NORTHERN ILOILO POLYTECHNIC STATE COLLEGE

AJUY CAMPUS - AJUY, ILOILO

Compiled and Prepared by:

FELISA NAVARRO-RUBRICO, Ed. D-FLT

Associate Professor V

Approved for use by the BEED

DR. NEMER B. DEL CASTILLO

. Chair, Elementary Educ. Dept.

DR. SONIA D. MAGCALAS

Chair, Committee on Evaluation of Instructional Material

Name of Student: ________________________________________

Course/Section: _________________________________________
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Subject: PEd 101 – The Child and Adolescent Learners and Learning Principles
Unit: 3 (54 hours)
Course Description: This course focuses on child and adolescent development with emphasis
On current research and theory on biological, linguistic, cognitive,
social and emotional dimensions of development. Further, this includes
factors that affect the progress of development of the learners and
shall include appropriate pedagogical principles applicable for each
developmental level.

Instructions to the Students who will use this Module:

1. This is a three-unit subject/ 54 hours in a semester,

2. Read and analyze every detail before answering,
3. Don’t just depend on the contents of this module. Research thru internet and other
references for enrichment of the topic/s.
4. Limit your answer from 4-6 sentences only.
5. Pass your outputs/requirements/ at the end of the semester.
6. Submit your answer every 15th and end of the month. (a three-hour topic/module is
good for one week; in two weeks’ time you need to answer 6 hours’ topic/module)
7. A scoring rubric will be used to score your answer.
8. Use extra sheet for your answers. Please write legibly and if possible no erasures.

Criteria 5 4 3 2 1
Content – 45%
Unity/Coherence/logic – 45%
Neatness (free from erasures, and legible
using 1 ink color only) – 10%
Total – 100%

Interpretation: 5 = 1.0; 4 = 1.5; 3 = 2.0; 2 = 2.5; 1 = 3.0

 Syllabus is attached (back part of this module)

 Midterm Exam – from module 1-6

 Final Exam – from module 7 – 12

 Posttest is attached

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 MODULE 1
UNIT 1 - LEARNER-CENTERED PSYCHOLOGICAL PRINCIPLES (LCP)
(3 hours)
I. Introduction

The learner is the center of instruction. Instruction should revolve around the learner. If
teaching is to be interpreted as a process of stimulating, directing and guiding the learner,
the teacher must have an intensive knowledge and understanding of the physical, mental,
social and emotional potentialities of the child. To make teaching effective and learning
productive, the teacher must know the nature of the child to be motivated, guided and
evaluated.
To teach effectively, the teacher must understand the principles of learning and the
different concepts of the learning process. The concept of learning may be better understood
if explained in terms of learning principles rather than in a set of laws or fixed methods and
procedures. Learning principles are guides to the effective operation of a conception of
learning.

II. Learning Outcomes: Students must have:

1. Explained the 14 principles,
2. Advocated for the use of the 14 principles in the teaching-learning process
3. Determined ways how to apply the 14 principles in instruction as a future teacher.

III. Contents

The 14 principles are divided into: (A) cognitive and metacognitive factor, (B)
motivational and affective factor, (C) developmental and social factor, and (D) individual
difference factor

A. Cognitive and Metacognitive Factors:

1. Nature of the Learning Process -- The learning of complex subject matter is most
effective when it is intentional process of constructing meaning from information and
experiences.
 Students can use to construct meaning from information, experiences, and their own
thoughts and beliefs.
 There are different types of learning process: habit formation in motor learning;
learning that involves the generation of knowledge, or cognitive skills and learning
strategies
 Successful learners are active, goal oriented, self-regulating and assume personal
responsibility
2. Goals of the Learning Process - The successful learner, over time and with support
and instructional guidance, can create meaningful, coherent representations of knowledge.
 Educators can assist learners in creating meaningful learning goals that are
consistent with both personal and educational aspirations and interests.
 The strategic nature of learning requires students to be goal-directed
 Students must generate and pursue personally relevant goals by filling gaps, resolving
inconsistencies, and deepening their understanding of the subject
3. Construction of Knowledge - The successful learner can link new information with
existing knowledge in meaningful ways.
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  Educators can assist learners in acquiring and integrating knowledge by a number of
strategies such as concept mapping and thematic organization or categorizing.
 Knowledge widens and deepens as students continue to build links between new
information and experiences and their existing knowledge base.
4. Strategic Thinking - The successful learner can create and use a repertoire of
thinking and reasoning strategies to achieve complex learning goals.
 Learning outcomes can be enhanced if educators assist learners in developing,
applying and assessing their strategic learning skills.
 Successful learners use strategic thinking in their approach
 Students use a variety of strategies to help them reach learning and performance
goals, and to apply their knowledge in novel situation.
5. Thinking about Thinking - Higher order strategies for selecting and monitoring
mental operations facilitate creative and critical thinking.
 Instructional methods that focus on helping learners develop higher order strategies
can enhance their learning and personal responsibility.
 Successful learners can reflect on how they think and learn, set reasonable learning
goals, select strategies and monitor their progress
6. Context of Learning - Learning is influenced by environmental factors, including
culture, technology, and instructional practice.
 Technologies and instructional practices must be appropriate for the learners’ level of
prior knowledge, cognitive abilities, and their learning and thinking strategies.
 Learning does not occur in a vacuum. Teachers play an interactive role with both the
learner and the learning environment.
 Cultural or group influences on students can impact many educationally relevant
variables, such as motivation, orientation toward learning, and ways of thinking.

B. Motivational and Affective Factors:

7. Motivational and Emotional Influences on Learning - What and how much is

learned is influenced by the learner’s motivation. Motivation to learn, in turn, is influenced
by the individual’s emotional states, beliefs, interests and goals, and habits of thinking.
 Positive emotions, such as curiosity enhance motivation and facilitate learning and
performance
 The rich internal world of thoughts, beliefs, goals, and expectations for success or
failure can enhance or interfere with the learners’ quality of thinking and information
processing.
 Motivational and emotional factors also influence both the quality of thinking and
information processing as well as motivation of individual to learn.
8. Intrinsic Motivation to Learn - The learner’s creativity, higher order thinking, and
natural curiosity all contribute to motivation to learn. Intrinsic motivation is stimulated by
task of optimal novelty and difficulty, relevant to personal interests, and providing for
personal choice and control.
 Educators can encourage and support learners’ natural curiosity and motivation to
learn by attending to individual differences in learners’ perception of novelty and
difficulty, personal choice and control.
 Intrinsic motivation is also facilitated on tasks that are comparable to real-world
situations and meet needs for choice and control.
 Curiosity, flexible and insightful thinking, and creativity are indicators of the learners’
intrinsic motivation to learn
9. Effects of motivation on effort - Acquisition of complex knowledge and skills
requires extended learner effort and guided practice. Without learner’s motivation to learn,
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the willingness to exert this effort is unlikely without coercion.
 Strategies that enhance learners’ effort and commitment for achieving high standards
of comprehension and understanding should be the concern of teachers.
 Effort is a major indicator of motivation to learn
 Effective strategies include purposeful learning activities, guide4d by practices that
enhance positive emotions and intrinsic motivation to learn.
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C. Development and Social Factors:

10. Developmental Influences on Learning - As individuals develop, there are

different opportunities and constraints for learning. Learning is most effective when
differential development within and across physical, intellectual, emotional, and social
domain is taken into account.
 The cognitive, emotional, and social development of individual learners and how they
interpret life experiences are affected by prior schooling, home, culture and
community factors.
 Early and continuing parental involvement in schooling, and the quality of language
interactions and two-way communications between adults and children can influence
 Individuals learn best when material is appropriate to their developmental level and is
presented in an enjoyable and interesting way.
11. Social Influences on Learning - Learning is influenced by social interaction,
interpersonal relation, and communication with others.
 Learning settings that allow for social interactions, and respect diversity, encourage
flexible thinking and social competence.
 Positive learning climate helps to establish the context for healthier levels of thinking.
 Learning can be enhanced when the learner has an opportunity to interact and to
collaborate with others on instructional tasks.
 Learning settings that allow for social interactions, and that respect diversity,
encourage flexible thinking and social competence.

D. Individual Difference Factors:

12. Individual Differences in Learning - Learners have different strategies,

approaches, and capabilities for learning that are a function of prior experience and heredity.
* * Individuals are born with and develop their own capabilities and talents.
 Educators need to be sensitive to individual differences.
 The interaction between; learner differences and curricular and environmental
conditions is another key factor affecting learning outcomes.
 Educators need to help students examine their learning preferences and expand or
modify them, if necessary.
13. Learning and Diversity - Learning is most effective when difference in learners’
linguistic, cultural and social backgrounds is taken into account.
 When learners perceived that their individual differences in different aspects are
valued and respected, levels of motivation and achievement are enhanced.
 Language, ethnicity, race, beliefs and socio-economic status all can influence learning
14. Standards and Assessment - Setting appropriately and challenging standards and
assessing the learner as well as learning progress - including diagnostic, process, and
outcome assessment - are integral parts of the learning process.
 Self-assessments of learning progress can also improve student’s self-appraisal skills
and enhance motivation and self-directed learning.
 Assessment provides important information to both the learner and teacher at all
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 stages of the learning process.

Effective learning takes place when learners feel challenged to work toward
appropriately high goals.
 Performance assessment can provide other sources of information
Summary of the 14 principles distilled into five areas (Alexander and Murphy)

1. The knowledge base - One’s existing knowledge serves as the foundation of all
future learning. The learners’ previous knowledge will influence new learning specifically on
how he experiences new information, makes associations and filters new experiences.

2. Strategic processing and control - Learners can develop skills to reflect and
regulate their thoughts and behaviors in order to learn more effectively (meta cognition).

3. Motivation and affect - Factors such as intrinsic motivation (from within), reasons
from wanting to learn, personal goals and enjoyment of learning tasks all have a crucial role
in the learning process.

4. Development and Individual Differences - Learning is a unique journey for each

person because each learner has his own unique combination of genetic and environmental
factors that influence him.

5. Situation or Context - Learning happens in the context of a society as well as within

an individual.

IV. ANALYSIS/ACTIVITIES:

1. Examine the title “Learner-Centered Principles” (LCP). Jot down 10 words/phrases

which can be associated with LCP.

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2. Identify ways on how to apply the 14 principles in instruction as a future teacher

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3. I think that Learner-Centered Principles focus on:
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3. RESEARCH ACTIVIITY. Read / study a research related to Learner-Centered
Psychological Principles and fill out the matrix below: Write the title of the study and Write
your source/s.

Problem Research Methodology

Findings Conclusions/Recommendations

How are your findings of this research useful to teachers?

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Reflection: From the Module on Learner-Centered Psychological Principles, I realized

that....
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MODULE 2

UNIT 2 - BASIC CONCEPTS AND ISSUES ON HUMAN DEVELOPMENT

(4.5 hours)

1. Human Development: Meaning, Concepts and Approaches

I. Introduction:

Every living creature is called to become what is it meant to be - like a seed into a full
grown tree, and a human baby into a mature person. The term development means a
progressive series of changes that occur as a result of maturation and experience. The
development does not consist merely of adding inches to one’s height or of improving one’s
ability, but it is a process of integrating many structure and functions. It involves beginnings
and endings.

II. Learning Outcomes: Students must have:

1. Defined human development (own words)
2. Distinguished between the traditional and life-span approach of development

III. Contents

Two Approaches to Human development:

1. Traditional Approach – an individual will show extensive change from birth to

adolescence, little or no change in adulthood and decline in late old age
2. Life-span approach. – adulthood developmental change takes place as it does during
childhood

The following are the characteristics of human development:

1. Development is lifelong. It does not end in adulthood. An individual will continue

developing even in adulthood.

2. Development is plastic – plasticity refers to the potential for change. Development is

possible throughout the life span. No one is too old to learn.

3. Development is multidimensional. Development consists of biological, cognitive, and

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socio-emotional dimensions. Development as a process is complex because it is the product
of biological, cognitive and socio-emotional process. Biological processes involve changes
in the individual’s physical nature.
Development is relatively orderly. Proximodistal pattern - the muscular control of
the trunk and the arms come earlier as compared to the hands and fingers. Cephalo-caudal
pattern - the greatest growth always occurs at the top -- the head - with physical growth in
size, weight and future differentiation gradually working its way down from top to bottom.
Development takes place gradually. An individual does not develop overnight but
will take weeks, months, and years before they become one. This includes biological,
cognitive and socio-emotional processes.

4. Development is contextual. Individuals are changing beings in a changing world.

They respond to and act on contexts (individual’s biological make up, physical environment,
cognitive processes, historical, social and cultural contexts). Individuals’ biological makes up,
social and cultural context may vary and therefore make the development differently from
each other.

5. Development involves growth, maintenance and regulation. These are the three
goals of human development and it vary among developmental stages. As individual s reach
middle and late childhood, concern with growth gets into the back stage while maintenance
and regulation take the center stage

IV. ANALYSIS/ACTIVITIES/ASSESSMENT

1. When you gave your own predictions as to the kind of child, adolescent and adult you
are referring to human development. What then is development? (own words)

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2. Will a three-year old child be able to do all that eight-year-old child can do? Why or
why not?
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3. Will there be anything common in the pattern of development of a three-year-old child

with that of an eight-year-old child? If yes, what? Will there be differences in their
development? Why?
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4. Cite implications of five characteristics of human development from a life-span

perspective to Education,

Characteristic of human Implications

development from a life-span
perspective

1. Development is lifelong

2. Development is plastic

3. Development is
Multidimensional

4. Development is contextual

5. Development involves
growth, maintenance and
regulation

5.. Below are the principles of child development and learning which are the bases of
developmentally appropriate practice (DAP) in early childhood program for children from
birth to age 8 which affirm the characteristics of life-span development approach: (Please
write your answer in the box provided)

Principles of Human Development (Nat’l. Ass. For the Characteristic of Human

Education of Young Children, (NAEC, 2009) Dev’t. From Life-span
Perspective
1. All the domains of development and learning - physical, social and (No. 1 is done for you)
emotional, and cognitive -- are important, and they are closely Development is
interrelated. Children’s development and learning in one domain multidimensional
influence and are influenced by what takes place in other domains
2. Many aspects of children’s learning and development follow
well documented sequence, with later abilities, skills, and
knowledge building on those already acquired.

.3. Development and learning proceed at varying rates from

child to child, as well as at uneven rates across different areas
of a child’s individual functioning.
4. Development and learning result from a dynamic and
continuous interaction of biological maturation and
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experiences
5. Early experiences have profound effects both cumulative
and delayed, on child’s development and learning; and
optimal periods exist for certain types of development and
learning to occur
6. Development proceeds toward greater complexity,
self-regulations, and symbolic or representational capacities.

7. Children develop best when they have secure, consistent

relationships with adults and opportunities for positive
relationships with peers.
8. Development and learning occur in and are influenced by
multiple social and cultural contexts.

9. Always mentally active in seeking to understand the world

around them, children learn in a variety of ways; a wide range
of teaching strategies and interactions are effective in
supporting all these kinds of learning.
10. Play is an important vehicle for developing self-regulation
as well as for promoting language, cognition, and social
competence..
11. Development and learning advance when children are
challenged to achieve at a level just beyond their current
mastery, and also when they have may opportunities to
practice newly acquired skills.
12. Children’s experiences shape their motivation and
approaches learning, such as persistence, initiative, and
flexibility; in turn, these dispositions and behaviors affect
their learning and development.

6. Write true if the statement is correct and false if it is wrong.

_______a, Development is a pattern of change.

_______b. Development is either growth or decline.
_______c. From both traditional and life-span perspective development is lifelong.
_______d. In the development process, there are things that hold true to all people.
_______e. Individuals develop uniformly.
_______f. Development is predictable because it follows an orderly process.
_______g. Development is unidimensional.
_______h. Development takes place in a vacuum.
_______i. The effect of biological process on development is isolated from the effect of
cognitive and socio-emotional process.
_______j. Biological processes involve changes in the individual’s belief and attitude.

2. The Stages of Development and Developmental Task

I. Introduction
For every developmental stage, there is an expected developmental task. In each stage
of development, a certain task/tasks are expected of every individual Havighurst, (1972)
defines developmental task as one that arises at a certain period of our life, the successful
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achievement of which leads to happiness and success with latter tasks while failure leads to
unhappiness, social disapproval, and difficulty with later tasks.

II. Learning Outcomes: Students must have:

1. Defined developmental tasks (own words),
2. Described the developmental task in each developmental stage.
3. Come up with research abstracts/summaries of research on developmental tasks

III. Contents:
Developmental Stages and Developmental Tasks (Please research/read/study
Havighurst’s)
There are eight developmental stages cited by Santrock which are the same with
Havighurst’s six developmental stages. Havighurst did not include prenatal period. He
combined infancy and early childhood while Santrock mentioned them as two separate
stages.

1. Prenatal Period (from conception to birth) -- It involves tremendous growth -

from a single cell to an organism complete with brain and behavioral capabilities.
2. Infancy (from birth to 18-24 months) - A time of extreme dependence on adults.
Many psychological activities are just beginning - language, symbolic thought, sensorimotor
coordination and social learning.
3. Early Childhood (end of infancy to 5-6 years - These are the preschool years.
Young children learn to become more self-sufficient and to care for themselves, develop
school readiness skills and spend many hours in play with peers.
4. Middle and Late Childhood (6-11 years of age, the elementary school years)
-- The fundamental skills of reading, writing and arithmetic are mastered. The child is
formally exposed to the larger world and its culture. Achievement becomes a more central
theme of the child’s world and self-control increases.
5. Adolescence (10-12 years of age ending up to 18-22 years of age) - Begins
with rapid physical changes -- dramatic gains in height and weight, changes in body contour,
and the development of sexual characteristics such as enlargement of the breasts,
development of pubic and facial fair, and deepening of the voice. Pursuit of independence and
identity are prominent. Thought is more logical, abstract and idealistic. More time is spent
outside of the family.
6. Early Adulthood (from late teens or early 20’s lasting through the 30’s) It is
the time of establishing personal and economic independence, career development,
selecting a mate, learning to live with someone in an intimate way, starting a family and
rearing children.
7. Middle Adulthood (40-60 years of age) -- It is a time of expanding personal and
social involvement and responsibility; of assisting the next generation in becoming
competent and mature individuals; and of reaching and maintaining satisfaction in a career.
8. Late Adulthood (60’s and above) - It is a time for adjustment to decreasing
strength and health, life review, retirement, and adjustment to new social roles.

Robert Havighurst Developmental Tasks

Infancy and Middle Adolescence Early Middle Later
Early Childhood 13-18 Adulthood Adulthood Maturity
Childhood 0-5 (6-12) 19-29 30-60 61 and over
*learning to *learning *achieving *selecting a *helping *adjusting to
walk physical skills mature mate teenage decreasing
*learning to for ordinary relations *learning to children to strength and
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take solid food games with both live with a become health
*learning to *building a sexes partner respon- *adjusting to
talk whole some *achieving a *starting a sible adults retirement
*learning to attitude feminine or family *achieving and reduced
control the *learning to masculine *rearing social and income
elimination of get along role children civic *establishing
body wastes with age- *achieving *managing responsibilit relations with
*learning sex mates emotional a home y one’s own
difference and *learning an independenc *starting an *developing age group
sexual appropriate e of adults occupation adult leisure *establishing
modesty sex role *preparing *assuming time satisfactory
*readiness for *developing for an civic activities living
reading con- science, economic responsibilit *accepting quarters
*learning to morality and career y the
distinguish values *acquiring physiologica
right from *achieving values and l changes
wrong and personal an ethical *adjusting
developing independenc system to to aging
conscience e guide parents
*developing behavior
acceptable *desiring
attitudes and
toward achieving
society socially
responsible
behavior

IV. ANALYSIS/ACTIVITIES/ASSESSMENT

1. Does a developmental task in a higher level require accomplishment of the lower level
developmental task? Why? Why not?
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2. What are the implications of these developmental tasks to you as a teacher?

A. Early Childhood
B. Middle and Late Childhood
C. Adolescence
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3. What should teachers teach to their pupils on how they should treat and relate to
parent, grandparents in their late adulthood?

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4. True/False. Write true if the statement is correct and false if it is wrong.

_______a. Developmental tasks are only for the first 3 stages of human development.
_______b. Failure of achieving developmental tasks in an earlier stage means failure for the
learner to master the developmental task in the next stage.
_______c. Preschool age corresponds to early childhood stage.
_______d. Adolescence is middle and late childhood stage.
_______e. Teenage is middle childhood.
_______f. Mastery of the fundamental skills is a major concern during early childhood.
_______g. Play is a great need of children in middle childhood.
_______h. Preparing children for school readiness is the major concern of middle childhood.
_______i. Anything that interferes with the mastery in the deve4lopmental tasks is a
potential hazard
_______j. Early childhood is regarded as the teachable moment for acquiring skills.

5. REFLECTION. Having mastered the developmental tasks of early childhood, middle

and late childhood, and adolescence, reflects on what you should do as a teacher to facilitate
your pupils’ acquisition of these developmental tasks.
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5. RESEARCH ACTIVIITY. Read / study a research related to Learner-Centered

Psychological Principles and fill out the matrix below: Write the title of the study and Write
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your source/s

Problem: Research Methodology:

Findings: Conclusions:

How are the findings of this research useful to teachers?

