What is childhood and adolescent?

1. TOPIC: Definition of childhood and
adolescence
STRATEGY: Structured overview
PRESENTORS:
Henry M. Bibas
Benlee Madriaga

2. Strategy: Structured overview
What is it?
- A diagram that show the relationship between key words
and concepts which provide an overview of the topic.
How can I use it?
- Use as a note taking format or tie new information to
existing knowledge.
- Can be used individually, pairs or small groups.
Useful for the following stages of learning:
 Activate prior learning
 Closure

4. Definition Of Childhood
And Adolescence
Childhood
Adolescence
Growth
Development
Quantitative
change
Qualitative
change

5. CLOSURE:
Life is a changing process. From the moment of
conception to the moment of death, human beings undergo
many complex processes of development. Through life,
people have the potential to grow, to change, and to
develop.
Childhood refers to the time or state of being a child,
the early stage in the existence or development of
something. From a historical perspective, childhood can be
defined as an evolving series of steps, usually constant,
towards adulthood shaped by an extensive array or
collection of forces and ideas, that range from ethnicity to
class, from region to religion and from gender to politics.
Childhood connotes a time of innocence, where one is
free from responsibility but vulnerable to forces in his
environment. It suggests a period where one enjoys
closeness with parents and shared expectations.

6. In the past, there were differences in child-rearing customs,
material and ethnic cultures, economic standing, and family size.
However, there were similarities in the ways children grow up.
One thing, all children were educated to meet the needs of
communities. For example there were boys who were raised to
become farmers and girls to perform the chores required of
housewives.
Members of every cultural group raised children to
understand their particular traditions including religious faiths,
proper use of resources, the importance of family, and
appreciation for the larger culture. Each group developed and
passed along to the next generation beliefs to sustain them and
rituals to remind them of their heritage.
Many of the issues that have characterized children’s
experiences in the past continue to shape their lives up to the
present. Where there are changes in the demographies (human
populations), economics, politics, and ethics of childhood, the
basic markers for becoming an adult- completing one’s
schooling, finding an occupation, marriage, remained the same
(Calvert, 1992).

7. Adolescence (Latin adolescentia, from adolescere, “to
grow up”) is the period of psychological and social transition
between childhood and adulthood. In common usage in
English countries “adolescent” and “teenager” are
synonymous. Adolescence is also defined as the transitional
stage of human development in which a juvenile matures
into an adult. The transition involves biological, social, and
psychological changes.
As a modern cultural and social phenomenon
“adolescence” and its end- points are not tied to physical
milestones. The word is derived from Latin noun dolor
meaning “pain”. It is the stage where the person experiences
dramatic changes in the body along with developments in his
psychology and career. The onset of adolescence sees
children as having completed elementary school and are
about to enter secondary education. Between the early
childhood and teenage years is preteen.

8. The ages of adolescence vary by culture. The
World Health Organization (WHO) defines
adolescence as the period of life between 10 and 19
years of age. In the US for example, adolescence in
the period that begins between ages 12 and 14 and
ends at 19 or 20.
During this period most children go through the
stages of puberty in which in recent times would refer
to ages nine and thirteen. Most cultures regard people
as becoming adults at various ages of the teenage
years.

9. Growth is often referred to as quantitative
change. The process of growing up, including
development of the human body as it gets older and the
psychosocial development of a person as he or she
matures. The child increases in height and weight, and
changes in proportion as he progresses toward maturity.
These changes in the body and any of its parts are
known as physical growth.
We all grow and develop. We usually stop
growing taller when we become adults, but we never stop
developing. Beginning as small dependent babies, we
gradually grow and develop into independent adults who
can do more complex tasks as drive a car or use a
computer.

10. Development or qualitative changes refers to the increase in
skills and complexity of function resulting in increased
specialization. It is the gradual and orderly unfolding of the
characteristics of the successive stages of growth.
Development is a progressive series of changes that occur as
a result of maturation and experience. This means that
development does not consist merely of adding inches to one’s
height or of improving one’s ability. Instead, it is a complex
process of integrating many structures and functions.
There are two processes in the development that
simultaneously take place throughout life- growth or evolution and
atrophy or involution (a wasting away, or the failure to grow
because of insufficient nutrition). Both begin at a conception and
end at death. In the early years, growth predominates, even
though atrophic changes occur as early as the embryonic life. In
the latter part of life, atrophy predominates, though growth does
not stop; hair continues to grow, and cells continue to be replaced.
With aging, some parts of the body and mind change more than
the others.

