PED101 - GROUP 1 Periods of Development

UNIT 01: Prenatal Period

MORE BASIC CONCEPTS Conception occurs and development begins.
Definitions of Child and Adolescent Learners There are three stages of prenatal development:
According to UNESCO germinal, embryonic, and fetal periods.
Adolescent learners thrive in school environments INFANCY (Birth to 2years old)
that acknowledge and support their growing desire Infancy is a period when the baby grows very
for autonomy, peer interaction, and abstract fast. During infancy, the baby doubles in length and
cognitive thinking, as well as the increasing triples in weight. Other important changes also
salience of identity – related issues and romantic happen during infancy.
relationships.
According to UNICEF EARLY CHILDHOOD (3 to 5 years old)
A child is any person under the age of 18, and that Between three and five years of age, children
all children have all these rights, no matter who continue to grow rapidly and begin to develop fine-
they are, where they live, what language they motor skills. They can speak in longer sentences
speak, what their religion is, what they think, what and will start asking lots of 'who',
they look like, if they are a boy or a girl, if they have 'what', 'where' and 'why' questions as they try to
a disability, if they are rich or poor, and no matter understand more about the world.
who their parents or families are or what their 'what', 'where' and 'why' questions as they try to
parents or families believe or do. On the other understand more about the world.
hand, adolescence is a defining time in the MIDDLE TO LATE CHILDHOOD (6 to 12 years
development of a child that is characterized by old)
rapid physical growth and neurological sculpting, Children gain greater control over the movement
the onset of puberty and sexual maturity. It is a of their bodies, mastering many gross and fine
critical period for individual identity development motor skills that eluded the younger child. Children
when young people are figuring out who they want will grow an average 2-3 inches each year
to be in the world; an opportunity for growth, throughout this period.
exploration and creativity. Positive social EARLY ADULTHOOD (19 – 29 years old)
relationships and environments enhance feelings of People at this stage of development are probably at
inclusion and belonging and lead to positive the peak of their physiological development.
outcomes. Your body has completed its growth.
According to WHO Physically, you are in the “prime of your life”
Adolescence is the phase of life between childhood At this age people are trying to establish oneself,
and adulthood, from ages 10 to 19. It is a unique more firmly establishing likes, dislikes, preferences,
stage of human development and an important time and becoming more stable emotionally which is
for laying the foundations of good health. considered a sign of maturing.
Growth and Development: Nature or Nurture? MIDDLE ADULTHOOD (30 – 60 years old)
NATURE Many people in middle adulthood show visible
Nature refers about a process of development of an signs of aging.
Individual that is all factors Biologically inherited. It's not just looks, either. Many people struggle with
Example: hearing and vision loss during this stage.
- Physical Attributes During midlife, men and women may experience a
- Characteristics reduction in their ability to reproduce.
- Likes and Dislikes LATE ADULTHOOD (61 years old and above)
NURTURE Change in appearance includes skin becoming
Implies regarding to an experience of a person dryer, thinner, and less elastic in older age. Dark
throughout environmental experiences. patches of skin, called age spots, become more
Example: apparent in the transition to older adulthood.
- Manners Forgetfulness can be a normal part of aging, and
- Attitude Mood swings and abrupt behavioral changes are
- Religious Beliefs fairly common.
- Values There are a variety of social changes that may
occur as we enter late life, including change in work 3. Learning to live with a marriage partner
status or loss of spouse and other significant 4. Starting a family
others. 5. Rearing children
Developmental Tasks and Education 6. Managing a home
Developmental Tasks of Infancy and Early 7. Getting started in an occupation
Childhood (lasts from birth to age 5) 8. Taking on civic responsibility
1. Learning to walk. 9. Finding a congenial social group
2. Learning to take solid foods Developmental Tasks of Middle Age (lasts from
3. Learning to talk age 30 to age 60)
4. Learning to control the elimination of body 1. Achieving adult civic and social responsibility
wastes 2. Establishing and maintaining an economic
5. Learning sex differences and sexual modesty standard of living
6. Forming concepts and learning language to 3. Assisting teenage children to become
describe social and physical reality. responsible and happy adults
7. Getting ready to read 4. Developing adult leisure-time activities
Developmental Tasks of Middle Childhood 5. Relating oneself to one’s spouse as a person
(lasts from age 6 to age 12) 6. Accepting and adjusting to the physiologic
1. Learning physical skills necessary for ordinary changes or middle age
games. 7. Adjusting to aging parents.
2. Building wholesome attitudes toward oneself as Developmental Tasks of Later Maturity (is the
a growing organism time of life after age 60)
3. Learning to get along with age-mates 1. Adjusting to decreasing physical strength and
4. Learning an appropriate masculine or feminine health
social role 2. Adjusting to retirement and reduced income
5. Developing fundamental skills in reading, writing, 3. Adjusting to death of a spouse
and calculating 4. Establishing an explicit affiliation with one’s age
6. Developing concepts necessary for everyday group
living. 5. Meeting social and civil obligations
7. Developing conscience, morality, and a scale of 6. Establishing satisfactory physical living
values arrangement
8. Achieving personal independence
9. Developing attitudes toward social groups and Domains of Development
institutions Biological
Developmental Tasks of Adolescence (lasts The biological changes that occur in the body and
from age 13 to age 18) brain, including changes in size and strength,
1. Achieving new and more mature relations with integration of sensory and motor activities, and
age-mates of both sexes development of fine and gross motor skills.
2. Achieving a masculine or feminine social role Cognitive
3. Accepting one’s physique and using the body Defined as the changes in the way we think,
effectively understand, and reason about the world.
4. Achieving emotional independence of parents Socio – Emotional
and other adults Defined as the changes in the ways we connect to
5. Preparing for marriage and family life Preparing other individuals and express and understand
for an economic career emotions.
6. Acquiring a set of values and an ethical system Context and Development
as a guide to behavior; developing an ideology WHY IS CONTEXT IMPORTANT IN CHILD
7. Desiring and achieving socially responsible DEVELOPMENT?
behavior The study of the impact of environmental context
Developmental Tasks of Early Adulthood (lasts on child development is important, not only
from age 19 to age 30) because it enhances understanding of the
1. Selecting a mate developing child but also because it points to
2. Achieving a masculine or feminine social role opportunities for change if a child, or group of
children, is not thriving.
Children in the Australian Context
There are many children who benefit from being
raised in Australia. Those with supportive families
and financial security benefit from living in a country
with a well-developed economy, high standards of
health, welfare and education services, and a
stable political system.
According to Hayes (2011), who examined data
from multiple sizable studies, there are two worlds
of childhood in modern Australia: one for the
privileged and one for the underprivileged, with the
divide growing with age and becoming visible as BRONFENBRENNER’S SOCIAL ECOLOGY
early as two years old. MODEL
EXAMPLE The chronosystem considers how and when
For example, who had mortality rates twice as high major events occur and how the timing of these
as those for non-Indigenous children. Children from events can influence a person's life. These major
socio-economically disadvantaged families also events could be within the person's life itself or
had poorer outcomes, including having more external such as natural disasters, pandemics, or
exposure to tobacco smoke, higher rates of global civil rights protests.
teenage pregnancy and parents with more health One classic example of this is how divorce, as a
problems, as well as being less likely to have major life transition, may affect not only the
stories read to them. couple's relationship but also their children's
BRONFENBRENNER’S BIOECOLOGICAL behavior.
THEORY OF CHILD DEVELOPMENT The level of environmental influence that is most
Bronfenbrenner’s major contribution to theory was distal to the developing individual and that affects
his ecological approach to child development, all other systems. It includes the values, traditions,
revised and refined over more than 50 years. The and sociocultural characteristics of the larger
ecological approach is intended to conceptualize society.
the developing child in relation to an ever-changing Several examples of macro systems are the
social, physical and psychological environment education system, the law systems, the cultural
(Tudge, Gray, & Hogan, 1997). systems, and the geographic location in which a
THE SOCIAL ECOLOGY MODEL child is raised.
It is presented as an expanding set of contextual The exosystem deals with environments that
structures with the developing child at its centre, are not directly experienced by the individual, but
along with that child’s particular characteristics are important environments for significant others,
such as age and gender. Each surrounding layer is such as the target individual's parents, spouse, or
nested within the other ‘like a set of Russian dolls’ friends. Such environments “external” to the
(Bronfenbrenner, 1979, p. 3), and the relationship developing individual are referred to as
between child and setting is seen as a dynamic exosystems.
one. Bronfenbrenner explained it thus: Examples of exosystems include the neighborhood,
parent's workplaces, parent's friends and the mass
media. These are environments in which the child
is not involved, and are external to their experience,
but nonetheless affects them anyway.
A mesosystem comprises the interrelations
among two or more settings in which the
developing person actively participates. The
demands of one setting, such as work, may require
so much time and effort that the person is not able
to meet expectations in another setting.
(1) Parents' relationship with teachers. (2)
Neighborhood where child lives and relationship and experiences.
with family. (3) Parents' relationship with child's
friends. (4) Sibling and friends' relationship. (5) Herbart “Sequence of steps presumed to be
required to carry out alesson.”
Family supporting child at work/school. (6) ● Preparation
Relationship between church and family. ● Association
● Application
The microsystem is defined as the pattern of ● Presentation
● Generalization
activities, social roles, and interpersonal relations
experienced by an individual in a given setting. Conditioning and Behaviorist Theories
Examples include the family, neighborhood, ➢ Learners come to respond to stimuli other than
religious community, school, and peers. the one originally calling for the response
Cognitive Theories
THE BIOECOLOGICAL MODEL ➢ Concerned with knowing and thinking
His critique of de-contextualised studies of ➢ Sequence of thought
development became widely accepted among ➢ Arousal and Exploration
mainstream researchers (Darling, 2007), so that in ➢ Formulation, Explanation, and Selection
his later work Bronfenbrenner gave significantly
➢ Verification
more attention to the active role of the child and the
Maturation and Readiness Theories
inter-relationships among multiple determinants of
➢ Biological and Mental development in which a
development.
child passes through in reaching
Montessari maturity
“Best for acquiring knowledge.”
Development and Pedagogy: Theory and ➔ Period of Sensitivity

