TEACHING PLAN

FOR GROWTH & DEVELOPMENT

TEACHING PLAN (GROWTH AND DEVELOPMENT) DESCRIPTION OF THE LEARNER: 9-10 year old children currently studying at Datakan, Elementary School. They are currently leaving at Barangay Datakan, Kapangan Benguet. The clients can understand English, Tagalog, and Ilocano. LEARNING NEED: LEARNING OUTCOMES Upon completion of the instructional session,the client will: Be able to determine the different stages of growth and development of an individual in terms of: Physical Social Emotional aspects The common problems that an individual may present during a specific stage Enumerate the stages of Growth and development CONTENT OUTLINE Theories concerning Growth and Development Physical, Emotional, Social changes an individual may experience Common problems that an individual can undergo in a certain stage LEARNING CONTENTS METHOD 1. Class Discussions 2. Use of Visual Aids EVALUATION Instant Oral Feedback

LEARNING CONTENTS:

Stages Of Growth & Development

Stage / Age
Toddler (12 to 36 months)

Page 1

Freud/Erickson
(Psychosexual)
Autonomy vs. sense of Shame & doubt (ages 1-3) Newfound sense of independence as a result of having learned some basic self-care skills walking, feeding, and toileting.

Piaget
(Cognitive)
Sensorimotor & Preconceptual Phase - Appear mature but are really primitive; - Differentiation of self from objectsincreased tolerance of separation from parents - Object permanence has advancedincreasingly aware of existence of objects of objects behind doors, in drawers, etc. - Domestic mimicry - Embryonic concept of time a vagus concept - Why? and How? predominate language. Preoperational Phase (2-7) - A shift from totally egocentric thought to social awareness occursability to consider anothers viewpoint begins. Egocentricity is still evident. - Play is this childs way of understanding, adjusting to, and working out lifes experiences - Magical thinkingthoughts are powerfulguilt may

Kohlberg
Spiritual/moral
Kohlberg said nothing. - Associate God with something special - Assimilate behaviors (folding hands in prayer) associated with God - Comforted by spiritual routines (bedtime prayers - Near end of toddler- hood, religious teachings such as reward and fear of punishment may influence their behavior

Play
- Parallel playthe toddler plays alongside, not with other children - Inspects toys; talks to toys; tests its strength and durability - Invents uses for toys - Imitation is a distinguishing characteristic of playengages in fantasy

Common Problems/Concerns
- Temper tantrums - Toilet training voluntary sphincter control is achieved between 18 & 24 months of age. NOTE: bowel training is usually accomplished before bladder training because of its greater regularity and predictability. - Negativismpersistent no answers

Preschool (4 to 7 years)

Initiative vs. Guilt (ages 3-6) Child develops the ability to initiate and direct own activities. Because they are developing a super ego (conscience), conflicts arise from their desire to explore and the limits placed upon them by caregiversleads to feeling of frustration and guilt

Preconventional/Premoral - Moral judgment is at its most basic levellittle concern for why something is wrong. - Actions are directed toward fulfilling their needs and less frequently the need of others. - These children have a very concrete sense of justice - fairness involves the philosophy of you scratch

- Associative playgroup play in similar or identical activities, but without rigid organization or rules. Provides physical, social, and mental development, with refinement of motor skills. Includes: jumping, running, and climbing, as well as the use of tricycles, sports equipment, constructive and creative toys, etc.

- May begin to ask questions about sex. - Fear: of the dark; being alone; of animals; pain (and the objects or persons associated with pain); ghosts; sexual matters; etc. - Inability to separate reality from fantasy may lead to fears and anxietiestelevision programs may lead to animism. BY 5 or 6 they usually relinquish these fears. - Susceptible to the effects of excess stress because of their inability to cope. - Some preschoolers are prone to acts of aggression; reinforcement can shape aggressive behaviorto get attentionneg. or pos.

result from bad thoughts or wishes - Words are accepted literallyyou are bad means that I am a bad person, not merely that my actions were bad.

my back and Ill scratch yours, with no thought of loyalty or gratitude. -Development of conscious is strongly linked to spiritual; development. Behave correctly to avoid punishment, guilt.