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3. Issues on Human Development

1. Introduction
Each of us has his/her own informal way of looking at our and other people’s
development. Both genes and environment are necessary for a person even to exist. Without
these two no person will exist. Heredity and environment cooperate and interact to produce
a person’s intelligence, temperament, ability to read and so on. The key to development is
the interaction of nature and nurture, rather than either factor alone (Rutter,2001)

II. Outcome/s: Students must have:

1. Discussed the influence of heredity and environment on the development of children,
2. Read and analyzed a research related to three issues on human development.

III. Contents:
The interaction of heredity and environment is so extensive that it is difficult to tell which
one is more import in human development.
Nature versus Nurture - Nature refers to and individual’s biological inheritance while
nurture refers to an environmental experience.
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 Continuity versus Discontinuity - When development involves gradual, cumulative
change it is continuity, if it has a distinct change it is discontinuity. Does human
development involve continuity or discontinuity changes?
Stability versus Change. What our first experiences have made us (stability) or we
develop into someone different from who we were at an earlier point in development (change

IV. ANALYSIS/ACTIVITIES/ASSESSMENT

1. Which has a more significant influence on human development nature or nurture?

Discuss your answer.
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2. Does development involve gradual, cumulative change (continuity) or distinct
changes (discontinuity). Discuss your answer.
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3. Is development best described as involving stability or as involving change? Why?
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4. True/False. Write true if the statement is correct and false if it wrong.

________a. Heredity exerts a greater influence on human development than environment.

________b. What has been experienced in the earlier stages of development can no longer
be changed.
________c. From the perspective of life-span developmentalist, later experiences are the
key determinants of a person’s development.
________d. All individuals are different, but they follow definite and predictable patterns of
development.
________e. Early social foundations are important, because once established, these
patterns tend to persist.

5. RESEARCH ACTIVIITY. Read / study a research related to Learner-Centered

Psychological Principles and fill out the matrix below: Write the title of the study and Write
your source/s

Problem: Research Methodology:

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Findings: Conclusions:

How are the findings of this research useful to teachers?

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MODULE 3

UNIT 3 - DEVELOPMENTAL THEORIES AND OTHER RELEVANT THEORIES

(7.5 hours)

1. Sigmund Freud’s Psychoanalytic Theory.

I. Introduction

Freud is considered the most well-known psychologist because of his very interesting
theory about the unconscious and also about sexual development.
As a person grows, the personality is also formed. Many psychologists present different
views about how personality develops. As teachers, it is important that we remember not be
too quick in making conclusions about our pupils’ intentions for their actions. Always
consider that there are many factors that may influence one’s behavior.

II. Outcome/s: Students must have:

1. Explained Freud’s view about child and adolescent development,

2. Drawn implications of Freud’s theory to education.

III. Contents
Many psychologists present different views about how personality develops. Freud
presents a very interesting theory about the unconscious and about sexual development. As
a person grows, the personality is also formed. He presented a theory about personality, its
components and development.

Freud’s Stages of Psychosexual Development

Freud’s theory of psychosexual development includes five distinct stages. A person goes
through the sequence of these five stages and along the way there are needs to be met.
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Whether these needs are met or not, determines whether the person will develop healthy
personality or not. He identified specific erogenous zone for each stage of development.
These are specific “pleasure areas” that become focal points for the particular stage. If needs
are not meet along the area, a fixation occurs.

1. Oral Stage - (birth to 18 mos.) the erogenous zone is the mouth; the child is focused
on oral pleasure (sucking). Too much or too little satisfaction can lead to an oral fixation or
oral personality. This type of personality may be oral receptive, that is, have a stronger
tendency to smoke, drink alcohol, overeat; or oral aggressive, that is, with a tendency to
bite his/her nails, or use curse words or even gossip. As a result, these persons may become
too dependent on others, easily fooled, and lack leadership traits. They may also fight these
tendencies and became pessimistic and aggressive in relating with people.

2. Anal Stage (18 months to 3 years) – The child’s focus of pleasure in this stage is the
anus. The child finds satisfaction in eliminating retaining feces. The child needs to work on
toilet training. Fixation during this stage can result in being anal retentive, an obsession
with cleanliness, perfection, and control; or anal expulsive where the person may become
messy and disorganized

3. Phallic Stage (ages 3-6) – The pleasure or the erogenous zone is the genitals. Freud
believed that during this stage boy develop unconscious sexual desire for their mother and
see their father as a rival for his mother’s affection. Freud called this Oedipus complex. Girls
may also have similar experience, developing unconscious sexual attraction towards their
father and this is referred to as the Electra complex. A fixation at this stage could result in
sexual deviances (both overindulging and avoidance) and weak or confused sexual identity
according to psychoanalysts.

4. Latency Stage (age 6 to puberty – Children’s focus is the acquisition of physical and
academic skills. Boys relate more with boys and girls with girls during this stage

5. Genital Stage (puberty onwards) – Begins at the start of puberty when sexual urges
are once again awakened. In the earlier stages, adolescents focus their sexual urges toward
the opposite sex peers, with pleasure centered on the genitals.

Freud’s Personality Components

He described the personality structures as having three components, the id, the ego and
the superego. The first to emerge is the id, followed by ego and last to develop is the superego.
The id - The child is born with the id, which operates on the pleasure principle. It focuses on
immediate gratification or satisfaction of its needs. Whatever feels good now is what it will
pursue with no consideration for the reality, logically or practicality of the situation. It is not
oriented towards considering neither reality nor the needs of others.
The ego – As the baby turns into a toddler then into a preschooler, he relates more with the
environment. The ego operates using the reality principle. It is aware that others also have
needs to be met. It reasons and considers the best response to situations. It is the deciding
agent of the personality.
The superego – It develops at the end of the phallic stage. The superego embodies a
person’s moral aspect. This develops from what the parents, teachers and other persons who
exert influence impart to be good or moral. The superego is likened to conscience because it
exerts influence on what one considers right and wrong.

The Three Components and Personality Adjustment

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 A well-adjusted person is one who has strong ego, who can help satisfy the needs of the
id without going against the superego while maintaining the person’s sense of what is logical,
practical, and real. The ability of the learner to be well-adjusted is largely influenced by how
the learner was brought up. Freud believed that the personality of an individual is formed
early during the childhood years.

The Unconscious. Freud said that the most what we go through in our lives, emotions,
beliefs, feelings, and impulses deep within are not available to us at a conscious level. He
believed that most of what influence us is our unconscious
The Conscious. Freud also said that all that we are aware of is stored in our conscious
mind. Our conscious mind only comprises a very small part of who we are so that, in our
everyday life, we are only aware of a very small part of what makes up our personality, most
of what we are is hidden and out of reach.
The Subconscious. This is the part of us that we can reach if prompted, but it is not in
our active conscious. Its right below the surface, but still hidden somewhat unless we search
for it like some childhood memories it is stored in the subconscious.
Freud said that, “The mind is like an iceberg, it floats with one-seventh of its bulk above
water.” He referred this to when he explained the subconscious mind. He believed that
much of what the person is really about is not what we see in the outside and what is
conscious, but what is there hidden in the subconscious mind.

IV. ANALYSIS/ACTIVITIES/ASSESSMENT

1. Freud’s Personality Components: id, ego, superego

A. Research/read on the three components and write/explain important concepts about

them and cite example.

Id-_____________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Ego-____________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________

Superego________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Freud’s Psychosexual Stages of Development: Oral, Anal, Phallic, Latency, and Genital
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Stages

A. Research/read on Freud’s Psychosexual Stages of Development. Write the description,

erogenous zone and fixation of each of the stages.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

REFLECTION

From Freud’s Psychoanalytic Theory, I learned that...

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2. Piaget’s Stages of Cognitive Development.

I. Outcome/s: Students must have:

1. Described the characteristics of Piaget’s stages of cognitive development (own words)
2. Matched learning activities suited to the learner’s cognitive stage

II. Introduction

Piaget’s Cognitive Theory of Development fueled other researches and theories of

development and learning. Its focus on how individuals construct knowledge.

III. Content:
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 Piaget’s Stages of Cognitive Development is a comprehensive theory about the nature
and development of human intelligence. The theory deals with the nature of knowledge
itself and how humans gradually come to acquire, construct, and use it. This theory is
centered on the stages of cognitive development namely: sensory-motor,
pre-operational, concrete-operational and formal operational stages. The theory
described cognitive development in terms of stages from birth to maturity. Each has
characteristic ways of thinking and perceiving that shows how one’s cognitive abilities
develop. Piaget examined the implications of his theory not only to aspects of cognition but
also to intelligence and moral development. His theory has been applied widely to teaching
and curriculum design especially in the preschool and elementary curricula.

The Basic Cognitive Concepts of Piaget’s theory are the following:

A. Schema - refer to the cognitive structures by which individuals intellectually adapt to

and organize their environment. It is an individual’s way to understand or create meaning
about a thing or experience. It is like the mind has a filing cabinet and each drawers has
folders that contain files of things he had an experience with.
B. Assimilation - the process of lifting a new experience into an existing or previously
created cognitive structure of schema.
C. Accommodation - The process of creating a new schema
D. Equilibrium - This is achieving proper balance between assimilation and
accommodation. When our experiences do not match our schemata or cognitive structures,
we experience cognitive disequilibrium. This means there is a discrepancy between what is
perceived and what is understood.

Piaget’s Stages of Cognitive Development

Stage 1 – Sensori-motor Stage – The first stage corresponds from birth to infancy. This is
the stage when a child who is initially reflexive in grasping, sucking and reaching becomes
more organized in his movement and activity. It focuses on the prominence of the senses
and muscle movement through which the infant comes to learn about himself and the world.
Object permanence – the ability of the child to know that an object still exist even when
out of sight

Stage 2 – Pre-operational Stage. Covers from about two to seven years old. Roughly
corresponding to the preschool years. Intelligence at this stage is intuitive. The child can now
make mental representations and is able to pretend and closer to the use of symbols and
highlighted by the following:
Symbolic Function – the ability to represent objects and events. A symbol is a thing
that represents something else.
Egocentrism – the tendency of the child to see his point of view and to assume that
everyone also has his same point of view. The child cannot take the perspective of others.
Centration – refers to the tendency of the child to only focus on one aspect of a thing or
event and exclude other aspects
Irreversibility - pre-operational children still have the inability to reverse their thinking
Animism – the tendency of children to attribute human like traits or characteristics ti
inanimate objects.
Transductive Reasoning – refers to the pre-operational child’s type of reasoning that
is neither inductive nor deductive.

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Stage 3 – Concrete-Operational Stage. Characterized by the ability of the child to think
logically but only in terms of concrete objects (ages between 8-11 years). It is marked by:
Decentering – refer to the ability of the child to perceive the different features of
objects and situations
Reversibility – the child can now follow that certain operations can be done in reverse.
Conservation – ability to know that certain properties of objects do not change even if
there is a change of appearance
Seriation – refers to the ability to arrange things in a series based on one dimension.

Stage 4 – Formal Operational Stage. Covering ages between 12 and 15 years, thinking
becomes more logical. They van solve abstract problems and can hypothesize. This stage is
characterized by:
Hypothetical Reasoning – ability to come up with different hypothesis about a problem and to
gather and weigh data in order to make a final decision or judgment.
Analogical Reasoning – ability to perceive the relationship in an instance and then use that
relationship to narrow down possible answer in another similar situation or problem.
Deductive Reasoning – the ability to think logically by applying general rule to a particular
instance or situation.
Principles derived from Piaget’s findings and comprehensive theory:
1. Children will provide different explanations of reality at different stages of cognitive
development
2. Cognitive development is facilitated by providing activities or situations that engage learners
and require adaptation
3. Learning materials and activities should involve the appropriate level of motor or mental
operations for a child of a given age. Don’t let them perform tasks that are beyond their current
cognitive capabilities.
4. Use teaching methods that actively involve students and present challenges .
IV. ANALYSIS: Piaget’s Stages of Development.

1. Sensory-motor stage:

Age Range: ___________________________________

Characteristics____________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Key Teaching Strategies -

______________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2. Pre-Operational Stage:

Age Range: ___________________________________

Characteristics____________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Key Teaching Strategies -

______________________________________________________________________
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________________________________________________________________________
________________________________________________________________________

3. Concrete Operational Stage

Age Range: ___________________________________

Characteristics____________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Key Teaching Strategies -

______________________________________________________________________
________________________________________________________________________
________________________________________________________________________

3. Formal Operational Stage

Age Range: ___________________________________

Characteristics____________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Key Teaching Strategies -

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

REFLECTION

From Piaget’s Stages of Cognitive Development, I realized that ...

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

3. Kohlberg’s Stages of Moral Development.

I. Outcome/s: Students must have:

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 1. Explained the stages of moral development
2. Discussed how the theory of moral development ca be applied to your work as a
teacher later on.

II. Introduction
Lawrence Kohlberg Stages of Moral Development is based on the findings of Piaget.
Moral reasoning is the ability to choose right from wrong and is tied with the ability to
understand and reason logically.

III. Contents:

Individuals, when confronted by situations where they need to make moral decisions,
exercise their own ability to use moral reasoning. Kohlberg’s Theory is a comprehensive
stage theory of moral development. Cognitive in nature, this theory focuses on the thinking
process that occurs when one decides whether a behavior is right or wrong. Kohlberg
believed that children form ways of thinking through their experiences which includes
understanding of moral concepts such as justice, rights, equality, and human welfare. He
believed that one’s cognitive development influenced the development of one’s moral
reasoning. Thus, the theoretical emphasis is on how one decides to respond to a normal
dilemma, not one decides or what one actually does.
The framework of Kohlberg’s theory consists of six stages arranged sequentially in
successive tiers of complexity. He organized his six stages into three general levels of moral
development.

Level 1: Pre-conventional level - at this level morality is externally controlled. Rules

imposed by authority figures are conformed to in order to avoid punishment or receive
rewards. This perspective involves the idea that what is right is what one can get away with
or what personality is satisfying. It has two stages: 1) Punishment/Obedience -
behavior is determined by consequences. Individual will obey in order to avoid punishment,
2) Mutual benefit/Instrumental purpose - Behavior is determined by consequences and
focuses on receiving rewards or satisfying personal needs.

Level 2: Conventional level - Conformity to social rules remains important to the

individual. Moral reasoning is based on the convention or norms of the society. The individual
strives to support rules that are set forth by others such as parents, peers, and the
government in order to win their approval or to maintain social order. It has two stages: 3)
Social Approval/Good Boy, Nice Girl orientation - The individual wants to maintain or
win affection and approval of others by being a good person. The person acts because he/she
values how he/she will appear to others. He/She gives importance on what people will think
or say. 4) Law and Order - Social rules and laws determine behavior. Individual believes
that rules and laws maintain social order that is worth preserving.

Level 3: Post-conventional or principled level - Morality is defined in terms of abstract

principles and values that apply to all situations and societies. Moral reasoning is based on
enduring or consistent principles. It is not just recognizing the law, but the principles behind
the law. It has two stages: 5) Social contract - Laws that are wrong can be changed. One
will act based on social justice and the common good. Individual rights determine behavior.
Individual views laws and rules as flexible tools for improving human purposes. Given the
right situation, there are exception to the rules. 6) Universal Ethical principle - This is
associated with the development of one’s conscience. Having a set of standards that drives
one to possess moral responsibility to make societal changes regardless of consequences to
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oneself
Level Stages
Pre-Conventional level 1 - Punishment/Obedience
2 - Mutual Benefit/Instrumental purpose
Conventional level 3 - Social Approval, Good Boy/Nice Girl orientation
4 - Law and Order
Post-Conventional level 5 - Social Contract
6 - Universal Ethical Principle

IV. ANAYSIS/APPLICATION

You have discovered that your brother will undergo initiation in the fraternity next week.
Your parents are against the joining of your brother in the said frat for the common
knowledge that a number who were subjected to hazing activity died and some became
invalid. Your brother warned you not to tell your parents or else he will not give you his
promised new gadget which you badly need in school.

1. If you are his sister/brother what would you do?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2. Why would you choose to do that? What were the things you considered in deciding
what to do?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. Identify the stage of moral development in the following statement.
___________________________a. Leah allows her classmates to copy her homework so
that they will think she is kind and will like her to be their friend.
___________________________b. Aaron does everything to get passing grades because
his mother will take his laptop and cell phone away if he gets a failing grade.
___________________________c. A religious civic action group protests the use of pills for
family planning because they believe it is a form of murder. The pills are abortifacient.
(causes abortion)
___________________________d. Annie lets Mae copy during their Math test because Mae
agreed to let her copy during their English test.
___________________________e. Jean decides to return the wallet she found in the
library so that people will praise her for honesty and think she is such a nice girl.
___________________________f. John decides to return the wallet he found in the
canteen because he believes it is the right thing to do.
___________________________g. Lynn wears her ID inside the campus because she likes
to follow the school rules and regulations.
___________________________h. A jeepney driver looks if there’s a policeman around
before he U-turns in a no U-turn spot.
___________________________i. Liza volunteers to tutor children-at-risk children in her
community for free so that they will learn to love school.
___________________________j. Nathan behaves so well to get a star stamp from his
teacher.
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REFLECTION: From Kohlberg’s Stages of Moral Development I realized that ...

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

RESEARCH ACTIVIITY. Research/ Read / study a research related to Kohlberg’s

Stages of Moral Development and fill out the matrix below: Write the title of the study and
Write your source/s

Problem: Research Methodology:

Findings: Conclusions:

How are the findings of this research useful to teachers?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

4. Erikson’s Psycho-Social Theory of Development

I. Outcome/s: Students must have:

1. Explained the 8 stages of life

2. Identified at least 6 ways on how Erikson’s theory can be useful as a future teacher
II. Introduction
Erikson’s stages of psychosocial development are a very relevant, highly regarded and
felisa navarro-rubrico/danielle angela navarro rubrico 25
meaningful theory. Life is a continuous process involving learning and trials which help us
grow.
III. Contents:
Psycho-Social Theory of Development
It is a comprehensive psychoanalytic theory that identifies a series of eight stages that
a healthy developing individual should pass through from infancy to late childhood. Erikson’s
theory describes the impact of social experiences across the whole life span. He believed that
personality develops in a series of stages; the impact of the significant others in the
development of one’s view of himself, life and of the world. He presented a comprehensive
framework of eight psycho-social stages of development. He described the crisis that a
person goes through: the maladaptation and malignancies that result from failure to
effectively resolve the crisis; and the virtue that emerges when balance and resolution of
the crisis is attained. Erikson emphasized the significance of mutuality and generativity in his
theory. Mutuality reflects the effect of generations on each other, especially among families
between parents, children and grandchildren. Everyone potentially affects everyone else’s
experiences as they pass through the different crises stage. Generativity a disposition
within one of the crisis stages reflects the significant relationship between adults and the
best interest of children. For a concept to be psychosocial means it relates to one’s
psychological development in, and interaction with, a social environment, involving both
psychological and social aspects in human development. The epigenetic principle says
that we develop through a predetermined unfolding of our personalities in eight stages.
Psychosocial development involves: 1) Eight stages of human development; 2) Each stage
consists of a unique developmental task that confronts individual with a crisis; 3) Each stage
is concerned with becoming competent in an area of life; 4) If the stage is handled well, the
person will feel a sense of mastery, which he sometimes referred to as ego strength; 5) If the
stage is managed poorly, the person will emerge with a sense of adequacy.

Erikson’s Eight Stages of Development:

1. Stage 1 - Infancy, the crisis is trust vs. mistrust. The goal is to develop trust
without completely eliminating the capacity for mistrust. If the primary caregivers, like the
parents can give the baby a sense of familiarity, consistency and continuity, then the baby
will develop the feeling that the world is a safe place to be, the people are reliable and loving.
If parents the parents are unreliable and inadequate, reject/harm the infant, then he/she will
develop mistrust. He/She will be apprehensive and suspicious around people. Sensory
maladjustments happened if parents are overly protective of the child. Overly trusting,
even gullible, this person cannot believe anyone would mean them harm; the child whose
balance is tipped away over on the mistrust side will develop the malignant tendency of
withdrawal characterized by depression, paranoia, and psychosis. If proper balance is
achieved, the child will develop the virtue of hope, the strong belief that even things are not
going well, they will work out well in the end.

2. Stage 2 - Early Childhood, (from 18 mos. to 3 years. old), the task is to achieve a
degree of autonomy while minimizing shame and doubt. The crisis is autonomy vs.
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shame and doubt. If parents or caregivers permits the child to explore and manipulate
his/her environment the child will develop a sense of autonomy or independence. If the
parents/caregivers come down hard on the attempt of the child for independence, the child
will soon give up with the belief that he/she cannot and should not act on his/her own. It
can lead the child to feel ashamed and doubt his/her abilities. If children are given
impression that they are not good for much, it can lead them to shame and doubt. The child
will experience maladaptive tendency, called impulsiveness, a sort of shameless willfulness
that leads to jump into things without proper consideration of the abilities and
compulsiveness, a feeling as if the entire things they do and so everything must be done
perfectly. If the child gets proper positive balance of autonomy and shame and doubt he/she
will develop the virtue of willpower or determination.

3. Stage 3 - Early Childhood, (from 3 to 6 years old), the crisis is initiative vs. guilt.
Initiative means a positive response to the challenges, taking on responsibilities, learning
new skills, and feeling purposeful. A child is capable of imagining a future situation, one that
is not a reality right now. It is the attempt to make that non-reality a reality.
Parents/caregivers should encourage children to try out their ideas; accept fantasy, curiosity
and imagination, but if they’re too abrupt and too harsh the child learns to feel guilty about
his/her feelings and action. Too much initiative and too little guilt will result to a maladaptive
tendency called ruthlessness, a feeling of not caring who they step on to achieve their goals.
The extreme form of ruthlessness is sociopathy. Too much guilt can result to inhibition-
which means a person will not try things because they fear that if it fails, they will be blamed.
A good balance leads to the strength of purpose. The virtue is called courage, the capacity
for action despite a clear understanding of limitations and past failure.

