ST.

JOHN PAUL II COLLEGE OF DAVAO

COLLEGE OF TEACHER EDUCATION
DEPARTMENT
Physically Detached Yet Academically Attached

SIMPLIFIED COURSE PACK (SCP) FOR SELF-DIRECTED

LEARNING

EDUC 101-The Child and Adolescent Learners and

Learning Principles

This Simplified Course Pack (SCP) is a draft version only and may not be
used, published or redistributed without the prior written consent of the
Academic Council of SJPIICD. Contents of this SCP are only intended for
the consumption of the students who are officially enrolled in the
course/subject. Revision and modification process of this SCP are
expected.

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COLLEGE OF TEACHER EDUCATION
DEPARTMENT
Physically Detached Yet Academically Attached

By 2023, a recognized professional institution providing quality,

Vision
economically accessible, and transformative education grounded on
the teachings of St. John Paul II.

Serve the nation by providing competent JPCean graduates through

quality teaching and learning, transparent governance, holistic student
Mission
services, and meaningful community-oriented researches, guided by
the ideals of St. John Paul II.

Respect
Hard Work
Perseverance
Core Values
Self-Sacrifice
Compassion
Family Attachment

Inquisitive
Ingenious
Graduate Attributes
Innovative
Inspiring

Course Code/Title EDUC 101 The Child and Adolescent Learners and Learning
Principles
This course focuses on child and adolescent development with emphasis on current research and theory on biological, linguistic, cognitive,
Course Description social and emotional dimensions of development. Further, this includes factors that affect progress of development of the learners and shall
include appropriate pedagogical principles applicable for each developmental level.

Course Requirement Child and Adolescent Milestone Accordion

Time Frame 54 Hours
“Based 40” Cumulative Averaging Grading System
Grading System Periodical Grading = Attendance (5%) + Participation (10%) + Quiz (25%) + Exam (60%)
Final-Final Grade = Prelim Grade (30%) + Midterm Grade (30%) + Final Grade (40%)
Contact Detail
Dean/Program Head Amie P. Matalam, MM (09953860989)

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COLLEGE OF TEACHER EDUCATION
DEPARTMENT
Physically Detached Yet Academically Attached

Course Map

EDUC 101 Child and Adolescent Learner and Learning Principles- Simplified Course Pack (SCP)

SCP-Topics: Prelim Period SCP- Topics: Midterm Period SCP- Topics: Final Period

Culture and Child Motivation and Engagement in

Week 1 Learner in Focus Week 7 Development Week 13 Learning

Theories of Child and Adolescent

Week 2 Development Stages of Aspects Adolescent
Week 8 Development Week 14 Theories of Motivation

Cognitive Development Theories Key Issues in Adolescent Independent and Collaborative

Week 3
Week 9 Development Week 15 Learning

Stages of Aspects Child

Week 4 Development Principles of Classroom
Week 10 Adolescent Conflicts Week 16 Management

Language Development
Week 5
Emotional/Social
Development Week 11 Deviant Behaviors Week 17 Types of Classroom Management

Week 6 Preliminary Examination Week 12 Midterm Examination Week 18 Final Examination

Course Outcomes

1. Explain learner-centeredness in child and adolescent development;

2. Discuss relationship of learner-centeredness and developmentally-appropriate teaching
practice;
3. Examine theories of child and adolescent development; and
4. Analyze learners need at various stages of and with reference to aspects of their
development
5. Infer how teaching can be made more effective for learners given their developmental
needs SCP-EDUC101 | 3
Critique teaching policies, programs, practices, and other provisions in terms of developmental
appropriateness.
 ST. JOHN PAUL II COLLEGE OF DAVAO
COLLEGE OF TEACHER EDUCATION
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Welcome Aboard! This course covers 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 progress of
development of the learners that includes appropriate pedagogical
principles applicable for each developmental level.

SCP-TOPICS: PRELIM PERIOD TOPICS

Week 1
Lesson Title Learner in Focus
Discuss the characteristics of learner centeredness teaching
Learning Outcome(s)
and developmentally appropriate practices

LEARNING INTENT!
Terms to Ponder
Learner-centered teaching an approach that emphasizes a variety of
different types of methods that focuses on what the students are
learning, it changes the role of the teachers from a provider of
information to facilitating student learning
Developmentally-appropriate practices - are defined as teaching and
learning experiences grounded in what we know about how children
learn at different ages and stages of development.
Essential Content
Characteristics of Learner-Centered Teaching

1. Engage students in the learning process. On traditional teaching in

most classes, teachers are working much harder than students. Students
don’t develop sophisticated learning skills without the chance to practice.
With not Learner-Centered Teaching, students have the opportunity to
implement a real task and acquire skills and key competences through
the process.
2. Learner-centered teaching includes explicit skill instruction,
students learn how to think, solve problems, decision making, team work,
evaluate evidence, analyze arguments, generate hypotheses—all those
learning skills essential to mastering material in the discipline. These
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skills are not acquired automatically and research shows that learning
skills develop faster if they are taught explicitly along with the content.
3. Learner-centered teaching encourages students to reflect on what
they are learning and how they are learning it. Learner-centered
teachers talk about learning. In conversations, students write (in the e-
portfolio or diary) about what they have learned, what were their
difficulties and strengths. In class, they may talk about their own learning
and do pair assessment. They challenge student assumptions about
learning and encourage them to accept responsibility for decisions they
make about learning, these include assignment components in which
students reflect, analyze and critique what they are learning and how they
are learning it. The goal is to make students aware of themselves as
learners and to make learning skills something students want to develop.
4. Learner-centered teaching motivates students by giving them some
control over learning processes. In these paces, the teachers give
students leverage in the learning process and mentors search out
ethically responsible ways to share responsibility with students. They
might give students some choice about which assignments they complete.
They might make classroom agreements something students can discuss.
They might let students set assignment deadlines within a given time
window. They might ask students to help create assessment criteria
5. Learner-centered teaching encourages collaboration Learner-
centered teaching makes possible students can learn from and with
others. Learner-centered teachers work to develop structures that
promote shared commitments to learning. They see learning individually
and collectively as the most important goal of any educational experience.

Five Domains of Learner-centered Teaching

1. The knowledge base- is that what a student already knows largely
determines what new information he attends to, how he organizes and
represents new information, and how he filters new experiences, and even
what he determines to be important or relevant (Alexander & Murphy,
2000).
2. Strategic processing and executive control- it is the ability to reflect on
and regulate one’s thoughts and behaviors is an essential aspect of
learning. Successful students are actively involved in their own learning,

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monitor their thinking, think about their learning, and assume

responsibility for their own learning (Lambert & McCombs, 2000)
3. Motivation - the benefits of learner-centered education include increased
motivation for learning and greater satisfaction with school; both of these
outcomes lead to greater achievement. Personal involvement, intrinsic
motivation, personal commitment, confidence in one’s abilities to
succeed, and a perception of control over learning lead to more learning
and higher achievement in school (Alexander & Murphy, 2000).
4. Development and individual differences-the individuals progress
through various common stages of development, influenced by both
inherited and environmental factors.
5. Situation or context- the theories of learning that highlight the roles of
active engagement and social interaction in the students’ own
construction of knowledge. Many environmental factors including how the
teacher teaches, and how actively engaged the student is in the learning
process positively or negatively influence how much and what students
learn (Lambert & McCombs, 2000).

Developmentally -appropriate Practices

• Recognize that all children are intelligent in different ways. For

one child, language may be his or her strength while for another
child, it may be music, mathematics, science, drama, or something
else.
• Help children develop and become aware of their own
strengths. Create an atmosphere that is open to children’s
expanding development. For example, a space for children to create
and act out dramatic play situations can help them become more
aware of their abilities and experiment with and learn how to use
their five senses to observe the world.
• Identify and use children’s strengths to address their
weaknesses. For instance, if a child is good at expressing himself or
herself through sound and music, but does not easily grasp math
concepts, try using musical rhythms to demonstrate those concepts
(e.g., patterns).

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• Model problem-solving strategies. Use role-play to help children

understand that they have options for handling problems.
• Understand and support children's emotions, fears, and
frustrations that stem from their struggles for success, especially as
compared to their peers.
• Use language to support children. Ask questions and model
language that encourage children to think about other people, not
just themselves.
• Set up activities and centers to support children’s self-control
and self-regulation. Limit opportunities for distraction, conflict, and
frustration. Do not present challenging tasks at a time when children
will have difficulty controlling their impulses.
SELF-SUPPORT: You can click the URL Search Indicator below to help you further understand the lessons.

Search Indicator

Massachusetts Department of Early Education (2014) providing

developmentally appropriate learning
http://resourcesforearlylearning.org/educators/module/20/10/40/

Weimer M. (2002) learner -centered teaching: five key changes to practice

http://www.edu.xunta.gal/centros/cpicruce/system/files/Learnercentred.pdf

Weimer M. (2013) learner -centered teaching: five key changes to practice

https://cte.tamu.edu/getattachment/Faculty-Teaching-Resource/Program-ReDesign/Orientation-and-Team-
Formation/Book-Summary-Learner-Centered-Teaching-by-Maryellen-Weimer.pdf.aspx

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LET’S INITIATE!
Activity 1. Let us try to check your understanding on the topics. Write your
answers on the space provided.
1. What are the main tasks of the teacher in learner centered teaching?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
2. What domain best describes reflective learning?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
3. What skill can students get when teachers engage them in the learning
process?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
4. State the importance of allowing students to have control in the learning
process.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
5. What is the main goal of collaborative learning in learner centered
teaching?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

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COLLEGE OF TEACHER EDUCATION
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LET’S INQUIRE!
Activity 1. In this activity you are required to expound your answers to the
following questions.
1. How does recognizing student’s strength and weaknesses help teacher
apply developmentally appropriate teaching?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. How does motivation help the delivery of developmentally appropriate
teaching?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. Why learner centered teaching encouraged in children and adolescent
learning?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
4. If you are the teacher how would you implement learner centered
teaching in your classroom?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
5. How does setting up developmentally appropriate activity help student’s
development?
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________

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LET’S INFER!
Activity 1. The topics mentioned are the characteristics of learner centered
teaching and the developmentally appropriate practices for children and
adolescents. Compare and contrast through a Venn diagram the features
of learner-centered and developmentally-appropriate teaching.