Research Piaget “Development through different

intellectual phases, is
Pedagogy - aims of education. necessarily.”
Development Through Different Phases
● Sensorimotor Coordination
● Symbolizing
Structural Theories
● Language and Play
➢ Wholeness of Experience
● Logical Thought
● Mid Adolescence Gestalts “New experience begins as an
unfamiliar.”
● Comprehensive Problem Solving
Piaget “There are three psychological
Teaching Theories: Educational Psychology properties of a structure:
wholeness, the relationship between
Mental-Discipline Theories parts, and the
➢ One disciplines the mind and produces a better principle of homeostasis.”

intellect
Erasmus and Jesuits “The teacher’s first task was careful
preparation of the
material to be thought.” GROUP 3
Aristotle “The mind understood to be composed COGNITIVE DEVELOPMENT THEORIES
of a number of
faculties, each of which is considered to In psychology…
be relatively
independent of the others.”
Cognitive development is how humans acquire,
organize, and learn to use knowledge (Gauvain &
Richert, 2016).
The focus of cognitive development has often been
Naturalistic Theories
only on childhood. However, cognitive development
➢ The teacher’s role is to provide conditions that continues through adolescence and adulthood. It
promote development. involves acquiring language and knowledge,
Pestalozzi “The modern revival of the potency of
experience is an thinking, memory, decision making, problem
acknowledgment of the developmental
element in
solving, and exploration (Von Eckardt, 1996).
learning.” PIAGET’S COGNITIVE DEVELOPMENT THEORY
Rousseau “Humans conform to nature so there Jean Piaget (1936) is famous for his theory of
must not be any
constraints for growth.” cognition that considers four specific stages of
development.

