child & adolescent development (educ 1a)

1. CHAPTER II
WHO ARE THE CHILD AND ADOLESCENT
LEARNER?
Child & Adolescent Development (EDUC
1A)
P r e p a r e d b y : Patricia F. Dela Rosa
Raymond F. Villanueva
Joselito Salas
(PROF. ED 1A)

2. CHARACTERISTICS OF
CHILDREN AND ADOLESCENTS

3. Definition of Childhood and Adolescence
CHILDHOOD – the state or time of being a child; especially,
the period from infancy to puberty.
 The time for children to be in school and at play, to
grow strong and confident with the love and
encouragement of their family and an extended
community of caring adults. It is a precious time in
which children should live free from fear, safe from
violence and protected from abuse and exploitation.
(www.unicef.org)

4. Definition of Childhood and Adolescence
Names Used for Early Childhood:
 By Parents: problem age/ troublesome age (less appealing age as
compared to babyhood), toy age.
 By Educators: preschool age.
 By Psychologists: pre-gang age, exploratory age, imitative/creative
age.
Names Used for Late Childhood:
 By Parents: most problematic age, sloppy age, quarrelsome age.
 By Educators: elementary school age, critical period in the
achievement drive.
 By Psychologists: gang age (age of conformity), creative age, play
age.

5. Definition of Childhood and Adolescence
ADOLESCENCE – the period following the onset of puberty
during which a young person develops from a child into an
adult. (ages 13–19 years old)
 Etymological meaning from the Latin word: adolescere which means
“to grow up”.
 a transitional age of physical and psychological human development
generally occurring during the period from puberty to legal
adulthood (age of majority).The period of adolescence is most
closely associated with the teenage years, though its physical,
psychological and cultural expressions can begin earlier and end
later.

6. Definition of Childhood and Adolescence
The 3 main stages of adolescence:
 Early adolescence (9-13 years) – characterized by a spurt of
growth and the development of secondary sexual characteristics.
 Middle adolescence (14-15 years) – this stage is distinguished by
the development of a separate identity from parents, of new
relationships with peer groups and the opposite sex, and of
experimentation.
 Late adolescence (16-19 years) – At this stage, adolescents have
fully developed physical characteristics (similar to adults), and
have formed a distinct identity and have well-formed opinions and
ideas.(NCERT 1999)

7. CHARACTERISTICS OF CHILDREN
6-8 years old 9-10 year old 11-12 years old
PHYSICAL:
What children
can do?
 They learn how to control their
bodies.
 They have a lot of energy.
 They enjoy manipulating
objects.
 They may find handling small
objects or performing fine
motor tasks challenging.
 They enjoy moving and being
active.
 They enjoy sports, dancing and
physically intense games.
 They can play until they are
exhausted.
 They experience physical
changes, especially girls.
 Their energy levels vary.
 They may find it difficult to
control their emotions.
COGNITIVE:
What children
can
understand?
 They learn best by doing.
 Instructions need to be few and
simple.
 They have a limited attention
span and are easily distracted
by their environment.
 They are very imaginative.
 They are curious and enjoy
learning new things.
 They learn best when involved
in a concrete project.
 They may become frustrated
when things do not turn out as
expected.
 They begin to develop abstract
thinking skills.
 They learn well through
imitating role models.
 They are adventurous and enjoy
change.
 They have a good attention
span.
SOCIAL:
What types of
relationships
children can
have?
 They can be somewhat self-
centered.
 They play better in pairs than in
groups.
 They need to be constantly
reminded of the group rules.
 They like to express
themselves, but must be asked
directly.
 They place increasing
importance on friendships.
 They enjoy playing and taking
up group challenges.
 They are sometimes
competitive.
 They can express what they like
or do not like, but their
judgment is sometimes not well
developed.
 They enjoy working in teams.
 They seek the approval of their
peers.
 They are more independent and
begin to question authority.
 They enjoy projects that
involve in helping others and
social justice.

8. CHARACTERISTICS OF ADOLESCENTS
PHYSICAL:
 Experiences onset of puberty, develop secondary sex
characteristics.
 Grow rapidly, are often clumsy and uncoordinated.
 A concern with changes in body size and shape. Become
highly self-conscious, body image can affect self-image.
 Restlessness and fatigue due to hormonal changes.
 A need for physical activity because of increased energy.
 Developing sexual awareness, and often touching and
bumping into others.
 Physical vulnerability resulting from poor health/dietary
habits or engaging in risky behaviors.