4. Stage 4 - The School-Age-Stage, (from 6 to 12 years old), the crisis is industry

vs. inferiority. The task is to develop a capacity for industry while avoiding an excessive
sense of inferiority. Children must dedicate themselves to education and to learn the social
skills their society requires of them. Parents and other family members must encourage,
teachers must care, and peers must accept. Children must learn that there is pleasure not
only in conceiving a plan, but in carrying it out. They must learn the feeling of success,
whether in school, playground, academic, or social. If the child is allowed too little success,
because of harsh teachers or rejecting peers, then he/she will develop a sense of inferiority
or incompetence. Additional sources of inferiority are racism, sexism, and other forms of
discrimination. Too much industry leads to the maladaptive tendency called narrow
virtuosity – children who are not allowed to be children because they are push into one area
of competence without allowing the development of broader interest. Most common
malignancy is inertia, the one who suffer from the inferiority complex, the child becomes
inert. The right balance of industry and inferiority develop a virtue of competency.

5. Stage 5 - The Adolescence, (beginning with puberty and ending around 18 or 20

years of age), the crisis is identity vs. Identity diffusion. The task is to achieve ego
identity and avoid role confusion. Ego identity means knowing who you are and how you
fit in to the society. It requires that you take all you’ve learned about life and yourself and
mold it into a unified self-image, one that you are meaningful to the society. Society should
felisa navarro-rubrico/danielle angela navarro rubrico 27
provide accomplishments and rituals (rites of passage) that help to distinguish the adult
from the child. When an adolescent is confronted by role confusion, an uncertainty about
one’s place in a society and the world, he/she will suffer an identity crisis and lack of identity
is difficult. Fanaticism a maladaptive tendency in which a person believes that his way is the
only way, there is no room for tolerance, promote their beliefs and lifestyles without regard
of other’ right to disagree. If an individual successfully negotiate this stage he will have a
virtue of fidelity – means loyalty, the ability to live by societies standards despite their
imperfections, incompleteness, and inconsistencies.

6. Stage 6 - Early/Young Adulthood (from about 18 to 30 years old), the crisis is

intimacy vs. Isolation. The task is to achieve some degree of intimacy, as opposed to
remaining in isolation. Intimacy - is the ability to be close to others as a lover, a friend, and
as a participant in society. The maladaptive form promiscuity is the tendency to become
intimate too freely, too easily and without depth to relationships with friends, neighbors,
community as well as lovers. The malignancy called exclusion is the tendency to isolate
oneself from love, friendship and develop hatefulness in compensation for one’s loneliness.
If successfully negotiate this stage, an individual will carry this for the rest of his/her life the
virtue of psychosocial strength called love.

7. Stage 7 - Middle Adulthood, (from 30 to 60 years old) the crisis is generativity

vs. Stagnation. It is a period which one is actively involved in raising children. Generativity
is an extension of love into the future. It is a concern for next generation and future
generations. Individual, like parent, does not expect to be repaid for the love he/she gives to
his/her children. Teaching, writing, invention, social activism and anything contributing to
the welfare of the future generations is generativity. Stagnation, on the other hand, is
self-absorption, caring for no one. A stagnant person stops to be productive member of the
society. Overextension is the maladaptive tendency which means a person holds so many
jobs that he has no longer time for any of them. The malignant tendency is called rejectivity
that is too little generativity and too much stagnation that you are no longer participating or
contributing to society. If you are successful in this stage you will have a virtue – a capacity
for caring.
8. Stage 8 - Late Childhood/Old Age, (from 60- up begins around retirement), crisis
is ego integrity and despair. The task is to develop ego integrity with a minimal amount
of despair. Ego integrity means coming to terms with one’s life, and thereby coming to
terms with the end of life. It seems like the most difficult stage because of detachment from
the society, from a sense of usefulness, retiring from jobs; inputs are no longer requested or
required, etc. Then one’s would feel despair. The person in old age believes that he alone is
right. He does not respect the ideas and views of the young. The maladaptive tendency is
presumptions – which happen when a person presumes ego integrity without actually facing
the difficulties of old age. The malignant tendency is called disdain. The person becomes
very negative and appears to hate life. The virtue develop is called wisdom – someone who
approaches death without fear and has the strength.

IV.ANALYSIS/APPLICATION

felisa navarro-rubrico/danielle angela navarro rubrico 28

 1. Research, 'read, analyze and fill out the matrix below

Stage Crisis Significant Maladaptation Malignancy Virtue (with

Person (with description) (with description)
description)

felisa navarro-rubrico/danielle angela navarro rubrico 29

 8

2. Write your own life story using the stages of psychosocial development (stages 1 - 5). Ask
information from your parents and other significant person in your life. Write a narrative /
Discuss each stage of your own psychosocial development using Erikson’s theory and include
a photo/picture of yourself and significant person/s in your life. Consider the crisis,
maladaptation’s / malignancies and the virtues. Make a scrapbook for this your project.

REFLECTION: From Erikson’s Stages of Psychosocial Theory of Development I realized

that...

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

3. RESEARCH ACTIVIITY. Read / study a research related to Kohlberg’s Stages of

Moral Development and fill out the matrix below: Write the title of the study and Write your
source/s

Problem: Research Methodology:

Findings: Conclusions:

How are the findings of this research useful to teachers?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
felisa navarro-rubrico/danielle angela navarro rubrico 30
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

5. Vygotsky’s Socio-Cultural Theory.

I. Outcome/s: Students must have:

1. Explained why Vygotsky’s theory is called Socio-cultural theory
2. Discussed how scaffolding is useful in teaching a skill.

II. Introduction
Vygotsky’s ideas about language, culture, and cognitive development have become
major influences in education today.

III. Contents:
The key theme of Vygotsky’s theory is that social interaction plays an important role in
cognitive and individual development. The theory stresses the interaction between
developing people and the culture in which they live. Vygotsky, believed that parents,
caregivers, peers, and the culture at large were responsible for developing higher-order
functions. According to him, learning has its basis in interacting with other people in the
society.
Social interaction and language are two central factors in cognitive development. His
theory became known as the Socio-Cultural Theory of Development. He also believed the
role that culture played in the cognitive development of children. Hands on activities are
essential in learning than when listening passively. He emphasized that effective learning
happens through participation in social activities, making social context of learning crucial.
He also believed in the crucial role that culture played on the cognitive development of
children. Language open the door for learners to acquire knowledge. Language serves a
social function. It helps the learners regulate and reflect on his own thinking. Learning by
doing is more fruitful when children interact with knowledgeable adults and peers.
Scaffolding is the systematic manner of providing assistance to the learner that helps the
learner to effectively acquire a skill.
When a child attempts to perform a skill, he may not be immediately proficient. He may
perform at a certain level of competency refer to as the zone of actual development. As
learners become more proficient, able to complete task on their own that they could not
inially do without assistance, the guidance can be withdrawn, and this called scaffold and

faded-away technique.
For Vygotsky, “talking to oneself” is an indication of the thinking that goes on in the mind
of the child that eventually lead to private speech- a form of self-talk that guides the
child’s thinking and action. According to Vygotsky, guidance from a more
knowledgeable other (MKO) would lead a learner to a higher level of performance than if
he were alone. When the MKO scaffolds, the process moves in four levels: (1) I do, you
watch, (2) I do, you help, (3) You do, I help, (4) You do I watch. This higher level of

felisa navarro-rubrico/danielle angela navarro rubrico 31

performance then eventually becomes the learner’s actual performance when he works
independently in the future; this is zone of proximal development (ZPD).

IV. APPLICATION/ACTIVITY:

1. Define/Describe the following terms used in Vygotsky’s Socio-Cultural Theory: Cite

examples.

A. More Knowledgeable Other (MKO)

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B. Zone of Proximal Development (ZPD)
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C. Scaffolding
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2. An exercise in scaffolding:

A. Choose a skill you are good in and identify an individual whom you can teach the skill

B. Break down the steps you will take in teaching the skill
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C. Describe the specific actions you will do to scaffold.

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3.REFLECTION: From Vygotsky Socio-Cultural Theory, I realized that...

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________________________________________________________________________
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6. Bronfenbrenner’s Ecological Theory or Bio-ecological Systems Theory

I. Outcome/s: Students must have:

1. Described each of the layers of Bronfenbrenner’s Bio -Ecological Model’
2. Identified factors in one’s own life that exerted influence on one’s development.

II. Introduction;
There are different factors that exert influence on an individual’s development. It points
out the spheres of influence that shape every individual, from his immediate family to the
neighborhood, the country, even the world.

III. Contents:
Bronfenbrenner’s Bioecological Systems theory presents child development within the
context of relationship system that comprises the child’s environment. It describes multipart
layers of environment that has an effect on the development of the child. The interplay
between his immediate family/community environment and the societal landscape fuel and
steers his development. It offers a framework through which community psychologists
examine individual’s relationships within communities and the wider society.
Bronfenbrenner’s Bioecological Model: Structure of Environment
The model is composed of microsystem, is the layer nearest the child which he directly
interacts with. It includes one’s family, school and neighborhood. It covers the most basic
relationships and interactions that a child has in his immediate environment. When the child
is affected by the behavior and beliefs of his parents and when the child also affects the
behavior and beliefs of his parents, this is called bi-directional influences.

The mesosystem, this layer serves as the connection between the structure of the
child’s microsystem. It includes the link of interaction between the parents and teachers,
parent and health services of the community and the church.

The exosystem, this layer refers to the bigger social system in which the child does not
function directly. This includes the government, the workplace, and the mass media. This
may influence the child’s development by affecting some structure in the child’s microsystem.
This includes the circumstances of the parent’s work like the location, and schedules.

The macrosystem, this layer is found in the outer most part in the child’s environment.
It includes the cultural values, customs, and laws. The belief system contained in one’s
macrosystem permeates all the interactions in the other layers and reaches the individual.

The chronosystem, it covers the element of time as it relates to a child’s environment.

This involves pattern of stability and change in the child’s life. This involves whether the
child’s day is characterized by an orderly predictable pattern, or whether the child is
subjected to sudden changes. The ecological systems theory focuses on the quality and
context of the child’s environment. As a child develops the interplay within the layers of
environment systems become more complex. This theory helps determine how the different
felisa navarro-rubrico/danielle angela navarro rubrico 33
circumstances, conditions and relationships in the world affect the child.

The Role of Schools and Teachers

Each layer is made up of different structures. Bioecological points out that a child’s own
biological make-up impacts on his/her development. The child’s growing and developing
body and the interplay between his/her immediate family, community environment, and the
societal landscape steer their development. Changes or conflict in any one layer will ripple
throughout other layers. To study a child’s development, we must not only look the child’s
immediate environment, but also at the larger environment with which the child interacts.
The theory reminds the school and the teachers of their role: if there is lack of support,
care and affection from the home, there is a serious breakdown of the basic relationship in
child’s life - then the school and the teachers can contribute stability and long-term
relationships to support but not replace the relationships in the home. Schools and teachers
are not to replace the lack in the home if such exists, but to work so that the school becomes
an environment that welcomes and nurtures families.

IV. APPLICATION/ANALYSIS

1. Describe each of the system in Ecological Theory or Bio-ecological Systems Theory:

A. Microsystem
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B. Mesosystem
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C. Exosystem
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D. Macrosystem
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D. Chronosystem
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_
2. RESEARCH ACTIVIITY. Read / study a research related to Bronfenbrenner’s theory
and fill out the matrix below: Write the title of the study and Write your source/s

felisa navarro-rubrico/danielle angela navarro rubrico 34

Problem: Research Methodology:

Findings: Conclusions:

How are the findings of this research useful to teachers?

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3. REFLECTION: From Bronfenbrenner’s Theory, I realized that...

________________________________________________________________________
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4. Describe what parents and teachers should do to help children develop into the persons
that they are meant to be from the point of view of:

A. Freud
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B. Erikson
felisa navarro-rubrico/danielle angela navarro rubrico 35
________________________________________________________________________
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C. Piaget
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D. Kohlberg
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E. Vygotsky
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G. Bronfenbrenner
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5. Identify one concept from each theory and describe how this can be applied in teaching
and learning.

Application
Concept
1. Freud’s Psychoanalytic Theory

felisa navarro-rubrico/danielle angela navarro rubrico 36

2. Piaget’s Stages of Cognitive
Dev’t

3. Erikson’s Psychosocial Theory

4. Kohlberg Stages of Moral

Dev’t

5. Vygotsky’s Socio-Cultural
Theory

6. Bronfenbrenner’s Ecological
Theory

5. Who said the following statement: (Freud, Bronfenbrenner, Piaget, Vygotsky, Kohlberg,
Erikson)

________________1. “The teacher must orient his work not on yesterday’s development i
the child but on tomorrow.”
________________2. “Healthy children will not fear life if their elders have integrity enough
not to fear death.”
________________3. “Right action tends to be defined in terms of general individuals right
and standards that have been critically examined and agreed upon by the whole society.”
________________4. “The principal goal of education in the schools should be creating men
and women who are capable of doing new things, not simply repeating what other
generation have done.”
________________5. “The mind is like an iceberg, it floats with one-seventh of its bulk
above water.”
________________6. “We as nation need to be reeducated about the necessary and
felisa navarro-rubrico/danielle angela navarro rubrico 37
sufficient conditions for making human beings human.

PART II -- DEVELOPMENT OF THE LEARNERS AT VARIOUS STAGES

MODULE 4
Unit 1 - Pre-Natal Period
(2 hours)

I. Outcome/s: Students must have:

1. Traced the course of the prenatal developmental process
2. Explained the most common hazards to prenatal development

II, Introduction:

This period begins at conception and ends at birth and is approximately 270 to 280 days
(nine months). There are 6 characteristics of prenatal development: (1) hereditary
endowment which serves as the foundation for later development is fixed; 2) sex of the
individual are determined; (2) conditions in the mother’s body can foster or disturb the
pattern of prenatal development; (3) when growth and development are proportionally
greater than at any other time; (4) there are ,many hazards both physical and psychological;
and (5) when significant people form attitudes toward the newly created individual.

Life Before Birth

Human life begins from the moment of conception. Before they are ready to produce new
individuals, male sex cells must go through two preliminary stages – maturation and
fertilization, and the female sex cells, three preliminary stages – maturation, ovulation, and
fertilization. At the time of conception hereditary endowment and sex are determined. The
determination of hereditary endowment at the time of conception affects later development.

Stages of Pre-Natal Development:

1. Germinal Period (first two weeks after conception) – This includes the : a)creation of
the zygote, b) continued cell division, and c) the attachment of the zygote to the uterine wall.
In the germinal period, the differentiation of cells already begins as inner and outer layers of
the organism are formed. The blastocyst, the inner layer of cells that develops during the
germinal period develops later in the embryo. The trophoblast, the outer layer of the cell
that develops also during the germinal period, later provides nutrition and support for the
embryo.

2. Embryonic Period (2-8 weeks after conception) – in this stage, the name of the mass cells,
zygote, become embryo and the following development takes place: a) cell differentiation intensifies,
b) life-support system for the embryo develop and, c) organs appear.

As the zygote gets attached to the wall of the uterus, two layers of cells are formed. The
embryo’s endoderm, the inner layer of cells develops into the digestive and respiratory
systems; the outer layer of cells is divided into two parts – the ectoderm and mesoderm.
The ectoderm is the outermost layer which becomes the nervous system, sensory receptors
(eyes, ears, and nose) and skin parts (nails, hairs). The mesoderm is the middle layer which
becomes the circulatory, skeletal, muscular, excretory and reproductive systems. The
felisa navarro-rubrico/danielle angela navarro rubrico 38
process of organ formation during first two months of prenatal development is called
organogenesis.

As the tree layer of the embryo form, the support systems develop rapidly: (1) the
placenta, life support system in which blood vessels from the mother and the offspring
intertwine but do not join (2) the umbilical cord, contains two arteries and one vein that
connects the baby to the placenta, (3) the amnion, a bag or an envelope that contains a
clear fluid in which the developing embryo floats. All these embryo life-support systems
develop from the fertilized egg and not from the mother’s body.

3. Fetal period (2-7 months after conception growth and development continue
dramatically.
a. 3 months after conception – fetus is about 3 inches long. The genitals can be
identified as male or female.
b. 4 months after conception – fetus is about 6 inches long, growth spurt occurs
in the body’s lower part, prenatal reflexes are stronger.
c. 5 months after conception – fetus is about 12 inches long; structures of the
skin have formed.
d. 6 months after conception – fetus is about 14 inches long, eyes and eyelids are
completely formed
e. 7 months after conception – fetus is about 16 inches long
f. 8 and 9 months after conception – fetus grows longer and gains about 4
pounds.

Teratology and Hazards to Prenatal Development.

Teratology- is the field that investigates the causes of congenital defects. A teratogen
causes birth defects.

Cluster of hazards to pre-natal development:

1. Prescription and nonprescription drugs (antibiotic (prescription), diet pills, aspirin,
coffee (nonprescription)
2. Psychoactive drugs (nicotine, caffeine, illegal drugs such as marijuana and cocaine.
Heavy drinking of pregnant women results to fetal alcohol syndrome (FAS), Environmental
hazards
3. Other maternal factors such as Rubella, syphilis, genital herpes, AIDS, nutrition, high
anxiety, stress, age (too early or too late),) increase stress during pregnancy leads to
premature birth, maternal malnutrition
4. Paternal factors – father’s exposure radiation, pesticides, petrochemicals, older
fathers also may place their offspring at risk for certain defects
5. Physical hazard (period of the zygote, period of the embryo, period of the fetus)
6. Psychological hazard (traditional beliefs, maternal stress, unfavorable attitudes of
significant people)

IV. ANALYSIS: (Answer the following questions):

1. Explain the characteristics of the pre-natal period.

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felisa navarro-rubrico/danielle angela navarro rubrico 39
________________________________________________________________________
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2. Cite and explain physical and psychological hazards why regarded as hazardous during
prenatal period.
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MODULE 5

UNIT 2 – INFANCY AND TODDLERHOOD

(4.5 hours)

1. Physical Development of Infants and Toddlers

I. Outcome/s: Students must have:

1. Identified factors that enhanced / impede the physical development of infants
and toddlers
2. Drawn implications to child care, education and parenting

II. Introduction:
The period that comes after prenatal or antenatal stage is infancy which in turn is
followed by toddlerhood. Infancy and toddlerhood span the first two years of life.

III.Contents:

Cephalocaudal and Proximodistal Pattern

felisa navarro-rubrico/danielle angela navarro rubrico 40
 The Cephalocaudal trend is where infants learn to use their upper limbs before their
lower limbs. The same pattern occurs in the head, top parts of the head – eyes and the brain
grow faster than the lower parts such as the jaw. The Proximodistal trend refers to the
development of motor skills from the center of the body outward.

Brain Development
Among the most dramatic changes in the brain in the first two years of life are the
spreading connections of dendrites to each other. Myelination, the process by which the
axions are covered and insulated by layers of fat cells, begins prenatally and continues after
birth. The process of myelinization increases the speed of which information travels
through the nervous system.

Motor Development
Along the aspect of motor development, infants and toddlers begin from reflexes, to
gross motor skills and fine motor skills. The newborn has some basic reflexes which are
automatic and serve as survival mechanism before they have the opportunity to learn. Some
common reflexes are:
* Sucking Reflex – is initiated when something touches the roof of an infants’ mouth.
Infant’s strong sucking reflex helps to ensure they can latch unto bottle or breast.
* Rooting Reflex – is most evident when an infant’s cheek is stroked. The baby
responds by turning his/her head in the direction of the touch and opening their mouth for
feeding.
* Gripping Reflex – Babies will grasp anything that is placed in their palm.
* Curling Reflex – when the inner sole of a baby’s foot is stroked the infant respond by
curling his/her toes. When the outer sole of the foot is stroked, the infant will respond by
spreading out their toes.
*Startle/Moro Reflex – Infants will respond to sudden sounds or movements by throwing
their arms and legs out, and throwing their heads out.
* Galant Reflex - is shown when an infant’s middle or lower back is stroked next to the
spinal cord. The baby will respond by curving his/her body toward the side which is being
stroked.
* Tonic Neck Reflex – it is demonstrated in infants who are placed on their abdomens.
Whichever side the child’s head is facing, the limbs on that side will straighten, while the
opposite limbs will curl.
Gross Motor Development
This development is shown in babies unable to even lift their heads to being able to grab
things and to walk alone

Fine Motor Skills

Skills that involve a refined use of the small muscles controlling the hand, and thumb.
The development of these skills allows the child to complete tasks such as writing, drawing,
and buttoning. The ability to exhibit fine motor skills involves activities that involve precise
eye-hand coordination. The development of reaching and grasping becomes more refined
during the first two years of life. Infants show only crude shoulder and elbow movements but
later they show wrist movements, hand rotation and coordination.

IV. APPLICATION/ANALYSIS:

felisa navarro-rubrico/danielle angela navarro rubrico 41

There are some research findings regarding newborn’s visual perception.
Research/Read/Study and answer the following questions:

1.Can newborns hear?

