PED 102 (Child and Adolescent Dev’t)Group 1- Presenter #1

TOPIC: Definition of childhood and adolescence

STRATEGY: Structured overview

Strategy: Structured overview

What is it?- A diagram that show the relationship between key words

and concepts which provide an overview of the topic.

How can I use it?- Use as a note taking format or tie new information to

existing knowledge.- Can be used individually, pairs or small groups.

Useful for the following stages of learning: Activate prior learning Closure

Definition Of Childhood And Adolescence

Childhood

Adolescence

Growth

Development

Quantitative change

Qualitative change

CLOSURE:Life is a changing process. From the moment of

conception to the moment of death, human beings undergo many complex processes of development. Through life, people have the potential to grow, to change, and to develop.

Childhood refers to the time or state of being a child, the early stage in the existence or development of something. From a historical perspective, childhood can be defined as an evolving series of steps, usually constant, towards adulthood shaped by an extensive array or collection of forces and ideas, that range from ethnicity to class, from region to religion and from gender to politics.

Childhood connotes a time of innocence, where one is free from responsibility but vulnerable to forces in his environment. It suggests a period where one enjoys closeness with parents and shared expectations.

In the past, there were differences in child-rearing customs, material and ethnic cultures, economic standing, and family size. However, there were similarities in the ways children grow up. One thing, all children were educated to meet the needs of communities. For example there were boys who were raised to become farmers and girls to perform the chores required of housewives.

Members of every cultural group raised children to understand their particular traditions including religious faiths, proper use of resources, the importance of family, and appreciation for the larger culture. Each group developed and passed along to the next generation beliefs to sustain them and rituals to remind them of their heritage.

Many of the issues that have characterized children’s experiences in the past continue to shape their lives up to the present. Where there are changes in the demographies (human populations), economics, politics, and ethics of childhood, the basic markers for becoming an adult- completing one’s schooling, finding an occupation, marriage, remained the same (Calvert, 1992).

Adolescence (Latin adolescentia, from adolescere, “to grow up”) is the period of psychological and social transition between childhood and adulthood. In common usage in English countries “adolescent” and “teenager” are synonymous. Adolescence is also defined as the transitional stage of human development in which a juvenile matures into an adult. The transition involves biological, social, and psychological changes.

As a modern cultural and social phenomenon “adolescence” and its end- points are not tied to physical milestones. The word is derived from Latin noun dolor meaning “pain”. It is the stage where the person experiences dramatic changes in the body along with developments in his psychology and career. The onset of adolescence sees children as having completed elementary school and are about to enter secondary education. Between the early childhood and teenage years is preteen.

The ages of adolescence vary by culture. The World Health Organization (WHO) defines adolescence as the period of life between 10 and 19 years of age. In the US for example, adolescence in the period that begins between ages 12 and 14 and ends at 19 or 20.

During this period most children go through the stages of puberty in which in recent times would refer to ages nine and thirteen. Most cultures regard people as becoming adults at various ages of the teenage years.

Growth is often referred to as quantitative change. The process of growing up, including development of the human body as it gets older and the psychosocial development of a person as he or she matures. The child increases in height and weight, and changes in proportion as he progresses toward maturity. These changes in the body and any of its parts are known as physical growth.

We all grow and develop. We usually stop growing taller when we become adults, but we never stop developing. Beginning as small dependent babies, we gradually grow and develop into independent adults who can do more complex tasks as drive a car or use a computer.

Development or qualitative changes refers to the increase in skills and complexity of function resulting in increased specialization. It is the gradual and orderly unfolding of the characteristics of the successive stages of growth.

Development is a progressive series of changes that occur as a result of maturation and experience. This means that development does not consist merely of adding inches to one’s height or of improving one’s ability. Instead, it is a complex process of integrating many structures and functions.

There are two processes in the development that simultaneously take place throughout life- growth or evolution and atrophy or involution (a wasting away, or the failure to grow because of insufficient nutrition). Both begin at a conception and end at death. In the early years, growth predominates, even though atrophic changes occur as early as the embryonic life. In the latter part of life, atrophy predominates, though growth does not stop; hair continues to grow, and cells continue to be replaced. With aging, some parts of the body and mind change more than the others.

Human development is the scientific study of the quantitative and qualitative ways by which people change.

Quantitative changes are changes in the number or amount of something, such as height, weight, or size of vocabulary.

Quantitative difference in child development refer to the changes children encounter as they acquire more knowledge and grow physically larger and stronger. An example of quantitative difference would be a child, who after two years has growth to inches and gained 10 pounds. Growth in height and weight indicates a quantitative difference.

Qualitative changes are changes in kind, structure, or organization, such as changes in the nature of a person’s intelligence or in the way the mind works.

Qualitative changes focus on changes in the way children think, behave and perceive the world differently as they mature. An example of qualitative difference would be a child that a young age has difficulty understanding perspectives of others (otherwise known as egocentrism or selfishness). Children’s perception in thin king change as they get older and evolve into the ability to see things from other’s perspectives. This change in perception represents a qualitative change.

The distinction between quantitative and qualitative change can be seen in the area of memory development. Example: when Jenny was four years old, she could recall only three objects out of a group she had seen a few minutes before: now at 7, she can recall seven objects. Her memory has undergone a quantitative change that is, an increase in how she can remember. She has also experienced a qualitative change in memory, since she has now begin to use such strategies as putting objects she wants to remember into categories to help her recall them (P.H. Miller, 1983 as cited by Papalia, 1989.)

TOPIC : The Rights of Children and Young Persons

STRATEGY : Structured Overview

REPORTER :Kathrine B. Ellorimo

Angel Marie S. RomiscalRose Ann Alberto

Shermina Idris

PED 102 (Child and Adolescent Dev’t)Group 1- Presentor #2

WHY STRUCTURED OVERVIEW?

It is a diagram that shows the relationship

between keywords and concepts which provides an overview of the

topic. It is used as note taking format or tie new information to existing

knowledge and it can also be used individually, pairs or small group.

The rights of children and young person

Presidential Decree No. 603 dated December 10, 1947 ( Bustos, et al., 1999 ) listed down the Rights of Children and Young Persons. This was aimed at understanding children better and for the Filipino teacher to be more aware of the children’s rights. The code contained the following provisions :

To understand and help children better, it is important to every Filipino teacher to be cognizant of such rights. The provisions of the Code regarding such rights are as follows :

All children shall be entitled to the rights herein set forth without distinction as to legitimacy, sex, social stats, religion, political antecedents, and other factors.

11. Every child has the right to an efficient and honest government that will deepen his faith in democracy and inspire him with morality to the constituted authorities both in their public and

private lives.10. Every child has the right to the care,

assistance, and protection of the state particularly

when his parents or guardians fail or unable to

provide him with his fundamental needs for growth, development,

and improvement.

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.

1. Every child is endowed with dignity and worth of a human

being from the moment of his conception, as generally accepted in medical parlance, and

therefore , the right to be born well.

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.

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.

2. Every child has the right to a wholesome

family life that will provide him with love,

care and understanding, guidance and

counselling, moral and material security.

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.

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 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 his fellowmen.

The Rights of Children and Young Persons

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