RESEARCH IN CHILD AND ADOLESCENT DEVELOPMENT

Child and adolescent development refers to the combination of intellectual, cognitive, social,
emotional, and physical (or motor) changes in kids that happen in roughly four stages (at very
approximate ages): infancy (birth to 2 years), pre-school or early childhood (3 to 8 years), later
childhood (9 to 12 years), and adolescence (13 to 18 yrs). Prenatal development, nutrition,
medical care, culture, the home environment, and education all have an impact on the changes.
Genetic predisposition also plays a role. The nature vs. nurture argument, which centers on
whether genetic or environmental variables influence development more, is now thought to
involve both types of influences, with a person's genetic make-up acting as a very broad
foundation for later environmental changes.

Major theories of development include the Ecological Systems Theory, Lev Vygotsky's Cultural
Mediation Theory, and Jean Piaget's Theory of Cognitive Development (Pressley and
McCormick, 2007). The four stages of play-based learning identified by Piaget in his theory of
cognitive development are sensorimotor, pre-operational, concrete, and formal operations.
Like Piaget, Vygotsky also studied how children develop through play. He identified the zone of
proximal development, which describes the point at which a child's cognitive or motor skills are
about to advance. In line with the social, cultural, and familial environments, Bronfenbrenner's
theory proposes four categories of nested environmental systems (micro, meso, exo, and
mesosystems), each with its own set of laws and norms that influence development.
 FREUD's PSYCHOANALITIC THEORY
Sigmund Freud, an Austrian physician at the time who established the psychological school of
thought known as psychoanalysis, is credited with creating it. According to Freud's
psychoanalytical theory, personality develops through a series of stages, each of which has a
unique underlying psychological conflict. According to Sigmund Freud's psychoanalytic theory
of personality, interactions between the id, ego, and superego three mental components are
what cause human behavior. In addition, this so-called "structural view" of personality
emphasizes the significance of conflicts among mental regions in shaping behavior and
personality.Biological drive and social expectations for the child are in conflict at each
developmental stage, and by effectively resolving these internal conflicts, the child is able to
conquer each stage and evolve into a fully formed personality. Our personalities would
therefore be shaped by the interplay between the id, ego, and superego, which he identified as
the three primary components of the human mind. Conflicts between these three structures, as
well as our attempts to strike a balance between what each of them "desires," undoubtedly
have an impact on the way we act and think as well as how we view the outside world. Our
ability to establish a balance between our aggressive biological urges and our socialized internal
control over those drives determines how we respond to the conflict between these two key
behavioral patterns in each unique situation.

Freud also believed that people could use their phobias as a way to communicate their inner
desires. As a result of these cravings, which had been buried deep within them, worry and
tension were created. In a psychoanalytic perspective, phobias result from anxiety and panic
attacks whenever the ego is overshadowed by forces, particularly the superego and id. As a
result, those who struggle with phobia have unconscious impulses or ideas that generate
conflict between the three elements of the personality or psyche of humans. This anxiety and
tension must be released in some way, and the release typically manifests as the fear, anxiety,
and stress that a phobia brings. The fear may be a sign of another worry the individual has, such
as anxiety.
 PIAGET's STAGE OF COGNITIVE DEVELOPMENT

In 1936, Piaget published his hypothesis, shattering preconceived notions by arguing that it was
erroneous to view infants as "empty vessels to be filled with knowledge" and that instead, they
were "little scientists" who learned by interacting with, exploring, and acting upon their
environments.

Piaget's work opened up new areas for scientific investigation and is credited with establishing
the field. In accordance with his theory of learning, children go through four developmental
phases: sensorimotor, preoperational, concrete operational, and formal operational. He
proposed the idea that kids learn best when they actively engage with their surroundings.

A more charitable viewpoint that recognizes a developing perception not only of the physical
world but also of other minds, even in the "youngest young," has supplanted Piaget's view of
children as being egocentric and his underestimating of the intellectual abilities of very young
infants.

Particularly, it is argued that Piaget's thesis undervalued the impact that culture has on
cognitive development, based on his study, his biased sample, and his assessment of the
subject's work.
 ERIKSON's PSYCHO-SOCIAL THEORY OF DEVELOPMENT

According to Erikson's theory, each stage must be successfully navigated by resolving the
specific conflict that is related to each level of development. However, moving from one stage
to the next does not imply losing the experience gained in the previous stage; rather, future
knowledge and experience are built using these past experiences as a framework.

Erikson's theory has numerous shortcomings, but it nevertheless serves as a solid foundation
for understanding the conflicts that students may be experiencing at the various stages of
development. It will be crucial for me to equip my students with the skills they need as
educators so they can successfully deal with these difficulties and eventually become
contributing members of society.
 HUMAN DEVELOPMENT: MEANING, CONCEPTS AND
APPROACHES

I realize that physical, behavioral, cognitive, and emotional growth and change are all a part of
human development, which is a process that lasts a lifetime. During the formative years of life,
from infancy to childhood, childhood to adolescence, and then maturity, when significant
changes occur, this process begins.

In order to increase people's freedoms, opportunities, and well-being, human development is

Human development is a branch of psychology that studies and strives to optimize the
elements that help people live healthy and fulfilling lives. This field aims to understand the
various changes individuals and their relationships go through as they continue to learn and
grow.
 THE STAGES OF DEVELOPMENT AND DEVELOPMENTAL
TASKS

Determining whether a child's growth is on track is the main goal of monitoring each child's
progress. Understanding each child's development and behavior requires keeping an eye out
for developmental milestones. A child's conduct may be explained by milestones.

According to Havighurst's developmental task model, there are six stages of life: infancy and
early childhood, between the ages of birth and 5, middle childhood, between the ages of 6 and
12, adolescence, between the ages of 13 and 18, early adulthood, between the ages of 19 and
30, and later maturity, which occurs after the age of 60.

My understanding is that physical, behavioral, cognitive, and emotional growth and change
occur throughout a person's lifetime. This process begins in the formative years of life, from
infancy to childhood, childhood to adolescence, and then maturity, when significant changes
occur.
 INTRODUCTION

This is a portfolio in Child and Adolescent Development. The compilation of prelim and midterm

lessons in 1st semester. It consists of 7 lessons and each lessons has my own reflections of what

I have learned and understand during our discussion.

The first part of this learning module serves to be an introduction to the whole Child and

Adolescent Development learning module. This portfolio has many lesson that we've discussed

such as the HUMAN DEVELOPMENT: MEANING, CONCEPTS AND APPROACHES, THE STAGES

OF DEVELOPMENT AND DEVELOPMENTAL TASK, and THE STAGES OF DEVELOPMENT AND

DEVELOPMENTAL TASKS. The midterm lessons are the RESEARCH IN CHILD AND ADOLESCENT

DEVELOPMENT, FREUD'S PSYCHOANALYTIC THEORY, PIAGET'S STAGE OF COGNITIVE

DEVELOPMENT, and the ERIKSON'S PSYCHO-SOCIAL THEORY OF DEVELOPMENT.

In generalization, as for it's objectives, this portfolio on Child and Adolescent Development:

looking at learners at Different life stages aims to align the teaching and learning in Child and

Adolescent Development. This portfolio will serves as guide to teachers and learners with the

new curriculum that is that is anchored on the National Competency-based Teacher standards.