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3. Can newborns differentiate odors?
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4. Can newborn s feel pain? Do they respond to touch?
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5. Can newborns distinguish the different tastes?
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6.Identify / discuss factors that enhance/impede the physical development of infants and
toddlers. (at least 3)
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1. Observe infant/toddlers. Put a check (/) on those items that you observed the
infants/toddler demonstrate. Refer to “What Infants and Toddlers Can Do Physically” based
on Philippine Early Learning and Development Standards (ELDS (Attached your
photocopy at the back of this page) or you may take a picture using your CP and forward
it in my messenger

REFLECTION
Having learned the physical development of infants and toddlers, as a future parent or as
felisa navarro-rubrico/danielle angela navarro rubrico 42
caregiver of children, what you should refrain from doing to facilitate their growth and
development?

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________________________________________________________________________

5. Cognitive Development of Infants and Toddlers

I. Outcome/s: Students must have:

1. Identified factors that enhance/impede the cognitive development of infants and
toddlers,
2. Traced the cognitive development of infants and toddlers,
3. Drawn implications of cognitive development concepts to child care, education and
parenting.

II. Introduction:

Cognitive development in infancy refers to development in the way the baby thinks.
These include his/her language, communication, and exploration skills. Ex.: paying attention,
remembering, learning to talk, interacting with toys and identifying faces.

III. Contents:

There are 4 stages of cognitive development according to Piaget: 1) the sensorimotor,

2) the preoperational, 3) the concrete operational, and 4) formal operational stage.
The sensorimotor stage is the first stage of the four stages of cognitive development.
(Piaget). In this stage, infants construct an understanding of the world by coordinating
sensory experiences (seeing and hearing) with physical, motoric actions. Infants gain
knowledge of the world from the physical actions they perform. An infant progresses from
reflexive instinctual action at birth to the beginning of symbolic thought toward the end of
the stage. Piaget divided the sensorimotor into 6 sub-stages.

Sub Stage Age Description

Coordination of sensation and action through reflexive
1. Simple birth – to behaviors. Three primary reflexes(Piaget):sucking of objects in
Reflex 6 weeks the mouth, following moving or interesting objects with the
eyes, and closing of the hand when an object makes contact
with the palm (palmar grasps)
2. First habits Coordination of sensation and two types of schemes: habits
and primary 6 weeks (reflex) and primary circular reactions. Primary reaction
circular to 4 because the action is focused on the infant’s body. Circular
reactions phase months reaction because it is a repetition of an action that occurred by
chance.
3. Secondary Development of habits. Infants become more object-oriented,
felisa navarro-rubrico/danielle angela navarro rubrico 43
circular 4–8 moving beyond self-preoccupation repeat actions that bring
reaction phase months interesting or pleasurable results. Development of coordination
between vision and apprehension. Three new abilities occur:
(1) intentional grasping for a desired object, (2)secondary
circular reactions-repetition of an action involving an external
object, (3)differentiations between ends and means.- one of
the most important stages of a child’s growth as it signifies the
dawn of logic.
4. Coordination Coordination of vision and touch-hand-eye coordination of
of reaction 8 – 12 schemes and intentionality. Stage is associated with the
stage months development of logic and coordination between means and
secondary ends. An extremely important stage of development according
circular to Piaget: the first proper intelligence and marks the
beginning of goal orientation. Action is directed toward a goal.
5. Tertiary Infants become intrigued by many properties of objects and
circular 12 – 18 many things they can make happen to objects. They
reactions, months experiment with new behavior. Piaget describe the child as the
novelty, and “young scientist” conducting pseudo-experiments’ to
curiosity discover new methods of meeting challenges
6. Infants develop the ability to use primitive symbols and form
Internalization 18-24 enduring mental representations. This stage is associated with
of schemes months beginnings of insight or true creativity. This mars the passage
(through into the preoperational stage. Evidence of an internal
mental representational system. Object permanence is the
combination) understanding that objects continue to exist even when they
cannot be seen.

An analysis of the 6 sub-stages of the sensorimotor stage shows that development

begins from reflexive to more refined and more coordinated activities. Cognitive
development of infants evolves in orientation from becoming focused on themselves to
becoming object or world-oriented, from one that is action-based to the one that is
mentally-based, from one that does not involve much of coordination scheme to one
involving intentionality, novelty and curiosity and from a thinking that is purely sensorimotor
to a symbolic one.
* A. Circular reactions – adaptive behavior to the world involves repeated action
* B. Primary circular reactions – oriented toward the infant’s own body
* C. Secondary circular reactions – aimed toward the environment including other. They are
repetitive actions that involve recreating events
* D. Tertiary circular reactions – the baby is doing things over and over again
* Acquiring the sense of object permanence is one of the infant’s most important
accomplishments
* Infantile amnesia – the inability to recall events that happened when we were very young
Language Development.
From day one, infants appear to be programmed to tune in to their linguistic
environment with the specific goal of acquiring language.
Stages in producing language:
1. Cooing, which comprises largely vowel sounds
2. Babbling, which comprises consonants as well as vowel sounds
3. One-word utterances
4. Two-word utterances and telegraphic speech
5. Basic adult sentence structure (about age 4)
felisa navarro-rubrico/danielle angela navarro rubrico 44
The one-word utterance of infant is termed holophrases – to convey intentions, desires and
demands. Usually are nouns describing familiar objects the child observes. When the child
overextends the meaning of words in his/her existing lexicon to cover things and ideas for
the new word is lacking is called overextension error. Two or three word utterances of the
child with articles and prepositions missing are referred to telegraphic speech. The
acquisition of language comes in stages beginning with cooing, then babbling, to one
word-utterances, to two or three word utterances.
Language Acquisition Device (LAD).
Human have an innate language acquisition device (Chomsky,1965). This is a
metaphorical organ that is responsible for language learning. Humans are biologically ready
to acquire language, understand the rules of language structure and applying those rules to
new vocabulary and new contexts.

IV. APPLICATION/ANALYSIS:

1. Observe an infant from 0 – 24 months old. Refer to “What Infants and Toddlers Can
Do Cognitively” from Childhood Care and Development (ECCD) Put a check (/) on the items
that you observed the infants/toddler demonstrated. (Attached your photocopy at the
back of this page) or you may take picture using your CP and send it in my messenger

2. Identify and discuss factors that enhance or impede the cognitive development of infants
and toddlers.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________
3. Give implications of cognitive development concepts of infants and toddlers to education,
child care and parenting
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________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________

4. What recommendations can you give to parents/caregivers to provide stimulating

language environments to infants and toddlers?
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felisa navarro-rubrico/danielle angela navarro rubrico 45
________________________________________________________________________

5. In which order do the following sub stages of Piaget’s sensorimotor stage take place in
toddler’s cognitive development? Which comes first?
_____ simple reflexes
_____ first habits and primary circular reactions phase
_____ secondary circular reaction phase
_____ coordination of secondary circulation reaction stage
_____ tertiary circular reaction, novelty and curiosity
_____ internationalization of schemes

6. Which practice can enhance cognitive development among toddlers? Explain your answer
A. Shared reading
B. Early enrolment in found school
C. Making child compete with other toddlers
D. Buying expensive toys for the toddlers
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REFLECTION. Based on Piaget’s sensorimotor stage and the first year of preoperational
stage of cognitive development, reflect on how you as a future nursery teacher can enhance
infant and toddlers’ cognitive development.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

2. Socio-Emotional Development of Infants and Toddlers

1. Outcome/s: Students must have:

1. Described socio-emotional development of infants and toddlers’
2. Identified factors that enhance/impede the socio-emotional development of infants
and toddlers
3. Drawn implications of socio-emotional development concepts to child care, education
and parenting

II. Introduction:

Socio-emotional development has something to do with the development of a person’s

ability to master one’s emotions and the ability to relate to others. It necessarily includes
felisa navarro-rubrico/danielle angela navarro rubrico 46
temperament, attachments and social skills.

III. Contents:

The Formative Years

The first three years of human development is important because they are the
formative years of the child. Parents and caregivers at this stage of human development play
a significant role in the development of infants and toddlers.

ACTIVITY: Read Nolte’s poem the answer the following questions

Children Learn What They Live

Dorothy L. Nolte
If a child lives with criticism, he learns to condemn…
If a child lives with hostility, he learns to fight…
If a child lives with fear, he learns to be apprehensive…
If a child lives with pity, he learns to feel sorry for himself…
If a child lives with ridicule, he learns to be shy
If a child lives with jealousy, he learns to feel guilt…
But…
If a child lives with tolerance, he learns to be patient…
If a child lives with encouragement, he learns to be confident…
If a child lives with praise, he learns to be appreciative…
If a child lives with acceptance, he learns to love…
If a child lives with honesty, he learns what truth is…
If a child lives with fairness, he learns justice…
If a child lives with security, he learns to have faith in himself and those about him…
If a child lives with friendliness, he learns the world is a nice place in which to live…
With what is your child living?

1. Do you agree with D. Nolte’s poem? Why/Why not?

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2. Which line of the poem is most meaningful to you? Explain.
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2. Based on the poem, which plays a very important role in the socio-emotional development
of children?
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4. From what kind of home environment do children who are well adjusted most probably
come? Explain. What about maladjusted children?
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________________________________________________________________________
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4. State in sentences what the poem is saying about a child’s socio-emotional development?
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Elements of the wholesome socio-emotional development of children

3. Attachment – infant needs to establish an enduring emotional bond characterized by a

tendency to seek and maintain closeness to a specific figure particularly during stressful
condition. According to Dr. John Bowly, father of attachment theory, attachment occur
within the first 6 months of a baby’s life with a variety of built-in signals that baby uses to
keep his/her caregiver engaged. The key to good start in the social development of the baby
is a lot of responsive interaction with the baby, (Pasek & Golinkoff, 2003). Not so much
feeding but consistent involvement of caregivers is central to babies’ emotional well-being.
Consistent and close nurturing matters in early relationship. Children who have good
attachment relationships as infants make better adjustments in a number of areas in future
life. Parents and caregivers helps children regulate their emotions by working with them and
by serving as their models.

2. Temperament – ways that people differs, even at birth, in such things as their emotional
reactions, activity level, attention span, persistence, and ability to regulate their emotions.
How a child responds emotionally to objects, events, and people is a reflection of his
individual temperament. Nine different temperament categories which need observation
(Thomas, Chess, and Birch):
1. Activity level 6. Approach-Withdrawal
2. Mood 7. Distractibility
3. Threshold for distress 8. Adaptability
4. Rhythmicity 9. Persistence
5. Intensity of response

To determine child’s temperament, make the following observations:

1. Activity level – some babies are placid or inactive, as toddlers they are always on the move
2. The mood – some babies are very smiley and cheerful; others look unhappy
3. Child’s threshold for distress – some babies are very sensitive others are more comfortable
4. Rhythmicity of children – some babies have fairly regular and predictable basis have
varying and unpredictable time.
5. Child’s attention span – some children have long attention span, others flit from one
activity to another.

Babies’ temperament is clustered into three basic types: 1) the easy child – readily
establishes regular routines, generally cheerful, and adapts readily to new experiences, 2)
the difficult child – irregular in daily routines, slow to accept new experiences and tends to
react negatively and intensely to new things, 3) slow-to warm-up child – shows mild,
low-key reactions to environmental changes, negative in mood, and adjust slowly to new
experiences.

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The development of emotions
Socialization of emotion begins in infancy. It is thought that it is significant in the infant’s
acquisition of cultural and social codes for emotional display, teaching them how to express their
emotions, and the degrees of acceptability associated with different types of emotional behaviors.

1. Early infancy (from birth to 6 months) between 6 and 10 weeks, a social smile
emerges in response to adult smile and interactions. Smiling occurs in response to a wider
variety of contexts. Laughter promotes social development.

2. Later infancy month (7-12) – infants begin expressing fear, disgust, and anger
because of the maturation of cognitive abilities. Anger, often express by crying is a frequent
emotion expressed by infants. Fear also emerges as children become able to compare an
unfamiliar event with what they know. Unfamiliar objects or situations elicit fear responses in
infants most common is the presence of an adult stranger. Separation anxiety- a second
fear of this stage. Infants 7 to 12 months old may cry in fear if being left in an unfamiliar
place and in the presence of a stranger. Another process that emerges this stage is social
referencing. Infants begin to recognize the emotions of others, and use this information
when reacting to new situation and people. Infants generally rely on the emotional
expressions of their mother or caregivers to determine the safety or appropriateness of a
particular endeavor.

3. Toddlerhood years (1-2) – Infants expresses emotions of same or embarrassment

and pride. These emotions mature in all children and adults contribute to their development.

Emotional Understanding –during this stage of development, toddlers acquire language

and learning to verbally expressed their feelings. This is the first step in the development of
emotional self-regulation skills. Toddlers begin to develop skills to regulate their emotions
with the emergence of language providing an important tool to assist in the process – to
communicate their feelings to a person capable of helping them manage their emotional
state. Empathy, a complex emotional response to a situation appears in toddlerhood usually
age two.

Erikson’s Psychosocial Theory. The first two stages apply at the periods of infancy and
toddlerhood:
1. Hope vs. Mistrust (infants, 0 to 1 year) – centers on the infant’s basic needs. If
parents expose the child to comfort, warmth and dependable affection, infant’s view of the
world will be trust. But if parents fail to provide a secure environment and to meet the child’s
basic needs, a sense of mistrust will result.

2. Will: Autonomy vs. Shame and Doubt – a strong base of security from the parents
and the parent’s patience and encouragement help foster autonomy in the child. If parents
encourage self-sufficient behavior, toddlers develop a sense of autonomy. If
parents/caregivers demand too much too soon, refuse to let children performs tasks of which
they are capable or ridicule early attempts at self-sufficiency, children may develop shame
and doubt about their ability to handle problems. Highly restrictive parents instill in the child
a sense of doubt and reluctance to attempt new challenges.
The socio-emotional development of infants and toddlers is from intrapersonal and
interpersonal relations. Intrapersonal relation is the development of self, emotion and
gender identity, while interpersonal relation has something to do with development of
attachments, friendship and peer relations.

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IV. ANALYSIS:

4. Identify whether the socio-emotional development of infants and toddlers is interpersonal

or intrapersonal:
______________a. Shows awareness of gender identity.
______________b. Respond positively to touch
______________c. Show displeasure at the loss of a toy
______________d. Indicate toileting needs
______________e. Distinguish friends from stranger

5. Identify and discuss factors that enhance / impede the socio-emotional development of
infants and toddlers
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6. Give implications of socio-emotional development concept to education and parenting.

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4. Observe an infant from 0 – 24 months old. Refer to “What Infants and Toddlers Can
Do Socio-emotionally” from Childhood Care and Development (ECCD) Put a check (/) on
the items that you observed the infants/toddler demonstrated. (Attached your
photocopy at the back of this page) or you may take pictures using your CP and send it
to me through messenger.

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 MODULE 6

UNIT 3 – EARLY CHILDHOOD (THE PRESCHOOLER)

(4.5 hours)

1. Preschooler’s Physical Development

I. Outcome/s: Students must have:

1. Described preschool children physical growth,
2. Identified the different gross and fine motor skills

II. Introduction:

The preschooler year is commonly known as the “years before formal schooling (3-5
years of age). Preschool years are very important as it lays foundation to later development.
At this stage, preschoolers achieve many developmental milestones.

III. Contents:

Big ideas about physical development of preschoolers:

1. Significant changes in physical growth

2. Physical development is marked by the acquisition of gross and fine motor skills
3. Can express themselves artistically
4. Proper nutrition and right amount of sleep are important
5. Teachers can do a lot in maximizing the growth and development
6. Preschoolers with special needs can thrive well with appropriate adaptation in
classroom activities

Significant Changes in Physical Growth

Physical growth increases in the preschool years, from the baby-like features of the
toddler, toward slenderer appearance of a child. The trunk, arms, and legs become longer.
They move from the unsteady stance to a steadier bearing. Later part of the preschooler
years (5-6) is the best time to begin learning skills that require balance. Permanent teeth will
begin to come out at age 6 are developing and therefore a time to instill a good dental
hygiene

Gross and Fine Motor Development

Gross motor development refers to acquiring skills that involve the large muscles and are
categorized into three:
1. Locomotor skills - involve from going from one place to another, like walking,
running, climbing, skipping, hopping, creeping, galloping, and dodging;
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 2. Non-locomotor- are those where the child stays in place, like bending, stretching
turning and swaying;
3. Manipulative skills - are those that involve projecting and receiving objects, like
throwing, striking, bouncing, catching and dribbling.

Fine motor development - refers acquiring the ability to use the smaller muscles in he arm,
hands and fingers purposely like picking, squeezing, pounding, opening of things, holding
and using a writing implement, self-help skills like using spoon and fork when eating,
buttoning, zipping, combing, and brushing. Handedness or the preference of the use of one
hand over the other is usually established around 4 years of age. Significant progress in fine
motor skills can be expected of preschoolers especially if they are supported and appropriate
activities are provided for them.

Preschoolers’ Artistic Development

Stages of drawing in early childhood (Viktor Lowenfeld)

1- Scribbling stage - begins with large zigzag lines which later become circular markings,
Soon, discrete shapes are drawn. The child may start to name his/her drawing
2- Pre-schematic stage -- may include representations, at this point may be able to
recognize the drawing. Children at this stage tend to give the same name to their drawings
several times.
3- Schematic stage - children usually draw from experience and exposure. Drawing may
include houses, trees sun, and people. Preschooler’s representations of drawing involve
cognitive skills of how they understand themselves and the world around them.
Preschooler’s representations of drawings do not only involve fine motor skills, but also
cognitive skills.

Preschooler’s Nutrition and Sleep

The kind of nutrition a preschooler gets has a big effect on his/her physical growth and
development. It is important for a preschooler to get sufficient amount of rest and sleep. It
is when they are sleep that vital biological processes that affect physical and cognitive
development take place. During sleep especially in the dream state,(rapid eye movement
stage) growth hormones are released. Blood supply to the muscles is increased helping
preschoolers regain energy. At this state while dreaming, increased brain activity is attained.

The Role of Caregivers in the Growth and Development of Preschoolers

Optimum physical development of preschooler is largely influenced by the supportive
caregivers (parents and teachers) who provided stimulating environment and appropriate
activities for the children.
The following are tips (Lesia Oesterreich):
For all preschoolers:
1. Engage them in simple games that involve running and walking
2. Provide with toys for catching and throwing
3. Have balancing activities
4. Allow opportunities for rough and tumble play like in a grassy area
5. Ensure that they get enough rest and sleep
6. Model good eating habits. Encourage more fruits, vegetables water and fresh juices,
rather than processed food, sugary snacks and sodas
For three years old:
7. Encourage development of hand-eye coordination
8. Play ball. Show children how to throw, catch, and kick
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 9. Show children how to hop, tiptoe, waddle, slither, and run
10. Encourage free expression in art project. Avoid asking what their drawing is
11. Provide a variety of art experiences
For four years’ old
12. Encourage physical development. Play follow the leader. Pretend to walk like animals
13. Set up an obstacle course indoors with challenges such as crawling, climbing, leaping,
balancing
14. Encourage walking with a beanbag on the head
For five years old:
15. Encourage body coordination like skipping, galloping and hoping
16. Teach sack-walking
17. Teach games that can teach right and left direction
18. Help children to use a pair of scissors

IV. ACTIVITIES/APPLICATION

1. Observe preschoolers’ activities (3-5 years old. Identify the different gross and fine motor
skills they performed.
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2 Draw implications of the concepts on physical development on teaching preschoolers.

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3. Identify the following activities of the preschoolers if it involves gross motor or fine motor
development

_________________a. Skipping with alternative feet

_________________b. Colors with strokes staying within the lines
_________________c. Takes a bath independently
_________________d. Crawl like a snake
_________________e. Climb up a ladder
_________________f. Copies circle purposely
_________________g. Dresses without assistance
_________________h. Can draw figures
_________________i. Brushes teeth without being told
_________________j. Throwing ball at the playmate

4. Observe preschoolers in action and take their pictures. Make a photo essay about their
physical development, gross and fine motor development.
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REFLECTION:

From the topic on the Physical Development of Preschoolers, I realized that ...
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RESEARCH ACTIVIITY. Read / study a research related to the topic Physical

Development of the Preschoolers and fill out the matrix below: Write the title of the study
and write your source/s

Problem: Research Methodology:

Findings: Conclusions:

How are the findings of this research useful to teachers?

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________________________________________________________________________

2. Cognitive Development of the Preschoolers

I. Outcome/s: Students must have:

1. Described the cognitive development that takes place among preschoolers
2. Discussed concepts on preschooler’s cognitive development in preschool teaching and
in child care

II. Introduction;

Early childhood/preschooler is regarded as the teachable moments for acquiring skills

because children enjoy the repetition essential for learning skills. They are adventuresome
and like to try new things; and they have few already-learned skills to interfere with the
acquisition of new ones. Speech development advances rapidly

III. Contents:

Preschoolers’ Symbolic and Intuitive Thinking

There are two sub stages of Piaget’s preoperational thought:

1) Symbolic sub stage - where children shows progress in their cognitive abilities by
being able to draw objects that are not present, by their dramatic increase in their language
and make-believe play;
2) Intuitive sub stage - preschool children begin to use primitive reasoning and ask a
litany of questions. The development of their language ability facilitates their endless asking
of questions. While preschool children exhibit considerable cognitive development, their
improved cognitive processes still show some aspects of immaturity or limitations.

Brain connections in the preschool Years

The child’s billion cells have the ability to make almost countless connections that
prepare the child for intricate pathways to learn language, acquire logical-mathematical
skills, interact with people, grow in his feelings and emotions, and express himself. In the
preschool, years a supportive and stimulating environment is that which offers many
experiences involving the different senses which allows the child to think, imagine and create
is best. A good combination of a healthy and functional family environment and a quality
preschool program favors the brain development of a child. An environment that lacks the
proper stimulating experiences cause damage. Real-life and hands on experiences and
quality environment will lead to optimum brain development for preschoolers.

