Ed 101 - Child and Adolescent Learners and Learning Principles

Module 1: Learner – Centered Psychological Principles (LCP)

Overview:
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:
1. explained the 14 principles.
2. 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

1. 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.
2. Goals of the learning process
The successful learner, over time and with support and instructional guidance, can
create meaningful, coherent representations of knowledge.
3. Construction of knowledge
The successful learner can link new information with existing knowledge in
meaningful ways.
4. Strategic thinking
The successful learner can create and use a repertoire of thinking and reasoning
strategies to achieve complex learning goals.
5. Thinking about thinking
Higher order strategies for selecting and monitoring mental operations facilitate
creative and critical thinking.
6. Context of learning
Learning is influenced by environmental factors, including culture, technology,
and instructional practices.
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Motivational and Affective Factors
7. 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.
8. 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
novelty and difficulty, relevant to personal interests, and providing for personal
choice and control.
9. Effects of motivation on effort
Acquisition of complex knowledge and skills requires extended learner effort and
guided principles. Without learners’ motivation to learn, the willingness to exert
this effort is unlikely without coercion.

Developmental and Social Factors

10. Developmental influences on learning
As individuals develop, there are different opportunities and constraints for
learning. Learning is most effective when differential development within and
across physical, intellectual, emotional, and social domains is taken into account.
11. Social influences on learning
Learning is influenced by social interactions, interpersonal relations, and
communication with others.

Individual Differences Factors

12. Individual differences in learning
Learners have different strategies, approaches, and capabilities for learning that are
a function of prior experience and heredity.
13. Learning and diversity
Learning is most effective when difference in learners’ linguistic, cultural, and
social backgrounds are taken into account.
14. Standards and assessment
Setting appropriately high and challenging standards and assessing the learner as
well as learning progress – including diagnostic, process, and outcome assessment
– are integral parts of the learning process.

Exercises:
Out of the topic presented, summarize them using a graphic organizer.

Evaluation:
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 Directions:
1. Please go over all the categories of the 4 factors.
2. Write applications to teaching and learning for each category listed.

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.

Eimee D. Potato, EdD

Course Facilitator
Ed 101 - Child and Adolescent Learners and Learning Principles

Module 2: Basic Concepts and Issues on Human Development

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:
1. distinguished between the traditional and life-span approach of development
2. described the developmental tasks in each development stage
3. took a research-based position on the three (3) issues on development.

Content:
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  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
- 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:
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)
1. Development is lifelong.
2. Development is plastic.
3. 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)
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 - Development takes place gradually.
(http://www.cdipage.com/development.htm)
4. Development is contextual.
5. 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).

Developmental stages
The eight (8) developmental stages cited by Santrock are the same with
Havighurst’s six (6) developmental stages only that Havighurst did not include prenatal
period. Havighurst combined infancy and early childhood while Santrock mentioned them
as two (2) separate stages.

The developmental tasks (Santrock, 2002)

1. Prenatal period (from conception to birth) – It involves tremendous growth – from
a single cell to an organism complete with brain and behavioral capabilities.
2. Infancy (from birth to 18-24 months) – A time of extreme dependence on adults.
Many psychological activities are just beginning – language, symbolic thought,
sensorimotor coordination and social learning.
3. Early childhood (end of infancy to 5-6 years (Grade 1) – These are the preschool
years. Young children learn to become more self-sufficient and to care for
themselves, develop school readiness skills and spend many hours in play with
peers.
4. Middle and late childhood (6-11 years of age, the elementary school years) – The
fundamental skills of reading, writing and arithmetic are mastered. The child is
formally exposed to the larger world and its culture. Achievement becomes a more
central theme of the child’s world and self-control increases.
5. 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.
6. 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.
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 7. 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.
8. 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.
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).