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 ST. JOHN PAUL II COLLEGE OF DAVAO
COLLEGE OF TEACHER EDUCATION
DEPARTMENT
Physically Detached Yet Academically Attached

Week 2
Lesson Title Developmental Tasks and Issues on Human Development
Learning Outcome(s)

LEARNING INTENT!
Terms to Ponder
Developmental Tasks - Are the broad jobs of childhood that needs to be
accomplished in each stage in order for children to learn life skills at
appropriate times. One that arises at a certain period in our life, the
successful achievement of which leads to happiness and success
with later tasks while failure leads unhappiness and social
disapproval and difficulty with later tasks.
Developmental stages- is an age period when certain needs, behaviors,
experiences and capabilities are common and different from other age
periods.

Essential Content
In each stage of development a certain task or tasks are expected of every
individual.

Developmental Tasks (Santrock, 2002)

1. Prenatal Period (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. Psychological activities are
beginning- language, symbolic thought, sensorimotor coordination and
social learning.
3. Early childhood (end of infancy to 5-6 years (Grade 1).
The preschool years. Young children learn to become more self-
sufficient and tend for themselves. The develop school readiness skills,
and spend many hours playing with peers.
4. Middle and late childhood (6-11 years of age Elementary school
years). The fundamental skills of reading, writing, and arithmetic are

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COLLEGE OF TEACHER EDUCATION
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mastered. Achievements become more of a central theme of child’s

world and self-control increases.
5. Adolescence (10-12 years of age ending up to 18-22 years of age)
• Rapid physical changes
• Dramatic gains in height, weight changes in body contour and
development of sexual characteristics such as enlargement of
breasts, development of pubic and facial hair and deepening of
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 30’s)
• Time for establishing of 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 to 60 years of age)
• Time for expanding personal and social involvement and
responsibility;
• Assisting the next generation in becoming competent and mature
individuals
• Reaching and maintaining satisfaction in a career.
8. Late adulthood ( 60’s and above)
• Time for adjustment to decreasing strength and health
• Life review, retirement and adjustment to new social roles.

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Developmental Tasks ( Havighurst, 1972)

Issues on Human Development

Each of us has his/her informal way of looking at our own and other
people’s development. These paradigms of human development provide
us conceptual framework for understanding ourselves and other. The
following issues take stand on the issues of human development.

Nature vs Nurture

• A nativist (“nature”) account of development would argue that

the processes in question are innate and influenced by an

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organism’s genes. Natural human behavior is seen as the result

of already-present biological factors, such as genetic code.
• An empiricist (“nurture”) perspective would argue that these
processes are acquired through interaction with the
environment. Nurtured human behavior is seen as the result of
environmental interaction, which can provoke changes in brain
structure and chemistry.

Continuity vs. Discontinuity

• The continuity view says that change is gradual. Children

become more skillful in thinking, talking or acting much the
same way as they get taller.
• The discontinuity view sees development as more abrupt-a
succession of changes that produce different behaviors in
different age-specific life periods called stages. Biological
changes provide the potential for these changes.

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Stability vs. Change

• Stability implies personality traits present during infancy
endure throughout the lifespan.
• Change theorists argue that personalities are modified by
interactions with family, experiences at school, and
acculturation.

SELF-SUPPORT: You can click the URL Search Indicator below to help you further understand the lessons.

Search Indicator
Corpuz B. ( 2010) Child and Adolescent Development
Mcleod S. (2017) Development Psychology in Child Development
https://www.simplypsychology.org/developmentalpsychology.html#:~:tex
t=Stability%20implies%20personality%20traits%20present,experiences%2
0at%20school%2C%20and%20acculturation.
Lume Learning (2017) Child Development: Nature vs. Nurture
https://courses.lumenlearning.com/atd-hostos-childdevelopment/

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COLLEGE OF TEACHER EDUCATION
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I
LET’S NITIATE!
Activity 1. Let us try to check your understanding on the topics. Write
your answers on the space provided.
Put a check mark beside those statements that are stated correctly and (x)
if the statements that are wrong and explain why.
__________1. Failure of achieving developmental tasks in an earlier stage
also means failure for the learner to master in the developmental task in
the next stage.

__________2. Preparing children for school readiness is the major concern

of middle childhood.

__________3. Developmental tasks are only for the first 3 stages of human
development.

__________4. Heredity exerts greater influence on human development than

environment.

__________5. Experiences in the earlier stages of development can no longer

be changed.

I
LET’S NQUIRE!
Activity 1. In this activity, you are required to expound your answers to
the following questions.
1. Reflect on your early childhood, middle childhood and late childhood
days. Were you able to acquire the developmental tasks? How did it
facilitated your acquisitions to perform such tasks? Cite 1 example
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________

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 ST. JOHN PAUL II COLLEGE OF DAVAO
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2. Having mastered the developmental tasks, how would you facilitate your
students’ acquisition of these developmental tasks? Cite 1 example.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

I
LET’S NFER!
Activity 1. Show developmental stages by means of a diagram inclusive of
the ages. Write also the outstanding characteristics trait and developmental
task of each developmental stage.

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 ST. JOHN PAUL II COLLEGE OF DAVAO
COLLEGE OF TEACHER EDUCATION
DEPARTMENT
Physically Detached Yet Academically Attached

Week 3
Lesson Title Theories of Child Development
Learning Outcome(s) Discuss the different theories of child development.

LEARNING INTENT!
Terms to Ponder
Child Development Theories are theories that focuses on explaining
how children change and grow over the course of childhood. Such
theories center on various aspects of development including social,
emotional, and cognitive growth.
Behavioral Theories of child development focus on how environmental
interaction influences behavior and that learning occurs purely
through processes of association and reinforcement.
Psychosexual Theory believes that child development occurs in a series
of stages focused on different pleasure areas of the body. During each
stage, the child encounters conflicts that play a significant role in the
course of development.
Psychosocial Development is a theory that parallels in childhood stages
while expanding it to include the influence of social dynamics as well
as the extension of psychosocial development into adulthood. It
posits eight sequential stages of individual human development that
are influenced by biological, psychological, and social factors
throughout the lifespan.

Essential Content
Psychosexual Stages
Sigmund Freud (1856 to 1939)- An Austrian neurologist that
developed psychosexual stages. Freud believed that events in our
childhood have a great influence on our adult Freud proposed that
psychological development in childhood takes place during five
psychosexual stages: oral, anal, phallic, latency, and genital. Each
stage represents the fixation of libido (roughly translated as sexual
drives or instincts) on a different area of the body. As a person grows
physically certain areas of their body become important as sources
of potential frustration (erogenous zones), pleasure or both.
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Erogenous Zone- a specific area that becomes the focus of pleasure

needs. These are the mouth, anus and genitals.
Fixation- results from failure to satisfy the needs of a particular
psychosexual stage.

Psychosocial Stages of Development

Erik Erikson (1902-1994), who was a psychologist, worked in the area of
developmental psychology and psychoanalysis. He had a theory
that human beings will pass through eight different stages from birth to
death. This theory is an important source for many psychology
specialists today. He suggested that for every person to develop
themselves healthily, they must complete various goals at all eight
developmental stages. People will face different conflicts over these eight
stages of their lives, and they must overcome these conflicts. Personality
development will depend on how each conflict is overcome.

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SELF-SUPPORT: You can click the URL Search Indicator below to help you further understand the lessons.

Search Indicator
Corpuz B. ( 2010) Child and Adolescent Development Lorimar Publishing
House Cubao Quezon City Metro Manila.
Cherry K. (2018) Child Development Theories and Examples
https://www.verywellmind.com/child-development-theories
Orenstein G. (2019) Erikson’s Stages of Psychosocial Development

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https://www.ncbi.nlm.nih.gov/books/NBK556096/
McLeod S.(2018) Psychodynamic Approach of Sigmund Freud
https://www.simplypsychology.org/Sigmund-Freud.html

I
LET’S NITIATE!
Activity 1. Let us try to check your understanding on the topics. Write
your answers on the space provided.
1. When does fixation in life do happen?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2. What are the essential stages in Freud’s psychosexual stages?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. Explain Freud’s oral stage in child development.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
4. What are the important events that preschool children undergo under
Erikson’s psychosocial stages?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
5. State the importance of overcoming internal conflicts in psychosocial stages of
development.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

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COLLEGE OF TEACHER EDUCATION
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Physically Detached Yet Academically Attached

I
LET’S NQUIRE!
Activity 1. In this activity you are required to expound your answers to the
following questions.

1. How do child development theories help in understanding young

children and adolescents?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. How does erogenous zone play an important part in individual’s
psychosexual stages?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. Why do adolescents undergo role confusion?
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________
4. How Erik Erikson explained the two sided view of child development in
his psychosocial stages?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

5. Why Sigmund Freud emphasized the satisfaction of one’s needs in his

psychosexual stages?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

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COLLEGE OF TEACHER EDUCATION
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I
LET’S NFER!
Activity 1. Write your own developmental milestone using either Erik
Erikson’s psychosocial stages or Sigmund Freud’s psychosexual
stages. (You may include important events in your life, childhood
memories)

_______________________________________________________________

______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
_____________________________________________________________________________________________

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Week 4
Lesson Title Cognitive Development
Learning Outcome(s) Discuss the stages of cognitive development

LEARNING INTENT!
Terms to Ponder
Schema - is the map we have in our minds about a topic. It is made up
of our background knowledge – everything we know and think we
know about that topic.
Cognition – the act or process of knowing or perceiving.
Egocentric- defined as stage that has limited outlook to things mainly
relating to oneself or confined to one's own affairs or activities.
Cognitive Development- Cognitive development is the construction of
thought processes, including remembering, problem solving, and
decision-making, from childhood through adolescence to adulthood.