Big Ideas about Preschoolers’ Cognitive Development:

1. Preschoolers engage in symbolic and intuitive thinking
2. Brain connections are made when preschoolers interact with the environment
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 3. Preschooler’s language development occurs in four areas: 1) phonology, 2) semantics,
3) syntax, and 4) pragmatics
4. Vygotsky believed that language and social interaction are very important to cognitive
development
5. Preschoolers improve in their ability in process information
6. Preschoolers’ cognitive development is marked by the emergence of a theory of mind

Language Development
As child go through early childhood, their grasp of the rules of language increases
9morphology, semantics, and pragmatics). Symbolic thinking involves language, literacy
and dramatic play. Children rapidly conclude that sounds link together to make words and
words represent ideas, people and things. Throughout the preschool years, children’s
language development becomes increasingly complex in four main areas: 1) phonology
(speech sounds), 2) semantics (word meaning), 3) syntax (sentence construction), and 4)
pragmatics (conversation or social use of language. As they advance in age and continuously
interact with people, preschool children expand rapidly in their vocabulary through fast
mapping, a process by which children absorb the meaning of a new word after hearing it
once or in a conversation. From an expanded vocabulary and improved grammar, preschool
children learn to use language successfully in social contexts (pragmatics). With expanded
vocabulary and improved grammar, preschool children become skilled conversationalists.

Language and Social Interaction

Vygotsky believed that young children use language both to communicate socially and to
plan, guide, and monitor their behavior in a self-regulatory fashion called inner speech or
private speech (Santrock).
Full cognitive development requires social interaction and language. Children must use
language to communicate with others before they can focus on their own thoughts
(Santrock). Vygotsky asserted that preschool children are unable to achieve their highest
cognitive development on their own and that they can improve their cognitive development
through scaffolding – a term that refers to the changing support over the course of a
teaching session, with the more skilled person adjusting guidance to fit the child’s current
performance level. The more skilled person is called More Knowledgeable Other (MKO).
Vygotsky introduced the term Zone of Proximal Development (ZPD) - tasks too difficult
for a child to master alone but can be mastered with guidance and assistance of adults or
more skilled children. The ZPD captures the preschool children’s cognitive skills that are in
the process of maturing. The lower limit of ZPD is the level of cognitive development reached
by the preschool child independently. The upper limit is the level of additional responsibility
the child can accept with assistance of an able instructor (Santrock).

Information Processing Theory-Attention and Memory

The information Processing Model is another way of examining and understanding how
children develop cognitively. This model conceptualizes children’s mental processes through
the metaphor of a computer processing, encoding, storing and decoding data.

The preschoolers’ attention span lasts longer than that of toddlers. The child’s attention
changes significantly during the preschool years. In early childhood, as
information-processing increases in speed, memory becomes increasingly longer. Young
children can remember a great deal of information if they are given appropriate cues and
prompts. Rehearsal and organizing information are deliberate mental activities that can
be employed to improve the processing of information.

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The Young Children’s Theory of Mind
Theory of mind - refers to individual’s thoughts about how mental processes work
(Santrock). As their representation of the world and ability to remember and solve problems
improve, children start to reflect on their own thought processes. They begin to construct a
theory of mind - or a set of ideas about mental activities. It includes awareness of one’s of
one’s own thought process, social cognition, understanding that people can hold false beliefs,
ability to deceive, ability to distinguished appearance from reality and ability to distinguish
fantasy from reality. Social experiences which include early forms of communication,
imitation, make-believe play, language, and social interaction can help children develop a
theory of mind.

The Role of Caregivers (parents and teachers) in the Cognitive Development of

Preschoolers.
Learning about how preschoolers think and learn, one will realize that parents and
teachers can do a lot either to help preschoolers develop or impede their cognitive skills. If
the approach of teaching is not appropriate, then it can do harm to the child. If parents
harass the preschooler to master academic skills (like preparing the child to pass the
entrance examination), this lead the child to be stressed and has a negative disposition
about school and learning.

Some appropriate practices that help develop the cognitive skills of preschoolers
(Lesia Oesterreich):
For three year-olds:
1. Speak with children as often as possible. Use short sentences, asks questions, and
listen
2. Add new information to your children’s sentences
3. Teach children to memorize first and last names
4. Provide books for children to read, and read the same books to them. Read poetry and
nursery rhymes
5. Encourage interest in reading and writing
6. Count objects of interest
7. Explain why and how things happen
8. Provide sets-toys and other objects that go together. Discuss similarities and
differences
9. Sing simple songs

For four- year olds:

1. Read aloud each day and encourage children to look at books on their own
2. Say nursery rhymes and finger plays together
3. Encourage interest in writing
4. Teach important number and space concepts
5. Teach children the correct use of the telephone
6. Encourage them to plan and plant a garden

For five-year-olds:
1. Use different voices for different characters to your reading sessions
2. Ask 5-year-old to tell a story, record it and let him listen to himself
3. Ask what if questions
4. Involve children in writing thank you notes, holiday greeting cards and letters
5. Give 5-year-old opportunities to sort, group, match, count and sequence with real life
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situation
6. Take questions seriously. Give answers they can understand
7. Encourage them to count anything of interest
8. Encourage interest in jokes, nonsense, and riddles and nonsense rhymes
9. Give opportunities to express dramatic and creative interest.

IV. APPLICATION/ACTIVITY:

1. Describe the cognitive development that takes place among preschoolers. Refer you
answer in the Preschoolers’ Cognitive Development Chart, 2007) (capsulized your answer)
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2. Does preschool matter? Doesn’t preschool rob the child of his/her irretrievable childhood?
Defend your answer.
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3. Preschools that are academically oriented are stressful for young children. Do you agree?
Explain your answer.
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REFLECTION

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 From the topic on the Cognitive Development of Preschoolers, I realized that...

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_

3. Socio-Emotional Development of the Preschooler

I. Outcome/s: Students must have:

1. Explained the development of preschoolers’ sense of self and self-esteem
2. Discussed how children develop gender identity
3. Described the stages of play and how it impacts socio-emotional development
4. Discussed the different caregiving styles and their effect on preschoolers

II. Introduction:

Socio-emotional development is crucial in the preschool years. Children learn about their
widening environment and discover their new roles outside their home. They become
interested to assert themselves as they relate with other people. Important social skills they
learn during the preschool years will help them throughout life as adults. These skills can
even determine the individual’s later social adjustment and consequent quality of
relationships in adult life.

III. Contents:

Big Ideas on Preschoolers’ Socio-emotional Development

1. The development of initiative is crucial to the preschooler
2. A healthy self-concept is needed for preschoolers to interact with others
3. Environmental factors influence gender identity in young children
4. Preschoolers’ social development id shown through the stage of play
5. The care-giving styles of parents and teachers affect the preschoolers socio-emotional
development
6. Preschoolers are interested in building friends

Preschoolers Initiative
Erikson’s view of initiative aptly portrays the emotional and social changes that happen
during the preschool years. He believed that healthy preschoolers develop initiative, the
tendency to want to take action and assert themselves. They yearn to create, invent,
pretend, take risks and engage in lively imaginative activities with peers. When parents,
teachers and other adults support theses attempts and provide a stimulating environment,
the preschooler’s sense of initiative will grow. If the adults show overprotection, extreme
restriction and criticisms, preschoolers will develop guilt. As preschoolers go through the
conflict of initiative vs. guilt they show so much energy in doing imaginative play activities.
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 Good amount of guilt helps in making children take responsibility for their behavior,
excessive guilt hampers emotional growth. Preschoolers who are always punished and
criticized end up constructing a view of themselves as being bad. The way we deal with
preschoolers can hurt them at this vulnerable stage. We need to apply “Judicious
permissiveness” - involves setting realistic boundaries that keep preschoolers safe and
respectful of self and others while allowing them greater opportunity to explore, take risks
and engage in creative processes. They will develop a healthy sense of initiative in an
affirming, encouraging, and stimulating environment. Encouragement from adults is a must.

Self-concept and the Preschooler

Self-concept refers to the way one sees himself, a general view about one’s abilities,
strengths and weaknesses. Preschooler’s self-concept mainly focuses on observable
characteristics and his/her usual beliefs, emotions and attitudes. An important aspect of
self-concept is self-esteem - refers to one’s judgments about one’s worth. Preschoolers are
naturally positive but may become negative due to repeated frustrations and disapproval.
They need a lot of patience and encouragement from adults

Environmental Factors and Gender in the Preschoolers’ Socio-emotional

Development
As preschooler’s ability to create schemas develop, they become capable of gender
typing - the process of forming gender roles, gender-based preferences and behaviors
accepted by society. They come to form gender stereotypes and begin to associate certain
things like toys, tools, games, clothes, jobs, colors or even actions or behaviors as being only
for boys or only for girls. They form their own gender identity.as being masculine or feminine.
Gender typing and gender identity are influenced by environmental factors such as family,
teachers, peers and mass media. Different spheres of influence determine the preschooler’s
development of a gender schema. Differences in parental expectations and behavior
towards their child affect gender typing and gender identity. Mass media and ICT like internet
television, movies offer various images of what it means to be a boy or a girl. Schools should
have to do a balancing act on how to deal with these issues with children so that it should be
able to be on the side of respect for diversity without confusing children who are stage of
forming their own gender schemas. Preschool teacher should think thoroughly on how to
present notions of what boys and girls can do especially in the discussion about occupations
or community helpers.

Parten’s Stages of Play

Play is the main agenda of the preschool years. It has a social dimension. As the
preschooler develops, social interaction with playmates increases. A study on children’s play
behavior was conducted by Mildred Parten (1930) which led to Parten’s stages of play.
The stages describe the play development of children and the gradual increase of social
interaction as they go through. Play becomes an important venue for the child’s development
of social skills like entering or joining a play situation, taking-turns, sharing, helping, saying
sorry and working together.
1. Unoccupied - the child appears not to be playing but directs his/her attention on
anything that interest him/her
2. Onlooker - the child spends time watching others play. He/She may talk to them but
does not enter into play with them
3. Solitary Play - the child starts o play on his own. He/She seems not to notice other
children playing nearby
4. Parallel Play - the child plays with toys similar to those near him, but only plays
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beside and not with them. No interaction takes place.

5. Associative Play - the child plays with others. There is interaction among them, but
no task assignment, rules and organization are agreed upon.
6. Cooperative Play - the child plays with others bound by some agreed upon rules and
roles. The goal is to make something, play a game, or act out something.

Friendship in Preschool
As preschoolers grow they become interested in having friends and this should be
encouraged as friendship benefit their development by providing stimulation, assistance,
companionship, social comparison and affection (Kostelnik,2010). Through friendships,
preschoolers are able to practice different social roles like being a leader, a follower, someone
who takes risks and who helps out comforts. Friendship provide added sense of
belongingness and security. Parents and teachers must expose preschoolers to experiences
that help them learn skills in establishing friendships, maintaining positive relationships and
resolving conflicts. The integral part of the preschool curriculum is to teach children the
important social skills. Parents and teachers need to take time and process with children how
to resolve conflicts.

Caregiving Styles
It affects the socio-emotional development of the children. Caregivers refer to both
parents and teachers and any adults that care for the child. Baumrind, on her study
identified varying degrees of demandingness and responsiveness as determinants of four
styles of caregiving’s. Responsiveness -refers to caregiver behavior that pertains to
expression of affection and communication. It refers to how warm, caring and respectful the
adult to the child. It involves openness in communication and willingness to explain things in
ways that the child will understand. Demandingness - refers to the level of control and
operations. This involves discipline and confrontation strategies.

Baumrind’s Caregiving Styles and Their Effects on Children

Caregiving Style Descriptions of the Caregiver Style Effect on the preschooler

Authoritative * Expect behavior appropriate to * Makes the preschooler feel safe
(high the age of the child and secure
demandingness, * Maintains reasonable and fair * Teaches the child to take
high limits responsibility by his/her action
responsiveness) * Closely monitor the activities of * Develops good self-control
the child * Develops a realistic view of
* Warm and nurturing oneself
* Have realistic expectations of the * Builds the child’s capacity for
child empathy
* Communicate messages on a
kind, firm and consistent manner
* Discipline approach focuses more
on teaching than punishing
Permissive * Set subjective or unreasonable * Lead to aggressive behavior of the
(low limits child
demandingness/ *Communicate messages * Brings about poor self-control
high * Strive to have strong Results in poor self-esteem
responsiveness) psychological control punishment,
sarcasm, withdrawal of love,
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 threats
* Not able to teach children a
better way to behave

Authoritarian *Permit the preschoolers to * Has difficulty controlling his/her

(high regulate their own behavior and impulses
demandingness/ make their own decision even * Tends to be dependent
low when they are not yet ready o do * Tends to be demanding of their
responsiveness) so caregivers
* Do not set rules or very few if any * Tends not to persist or easily gives
* Do not demand good behavior or up on a task
task accomplishment *Does not easily follow
* May lack confidence in their * Maybe rebellious
ability to influence the child * Does not handle frustration well
* Maybe disorganized and * Has inadequate emotional control
ineffective in managing the family * Difficulties in school performance
household/class * Attachment problems
* Shows undemanding indifferent * Delayed cognitive development
and rejecting actions toward the * poor social and emotional skills
child * Delinquent behavior later in
* Has little commitment to their adolescence
roles as parents/caregivers
Negligent (low * Shows undemanding, indifferent If child experience this style
demandingness/ and rejecting action towards the Early, the child may have:
low child * Attachment problems
responsiveness) * Has little commitment to their * Delayed cognitive development
roles as parents/caregivers * Poor social and emotional skills
* Maybe depressed or * Delinquent behavior later in
overburdened by many concerns adolescence
like poverty, marital problems, or
absence of support from others

The Role of Caregivers in the Socio-emotional Development of the Preschooler

The following are tips to caregivers:

1. Greet each child with his/her names each day. Be sincere and respectful to each child
2. Read storybooks that deals about friendships and different feelings
3. Develop routines in the home or school that encourage working together and getting
along
4. Help children learn to make rules and play simple games
5. Play games that involve social interactions and team work
6. Observe how a child plays with other children. Teach him to request, bargain,
negotiate, and apologize
7. Help children understand and cope with strong feelings by giving them words that they
can use to express how they feel
8. Use dolls, puppets or pictures to demonstrate to children how to express feelings
appropriately
9. Acknowledge how the child feel
10. Catch children doing good. Affirm the efforts they make to accomplish something
11. For teachers, develop routines that encourage working together and getting along
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IV. APPLICATION /ANALYSIS

1. Discuss how children develop gender identity.

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2. Discuss the impacts of play in the socio-emotional development of the preschoolers.

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3. Discuss how caregiving styles affect the socio-emotional development of the

preschoolers.
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4. The best caregiving style is the authoritative style. List 10 qualities that an
authoritative preschool teacher should have:
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5. Discuss how do preschoolers develop their self-concept and self-esteem.
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6. Research any on the following theories on gender development (summarized your

research/reading) not less than 10 sentences
1. Gender Schema Theory 3. Biological Approach
2. Social Cognitive Theory 4. Social Cognitive Approach

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________________________________________________________________________
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7. Read on Lesbian, Gay, Bisexual, and Transgender (LGBT) issues. Write your views on
introducing LGBT to preschoolers. (not less than 10 sentences)
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REFLECTION

From the topics on the Socio-emotional Development of Preschoolers, I realized that...

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 MODULE 7

MIDDLE CHILDHOOD (The Primary Schoolers)

(6 hours)

1. Physical Development of Primary Schooler

I. Outcome/s: Students must have:

1. Described the physical characteristics of early school-aged children
2. Discussed ways on hoe to encourage an age-appropriate active physical lifestyle to
primary school children
3. Enumerated ideas on how to apply the concepts in the teaching learning-process.

II. Introduction:
Physical development involves many different factors: height, weight, appearance,
visual, hearing and motor abilities. Primary school children undergo many different changes
as they go through this stage of development and could be caused by different factors, both
natural and environmental.
III. Contents:

Physical growth during primary school years is slow but steady. During this stage,
physical development involves: 1) having good muscle control and coordination, 2)
developing eye-hand-coordination, 3) having good personal hygiene, and 4) being aware of
good safety habits. These children are extremely active; they often release their energy in
some forms of nervous habits like fidgeting, nail biting and pencil chewing. Activities should
be alternated between strenuous one and relaxing or quiet activities.

Height and Weight

This period of gradual and steady growth will give children time to get used to the
changes in their bodies. An average increase in height of a little over two inches a year in
both boys and girls will introduce them to many different activities that they can do with
greater accuracy. Girls tend to develop additional fat cells relative to muscle cells. A child’s
legs are longer and more proportioned to the body. There are factors that indicate how much
a child grows or how much changes in the body will take place like: genes, food, climate
exercise, medical condition, and disease or illness.

Bones and Muscles

Childhood years are the peak bone-producing years - bones grow longer and broader.
This the best time for parents to educate children of good dietary and exercise habits to help
them have a strong, healthy bones throughout their lives. Replacement of primary teeth
occurs. Lifestyle factors like nutrition and physical activity can influence the increase of
bones mass during childhood. Calcium intake will greatly help in strengthening bones and
muscles. Activities which use heavy pressures will be difficult for growing bones, muscles
and ligaments.

Motor Development
Children during this stage love to move a lot - run, skip, hop, jump, roll, and dance
because their gross motor skill are already developing. Performing unimanual (use of one
hand) and bi-manual (use of two hands) are more controlled. Graphic activities such as
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writing and drawing are more controlled. Motor development skills include coordination,
balance, speed agility and power. Coordination is a series of movements organized and
timed to occur in a particular way to bring about a particular result. Balance is the child’s
ability to maintain the equilibrium or stability of his/her body in different positions. Static
balance is the ability to maintain equilibrium in a fixed position. Dynamic balance is the
ability to maintain equilibrium while moving. Speed is the ability to cover a great distance in
the shortest possible time. Agility is one’s ability to quickly change or shift the direction of
the body. Power is the ability to perform a maximum effort in the shortest possible time. All
these motor skills are vital in performing different activities, games and sports. Development
of these skills may spell the difference between success and failure in future endeavor of the
child.
Issues Affecting Physical Development
1. Obesity –Overweight and obese children are likely to stay obese into their adulthood and more
prone to develop non-communicable diseases like diabetes and some cardiovascular diseases at much
younger age
2. Childhood Nutrition - Malnutrition has been proven to have serious effect on the physical and
mental development of children. Good supply of vitamins, minerals and protein food in fruits and
vegetables is necessary.
3. Sleep –Primary-school age children need 9-11 hours of sleep everyday including daytime naps.
Poor and inadequate sleep may result to mood swings, behavioral problems such as hyperactivity and
cognitive problems.

Implication to Child Care, Education and Parenting

Two major ways to help primary school-age children to be physically healthy: 1) provide
them with good nutrition, and 2) involve them in coordinated and age-appropriate physical
activities. Health care providers, parents and caregivers must do the following:
1. Encourage children to join in related program during summer (any activity like sports)
2. Advocate better nutrition in foods provided in the school canteen
3. Provide a balance between rigorous physical play activity and quite activities
4. Create an exercises plan for children (promote motor skills and improves strength and
endurance, builds healthy bones and muscles and increase positive emotions)
5. Maintain a daily sleep schedule
6. Make children’s bedroom conducive for a peaceful sleep.

IV. APPLICAION/ANALYSIS/ACTIVITY
1. Paste a picture of yourself when you were around grade 1-3. Write a description on the
following areas: height, weight, body shape, and activities you could do.
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2. Observe primary schoolers. What can you conclude on their general physical
characteristics?
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3. What do you think are the necessary skills that will help them to be physically ready for
primary schooling?
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4. What physical characteristics does the exercise develop?

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5. To be a teacher in the primary grade, what are you supposed to do to promote your pupil’s
physical well-being?
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2. Cognitive Development of Primary Schoolers

I. Outcome/s: Students must have:

1. Described the characteristics of children in the concrete operational stage

2. Explained the importance of information-processing skills and how they affect the
child’s cognitive development?

II. Introduction:

According to Piaget, intelligence is the basic mechanism of ensuring balance in the

relation between the person and the environment. Everything that a person experiences is a
continuous process of assimilations and accommodations. Concrete operation is the third
stage in his theory of cognitive development spanned from 7 to 11 years old. During this time,
children begin to think logically about concrete events particularly their own experiences but
have difficulty understanding abstract or hypothetical concepts.
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III. Contents:

Jean Piaget’s Concrete Operational Stage

A concrete operation is the third stage in Piaget’s theory of cognitive development (7-11).
During this time child have better understanding of their thinking skills. They begin to think
logically specially their own experiences, but have difficulty understanding about abstract or
hypothetical concept.
Logic - concrete operational thinkers can make use of inductive logic which involves
thinking from specific experience to a general principle. At this stage child have great
difficulty in using deductive logic or beginning with general principle leading to a specific
event
Reversibility - is awareness that actions can be reversed example is the order of
relationships between mental categories (ex. Math - 3+4=7; 7-4=3)
Cognitive Milestone - this is the stage elementary children leave behind egocentric
thinking and start to develop a more mature way of looking at things, which greatly
enhances their problem-solving skills. This process is called DECENTRATION-where they
develop certain skills within a particular time frame. Skills learn are in a sequential manner
meaning they need to understand numbers before they can perform a mathematical
equation. Each milestone that develops is dependent upon the previous milestone they
achieved.

