REPORT OF

GROUP 5
PROF: GLORIA GOMEZ BEED 1B

MEMBERS:
1. ANA REYES
2. ADA JUSTIN
3. BIANCA MAE BRUZA
4. DONATO GLORIA
5. JACOB ALONTAGA
6. JULIUS PARON RUEDA
7. LESTER QUINLOG
8. ROSEMARIE LIM
9. SHAKIRA BAUTISTA
1 0 .S H E E N A G A C I S
11.VANESSA BABOL
 CHILD DEVELOPMENT

THEORIES
Presented by: Group 5
 THEORIES
(BRONFENBRE
(GESELL) NNER)

Developmental Milestones Ecological Systems

Theory
 ARNOLD GESELL (21 JUNE 1880 – 29 MAY 1961)

Arnold Gesell was born on June 21 1880

was an American psychologist, pediatrician

and professor at Yale University known for
his research and contributions to the fields
of child hygiene and child development.

was a pioneer in the field of child

development,
THEORY OF GESSELL
Through his observations and research, Gesell
concluded that children go through predictable
stages of growth. In fact, Gesell's theory formed
the basis for just about every other
developmental theory since his time. Some of
the key points associated with his theory

The Maturational Theory of child

development was introduced in 1925 by Dr.
Arnold Gesell, based on observations of children
who followed both normal and exceptional
patterns of behaviour. He made observations
from birth to adulthood. This research
influenced what we know about developmental
milestones.
GESELL CYCLES OF DEVELOPMENT
(THE CYCLICAL SPIRAL}

Gesell emphasized that growth

always progresses in a pattern
through predictable stages or
sequences. Sequential
development begins within the
embryo and continues after birth.
While an individual progresses
through these stages at his or her
own pace, the sequence remains
the same. According to Gesell,
growth can be thought of as a
cyclical spiral.
GESELL FOCUSED ON
FOUR AREAS OF
GROWTH
Gesell’s research established
normative trends for four areas of
growth and development, namely:
(1) Motor,
(2) Adaptive (Cognitive),
(3) Language, and
(4) Personal-Social behavior.
URIE BRONFENBRENNER
Urie Bronfenbrenner was a Russian-born
American psychologist who is most known
for his ecological systems theory. His work
with the United States government helped in
the formation of the Head Start program in
1965.
Born: April 29, 1917, Moscow, Russia
Died: September 25, 2005
 BRONFENBRENNER'S ECOLOGICAL
SYSTEMS THEORY

To explain how social Bronfenbrenner's ecological

Bronfenbrenner divided the
environments affect systems theory views child
person's environment into five
children’s development. development as a complex
different systems: the
This theory emphasizes the system of relationships
microsystem, the mesosystem,
importance of studying affected by multiple levels of
the exosystem, the
children in multiple the surrounding
macrosystem, and the
environments, known as environment, from immediate
chronosystemm.
ecological systems, in the settings of family and school
attempt to understand their to broad cultural values, laws,
development. and customs.

THEORY
THE FIVE ECOLOGICAL
SYSTEMS THEORY

Bronfenbrenner (1977) suggested

that the environment of the child is
a nested arrangement of structures,
each contained within the next. He
organized them in order of how
much of an impact they have on a
child.
 THE FIVE ECOLOGICAL SYSTEMS THEORY

THE MICROSYSTEM THE MESOSYSTEM THE EXOSYSTEM

The microsystem is the first level of It incorporates other formal and

The mesosystem encompasses the informal social structures, which do not
Bronfenbrenner's theory, and are the
interactions between the child’s themselves contain the child, but
things that have direct contact with the
microsystems, such as the interactions indirectly influence them as they affect
child in their immediate environment,
between the child’s parents and one of the microsystems.
such as parents, siblings, teachers and
teachers, or between school peers and Examples of exosystem include the
school peers.
siblings. neighborhood, parent’s workplaces,
Relationships in a microsystem are bi-
The mesosystem is where a person's parent’s friends and the mass media.
directional, meaning the child can be
individual microsystems do not function These are environments in which the
influenced by other people in their
independently, but are interconnected child is not involved, and are external to
environment and is also capable of
and assert influence upon one another. their experience, but nonetheless
changing the beliefs and actions of other
affects them anyway.
people too.
Is the setting in which there is a link
Furthermore, the reactions of the child to between the context where in the
individuals in their microsystem can person does not have any active role,
influence how they treat them in return. and the context where in is actively
participating
 THE FIVE ECOLOGICAL SYSTEMS THEORY

THE MACROSYSTEM THE CHRONOSYSTEM

a theory that focuses on how cultural The fifth and final level of
elements affect a child's development, Bronfenbrenner's ecological systems
such as socioeconomic status, wealth, theory is known as the chronosystem.
poverty, and ethnicity. This system consists of all of the
The macrosystem differs from the environmental changes that occur over
previous ecosystems as is does not refer the lifetime which influence development,
to the specific environments of one including major life transitions, and
developing child, but the already historical events.
established society and culture which the Includes the transitions and shifts in
child is developing in. one's lifespan. This may also involve the
For example, children in war-torn areas socio-historical contexts that may
will experience a different kind of influence a person.
development than children in a peaceful
environment.
 CURRENT 2 PEDAGOGICAL PRINCIPLES

RESEARCH AND The key pedagogical principles

PEDAGOGICAL focused on teaching‐learning
APPLICATION arrangements and methods,
relationship to pupils and learning
environment, general educational
WHAT IS PEDAGOGICAL principles, and expected skills and
1 attitudes.
APPLICATION?
IMPORTANCE OF PEDAGOGY IN
Pedagogy refers to the method and 3 TEACHING AND LEARNING
PROCESS?
practices of a teacher. It's how they
approach their teaching style, and
Pedagogy is important because it
relates to the different theories they
gives teachers an insight into the
use, how they give feedback, and the
best practices for a classroom
assessments they set.
setting.
When people refer to the pedagogy of
As a result, this will improve the
teaching, it means how the teacher
quality of their teaching as it will be
delivers the curriculum to the class.
well received by students.
 CURRENT 1
THE 5 MAJOR PEDAGOGICAL
APPROACH
RESEARCH AND
PEDAGOGICAL 1. Constructivist
2. Collaborative
APPLICATION 3. Integrative
4. Reflective
5. Inquiry Based Learning.

CONSTRUCTIVIST COLLABORATIVE INTEGRATIVE

APPROACH APPROACH APPROACH

Collaborative The integrative

This approach is
learning is a approach provide
based on the central
situation in which learners with a
notion that learners
two or more people learning
construct their own
learn or attempt to environment that
understanding of the
learn something helps them make
world around them
together. connections of other
based on experience
learnings across the
as they live and
curricula.
grow.
 CURRENT 1
THE 5 MAJOR PEDAGOGICAL
APPROACH
RESEARCH AND
PEDAGOGICAL 1. Constructivist
2. Collaborative
APPLICATION 3. Integrative
4. Reflective
5. Inquiry Based Learning.
REFLECTIVE INQUIRY-BASED
APPROACH APPROACH
The inquiry-based
The reflective teaching approach is an important
learning approach means pedagogical approach in
looking at what the teaching science. This
teacher and learners do approach requires more
in the classroom, than simply answering
thinking about why they questions or getting the
do it and analyzing about right answer.
it if it works. It promote investigation,
This is a process of self- exploration, search,
evaluation and self- research, pursuit and
observation. study.
THANK presented by: group 5

YOU