Apperception Theories The sensorimotor stage (0–2 years) is when infants

➢ Building up associations between different ideas build an understanding of the world through their
senses and movement (touching, feeling, listening, that of the average 12-year-old but later extended
and watching). in range.
The pre-operational stage (2–7 years) is when
language and abstract thinking arise. This is the -The tasks includes;
stage of symbolic play. Follow commands
When a child is 7 years old, they enter Piaget’s Copy patterns
concrete-operational stage, which goes up to 11 Name objects
years. This is when logical and concrete thought Put things in order
come into action.
At the age of 11 onward, children learn logical and SPEARMAN'S THEORY
abstract rules and solve problems. Piaget -In 1904 Charles Spearman proposed his Two
described this as the formal operational stage. factor intelligence theory. - In this theory, Spearman
VYGOTSKY’S THEORY believe that intelligence has two factor , which are
Lev Vygotsky described an alternative theory. He the general intelligence and specific abilities or the
believed that children’s cognitive development G and S factor.
arises through their physical interaction with the General intelligence
world (Vygotsky, 1932).
-General intelligence is the intelligence that is
Vygotsky believed that a child’s initial social determined by birth.
interactions prompt development, and as the child -This can vary in every individual.
internalizes learning, this shifts their cognition to an -This does not need to be developed.
individual level. - This is the intelligence that we use daily like for
Vygotsky (1932) considered children akin to example the way we talk, walk eat and many more
apprentices, learning from the more experienced, basics.
who understand their needs. Specific Abilities
The zone of proximal development is described as
the distance between the actual development level -Specific abilities refers to the skills that is
and the level of potential. This is determined by developed from youth through the influence of
independent problem solving when children are environmental factors.
collaborating with more able peers or under the
guidance of an adult (Vygotsky, 1931). -This needs to be improved.
- It should be practiced constantly to enhance
Thinking and speech are considered essential. theses skills.
Vygotsky described a connected relationship - The examples are numerical skills, critical
between language development and the thinking thinking skills and many more.
process. His theory explains how younger children PRIMARY MENTAL ABILITIES OF
use speech to think out loud. Gradually, they evolve THURSTONE'S INTELLIGENCE THEORY
silent inner speech once mental concepts and I. The Numerical factor
cognitive awareness are developed (Vygotsky, • It involves the ability of an individual to do quick
1931). and accurate numerical computations.
ALFRED BINET II. The Verbal Factor
- Alfred Binet has a strong conviction that the It refers to the ability of the person to understand
intelligence of the children is not defined by birth and use various words, sentences, language, or
and genetics only but it could also be affected by other verbal content pieces.
the environmental factors. III. The Space Factor
-Intelligence is the ability to judge well and reason It refers to the spatial visualization of the person.
well This ability comes into play when the person tries to
-Intelligence can be defined by comparison of the understand the manipulation of various
performance of children at the same idea. real/imaginary objects in space.
-Alfred Binet and His colleague Theodore Simon IV. Memory
created the first IQ test which they called Binet- It refers to the ability of the person to quickly
simon scale. memorize the various concepts or phenomena and
BINET-SIMON SCALE retaining them for a longer period of time.
-an intelligence test consisting originally of tasks V. The Verbal Fluency/Word Fluency
graded from the level of the average 3-year-old to Factor
When a person is asked to rapidly speak several People with this type of intelligence contemplate
isolated words or sentences, then verbal fluency the "big" questions about topics such as the
comes into play; a person with high verbal fluency meaning of life and how actions can serve larger
may excel in this task, while the person with low goals.
verbal fluency may have difficulty in this task. Triarchic Theory of Intelligence
VI. The Inductive Reasoning Factor (Sternberg)
This reasoning involves the ability to deduce a The triarchic theory of intelligence proposes that
general principle from a specific concept. there are three distinct types of intelligence:
VII. Perceptual Speed Factor practical, analytical, and creative.
It involves the ability of a person to rapidly Practical intelligence
recognize and compare the specific images, as proposed by Sternberg, is sometimes compared
numbers, or letters, and to accurately proofread to “street smarts.” Being practical means you find
various types of content. solutions that work in your everyday life by applying
VIII. The Deductive Reasoning Factor knowledge based on your experiences.
It involves the ability to accurately understand a
specific phenomenon or concept from the Analytical Intelligence
generalized principle. is closely aligned with academic problem solving
IX. Problem-Solving Ability Factor and computations. Sternberg says that analytical
It refers to the ability of a person to solve various intelligence is demonstrated by an ability to
general or aptitude problems. analyze, evaluate, judge, compare, and contrast.