Information-Processing Skills - like the computer, the human mind is a system that
can process information through the application of logical rules and strategies. Theorists
believe that the mind receives information, performs operation to change its form and
content, stores and locates it and generates responses.
Implications to Child Care, Education and Parenting
Children have varying intelligence profiles. These profiles may be based on influences of
learning and achievements. Caregivers should be able to recognize these by:
1. Helping children draw on their strengths and promote growth in their weaknesses
2. Planning lessons that cater to multiple intelligences based on instructional objectives
3. Encouraging children to read more every day to increase their vocabulary
4. Bringing children to museum, art exhibits and historical landmarks to widen their
perspective about the world and people
5. Lessening children’s screen time and increasing their personal and face-to-face
interactions

APPLICAION/ANALYSIS/ACTIVITY

1. Describe the characteristics of children in the concrete operational stage

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2. How do information-processing skills affect the child’s cognitive development?

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________________________________________________________________________
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3. To be a future elementary grades teacher, how can you promote your pupils’ cognitive and
well-being?
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4. List down words which come to your mind when COGNITIVE DEVELOPMENT is mentioned
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6. As a future teacher, “Is there a need to offer your students different activities for different
intelligences? Why and Why not?
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3. Socio-Emotional Development of Primary Schoolers

I. Outcome/s:

1. Discussed the different factors that affect the socio-emotional growth of the primary
schoolers
2. Identified the different characteristics of primary school-aged children in this stage of
development.

II. Introduction:

Erik Erikson formulated eight stages of man’s psychosocial development. Each stage
is regarded as a “psychosocial crisis” which arises and demand resolution before the next
stage can be achieved. Primary school children belong to the fourth stage; hence they have
to resolve the issue on Industry vs. Inferiority.

III. Contents:

Erikson’s Fourth Stage of Psychosocial Development

Industry vs. Inferiority is the psychosocial crisis children will have to resolve in this stage.
Industry refers to a child’s involvement in situation where long, patient work is demanded
of them, while inferiority is the feeling created when a child gets a feeling of failure when
they cannot finish or master their school work. In this stage, children begun going to school.
The encouragement of parents and caring educators helps to build a child’s sense of
self-esteem, confidence and ability to interact positively

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Understanding the Self
One’s self concept is the knowledge about the self, such as beliefs regarding personality
traits, physical characteristics, abilities, values, goals and rules. It involves a sense of
belongingness and acceptance, a sense of good and sense of being capable of doing good.
Having a healthy self-concept does not mean that a child thinks/he/she is better than others.

Primary school children’s self-concept is influenced not only by parents but also by
people they interact with. The issue of fairness and equality become important to them as
they learn to care for people who are not a part of their families. Children tend to become
increasingly self-confident and able to cope well with social interactions. They are also aware
of the needs and desires of others. Fairness and equality become important to them as
they learn to care for people who are not a part of their families. Loyalty and reliability are
being considered as well as responsibility and kindness.

Building Friendship
Children during this stage, most likely belong to a peer group. Peer groups are
characterized by children who belong approximately to the same age group. It is found along
the stages of childhood through adolescence. Primary school children prefer to belong to
peer groups of the same gender.

Antisocial Behavior
When children poke, pull, hit or kick other children when they first introduced, it is fairly
normal. Children at this stage are still forming their own world views and others are curious
that they need to explore. Parents and teachers can help children make friends through:
1. Expose the children to fid-rich environment (playgrounds, park)
2. Create a playgroup in your class and let the children mingle with their classmates
3. When your children hit other children, remind them that their behavior hurts others
4. Coordinate with the parents and other teachers so that the children will have greater
opportunities to interact with other children.

Self-Control
Once children reach school age, they begin to take pride in their ability to do things and
their capacity to exert efforts. They like to receive positive feedbacks. This becomes a great
opportunity for parents and teachers to encourage positive emotional response from children
by acknowledging their mature, compassionate behaviors.

Implication to Child Care, Education and Parenting

Primary school children’s socio-emotional competency should be viewed in the context of
child’s developmental age. Health care providers, teachers, and parents should be able to:
1. Gain understanding of the child’s socio-emotional strengths and weaknesses by
observing the child’s behavior at home
2. Work collaboratively with the child’s parents and health-care provider to expand
pone’s insights on the child’s development
3. Provide a supportive setting where children have opportunities to practice emotional
regulation and social skills with peers
4. Give children activities where they can practice taking turns, sharing and playing
cooperatively
5. Be a role model of healthy emotions and expressing their emotions appropriately
6. Demonstrate calmness and staying in control of one’s own feelings.

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IV. APPLICAION/ANALYSIS/ACTIVITY

1. What are the different characteristics of primary school-aged children?

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2. As a future elementary grades teacher how can you ensure that you are promoting your
pupils’ socio-emotional well-being. List them below:
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3. What do you think are the factors that affect the socio-emotional growth of the primary
schoolers?
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4. See the video on https://www.virtuallabschool.org/school-age/social-emotional/lesson2

A. According to the video, what are some of the important aspects of school-age
children’s socio-emotional development?
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B. What suggestions or practices did the teachers in the video mentions that you find
most helpful when dealing with children’s socio-emotional development?
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4. Study the situations below. If you were the teacher, how will you help these learners cope
with their socio-emotional difficulties?

MODULE 8

UNIT 5 - LATE CHILDHOOD – THE INTERMEDIATE SCHOOLER

(6 hours)

1. Physical Development of the Intermediate Schoolers

1. Outcome/s: Students must have:

1. Identified the different physical characteristics of intermediate schoolers,
2. Discussed ways and practices which will aid children in successfully developing
physically

II. Introduction:
Late childhood is from age 9-12 and called as preteens. The steady and gradual changes
happening at this stage provide them with a greater opportunity to develop their motor skill
functioning. Children in their late childhood stage always seem to be in a hurry, exploring
possible activities. Physical development takes on a leisurely pace. This may also the stage
of puberty may begin.

III. Contents:
Puberty is the period in which the body undergoes physical changes and becomes
capable of sexual reproduction.
Early Puberty
On the average, girls are generally as much as two years ahead of boys in terms of
physical maturity. Budding breasts for girls - which is the initial of sign puberty. Some girls
may also start with their menstrual period as early as 8 and some as late as 13. Puberty’s
changes start when the brain triggers the production of sex hormones. Here are some
changes that may happen to both girls and boys during early puberty:
Girls Boys
* small lumps from behind the * May also have swelling on their chest
Breast nipple may occur, which sometime but tends to go away within a year or
could be painful but eventually, the two.
pain goes away.
* it is normal for one breast to
develop more slowly than the other
* the vulva starts in increasing a bit * subtle increase in testicle size
Genitals * the vagina gets longer * penis and scrotum start to grow
* the uterus gets bigger * semen maybe released when he is
awake or even during sleep
* hair will start to grow in the * hair will start to grow and become
Hair armpits and pubic area thicker
growth * new hair will also grow in the armpits
and pubic area around the genitals
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 * may start developing chest and facial
hair

Height, Weight, and muscle Development

Weight increase was mainly due to the increase in size of skeletal and muscular systems
as well as several organs. Children during this stage may experience growth spurts - a
sudden boost in height and weight, which are usually accompanied by increase in appetite
and food intake. Many of the bodily structures like the liver, muscles, skeletons, kidneys and
face follow a normal curve of development for both boys and girls. Girls appear to be chubby
while boys tend to have more lean body mass per inch of height than girls.

Motor Skill
At this stage, movements or the muscles and bones become more coordinated. Most
children will have learned to play sports like swimming, basketball and running. This
physical skill becomes a source of pleasure and great achievement to the children.

Insecurities
At this stage, children may become very concerned about their physical appearance.
Girls especially, may become concerned about their weight and decide to eat less. Boys may
become aware stature and muscle size and strength. Since this stage can bring about
insecurities, parents and teachers must be very conscious about their dealings with these
children. Children must be given opportunities to engage themselves in worthwhile activities
that:
* promote healthy growth
* give them a feeling of accomplishment
* reduce the risk of certain diseases

Implications in child-care, education and parenting

During this stage, children are more physically active. Here are some points to consider
for health-care providers, teachers, and parents.
* Provide ample opportunities at home and in school for physical exercises and sports
* Encourage children to participate in varied worthwhile activities until they are able to
discover the ones they are interested in
* Since children in this stage have more control over their eating habits, provide them
with healthier food choices.

IV. APPLICAION/ANALYSIS/ACTIVITY

1. As a teacher, what ideas can you give in order to help intermediate school children
develop physically?
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2. What can teachers do when children get teased for their physical appearance?
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3. As a teacher, how can you promote your pupil’s physical well-being?

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4. Children in the intermediate school age may experience early signs of puberty. How
can you as a teacher best handle a situation like this?
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_
5. Identify the different physical characteristics of intermediate schoolers.
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2. Cognitive Development of the Intermediate Schoolers

I. Outcome/s: Students must have:

1. Discussed factors that affect the cognitive development of intermediate school
children
2. Enumerated ways on how teachers can promote creativity in the learning environment,
learning activities and instructional materials.

II. Introduction:
Since children in this stage are already in their late childhood, rapid development of
mental skills is evident. According to Piaget, concrete operational thinkers can now organize
thoughts effectively. They can apply what they have learned to situations and events that
they can manipulate. Their reasoning and logical thinking are limited. With proper guidance
and nurturing from parents and teachers, children can easily succeed in their intellectual`
endeavors.

III. Contents:

Initial Cognitive Characteristics

Intermediate school children greatly enjoy their cognitive abilities that they can now
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utilize more effectively. Their ability to use logic and reasoning gives them chance to think
about what they want and how to get it. They become interested in their future and potential
careers. They develop special inters in hobbies and sports.
Intelligence is: (Howard Gardner)
* the ability to create effective product or offer a service that is valued in a culture
* a set of skills that makes it possible for person to solve problems in life
* the potential for finding or creating solutions for problems which involves gathering
new knowledge

Reading Development
Children in this stage, is marked by a wide application of word attack. Because of
previous knowledge they now have a wide vocabulary to understand the meaning of
unknown words through context clues this is called the “Reading to Learn Stage” in reading
development. They are no longer into the fairy tales and magic type of stories but interested
in more complex reading materials like fiction books. In choosing books appropriate to their
age consider the following:
* consider who the child is -- his/her personality traits and personal preferences
* make the selection with the child in mind
* choose books that encourage discussions and insight building
Creativity
Children at this stage are open to explore new things. Creativity is innate in children,
they just need guidance and support from parent’s caregivers and people around them.
Creativity is encouraging when activities:
* encourage different responses from each child
* celebrate uniqueness
* break stereotypes
* value process over product
* reduces stress and anxiety in children
* support to share ideas
* minimize competition and external rewards

The Impact of Media

Television viewing is a highly complex, cognitive activity during which children are
actively involved in learning (Anderson and Collins, 1988). It was considered as one of the
first technological advancement in school. The impact of the use of television and other
media like the computer has gained popularity. Pupils/Students are given more opportunity
to:
* communicate effectively in speech and writing
* work collaboratively
* use technological tools
* analyze problems, set goals and formulate strategies for achieving goals
* seek out information or skills on their own needed to meet their goals

Media and Aggression

Violence and aggression are dubbed as one of the results of media. The following are
some of the negative results of media:
* children will increase anti-social and aggression behavior
* children may become less sensitive to violence
* children may view the world as violent and mean
* children will desire to see more violence as an acceptable way to settle conflicts
The school and the home provide children with unlimited access to media. The
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responsibility now lies with the parents, teachers and the whole community. It should be a
collective effort among the factors working together to support children in every aspect of
development. Children need an adult to admire and emulate to provide them motivation to
succeed. Teachers should be a good role model to children.

Implications to Child Care, Education and Parenting

Children have varying intelligence profiles which may be based on influences on learning
and achievement. Parents/ Caregivers/teachers should be able to recognize these through:
* being an eager participant in children’s growth and development
* understanding how to use the children’s natural curiosity
* creating an atmosphere where risks can be taken

IV. APPLICAION/ANALYSIS/ACTIVITY

1. Write your understanding of intelligence. Cite example/s.

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2. As a teacher, write some steps that you can do in the classroom to encourage your
pupils to make reading a habit.
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3. As a teacher, how are you going to promote your pupils’ creativity and cognitive
well-being?
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4. Cite factors that affect the cognitive development of intermediate school children.
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3. Socio-Emotional Development of the Intermediate Schoolers

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I. Outcome/s: Students must have:
1. Identified the socio-emotional characteristics of children in their late childhood stage.
2. Determine the qualities of family life that affect the children’s development

II. Introduction:
At this period, children are spending less time in the home. Thy are already used to
interacting with different ages and gender. For them, social networks are not only source of
social support but also different forms of learning.

III. Contents:

Understanding Self-Competence, Self-Identity and Self-Concept

One of the most widely recognized characteristics of this period is the acquisition of
feelings of self-competence. This is Erikson’s industry vs. Inferiority. Industry refers
to the drive to acquire new skills and do meaningful “work”. The child should have a growing
sense of competence. Varied opportunities must be provided in order for children to develop
a sense of perseverance. They should be offered chances to both fail and succeed along with
sincere feedback and support. They most likely employ more social comparison -
distinguishing themselves from others. In dealing with other children, they show increase in

perspective taking - it enables them to: (a) judge others’ intentions, purposes and actions,
(b) give importance to social attitudes and behaviors and, (c) increase skepticism of others’
claims.

Emotional Development
Children in this stage show improved emotional understanding, increased understanding
that more than one emotion can be experienced in a single experience. They may also show
greater ability to show or conceal emotions, utilize ways to utilize feelings and a capacity for
genuine empathy. Another milestone in this age is the development of children’s emotional
intelligence (EQ), which involves the ability to monitor feelings of oneself and others to
guide and motivate behavior.

Emotional intelligence has four main areas:

1. Developing emotional self-awareness
2. Managing emotions (self-control)
3. Reading emotions (perspective taking)
4. Handling emotions (resolve problems)

Building Friendship
As children go through their late childhood, the time they spend in peer interaction
increases. Good peer relationships are very important. The approval and belongingness they
receive contributes to the stability and security of their emotional development. At this stage
child prefer to belong to the same sex peer groups.
There are five types of peer status:
1. Popular - frequently nominated as the best friend and one who is rarely disliked by peers
2. Average - receive an average number4 of positive and negative nominations from peers
3. Neglected - very seldom nominated as best friend but is not really disliked
4. Rejected - infrequently nominated as a best friend but one who is also disliked by peers
5. Controversial - frequently nominated as best friend but at the same time is disliked by peers
Popular children have the following skills which peers find very positive and as a result they
become the most favored in the group:
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 1. They give out reinforcement
2. They act naturally
3. They listen carefully and keep open communications
4. They are happy and are in control of their negative emotions
5. They show enthusiasm and concern for others
Negative children:
1. Participate less in the classroom
2. Ave negative attitudes on school tardiness and attendance
3. Are more often reported as being lonely
4. Are aggressive
a. In boys
- They become impulsive, have problems in being attentive and disruptive
- They are emotionally reactive and slow to calm down
- They have fewer social skills to make and maintain friends
Family
At this stage, family support is crucial. If they don’t have a supportive family, they can
get easily frustrated. This time is a critical time for children to develop a sense of competence.
A high-quality adult relationship enables them to successfully go through this stage of
development

This topic stresses that:

* during childhood, a wide variety of biological, physiological and social changes take
place across the developmental domains
* as children progress through late childhood, the family environment remains extremely
important, while the community environment including the school becomes a significant
factor in shaping the child’s development
* during late childhood, peers have an increasingly strong impact on development, peer
acceptance becomes very important to well-being

Implications to Child Care, Education and Parenting

Primary school children’s socio-emotional competency should be viewed in the context of
the child’s developmental age. Parents/Caregivers/teachers should be able to:
1. Gain understanding of the child’s socio-emotional strengths and weaknesses
2. Encourage children to talk about their feelings without forcing
3. Provide opportunities for children for children to build relationships with teachers and
classmates
4. Remind children that friendships have their ups and downs
5. Design activities that allow children to work on their own
6. Discover activities and hobbies that they enjoy
7. Model healthy relationships

IV. APPLICAION/ANALYSIS/ACTIVITY

1.To ensure that you are promoting your pupils’ socio-emotional well-being, what are
you supposed to do as a teacher?
________________________________________________________________________
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________________________________________________________________________
________________________________________________________________________
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________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2. How can parents ensure industry when it comes to homework?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

3. What are the socio-emotional characteristics of children in their late childhood stage?
________________________________________________________________________
________________________________________________________________________
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________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

4. What do you think the qualities of family life that affect children’s development?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Reflection: How can you ensure that you are promoting the socio-emotional well-being of
your pupils/students?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

MODULE 9

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 UNIT 6 - ADOLESCENCE (The High School Learner)
(6 hours)

1. Physical Development of High School Learners

1. Outcome/s: Students must have:

1. Described the physical and sexual changes accompanying puberty.

2. Identified factors that enhance/impede the socio-emotional development of
adolescents.
3. Identified causes of possible habit disorders and ways of coping with them.
4. drawn implications of physical development concepts to teaching-learning and
parenting.

II. Introduction:

Adolescence is a stage of human development that coincides with puberty, a biological

development occurring at the average age of 11 for girls and 12 for boys. There are factors
which contribute to early puberty and delayed puberty which includes heredity, diet, exercise,
and socio-environmental influence. Early and late maturation in adolescence accompany the
cognitive and socio-emotional development of adolescents. In this situation, the teacher
must be an understanding teacher who can provide guidance and support to adolescent
learners

III. Contents:

Defining Adolescence
Adolescence is a period of transition in terms of physical, cognitive and
socio-emotional changes. The period of adolescence begins with the biological changes of
puberty. Ages for this period vary from person to person. 1)Early adolescence characterized
by puberty may come at the ages of 11 and 12, 2) middle adolescence within the age of
14-16, and 3) late adolescence marks the transition into adulthood at ages 17-20.

Puberty Changes
Throughout life growth hormones condition gradual increase in body size and weight.
Hormone flooding during adolescence causes an acceleration known as growth spurts
which includes a change in body dimensions (leg length, shoulder width, trunk length). In
girls, the growth spurts generally begin at age 10 reaching its peak at age 11 and a half. For
boys, growth spurts begin at age 12 reaching a peak at age 14 and declining at the age of 15
and a half. Among girls, 98% of adult height is generally reached at age 16 while boys at
age 17. Growth in height is conditioned by stages in bone maturation.

Factors Affecting Development

Series of hormonal changes accompanying puberty is complex. Hormones are powerful
and highly specialized chemical substances that interact with bodily cells. Hormonal changes
in the hypothalamus and pituitary glands signal the entire process of sexual maturation. The
process entails (1) secretion of gonadotropic hormones, by the anterior pituitary at the
base of the brain near the geometric center of the head (2) gonads which are the ovaries for
the female and the testis for male are then stimulated by the gonadotropic hormones. The
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stimulation causes the secretion of testosterone in the male sex organ and of estrogen in
the female ovary.
 In the male, testosterone stimulates male characteristics comprised by:
Spermache, enlargement of the testis glands that produces the sperm in the
scrotum, growth of the penis, capacity for ejaculation of male sperm, voice change,
facial hair development or beard and pubic hair growth. It signals the first sigh of
puberty and sexual maturity in boys. The need to discharge semen –mixed with a stick
fluid produced by the prostate gland - occurs periodically. Discharge of semen occurs
during sleep caused by sexual dreams. It may also occur during conscious
manipulation of the male sex organ known as masturbation.
 In girls, estrogen secretion triggers the beginning of breast enlargement, appearance
of pubic hair, widening of the hips and menarche - first menstruation. Elevation of the
female breast is the first external sign of puberty in girls accompanied by growth of
uterus and vagina. Generally, girls achieve menarche beginning age 11 until age 13.

Sexual Identity
Adolescence is a time of sexual exploration and experimentation with sexual fantasies
and realities of incorporating sexuality with one’s identity. Adolescents are concerned about
body image sexual attractiveness how to do sex, and the future of their sexual lives.

How do adolescents develop a sexual identity?

An adolescent’s sexual identity involves sexual orientation, activities, interests, and
styles of behaviors. Sexual orientation is a person’s tendency to be attracted to people of
the same sex (homose4xual orientation), of the opposite sex (heterosexual
orientation), or of both sexes (bisexual orientation). In term of sexual identity,
adolescence is the period when gayest, lesbian and transgender begin to recognize and
make sense of their feelings. Development analyst Froiden, proposed a model for the
development of homosexual identity: 1) sensitization marked by the child’s becoming aware
of same sex attraction, 2) identity confusion when the youth is overwhelmed regarding
sexual orientation, 3) identity assumption when adolescents come out of the family and
assumes as gay, lesbians or bisexual, and 4) commitment when the young adult adopts a
sexual identity as a lifestyle. Coming to terms with a positive LGBT (lesbian, gay, bisexual
and transgender) identity is difficult for variety of reasons including family, race, and
religious cultures. Risk to the homosexual adolescent are real amid a heteronormative
environment and LGBT may suffer ostracism, hurtful jokes, and even violence.

Self-esteem
A major aspect of identity formation during the period of adolescence is self-esteem.
Self-esteem is one’s thoughts and feelings about one’s self-concept and identity. It also
states that there is a grand desire across all genders and ages to maintain and enhance
self-esteem. Baseline self-esteem is stable across adolescence, but barometric (unstable)
self-esteem may fluctuate rapidly to cause severe distress and anxiety. Girls enjoy
self-esteem through supportive relationship with friends who can provide social and moral
support. Boys are more prone to assert independence in defining their relationship, deriving
self-esteem from their ability to successfully influence others. The lack of romantic
competence – failure to meet the affection of the opposite sex can be a major contributor to
low esteem in adolescent boys.