Essential Content
Cognitive Development
The most well-known and influential theory of cognitive development is
that of French psychologist Jean Piaget (1896–1980). Piaget's theory, first
published in 1952, grew out of decades of extensive observation of children,
including his own, in their natural environments.

Piaget was interested in how children reacted to their environment, he

proposed a more active role for them than that suggested by learning theory.
He envisioned a child's knowledge as composed of schemas, basic units of
knowledge used to organize past experiences and serve as a basis for
understanding new ones.

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The Sensorimotor Stage

Ages: Birth to 2 Years

Major Characteristics and Developmental Changes:

• The infant knows the world through their movements and

sensations
• Children learn about the world through basic actions such as
sucking, grasping, looking, and listening
• Infants learn that things continue to exist even though they
cannot be seen (object permanence- ability of the child to know
that an object still exist even when out of sight.
• They are separate beings from the people and objects around
them
• They realize that their actions can cause things to happen in
the world around them

During this earliest stage of cognitive development, infants and

toddlers acquire knowledge through sensory experiences and
manipulating objects. A child's entire experience at the earliest period

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of this stage occurs through basic reflexes, senses, and motor

responses.

It is during the sensorimotor stage that children go through a

period of dramatic growth and learning. As kids interact with their
environment, they are continually making new discoveries about how
the world works.

The Preoperational Stage

Ages: 2 to 7 Years
Major Characteristics and Developmental Changes:

• Children begin to think symbolically and learn to use words and

pictures to represent objects.
• Children at this stage tend to be egocentric and struggle to see
things from the perspective of others.
• While they are getting better with language and thinking, they
still tend to think about things in very concrete terms.

The foundations of language development may have been laid

during the previous stage, but it is the emergence of language that is
one of the major hallmarks of the preoperational stage of
development.

Children become much more skilled at pretend play during this

stage of development, yet continue to think very concretely about the
world around them. At this stage, kids learn through pretend play
but still struggle with logic and taking the point of view of other
people. They also often struggle with understanding the idea of
constancy.
Symbolic function – this is the ability to represent objects and events.

The Concrete Operational Stage

Ages: 7 to 11 Years

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Major Characteristics and Developmental Changes

• During this stage, children begin to thinking logically about

concrete events
• They begin to understand the concept of conservation; that the
amount of liquid in a short, wide cup is equal to that in a tall,
skinny glass, for example
• Their thinking becomes more logical and organized, but still
very concrete
• Children begin using inductive logic, or reasoning from specific
information to a general principle

While children are still very concrete and literal in their thinking
at this point in development, they become much more adept at using
logic. The egocentrism of the previous stage begins to disappear as
kids become better at thinking about how other people might view a
situation.

While thinking becomes much more logical during the concrete

operational state, it can also be very rigid. Kids at this point in
development tend to struggle with abstract and hypothetical
concepts.

During this stage, children also become less egocentric and

begin to think about how other people might think and feel. Kids in
the concrete operational stage also begin to understand that their
thoughts are unique to them and that not everyone else necessarily
shares their thoughts, feelings, and opinions.

The Formal Operational Stage

Ages: 12 and Up
Major Characteristics and Developmental Changes:

• At this stage, the adolescent or young adult begins to think

abstractly and reason about hypothetical problems
• Abstract thought emerges

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• Teens begin to think more about moral, philosophical, ethical,

social, and political issues that require theoretical and abstract
reasoning
• Begin to use deductive logic, or reasoning from a general
principle to specific information

The final stage of Piaget's theory involves an increase in logic,

the ability to use deductive reasoning, and an understanding of
abstract ideas. At this point, people become capable of seeing
multiple potential solutions to problems and think more scientifically
about the world around them.

The ability to thinking about abstract ideas and situations is

the key hallmark of the formal operational stage of cognitive
development. The ability to systematically plan for the future and
reason about hypothetical situations are also critical abilities that
emerge during this stage.

SELF-SUPPORT: You can click the URL Search Indicator below to help you further understand the lessons.

Search Indicator
Developmental Psychology: Cognitive Development , (2004). Available online at
http://www.psy.pdx.edu/PsiCafe/Areas/Developmental/CogDev-Child/index.htm
http://www.healthofchildren.com/C/CognitiveDevelopment.html#ixzz6XMxbg2zQ

Corpuz B. ( 2010) Child and Adolescent Development Lorimar Publishing

House Cubao Quezon City Metro Manila.
Cherry K.( 2018) Stages of Cognitive Development
https://www.verywellmind.com/piagets-stages-of-cognitive-development-2795457

At SJPIICD, I Matter!

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I
LET’S NITIATE!
Activity 1. . Let us try to check your understanding on the topics. Write
your answers on the space provided.

1. State the connection of schema in stages of cognitive development.

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. What is egocentrism?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________
3. What is corresponding milestone learned in sensorimotor stage?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

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LET’S NQUIRE!
Activity 1. In this activity you are required to expound your answers to the
following questions.
1. How do symbols play a role in the cognitive development in children?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Why is logical and abstract thinking manifested during formal
operational stage?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________
3. How does play contribute to the cognitive development of children?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________

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LET’S NFER!
Activity 1. Using a Vertical Chevron Diagram create a sequential phase
of Cognitive Development.
Stages Characteristics

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Week 5
Lesson Title Language Development
Discuss the language aspects of development of children and
Learning Outcome(s)
adolescent.

LEARNING INTENT!
Terms to Ponder
Language is a communication system that involves using words and
systematic rules to organize those words to transmit information
from one individual to another.
Language Development is the process by which children come to
understand and communicate language during early childhood.
Lexicon refers to the words of a given language. (Vocabulary)
Grammar refers to the set of rules that are used to convey meaning
through the use of the lexicon.
Phoneme (e.g., the sounds “ah” vs. “eh”) is a basic sound unit of a given
language, and different languages have different sets of phonemes.
Semantics refers to the process by which we derive meaning from
morphemes and words.
Syntax refers to the way words are organized into sentences.

Essential Content
Noam Chomsky is a credible linguist and expert in language
development. He started his research into language in the 1960s.
He suggests that children are born with an innate ability to learn
language.

The Key Principles of Chomsky’s Model of Language

Acquisition:

• Everyone is born with the capacity to develop and learn any

language.
• Language development is instinctive.
• Every child has a “Language Acquisition Device”, or LAD for
short.

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• The LAD is a tool that is found in the brain; it enables the

child to rapidly develop the rules of language.
• The role of the LAD is to encode the major skills involved in
language learning, but with a focus on the encoding of
grammar.
• Grammar is a vital skill needed for children to learn language.

Language Development Milestones

Infancy
Language development begins before birth. Towards the end of
pregnancy, a fetus begins to hear sounds and speech coming from
outside the mother's body. Infants are acutely attuned to the human
voice and prefer it to other sounds. In particular they prefer the
higher pitch characteristic of female voices. They also are very
attentive to the human face, especially when the face is talking.
Although crying is a child's primary means of communication at
birth, language immediately begins to develop via repetition and
imitation.
Between birth and three months of age, most infants acquire the
following abilities:

• seem to recognize their mother's voice

• quiet down or smile when spoken to
• turn toward familiar voices and sounds
• make sounds indicating pleasure
• cry differently to express different needs
• grunt, chuckle, whimper, and gurgle
• begin to coo (repeating the same sounds frequently) in response
to voices
• make vowel-like sounds such as "ooh" and "ah"

Between three and six months, most infants can do the following:

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• turn their head toward a speaker

• watch a speaker's mouth movements
• respond to changes in a tone of voice
• make louder sounds including screeches
• vocalize excitement, pleasure, and displeasure
• cry differently out of pain or hunger
• laugh, squeal, and sigh
• sputter loudly and blow bubbles
• shape their mouths to change sounds
• vocalize different sounds for different needs
• communicate desires with gestures
• babble for attention
• mimic sounds, inflections, and gestures
• make many new sounds, including "p," "b," and "m," that may
sound almost speech-like

The sounds and babblings of this stage of language

development are identical in babies throughout the world, even
among those who are profoundly deaf. Thus, all babies are born with
the capacity to learn any language. Social interaction determines
which language they eventually learn.
Six to 12 months is a crucial age for receptive language
development. Between six and nine months, babies begin to do the
following:

• search for sources of sound

• listen intently to speech and other sounds
• take an active interest in conversation even if it is not directed
at them
• recognize "dada," "mama," "bye-bye"
• consistently respond to their names
• respond appropriately to friendly and angry tones
• express their moods by sound and body language
• play with sounds
• make long, more varied sounds
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• babble random combinations of consonants and vowels

• babble in singsong with as many as 12 different sounds
• experiment with pitch, intonation, and volume
• use their tongues to change sounds
• repeat syllables
• imitate intonation and speech sounds

Between nine and 12 months, babies may begin to do the following:

• listen when spoken to

• recognize words for common objects and names
of family members
• respond to simple requests
• understand "no"
• understand gestures
• associate voices and names with people
• know their own names
• Babble both short and long groups of sounds and two-to-three-
syllable repeated sounds (The babble begins to have
characteristic sounds of their native language.)
• use sounds other than crying to get attention
• use "mama" and "dada" for any person
• shout and scream
• repeat sounds
• use most consonant and vowel sounds
• practice inflections
• engage in much vocal play

Toddlerhood
During the second year of life language development proceeds
at very different rates in different children. By the age of 12 months,
most children use "mama/dada" appropriately. They add new words
each month and temporarily lose words. Between 12 and 15 months
children begin to do the following:

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• recognize names
• understand and follow one-step directions
• laugh appropriately
• use four to six intelligible words, usually those starting with "b,"
"c," "d," and "g," although less than 20 percent of their language
is comprehensible to outsiders
• use partial words
• gesture and speak "no"
• ask for help with gestures and sounds

At 15 to 18 months of age, children usually do the following:

• understand "up," "down," "hot," "off"

• use 10 to 20 intelligible words, mostly nouns
• use complete words
• put two short words together to form sentences
• chatter and imitate, use some echolalia (repetitions of words
and phrases)
• have 20 to 25 percent of their speech understood by outsiders

At 18 to 24 months of age, toddlers come to understand that

there are words for everything and their language development gains
momentum. About 50 of a child's first words are universal: names of
foods, animals, family members, toys, vehicles, and clothing. Usually
children first learn general nouns, such as "flower" instead of
"dandelion," and they may overgeneralize words, such as calling all
toys "balls." Some children learn words for social situations,
greetings, and expressions of love more readily than others. At this
age children usually have 20 to 50 intelligible words and can do the
following:

• follow two-step directions

• point to parts of the body
• attempt multi-syllable words
• speak three-word sentences

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• ask two-word questions

• enjoy challenge words such as "helicopter"
• hum and sing
• express pain verbally
• have 50 to 70 percent of their speech understood by outsiders

After several months of slower development, children often have

a "word spurt" (an explosion of new words). Between the ages of two
and 18 years, it is estimated that children add nine new words per
day. Between two and three years of age children acquire:

• a 400-word vocabulary including names

• a word for most everything
• the use of pronouns
• three to five-word sentences
• the ability to describe what they just saw or experienced
• the use of the past tense and plurals
• names for body parts, colors, toys, people, and objects
• the ability to repeat rhymes, songs, and stories
• the ability to answer "what" questions

Children constantly produce sentences that they have not heard

before, creating rather than imitating. This creativity is based on the
general principles and rules of language that they have mastered. By
the time a child is three years of age, most of a child's speech can be
understood. However, like adults, children vary greatly in how much
they choose to talk.

