TABLE OF CONTENTS
NUMBE
R
CONTENTS PAGE
PART 1- LECTURE NOTES
1 Child and Adolescent Development 3-22
2 Facilitating of Learning 23-27
3 Social Dimension of Education 28-50
4 The Teaching Profession 51-69
5 Curriculum Development 70-83
6 Educational Technology 84-113
7 Principles and Str...
table of contents numbe r contents page part 1 lecture notes 1 child and adolescent development 3 22 2 facilitating of learning 23 27 3 social dimension of education 28 50 4 t
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TABLE OF CONTENTS
NUMBE CONTENTS PAGE
R
PART 1- LECTURE NOTES
1 Child and Adolescent Development 3-22
2 Facilitating of Learning 23-27
3 Social Dimension of Education 28-50
4 The Teaching Profession 51-69
5 Curriculum Development 70-83
6 Educational Technology 84-113
7 Principles and Strategies of Teaching 114-133
8 Assessment of Learning 134-165
9 PART 2- PRACTICE TEST 166-234
10 PART 3- ANSWER KEY 235-244
, PART 1
LECTURE NOTES
CHILD AND ADOLESCENT DEVELOPMENT
A. The Child and Adolescent Learner
Childhood- Childhood is defines as the time for a boy or girl from birth until he or she is an adult. It is
more circumscribed period of time from infancy to the onset of puberty.
The Convention of the Rights if the Child defines a child as” every human being below the age of 18
years unless under the law applicable to the child, majority is attained earlier”.
Adolescence- According to Stuart Judge, a noted educator and psychologist, adolescence is the period
of transition from childhood to adulthood. Although sometimes described as beginning in parallel with
fertility or puberty and ending with maturity and independence, adolescence has a very variable and
imprecise duration
The onset of adolescence cannot be pointed in physiological term, although it is influenced by the
same sex hormones and refers to the same general period as physical sexual development. It represents
a complex and sometimes disturbing psychological transition, accompanying the requirement for the
accepted social behavior of the particular adult and culture.
B. Physical and Motor Development.
A. Physical and Motor development
Infants need to learn how to move and to use their bodies to perform various tasks,
a process better known as motor development. Initially, babies’ movements are
simply the uncontrolled, reflexive movements they are born with, over time, they
learn to move their body parts voluntarily to perform both gross (large) and fine
(small) motor skills. In general, babies begin developing motor skills form head to
tail (cephalocaudal), the center of the body outward( proximodistal). They learn to
control their head and neck before they learn to maneuver their arms; they learn to
maneuver their arms before they learn to manipulate their fingers. Babies learn to
move their torso before the learn how to move their arms and legs.
The sucking reflex allows babies to drink milk and nourish themselves in the days
of life.
Another permanent and life-supporting reflex is heard turning in the first days of
life.
Another permanent life-supporting reflex is head turning. This reflex allows a
baby to turn his head if something (a blanket, pillow, or stuffed animal) is
blocking his airflow.
Another reflex that also babies survive is the rooting reflex. When babies root,
they may nuzzle their face and mouth into the caregiver’s chest or shoulder.
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, The rest of the flexes have less survival value but are still notable. For the first 3
to 4 months, babies have an amazing grasping ability and reflex. They will grasp
anything place in their palm and hold it with amazing strength for their size. Some
infants in the first weeks of life can support their entire body weight through that
grasp.
While this reflex may not have any survival function in modern times, it does help
babies bond with caregivers and family in the first weeks of life. Similarly, for the
first two months, babies will ‘step” with their legs if they are held vertically with
their feet touching a surface. Even though this reflex disappears months before
babies begin walking purposely, experts believes stepping helps infants learn how
their legs works can be used.
The Moro response is another reflex that is present during the first 6 months of
life, but doesn’t seem to have a purpose in modern life. A baby with arch her back,
flail out, and then curl up if she feels as although she is being dropped.
