COURSE: Specialized Course for WCPD Officers

Module 4. Violence Against Children

Lesson Plan

Subject: Child Development

Lesson Number: 4.3

Target Audience: Forty five (45) WCPD Officers

Venue: As scheduled

Training Day Number: 9

Time Allotted: 2 hour

Instructional Method: Lecture Discussion PE

Training Aids: Multi-media projector and laptop

Trainee Requirements: Notebook and ball pen

Issue Items: Handouts

Instructor Qualification: General Instructor

Specialized Instructor
Master Instructor

Coordination: Not necessary

Training References Used: Child Protection Network Foundation

Lectures

Lesson Goal: This module aims to provide the

participants an understanding of the
different stages of child development and
the impact of abuse and intervention on
a child.

Learning Objectives:

At the end of the lecture the participants should be able to:

L.O.1. Differentiate the mental, moral, physical, emotional and social

capacities and needs of children at the different stages of child
development
L.O.2. Associate the stages of child development in the context of criminal

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 responsibility
L.O.3. Discuss the impact of child victimization at different stages of
development

Presentation Outline:

Topics Time Methodology

Introduction 5 minutes Lecture/Discussion
Functional areas of development 20 minutes Lecture/Discussion
Developmental stages of children 20 minutes Lecture/Discussion
The role of the brain in child 20 minutes Lecture/Discussion
development
The adolescent and criminal 20 minutes Lecture/Discussion
responsibility
The effects of abuse on the child 15 minutes Lecture/Discussion
Key learning points 5 minutes Lecture/Discussion
Open Forum 15 minutes Open forum
TOTAL NUMBER OF HOURS
2 hours
*TP – Teaching Point

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 Lesson Plan 4.3

Lesson Topic- Child Development

Introduction:
1. Prayer before the start of the class.
2. Introduce Instructor to the trainees.
• Name
• Designation/present unit assignment/work experience
• Educational background
3. Child development refers to the biological and psychological changes
that occur in human beings between birth and the end of adolescence,
as the individual progresses from dependency to increasing
autonomy.
4. Developmental change may occur as a result of maturation or as a
result of environmental factors and learning, but most commonly
involves an interaction between the two. Human beings have a keen
sense to adapt to their surroundings and this is what child
development encompasses.
5. To have a deeper understanding of the law and to be guided on how
to deal with children, one must understand the principles of child
development.
6. Children at different stages of development will have different needs
and capacities, which need to be addressed in order for them to
effectively participate in the criminal justice system.

I. FUNCTIONAL AREAS OF DEVELOPMENT

Child development – refers to the biological, psychological, and

emotional changes that occur in human beings from birth and the end of
adolescence, as the individual progresses from dependency to increasing
autonomy.

The following are the functional areas of development:

 Physical Development – includes the acquisition of skills such as

sitting, throwing and running, picking up objects and feeding. Describes
the physical development of the child. Physical development is grouped
into two main areas, fine motor skill and gross motor skill.

 Mental Development – depends on the manner by which he or she is

being brought up. Inherent factor is perceived to contribute to the child’s
mental skill but obviously this may be partly true only. It is not of
common knowledge that there is a family of several children with
everyone having a high IQ or everyone having a low IQ. One member of
the family may be an outstanding achiever in school while another

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 member of the said family may have a hard time passing through
school.

 Social Development – the child will develop crucial intellectual,

emotional and social abilities, learn to give and accept love, to be
confident and secure, to show empathy, to be curious and persistent—
all abilities that will enable the child to learn, relate well to others and
lead a happy and productive life. This is an exciting period in your child's
life. Each child grows and develops differently. This gives you general
information about what a child from birth to age five might be doing at a
certain age.

 Emotional Development – is really a life-long process and it starts the

moment that the baby is born. However, we will not be able to tell its
emotional development until the baby is somewhat older. Then, it will
probably hit us hard, as we need to deal with all kind of emotions that
come up.

II. DEVELOPMENTAL STAGES OF CHILDREN

Table 11.1 : Developmental Stages of Children According to Their Ages

Ages Mental Moral Physical Emotional &
Social
(0-12 months) Learns to Attachment to
distinguish self mother, father other
from environment caregivers
Learns to seek Learns to
stimulation associate specific
through senses action with
Learns about specific responses,
objects by foundation of
manipulating social learning
them and record
in memory
1-3 Tries to control Autonomy struggles
Toddler behavior to gain Learning to play and
parents’ approval get along with other
& avoid children
punishment Gradually
Through develops capacity
experiences of to control one’s
approval & self and one’s
disapproval, environment
moral
development
begins
By the end of
3rd year,
understands
concept of “bad
and good”