Preschool
Three to four-year-olds usually can do the following:

• understand most of what they hear

• converse
• have 900 to 1,000-word vocabularies, with verbs starting to
predominate
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• usually talk without repeating syllables or words

• use pronouns correctly
• use three to six-word sentences
• ask questions
• relate experiences and activities
• Tell stories (Occasional stuttering and stammering is normal in
preschoolers.)

Language skills usually blossom between four and five years of age.
Children of this age can do the following:

• verbalize extensively
• communicate easily with other children and adults
• articulate most English sounds correctly
• know 1,500 to 2,500 words
• use detailed six to eight-word sentences
• can repeat four-syllable words
• use at least four prepositions
• tell stories that stay on topic
• can answer questions about stories

School age
At age five, most children can do the following:

• follow three consecutive commands

• talk constantly
• ask innumerable questions
• use descriptive words and compound and complex sentences
• know all the vowels and consonants
• use generally correct grammar

Six-year-olds usually can correct their own grammar and

mispronunciations. Most children double their vocabularies between
six and eight years of age and begin reading at about age seven. A

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major leap in reading comprehension occurs at about nine. Ten-year-

olds begin to understand figurative word meanings.
Adolescents generally speak in an adult manner, gaining language
maturity throughout high school.
SELF-SUPPORT: You can click the URL Search Indicator below to help you further understand the lessons.

Search Indicator
Child Development Institute. 2004.
http://www.childdevelopmentinfo.com.
Lancley (M) ( 2018) Noam Chomsky: Language Acquisition in Early
Childhood
https://www.tutor2u.net/hsc/reference/chomsky-language-
acquisition-in-infancy-and-early-childhood
Corpuz B. ( 2010) Child and Adolescent Development Lorimar Publishing
House Cubao Quezon City Metro Manila.

At SJPIICD, I Matter!

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 ST. JOHN PAUL II COLLEGE OF DAVAO
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DEPARTMENT
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I
LET’S NITIATE!
Activity 1. Let us try to check your understanding on the topics. Write
your answers on the space provided.
1.What is the operational definition of LAD?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2.State the importance of language acquisition in young children.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3.What are significant milestone in language acquisition for each
development stage?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

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I
LET’S NQUIRE!
Activity 1. In this activity you are required to expound your answers to the
following questions.
1. How does environment contribute in the language development of
young children?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. How does LAD work in the language development of young children?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. How do children acquire words during social situations? Cite 1
scenario.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

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LET’S NFER!
Activity 1.Create a circle matrix on the language development milestones
of young children.

Language Development

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Week 7
Lesson Title Kohlberg’s Stages of Moral Development
Learning Outcome(s) Discuss the Stages of Moral Development

LEARNING INTENT!
Terms to Ponder
Morality is a system of beliefs about what is right and good compared to
what is wrong or bad.
Moral Development refers to changes in moral beliefs as a person grows
older and gains maturity.
Stages of Moral Development are planes of moral adequacy conceived
by Lawrence Kohlberg to explain the development of moral
reasoning.

Essential Content

Lawrence Kohlberg, who was born in 1927, grew up in Bronxville, New York,
and attended the Andover Academy in Massachusetts, a private high
school for bright and usually wealthy students. He did not go
immediately to college, but instead went to help the Israeli cause, in
which he was made the Second Engineer on an old freighter carrying
refugees from parts of Europe to Israel. After this, in 1948, he enrolled
at the University of Chicago, where he scored so high on admission tests
that he had to take only a few courses to earn his bachelor's degree. This
he did in one year. He stayed on at Chicago for graduate work in
psychology, at first thinking he would become a clinical psychologist.
However, he soon became interested in Piaget and began interviewing
children and adolescents on moral issues.

Lawrence Kohlberg outlined one of the best-known theories addressing the

development of morality in childhood. Kohlberg’s stages of moral
development, which include three levels and six stages, expanded on
and revised the ideas of Jean Piaget’s previous work on the subject.

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Kohlberg’s Stages of Moral Development

Kohlberg’s research yielded three levels of moral development. Each

level consisted of two stages, leading to six stages in total. People
pass through each stage sequentially with the thinking at the new
stage replacing the thinking at the previous stage. Not everyone
reached the highest stages in Kohlberg's theory. In fact, Kohlberg
believed that many did not move past his third and fourth stages.

Level 1: Pre-conventional Morality

At the lowest level of moral development individuals have not yet

internalized a sense of morality. Moral standards are dictated by
adults and the consequences of breaking the rules. Children nine
years old and younger tend to fall into this category.

• Stage 1: Punishment and Obedience Orientation. Children

believe the rules are fixed and must be obeyed to the letter.
Morality is external to the self.
• Stage 2: Individualism and Exchange. Children begin to realize
that the rules are not absolute. Different people have different
perspectives and therefore there is not just one correct point of
view.

Level 2: Conventional Morality

A majority of adolescents and adults fall into the middle level

of conventional morality. At this level, people start to internalize
moral standards but not necessarily to question them. These
standards are based on the social norms of the groups a person is
part of.

• Stage 3: Good Interpersonal Relationships. Morality arises from

living up to the standards of a given group, such as one's family
or community, and being a good group member.
• Stage 4: Maintaining the Social Order. The individual becomes
more aware of the rules of society on a broader scale. As a

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result, they become concerned with obeying laws and

maintaining the social order.

Level 3: Post conventional Morality

If individuals reach the highest level of moral development, they start

to question if what they see around them is good. In this case,
morality stems from self-defined principles. Kohlberg suggested that
only 10-15% of the population was able to achieve this level because
of the abstract reasoning it required.

• Stage 5: Social Contract and Individual Rights. Society should

function as a social contract where the goal of each individual
is to improve society as a whole. In this context, morality and
individual rights like life and liberty may take precedence over
specific laws.
• Stage 6: Universal Principles. People develop their own
principles of morality even if they conflict with society’s laws.
These principles must be applied to every individual equally.
•
SELF-SUPPORT: You can click the URL Search Indicator below to help you further understand the lessons.

Search Indicator
Vinney C. (2018) Kohlberg’s Stages of Moral Development
https://www.thoughtco.com/kohlbergs-stages-of-moral-
development-4689125

Mcleod S. (2013) Kohlberg's Stages of Moral Development

https://www.simplypsychology.org/kohlberg.html
W.C. Crain. (1985). Theories of Development. Prentice-Hall. pp. 118-
136.
https://www.cs.umb.edu/~hdeblois/285L/Kohlberg'sMoralStages.
htm

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I
LET’S NITIATE!
Activity 1. Let us try to check your understanding on the topics. Write
your answers on the space provided.

1. What is the operational definition of Moral Development?

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
_________________________________________________________________________
2. Describe the three levels of moral developments stages of Lawrence
Kohlberg.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
3. What are the moral understanding of an individual during pre-
conventional stage?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

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I
LET’S NQUIRE!
Activity 1. In this activity, you are required to expound your answers to
the following questions.
1. How Lawrence Kohlberg did explain moral development stages of an
individual?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
2. Why does moral development part of the essential facets of child and
adolescent development?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

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I
LET’S NFER!
Activity 1. Create a short dialogue of a parent explaining how rules should
be followed and its implication if it is not followed.

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Week 8
Lesson Title Ecology of Child Development
Learning Outcome(s) Discuss the ecological nature of a child.

LEARNING INTENT!
Terms to Ponder
Ecological Systems Theory -This theory looks at a child’s development
within the context of the system of relationships that form his or her
environment.

Essential Content
American psychologist, Urie Bronfenbrenner, formulated the
Ecological Systems Theory to explain how the inherent qualities of
children and their environments interact to influence how they grow
and develop. The Bronfenbrenner theory emphasizes the importance
of studying children in multiple environments, also known as
ecological systems, in the attempt to understand their development.

According to Bronfenbrenner’s Ecological Systems Theory,

children typically find themselves enmeshed in various ecosystems,
from the most intimate home ecological system to the larger school
system, and then to the most expansive system which includes
society and culture. Each of these ecological systems inevitably
interact with and influence each other in all aspects of the children’s
lives.
Bronfenbrenner’s ecological model organizes contexts of development
into five levels of external influence. These levels are categorized from
the most intimate level to the broadest.

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The Five Environmental Systems

The ecological systems theory holds that we encounter different

environments throughout our lifespan that may influence our
behavior in varying degrees. These systems include the micro system,
the mesosystem, the exosystem, the macro system, and the
chronosystem.

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1. The Micro System

The micro system's setting is the direct environment we have in our

lives. Your family, friends, classmates, teachers, neighbors and other
people who have a direct contact with you are included in your micro
system. The micro system is the setting in which we have direct social
interactions with these social agents. The theory states that we are
not mere recipients of the experiences we have when socializing with
these people in the micro system environment, but we are
contributing to the construction of such environment.