The final reflex is Tonic Neck. During the first 4 months, when babies lie awake
on their backs with their heads facing to one side, they will extend the arm on the
side of their body that they’re facing and reflex the other arm at an angle, in a
position that resembles a fencing pose. This reflex may help prepare them for
voluntary reaching later in their environment.
Between ages 2 and 3 years, young children stop “toddling”, or using the
awkward, wide-legged robort-like stance that is the hallmark of new walkers. As
they develop a smoother gait, they also develop the ability to run, and hop.
Children of this age can participate in throwing and catching games with larger
balls. They can also push themselves around with their feet while sitting on a
riding toy.
Children who are 3 to 4 years old can climb up stairs using a method of bringing
both feet together on each step before proceeding to the next step (in contrast,
adult place one foot on each step in sequence); However, young children may still
need some “back up” assistant to prevent falls in case they become unsteady in
this new skill. Children of this age will also be stumped when it’s time to go back
down the stairs; they tend to turn around and scoot down the stairs backwards. 3 to
4 years old can jump and hop higher as higher as their leg muscles grow stronger.
Many can even hop on one foot for shorts period of time.
By ages 4 to 5, children can go up and down the stairs alone in the adult fashion
(i.e. taking one step at a time);Their running continues to smooth out and increase
in speed. Children of this age can also skip and add spin to their throws. The also
have more control when riding their tricycles (or bicycles), and can be drive them
faster.
During ages 5 to 6, young children continue to refine easier skills. They’re
running even faster and can start to ride bicycles with training wheels for added
stability. In addition, they can step sideways. Children of this age begin mastering
new forms of physical play such as the jungle gym, and begin to use the see-saw,
slide, and swing on their own. They often start jumping rope, skating, hitting balls
with bats, and so on. Many children of this age enjoy learning to play organized
sports as soccer, basketball, t-bale or swimming. In addition, 5 to 6 years old often
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, like to participate in physical extracurricular activities such as karate, gymnastics,
or dance. Children continue to refine and improve their gross motor skills through
age 7 and beyond.
B. Brain Development
The bran’s ability to change from experience is known as Plasticity. The human
brain is especially plastic early in life, which is why the “nurture” part of the
equation is so important
Throughout life the brain continues to be plastic-this is the mechanism of
learning-but plasticity declines in adulthood.
As a child’s brain develops, it goes through several’critical periods, a s
developmental phase in which the brain requires certain environmental input ot it
will not develop normally.
Early Milestones in Brain Growth
4 months: the infant’s brain responds to every sound produced in all the languages
of the world.
8 to 9 months: Babies can form specific memories from their experiences, such as
how to push a ball to make it roll.
10 months: Babies can now distinguish and even produce the sounds of their own
language (such as “da-da”) no longer pay attention to the sounds of language that
are foreign.
12 months: Babies whose parents say, for example” Lookee at the doggie” will go
to the appropriate picture of a dog in a picture book more often than those babies
who are talked to normal, flatter voices.
12 to 18 months: Babies can keep in memory something that has been hidden and
find it again, even if it has completely covered up. They can also hold memory
sequences of simple activities, such as winding up a jack-in-the-box until the
figure pos up.
24 months: Preschool children now clear picture in mind of people who are dear
to them, and the get upset when separated from these people (even their peers)
30 months: Preschool children can hold in mind a whole sequence of spatial
maps and know where things are in their environment.
36 months: A preschool child can now two different emotions in his mind at the
same time, such as being sad that he spilled ice cream on his cloths but glad that
he’s at birthday party.
C. Factors Affecting Development
Maternal Nutrition- the nutritional status of the women during adolescent pregnancy and
lactation has a direct impact on the child’s health and development.
Child Nutrition- the Child’s state of nutritional balance is crucial in his early
developmental age.
Early Sensory Stimulation- Toys, soothing sounds and other sensorial stimulation
contribute to the child’s development.
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