GARDNER'S THEORY OF MULTIPLE Creative intelligence

INTELLIGENCES is marked by inventing or imagining a solution to a
1. Visual-Spatial Intelligence problem or situation. Creativity in this realm can
People who are strong in visual-spatial intelligence include finding a novel solution to an unexpected
are good at visualizing things. These individuals are problem or producing a beautiful work of art or a
often good with directions as well as maps, charts, well-developed short story.
videos, and pictures.
2. Linguistic-Verbal Intelligence
Cognitive Information Processing Theory
People who are strong in linguistic-verbal
intelligence are able to use words well, both when (Atkinson and Shiffrin)
writing and speaking. Atkinson and Richard Shiffrin In 1968 these two
3. Logical-Mathematical Intelligence proposed a multi-stage theory of memory. They
People who are strong in logical-mathematical explained that from the time information is received
intelligence are good at reasoning, recognizing by the processing system, it goes through different
patterns, and logically analyzing problems. stages to be fully stored. They broke this Gesell’s
4. Bodily-Kinesthetic Intelligence language acquisition theories about maturation
Those who have high bodily-kinesthetic intelligence propose that language development milestones
are said to be good at body movement, performing occur between ages 40 weeks and five years.
actions, and physical control. • 0-50 weeks: A child produces meaningful sounds.
5. Musical Intelligence •1 – 2 old: The child uses longer phrases and
People who have strong musical intelligence are
straightforward sentences.
good at thinking in patterns, rhythms, and sounds.
• 2 – 3 old: The child begins to communicate in
6. Interpersonal Intelligence
Those who have strong interpersonal intelligence complete sentences.
are good at understanding and interacting with • 3 – 4 old: The child uses language as a tool to
other people. expand their knowledge of the world.
7. Intrapersonal Intelligence • 4 – 5 old: The child has a basic mastery of the
Individuals who are strong in intrapersonal [Link] to sensory memory, short-term
intelligence are good at being aware of their own memory, and long-term memory.
emotional states, feelings, and motivations.
8. Naturalistic Intelligence Sensory Memory
Naturalistic is the most recent addition to Gardner’s storage of brief sensory events, such as sights,
theory and has been met with more resistance than sounds, and tastes. It is very brief storage—up to a
his original seven intelligences. couple of seconds. We are constantly bombarded
9. Existential Intelligence
with sensory information. We cannot absorb all of it,
or even most of it. And most of it has no impact on [Link]’s Social Interactionist Theory
our lives. 5. Piaget’s Constructivist Theory
Maturation Theory of Language Development
Short-Term Memory - introduced by Dr. Arnold Gesell in 1925
is a temporary storage system that processes - His theory focuses on how genetics influences
incoming sensory memory; sometimes it is called development and other behavior. Gesell believed
working memory. that human skills — adaptive, motor, and language
— develop and unfold naturally based on our
Long-term memory biological makeup.
is the continuous storage of information. Unlike Factors Affecting Cognitive and Language
short-term memory, the storage capacity of long- Development
term memory has no limits. General Health and Physical Status
Intelligence and Cognitive Development
C. FACTORS AFFECTING COGNITIVE Learning and Maturation
DEVELOPMENT Environment
A. Biological factors Sex
1.) Sense organs Relationship with Family Members
• Sense organs are important because they Number of Family Members
receive stimuli from the environment. Bilingualism
2.) Intelligence
• It has been seen that cognitive development of General Health and Physical Status
intelligent children is important. -General physiological condition and Motor
3.) Heredity development influence language development.
• Cognitive development is also influenced by the Severe and prolonged illness and poor health
hereditary traits particularly during the first two years of life retards
4.) Maturation the development of speech undoubtedly. Due to
• As the child gets matured he gets more illness the child is separated from others and hence
interactive with his environment. cannot learn to speak.
B. Environment factors He also lacks self confidence because of constant
1.) Learning opportunities illness and weak health which may retard his
• The opportunity a child gets to learn affects the spontaneous desire for effective self expression.
cognitive development. Since the child feels unwell most of the time there
2.) Economic status is no enthusiasm to talk and communicate with
• Economic state of the family also helps in the others. Slightly deaf children and children who are
development of cognition. hard of hearing may have slow speech
3.) Play development.
• Play is also quite important in developing Delay in speech development may be due to
cognition. deafness. It a child does not start his first word by
4.) Family and society the requisite time his ear and vocal cord should be
• The child learns observing and imitating others. examined by a specialist. A healthy body produces
He learns language, habits, by observing family a healthy mind. A healthy child is always happy,
and people around them. active and full of life and progressive. He has a
LANGUAGE DEVELOPMENT wholesome personality, curiosity and interest in the
- is a slow process that starts during early environment, motivation and desire to learn.
childhood, allowing children to grasp the spoken A sickly child shows regression and backwardness
word and communicate. in all types of development. Hence all satisfactory
Five Theories of Language Development step should be taken to improve the health
1. Daniel Everett’s Theory: Language Scratches the condition of the baby so that retarded language
Communicative Itch development can be checked before it does further
2. Chomsky’s Nativist Linguistic Theory: Universal harm to the baby.
Grammar
3. B.F. Skinner Behaviorist Theory Intelligence and Cognitive Development
Language and intellectual development are so with the mother and family tie. They are slow in
highly correlated that it is said ‘The child’s speech learning and retarded in their language
is the best single indicator of his I.Q.’ This is development throughout their life.
absolutely true. A child who is early in speech is Too much pampering of the child by parents has
above normal in I.Q. on the contrary, a delay in negative effect on language development. Over
some months due to illness or other factors does protected and anxious mothers allow their children
not mean that he is dull. to speak less and restrict their language.
This delay may be due to other factors as well. The Democratic and flexible attitude of mothers
ability to know the meaning of words and to gain encourage the children to speak more.
from language symbols suffers because of Learning and Maturation
difference in I.Q. Mentally alert young children Child’s language development depends a lot on
usually talk early. They also understand or learning and maturation. Infact, the interaction of
comprehend early what is communicated to them these factors is crucial in determining the language
through language. development of the child. With the increase in age
the vocal cord of the child matures and his learning
They very quickly grasp and understand what is also increases. By the interaction of these two
told to them and recognize objects and people in factors language develops.
their immediate environment, call them by name. Whatever training might be given to a neonate or a
They can express their needs and desires in three four months old baby until his vocal cord and
correct and simple sentences. speech muscles are not properly developed, he
When my grandson Anurag was 18 months old, his cannot speak a word. The fact that most of the
grandfather told him “go ask Maa (me) “dress me children start speaking between 18th to 28th
up, I will go out with Jeje”. The baby came to me months suggest the strong influence of maturation
alone when I was in the Kitchen and told “Maa in the language development.
dress me up, I will go out with Jeje. This sentence The nervous system and the speech muscles are
becomes longer when spoken in Oriya. adequately developed by this time to start
speaking. Another proof of the role of maturation in
Growth of vocabulary depends to a considerable language development is that irrespective of
extent on cognitive growth. In a dull child culture, race, religion and geographical differences
integration in language development is very poor, certain phases of speech development have a fixed
while an intelligent child shows great integration. sequence and they occur within a fixed range of
Studies and experience show that children with age inspite of the individual differences.
superior intelligence are better in vocabulary
linguistic growth and sentenceconstruction. They Environment
also show competency in the structure of sentence, It has been established through research that
length of sentences uttered and application of the favourable and stimulating environmental
words rightly. Studies of Cruickshank Johnson conditions improve the development of early
(1958) show that the lower the I.Q., the poorer is speech and unfavourable environment retards it. It
the speech. has been observed that orphans adopted in foster
The relationship of the child with his family homes have better language development than
members has lasting and enduring effect on his orphans staying in institutions or orphanages
speech development. Excessive love and over having unstimulating environments.
protection of parents on the one hand and faulty The role of environment is therefore of extreme
child rearing practices, careless handling of the importance in the development of language. Even
child, lack of proper parenting, continued and the effects of unstimulating environment on speech
constant tension between parents and children, development are quite lasting and more or less
particularly mother and children lead to tension, permanent. The verbal ability is restricted and
anxiety and emotional problems. inhibited in poor and an illuminating environment
The child feels insecured. In family children come in where the child does not get any encouragement to
closer personal contact than in institutions. Those speak.
children who are reared by foster mothers or baby Social class which is mostly linked to environment
seaters from a very early age they lack closeness influences language development. Irwin, a
Professor of Psychology in the University of Iowa, Democratic and flexible attitude of mothers
USA has found that by increasing the stimulation of encourage the children to speak more.
the environment of a young child in lower class
background will lead to heightened interest in Number of Family Members
language and would lead to improvement in This has got significant effect on language
speech. development. Some view that in a single child
The caretakers in the institutions usually speak less family the language of the child well-developed,
and hence never stimulate the children to speak or polished and free of mistakes compared to a family
communicate. Due to poor environment also there with large number of children where because of
is delay in the organisation of language and competition there is more conflict and defects in
cognitive development. Greater opportunity to talk language development are observed.
with adults increase the scope of language But another group of Psychologists argue that
development. when there are large number of children in a family,
the children get a chance to talk with each
Sex other .which facilities their language development.
During the first of life effect of gender is not
observed in language development i.e., boys and Bilingualism
girls show similar development in language. But Bilingualism develops when a baby is compelled to
from second year girls show better speech learn two languages in the early childhood. When a
development than boys; girls show greater mastery child speaks in native language at home and
of speech sounds and talk fluently than boys. another foreign language at school or even when
This difference becomes more pronounced with he hears two languages at home (when the father
passing of age and with the difference in and mother speak different languages) his
Socioeconomic status. Closeness of mother language development is retarded for the simple
daughter relationship perhaps do help the girl child reason that it creates confusion in the small baby
to have better speech development than the boy and his thinking power is affected.
child. Boys commit more grammatical mistakes and Hence language development is delayed and
their pronounciation is also less accurate than girls. adverse effect is observed on the vocabulary,
This difference in the language development of spoken language etc. of the child. Due to transfer of
boys and girls in enduring. training principles, one word of one language is
used in the second language leading to faulty
Relationship with Family Members sentence constriction.
The relationship of the child with his family It is therefore not desirable to teach two more than
members has lasting and enduring effect on his one language to the child before he enters school
speech development. Excessive love and over (5-6 years age). By learning two languages before
protection of parents on the one hand and faulty school going age, it becomes difficult for the child
child rearing practices, careless handling of the for adjustment. Defects in sentence construction
child, lack of proper parenting, continued and and comprehension is also observed.
constant tension between parents and children,
particularly mother and children lead to tension, UNIT IV: SOCIAL EMOTIONAL DEVELOPMENT
anxiety and emotional problems. GROUP 4
The child feels insecured. In family children come in A. Social Emotional Development
closer personal contact than in institutions. Those • Social development refers to a child's ability to
children who are reared by foster mothers or baby create and sustain meaningful relationships with
seaters from a very early age they lack closeness adults and other children.
with the mother and family tie. They are slow in • Emotional development is a child's ability to
learning and retarded in their language express, recognize, and manage his or her
development throughout their life. emotions, as well as respond appropriately to
Too much pampering of the child by parents has others' emotions.
negative effect on language development. Over B. Development of Self and Social
protected and anxious mothers allow their children Understandings
to speak less and restrict their language.
1. Psychoanalytic Theory (Freud) 3. Social Learning Theory (Bandura)
According to Freud’s psychoanalytic theory, the id Social Learning Theory (Bandura)
is the primaritive and instinctual part of the mind • Emphasizes on the importance of observing and
modelling the behaviours, attitudes and emotional
reactions of others.
• Focusses on the learning that occurs with a social
context.
• He stressed the importance of observational
learning, imitation and modeling.