11. Human development is the scientific study of the
quantitative and qualitative ways by which people
change.
Quantitative changes are changes in the number
or amount of something, such as height, weight, or
size of vocabulary.
Quantitative difference in child development
refer to the changes children encounter as they
acquire more knowledge and grow physically larger
and stronger. An example of quantitative difference
would be a child, who after two years has growth to
inches and gained 10 pounds. Growth in height and
weight indicates a quantitative difference.

12. Qualitative changes are changes in kind,
structure, or organization, such as changes in the
nature of a person’s intelligence or in the way the
mind works.
Qualitative changes focus on changes in the
way children think, behave and perceive the world
differently as they mature. An example of
qualitative difference would be a child that a young
age has difficulty understanding perspectives of
others (otherwise known as egocentrism or
selfishness). Children’s perception in thin king
change as they get older and evolve into the ability
to see things from other’s perspectives. This
change in perception represents a qualitative
change.

13. The distinction between quantitative and
qualitative change can be seen in the area of
memory development. Example: when Jenny was
four years old, she could recall only three objects
out of a group she had seen a few minutes before:
now at 7, she can recall seven objects. Her
memory has undergone a quantitative change that
is, an increase in how she can remember. She has
also experienced a qualitative change in memory,
since she has now begin to use such strategies as
putting objects she wants to remember into
categories to help her recall them (P.H. Miller, 1983
as cited by Papalia, 1989.)

14. TOPIC : The Rights of Children and
Young Persons
STRATEGY : Structured Overview
REPORTER :
Kathrine B. Ellorimo
Angel Marie S. Romiscal
Rose Ann Alberto
Shermina Idris

16. WHY STRUCTURED
OVERVIEW?
It is a diagram that shows the
relationship
between keywords and concepts which
provides an overview of the topic. It is
used as note taking format or tie new
information to existing knowledge and it
can also be used individually, pairs or
small group.

17. The rights of children and
young person
Presidential Decree No. 603 dated December 10, 1947 (
Bustos, et al., 1999 ) listed down the Rights of Children and Young
Persons. This was aimed at understanding children better and for
the Filipino teacher to be more aware of the children’s rights. The
code contained the following provisions :
To understand and help children better, it is important to
every Filipino teacher to be cognizant of such rights. The provisions
of the Code regarding such rights are as follows :
All children shall be entitled to the rights herein set forth
without distinction as to legitimacy, sex, social stats, religion, political
antecedents, and other factors.

18. 11. Every child has the
right to an efficient and
honest government that
will deepen his faith in
democracy and inspire
him with morality to the
constituted authorities
both in their public and
private lives.10. Every child has the
right to the care,
assistance, and protection
of the state particularly
when his parents or
guardians fail or unable to
provide him with his
fundamental needs for
growth, development,
12. Every child has the
right to grow up as a free
individual, in an
atmosphere of peace,
understanding, tolerance,
and universal brotherhood
and with the determination
to contribute his share in
the building of a better
world.
1. Every child is
endowed with dignity
and worth of a human
being from the moment
of his conception, as
generally accepted in
medical parlance, and
therefore , the right to be
born well.
8. Every child has the right
to protection against
exploitation, improper
influences, hazards, and
other conditions or
circumstances prejudicial
to his physical, mental,
emotional, social, and
moral development.
9. Every child has the right
to live in a community and
a society that can offer
him an environment free
from pernicious influences
and conducive to the
promotion of his health
and the cultivation of his
desirable traits and
7. Every child has the
right to full opportunities
for safe and wholesome
recreation and activities,
individual as well as
social, for the
wholesome use of his
leisure hours.
2. Every child has the
right to a wholesome
family life that will
provide him with love,
care and understanding,
guidance and
counselling, moral and
material security.
3. Every child has the
right to a well-rounded
development of his
personality to the end
that he may become a
happy, useful, and active
member of society.
4. Every child has the
right to a balanced diet,
adequate clothing,
sufficient shelter, proper
medical attention, and all
the basic physical
requirements of a
healthy and vigorous life.
5. Every child has the
right to be brought up in
an atmosphere of
morality and rectitude for
the enrichment and
strengthening of his
character.
6. Every child has the
right to an education
commensurate with his
abilities and to the
development of his skills
for the improvement of
his capacity for service
to himself and his
fellowmen.
The Rights
of Children
and Young
Persons

19. Closure :

21. Closure :