9. CHARACTERISTICS OF ADOLESCENTS
 COGNITIVE-INTELLECTUAL
 Moving from concrete to abstract thinking. Develop ability to
think abstractly, but many still think literal terms.
 An ability to be self-reflective. Develop critical thinking skills and
become more self-aware, self-critical.
 Exhibit increased communication skills.
 Become argumentative and demonstrate an intense need to be
“right”.
 Develop decision-making skills and want a voice in their choices.
 Show intense focus on a new interest but lack discipline to
sustain.
 Prefers active over passive learning experiences.
 Interest in interacting with peers during learning activities.
 Demand the relevance in learning and what is being taught.
 Developing the capacity to understand higher levels of humor,
some of which may be misunderstood by adults to be sarcastic or
even aggressive.

10. CHARACTERISTICS OF ADOLESCENTS
EMOTIONAL
 Are unpredictable emotionally, are sensitive and prone to outbursts.
 Are vulnerable to emotional pleas and can be easily manipulated.
 Exhibit an increasing capacity for empathy.
 Experience increasing sexual feelings, may engage in sexual behavior
without realizing consequences.
 Needing to release energy, with sudden outbursts of activity.
 A desire to become independent and to search for adult identity and
acceptance.
 Self-consciousness and being sensitive to personal criticism.
 Concern about physical growth and maturity.
 A belief that their personal problems, feelings, and experiences are
unique to themselves.
 Overreacting to ridicule, embarrassment, and rejection.
 Seeking approval of peers and others with attention-getting
behaviors.

11. CHARACTERISTICS OF ADOLESCENTS
SOCIAL-INTERPERSONAL
 Display a more social consciousness.
 Are more aware of relationships and have a strong need to
belong.
 Exhibit desire for independence and autonomy.
 Experience a shift in dependence on family to dependence
on peers.
 Able to critically compare parents with others.
 Seek deeper friendships based on shared interests, loyalty.
 Experience increased interest in opposite sex, though may
often feel uncomfortable and awkward with the other sex.
 Modeling behavior after that of older students, not
necessarily that of parents and other adults.

12. CHARACTERISTICS OF ADOLESCENTS
SOCIAL-INTERPERSONAL
 Experimenting with ways of talking and acting as part of
searching for a social position with peers.
 Exploring questions of racial and ethnic identity and seeking
peers who share the same background.
 Exploring questions of sexual identity in visible or invisible ways.
 Feeling intimidated or frightened by the initial middle school
experience.
 Liking fads and being interested in popular culture.
 Overreacting to ridicule, embarrassment, and rejection.
 Seeking approval of peers and others with attention-getting
behaviors.
 As interpersonal skills are being developed, fluctuates between a
demand for independence and a desire for guidance and direction

13. CHARACTERISTICS OF ADOLESCENTS
MORAL
 Tend to be legalistic, focusing on “rules” and “fairness”.
 Retain moral beliefs of parents but begin to test rules of
childhood.
 Are influenced by the values of peers.
 Form a more personal conscience; seek moral criteria that
make sense to them.
 Exhibit a stronger sense of responsibility toward larger
society.
 An understanding of the complexity of moral issues
(question values, cultural expressions, and religious
teachings).

14. CHARACTERISTICS OF ADOLESCENTS
MORAL
 Being capable of and interested in participating in
democracy.
 Impatience with the pace of change, and underestimating
how difficult it is to make social changes.
 Needing and being influenced by adult role models who
will listen and be trustworthy.
 Relying on parents and important adults for advice, but
wanting to make their own decisions.
 Judging others quickly, but acknowledging one’s own faults
slowly.
 Show compassion and are vocal for those who are
downtrodden or suffering and have special concern for
animals and environmental issues.

15. CHARACTERISTICS OF ADOLESCENTS
SPIRITUAL
 Exhibit “affinitive faith” (faith identity shaped by family
and community).
 Are open to service opportunities primarily to connect with
peers, test skills.
 Can be open to new prayer experiences.
 Seek adult role models who live their faith authentically.
 Desire a deeper relationship with God.
 Begin moving away from religious imagery, beliefs, and
practices of childhood; may begin to explore new images of
God.

16. • PREPARED BY: Raymond F. Villanueva

17. Presidential Degree no. 603
“Child and Youth Welfare Code”
Article 3 – Rights of a Child
Rights of a 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.

