The Child and Adolescent Learners

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 •

MEM 505: CHILD AND ADOLESCENT DEVELOPMENT

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change are determined by the interaction of heredity and environmental factors. 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. 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). 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. 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) 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. 


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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. 

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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.


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(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.


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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.


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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.


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The Child and Adolescent Learners

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