Teachers as Consumers/End Users of Researchl/Researchers

The Scientific Method

5 steps of the scientific method
1. Identify and define the problem
2. Determine the hypothesis
3. Collect and analyze data
4. Formulate Conclusions
5. Apply conclusions to the original hypothesis

Research Designs
1. Case Study – an in-depth look at an individual
2. Correlational Study – a research design that determines associations

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 3. Experimental Study – a research design that determines cause-and-effect
relationships
4. Naturalistic Observation – a research design that focuses on children’s experiences
in natural settings
5. Longitudinal – this research design studies and follows through a single group over a
period of time
6. Cross-sectional – a research strategy in which individuals of different ages are
compared at one time
7. Sequential – This is the combined cross-sectional and longitudinal approaches to
learn about life-span development (Schale, 1993 as cited by Satrock, 2002).
8. 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
1. Observation – behavior is observed in either laboratories or natural settings like
classrooms, home in neighborhood.
2. 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.
3. Standardized – these are prepared tests that assess individuals’ performance in
different domains.
4. Interviews and Questionnaires – involve asking the participants to provide
information about themselves based on the interview or questionnaire given by the
researcher.
5. Life-history Records – these are records of information about a lifetime chronology
of events and activities.

Ethical Principles
1. Ethical standards of the American Educational Research Association
http://www.aera.net/uploadedFiles/About_AERA/Ethical_Standards/EthicalStanda
rds.pdf
2. 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
3. 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):
1. Research procedures must never harm children, physically or psychologically.
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Member: Philippine Association of State Universities and Colleges
Association of Marketing Educators of the Philippines, Inc.
Council of Management Educators and Practitioners in the Philippines
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 2. Children and their families have the right to full information about the research in
which they may participate, including possible risks and benefits.
3. Children’s questions about the research should be answered in a truthful manner
and in ways that children can understand.
4. 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

1. 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).
2. Participating in teacher research also helps teachers become more deliberate in
their decision-making and actions in the classroom.
3. Teacher research develops the professional dispositions of lifelong learning,
reflective and mindful teaching, and self-transformation (Stringer, 2007).
4. 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.
5. 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)

Exercises:
1. In the light of researches on human development, which of the two approaches
is closer to the truth – traditional or lifespan? Why?
2. Come up with an object to symbolize each period or stage of development.
3. With regard to the nurture-nature, continuity-discontinuity and change-stability
controversies, the wiser stand
is:______________________________________.

Evaluation:
Directions: Put a check √ before a correct statement and an X before a wrong one.
If you put X, explain why.
_____ 1. Development is a pattern of change.

____________________________________________________________________
_____ 2. Development is either growth or decline.

____________________________________________________________________
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Member: Philippine Association of State Universities and Colleges
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Entrepreneurship Educator’s Association of the Philippines
_____ 3. From both traditional and life-span perspectives development is lifelong.

____________________________________________________________________
_____ 4. In the development process, there are things that hold true to all people.

____________________________________________________________________
_____ 5. Individuals develop uniformly.

____________________________________________________________________
_____ 6. Developmental tasks are only for the first 3 stages of human development.

____________________________________________________________________
_____ 7. Preschool age corresponds to early childhood stage.

____________________________________________________________________
_____ 8. Mastery of fundamental skills is a major concern during early childhood.

____________________________________________________________________
_____ 9. Play is a great need of children in middle childhood.

____________________________________________________________________
_____ 10. Preparing children for school readiness is the major concern of middle
childhood.

___________________________________________________________________
Research Connection:
Read a research related to issues on human development. Select one research
abstract then, write the problem, the research methodology focusing on the research design
and data-gathering techniques, the findings and conclusions and the source.

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)
Accredited: Accrediting Agency of Chartered Colleges and Universities of the Philippines
Member: Philippine Association of State Universities and Colleges
Association of Marketing Educators of the Philippines, Inc.
Council of Management Educators and Practitioners in the Philippines
Entrepreneurship Educator’s Association of the Philippines
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=110
http://www.lcsc.edu/policy/Policy/1.112a.PDF

Eimee D. Potato, EdD

Course Facilitator

Accredited: Accrediting Agency of Chartered Colleges and Universities of the Philippines

Member: Philippine Association of State Universities and Colleges
Association of Marketing Educators of the Philippines, Inc.
Council of Management Educators and Practitioners in the Philippines
Entrepreneurship Educator’s Association of the Philippines