2. The Mesosystem

The mesosytem involves the relationships between the microsystems

in one's life. This means that your family experience may be related
to your school experience. For example, if a child is neglected by his
parents, he may have a low chance of developing positive attitude
towards his teachers. Also, this child may feel awkward in the
presence of peers and may resort to withdrawal from a group of
classmates.

3. The Exosystem

The exosystem is the setting in which there is a link between the

context where in the person does not have any active role, and the
context where in is actively participating. Suppose a child is more
attached to his father than his mother. If the father goes abroad to
work for several months, there may be a conflict between the mother
and the child's social relationship, or on the other hand, this event
may result to a tighter bond between the mother and the child.

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4. The Macrosystem

The macrosystem setting is the actual culture of an individual. The

cultural contexts involve the socioeconomic status of the person
and/or his family, his ethnicity or race and living in a still developing
or a third world country. For example, being born to a poor family
makes a person work harder every day.

5. The Chronosystem

The chronosystem includes the transitions and shifts in one's

lifespan. This may also involve the socio-historical contexts that may
influence a person.

Search Indicator
Paquette D. ( 2009) Urie Bronfenbrenner. Human Ecology, 20(2), 16-
20.

https://dropoutprevention.org/wp-
content/uploads/2015/07/paquetteryanwebquest_20091110.pdf

Psychology Notes Headquarters ( 2016) bronfenbrenner-ecological-

theory

https://www.psychologynoteshq.com/bronfenbrenner-ecological-
theory/#:~:text=American%20psychologist%2C%20Urie%20Bronfen
brenner%2C%20formulated,how%20they%20grow%20and%20devel
op.&text=Bronfenbrenner's%20ecological%20model%20organizes%2
0contexts,five%20levels%20of%20external%20influence.

Sincero S. (2012). Ecological Systems Theory.

Retrieved Oct 08, 2020 from
Explorable.com: https://explorable.com/ecological-systems-theory
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I
LET’S NITIATE!
Activity 1. Answer the following questions.
1. What is Ecological Systems Theory?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. Describe the features of the Microsystem setting.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3. State the influence of peers and school in the ecological
development of children.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

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I
LET’S NQUIRE!
Activity 1. In this activity you are required to expound your answers to the
following questions.

1. How does culture affect the macro system of a child?

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
2. Why does family experience can greatly influence the school
experience?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

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I
LET’S NFER!
Activity 1. Create a My Microsystem Chart and follow the instruction
given.

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Week 9
Lesson Title Aspects of Adolescent Development
Identify the characteristics of early, middle and late
Learning Outcome(s) adolescence.

LEARNING INTENT!
Terms to Ponder
Adolescence is the period of transition between childhood and
adulthood. Children who are entering adolescence are going through
many changes (physical, intellectual, personality and social
developmental).

Essential Content
Adolescence is a period of life with specific health and
developmental needs and rights. It is also a time to develop
knowledge and skills, learn to manage emotions and relationships,
and acquire attributes and abilities that will be important for
enjoying the adolescent years and assuming adult roles.
All societies recognize that there is a difference between being a
child and becoming an adult. How this transition from childhood
to adulthood is defined and recognized differs between cultures
and over time. In the past it has often been relatively rapid, and in
some societies it still is. In many countries, however, this is
changing.

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Philosophical Views on Adolescents

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SELF-SUPPORT: You can click the URL Search Indicator below to help you further understand the
lessons.

Search Indicator
World Health Organization (2018) Adolescent Development
https://www.who.int/maternal_child_adolescent/topics/adolescenc
e/development/en/
Cleveland Clinic (2018) Adolescent Development
https://my.clevelandclinic.org/health/articles/7060-adolescent-
development#:~:text=What%20is%20adolescence%3F,average%2C%
20than%20in%20the%20past.

Gibbons D. (2012) Historical Overview on Adolescence

https://www.slideshare.net/rease555/historical-overview-of-
theories-on-adolescence

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Week 10
Lesson Title
Key Issues in Adolescent Development

Learning Outcome(s) discuss the key issues in adolescent development

LEARNING INTENT!
Terms to Ponder
Adolescent Development- is developmental period during which
dependent children grow into independent adults. This period
usually begins at about age 10 years and lasts until the late teens
or early 20s. During adolescence, children undergo
striking physical, intellectual, and emotional growth.

Essential Content
During adolescence, young people experience many changes as they
transition from childhood into young adulthood. These changes
include physical, behavioral, cognitive, and emotional-social
development. Public health professionals who work with adolescents
need substantive information about the trajectory of young people's
lives during all phases of adolescent
development. Researchers suggest adolescence undergo three
primary developmental stages of adolescence and young adulthood -
-early adolescence, middle adolescence, and late adolescence/young
adulthood.
Stages of Adolescent Development

Early Adolescence (Ages 10-14)

Early Adolescence occurs between ages 10-14. During this

developmental period, adolescents experience the beginning stages of
puberty. Both sexes experience significant physical growth and
increased sexual interest. Cognitively, adolescents in this stage have
a limited capacity for abstract thought but intellectual interests
expand and become more important. Although adolescents in this
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stage have limited interest in the future, they develop deeper moral
thinking during the early adolescence stage.

Middle Adolescence (Ages 15-17)

During the middle adolescence stage, puberty is completed for males

and females. Physical growth slows for females but continues for
males. Adolescents in this stage continue to experience a growing
capacity for abstract thought. During this stage, adolescents begin to
set long-term goals and become interested in the meaning of life and
moral reasoning. Adolescents in this stage of development experience
numerous social and emotional changes including increased self-
involvement and an increased drive for independence.

Late Adolescence/Young Adulthood (Ages 18-24)

Adolescents in the late adolescence/young adulthood phase typically

experience fewer physical developments and more cognitive
developments. Adolescents gain the ability to think about
ideas rationally, delay gratification, plan for the future, and gain a
firm sense of identity. During this last phase of adolescent
development, young people also experience increased emotional
stability and independence.

Key Issues on Adolescent Development

The Need for Sleep
Contrary to what teenagers would like their parents to believe (or let
them get away with), adequate sleep is 24 essential for healthy
development during adolescence: about 9 to 9½ hours per night.
Working against a good night’s rest are (1) hormonal changes,
including melatonin secretion, which causes a relative sleep phase
delay with a natural tendency toward later onset of sleep and later
waking times; and (2) increased academic and social demands. In

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addition to fatigue and impaired performance in class, inadequate

sleep may increase the risk of health problems such as obesity.
Group Membership
In terms of group alignment and social belonging, early teenage life
is not so much concerned with identity formation as it is with group
cohesion. Junior high school students (ages 12–14) who place a high
priority on popularity are manifesting socialization patterns
representative of a normal developmental stage (Noam, 1999).
Successful membership within groups forms the prototype for later
confidence to move to different groups. Whereas healthy early
adolescence is characterized by identity with specific group values
and norms, “healthy later adolescence is characterized by increasing
comfort with one’s capacity to choose among many different groups
and to endorse selectively the values that have particular relevance
to the individual” (Hazen et al., 2008). The clinical implication of
these divergent tendencies is that in counseling younger adolescents,
it is important to take into account increased susceptibility to peer
pressure as a means of maintaining group identity. Older teens may
have a far more positive response to challenges to resist peer pressure
for the sake of forming their own unique sense of identity (Hazen et
al.).
Parental Role-Modeling
During the process of separating and developing increasing
autonomy from parents, teenagers occasionally revert to earlier
coping patterns and require increased nurturance and support. Even
though they may appear aloof or unaffected by parental values, they
are actually strongly influenced by the attitudes, values, and
behaviors modeled by their adult caregivers. Hence, “it is extremely
important for adults to open lines of communication and be mindful
of the values and behaviors they are demonstrating to youth” (Hazen
et al., 2008, p. 166). Sometimes after long periods of rebellion and
rejection, and after having romanticized relationships with surrogate
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parental figures (i.e., developing a “crush” on other adults), they

become amenable to accepting the parental values and standards of
conduct that they formerly rejected. Healthy parenting accepts
individuated teenage identity formation and incrementally safer
degrees of physical and psychosocial separation from parents.
Parents and other prestige or authority figures in a teenager’s life can
influence the development of a healthy self-concept by positive role-
modeling (i.e., setting a good example through having responsible
and gratifying experiences in their own lives) and by nonjudgmental
acceptance of their children. Parents should affirm the positive
qualities that they identify in their teenager’s personality and overtly
demonstrate admiration and praise for these qualities.
Self-Image
A healthy and stable self-image is of primary importance in healthy
adolescent development. Problems in the formation of a positive
sense of self show significant correlations with disturbed peer and
family relationships; depression and mood instability; and risky
sexual or other acting-out behaviors, including substance abuse,
crime, and poor school performance.
Impulsivity and Risk Taking
During the earlier phase of adolescence, a heightened sense of
grandiosity and invulnerability is merged with a more limited
capacity to anticipate immediate danger and to foresee long-term
negative consequences. Risk potential may be increased by advances
in physical maturity, heightened sex drive, increased intellectual
capacity, and greater earning potential and geographic mobility. The
offshoot of these potentiating factors may be increased
experimentation and involvement in sexual activity, use of alcohol or
other drugs, and courting of danger.

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SELF-SUPPORT: You can click the URL Search Indicator below to help you further understand the
lessons.

Search Indicator
Graber E. (2019) Adolescent Development
https://www.msdmanuals.com/professional/pediatrics/growth-
and-development/adolescent-
development#:~:text=Adolescence%20is%20a%20developmental%20
period,%2C%20intellectual%2C%20and%20emotional%20growth.
Sage Publication (2017) Adolescent Development and Pathways to
Problem Behavior
https://us.sagepub.com/sites/default/files/upm-
assets/50440_book_item_50440.pdf
Association of Maternal Health and Child Programs (2013)
Adolescent Development
http://www.amchp.org/programsandtopics/AdolescentHealth/proj
ects/Pages/AdolescentDevelopment.aspx

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I
LET’S NITIATE!
Activity 1. Answer the following questions.
1. What are the key issues on adolescent development?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. State the importance of complete sleeping hours in the physical
and mental development of adolescents.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3. What are the role of parents in the development of adolescents in
terms character building?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
________________________________________________________________

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I
LET’S NQUIRE!
Activity 1. In this activity you are required to expound your answers
to the following questions.
1. How does group membership considered a key issue for adolescent
development?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
_________________________________________________________________
2. Why is impulsive, and risk taking attitude present during
adolescent stage?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

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I
LET’S NFER!
Activity 1. Create a concept map on the key issues of adolescent
development.

