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CAPIZ STATE UNIVERSITY
Fuentes Drive, Roxas City, Capiz, Philippines Tel. No. (036) 6214-578 Fax No. (036) 6214- website: www.capsu.edu.ph email address: [email protected] Accredited: Accrediting Agency of Chartered Colleges and Universities of the Philippines (AACCUP) Member : Philippine Association of State Universities and Colleges (PASUC)
Module in Ed 101
The Child
and
Adolescent Learners
And
Learning Principles
Ellen Mae P. Delos Santos
Eimee D. Potato
Course Facilitators
Module 1: Learner – Centered Psychological Principles (LCP)
Overview:
CAPIZ STATE UNIVERSITY
Fuentes Drive, Roxas City, Capiz, Philippines Tel. No. (036) 6214-578 Fax No. (036) 6214- website: www.capsu.edu.ph email address: [email protected] Accredited: Accrediting Agency of Chartered Colleges and Universities of the Philippines (AACCUP) Member : Philippine Association of State Universities and Colleges (PASUC) The learner is the center of instruction. The world of instruction revolves around the learner. The fourteen (14) learner-centered principles will serve as a guide in determining appropriate pedagogy for learners at different stages. Learning Outcomes: At the end of this module, you must have:
- explained the 14 principles.
- identified ways on how to apply the 14 principles in instruction as a future teacher. Content: Learner-centered Psychological Principles Discussion: The following 14 psychological principles pertain to the learner and the learning process that were put together by the American Psychological Association. Cognitive and Metacognitive Factors
- Nature of the learning process The learning of complex subject matter is most effective when it is an intentional process of constructing meaning from information and experience.
- Goals of the learning process The successful learner, over time and with support and instructional guidance, can create meaningful, coherent representations of knowledge.
- Construction of knowledge The successful learner can link new information with existing knowledge in meaningful ways.
- Strategic thinking The successful learner can create and use a repertoire of thinking and reasoning strategies to achieve complex learning goals.
- Thinking about thinking Higher order strategies for selecting and monitoring mental operations facilitate creative and critical thinking.
- Context of learning Learning is influenced by environmental factors, including culture, technology, and instructional practices. Motivational and Affective Factors
- Motivational and emotional influences on learning What and how much is learned is influenced by the learner’s motivation. Motivation to learn, in turn, is influenced by the individual’s emotional states, beliefs, interests and goals, and habits of thinking.
- Intrinsic motivation to learn The learner’s creativity, higher order thinking, and natural curiosity all contribute to motivation to learn. Intrinsic motivation is stimulated by tasks of optimal
CAPIZ STATE UNIVERSITY
Fuentes Drive, Roxas City, Capiz, Philippines Tel. No. (036) 6214-578 Fax No. (036) 6214- website: www.capsu.edu.ph email address: [email protected] Accredited: Accrediting Agency of Chartered Colleges and Universities of the Philippines (AACCUP) Member : Philippine Association of State Universities and Colleges (PASUC) Lesson 1 – Human Development: Meaning, Concepts and Approaches Lesson 2 – The Stages of Development and Development Tasks Lesson 3 – Issues on Human Development Lesson 4 – Research in Child and Adolescent Development Overview: Human development is the pattern of movement or change that begins at conception and continues through the life span. Development includes growth and decline. This means that development can be positive or negative (Santrock, 2002). For every developmental stage, there is an expected developmental task. Each of us has his/her own informal way of looking at our own and other people’s development. These paradigms of human development while obviously lacking in scholastic vigor, provide us with a conceptual framework for understanding ourselves and others. Scholars have come up with their own models of human development. Back up by solid research, they take stand on issues on human development. Learning Outcomes: At the end of this module, you must have:
- distinguished between the traditional and life-span approach of development
- described the developmental tasks in each development stage