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 Table 11.1 : Developmental Stages of Children According to Their Ages (Cont.)
Ages Mental Moral Physical Emotional &
Social
3-5 Conduct directly Rapidly Jumps, skips, Sexual identity
Pre-School linked to authority increasing climbs established
of parents and vocabulary Rides tricycles Learns to be
teachers See cause & Uses small social & develops
Gains approval & effect relationship scissors cooperative play
avoids between things Bathes & dresses Increasing self-
punishment that happen at the Uses toilet control based on
Feeling of guilt same time. independently awareness of
following Egocentric social
violation thinking expectations
6-9 Developmental Laces shoes Increasing
School Age increase in Dresses self orientation
intellectual Brushes teeth towards same-
functions. Child’s Can feed self gender peers
thinking more independently Self-esteem
logical and based on
rational. competence &
New skills in status in peer
problem group
solving, can sit
and pay
attention longer
10-15 Thinking becomes Follow rules and Greater body Group values
Adolescent more self- values of society competence and guide individual
Stage conscious, Discovery of coordination behavior
idealistic, critical new values Puberty starts Acceptance by
Events can be with the peers is critical to
viewed from changes in the self-esteem
many body that Identity formation
perspectives prepares it for Differing view
sexual of social
reproduction relationships
16-21 Able to reason, Values become Heightened Interests in
generalize from individualizing physical power, relationships
hypothesis and and internalized strength and Solidifies
test them Concern about coordination personal identity
wider social Becomes goal
problems, directed
ethical issues,
economic issues

Individuals who are 18 years old and above are considered adults in
our society. Although there are some who may be more mature than what is
expected in their age or may be otherwise, the above discussion on
developmental stages occurs in the majority of people therefore it can serve
as a pattern or a guideline for WCPDs in performing their work.

III. THE ROLE OF THE BRAIN IN CHILD DEVELOPMENT

The following are the functions of the brain:

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  The human brain mediates our movements, our senses, our thinking,
feeling and behaving.
 The amazing, complex neural systems in our brain, which determine
who we become, are shaped early.
 Most brain development happens in the first three years of life and this
early development affects how the child thinks, acts and feels for the
rest of his/her life.
 The brain controls the heart rate, body temperature, and other survival-
related functions. It also stores anxiety or arousal states associated with
a traumatic event.
 Moving outward towards the neocortex, complexity of functions
increases. The limbic system stores emotional information and the
neocortex controls abstract thought and cognitive memory. (See Figure
11.1.)
 The brain takes a long time to mature and the brain of adolescents still
undergoes extensive structural changes. Adolescents still do not have a
mature neo-cortex which is responsible for planning, reasoning,
controlling impulse, thinking ahead, regulating emotions, learning from
experience and weighing risk and rewards. All of these are important
functions to keep us out of trouble.

Figure 11.1: The Structures in the Brain

IV. THE ADOLESCENT AND CRIMINAL RESPONSIBILITY

 Although the basic intellectual abilities of adolescents may already reach

adult levels (around 16 years), they are still very immature
psychologically and socially. They are easily pressured by their friends,
such that teenagers tend to commit more crimes being in groups than
being alone. They make poor decisions because they are
inexperienced, they do not consider the future in their decisions and

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 they are very emotional.
 Much of juvenile crime is because of experimentation typical of the
stage of adolescent development rather than moral deficiencies
reflecting bad character. Risk-taking behavior peaks in mid adolescence
(around 16 to 17 years) and then decreases. Most teens grow out of
their anti-social tendencies as their individual identity becomes settled.
So, remember that much of the crime at this stage will probably
disappear when the adolescent matures.

V. THE EFFECTS OF ABUSE ON THE CHILD

 The impact of abuse on different stages of development affects the

ability of the child to control social and moral emotions.

 High incidence of child abuse may have poverty as a contributory factor

which could also affect child development as it may cause increased
stress, poor health, and poor access to basic services.
 Research conducted by Schuck & Widom (2005) showed that
individuals with a history of child abuse and neglect were 4.8 times more
likely to have an arrest as a juvenile and 2 times more likely to have an
arrest as an adult. In fact, adverse childhood experiences affect also the
health of an individual so that individuals with a history of abuse have an
increased likelihood of diseases such as hypertension, diabetes or
cancer (ACE studies).

 Neglect has a negative impact on the developing brain. The CT scan of

the brain of a healthy three-year old child with an average head size is
compared to the image of the brain of another three-year old child
suffering from severe sensory deprivation neglect. The brain of the latter
is significantly smaller and has abnormal development of cortex. See
Figure 11.2.

Figure 11.2: The Difference of the Images of the Developing Brains of a

Healthy Child and a Neglected Child

KEY LEARNING POINTS: (2 mins)

1. Child development is a continuous process that begins from birth to

maturity. It refers to an increase in skill and complexity of function in four

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 areas: physical, mental, moral and emotional/social.
2. Age of criminal responsibility is set at 15 years and one day because it
recognizes the psychosocial immaturity of a child younger than 15.
Therefore the child cannot be treated as an adult and has less
responsibility of the crime committed than an adult.
3. Experience plays a crucial part in what a child becomes. In fact, child
abuse, neglect and victimization have an impact in the physical, mental,
moral and emotional/social development of the child.

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