HE GROUP 3

• Growth

   Tantamount to the word "increase"

  or the quantitative changes in terms

  of learning
• Growth

   The acquisition of more knowledge

  which often results in maturation
• Development

   Is the orderly, dynamic changes in a

  learner
• Development

   A combination of learning

  experience and maturation.
• Maturation

   Biological changes
• Maturation

   Result from the interaction of their

  genetic makeup with the environment
• Genes - of an individual provide

  the blueprint for development;
• Experience

   refers to observing, encountering or

  undergoing changes of individuals

  which generally, occur in the

  course of time
• Experience

   feelings and emotions as the

  learner interacts with the

  environment
• Experience

   and in turn internalizes all these

  forming into ideas, assumptions and

  inferences manifested through

  behavior change
• Learning

   the acquisition of knowledge

  abilities, habits, attitudes, values

  and skills derived from experiences

  with varied stimuli.
• Learning

   the product of experiences and the

  goals of education where students

  are trained to profess for further

  development.
• FACTORS INFLUENCING INTELLECTUAL

  DEVELOPMENT

  • Maturation
  • Experience
  • Learning
• CHARACTERISTICS AND DEVELOPMENTAL

  MILESTONES OF EACH STAGE

   Continuous process

   From conception to death

   Continuous, gradual, and visible

   Ages linked to stages

   Rates vary with maturity and culture

  Must pass through each stage

   Before advancing to next complex

  stage.
• THE COGNITIVE THEORY OF JEAN PIAGET

  • Explains the developmental task each child passes through during the growth and development process.
• THE COGNITIVE THEORY OF JEAN PIAGET

  • Infancy. Sensorimotor Stage or Practical Intelligence (0-1 Year)
  • Toddler. Preconceptual to Preoperational Stage (1-3 Years)
  • Preschooler. Perceptual Intuitive Thought (3-7 years).
  • School Age. Concrete Operations Stage (7-11 years).
  • Pubescent or Adolescent. Formal Operational Thought (12-18 yerars)
• Infancy. Sensorimotor Stage or Practical

  Intelligence (0-1 Year)

   Develops sensory and motor skills

  (sight, hearing).

   Reflexive responses to stimuli.

   Thinking limited to physical actions.

   No object permanence in memory.
• Toddler. Preconceptual to Preoperational

  Stage (1-3 Years)

   Characterized by perceptual

  dominance.

   Develops basic object

  categorization.

   Marks significant developmental

  changes.
• Toddler Development:

   Language skills develop.

   Grasps concrete concepts.

   Abstract ideas, like values, are still

  challenging
• 7 CHARACTERISTICS OF TODDLERS AT

  THE PREOPERATIONAL STAGE

  • Egocentrism
  • Symbolic Representation
  • Concrete Reasoning
  • Headstrong and Negativistic
  • Active, mobile, and curious.
  • Rigid, repetitive, ritualistic and stereotyped.
  • Has poor sense of time
• Egocentrism: Self-centered,

  struggles with others' perspectives.
• Symbolic Representation: Uses

  symbols for objects.
• Concrete Reasoning: Concludes

  visible facts.
• Headstrong and Negativistic: Often

  says "NO".
• Preschooler. Perceptual Intuitive Thought

  (3-7 years).

  Characteristics:

  1. Being active and curious

  2. Has no sense of time
• CENTRATION - The tendency of the

  child is to focus on one perceptual

  aspect of an event to the exclusion

  of all other aspects.
• NONTRANSFORMATION - The child is

  unable to mentally record the

  process of change from one stage

  to another. Their sense of

  understanding is still not fully

  determined as the child is only

  concerned with events at present.
• IRREVERSIBILITY - The child is unable

  to mentally trace a line of reasoning

  back to its beginning. The child

  thinks primarily on the basis of their

  own perception of events.
• REASONING - Preoperational

  children do not use inductive or

  deductive reasoning. Problem

  solving is based on what they see

  and hear directly rather than what

  they recall about objects and

  events.
• Preschooler. Perceptual Intuitive Thought

  (3-7 years).

   CENTRATION

   NONTRANSFORMATION

   IRREVERSIBILITY

   REASONING
• School Age. Concrete Operations Stage

  (7-11 years).

   Able to discover concrete solutions

  to everyday problems.

   Starting to overcome

  preoperational deficiencies.

   Reasoning tends to be inductive.

   Ability to think logically about

  concrete objects hence, they can

  form conclusions based on reason

  rather than mere perception alone.

   Aware of past, present, and future

  time.
• School Age. Concrete Operations Stage

  (7-11 years).

  Characteristics:

   Operates logically with concrete

  materials.

   Classify objects in order.
• Pubescent or Adolescent. Formal

  Operational Thought (12-18 years)

   Adolescents have logical thinking

  with ability to provide scientific

  reasoning.

   They can solve hypothetical

  problems and causality.

   Have mature though.
• Pubescent or Adolescent. Formal

  Operational Thought (12-18 years)

  Characteristic:

   Solves abstract and hypothetical

  problems.
• Intelligence

  • Intelligence is a combination of genetics and environment, measured through

  tests.
• Instructional approaches considering differences in students ability

  • Flexible Time Requirements
  • Increased Instructional Support
  • Strategy Instructions
  • Peer Tutoring
  • Cooperative Learning
• • Flexible Time Requirements

  Students learn at different speeds, so

  teachers should tailor teaching

  strategies to accommodate varying time

  needs.

  Slow learners can work on alternative

  activities, while fast learners’ may

  engage in extra tasks to enhance their skills.
• • Increased Instructional Support

  Teachers can adjust their style to meet

  student needs, provide peer tutoring,

  clarify explanations, break assignments into

  smaller segments, and offer

  frequent feedback.
• • Strategy Instructions

  Successful students use strategies to

  enhance learning, such as breaking tasks

  into smaller units and differentiating

  important concepts.
•  Peer Tutoring

  High-achieving students can help others

  by sharing knowledge and skills.