THE BIOLOGICAL AND PSYCHOLOGICAL DEVELOPMENT OF THE LEARNER.

THE BIOLOGICAL AND PSYCHOLOGICAL DEVELOPMENT OF THE LEARNER.

1. The prenatal period. It is from conception to birth. During this period all the parts of the human body such as the internal organs, skeletal bones, flesh, etc. are formed. the inherited characteristics from the parents are also imparted to the child during its period.
2. The period of infancy or babyhood. This is from birth to two years. Basic physical and physiological behavior patterns begin to develop such as rolling, crawling, sitting, standing, walking, talking, laughing, taking solid foods, controlling the elimination of wastes learning sex differences, relating to emotionally to parents, kin’s and other others and the like. The baby begins to learn the rudiments of right and wrong. This is also the oral stage when the child enjoys sucking his fingers and toes and usually puts into his mouth anything he happens to take hold of. Usually, the child uses tantrums to call attention. Baby teeth are already out at the end of this period.
3. Early childhood. This is from two to six years. this is the pre-school age although some parents are already taking their children to kindergarten. This is the exploratory and inquisitive period. The child wants to explore any place or anything he can reach and asks to many questions. The child begins to learn some social relationships and mixes and plays with children of his age group. He also learns some physical and manual skills. The child also enjoys playing with his sex organs. He continues to learn what is right and what is wrong. At about the end of the period, the child can walk and run with steadiness, talk understandably, follow simple directions, and take a bath and dress by himself alone.
4. Late childhood. This is from size six to seven years to eleven or twelve years. This is the elementary school period. The child learns some manual skills taught at home and in school. He learns things taught in school. He joins peer groups. He further learns what is right and wrong and how to relate himself to others .But he also becomes critical of others. He begins to be interested in the opposite sex.
5. Puberty stage. Starts at about twelve to thirteen to fourteen or fifteen years. At this stage the urge of sex begins to assert itself very rapidly. In fact man is already capable of procreation. Physical and physiological changes in both sexes take place very fast. Boys begin to grow their pubic hair, growth of the breasts of girls becomes more marked, and the boys begin to grow hair in their arms and legs. The growth of height and weight is also rapid. The girls start having their monthly period. Some girls start earlier. This is in the early high school years.
6. Early adolescence. This is the period from puberty to seventeen years old. This is the late high school period. Rapid sex maturation occurs. In fact, some young people get married at this stage. Voice, feeling, and thinking continue changing. The youth continue their studies and now develop their life ambitions and aspirations.
7. Late adolescence. This is from eighteen to twenty one years. The process of development continues .The youth in college are now preparing for their professional or vocational careers and those out of schools are entering or finding jobs in preparations for an independent life. Development of intellectual and social skills continues.
8. Early adulthood. This is from twenty-one to forty years. New life adjustments occur such as courtships and marriage, parenthood, employment, recreational hobby, religious affiliation, which may occur earlier, joining clubs and years of achievement. Higher studies may be pursued. This is the start of the productive years.
9. Middle age. This period is from forty to sixty-five years. man or woman have achieved most of his or her aspirations in life such as a well established home and family, stable and lucrative employment or businesses, creative achievement,  political achievement. Is also the time for the preparation of retirement? Some physical, physiological functioning begin to decrease and deteriorate.
10. Old age. Starts at age of sixty five. period of retirement Painful adjustments have to made to meet some an avoidable circumstance such as death of spouse, solitudes children now have their own family, inadequate financial resources. Inability to perform home chores more efficiently, unpleasant relationships with kin and neighbors.