that contains sexual and aggressive drives hidden

memories, the super-ego operates as a moral
conscience, and the ego is the realistic part that
mediates between the desires of the id and the
super-ego.
- Sigmund Freud divided human consciousness
into three (3) levels of C. DEVELOPMENT OF MOTIVATION AND SELF-
awareness: REGULATUON
✓ CONSCIOUS, ✓PRECONSCIOUS, and 1. Content Theories- HIERARCHY OF NEEDS
(Maslow)
•Maslow presented us with the five human basic
needs:
✓ Physiological needs
✓ Safety needs
✓ Social needs
✓ Esteem needs
✓ Self-actualisation needs
✓UNCONSCIOUS.
-Each of these levels corresponds and overlaps
with his idea of the ID, EGO, and SUPER-EGO. ERG THEORY ( ALDERFER)
• Is a theory in psychology proposed by Clayton
Alderfer.
•Suggests that there are three groups of core
needs: existence (E), relatedness (R), and growth
(G).
• These groups align with Maslow's levels of
physiological needs, social needs, and self-
actualization needs, respectively.
2. Psychosocial Theory (Erikson)
✓Understanding Erikson’s 8 Stages of Theory Of Needs ( McClelland)
Development McClelland’s Human Motivation Theory
Infancy – Basic trust versus mistrust ✓ states that every person has one of three main
Toddler – Autonomy versus shame and doubt driving motivators:
Preschool-age – Initiative versus guilt •the need for achievement
School-age – Industry versus inferiority •the need for affiliation
Adolescence – Identity versus identity confusion •the need for power
Young adulthood – Intimacy versus isolation
Middle age – Generativity versus stagnation‌ ✓These motivators are not inherent; we develop
Older adulthood – Integrity versus despair them through our culture and life experiences.
TWO FACTORS THEORY (HERZBERG)
Motivation factors: factors that are related to “goal” in Goal-Setting Theory (GST) as “what an
workplace satisfaction. They cover intrinsic needs individual is trying to accomplish; it is the object or
such as achievement, recognition, and aim of an action”.
advancement. Motivation factors allow employees •Latham and Locke (2007) explained that “a
to be content in their jobs and promote growth.

Hygiene factors: factors that are not related to

workplace satisfaction but must be present in the
workplace in order to prevent dissatisfaction.
Hygiene factors cover extrinsic needs such as pay
grade, workplace policy and relationships with their
peers.
specific high goal leads to even higher performance
than urging people to do their best”. Goal setting
has a positive influence on persons' performance.
• Goal-setting theory could be used in different
domains such as teaching or research.
•According to the discussion above, with these
important factors (e.g. specificity, challenge, ability,
feedback, effort) in the concepts, people tend to
have better performance and are more willing to
face new challenges. It consists of a variety of
2. PROCESS THEORY
behaviors, from test-taking to running a competitive
-REINFORCEMENT THEORY (SKINNER)
race.
EXPECTANCY THEORY (VROOM)

GOAL SETTING THEIRY (LOCKE)

•To conclude, goal setting can play a significant
SELF-DETERMINATION THEORY (DECI & RYAN)
role in enhancing people’s motivation and
Reinforcement Theory (SKINNER)
performance. People who set specific, challenging
• It states that behavior is a function of its
goals and commit to these goals are more likely to
consequences—an individual will repeat behavior
try their best and persist in achieving the goals,
that led to positive consequences and avoid
which can lead to better performance and success.
behavior that has had negative effects.
SELF-DETERMINATION THEORY (Deci & Ryan)
•This phenomenon is also known as the 'law effect’
• Ryan and Deci (2000) posit that fulfillment of three
Expectancy Theory (VROOM)
basic innate, human psychological needs. These
Expectancy theory has three components:
are autonomy, competence, and relatedness that
are necessary for optimal human functioning.
✓ Expectancy: effort → performance (E→P)
✓ Instrumentality: performance → outcome (P→O)
✓ Valence: V(R) outcome → reward

Goal-Setting Theory (LOCKE)

