PRINCIPLES AND STRATEGIES OF TEACHING IN MLS fertilization.
23 chromosomes from each of
CHAPTER 4: APPLYING THEORIES OF LEARNING TO HEALTH mother and father to form a set of 46.
• XY = male offspring, XX = female offspring
CARE PRACTICE (PART 1)
2. Infancy
• Infancy extends from birth up to 18 or 24
THE NATURE OF LEARNER
months. It is characterized by:
• To understand the nature of learner, one needs to
o Time of extreme dependence on
know some basic principles involved in the
adults
development and maturation of the individual.
o Babyhood
• Human Development is the dynamic process of
o The beginning of many
change that occurs in the physical, psychological,
psychological activities like
social, spiritual, and emotional constitution and
language, symbolic thought,
make-up of an individual which starts from the time
sensorimotor coordination, and
of conception to death (from womb to tomb). It is the
social learning.
scientific study of the changes that occur in people
3. Early Childhood
as they age or grow older in years.
• Early childhood begins from the end of
• These changes may entail:
infancy to about 5-6 years which is
o Growth which is quantitative involving
sometimes called “pre-school years”
increase in size of parts of the body, and
• First grade marks end of early childhood
o Development which is qualitative
o Children become even more self-
involving gradual changes in character
sufficient and care for themselves
o They develop school readiness
TWO MAJOR PROCESSES INVOLVED IN GROWTH AND
skills like identifying letters and
DEVELOPMENT
following instructions.
• Learning. It is a relatively permanent change in
o They also spend many hours in
behavior as a result of experience which is primarily
play with peers.
determined or influenced by the environment where
• How the child’s pre-school experiences
the person is situated. It is a complex process which
affect his growth and development
involves changes in mental processing, development
o If his/her physiological and
of emotional functioning and social transactional
psychological needs are met, he
skills which develop and evolve from birth to death.
develops a healthy and pleasant
• Maturation. Includes bodily changes which are
personality
primarily a result of heredity or the traits that a person
o He/she learns to communicate
inherits from his parents which are genetically
and develop understanding of
determined. Pre-programmed i
himself and his environment
o The quality of the interaction
PERIODS OF LIFESPAN DEVELOPMENT
between the child and parents
1. Prenatal Development
affects the child’s own attitude.
• Prenatal development includes the time
4. Middle and Late Childhood
from conception to birth, from a single cell
• School-age is the period from 6-11 years.
to an organism complete with brain and
This period is called “elementary school
behavioral capabilities produced in 9
year” where:
months (270-280 days)
o The fundamental skills of reading,
• Heredity is the total characteristics which
writing and arithmetic are
are biologically transmitted through parents
mastered
to offspring. These characteristics are
o When the child is formally
determined by the genes which are made
exposed to the world and its
up of DNA which determine the hereditary
culture, he/she becomes more
characteristics. They are found in
achievement-centered with
chromosomes.
increased self-control.
• Two types of cells in body 5. Adolescence
o Body or Somatic cells –
• Adolescence marks the transition from
concerned with the development
childhood to early adulthood; approximately
of the different parts of the body.
from 10-12 years and ending at 18-22 years
o Germ or reproductive cells –
old; “pubertal growth spurt” marked by rapid
these are concerned with heredity
gains in height and weight, and changes in
• Each human cell except the sex cells body contour.
contains a set of 46 chromosomes
• Puberty is marked by the development of
arranged in 23 pairs.
sexual characteristics (breast enlargement,
• Sex cells contains 23 chromosomes. This development of pubic and facial hair,
results in 23 pairs of chromosomes upon deepening of voice), production of sex
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hormones and physical capability of before he can move on to the next higher
reproduction, onset of menstruation. stage. Failure to resolve the conflict results
o Pursuit of independence and an to frustration and the individual may
identity is prominent become so addicted to the pleasure of a
o Thoughts are more logical, give stage that he develops fixation and
abstract and idealistic fails to move on to the next higher stage of
o More time is spent outside the development.
family
o Early adolescent from 13 to 16 or 2. Erickson’s Psychosocial Stages of Development
17 years • Each stage has a unique development task
o Late adolescent 16 to 18 up to 21 or dilemma that must be resolved. The
years individual is presented with a crisis he must
• Developmental tasks of adolescent resolve.
o Developing independence in • 8 MAJOR STAGES OF SOCIO-
preparation for adulthood EMOTIONAL DEVELOPMENT
o Establishing a sense of identity o Infant: Trust vs Mistrust (birth to 1
• Physical aspect of development year)
o More marked internal than o Toddler: Autonomy vs. Shame
external development during later and Doubt (2-3 years)
adolescence. o Preschool: Initiative vs Guilt (4-5
o Spends more time with physical years)
looks and improving appearance o School age: Industry vs Inferiority
6. Early Adulthood (6-11 years)
• Early adulthood begins in late teens or early o Adolescence : Identity vs Role
twenties through thirties. It is a period of: Confusion (12-18 years)
o Establishing personal and o Young Adulthood: Intimacy vs
economic independence Isolation
o Career development o Middle Adulthood: Generativity
o Selecting a mate vs Stagnation
o Intimate relationships o Old Age: Ego Integrity vs Despair
o Starting a family 3. Piaget's Theory of Cognitive Development
7. Middle Adulthood • Universal Constructivist Perspective –
• Middle adulthood begins from 35-45 up to the child constructs reality by interacting
65 years. It is characterized by: with the environment and that children have
o Menopause for women predictable qualitative differences in how
o Climacteric or andropause for men they think about things at different ages.
o Time of expanding personal and • All humans construct their understanding of
social involvement and the world in predictable ways. Humans take
responsibility; of assessing next an active role in their own development by
generation in becoming acting on the physical environment.
competent 4. Moral Development Theory by Lawrence
8. Late adulthood Kohlberg
• Late adulthood, or senescence, begins • Three levels and Six Stages of moral
from 65 years and lasting until death. Development
o Time of adjustment to decreasing A. Pre-conventional Level
strength and health 1. Stage I –
o Life review Punishment/obedience
o Retirement orientation
o Adjustment to new social roles • Ego-centered,
o Affiliations with members of one’s self-centered,
age group survival of the
fittest
FOUR THEORIES OF HUMAN DEVELOPMENT • Obedience to
1. Theory of Psychosexual Development figure of
• Sigmund Freud, the Father of Modern authority
Psychology, believed that human beings brought about
pass through a series of stages that are by fear of
dominated by the development of sensitivity physical
in a particular erogenous zone or pleasure- punishment
giving area in the body. 2. Stage II – Instrumental-
• Furthermore, the person must be able to relativist orientation
resolve the conflicts that each stage poses
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• Concerned with • Respect for
satisfying human rights
oneself at the and upholding
expense of the principles of
others dignity, equality
• Or doing and justice.
something for
others based on
what gain or
benefit he/she
can derive for a
favor done
B. Conventional level
1. Stage III – Good
boy/nice girl
orientation
• The child
becomes other-
directed, and
the concern is
for social
approval and
acceptance
• Thus, behavior
conforms to
accepted social
and traditional
norms
2. Stage IV – Law and
order orientation
• Decisions are
based on the
rule of law,
honor and
commitment to
duty
C. Post-Conventional Level
1. Stage V – Social
contract orientation
• Depends on
social
contracts,
written
documents,
abstract thing
and highly
legalistic
concerns
• Believes in the
saying, “the law
must be for the
greatest
number of
people”
2. Stage VI – Universal
ethical principal
orientation
• Behaves
according to
concept of
universal social
justice
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