THE SYSTEMS OR SCHOOLS OF PSYCHOLOGY

THE SYSTEMS OR SCHOOLS OF PSYCHOLOGY
1. Structuralism. Held by Wundt and Titchener. They contend that experience or mental states are made of sensations, images or ideas, and feelings, as well as analysis of these elements, their attributes and their combinations. In other words, all consciousness of facts and phenomena of experiences are based upon the operation of the nervous system, particularly the brain. Then follows an abstract analysis of structures that are operating.
2. Fuctionalism.assrets that the mental processes should be regarded as functions or operations of the organism in its adaptation to and modification of the environment.
Its approach is distinctly biological thereby forming the psychological basis of pragmatism and instrumentalism in philosophy. Led by Dewy and Carr, functionalists are interested in how an organism makes its adjustment to its environment, that Is, ether its changes or makes adaptation to it. for instance, A big River separates a barrio from town. To be able to go to the town, the barrio the folks have to learn how to swim or construct a bridge across the river.
3. Behaviorism.maintains that psychology can be scientific only if it deals with activities that can be measured objectively. Founded by Watson, behaviorism considers the Stimulus-Response hypothesis as its basic theory. This theory believes that a stimulus, physical r otherwise, creates a response. Behavior is considered the result of various responses to stimulation and should be controlled or directed by modifying either the stimulus or the response without regard to consciousness or the nervous system.
A particular stimulus requires a particular response and so education or straining is merely a matter of building up innumerable bonds or connection between stimuli and responses. The Thorndike laws of learning were formulated by the behaviorists and stressed the law of exercise as well as the importance of drill and drill and repetition as a mode of learning.
4. Gestalt Psychology. The central thesis of this system or school of psychology is that the conception of experience at any given moment is determined by the totality of its related phases which constitute an integrated pattern or configuration. According to this theory, the whole is more than the sum of all its parts, meaning that the whole possesses qualities attributes, or functions which the individual components do not possess. The prevailing emphasis on insight, generalization, and integration and their related principles is the result of Gestalt Psychology..
5. Other Psychological schools or Minor school of Psychology.
a.Hormic. It is a purposive psychology of MacDougall which emphasizes the function of urges or purposes in behavior.
b.Dynamic Psychology. Proponent is Woodworth. This regards the human individual asa dynamic striving organism instead of a passive one
c.Psychoanalys. Proponent is Freud and further developed by Andler and Jung which furnished explanations for mental and emotional maladjustments in terms of the inability of the individual to satisfy his own desires,and popularized the value of mental and emotional therapy as a cure for emotional cases.

THE PSYCHOLOGICAL FACTORS THAT CONDITION THE INTELLECTUAL AND BEHAVIORAL DEVELOPMENT OF AN INDIVIDUAL.

1. Reflexes. These are inborn automatic responses to simple localized stimulation involving particular muscles and parts of the body. The automatic withdrawal of a foot upon steeping on a live charcoal is an example. An individual with quick reflexes learns fast action skills such as dancing, calisthenics, games of volleyball, basketball, and the like.
2. Drives, needs, wants, urges. These are inborn urges and tendencies and wants. Some refer to these instincts as drives. Drives include hunger, thirst, lust or sex, rest, etc. which creates tensions in the individual. These tendencies develop motives which determine the actions and reactions of an individual towards certain situations. These motives give rise to ambitions which motivate individuals to exert efforts to attain their goals. The greater the urge or desire, the greater the effort exerted and the possibility of success is greater.
3. Capacities and special aptitudes. These include all those latent potentialities that an individual possesses which are developed through the process of education. Besides general capacity and intelligence, an individual possess certain special talents or aptitudes, such as those for mathematics, sciences, art, music and the like. In addition, effort making capacity is also an important trait of san individual. Taking all other things equal, one with greater effort making capacity learns and develops faster than one with lesser; making capacity.

Temperament or emotion. This refers to certain emotional predispositions of an individual. Some emotional patters such as rage, some forms of fear, and lust (sex) are inborn. One with a poor temperament, one who is easily irritated and emotionalized even with trivial matters, will have many social as well as learning problems that may retard his learning progress. Emotional stability and emotional maturity are important assets in the development of one’s capabilities

Tardiness by Dino de Guzman

  For events that happened so fast, it is good to stop and try to reflect. Reflection gives chances for change
 

There was a shrewd business man who got entangled with several corporate debts that resulted in his bankruptcy. He was so depressed with his misfortune and was more distressed when his materialistic wife left him. Concluding that there was nothing left for him, he decided to end his life on the tenth hour of the morning the following Monday.
On Monday, he was up and was about to do his final activity. He lived on the 12th floor of a luxury hotel and left his suite half an hour before his scheduled demise. He took the elevator and was left alone in it some seconds before a clown and a priest walked in. They were all going to the ground floor.
Suddenly the lights went off and the elevator stopped. Sensing that his companions were in shock, he calmly told them that the hotel would be able to bring the power back in minute or two. But after five minutes, it was still out.
Thinking that it may be the last time he would be able to talk to people, he started conversing with the clown and the priest. Surprisingly, all of them had appointments at ten in the morning. The clown just finished a birthday party and had rush down some blocks away from another. The priest was scheduled to meet with several people to secure some help for the church renovation.
He had just finished talking with a philanthropist on the 8th floor.finaly; the businessman told his companion that he had a very important meeting.
After twenty-five minutes, the lights were still off and the elevator wasn’t working. The businessman was beginning to worry that his plan would be ruined. He was getting impatient. The priest tried to calm him.
”Brother, try to cheer up. You can be late because there is an emergency. They will surely understand,” the priest said.
The businessman just gave a smirk. The clown was getting impatient, too. He was restless and his gestures implied his desire for the elevator to move. The businessman did not mind him until he sat down and started talking.
“Father, I have got to admit to you have a lot of patience. My mother once told me that if I had an appointment like this and I got stuck into something…well, it is just God telling me to wait ad think something over,” the clown said.
“Oh, have you done some thinking then?” asked the businessman.
“Yup, I got to go home immediately. I left my water running in the shower” said the clown seriously. “Besides, I’ve forgotten that my aunt is coming over.”
“I suppose you are right. I forgot to inform the kids in my catechism class about their project this week. It is quite hard you know,” said the priest.”I’ll probably call their parents.”
He was taken aback by the questions and it was the only time that he felt skeptic about what he was going to do. He began to think and he thought hard. He tried to recall al his works, his joy, his responsibilities, and his loved ones. He blinked and entertained one thought .the lights went on.