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Week 13
Lesson Title Adolescent Conflicts and Deviant Behaviors
Learning Outcome(s) discuss the key issues in adolescent development

LEARNING INTENT!
Terms to Ponder
Deviant Behavior- defines deviant behavior as a system of actions or
individual actions that depart from socially acceptable legal and
ethical standards.
Conflict- the process through which people confront and resolve
inevitable human differences between them.
Essential Content
As the adolescent pushes for more individuality and independence, there is
usually more conflict from increased differences within the family
system. There is more conflict with parents (differences over freedom
and responsibilities), and with siblings (differences over competition or
dominance.)
This is not a bad thing; it is a necessary thing. It should not be punished; it
is should be understood. In particular, it can help to understand that
although family conflicts in adolescence can arise from various causes,
they are similar in this. All conflicts are collaborative. That means that
any conflict is the outcome of a mutual agreement between opposing
parties to jointly contest some point of disagreement between them.
Here is a few common causes for family conflict during adolescence:
1. CONFLICTS ABOUT COOPERATION. Conflicts from
cooperation arise when adolescents share something in
common, and the management of that sharing is in
disagreement. For example, with two teenagers sharing one
TV, who gets to decide what they both will watch? Or, with
both assigned to clean up the home, which tasks fall to
which sibling when some tasks are perceived as easier than
others? Cooperation creates the opportunity for a whole series
of conflicts: Who gets to do what? Who gets to get what? Who
goes first? How to divide things out? How is this division to
be fairly decided?

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2. CONFLICTS ABOUT EMOTION. Not only can family conflict

become an emotionally arousing experience when frustration
with opposition leads to anger at being denied, but conflict
can also be sought as an opening to express hurt or anger
from experience elsewhere. For example, there is the
adolescent who is feeling hurt from being teased at school
who comes home itching to pick a fight with a younger sibling
to get her hurt feelings out. When she succeeds in feeling
better by getting her younger brother feeling worse, she is
confronted by the parent to whom she uses feeling upset as
her excuse.
3. CONFLICTS ABOUT AUTHORITY. When a young person
separates from childhood and enters adolescence they
leave the age of command (when they believed parents
could make them obey) and enter the age of consent (when
they now know that compliance with parental rules is
entirely up to them.) By passive resistance (delay) and
active resistance (argument) teenagers increasingly push
against parental control to live more on their own terms
until by the end of adolescence, they have supplanted
parents as their own authority and established
independence. Along the way, contesting parental
authority is partly how they fight for freedom to become
their own authority, leading their own lives at the end
when they have succeeded in putting parents out of the
active parenting business. In this process of continual
challenge, parents must model the tools of constructive
conflict they want the young person to learn (speaking up,
listening, debating, negotiating, reaching agreement, and
always observing the rule of safety) that the young person,
through formative practice, will bring to later
relationships.
4. CONFLICTS ABOUT SIMILARITY. It is very common for
parents to notice psychological similarities between

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themselves and each child. Oftentimes these similarities

will be beneficial, creating a kind of mutual
understanding, compatibility, even a bond between them
like when they both are highly athletic, or very
socially outgoing, or love the outdoors, or are of a quiet
and studious nature. Sometimes, however, these
similarities can put parent and child, and particularly
parent and adolescent, on a collision course in conflict like
when both are short-tempered, or strong willed, or
extremely stubborn, or must have the last word. Now the
severity of any conflict between them is intensified by the
psychological similarity they share and the power
struggles that result.
5. CONFLICTS ABOUT VALUES. Personal values are pretty
intractable. They are historically embedded beliefs that,
after running out of reasons to defend them, a person still
fervently supports. In general, the child tends to
incorporate parental values as a way of remaining to close
to them, committing to their views about what matters,
about what is right and wrong. Come adolescence,
however, as the young person sheds her childhood past to
create room for independent and individual growth,
identification can shift to embrace a more counter cultural
definition, for example modeled by rebellious peers and
outlaw icons of the popular culture. Now a new set of
influences can take hold, some of which can be antithetical
to values that parents still hold.
Deviant Behavior
Adolescent is a time of confusion, sadness and conflict. It is therefore
important for parents, educators and members of society to closely
monitor their developments. They should help adolescents so as to
avoid their involvement in negative activities. Adolescent students are
easily influenced and neglect their studies whenever attention or
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control is lacking. What we have in the end is unproductive

adolescents such as those who wonders around, steal, play truant
and get involved in various social malaise.
It is in adolescence that the foundations of morality are laid and the
individual’s social attitude, attitude to oneself, others and the society
is built. In this age, there is a stabilization of character traits and
basic forms of interpersonal behavior. There is a connection between
the main motivational lines of this age period and an active desire for
personal self-improvement, expressed in self-cognition, self-
expression and self-assertion.
The development of self-consciousness is accompanied by the typical
psychological characteristics of adolescence, expressed in the
pursuance of novelty and originality of behavior (including deviant),
the desire to assert oneself by changing the existing system of values
and views taken in the immediate environment, which is also the
basis for deviant behavior. A decisive role in the behavior of the
adolescent is played by the established system of personal values and
the behavior patterns learned in the family and the immediate
surroundings.
The problems of deviant behavior among adolescents and young
people are extremely important in the world. Of particular concern is
the spread of social deviance among adolescents, who are the most
unprotected from the social point of view and psychologically
vulnerable members of society.
Currently, sociologists have established that deviant behavior among
young people is more common than in other age groups for several
reasons. One of them is social immaturity and physiological features
of the developing body. Many young people often do not meet the
requirements that are applied to them by the society; they are not
ready to perform certain social roles to the expected extent. In turn,
they consider that they do not receive what they are entitled to from
the society.
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Of all child-experienced periods of crisis, the most difficult is the

crisis of adolescence. During this period, there are serious changes
in the child’s body, psyche and the nature of his/her relationship
with the surrounding world.
In general, the main preventative measures of deviant behavior
currently are as follows:
• Provision of the reliable psychological protection of children and
adolescents;
• Formation of socially valuable traditions among adolescents,
which could displace criminal and addictive actions;
• Support of youth organizations with positive goals and
prohibition of the activity of anti-social groups;
• Adoption of the youth policy that meets modern requirements;
• Support of the institution of the family, struggling with orphans;
• Promotion of the development of social work and its
modernization;
• Active work with “difficult families”;
• Provision of equal opportunities in education;
• Provision of information for prospective parents about
education, the improvement of the level of social responsibility
and literacy of the population;
• An increase in the role of the family and the school in the
society;
• Improvement of the laws to protect children’s rights and
creation of organizations aimed at helping children and
adolescents.

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SELF-SUPPORT: You can click the URL Search Indicator below to help you further understand the
lessons.
Search Indicator
Pickhardt C. (2013) Varieties of Family Conflict in Adolescence

https://www.psychologytoday.com/us/blog/surviving-your-childs-
adolescence/201308/varieties-family-conflict-in-adolescence

Vist N. (2016) Psychological and Pedagogical Conditions for the

Prevention of Deviant Behavior among Adolescents
https://files.eric.ed.gov/fulltext/EJ1117749.pdf
Yahaya A.(2017) family atmosphere and its effects on the
adolescents deviant behavior
https://core.ac.uk/download/pdf/11785968.pdf

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I
LET’S NITIATE!
Activity 1. Let us try to check your understanding on the topics. Write
your answers on the space provided.
1. What is deviant behavior?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2. What are the common conflicts between the parent-adolescent

relationships?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. State 1 preventative measure to prevent deviant behavior.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

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I
LET’S NQUIRE!
Activity 1. In this activity, you are required to expound your answers
to the following questions.
1. Why do conflict in authority happen during adolescent stage?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. How can this conflict be resolved? Cite 1 example.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

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I
LET’S NFER!
Activity 1. There is a teacher who is dealing with an adolescent student
who is exhibiting deviant behavior in school. Create a short dialogue
between the teachers giving the student advice/suggestion on redirecting
deviant behavior.

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Week 14
Lesson Title Motivation
Learning Outcome(s) Discuss motivation in child and adolescent learning.

LEARNING INTENT!
Terms to Ponder
Motivation- defined as the desire to achieve a goal or a certain
performance level, leading to goal-directed behavior.
Essential Content

Motivation involves the biological, emotional, social, and cognitive

forces that activate behavior. In everyday usage, the term
"motivation" is frequently used to describe why a person does
something. It is the driving force behind human actions.

Motivation does not just refer to the factors that activate behaviors;
it also involves the factors that direct and maintain these goal-
directed actions (though such motives are rarely directly observable).
As a result, we often have to infer the reasons why people do the
things that they do based on observable behaviors.

Types of Motivation

Different types of motivation are frequently described as being either

extrinsic or intrinsic:

• Extrinsic motivations are those that arise from outside of the

individual and often involve rewards such as trophies, money,
social recognition, or praise.
• Intrinsic motivations are those that arise from within the
individual, such as doing a complicated crossword puzzle
purely for the personal gratification of solving a problem.

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Uses

There are many different uses for motivation. It serves as a guiding

force for all human behavior, but understanding how it works and
the factors that may impact it can be important in a number of ways.

Understanding motivation can:

• Help improve the efficiency of people as they work toward goals

• Help people take action
• Encourage people to engage in health-oriented behaviors
• Help people avoid unhealthy or maladaptive behaviors such as
risk-taking and addiction
• Help people feel more in control of their lives
• Improve overall well-being and happiness

Impact

Anyone who has goal immediately realizes that simply having the
desire to accomplish something is not enough. Achieving such a goal
requires the ability to persist through obstacles and endurance to
keep going in spite of difficulties.