18. Rights of a Child
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.

19. 2. Every child has the right
to a wholesome family life
that will provide him/her with
love, care and
understanding, guidance
and counseling, and moral
and material security.
Rights of a Child

20. 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.
Rights of a Child

21. 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.
Rights of a Child

22. 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.
Rights of a Child

23. 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.
Rights of a Child

24. 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.
Rights of a Child

25. 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.
Rights of a Child

26. 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.
Rights of a Child

27. 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.
Rights of a Child

28. 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.
Rights of a Child

29. 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.
Rights of a Child

30. THE SITUATION OF FILIPINO
CHILDREN AND YOUNG
PERSONS

31. THE SITUATION OF FILIPINO CHILDREN AND YOUNG
PERSONS
 While there will always be young people who continue to experiment
with sex, drugs and alcohol, today’s generation of young Filipinos seem to
behave better compared to their counterpart a decade ago.
 Findings from the 2013 Young Adult Fertility and Sexuality Study
(YAFS 4) released today by the Demographic Research and Development
Foundation, Inc. (DRDF) and the University of the Philippines Population
Institute (UPPI) show that the levels of current drug use, drinking alcohol
and smoking among young people aged 15-24 have dropped considerably.
The declining pattern is found in the practices of both young men and
women, as well as in younger and older youth.

32. THE SITUATION OF FILIPINO CHILDREN AND YOUNG
PERSONS
 The percentage of young people who are “current smokers” declined
from 20.9 percent in 2002 to 19.7 percent in 2013.
 Eleven years ago, 41 percent of young Filipinos reported to be
“current alcohol drinkers”. Now, 37 percent of young adults are engaged in
this behavior.
 But the most substantial decline is found in drug use. Only 4 percent
admitted to have ever used drugs in 2013, compared to almost 11 percent in
2002.
 The National Capital Region has the highest level of youth smokers
(27 percent) while ARMM registered the lowest. Only 12 percent of young
people in ARMM are smokers.

33. THE SITUATION OF FILIPINO CHILDREN AND YOUNG
PERSONS
 A total of 1,100 Filipino youth aged 15 to 24 years old were recorded
as HIV-positive from January to August 2014. In August alone, 146 cases of
HIV in the same age bracket were recorded by the Department of Health.
 The Filipino youth are worse off than their counterparts in countries
such as Vietnam, Indonesia, Morocco, and Ghana, - countries, like the
Philippines, that are also classified as "lower-middle income" - a study said.
 In a survey conducted by Global Youth Well-being Index, which
measures a set of 40 indicators that address the overall national environment,
youth-specific outcomes, and youths' outlook and satisfaction levels across
six interconnected aspects of their lives (domains): citizen participation,
economic opportunity, education, health, information and communications
technology (ICT), and safety and security. The Philippines placed 22nd
among 30 countries included in the rankings.

34. THE SITUATION OF FILIPINO CHILDREN AND YOUNG
PERSONS
 The Filipino youth, the study said, ranked weakest at citizen
participation (24th) and economic opportunity (24th). They also ranked
23rd in Information and Communications Technology (ICT), 21st in
health, 19th in education, and 18th in safety and security.
 The literacy rate of youth in Philippines was reported at 98 percent in
2013 (NSO, 2013). The literacy rate of young Filipinos has improved
over the last 30 years, from 92% in 1980 to 98% in 2008.
 A total of 5,825,425 children and youth are at risk: consisting of
3,000,000 children with disabilities, 246,011 street children; 64,000 victims
of armed conflict; 2,400,000 who are exposed to hazardous working
conditions; 4,097 sexually abused; 11,317 in conflict with the law; 3,694
abandoned and neglected, and 100,000 commercial sexually exploited.

35. THE SITUATION OF FILIPINO CHILDREN AND YOUNG
PERSONS
 Latest statistics of street and working children show that there are
approximately four million street and working children and youth in the
country which accounted for 20% of the total number of employed persons.
 Out of this 2.2 million children and youth, are forced to stop
schooling who are working in hazardous conditions.
 These children are vulnerable to abuse and exploitation. About 37
percent of the children work from5-8 hours a day, while approximately nine
percent worked for more than eight hours and about one-fourth worked even
in the evenings

36. REFERENCES :
http://www.philstar.com/news-
feature/2014/04/04/1308788/filipino-youth-worse-peers-
asia-africa
http://www.drdf.org.ph/yafs4/pressrelease/02-06-2014/02
http://newsinfo.inquirer.net/643304/did-you-know-
filipino-youth-who-are-hiv-positive
http://www.academia.edu/9402749/Ameliorating_Poverty
_The_Views_of_Filipino_Youth
http://www.bgcgrandrapids.org/uploads/files/Youth_Deve
lopment_Characteristics.pdf

37. THANK YOU. 