Unit 2

• Growth and development


  Includes physical changes from infancy to adolescence, as well as changes in emotions, personality, behavior, thinking and speech as children interact with the world
• Developmental milestones


  Skills such as taking a first step or smiling for the first time
• Development of the child is very essential in the educational context
• Child development tracks children's physical, emotional, psychological, and cognitive growth which are the very domain of education
• Policies and laws protect the rights and dignity of the child or learner
• In inclusive education, policies and laws not only protect the learner but also give security to the learner as he or she feels safe in the school
• Psychology


  The science of mind
• Experimental psychology


  Tries to determine the course or tendencies of human behavior
• Applied psychology


  Intends to improve human life with the application of the scientific knowledge of the human behavior
• Educational psychology


  Develops to study scientifically the behavior of the students and to help the process of education
• The primary aim of education is the total development of the child
• Psychology deals with the total behavior pattern of man
• Modern education is child-centric, that is why psychology studies the nature and behavior of the child in different facets
• Child centricism is the direct effect of psychology on education
• Modern education considers school as a society, activities have importance in the growth of the child, education is a life-long process
• Piaget's Cognitive Development Theory


  Concerned with the thought processes of a person and how they are used to understand and interact with the environment
• Piaget's Stages of Cognitive Development

  • Sensorimotor Stage (birth to 2 years)
  • Preoperational Stage (2 to 6 years)
  • Concrete Operational Stage (7 to 11 years)
  • Formal Operational Stage (12 years to adulthood)
• Bandura's Social Learning Theory


  Learning takes place through observation and modeling
• Vygotsky's Sociocultural Theory


  Children learn actively through hands-on experiences, with the importance of other people such as parents, caregivers, and peers in their development, and the role of culture
• Zone of proximal development


  The portion in between what one can do on their own and with help, where children best learn
• Lave's Situated Learning Theory

  Learning occurs best when it takes place in the context in which it is applied, with students acting in an apprentice capacity within communities of practice
• Inclusion


  The philosophy of accepting all children regardless of race, size, shape, color, ability or disability with support from school staff, students, parents and the community
• Equality


  The provision of equal treatment, access, and opportunity to resources and opportunities
• Equity


  The provision of personalized resources needed for all individuals to reach common goals
• Equality asserts that every student should have the same access to a high quality education regardless of where they come from, and requires that all students be held to the same standards and objectives
• Equity recognizes that different students need different resources to achieve the same goals as their peers, and takes into consideration the fact that a student with a disability requires different physical supports at school than a peer who does not have a disability
• In Inclusion, all students should have equal access to high quality education and once they get it, they should be afforded equitable supports to achieve success
• The Convention on the Rights of the Child says childhood is separate from adulthood, and lasts until 18; it is a special, protected time, in which children must be allowed to grow, learn, play, develop and flourish with dignity
• The Education for All movement is a global commitment to provide quality basic education for all children, youth and adults, launched in 1990
• Inclusive Education is the core principle of the K-12 Basic Education Program in the Philippines, which promotes the right of every Filipino to quality, equitable, culture-based, and complete basic education
• The 1987 Philippine Constitution upholds the protection and promotion of the right of all citizens to quality education at all levels
• RA 10533 (Enhanced Basic Education Act) defines the inclusiveness of enhanced basic education through programs designed to address the physical, intellectual, psycho-social and cultural needs of learners
• RA 8371 (Indigenous People's Right Act) mandates the State to provide equal access to various cultural opportunities to ICCs/IPs through the education system without prejudice to their right to establish and control their educational systems and institutions
• PD 603 (The Child and Youth Welfare Code) states that the gifted child shall be given opportunity and encouragement to develop their special talents, the emotionally disturbed or socially maladjusted child shall be treated with sympathy and understanding, and the physically or mentally handicapped child shall be given the treatment, education and care required by their particular condition
• RA 7610 (Special Protection Against Child Abuse and Exploitation) provides special protection to children from all forms of abuse, neglect, cruelty, exploitation and discrimination, and other conditions prejudicial to their development
• RA 9344 (Juvenile Justice and Welfare Act) promotes the creation of a child-friendly justice system focused on rehabilitation and restoration rather than punishment, and requires educational institutions to work together with families, community organizations and agencies in the prevention of juvenile delinquency and in the rehabilitation and reintegration of child in conflict with the law
• RA 9442 (Magna Carta For Disabled Persons) mandates the provision of educational assistance to persons with disabilities for them to pursue primary, secondary, tertiary, post tertiary education as well as vocational or technical education in both public and private schools
• RA 10665 (Open High School System Act) declares the policy of the state to broaden access to relevant quality education through the employment of an alternative secondary education program to overcome personal, geographical, socio-economic and physical constraints
• RA 7277 (Magna Carta for Disabled Persons) provides for the rehabilitation, self-development and self-reliance of disabled persons and their integration into the mainstream of society
• RA 9442 is an Act Amending Republic Act No. 7277 OF 1992, Otherwise Known as The Magna Carta For Disabled Persons