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Episode Ii Learners Development Matrix: Physical

The document describes the development of learners from preschool through high school across physical, self-help, social, and cognitive domains. In preschool, learners are still developing gross motor and fine motor skills and learning self-help skills. In elementary school, learners' skills progress and they interact confidently with teachers and classmates. By high school, learners have strong physical, social, and communication skills and can manage emotions and solve complex problems independently.

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Noelyn Balignot
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48 views3 pages

Episode Ii Learners Development Matrix: Physical

The document describes the development of learners from preschool through high school across physical, self-help, social, and cognitive domains. In preschool, learners are still developing gross motor and fine motor skills and learning self-help skills. In elementary school, learners' skills progress and they interact confidently with teachers and classmates. By high school, learners have strong physical, social, and communication skills and can manage emotions and solve complex problems independently.

Uploaded by

Noelyn Balignot
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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EPISODE II

Learners Development Matrix


Development Preschooler Elementary High school
Domain
Physical

Gross-motor skills - The child loves - The child - He or she is


to play and loves to play able to dance
move around. most of the and sing.
time. Other skills
are observed.

Fine-motor Skills - The child is - He or she - She knows


still learning learns how to how to write
how to write read and different
and count draw. poems,
numbers. stories and
essays.
Self Help skills
- The child is - He or she - He or she
still dependent can able to can able to
to their do things on do things on
parents. their own their own

Social

Interactions With
- The child is - He or she is - He or she
Teachers
still adapting now became
the new and confident in competitive
environment the class. in class. She
loves to talk
to the teacher
and
sometimes
can open up
their
thoughts.
Interactions with
classmates/friends - The child loves - He or she is - This is the
to talk with friendly and stage where
their approachable “barkada” is
classmates. . able to adapt.

- The child - Interests like


Interests interacts with sports and
her classmates their talents
and play with are being
them. highlighted
in this stage.
Emotional

Moods and
- The child - He or she is - Puberty hit
temperament,
moods changes moody. this stage so
expression of
every time. their moods
feelings
and other
emotional
aspects are
changing.
- He eventually - He or she - She already
Emotional
cry every time cannot knows how
independence
he is unguided control their to manage
or being left emotions so her
alone. they need to emotions.
have
guidance.
- This is the
Others stage where
the child is
become
more
secretive and
hide their
emotions.
Cognitive

Communication
- He loves to get - He or she is - She’s now
skills
more attention able to more
to his peers communicate friendly and
and teachers. well with communicate
He tries to others. to everyone.
communicate
with them.

Problem-solving - He’s having a - He or she can - He or she


hard time in comprehend thinks very
comprehendin but cannot well, can
g and can’t able to solve comprehend
and solve
solve problem problem on
different
solving. their own. problems.
Analyze

Level Salient Characteristics Implications to the teaching-


Observed learning process
Elementary Elementary pupil usually Therefore, the teacher need
(age range of the learners loves to play. to promote the value of
observed 7-12) playing in which the pupil
will able to learn from it.
High School High School students are Therefore, the teacher
(age range of the learners most likely talkative and like should always have an
observed 12-18) to mingle with their peers activities about socializing
and age group with others.

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