There are three major components of motivation: activation,

persistence, and intensity.

• Activation involves the decision to initiate a behavior.

• Persistence is the continued effort toward a goal even though
obstacles may exist.
• Intensity can be seen in the concentration and vigor that goes
into pursuing a goal.

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Theory of Motivation

People seem to have different wants. It also means we need to try to

get a handle on the whole variety of needs and who has them in order
to begin to understand how to design organizations that maximize
productivity.

Part of what a theory of motivation tries to do is explain and predict

who has which wants. This turns out to be exceedingly difficult.

Many theories posit a hierarchy of needs, in which the needs at the

bottom are the most urgent and need to be satisfied before attention
can be paid to the others.

Maslow’s Hierarchy of Needs

Maslow's hierarchy of need categories is the most famous example:

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According to Maslow, lower needs take priority. They must be fulfilled

before the others are activated.

Specific examples of these types are given below, in both the work and
home context. (Some of the instances, like "education" are actually
satisfiers of the need.)

Need Home Job

self- education, religion, training, advancement, growth,

actualization hobbies, personal growth creativity

approval of family, friends, recognition, high status,

esteem
community responsibilities

teams, depts., coworkers, clients,

belongingness family, friends, clubs
supervisors, subordinates

freedom from war, poison, work safety, job security, health

safety
violence insurance

physiological food water sex Heat, air, base salary

SELF-SUPPORT: You can click the URL Search Indicator below to help you further understand the lessons.

Search Indicator
Maslow, A. H. (1954). Motivation and personality. New York:
Harper.
https://saylordotorg.github.io/text_organizational-behavior-
v1.1/s09-theories-of-motivation.html
Kendra C. (2018) Motivation

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https://www.verywellmind.com/what-is-motivation-
2795378#:~:text=Motivation%20is%20the%20process%20that,cogni
tive%20forces%20that%20activate%20behavior.

I
LET’S NITIATE!
Activity 1. Let us try to check your understanding on the topics.
Write your answers on the space provided.
1. What is Motivation?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. State the two types of motivation.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3. What are the three components of motivation?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

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I
LET’S NQUIRE!
Activity 1. In this activity, you are required to expound your answers
to the following questions.
1. Why is motivation a key factor in the development of children
and adolescents?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
2. How do persistence components of motivation help in fulfilling
one’s goals?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

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I
LET’S NFER! Activity 1. Complete the GOOD Model of Motivation
Auerbach (2015) by following guide questions.
Auerbach GOOD model:
Goals – define the most important goals as you want to work toward
Options – explore option is available move forward.
Obstacles – name obstacles that might get in the way of progress
Do – specify what you are going to do specifically and by when
Goals

Options

Opportunities

Do

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Week 15
Lesson Title Theories of Motivation
Discuss theories of motivation in child and adolescent
Learning Outcome(s)
learning.

LEARNING INTENT!
Terms to Ponder

Motivation is a state-of-mind, filled with energy and enthusiasm, which

drives a person to work in a certain way to achieve desired goals.

Essential Content
Theories of motivation are often separated into content theories and
process theories. In short, content theories explain what motivation
is, and process theories describe how motivation occurs.

There are also a large number of cognitive theories that relate to

motivation and explain how our way of thinking and perceiving us
and the world around us can influence our motives. From self-
concept, dissonance and mindset to values, orientation and
perceived control, these theories explain how our preference toward
certain mental constructs can increase or impair our ability to take
goal-directed action.

Theories of motivation are also grouped by the field of human

endeavor they apply to. Several theories relate to motivating
employees where incentives and needs take a central stage as well as
theories used in sports and performance psychology where affect is
considered a more prominent driver of human behavior. Some of
these theories are also applied to education and learning.

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Content Theories of Motivation

Maslow’s theory of the hierarchy of needs, Alderfer’s ERG theory,

McClelland’s achievement motivation theory, and Herzberg’s two-
factor theory focused on what motivates people and addressed
specific factors like individual needs and goals.

McClelland’s theory of needs

McClelland affirms that we all have three motivating drivers, and it

does not depend on our gender or age. One of these drives will be
dominant in our behaviour. The dominant drive depends on our life
experiences.

The three motivators are:

• Achievement: a need to accomplish and demonstrate own

competence People with a high need for achievement prefer
tasks that provide for personal responsibility and results based
on their own efforts. They also prefer quick acknowledgement
of their progress.
• Affiliation: a need for love, belonging and social acceptance
People with a high need for affiliation are motivated by being
liked and accepted by others. They tend to participate in social
gatherings and may be uncomfortable with conflict.
• Power: a need for control own work or the work of others People
with a high need for power desire situations in which they
exercise power and influence over others. They aspire for
positions with status and authority and tend to be more
concerned about their level of influence than about effective
work performance.
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Alderfer’s ERG theory

Alderfer’s theory of motivation expands on the work of Maslow and

takes the premise of need categories a bit further. He observes that
when lower needs are satisfied, they occupy less of our attention, but
the higher needs tend to become more important, the more we pursue
them.

He also observed a phenomenon that he called the frustration-

regression process where when our higher needs are thwarted, we
may regress to lower needs. This is especially important when it
comes to motivating employees. When a sense of autonomy or the
need for mastery is compromised, say because of the structure of the
work environment, the employee may focus more on the sense of
security or relatedness the job provides.

Herzberg’s motivation-hygiene theory

Herzberg’s two-factor theory, also known as motivation-hygiene

theory, was originally intended to address employee motivation and
recognized two sources of job satisfaction. He argued that motivating
factors influence job satisfaction because they are based on an
individual’s need for personal growth: achievement, recognition, work
itself, responsibility, and advancement.

On the other hand, hygiene factors, which represented deficiency

needs, defined the job context and could make individuals unhappy
with their job: company policy and administration, supervision,
salary, interpersonal relationships, and working conditions.

Process Theories of Motivation

Process theories like Skinner’s reinforcement theory, Victor Vroom’s

expectancy theory, Adam’s equity theory, and Locke’s goal-setting

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theory set out to explain how motivation occurs and how our motives
change over time.

Reinforcement theory

The most well-known process theory of motivation is the

reinforcement theory, which focused on the consequences of human
behavior as a motivating factor.

Based on Skinner’s operant conditioning theory, it identifies positive

reinforcements as promoters that increased the possibility of the
desired behavior’s repetition: praise, appreciation, a good grade,
trophy, money, promotion, or any other reward (Gordon, 1987).

It distinguished positive reinforcements from negative reinforcement

and punishment, where the former gives a person only what they
need in exchange for desired behavior, and the latter tries to stop the
undesired behavior by inflicting unwanted consequences.

Adam’s equity theory of motivation

For example, Adam’s equity theory of motivation (1965), based on

Social Exchange theory, states that we are motivated when treated
equitably, and we receive what we consider fair for our efforts.

It suggests that we not only compare our contributions to the amount

of rewards we receive but also compare them to what others receive
for the same amount of input. Although equity is essential to
motivation, it does not take into account the differences in individual
needs, values, and personalities, which influence our perception of
inequity.

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Vroom’s expectancy theory

Victor Vroom’s expectancy theory (1964), on the other hand,

integrates needs, equity, and reinforcement theories to explain how
we choose from alternative forms of voluntary behavior based on the
belief that decisions will have desired outcomes. Vroom suggests that
we are motivated to pursue an activity by appraising three factors:

• Expectancy that assumes more effort will result in success

• Instrumentality that sees a connection between activity and
goal
• Valence which represents the degree to which we value the
reward or the results of success.

Locke’s goal-setting theory

Finally, Locke’s (1990) goal-setting theory, an integrative model of

motivation, sees goals as key determinants of behavior. Possibly the
most widely applied, the goal-setting theory stresses goal specificity,
difficulty, and acceptance and provides guidelines for how to
incorporate them into incentive programs and management by
objectives (MBO) techniques in many areas.

Lock’s recipe for effective goal setting includes:

• Setting of challenging but attainable goals. Too easy or too

difficult or unrealistic goals do not motivate us.
• Setting goals that are specific and measurable. These can focus
us toward what we want and can help us measure the progress
toward the goal.
• Goal commitment should be obtained. If we do not commit to
the goals, then we will not put adequate effort toward reaching
them, regardless of how specific or challenging they are.
• Strategies to achieve this could include participation in the goal-
setting process, the use of extrinsic rewards (bonuses), and

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encouraging intrinsic motivation through providing feedback

about goal attainment. It is important to mention here that
pressure to achieve goals is not useful because it can result in
dishonesty and superficial performance.
• Support elements should be provided. For example,
encouragement, needed materials and resources, and moral
support.
• Knowledge of results is essential. Goals need to be quantifiable,
and there needs to be feedback.

SELF-SUPPORT: You can click the URL Search Indicator below to help you further
understand the lessons.

Search Indicator
Souders B. (2019) Theories of Motivation

https://positivepsychology.com/motivationtheoriespsychology/#:~:t
ext=motivation%20in%20education.,Content%20Theories%20of%20
Motivation,like%20individual%20needs%20and%20goals.

Chandri S. ( 2018) Motivation Theories

https://www.yourarticlelibrary.com/motivation/motivation-
theories-top-8-theories-of-motivation-explained/35377

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I
LET’S NITIATE!
Activity 1. Let us try to check your understanding on the topics.
Write your answers on the space provided.
1. Define the theory of motivation.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. What are the three motivators that keep an individual work
to achieve his/her goals?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
________________________________________________________________
3. State the importance of having motivation in child and
adolescent development.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

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I
LET’S NQUIRE!
Activity 1. In this activity, you are required to expound your answers
to the following questions.
1. Why is it necessary to motivate students in their studies?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. How does the theory motivation help teachers in giving the right
motivational activity to its students?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

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I
LET’S NFER!
Activity 1. Fill out the Goal Bubble with your goals, possible
barriers and motivations to achieve your goals.