- took a research-based position on the three (3) issues on development. Content: Two approaches to human development - Traditional Approach - Life-span Approach Stages of Development - Pre-natal period - Infancy - Early Childhood - Middle and Late Childhood - Adolescence - Early Adulthood - Middle Adulthood - Late Adulthood Issues on Human Development - Nature versus Nurture - Continuity versus Discontinuity - Stability versus Change Research in Child and Adolescent Development - Teachers as Consumers/End Users of Research - Teachers as Researchers
CAPIZ STATE UNIVERSITY
Fuentes Drive, Roxas City, Capiz, Philippines Tel. No. (036) 6214-578 Fax No. (036) 6214- website: www.capsu.edu.ph email address: [email protected] Accredited: Accrediting Agency of Chartered Colleges and Universities of the Philippines (AACCUP) Member : Philippine Association of State Universities and Colleges (PASUC)
- The Scientific Method - Research Designs - Data-Gathering Techniques - Ethical Principles - The Data Privacy Act of 2012 (RA 10173) - Impact of Teachers’ Research Involvement on Teachers Discussion: Human development is t he pattern of movement or change that begins at conception and continues through the lifespan. Two approaches to human development: 1. Traditional approach – If you believe that a child shows extensive change from birth to adolescence, little or no change in adulthood and decline in late old age. 2. Life-span approach – If you believe that even in adulthood developmental change takes place as it does during childhood. Characteristics of human development from a life-span perspective according to Paul Baltes (Santrock, 2002)
- Development is lifelong. It does not end in adulthood. No developmental stage dominates development.
- Development is plastic. Development is possible throughout the lifespan.
- Development is multidimensional. - Development as a process is complex because it is the product of biological, cognitive and socioemotional processes (Santrock, 2002). - Development is relatively orderly. (http://www.cdipage.com/development.htm) - Development takes place gradually. (http://www.cdipage.com/development.htm)
- Development is contextual. Individuals are changing beings in a changing world.
- Development involves growth, maintenance and regulation. Concept of developmental tasks Developmental task is defined as one that arises at a certain period in our life, the successful achievement of which leads to happiness and success with later tasks while failure leads to unhappiness, social disapproval, and difficulty with later tasks (Havighurts, 1972).
CAPIZ STATE UNIVERSITY
Fuentes Drive, Roxas City, Capiz, Philippines Tel. No. (036) 6214-578 Fax No. (036) 6214- website: www.capsu.edu.ph email address: [email protected] Accredited: Accrediting Agency of Chartered Colleges and Universities of the Philippines (AACCUP) Member : Philippine Association of State Universities and Colleges (PASUC)
- Adolescence – (10-12 years of age ending up to 18-22 years of age). Begins with rapid physical changes – dramatic gains in height and weight, changes in body contour; and the development of sexual characteristics such as enlargement of the breasts, development of pubic and facial hair, and deepening of the voice. Pursuit of independence and identity are prominent. Thought is more logical, abstract and idealistic. More is spent outside of the family.
- Early adulthood (from late teens or early 20s lasting through the 30s) – It is a time of establishing personal and economic independence, career development, selecting a mate, learning to live with someone in an intimate way, starting a family and rearing children.
- Middle adulthood (40 to 60 years of age) – It is a time of expanding personal and social involvement and responsibility; of assisting the next generation in becoming competent and mature individuals; and of reaching and maintaining satisfaction in a career.
- Late adulthood (60s and above) It is a time for adjustment to decreasing strength and health, life review, retirement, and adjustment to new social roles. Development is not all nature or all nurture, not all continuity or discontinuity and not all stability or all change (Lerner, 1998 as quoted by Santrock, 2002). Both nature and nurture, continuity and discontinuity, stability and change characterize our life-span development. The key to development is the interaction of nature and nurture rather than either factor alone (Rutter, 2001 as quoted by Santrock, 2002). In other words, it is a matter of “both-and” not “either-or”. Both genes and environment are necessary for a person even to exist. Without genes, there is no person; without environment, there is no person (Scarr and Weinberg, 1980, quoted by Santrock, 2002). Heredity and environment operate together – or cooperate and interact – to produce a person’s intelligence, temperament, height, weight… ability to read and so on.