Implications for Child Care, Education and Parenting

To meet the physical development of adolescence, parents need to be aware of
manifestations of behavioral patterns that require communication, guidance and support. In
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school, teachers need to be aware of the possible drop in self-esteem among adolescent
learners. The teacher’s support is crucial to protect adolescent learners against severe
distress and anxiety over their schoolwork and social relationships.

Body Image and the Adolescent

Consciousness about body image is strong during the adolescent period. It is important
that adolescents feel confident about how they look, but physical features of the human body
depend on genetic heritage must be respected (facial looks, body size, color of the skin).
Cleanliness and grooming, proper wearing of clothes, erect body posture, eye contact while
communicating, decency and decorum (good form and confidence) is a must.

IV. ANALYSIS/REFLECTION

1. Write your significant experiences during adolescent years in high school. Did your
physical features affect your self-esteem?
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2. How were you able to overcome issues those related to your adolescent period such as
self-esteem, body image, and boy-girl relationship?
________________________________________________________________________
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________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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________________________________________________________________________

3. Describe the physical and sexual changes accompanying puberty.

________________________________________________________________________
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________________________________________________________________________

4. What competencies do you need as a teacher for teens in this millennium? Explain.
________________________________________________________________________
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________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2. Cognitive Development of High School Learners

I. Outcome/s: Students must have:

1. Described the cognitive development of adolescents based on the theories of Piaget
and Siegler’s.
2. Explained the consequences of the adolescent’s cognitive development on their
behavior.
3. Proposed solutions on how to cope underachievement of teens
4. Drawn implications of cognitive developmental concepts to high school
teaching-learning and parenting.

II. Introduction:
Adolescence is a time for rapid cognitive development. At this stage, there is a decrease
in egocentric thoughts, while the individuals thinking takes more of an abstract form. This
allows the individual to think and reason in a wider perspective. It is the period of human
development that has great influence on the individual’s future through character and
personality formation.
Changes in thinking patterns are marked by the acquisition of new cognitive skills due
to the brain’s increasing synaptic connections called as corpus collosum. Another brain
development is the process of correlated temporal and parietal areas known as myelination
which covers the brain system whose executive function relate to attention, verbal fluency,
language and planning. Accompanying brain changes in cognitive ability, the adolescent
begins to acquire spatial awareness and formulate abstract or general ideas involving
numbers, order and cause and effect.

III. Contents:

Piaget’s Formal Operational Thinking

Piaget formulated the theory of Formal Operational Thinking which demonstrates how
the cognitive capacity of the adolescent allows him/her to go beyond the sensible and
concrete in order to dwell on what on what is abstract, hypothetical and possible. Formal
operational thinking consists in:
1. Propositional thinking- making assertions outside visual evidence, and stating what
may possible in things not seen by the eyes
2. Relativistic thinking- subjectively making an opinion on facts- involving one’s own bias,
prejudice of distortion of facts- which may be either right or wrong
3. Real vs possible - examining a situation and exploring the possible in terms of
situations or solutions.
For Piaget one indication of the presence of formal operational t conclusion. Thinking is
the ability of the adolescent thinker for combinational analysis. A new capacity known as
Hypothetic-Deductive Reasoning emerges in the adolescent reasoning from general
facts/situations to a particular conclusion.

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Siegler’s Information Processing Skills
Siegler views the influence of the environment on thinking. He sees cognitive growth, not
a stage of development, but more of sequential acquisition of specific knowledge and
strategies for problem solving. He observes the quality of information the adolescence
process that influence him/her in facing tasks at hand though strategies or rules. Siegler’s
experiment shows that adolescents may have: a) speed in information processing, b).
Complexity by way of considering longer-term implications, and c) increased volume of
information processing.

Metacognition
Among the cognitive advances in adolescence is metacognition- the ability to identify
one’s own thinking process and strategies inclusive of perception, memory,
understanding, application, analysis, assessment and innovation. Another important
development is the ability of the adolescent for information processing - sequential
acquisition of specific knowledge and strategies for problem solving. Withdrawn
underachievers refer to those who have a more pronounced tendency to be passive
resulting in being submissive and docile. Generally quiet they do not participate in class
activities. Aggressive underachievers are those who tend to be talkative, disruptive and
rebellious.

Overachievement
The case of overachievers is a reminder that the Intelligence Quotient test is not the only
determinant in school achievement. There are other factors such as motivation interest,
work habits, and personality development. The overachieving adolescent may demonstrate
superior work habits, greater interest in school work, consistent in doing assignments, and
performance conscious. They show more responsibility.
Characteristics of overachievers:
1. positive self-value (self-esteem, confidence, optimism)
2. openness to authority (responsive to expectations of parents and teachers)
3. positive interpersonal relations (responsive and sensitive to others’ feelings)
4. less conflict on the issue of self-autonomy (feels freedom to make right choices,
initiates and leads activities).
5. academic orientation (disciplined work habits, high motivation to discover and learn)
6. goal orientation (efficiency and energy in organizing, planning and setting target)
7. control over anxiety
Underachievement
The adolescent may perform below the standards set. Possible potentials do not come up
with the opportunity to learn. Grades are below measured aptitudes for academic
achievement. Withdrawn underachievers refer to those who have more pronounced
tendency to be passive resulting in being submissive and docile. They follow the path of no
resistance, not reacting to given assignments. They are generally quiet, do not participate in
class activities. Aggressive underachievers are those who tend to be talkative. disruptive
and rebellious.

Behavior and Adolescent Cognitive Growth

There are behavioral tendencies which may accompany cognitive growth during
adolescence:
1. Egocentrism - the adolescence’s tendency to think too much of themselves, while being
too sensitive to social acceptance of their appearance, actions, feelings and ideas.
2. Idealism - this refers to imagining the far-fetched and less ideal situations at home, in
school, and in society. The teen may imagine a utopia or heaven on earth leading to
felisa navarro-rubrico/danielle angela navarro rubrico 84
discouragement when social realities become harsh. Like low grade.
3. Increased argumentativeness - teens enjoy learning through the use of group dynamics
including role play, discussion, debate, and drama.

Implications to adolescent care, education and parenting

Parents and teachers must be able to recognize the cognitive development among
adolescents and create situation that will foster higher thinking skills through:
1. Activities at home (asking teenage for suggestions on family matters)
2. Allowing more independence (use of school allowance, choice on what to wear)
3. Activities in school that allow participation (field trips, joint group research)
4. Develop reading skills through magazine articles.

Developing Occupational Skills

John Holland has identified basic personality factors that much with attitude and work
preferences:
1. Realistic - prefers practical task including those requiring physical labor4 and motor
coordination, and less interpersonal skills
2. Investigative - prefers tasks that are conceptual such as in the field of science and
technology
3. Conventional - prefers structured tasks that cater to the needs of others
4. Enterprising - prefers independence and innovating in business and other enterprises
that reflect autonomy and personal initiative
5. Artistic - prefers unstructured tasks that show ability for self-expression

Adolescence may show for gainful work like:

1.self-reliance (working independently)
2. money management (not spending money on luxuries)
3. social responsibility (cooperation and respect for others)
4. mature work orientation (pride in work and quality of work)
5. personal responsibility (assuming tasks independently and competitively)
6. positive attitude toward work (work is seen as gainful not a burden)
IV. APPLICATION/ANALYSIS

1. Describe the cognitive development of adolescence based on Piaget and Siegler’s

________________________________________________________________________
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________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2. What solutions can you give to underachievers performance in school?

________________________________________________________________________
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________________________________________________________________________
_______________________________________________________________________

3. Cite implications on the cognitive concepts to teachers teaching adolescence and

parenting.
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________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

4. As a future teacher, what responses do you think can be made by parents or teachers for
varied types of cognitive achievement patterns (you may ask your parents)

Types of achievement patterns Responses either by teacher or parent

1. For overachievers and further
inducement to self-value, goal
orientation, positive interrelations

2. Underachievers and
parental/teacher encouragement
and support

3. Aggressive underachievers who

tend to be disruptive, if not rebellious

4. Egocentrism and over-sensitivity

to social acceptance

5. Idealism and adolescents being

possibly discouraged by painful
realities of life e.g. Conflicts at home,
challenges in school work, etc.

3. Socio-Emotional Development of High School Learners

I. Outcome/s: Students must have:

1. Described the socio-emotional changes in adolescents.
2. Described hoe self-image develops among teens
3. Discussed causes and solutions to socio-emotional problems of teenagers such as
gender and identity, autonomy and attachment, peer group, friendship, dating juvenile
delinquency, depression and suicide.

II. Introduction:
During adolescence the teens develops social cognition in the context of family structure,
the school, the community, and media. He also manifests emotions which need to be
regulated for in his/her emotional well-being. In the classroom, the teacher has the mandate
for creating a positive learning environment, while facilitating the students’ sound moral
judgment.

III. Contents:
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Human Emotion
Emotions are human feelings that are manifested be varied conscious or unconscious
moods. It is a subjective reaction to internal or external stimulus that involves physical
change, action or appraisal. The unique patterns of emotions are:
a) event that is strong or important,
b) physiological changes in heart pulse rate, hormone levels, and body temperature,
c) readiness for action, and
d) dependence of the emotion on how the stimulus is appraised.
Biologists view that the part of the body which controls emotional reactions is the
autonomic nervous system connected to most of the glands and muscles in the body. It has
two parts: 1) sympathetic part which excites or arouses, and 2) parasympathetic part which
depresses body functions. Emotions function by focusing attention, motivating and enabling
the individual to face a situation in life or withdraw and run away from it.

Positive and negative emotions

Emotions functions by focusing attention, motivating and enabling the individual to face
a situation in life or withdraw and run away from it.
Positive emotions -motivate the individual to continue his/her behavior.
Negative emotion may cause withdrawal from what may be perceived as bad or dangerous.
For Charles Darwin there are six basic emotions: interest, joy, sadness, anger, disgust,
fear. Other scientists include love, pride, hope, gratitude, compassion, jealousy and anxiety.

Social Emotions
Social emotion starts to emerge as early as toddler years (15-24 months) comprised by
feelings as envy, embarrassment, shame, guilt and pride. Observable emotions during these
years may not be accurate, but can be a problem if not controlled. Emotions affect learning,
since learners pay more attention to things with emotional significance. Emotional
competence can be developed by the child and this means he/she gains the ability to
regulate emotions and understand the emotions of other people. Generally, adolescents are
seen to tend emotions from social evaluation such as feeling embarrassed. An important
lesson for high school teachers is: you should not dismiss emotional negativity as a
normal phase, but should address the needs of teenagers who are chronically
unhappy or moody.
The adolescent and social media
On the present-day profusion of media and social media, the adolescent has easy access
to the culture of various media and social media. The total media exposure of the populace
has greatly increased
Findings indicate that electronic communication negatively affects adolescent’s social
development. As face-to-face communication is replaced, social skills are impaired leading
to unsafe interaction with those who used social media to exploit other (financially or
sexually) Girls are vulnerable to online socializing, while boys socializing in internet Cafes
lower their academic work and achievement. Socially insecure teens become victims rather
than beneficiaries of the modern gadgets innovations of the digital age.

Implications to adolescent care development and parenting

The overall implication is that emotional skills influence the adolescent learner’s success
in class work. Learners who are able to regulate their emotions tend to be happier, better
liked and better able to pay attention and learn. Interventions by the teacher and the school
can reduce learner’s emotional distress. The teacher plays a most important role in
promoting positive changes for the adolescent. As the teen is susceptible to peer pressure,
felisa navarro-rubrico/danielle angela navarro rubrico 87
the negative influence of social media, drug use and addiction, early romantic sexual
adventurism, the teacher and the school can conduct inte4rventions to assist the youth with
focus on risky and inappropriate behavior while promoting positive development among
adolescents.

IV. APPLICATION/ANALYSIS

1. What social activities do you think are: 1) good for teens, 2) not good or that prevents
their socio-emotional growth?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
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________________________________________________________________
________________________________________________________________
________________________________________________________________
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______________________________________________________________

2. As a future teacher, what would be your attitude to teens in your class? They are very
“pasaway”
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________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

3.Give implications of the cognitive developmental concepts to teaching-learning activities

and parenting.
________________________________________________________________________
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________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

4.What do you think are the causes of socio-emotional problems of teenagers? Cite solutions
to the problem they encounter in/like:
a. gender and identity e. depression
b. peer group activities f. suicide
c. dating/premarital sex
d, juvenile delinquency

________________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
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__________________________________________________________________
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4. How has the physical environment at home or school affect the emotions of the
adolescents - positively or negatively? Why?
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MODULE 10

PART 111 - REVISITING THE 14-LEARNER-CENTERD PSYCHOLOGICAL PRINCIPLES

IN REALTION TO THE LEARNER’S DEVELOPMENTAL STAGE

Unit 1 – Pre-natal Period, Infancy and Toddlerhood

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 (3 hours)

1. Synthesis of the Physical, Cognitive and Socio-Emotional

Development of Pre-Natal Period

2. Cite and explain at least one pedagogical principle that applies to prenatal period. Choose
only principle/s that is/are relevant.

Learner-Centered Principle Application of the Principle in Pre-natal

Development
Cluster 1-Principle referring to Cognitive How is this principle applied in pre-natal
and Metacognitive Factors development?
 State the relevant learner-centered
principle:

Cluster 2-Princiuple referring to How is this principle applied in pre-natal

Motivational and Affective Factors development?
 State the relevant learner-centered
principle:

____________________________________

Cluster 3-Principle referring to How is this principle applied in pre-natal

Development and Social Factors development?
 State the relevant learners-centered
principle:

Cluster 4-Principle referring to How is this principle applied in pre-natal

Individual Difference Factors development?
 State the relevant learners-centered
principle:

2. Synthesis of the Physical, Cognitive and Socio-Emotional

Development of Toddlers

I. Outcome/s:
1. I. Outcome/s: Students must have:
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 1. Apply pedagogical principles in the teaching-learning process for toddlers.
2. Summarized the key features of the physical, cognitive and socio-emotional
development of toddlers.

II. Synthesis / Application:

1.Give a summary of the key characteristics of toddlers’ development by filling out:

a. Physical Development
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

b. Cognitive Development
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

c.Socio-emotional Development
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

The Pedagogical Principle as Applied to Toddler’s Learning and Development

2. Cite and explain at least one pedagogical principle (refer to Unit 1) that applies to the
teaching-learning process of TODDLERS by filling out the table below. You may choose only
those principles that are relevant

Learner-Centered Principle Application of the Principle in the

Teaching-Learning Process of Toddlers
Cluster 1 - Principle referring to How is this principle applied in the
Cognitive and Metacognitive Factors teaching-learning process of toddlers?

Ex. Cognitive and metacognitive factors Ex. Make the classroom or home environment safe
context of learning - Learning is and nurturing for toddlers to learn by ensuring
influenced by environmental factors, their safety while they climb the stairs, jumps,
including culture, technology and explores. Etc. Make the environment conducive by
instructional practices - The classroom talking to them, reading to them, taking field trips
environment, the degree to which it is together to the park, to the bus ride. Give them
nurturing or not, can have significant toys appropriate to their developmental stage
impact on toddlers’ learning.

felisa navarro-rubrico/danielle angela navarro rubrico 91

Cluster 2 - Principles referring to How is this principle applied in the
motivational and affective factors (state teaching-learning process of toddlers?
relevant principle) _______________________________________
_______________________________________
*Principle _______________________________________
_______________________________________
_______________________________________
_______________________________________

Cluster 3 - Principle referring to How is this principle applied in the

developmental and social factors (stat teaching-learning process of toddlers?
relevant principle) _______________________________________
_______________________________________
*Principle: _______________________________________
_______________________________________
_______________________________________
_______________________________________

Cluster 4 - Principle referring to How is this principle applied in the

individual differences factors (state teaching-learning process of toddlers?
relevant principle) _______________________________________
_______________________________________
*Principle: _______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________

MODULE 11
UNIT 2 – EARLY CHILDHOOD

Synthesis of the Physical, Cognitive and Socio-Emotional

Development of Preschoolers
(2 hours)

I. Outcome/s: Students must have:

1. Applied pedagogical principles in planning learning activities for preschoolers.
2. Demonstrated knowledge of characteristics of preschoolers.

II. Synthesis / Application:

1.Give a summary of the key characteristics of toddlers’ development by filling out:

a. Physical Development
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
felisa navarro-rubrico/danielle angela navarro rubrico 92
b. Cognitive Development
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

c.Socio-emotional Development
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2.Cite and explain at least one pedagogical principle (refer to Unit 1) that applies to the
teaching-learning process of Preschoolers by filling out the table below. You may choose
only those principles that are relevant

Learner Centered Principle Elaboration of the Principles for Preschool Learners

Cluster 1 - Cognitive and Metacognitive How is this principle applied in the
Factors teaching-learning process of preschoolers?
_______________________________________
*Principle _______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
__________________________________
Cluster 2 - Motivational and Affective How is this principle applied in the
Factors teaching-learning process of preschoolers?
_______________________________________
*Principle _______________________________________
_______________________________________
_______________________________________
_______________________________________
______________________________________
Cluster 3 - Developmental and Social How is this principle applied in the
Factor teaching-learning process of preschoolers?
_______________________________________
*Principle _______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________

Cluster 4 - Individual Differences How is this principle applied in the

Factors teaching-learning process of preschoolers?
_______________________________________
*Principle _______________________________________
_______________________________________
_______________________________________
_______________________________________
felisa navarro-rubrico/danielle angela navarro rubrico 93
 _______________________________________

MODULE 12
Unit 3 – Middle and Late Childhood

1. Synthesis of the Physical, Cognitive and Socio-Emotional

Development of Primary Schoolers
(3 hours)
I. Outcome/s: Students must have:
1. Applied pedagogical principles in planning learning activities for preschoolers.
2. Summarized key features of the physical, cognitive and socio-emotional development
of primary schoolers.

II. Synthesis / Application:

1.Give a summary of the key characteristics of primary schoolers’ development by filling out:

a. Physical Development
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

b. Cognitive Development
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

c.Socio-emotional Development
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

The Pedagogical Principles as Applied to Primary Schoolers’

Learning and Development

2.Cite and explain at least one pedagogical principle (refer to Unit 1) that applies to the
teaching-learning process of Primary Schoolers by filling out the table below. You may
choose only those principles that are relevant

Learner Centered Principle Elaboration of the Principles for Preschool Learners

Cluster 1 - Cognitive and Metacognitive How is this principle applied in the
Factors teaching-learning process of primary schoolers?
_______________________________________
*Principle _______________________________________
_______________________________________
_______________________________________
_______________________________________
felisa navarro-rubrico/danielle angela navarro rubrico 94
 _______________________________________
_______________________________________

Cluster 2 - Motivational and Affective How is this principle applied in the

Factors teaching-learning process of primary schoolers?
_______________________________________
*Principle _______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
Cluster 3 - Developmental and Social How is this principle applied in the
Factor teaching-learning process of primary schoolers?
_______________________________________
*Principle _______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
Cluster 4 - Individual Differences How is this principle applied in the
Factors teaching-learning process of primary schoolers?
_______________________________________
*Principle _______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________

2. Synthesis of the Physical, Cognitive and Socio-Emotional

Development of Intermediate Schoolers

I. Outcome/s: Students must have:

1. Applied pedagogical principles in planning learning activities.
2. Summarized key features of the physical, cognitive and socio-emotional development of
intermediate schoolers.