D. Moral Development Theory ( From Various
•is the process of establishing specific and effective
Perspectives)
targets for task performance.
PIAGET THEORY
•According to Locke (1981), it is defined as the
Heteronomous Morality (5-9 yrs)
The stage of heteronomous morality is also known the means” to have needs met. Whether she is
as moral realism – morality imposed from the focused on her survival or the survival of others,
outside. Children regard morality as obeying other there is a principle of non-violence that applies to
people’s rules and laws, which cannot be changed. every decision that she makes. She does not wish
to hurt herself or hurt others, looking for alternative
Autonomous Morality (9-10 yrs) methods to have needs met so that everyone can
The stage of autonomous morality is also known as progress forward with their care.
moral relativism – morality based on your own UNIT V GROUP 5 BEHAVIORAL LEARNING
rules. Children recognize there is no absolute right THEORIES AND APPROACHES TO LEARNING
or wrong and that morality depends on intentions A. WHAT IS LEARNING?
not consequences. - “the process whereby knowledge is created
KOHLBERG THEORY through the transformation of experience. In which,
Stage 1: obedience and punishment knowledge results from the combination of grasping
Stage 2: self - interest and transforming experience” (D. Kolb, 1984). -
Stage 3: interpersonal accord and conformity Holistic and cyclic model of the learning process -
Stage 4: authority and maintaining social order strong emphasis on the role experiences play in the
Stage 5: social contract learning process. - According to the learning
Stage 6: universal ethical principles theorists, the learning experiences that occur over
a person’s lifetime are the sources of
TURIEL THEORY developmental changes. Thus, changes in existing
• Elliot Turiel focuses on the development of moral learning opportunities or the creation of new ones
judgement in children and adolescent, and more can modify the course of an individual’s
generally, on their evolving understanding of the development.
conventions of social systems.
B. Approaches to Learning
GALLIGAN THEORY • skills designed to enable students to "learn to
The Three Stages of Gilligan’s Moral Development learn"
Theory •focuses on how children learn
• Gilligan produced a theory that had three stages 1. Behavioral
that would lead to the ethic of care that would form •focuses on the idea that all behaviors are learned
the foundation of moral development : Pre- through interaction with the environment
conventional level, Conventional Level and Post- 2. Social cognitive
conventional Level •a theory
•learning by observing others is the focus of study
[Link] Pre-conventional Stage: •concrete stages
√ In this stage, the goal of a woman is to survive. -attention
She is focused on individuality and making sure -retention and memory
that her basic needs have been met. The ability to -initiation
meet personal needs takes a priority over the ability -motor behavior and motivation
to meet the person needs of others. If it is either her 3. Information processing
or them, she will choose herself every time in this - uses a computer model to describe human
stage of moral development. learning.
2. The Conventional Stage: Simplified Breakdown of the Process:
√ In this stage, a woman recognizes that self- Step 1: Information is sensed and registered.
sacrifice can be a source of “goodness” in her life. Step 2: Information is momentarily held in short-
She recognizes the need to help other people and term, or working, memory.
finds moral satisfaction in being able to meet those Step 3: Information is encoded and put in long-term
needs. Instead of focusing on her own self-survival, memory.
she is focused on helping others to survive in the Step 4: Information is retrieved. Throughout:
best way possible. Executive functioning is at work.
3. The Post-conventional Stage: In this stage, a WHAT CAN I DO TO ENSURE INFORMATION IS
woman recognizes that the “ends no longer justify RESTORED AND RETRIEVABLE?
1. Work to sustain students' attention. closely followed by satisfying
2. Get the working memory working. result were most likely to
3. Organize information for better storage and become established patterns
retrieval. and to occur again in a response
COGNITIVE CONSTRUCTIVIST - focuses on the to the same stimulus.
idea that learning should be related to the learner’s D. CONDITIONING
stage of cognitive development. the process of training or accustoming a person or
SOCIAL CONSTRUCTIVIST - focuses on the animal to behave in a certain way or to accept
collaborative nature of learning. certain circumstances.
[Link] - discovered by russian psysiologist
C. Connectionism Ivan pavlovs. It is a type of unconscious or
Edward Thorndike is the father of the modern automatic learning. This learning process creates a
educational psychology and founder of behavioral conditioned response througj associations between
psychology. an unconditioned stimulus and a neutral stimulus.
Two special positions for the psychologist who Example: Whenever you come home wearing a
worked for education in terms of students behavior, baseball cap, you take your child to the park to
why do students, individuals young children behave play. So whenever your child sees you come home
in whatever manner they behaved in. with a baseball cap, he is excited because he has
Human beings cannot be used as guinea pigs to associated your baseball cap with a trip to the park
learn about how human being behave or why did 2. Contiguous - developed by Edwin Guthre. It
they do certain things and so Thorndike also states that a stimulus that causes a response will
started his research with animal In 1928, After cause the same response if the stimulus is
working for years with animals. Replicating, experienced again. Example: If a teacher provides
duplicating his experiments and studies making a stimulus of 'be quite in the classroom' and the
sure that nothing's won't going to go wrong once he student response in silence every single time they
moved from animals to human beings are inside the classroom
What is CONNECTIONISM? 3. Operant - reward introduced to increase a
it is define as learning a connection or association behavior. Punishment introduced to decrease a
of an increasing number of habits. behavior. This is a method of learning that uses
rewards and punishments to modify behavior.
he understood his work clearly and then gave 3 Behavior that is rewarded is likely to be repeated
laws of learning and behavior that is punished will rarely occur.
Thorndike's Three laws of learning in the early 20th Example: giving a rewards for good behavior,
century inflicting a spanking for poor behavior, taking away
The law of Readiness a favorite toy for poor behavior, removing
- the primary law of restrictions from a child when he/she follows the
learning also known as the rules.
"Law of Action tendency". E. Behavior Analysis in Education -is about
- means the preparation people and the scientific study of their learning and
of action. behavior.
The law of Exercise
- the second law of learning Applied Behavior Analysis (ABA) is a scientific
according to Thorndike. approach to understanding behavior. ABA refers to
-suggest that drill or a set of principles that focus on how behaviors
practice helps in increasing change, or are affected by the environment, as well
efficiency and durability of as how learning takes place.
learning.
The law of Effect How does ABA work in the classroom? Teachers
- the third of learning according use tried and tested behavioral reinforcement
to Thorndike. strategies backed by scientific data designed to
- states that those behavioral promote positive behavior and dissuade negative
responses they were most behavior.
 - this is the action phase
EXAMPLES OF TEACHING STRATEGIES: 2. Reflective Observation (RO)
•Discrete Trial Teaching -instruction are given to - this is the observation phase
students in a very concise manner and the students 3. Abstract Conceptualization ( AC)
good behavior is rewarded. - this is the integration phase
•Token Economy Students know that certain 4. Active Experimentation (AE)
behaviors will earn them tokens (and others won’t), - This is the hypothesizing and trial phase.
so they’re motivated to perform positive behaviors
and discouraged from negative ones. Kolb’s Four Basic Learning Styles - the experiential
F. Gestalt-Insight Learning learning cycle rests on the idea that each person
This theory is also called Gestalt Theory of has a specific type of learning tendencies, and they
Learning. An explanation of Gestalt School of are thus dominant in certain stages of experiential
Psychology. The word Gestalt in German language learning.
means ‘whole’, ‘total pattern’ or ‘configuration’. This THE FOUR LEARNING STYLES:
school believes that the whole is more important DIVERGING
than the parts. Insightful learning means that - full of learners who look at things with a unique
learning is concerned with the whole individual and perspective.
arises from the interaction of an individual with his - want to watch instead of do.
situations or environment. Insight requires an - strong capacity to imagine.
animal or person to think divergently to devise a - prefer to work in groups.
novel solution to a problem. - focuses on concrete experience and and reflective
Insight learning is a process that has four observation.
stages. - wanting to observe and see the situation before
These four stages are; diving in.
1. Preparation ASSIMILATING
[Link] - learners getting clear information.
3. Insight - prefers concepts and abstracts to
[Link] people.
Each phase of insight learning can be thought of as - focuses on abstract
a part of a story. conceptualization and reflective
observation in the ELT.
Experiential Learning Theory CONVERGING
- David Kolb is best known for his work on the - solve problems.
experiential learning theory or ELT - Published this - they apply what they’ve learned to
model in 1984 practical issues.
- Kolb (1984) theory of experiential learning - prefer technical tasks
discusses the key components of learning-by- - known to experiment with new ideas.
doing, how it works, and the characteristics which - focuses on abstract conceptualization
contribute to meaningful practice. and active experimentation.
- the experiential learning theory or ELT focuses ACCOMODATING
on the idea that the best ways to learn things is by - prefer practicality.
actually having experiences. - they enjoy new challenges and uses
- his theory was influenced from other great intuition to help solve problems.
theorists including Jhon Dewey, Kurt Lewin, and - focuses on concrete experience and
Jean Piaget -the experiential learning theory works active experimentation when they
in four (4) stages/cycle learn.
- concrete experience, reflective observation,
abstract conceptualization, and active BENEFITS OF EXPERIENTIAL LEARNING:
experimentation. - Opportunity to immediately apply knowledge
- Promotion of teamwork
David Kolb’s Learning Cycle (1984) - Improved motivation
1. Concrete Experience (CE) - Opportunity for reflection
 - Real world practice competencies, and the reduction of risky behaviors,
are interrelated in ways that the youthCONNECT
H. Current Research and Pedagogical theory of change would predict. Importantly, they
Applications also associated with positive academic outcomes.

