.

Five Areas of Development

1. Physical Development

The changes in size, shape, and physical maturity of the body, including physical abilities and coordination.

2. Intellectual Development

The learning and the use of language; ability to reason, problem solve, and organize ideas; it is related to the physical growth of the brain.

3. Social Development

The process of gaining the knowledge and skills needed to interact successfully with others.

4. Emotional Development

Feelings and emotional responses to events; changes in understanding one’s own feelings and appropriate forms of expressing them.

5. Moral Development

The growing understanding of right and wrong, and the change in the behavior caused by that understanding; sometimes called a conscience.

The Child and Youth Welfare CodePresidential Decree No. 603Date of Effectivity: 10 June 1975

The Child and Youth Welfare Code (P.D. No. 603), is a comprehensive legal document which codifies the rights and responsibilities of children in general and extends protection to children in vulnerable situations, specifically dependent, neglected and abandoned, the physically and mentally disabled, and children in conflict with the law.

The molding of the character of the child start at the home. Consequently, every member of the family should strive to make the home a wholesome and harmonious place as its atmosphere and conditions will greatly influence the child’s development.

The natural right and duty of parents in the rearing of the child for civic efficiency should receive the aid and support of the government. Other institutions, like the school, the church, the guild, and the community in general, should assist the home and the State in the endeavor to prepare the child for the responsibilities of adulthood.

ART.3 Rights 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 counseling, 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.