Possible Barriers to
achieve Goals
Goals

Motivations to Achieve Goals

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Week 16
Lesson Title Collaborative Learning
Learning Outcome(s) Discuss the features of collaborative learning

LEARNING INTENT!
Terms to Ponder
Collaborative learning is the educational approach of using
groups to enhance learning through working together. Groups of
two or more learners work together to solve problems, complete
tasks, or learn new concepts.
Essential Content
Collaborative learning can occur peer-to-peer or in larger groups.
Peer learning, or peer instruction, is a type of collaborative learning
that involves students working in pairs or small groups to discuss
concepts or find solutions to problems. Similar to the idea that two
or three heads are better than one, educational researchers have
found that through peer instruction, students teach each other by
addressing misunderstandings and clarifying misconceptions.
This approach actively engages learners to process and synthesize
information and concepts, rather than using rote memorization of
facts and figures. Learners work with each other on projects, where
they must collaborate as a group to understand the concepts being
presented to them.

Through defending their positions, reframing ideas, listening to other

viewpoints and articulating their points, learners will gain a more
complete understanding as a group than they could as individuals.

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Why Use Collaborative Learning?

Research shows that educational experiences that are active, social,
contextual, engaging, and student-owned lead to deeper learning.
The benefits of collaborative learning include:

• Development of higher-level thinking, oral communication, self-

management, and leadership skills.
• Promotion of student-faculty interaction.
• Increase in student retention, self-esteem, and responsibility.
• Exposure to and an increase in understanding of diverse
perspectives.
• Preparation for real life social and employment situations.

Considerations for Using Collaborative Learning

• Introduce group or peer work early in the semester to set clear

student expectations.
• Establish ground rules  for participation and contributions.
• Plan for each stage of group work.
• Carefully explain to your students how groups or peer
discussion will operate and how students will be graded.
• Help students develop the skills they need to succeed, such as
using team-building exercises or introducing self-reflection
techniques.
• Consider using written contracts.
• Incorporate  self -assessment and  peer  assessment for group
members to evaluate their own and others' contributions.

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The individual benefits of collaborative learning

1. Turns learning into a truly active process

The learner must organize their thoughts, present a cohesive

argument to demonstrate their point, defend that point to their peers,
and convince others that their argument is correct.

This active engagement means that the individual learns, and

retains, more knowledge.

2. Promotes learning from others viewpoints

Learners benefit from hearing diverse viewpoints. Studies show that

when a person is exposed to diverse viewpoints, especially from
people with varied backgrounds, they learn more.

3. Teaches how to think critically and quickly

The learner must quickly synthesize responses and, if they find that
their argument is lacking, adjust their ideas on the fly.

Individuals learn how to think critically and quickly, while in taking

new information and adjusting their own viewpoint as new ideas are
introduced.

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4. Promotes listening to criticism and advice

The learner will also listen to others talking through their ideas,
offering their thoughts for or against their peers’ arguments.

This dynamic approach means that learners gain a more full

understanding of the topic, as they have to consider it from all angles.

5. Develops public speaking and active listening skills

Individuals learn to speak well in front of an audience of their peers,

to listen actively, to challenge ideas and build a framework of ideas
in conjunction with others.

This increased social ease will help individuals both socially and at
work.

6. Improves cooperation

When given a specific goal, learners are more likely to engage in

thoughtful discussion with each other, improving both their
understanding of the subject and their esteem for each other.

SELF-SUPPORT: You can click the URL Search Indicator below to help you further understand the
lessons.

Search Indicator
Valamis (2018) Collaborative Learning
https://www.valamis.com/hub/collaborative-learning

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Center for Teaching Innovation (2018) Collaborative Learning

https://teaching.cornell.edu/teaching-resources/engaging-
students/collaborative-learning

I
LET’S NITIATE!
Activity 1. Let us try to check your understanding on the topics.
Write your answers on the space provided.
1. What is collaborative learning?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. Cite three benefits students can get from this approach?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

3. What are the advantages teachers get from this

approach?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

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I
LET’S NQUIRE!
Activity 1. In this activity you are required to expound your answers
to the following questions.
1. How does collaboration help in the development of young
children?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. Why is necessary to integrate collaborative learning approach
in teaching adolescent students?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

LET’S INFER!

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Activity 1. Create a concept map on the benefits of collaborative

learning approach

Collaborative
Learning

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Week 17
Lesson Title Classroom Management
Learning Outcome(s) Discuss the features of classroom management

LEARNING INTENT!
Terms to Ponder
Classroom management refers to the wide variety of skills and
techniques that teachers use to keep students organized, orderly,
focused, attentive, on task, and academically productive during a
class.
Essential Content
When classroom-management strategies are executed effectively,
teachers minimize the behaviors that impede learning for both
individual students and groups of students, while maximizing the
behaviors that facilitate or enhance learning. Generally speaking,
effective teachers tend to display strong classroom-management
skills, while the hallmark of the inexperienced or less effective teacher
is a disorderly classroom filled with students who are not working or
paying attention.
While a limited or more traditional interpretation of effective classroom
management may focus largely on “compliance”—rules and
strategies that teachers may use to make sure students are sitting in
their seats, following directions, listening attentively, etc.—a more
encompassing or updated view of classroom management extends to
everything that teachers may do to facilitate or improve student
learning, which would include such factors as behavior (a positive
attitude, happy facial expressions, encouraging statements, the
respectful and fair treatment of students, etc.), environment (for
example, a welcoming, well-lit classroom filled with intellectually
stimulating learning materials that’s organized to support specific
learning activities), expectations (the quality of work that teachers
expect students to produce, the ways that teachers expect students
to behave toward other students, the agreements that teachers make
with students), materials (the types of texts, equipment, and other
learning resources that teachers use), or activities (the kinds

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of learning experiences that teachers design to engage student

interests, passions, and intellectual curiosity).
Effective classroom management requires awareness, patience,
good timing, boundaries, and instinct. There is nothing easy
about shepherding a large group of easily distractible young
people with different skills and temperaments along a
meaningful learning journey.
The following are techniques for effective classroom management .

1. Model ideal behavior

Make a habit of demonstrating behavior you want to see, as many
studies show that modeling effectively teaches students how to
act in different situations. A straightforward way to model certain
behaviors is holding a mock conversation with an admin, other
teacher or student helper in front of the class. Talking about a test or
other relatable topic, be sure to:

• Use polite language

• Maintain eye contact
• Keep phones in your pockets
• Let one another speak uninterrupted
• Raise concerns about one another’s statements in a respectful
manner

After, start a class discussion to list and expand upon the ideal
behaviors you exemplified.

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2. Let students help establish guidelines

Encourage all students to help you build classroom rules, as you will
generate more buy-in than just telling them what they are not
allowed to do. Near the start of the year or semester, start a discussion
by asking students what they believe should and shouldn’t fly. At what
points are phones okay and not okay? What are acceptable noise levels
during lessons? This may seem like you are setting yourself up for
failure, but — depending on the makeup of you class — you may be
shocked at the strictness of some proposed rules. Regardless, having
a discussion should lead to mutually-understood and respected
expectations.

3. Document rules
Do not let your mutually-respected guidelines go forgotten.
Similar to handing out a syllabus, print and distribute the list of rules
that the class discussion generated. Then, go through the list with your
students. Doing this emphasizes the fact that you respect their ideas
and intend to adhere to them. And when a student breaks a rule, it
will be easy for you to point to this document. If you are feeling creative,
you can include the rule list in a student handbook with important
dates, events and curriculum information.

4. Avoid punishing the class

Address isolated behavior issues instead of punishing an entire class,
as the latter can hurt your relationships with students who are
on-task and thereby jeopardize other classroom management efforts.
Instead, call out specific students in a friendly manner. For example:

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• “Do you have a question?”, not “Stop talking and disrupting other
students”
• “Do you need help focusing?”, not “Pay attention and stop fooling
around while I’m talking”

This basic approach will allow you to keep a friendly disposition,

while immediately acknowledging poor behavior.

5. Encourage initiative
Promote growth mindset, and inject variety into your lessons,
by allowing students to work ahead and deliver short
presentations to share take-away points. Almost inevitably, you’ll
have some eager learners in your classroom. You can simply ask them
if they’d like to get ahead from time-to-time. For example, if you’re
reading a specific chapter in a textbook, propose that they read the
following one too. When they deliver their subsequent presentations to
preview the next chapter on your behalf, you may find that other
students want a bit more work as well.

6. Offer praise
Praise students for jobs well done, as doing so improves academic
and behavioral performance, according to a recent research review
and study. When it is sincere and references specific examples of effort
or accomplishment, praise can:

• Inspire the class

• Improve a student’s self-esteem
• Reinforce rules and values you want to see

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Perhaps more importantly, it encourages students to repeat positive

behavior. Let’s say a student exemplifies advanced problem-solving
skills when tackling a math word problem. Praising his or her use
of specific tactics should go a long way in ensuring he or she
continues to use these tactics. Not to mention, you’ll motivate other
students to do the same.

7. Use non-verbal communication

Complement words with actions and visual aids to improve content
delivery, helping students focus and process lessons.
Many differentiated instruction strategies and techniques are
rooted in these communication methods.

SELF-SUPPORT: You can click the URL Search Indicator below to help you further
understand the lessons.

Guido M. (2018) Classroom Management Strategies and Techniques

https://www.prodigygame.com/main-en/blog/classroom-
management-strategies
Glossary of Education Reform (2014) Classroom Management
https://www.edglossary.org/classroom-
management/#:~:text=Classroom%20management%20refers%20to
%20the,academically%20productive%20during%20a%20class.

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I
LET’S NITIATE!
Activity 1. Let us try to check your understanding on the topics.
Write your answers on the space provided.
1. What is classroom management?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. What are the things to consider when modelling ideal
behavior?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3. What are the examples of praises that can be used in
classroom management strategies?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

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I
LET’S NQUIRE!
Activity 1. In this activity you are required to expound your answers
to the following questions.
1. How does having class routine help teachers and
students?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. Why is it important to let the students participate in
creating classroom rules
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

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I
LET’S NFER!
Activity 1: Create 10 classroom routine that you would like to
implement in your class.

Classroom Routine/s

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