- Imitative, imaginative and dramatic play probably the most characteristic & persuasive preschool activity. For self expression; involves the reproduction of adult behavior. Toward the end of the preschool period children want to do adult activities not just pretend.

- Modeling the behavior of significant othersthis can be good or bad

Stages Of Growth & Development

Stage/Age
School age (6-12 years)

Page 2

Freud/Erickson
(Psychosexual)
Industry vs. Inferiority (ages 6-11) Learning to achieve, compete, perform and developing a sense of self confidence because of successes. Thrive on accomplishments and praise. May develop a sense of inferiority when tasks are too difficult, thus producing failureneed support.

Piaget
(Cognitive)
Conceptual thinking. (concrete operations) These children are able to use thought processes to experience events and actionsto understand relationships between things and ideas (reasoning); their mental processes allow them to see things from anothers point of view. Learn to master skills such as: conservation, classification, reasoning, comprehension, and reading .

Kohlberg
Spiritual/moral
- Reward and punishment guide their judgmentthey adopt and internalize the moral values of their parents; they learn standards for acceptable behavior, act accordingly & feel guilty when they violate them. However, they do not understand the reasons behind the rules. - These children view God as a human; they are fascinated with the concepts of heaven and hell and may fear hell as punishment. Adolescents, to gain autonomy from adults, often substitute their own set of morals and values. They

Play
Play takes on a group or clique form (team play) it involves increased physical skill, intellectual ability, and fantasy. A sense of belonging to a team is important. - Games have fixed, rigid rules; Conformity and ritual permeate their play; - School-aged children gain a sense of power from playing games where they can use fantasy and imagination to gain mastery over others who otherwise dominate them. While the parents of adolescents remain their primary influence, they are ever moving away from

Common Problems/Concerns
- Peer influence and pressure becomes a contending factor for parental influence. - School-aged children seek greater autonomy with increasing ageleads to family conflict. - Antisocial behavior may developlying, stealing, and cheating - Stress can mount from pressures such as those to excel academically, peer pressures, and family conflicts, etc.

Adolescence (12 to 18 or 20)

Identity vs. Role confusion (group identity vs. alienationage 12-20) Stage is marked by dramatic physiological

Abstract thinking. The period of formal operations. These people now think in the realm of what is

- Destructive behavior - Sexual experimentation There is great pressure on adolescents to become sexually active. Adolescents often experiment in sexual

changes associated with sexual maturation that leads to marked preoccupation with appearance and body image. Identity development takes place in this stage as the youth seeks autonomy, group identity, and to answer the question, Who am I? This is essential for making adult decisions marriage, vocation. Failure to develop a sense of self identity can lead to isolation and inability to develop lasting attachments in future.

possiblebeyond the present and concrete. They are concerned with future events such as marriage, college, and vocations. Their thoughts are influenced by logical principles rather than their own perceptions and experiences. They are able to understand that few concepts are absolute or independent of other influencing factors.

seek to establish and internalize a set of morals and values that they have tested and found to be worthy of living bythis often means questioning and sometimes abandoning existing morals and values. Often when adults merely ascribe to a code of morals and values verbally, without actually adhering to the codes, adolescents will be inclined to abandon such codes.

parental dependency and toward autonomy. Their peers play an ever increasing role in terms of significance. To belong is of utmost importance. Their play is group (peer) oriented and is more about relationships than play. Sexual activity and romance preoccupy many adolescents. The leisure-time activities amongst adolescents assist in the development of their social, physical, and cognitive skills.

activitiespetting, fondling, heterosexual intercourse, homosexual (oral and anal ). Few are aware of the dangers associated with sexual experimentation. - Adolescents have a sense of indestructibility. This often leads them to destructive behavior such as drinking and driving in a manner that is dangerous. Auto accidents are the number one killer of adolescent males.

SOURCES: http://www.dss.virginia.gov/files/division/cc/provider_training_development/intro_page/publications/competencies/chapters_individually/04.pdf http://www.scribd.com/doc/15487475/Stages-of-Growth-Development#download