CAPIZ STATE UNIVERSITY
Fuentes Drive, Roxas City, Capiz, Philippines Tel. No. (036) 6214-578 Fax No. (036) 6214- website: www.capsu.edu.ph email address: [email protected] Accredited: Accrediting Agency of Chartered Colleges and Universities of the Philippines (AACCUP) Member : Philippine Association of State Universities and Colleges (PASUC) If heredity and environment interact, which one has a greater influence or contribution, heredity or environment? The relative contributions of heredity and environment are not additive. So we can’t say 50% is a contribution of heredity and 50% of environment. Neither is it correct to say that full genetic expression happens once, around conception or birth, after which we take our genetic legacy into the world to see how far it gets us. Genes produce proteins throughout the life span, in many different environments. Or they don’t produce these proteins, depending on how harsh or nourishing those environments are. (Santrock, 2002). Issues on Human Development There are a number of important issues that have been debated throughout the history of developmental psychology. The major questions include the following: Is development due more to genetics or environment? Does development occur slowly and smoothly, or do changes happen in stages? Do early childhood experiences have the greatest impact on development or are later events equally important? First Issue: Nature vs. Nurture This is the degree to which human behavior is determined by genetics/biology (nature) or learned through interacting with the environment (nurture). Nature refers to the process of biological maturation inheritance and maturation. One of the reasons why the development of human beings is so similar is because our common specifies heredity (DNA) guides all of us through many of the same developmental changes at about the same points in our lives. Nurture refers to the impact of the environment, which involves the process of learning through experiences. Philosophers such as Plato and Descartes supported the idea that some ideas are inborn. On the other hand, thinkers such as John Locke argued for the concept of tabula rasa— a belief that the mind is a blank slate at birth, with experience determining our knowledge. Some aspects of development are distinctly biological, such as puberty. However, the onset of puberty can be affected by environmental factors such as diet and nutrition. Second Issue: Continuity vs. Discontinuity These are two competing theories in developmental psychology that attempt to explain how people change through the course of their lives, where the continuity theory says that someone changes throughout their life along a smooth course while the discontinuity theory instead contends that people change abruptly. These changes can be described as a wide variety of someone's social and behavioral makeup, like their emotions, traditions, beliefs.
CAPIZ STATE UNIVERSITY
Fuentes Drive, Roxas City, Capiz, Philippines Tel. No. (036) 6214-578 Fax No. (036) 6214- website: www.capsu.edu.ph email address: [email protected] Accredited: Accrediting Agency of Chartered Colleges and Universities of the Philippines (AACCUP) Member : Philippine Association of State Universities and Colleges (PASUC) Research in Child and Adolescent Development Teachers as Consumers/End Users of Research Research enables teachers to come up with informed decision on what to teach and how to teach. This involves decisions related to educational policies, curriculum, effective teaching-learning process, and even those involving research, too. Teachers as Researchers The conduct of research does not only belong to thesis and dissertation writers. It is for students and teachers, too. The Scientific Method 5 steps of the scientific method
- Identify and define the problem
- Determine the hypothesis
- Collect and analyze data
- Formulate Conclusions
- Apply conclusions to the original hypothesis Research Designs
- Case Study – an in-depth look at an individual
- Correlational Study – a research design that determines associations
- Experimental Study – a research design that determines cause-and-effect relationships
- Naturalistic Observation – a research design that focuses on children’s experiences in natural settings
- Longitudinal – this research design studies and follows through a single group over a period of time
- Cross-sectional – a research strategy in which individuals of different ages are compared at one time
- Sequential – This is the combined cross-sectional and longitudinal approaches to learn about life-span development (Schale, 1993 as cited by Satrock, 2002).
- Action Research – is a reflective process of progressive problem-solving led by individuals working with others in teams or as part of a “community of practice” to improve the way they address issues and solve problems. Data-Gathering Techniques
- Observation – behavior is observed in either laboratories or natural settings like classrooms, home in neighborhood.