RELATIONSHIPS WITH CARING ADULTS AND LEARNING DURING THE PANDEMIC MAKING
SOCIAL AND EMOTIONAL STRENGTHS ARE SOCIAL AND EMOTIONAL LEARNING FRONT
RELATED TO HIGH SCHOOL ACADEMIC AND CENTER
ACHIEVEMENT
MAKING SOCIAL AND EMOTIONAL LEARNING
TESTING THE YOUTH CONNECT THEORY OF FRONT AND CENTER
CHANGE The prolonged lockdown since 2020 blocked the
721 students 60% - female, either 11th or 12th student’s access to basic school-provided supports,
student Students and their parents or guardian including recreation. The pandemic has not only led
gave permission for Child Trends to access their to reduce students' performance but also limits the
academic records, including for grades, social and emotional well being of the children.
attendance, and suspensions.
Many children have experienced extreme adversity
YouthCONNECT is an integrated student supports over the past 10 months:
initiative, developed by Venture Philanthropy Public education is not equipped to support the
Partners (VPP), that is being implemented in Prince needs to cushion stress, pains and loss Personal
George’s country government and Prince George’s losses, also spikes in child poverty, hunger,
Country Public Schools (PGCPS) homelessness, associated health problems and
trauma.
Those who are reported having a supportive
nonfamily member adult in their life were more Almost 14 million children are living in a household
likely to report several positive social, emotional, with child food insecurity during the week June 19-
and academic strengths, and fewer risky behaviors. 23, 2020
The Importance of a Caring Adult As an anticipated
in the youthCONNECT theory of change, students Health professionals documented 24% increase of
who have a positive relationship with at least one mental health-related emergency room visits
adult: among elementary school aged children, and 31%
 Have higher academic self efficacy among middle and high schoolers
 Are more engaged in school
 Have lower rates of substance use Social and emotional learning (SEL) has ling been
 Have higher GPAs known to be important for student development and
academic success, but the pandemic has
Are more likely to be promoted to the next grade. emphasized the need to elevate its importance.