A Girl in Dipolog Kerima Polotan Tuvera

Careers are built not only with the skills and knowledge you are earning now, but also with your attitude. Develop the proper attitude and success will not be far away.
A Girl in Dipolog

Kerima Polotan Tuvera

I saw first not the girl but a worn-out bench and a rough table on which old shoes and slippers were arranged. No sign anywhere announced this was a repair shop, because it was no shop really, only a portion of a sidewalk, timidly pre-empted by this girl who couldn’t have been more than ten, the age of a daughter I had left back home who would at this hour be seated at her piano.

She wore a leather apron and was twisting what looked like twine into ball. Beneath her apron, her dress was size to small, and when she turned around from stepping forward t meet me, I saw the scrawny back and the spindly legs.

“Where is your father?” I asked. The alley behind her led to home, a dark hole from which sounds of living drifted. A kettle dropped. Someone was husking the floor.” your father?”

She didn’t answer me. I shucked the step in. Very business-like she offered me a stool. She picked up my step- in.”Your father?” I repeated.

For the first time, she spoke.”This is mine,” she said, gesturing to her bench and table. If I had meant to exclaim over her youth she stopped me by pulling out a box from where she lifted her tools- needle, thread, and hammer.

She bent over her work, lost in it, her dark hair nearly touching her knees, her short bob obscuring her face. Expertly, her hands pierced, and then threaded: knotted, snipped, and hammered. She handled her tools carefully, as though she had a hard time coming by them. She worked on the slipper with complete concentration, not once lifting her face. She knotted a final stitch, then snipped, and was beginning to return her tools when is said,” Do the other. Please”

Her solemnity compelled respect, and for twenty minutes I sat there watching the little craftsman. She was ten, a grave girl earning money for food to put in the kettle that someone dropped in the morning- when would the virus revolution reach her, when would she graffiti?

Seventy centavos was all she charged e. I wanted to give a tip but her seriousness left me too shy. There was no price for that pride. She emptied a faded purse shut, folded the newspaper, and put the stool away. ”are you here every day?”I asked.

“Yes” she said,” when school is closed.” Behind her workbench once more she leaned back her hands folded, awaiting another stray like me. She had not smiled at all.

…I said goodbye. The town felt less strange now – it had rubbed against my skin. Dipolog, its houses spread sparsely beneath the sun, the smell of the sea strong in the wind, had begun to take shape from me.

Footnote To Youth by Jose Garcia Villa-full story

 

Teen age marriage was the theme of this Filipino Literature...hope you will learn a lot from it...

The sun was salmon and hazy in the west. Dodong thought to himself he would tell his father about Teang when he got home, after he had unhitched the carabao from the plow, and let it to its shed and fed it. He was hesitant about saying it, but he wanted his father to know. What he had to say was of serious import as it would mark a climacteric in his life. Dodong finally decided to tell it, at a thought came to him his father might refuse to consider it. His father was silent hard-working farmer who chewed areca nut, which he had learned to do from his mother, Dodong's grandmother. I will tell it to him. I will tell it to him. The ground was broken up into many fresh wounds and fragrant with a sweetish earthy smell. Many slender soft worms emerged from the furrows and then burrowed again deeper into the soil. A short colorless worm marched blindly to Dodong's foot and crawled calmly over it. Dodong go tickled and jerked his foot, flinging the worm into the air. Dodong did not bother to look where it fell, but thought of his age, seventeen, and he said to himself he was not young any more.read more

Concept of Teenage Life

Teenage Life

A long time ago, a child was born with nothing on his mind. A child who gently sleeps in her mother’s arm, and always cries when gets hungry. This child grew up to become a great kid. This kid grew up to be me.  Since childhood, I was the happy-go-lucky kid. I really never bothered everything but only...Read More