- Physiological Measures – certain indicators of children’s development such as, among others, heart rate, hormonal levels, bone growth, body weight, and brain activity are measured.
- Standardized – these are prepared tests that assess individuals’ performance in different domains.
CAPIZ STATE UNIVERSITY
Fuentes Drive, Roxas City, Capiz, Philippines Tel. No. (036) 6214-578 Fax No. (036) 6214- website: www.capsu.edu.ph email address: [email protected] Accredited: Accrediting Agency of Chartered Colleges and Universities of the Philippines (AACCUP) Member : Philippine Association of State Universities and Colleges (PASUC)
- Interviews and Questionnaires – involve asking the participants to provide information about themselves based on the interview or questionnaire given by the researcher.
- Life-history Records – these are records of information about a lifetime chronology of events and activities. Ethical Principles
- Ethical standards of the American Educational Research Association http://www.aera.net/uploadedFiles/About_AERA/Ethical_Standards/EthicalStandards. pdf
- Ethical Standards for Research with Children – Society for Research in Child Development (USA) http://www.srcd.org/index.php?option=com_content&task=view&id=68&Itemed= 110
- Standards of the American Psychological Association Concerning Research http://www.lcsc.edu/policy/Policy/1.112a.PDF Read and reflect on them. Some key points which are enumerated by the National Association for the Education of Young Children (NAEYC):
- Research procedures must never harm children, physically or psychologically.
- Children and their families have the right to full information about the research in which they may participate, including possible risks and benefits.
- Children’s questions about the research should be answered in a truthful manner and in ways that children can understand.
- There should be respect for privacy. The Data Privacy Act of 2012 (R.A. 10173) For more details, read RA 10173 Impact of Teachers’ Research Involvement on Teachers
- Teachers who have been involved in research may become more reflective, more critical and analytical in their teaching and more open and committed to professional development (Rust 2007).
- Participating in teacher research also helps teachers become more deliberate in their decision-making and actions in the classroom.
- Teacher research develops the professional dispositions of lifelong learning, reflective and mindful teaching, and self-transformation (Stringer, 2007).
- Engaging in teacher research at any level may lead to rethinking and reconstructing what it means to be a teacher or teacher educator and consequently, the way teachers relate to children and students.
- Teacher research has the potential to demonstrate to teachers and prospective teachers that learning to teach is inherently connected to learning to inquire (Borko, Liston & Whitcomb 2007)
CAPIZ STATE UNIVERSITY
Fuentes Drive, Roxas City, Capiz, Philippines Tel. No. (036) 6214-578 Fax No. (036) 6214- website: www.capsu.edu.ph email address: [email protected] Accredited: Accrediting Agency of Chartered Colleges and Universities of the Philippines (AACCUP) Member : Philippine Association of State Universities and Colleges (PASUC) References: Corpuz, B.B., Lucas, M.R.D., Borabo, H.G.L., & Lucido, P.I. (2018). The Child and Adolescent Learners and Learning Principles. Metro Mania:Lorimar Publishing, Inc. Corpuz, B.B., Lucas, M.R.D., Borabo, H.G.L., & Lucido, P.I. (2015). Child and Adolescent Development: Looking at Learners at Different Life Stages. Metro Manila:Lorimar Publishing, Inc. Havighurst, R.J. (1972). Developmental Task and Education. New York: D. McKay Company. Santrock, John W. (2002). Life-Span Development, 8th^ ed., New York: McGraw- Hill Companies. Data Privacy Act of 2012 (R.A. 10173) http://www.cdipage.com/development.htm http://www.aera.net/uploadedFiles/About_AERA/Ethical_Standards/EthicalStandards.pdf http://www.srcd.org/index.php?option=com_content&task=view&id=68&Itemed= http://www.lcsc.edu/policy/Policy/1.112a.PDF