Non-academic factors are associated with The children’s patterns of thoughts, feelings and
academic outcomes as anticipated in the behavior has been seen as critical as other
youthconnect theory of change, students who: academic competencies through the observation
 avoid risky behaviors that empathy, resilience, and the ability to cope with
 have better anger management skills are anxiety have major impacts on children’s daily live.
more engaged in school
 have peers who want to go to college Sadly, it took the pandemic to see the relevance of
have better attendance, higher grades, and are SEL This long-term failure to properly advance the
more likely to be promoted to the next grade. development of the whole child also undermines
the development of a healthy society and our social
Findings indicate that the development of capital.
relationships between students and caring adult,
the development of social and emotional
RESULT: Finally placing SEL prominently in opinion, national, ethnic or social origin, property,
upcoming education policy agenda, and or making disability, birth or other status.
whole-child education the norm, will significantly 2. States Parties shall take all appropriate
boost our recovery from the pandemic and help measures to ensure that the child is protected
rebuild a better education system. Implementation against all forms of discrimination or punishment on
of diagnostic assessments that inform teachers the basis of the status, activities, expressed
about where students are socially and emotionally, opinions or beliefs of the child's parents, legal
as well as in traditional academic areas, as well as guardians, or family members
the adoption of strategies to bolster children’s Article 3
social and emotional strengths and address their 1. In all actions concerning children, whether
social and emotional needs. undertaken by public or private social welfare
institutions, courts of law, administrative authorities
UNIT VI GROUP 6 Safety and Security in the or legislative bodies, the best interests of the child
Learning Environment shall be a primary consideration.
UN Convention on the rights of the child 2. States Parties undertake to ensure the child such
Eglatine Jeb and others campaigned for the first protection and care as is necessary for his or her
international declaration of the right of the child in well-being, taking into account the rights and duties
1924. An expanded version of this was adopted by of his or her parents, legal guardians, or other
the United Nations in 1959. During the international individuals legally responsible for him or her, and,
year of the child in 1979, Poland proposed that to this end, shall take all appropriate legislative and
there should be a convention for children. administrative measures.
3. States Parties shall ensure that the institutions,
The United nation is an international organization services and facilities responsible for the care or
committed to maintaining peace and security and protection of children shall conform with the
promoting human rights. Three Core Principles of standards established by competent authorities,
human rights: Dignity, Equality and Respect. The particularly in the areas of safety, health, in the
united nations on the rights of the child is one of number and suitability of their staff, as well as
these and sets a global human rights agenda for competent supervision
every person under the age of 18. Countries that Article 6
ratified treaties are called STATES PARTIES. In 1. States Parties recognize that every child has the
agreeing to be bound by these treaties they inherent right to life.
become known as DUTY BEARERS meaning they 2. States Parties shall ensure to the maximum
have a duty to uphold the articles of the convention. extent possible the survival and development of the
Those who benefit from human right treaties are child.
also known as RIGHT HOLDERS. So in this case Article 12
anyone under the age of 18 is a rights holder. This 1. States Parties shall assure to the child who is
applies irrespective of their SEX, RELIGION, capable of forming his or her own views the right to
RACE, DISABILITY, CITIZENSHIP Parents and are express those views freely in all matters affecting
of course the central in the lives and development the child, the views of the child being given due
of children. weight in accordance with the age and maturity of
the child.
Under the convention, they are entitled to 2. For this purpose, the child shall in particular be
assistance from the state in raising their children provided the opportunity to be heard in any judicial
and they're entitled to provide their child with advice and administrative proceedings affecting the child,
and guidance. Four important Articles: either directly, or through a representative or an
appropriate body, in a manner consistent with the
Article 2 1. States Parties shall respect and ensure procedural rules of national law.
the rights set forth in the present Convention to In additional, Article 30
each child within their jurisdiction without In those States in which ethnic, religious or
discrimination of any kind, irrespective of the child's linguistic minorities or persons of indigenous origin
or his or her parent's or legal guardian's race, exist, a child belonging to such a minority or who is
colour, sex, language, religion, political or other indigenous shall not be denied the right, in
community with other members of his or her group, Republic Act No. 10627 or the ‘’Anti Bullying Act of
to enjoy his or her own culture, to profess and 2013’’ is a relatively new law which seeks to
practice his or her own religion, or to use his or her address hostile environment at school that disrupts
own language. Other rights can be group into five the education process which, in turn, is not
categories conducive to the total development of a child at
Civil rights and freedom school
2. Family environment and alternate care
3. Health and welfare Bullying can be differentiated from the usual
[Link], leisure and culture conflicts between students.
5. Special protection measures emergency The former is a combination of aggression and
situations, justice system, child exploitation, power while the latter has no deliberate intention to
minority groups. The main way the convention is hurt physically and/or emotionally.
enforce is through ongoing monitoring by a team of DIRECT BULLYING
independent experts called the UN Committee on -involves physical and verbal aggression
the Rights of the Child. The output of the whole -Consisted of name calling, taunting, hurtful
process is a report called Then Concluding teasing, insults, put downs, intimidation, extortion,
Observations. It summarizes the committee's views harassment, and/or threats.
on the state of child's rights in each country. The -Such form of bullying was done mostly by male
convention requires states to put its obligations into students.
local laws such as national constitutions and INDIRECT BULLYING
legislation. Includes: National Plan, Budget is spent Involved gossiping, spreading rumors, writing
on children, Conduct regular impact assessments, hurtful notes (i.e. cellphone messages, online
Have an independent children's ombudsman, blogs), and exclusion from games or groups. Those
Raising awareness of its existence. incidents happened mostly among groups of female
friends.
Why does it matter? DepEd Child Protection Policy
The UNCRC embodies the idea that every child - Aims to protect the child from all forms of violence
should be recognized, respected and protected as - To provide special protection to children
a rights holder and as a unique and valuable - Ensure such special protection from all forms of
human being. Duty Bearers must consider and abuse and exploitation
apply the provisions of the Convention in all - Zero tolerance for any act of child abuse,
aspects of their work that affect children. They exploitation, discrimination and bullying
should respect, protect and fulfil all of the Listed specific acts that constitute child abuse
obligations to which they have signed up. Full and violence
implementation of the CRC, there along way Section 3 (2) Article XV of the 1987 Constitution
ensuring that child's entitlement to quality dignity -Defend the right of children to assistance including
and respect in upheld every child everywhere proper care and nutrition and special protection
should enjoy the right contained in the United from all forms of neglect, abuse and cruelty
Nations on the Rights of the Child PROBIHITED ACTS CHILD ABUSE –
PRESIDENTIAL DECREE NO. 603 Maltreatment of a child whether habitual or not
Otherwise known as the CHILD AND YOUTH Psychological or Physical Abuse
WELFARE CODE and issued in December 1974, Act of deeds or words which degrades or demeans
legally defines special categories of youths the dignity of a child
including youthful offenders, and directs the . Unreasonable deprivation of the child's basic
Ministry of Social Services and Development needs
(MSSD) to provide comprehensive services to Failure to give medical treatment
assist in youth development. Prohibited Acts
CHILD ABUSE
Signed by Former President Ferdinand Marcos - Maltreatment of a child whether habitual or not
[Link] or Physical Abuse
Anti Bullying Act of 2013 2. Act of deeds or words which degrades or
WHAT IS ANTI BULLYING ACT OF 2013? demeans the dignity of a child
 3. Unreasonable deprivation of the child's basic vulnerability, differential power, or trust, for sexual
needs vulnerability, differential power, or trust, for sexual
4. Failure to give medical treatment purposes.
DISCRIMINATION AGAINST CHILDREN 2) Economic exploitation – use of the child in
-Act of exclusion, distinction, restrictions, based on work or other activities for the benefit of others.
any ground such as age, ethnicity, sex, sexual VIOLENCE AGAINST CHILDREN COMMITTED
orientation, and gender identity IN SCHOOLS
CORPORAL PUNISHMENT – refers to a single act or a series of acts committed
-Kind of punishment or penalty imposed for an by school administrators, academic and non-
alleged or actual offenses for the purpose of academic personnel against a child which result in
discipline or is likely to result in physical, sexual,
1. Blows such as beating, kicking, hitting and psychological harm or suffering or other abuses
slapping including threats of such acts, battery, assault,
2. Striking a child's face or head coercion, harassment or arbitrary deprivation of
3. Pulling hair, shaking, twisting joints, cutting or liberty. It includes, but is not limited to the following
piercing skin liberty. It includes, but is not limited to the following
4. Forcing a child to perform physically painful or acts
damaging acts 1)Physical violence - bodily or physical harm. It
5. Deprivation of a child's physical needs as a form includes assigning tasks which are hazardous to
of punishment their physical well-being .physical well-being.
6. Deliberate exposure to fire, ice water, smoke, 2)Sexual violence – acts that sexual in nature. It
sunlight, pepper, alcohol, that can cause discomfort includes, but not limited to : rape, sexual
or threaten the child's health. harassment, forcing the child to watch obscene or
[Link] up a child indecent shows, forcing the child to engage in
8) Confinement, imprisonment or depriving the sexual activity.
liberty of a child liberty of a child; 3)Psychological violence – acts or omissions
9) Verbal abuse or assaults, including intimidation causing or likely to cause mental or emotional
or threat of bodily harm, swearing or cursing ,threat suffering of the child.
of bodily harm, swearing or cursing, ridiculing or 4)Other acts of violence of a physical, sexual
denigrating the child ridiculing or denigrating the proof a physical, sexual or psychological nature
child that are prejudicial to the best interest of the child.
10) Forcing a child to swear a sign, to undress or BULLYING OR PEER ABUSE
disrobe, or put on anything that will make a child – is committed when a student commits an act or a
disrobe, or put on anything that will make a child series of acts directed towards another student, or
look or feel foolish, which belittles or humiliates look a series of single acts directed towards several
or feel foolish, which belittles or humiliates the child students in a school setting or a place of learning,
in front of others the child in front of others; which results in physical andor a place of learning,
11) Permanent confiscation of personal property of which results in physical and mental abuse,
pupils, students or learners, except when such harassment, intimidation, or humiliation.
pupils, students or learners, except when such Positive Discipline
pieces of property pose a danger to the child or to What is Positive Discipline?
pieces of property pose a danger to the child or to Positive Discipline teaches important social life
others, and others, and skills in a manner that is deeply respectful and
12) Other analogous acts. encouraging for both children and adults (including
CHILD EXPLOITATION parents, teachers, childcare providers, youth
– refers to the use of children– refers to the use of workers, and others).
children for someone else's advantage, gratification What are the Techniques do you use to employ it?
or profit for someone else's advantage, gratification According to Dr. Nelson, there are five principles of
or profit resulting in an unjust, cruel and harmful Positive Discipline.
treatment of the child FIVE CRITERIA FOR POSITIVE DISCIPLINE
TWO FORMS - While also being firm, be kind
1) Sexual exploitation – abuse of position of (Honorable and Motivating)
- Give kids a sense of significance and belonging
(Connection)
- Long Term effectiveness. (Punishment has
negative long term effects but is effective in the
short term.)
- Teaches essential Life and Social Skills for
Character. (Respect, empathy, problem solving,
responsibility, contribution, and teamwork)
- Invites Kids to recognize their own abilities and to
make positive use of their own strength

Examples of Positive Discipline

Teaching children the rights and wrongs with calm
words and actions.
Set limits, have clear and consistent rules for your
children can follow
Give Consequences
Give them your attention
Know when not to respond
Lastly, be prepared for trouble