II. Synthesis / Application:

1.Give a summary of the key characteristics of intermediate schoolers’ development by

filling out:

a. Physical Development
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

b. Cognitive Development
________________________________________________________________________
________________________________________________________________________
felisa navarro-rubrico/danielle angela navarro rubrico 95
________________________________________________________________________
________________________________________________________________________

c.Socio-emotional Development
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

The Pedagogical Principles as Applied to Intermediate Schoolers’

Learning and Development

Cite and explain at least one pedagogical principle (refer to Unit 1) that applies to the
teaching-learning process of Intermediate Schoolers by filling out the table below. You
may choose only those principles that are relevant

Learner Centered Principle Elaboration of the Principles for Preschool

Learners
Cluster 1 - Cognitive and Metacognitive How is this principle applied in the
Factors teaching-learning process of intermediate
schoolers?
*Principle _______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
Cluster 2 - Motivational and Affective How is this principle applied in the
Factors teaching-learning process of intermediate
schoolers?
*Principle _______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
Cluster 3 - Developmental and Social How is this principle applied in the
Factor teaching-learning process of intermediate
schoolers?
*Principle _______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________

Cluster 4 - Individual Differences How is this principle applied in the

Factors teaching-learning process of intermediate
schoolers?
*Principle _______________________________________
felisa navarro-rubrico/danielle angela navarro rubrico 96
 _______________________________________
_______________________________________
_______________________________________
_______________________________________
______________________

Post Test

1. Which statement on brain development is correct

A. Most of the neurons in the adult brain are produced before birth
B. Most of the neurons in the adult brain are produced at birth.
C. Most of the neurons in the adult brain are produced after birth.
D. Brain development stops at childhood.
2. Is the brain capable of learning before birth?
A. Yes. C. Depends on mother’s nutrition
B. No. D. Depends on baby’s health condition
3. Which term refers to the explosive growth of synapses during pre-natal development?
A. Myelination C. Synaptogenesis
B. Spermatogenesis D. Oogenesis
4. Which process increases the connections between areas of the brain during pre-natal
development?
A. Synaptogenesis C. Spermatogenesis
B. Myelination D. Oogenesis
5. When infants are born, they immediately begin observe the world and make sense of it
through sucking, grasping and looking. In which stage is this, according to the Piaget’s
theory of cognitive development?
A. Pre-operational stage C. Pre-sensorimotor stage
B. In between sensorimotor and preoperational stages D. Sensorimotor stage
6. It is observed that there is brief delay between pinching a finger and infant’s crying. Which
can explain this?
A. Brain is not yet fully functioning. C. This is due to incomplete myelination
B. Sense of touch is not yet fully developed. D. Infants are less sensitive to pain.
7. Which term refers to one’s inability to remember things that occurs from infancy to one’s
memories?
A. Childhood amnesia C. Retrieval failure
B. Decay D. Interference
8. What is an indicator of separation distress between 1 and 2 years of age?
A. Children cry at the sight of strangers.
B. Children cry and cling when their attachment figure tries to leave.
C. Children aren’t bothered by temporary disappearance of mother.
D. Children are comfortable with strangers.
9. Which characteristics apply to children with secure attachment?
I. Readily soothed II. Emotionally open III. Afraid of people
A. I and II B. II only C. I only D. III only
10. Infants are directly influenced by their mothers’ emotional expressions. Which term is
explained?
A. Empathic distress C. Affective perspective-taking
B. Emotions contagion D. Social referencing
11. In which stage in Erickson’s psychosocial stage are toddlers supposed to assert their
independence?
A. Autonomy versus shame and doubt C. Initiative versus guilt
felisa navarro-rubrico/danielle angela navarro rubrico 97
 B. Trust versus mistrust D. Industry versus inferiority
12. When toddlers are developed too negatively or are ignored which do they develop?
A. Mistrust C. Total dependence
B. Shame D. Inferiority
13. In which Piagetian stage of development is the toddler?
A. Pre-operational C. Sensorimotor
B. Concrete operational D. Formal operational
14. What is meant by sensorimotor stage of toddlerhood?
A. Children rely on senses and behavioral schemes to acquire knowledge
B. Children imitate an action that was observed in the past
C. Children are able to have one thing represent another
D. Children know that objects that are out of view continue to exist
15. By the end of the sensorimotor period, the toddler understands object permanence.
What does object permanence mean? The understanding that objects:
A. Continue to exist even when they cannot be seen B. Don’t exist when they no longer seen
C. Never change D. Change in shape and in color
16. The toddler’s speech is usually telegraphic. What does this mean?
A. Two-to three word utterances with articles and preposition
B. Short and long utterances
C. Incomprehensible language
D. Mispronounced word
17. With Chomsky’s Language Acquisition Device (LAD), what is true of toddlers?
A. Learn language slowly C. Can’t pronounced words well
B. Learn language fast D. Can pronounce words well
18. Which CORRECTLY explain infantile amnesia?
A. Ability to recall events that happened when the person was very young
B. Ability to imagine events that happened in toddlerhood
C. Inability to recall events that happened when the person was very young
D. Inability to understand events that happened when the person w3aqs very young
19. A toddler is capable of creative thought. Which proves this?
I. Can use the same toy in more than one way
II. Pretends empty milk can be a drum
III. Constructs objects out of manipulative toys
A. I , II B. I, II and III C. II and III D. I and II
20. To test a toddlers logical reasoning, what must you find out? If the child can:
A. Make new things out of old toys C./ Reason out why something happen
B. Pronounce words correctly D. Distinguish father from other men

21. Abby is four and a half years old, in comparison with preschoolers who are three, Abby is
likely to be able to acquire the skill of:
A. Copying a simple pattern of different basic shapes C. Purposely copying a triangle
B. Purposely copying a square D. Turning a page of a story book
22. Playing games that teach right and left direction is best for
I. Five-years old II. Three-years-old III. Two-years old
A. I B. II C. III D. I, II, III
23. All can be expected to be performed by a three-year old EXCEPT:
A. Pouring from pitcher without spillage C. Taking a bath independently
B. Feeding self-using a spoon D. Putting on socks
24. Having activities that involve balancing is good for:
A. Three-year- olds C. Five - year - olds
B. Four - year - olds D. Three to five - year- olds
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25. The amount of sleep preschoolers get, affects all ECEPT
A. Level of brain activity C. Level of regained energy
B. Obesity D. Release of growth hormone
26. Preschoolers lean towards animism. As such, they will be interested in stories where:
A. Lead characters are superheroes C. Inanimate objects like the sun or the bus talks
B. The plot involves pet animals D. Scenes involve a lot of movement
27. The most appropriate activity for three-year olds to develop counting skills is;
A. A well-designed worksheet on counting up to 25
B.; counting objects of interest around their environment
C. Working with counting flashcards
D. Identifying numerals repeatedly until mastered
28. Teachers and caregivers can best help develop the emotional skills of preschoolers by all
EXCEPT
A. Using dolls, puppets or pictures to demonstrate how to express feelings
B. Calmly telling children to control their feelings
C. Doing mirror talk or paraphrase reflection
D. Modeling words that children can use to express strong feeling
29. Teachers and caregivers can best help develop the emotional skills of preschoolers by all EXCEPT
A. Greeting each child by name
B. Developing routines at home and school that encourage working together
C. Play games that involve social interactions
D. Emphasizing strict adherence to routines
30. An authoritative teacher\ is one who does all, EXCEPT
A. Expects behavior appropriate to the age level
B. Demonstrates high responsiveness and high demandingness
C. Ensures having strong psychological control over the preschooler
D. Models to the child how to take responsibility for one’s actions
31. In which Piagetian stage is the primary school child?
A. Concrete operational C. Pre-operational
B. Post-operational D. Between concrete and post-operational
32. If the primary school child is in the concrete operational stage, which is he/she capable of doing?
A. Able to conserve C. Able to perform in post-operational stage
B. Skilled in abstract thinking D. Can reason in hypothetical-deductive manner
33. Which statement about middle childhood is correct?
A. Children at middle childhood stage can easily distinguish logical from non-logical
B. Children at middle childhood stage have greater long-term memory than do preschoolers
C. Physical growth stops
D. Physical growth gets stunted
34. In which developmental stage do the following apply? Learning physical skills for playing
games, developing school-related skills such as reading, writing, and counting, developing
conscience and values.
A. Middle childhood C. Early childhood
B. Early childhood D. Adolescence
35. Primary school children fantasize less often because:
A. They are more attuned to happenings around them
B. They are less imaginative
C. They are not creative
D. They have become more cynical
36. Primary schoolers overcome some of the egocentrism of preoperational thinkers. How is
this manifested? They are better at

felisa navarro-rubrico/danielle angela navarro rubrico 99

 A. Understanding the views of others C. Ordering objects
B. Classifying objects D. Expressing their thoughts
37. Primary schoolers are better at arranging objects according to increasing or decre4asing
length. Which ability is described?
A. Classification C. seriation
B. Egocentrism D. Abstraction
38. The primary schoolers ability to separate a pile of cardboard circles into one group of
white and another group of black is a proof of _____ as a logical operation.
A. Seriation C. Abstraction
B. Classification D. Generalization
39. Primary schoolers have improved ability to infer a relationship between two objects
based on knowledge of their relationship with a third object. Which ability is explained?
A. Seriation C. Abstraction
B. Classification D. Transitivity
40. A primary Schooler comes up with this conclusion: “You should gather your crop before
it gets dark” if he is asked to interpret “Make hay while the sun shines.” This means that the
primary schooler interprets saying ___
A. Figuratively C. realistically
B. Literally D. Creatively
41. Which statements hold TRUE to intermediate schoolers?
A. On the average, girls are generally as much as two years ahead of boys in term of
physical maturity
B. Boys physically mature earlier than girls in the intermediate grades
C. There is no physical growth because this is before the growth spurt
D. They are past growth spurt
42. What are signs of the early onset of puberty among intermediate girls?
I. Budding breast for girls II. Onset of menstrual period III. Change of voice
A. I B. II and III C. I and II D. III
43. Which term refers to girls’ first menstrual cycle?
A. Menarche C. Puberty
B. Oogenesis D. Spermatogenesis
44. Which is one of the most widely recognized socio-emotional or cognitive characteristics
of the intermediate schooler?
A. The acquisition of self-competence C. Conservation
B. The skill of highly abstract reasoning D. Decreased ability in perspective taking
45. Which should home and schools do to help the intermediate schooler to prevent he
development of inferiority?
A. Provide opportunities to experience success on challenging task
B. Not to overly controlling
C. Help them develop identity
D. Inspire them to contribute to the welfare of others
46. Which teacher’s practice can help promote intermediate pupil’s positive self-concept?
I. Meets with students periodically during each grading period to help them monitor
their learning progress
II. Help students get to know one another
III. Make students compete against one another
A. I only B. II only C’ III only D. I and II
47. What does grade six teacher encourage when she encourages students to think about
the motives and feelings of their group mates in the group projects?
A. Egocentrism B. Understanding C. Perspective-taking D. Conservation

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48. Are intermediate schoolers abler to conceal their emotions compared to toddlers?
A. Yes B. Somewhat C. No D. Depends on family upbringing
49. What is an intermediate schooler capable of doing with perspective-taking?
\ A. Blaming others C. Self-reflection
B. Judging others’ intentions, purposes and actions D. Abstraction
50. Seen in older elementary schools is conventional ethics. This means that intermediate
schoolers ____
A. Conform to the rules and conventions of society C. Behave for fear of punishments
B. Violate societal norms D. Do good for the sake of a reward
51. Which is a characteristic of adolescence?
A. Stunted growth B. Growth spurt C. Slow physical growth D. End of
physical growth
52. Which statement is TRUE of adolescence?
A. Growth spurts starts earlier in boys
B. Growth spurt starts earlier in girls
C. Growth spurt takes place in boys and girls at the same time
D. There is no growth spurt in adolescence
53. Testosterone is to boys as ____ is to girls.
A. Ptyalin B. Progesterone C. Hormones D. Estrogen
54. Menarche is to girls as _____ is to boys.
A. Heterosexuality B. Spermache C. Masturbation D. Puberty
55. Which is TRUE of adolescent?
A. Stop growing C. Lack sleep
B. Don’t desire in ideal body D. Occupied with play
56. Adolescents are in the formal operational stage, according to Piaget. What are they
capable of doing?
I. Abstract thinking II. Systematic thinking III. Hypothetical thinking
A. I, II B, II and III C. I only D.I, II and III
57. If adolescents are capable of abstract thinking, how will they interpret “Make hay while
the sun shines.”
A. Gather your crop before it gets dark C. Gather your hay while it is not yet
raining
B. Seize an opportunity when it exists D. Weave materials out of hay at day time
58. Which question do adolescents ask to show hypothetical thinking?
A. What resulted from World War II? C. What is wrong with the student’s
reasoning process?
B. What if your heart were near your anus? D. Why did the main character in
the movie die?
59.. In which life-span stage is the adolescence based on Erikson’s theory of psychosocial
development?
A. Intimacy vs. Isolation C. Generativity vs. stagnation
B. Identity vs. Confusing D. Industry vs. Inferiority
60. Which is the most essential need of adolescents?
I. Firm and caring teachers who empathize with them
II. Teachers who provide the security of clear limits for acceptable behavior
III. Teachers’ sensitivity to reach out to them
A. I and II B. I and II C. II and III D. I, II and III
61. Teacher Sheena is helping teen Leah to overcome her unnecessary anger and outburst
over unexpected events. Teacher Sheena wants to develop teen Leah’s ____
A. Emotional beliefs B. Emotional values C. Emotional ideas
D. Emotional competence
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62. Are girls more skilled in regulating emotions than boys?
A. Yes
B. No
C. Sometimes yeas, sometimes no
D. More hard data are needed
63. One cognitive advancement in adolescence is metacognition. What does metacognition
mean?
A. Ability to identify one’s own thinking processes and strategies
B. Ability to recall and explain
C. Ability to analyze and synthesize
D. Ability to do problem solving
64. One behavioral tendency which accompanies cognitive growth during adolescence is
egocentrism. How does the adolescent show egocentrism?
A. Imaging the far-fetched and less, ideal situations at home, school and society
B. Enjoyment of group dynamics like role play, discussion, and debate
C. Being unmindful of what others will say
D. Tendency to think too much of themselves
65.. How can parents ensure industry when it comes to homework?
A. Assign a homework time and work on their homework together
B. Let the children be responsible for their homework and just make corrections when
necessary
C. Do the homework for them and let them figure out why the answers are correct
D. Confer with teachers and request for no homework
66. Which of the following is an emotional milestone for an intermediate school-age child?
A. Increased understanding that more than one emotion can be experienced in a
single experience
B. Ability to recognize one’s own feelings and actions of other people
C. Self-esteem based on what others tell him/her
D. Incapable of decentering
67. Family support is crucial at this stage. What can a high-quality adult relationship do to
the socio-emotional development of an intermediate school-age child?
A. Makes children question and become curious about other people’s motives and
actions
B. Instills in the children to conform with the law which is necessary for the good of
the society
C. Allows the children to value relationships and friendships based on loyalty and trust
D. Makes children think that others cannot be totally trusted
68. When children tell you what they want to be in the future, which is the appropriate
response?
A. “Don’t be ambitious. Be realistic.”
B. “Don’t you think it’s too early for you to plan your future?”
C. “That’s nice. But I want you to become someone better.”
D. “I’m so happy to hear that. I will support you all the way.”
69. Reading is an essential part in the cognitive development of the intermediate school-age
kids. What can teachers do to encourage this skill?
A. Assign a mandatory reading list for children that they must finish until the end of
the school year.
B. Set up a mini library that includes not only books but also internet websites where
children can access different topics that interest them.
C. Read aloud to the children during classroom hours so that they will become more
familiar with words they have not heard before
felisa navarro-rubrico/danielle angela navarro rubrico 102
 D. Make reading a grammar lesson
70. Where does the responsibility lie when it comes to limiting the media exposure of
intermediate school-age children?
A. Only the parents C. Parents, teachers, and the whole community
B. Parents and teachers D. The children themselves
71. Children in the intermediate school-age may experience early sign of puberty. How can
parents best handle a situation like this?
A. Encourage them to mingle with the opposite sex
B. Be on the look-out for physical changes and report them to their children’s
pediatrician
C. Connect with their friends and ask them to tell you what changes are happening to
their children
D. Provide children with accurate resources that they need to be able to gain
information about sex, drugs and changes that they experience.
72. What can teachers do when children get teased for their physical appearance?
A. Teach the child being teased to fight back
B. Let the teasing slide and continue with the class activity
C. Have a private talk with the offending students and figure out why he is teasing
D. Bring the offending student to the Guidance Counselor
73. In Erik Erikson’s fourth stage of psychosocial development, children will have to balance
industry versus inferiority so that they can achieve the virtue of competency. What can
parents do to help them attain this?
A. Allow the children to explore what they want and provide them with opportunities
to do so
B. Make them busy with school work even when they are at home
C. Enroll the children in several after school enrichment classes
D, demand excellent performance from children
74. Which results when children have a strong sense of their personality traits?
A. They become more successful than others
B. They think they are better than others
C. They like and believe in themselves and feel accepted
D. They will always be winner
75. How can teachers encourage friendships among primary school-aged children?
A. Design group activities during different parts of the lesson
B. Arrange the classroom seating alphabetically
C. Provide children with opportunities to express their views and opinions
D. Rank them from the ones with highest average rating to the lowest average ratings.

GOOD LUCK!

 Acknowledgement

Contents and tests/exam in this module were all taken from the book: The Child and
Adolescent Learners and Learning Principles by:
Brenda B. Corpuz, PhD
Ma. Rita D. Lucas, PhD
Heide Grace L. Borabo, PhD and
Paz I. Lucido, PhD

Published by Lorimar Publishing Inc. (2018)

felisa navarro-rubrico/danielle angela navarro rubrico 103

References:

1. Corpuz, Brenda B. et. al. (2018). The Child and Adolescent Learners and
Learning Principles. Quezon City: Lorimar Publishing, Inc.

2. Lucas, Ma. Rita D. and Brenda B. Corpuz. Facilitating Learning.

Quezon City: Lorimar Publishing, Inc.

3. Hurlock, Elizabeth B. (1982). Developmental Psychology: A Life-Span Approach.

New York:Mc Graw Hill Book Company.

4. Gregorio, Herman C. (1976). Principles and Methods of Teaching.

Quezon City: Garotech Publishing.

Syllabus in PEd 101

Course Name: The Child and Adolescent Learners and Learning Principles Time
frame
Course Focuses on child and adolescent development with emphasis on current research and
Description: theory on biological, linguistic, cognitive, social and emotional dimensions of
development. Further, this includes factors that affect the progress of development of 54
learners and shall include appropriate pedagogical principles applicable for each hours
developmental level

Unit Topic/s Objectives

Students must have:
1.Learner-Centered Psychological Principles 1. Explained the 14 learner-centered principles.
1 (LCP) 2. Identified ways on how to apply the 14 principles 3
in instruction as a future teacher.
2. Basic Concepts and Issues on Human 1.Defined human development in own words,
Development 2. Described the developmental tasks in each
2.1.Human Development: Meaning, developmental stage, 4.5
2 Concepts and Approaches 3. Come up with research abstracts/summaries of
2.2. The Stages of Development and researches on developmental tasks,
Developmental Tasks 4. Taken research abstracts/summaries of researches
2.3. Issues on Human Development on the issues of development.
3. Developmental Theories and other 1. Explained each developmental theory,
Relevant Theories: 2. Drawn principles of teaching and learning from
3.1. Freud’s Psychoanalytic Theory developmental theories,
3.2. Piaget’s Stages of Cognitive 3. Matched learning activities from the different
3 Development theories to the learners’ cognitive stage, 7.5
3.3. Erikson’s Psychosocial Theory of 4. Cited how the different theories can be applied to
Development being as a future teacher,
3.4. Kohlberg’s Stages of Moral 5. Identified factors that exerted influences on one’s
Development development
3.5. Vygotsky’s Socio-Cultural Theory
3.6. Bronfenbrenner’s Ecological Theory

felisa navarro-rubrico/danielle angela navarro rubrico 104

 1. Traced the course of prenatal development.
4 4. Pre-natal Development 2. Apply pedagogical principles in the development 2
process during the prenatal period
5. Infancy and Toddlerhood 1. Traced the physical development of infants and
5.1. Physical Development of Infants and toddlers,
5 Toddlers 2. Identify factors that enhance/impede the physical,
5.2. Cognitive Development of infants and cognitive and socio-emotional development of 4.5
Toddlers infants and toddlers,
5.3. Socio-emotional Development of 3. Drawn implications of the developmental
Infants and Toddlers concepts of infants and toddlers to child care,
education and parenting
6. Early Childhood (The Preschoolers) 1. Described the physical, cognitive and
6.1. Preschoolers Physical Development socio-emotional development of the preschoolers,
6 6.2. Cognitive Development of the 2. Identified factors that enhance/impede their 4.5
Preschoolers development
6.3. Socio-emotional Development of the 3. Discussed the different caregiving styles and their
Preschoolers effect on preschoolers
4.. Discussed appropriate learning and teaching
activities appropriate for preschoolers.

Midterm Exam 1

7. Middle Childhood (The Primary Schoolers 1. Described the physical, cognitive, and
7.1. Physical development of Primary socio-emotional development of the primary
Schoolers schoolers.
7 7.2. Cognitive development of primary 2. Identified factors that enhance/impede the 6
Schoolers development of the primary schoolers.
7.3. Socio-emotional Development of 3. Drawn implications of these developments to
Primary Schoolers primary school teaching-learning, child care and
parenting.
8 .Late Childhood (The Intermediate 1. Determined the qualities of family life that affect
Schooler) children’s development and changes in family
8 8.1. Physical Development of Intermediate interactions 6
Schooler 2. Discussed important factors that affect the
8.2. Cognitive Development of the cognitive, physical and socio-emotional development
Intermediate Schooler of intermediate schoolers
8.3. Socio-emotional Development of the 3. Enumerated ways on how teachers can promote
Intermediate Schooler creativity in the learning environment of
intermediate schoolers.
9. Adolescence (The High School Learners) 1. Described the physical and sexual changes
9.1.Physical Development of the accompanying puberty
9 Adolescent/High School Learners 2. Drawn implications of these different 6
9.2. Cognitive Development of the development al concept of adolescent in
Adolescent/high School Learners teaching-learning and parenting.
9.3. Socio-emotional Development of the 3. Identified causes of possible habit disorders and
Adolescent/High School Learners ways of coping with them
10. Synthesis of the Physical, Cognitive, and 1. Applied pedagogical principles in the development
Socio-Emotional Development of Pre-natal process during the pre-natal period.
10 Period. 2. Applied pedagogies of learning and teaching 3
10.1 Synthesis of the Physical, Cognitive and appropriate for infants and toddlers
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 Socio-emotional development of Toddlers.

11.Synthesis of the Physical, Cognitive and 1. Applied pedagogies of learning and teaching
11 Socio-emotional Development of appropriate for preschoolers. 2
Preschoolers
12. Synthesis of the Physical, Cognitive, and 1. Applied pedagogies of learning and teaching
12 Socio-emotional Development of the appropriate for primary school children.
Primary Schoolers 3
12.1. Synthesis of the Physical, Cognitive, 2. Applied pedagogies of learning and teaching
and Socio-emotional Development of the appropriate for intermediate school children.
Intermediate Schooler

Final Exam 1

Total number of hours = 54

Prepared by:

FELISA NAVARRO-RUBRICO, Ed. D - FLT

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