Reference No.

PNU-MN-2016-UCM-FM-002

Issue No. 01

Rev. No. 05
Taft Ave. Cor. Ayala Blvd., Ermita, Manila 1000 Philippines Date: 01/05/2021

Trunkline: +63-2-317-1768 ▲ www.pnu.edu.ph Page 1 / 29

UCM OBE COURSE SYLLABUS DC No. CC01052021-1226

OBE COURSE SYLLABUS

PNU Philosophy Education for personal renewal and social transformation.

PNU Vision A leading future - ready teacher Education University responsive to national and global development goals and directions.

PNU Mission Philippine Normal University is comiiitted to lead innovative, responsive and sustainable teacher education programs that set the standards of future - ready teachers
and education leaders.
PNU Quality Policy As the National Center for Teacher Education, the Philippine Normal University commits to provide inclusice,innovative, impactful, and sustainable teacher education programs that produce future-
ready teachers and education leaders imbued with the values of truth, excellence, and service. Furthermore, PNU shall ensure the continual improvement of its Quality Management System
through compliance with International Quality Standards and statutory and regulatory requirements. PNU shall achieve these commitments through its core functions of instruction, research,
extension and production.

PNU Visayas Philippine Normal University Visayas as the Environment and Green Technology Education Hub commits to the protection and preservation of the environment and promotion
Environmetal Policy Statement of the renewable resources and clean energy technologies through education. The Campus further commits to integrate environmental management into its operational
(ISO 14001:2015) and decision-making processes, curricular programs, co-curricular activities, research and extension endeavors through compliance with International
Environmental Standards.

FTD Goals The Faculty of Teacher Development promotes the University’s mission of nurturing innovative teachers and educational leaders. It is committed to:
1. providing the best teacher preparation and development training to produce teachers who are strong in content, grounded in the discipline and possess the technological
and pedagogical knowledge to effectively teach and lead in the on-going educational reforms at all levels of education;
2. promoting quality instruction by ensuring a strong philosophical and conceptual foundations for the teacher education curriculum programs to develop graduates with the
following qualities: humane and ethical educated person, reflective and responsive specialist, critical and creative technology expert and transformative educator;
3. advancing research in education by providing opportunities to students and faculty members of the College to conduct research to produce and construct knowledge about
teaching- learning, reflect and make meaningful connections between theory and practice, solve problems and locate opportunities for strategic actions; and
4. promoting a culture of sharing by extending scholarship and expertise to other educational institutions and agencies and establishing partnerships with communities and
organizations involved in education.

Course Number 2PROF ED 02

Course Title PSYCHOLOGY OF LEARNERS
Course Prerequisite None

Course Description This course introduces pre-service teachers concepts on child and adolescent development with emphasis on curent research and theories on biological, linguistic, cognitive,
 social, emotional and moral dimensions of development. Further, this looks into factors that affect development with emphasis on the appropriate pedagogical principles
applicable for each developmental level. Through lectures, observations, group activities and symposia, students will be able to master the principles and concepts of child
development. In the end, the pre-service teachers are expected to develop age appropriate instructional activities.

Program Specialization The Professional Education courses are expected to develop competent teachers who demonstrate the following:
Outcomes 1. Apply developmentally appropriate and meaningful pedagogy grounded on content knowledge and current research;:
2. Critical understanding of the application of theories and principles to teaching-learning founded on sound educational philosophy;
3. Establish learning environments that are safe, secure, and are responsive to learner diversity and effectively manage behavior of learners coming from diverse backgrounds;
4. Are reflective teachers who continually improve their teaching practice, value professional growth and active professional engagement; and
5. Deep understanding of the curriculum and are able to translate them into relevant learning activities by applying professional knowledge in planning and designing learning
activities;
6. Apply variety of assessment tools and strategies in monitoring, evaluating, documenting and reporting learners’’ progress and achievement; and
7. Able to establish community-school partnership and community’s engagement in educative process.

ESD/EGTE Upon the completion of this course, the students are expected to:
GAD 1. develop deep awareness and understanding of the science of environment and dynamics of human systems.
GCED 2. develop values, attitudes, and disposition about the environment as manifested in their lifestyle and advocacies.
3. develop gender-fair education.
4. develop the knowledge, skills, values and attitudes necessary to that promote tolerance, equity and peace in the world.
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COURSE CONTENT
Instructional Delivery Design
Session Content
Course Learning Face-to-Face Independent Study/ Flexible Learning Activities
No. (preferably with focusing / essential Assessment
Outcomes Activities Flexible Learning
/uration questions) Synchronous Asynchronous
Activities

1-3 Revisit the PNU Course Orientation NAP Consultation with Class Sharing and Project-based:
(12 hrs.) Philosophy, Vision, *Philosophy, Vision, Mission, and course professor Discussion via Google Reflect on learning derived from the Class Participation / Rubric
3 weeks Mission, and Quality Quality Policy of PNU/PNU Visayas through chat group Meet course orientation and how it affects
Policy; *Seven Environmental Principles using either SMS or one’s thoughts, feelings, and possible
Environmental *Environmental Policy Statement of MMS How can one’s knowledge ethical practices as a student living in the
Policy Statement of PNUV (ISO 14001:2015) about the different challenges of this age.
PNUV as Monitoring of Student dimensions of human
EGTEH/Other Activities development at different Tasks and Modules:
Policies stages be utilized in Review/discussion of the Philosophy,
planning for Vision, Mission, and Quality Policy of
Acquire a ESD/EGTE, GAD, and PNU as well as the Environmental Policy
familiarization of the Overview/Discussion of the GCED activities? Statement of PNUV as EGTEH/Other
course Syllabus Policies

Apply the  Revisit Student Handbook

knowledge of the
Integration of the following:
different dimensions
of human ESD/EGTE, GAD, and GCED
development in
conceptualizing and
demonstrating
developmentally
appropriate
ESD/EGTE, GAD,
and GCED
activities.

List of expectations
for the course

Self-introduction and Levelling off

of Expectations (What are your
life’s challenges and what are those

challenges that his course will help

you overcome the challenge? What

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do you expect from yourself,
classmates, professor, and the
course?)

Direction of Education Under the

“New Normal”

Class Policies

Course Requirements

Mode of Evaluation

Part I - Introduction

Unit 1: Learner-Centered
Psychological Principles
Explain the 14 (LCPs)
principles.
Essential Question:
Advocate for the Project-based:
What are the fourteen (14) learner-
use of the 14 NAP Consultation with Lecture-discussion and Research
principles in the centered principles? course professor class sharing using Research Output / Rubrc
teaching-learning through chat group Google Meet Tasks and Modules:
process. A. Introduction using either SMS or Read the assigned learning resources for
B. Advance Organizer MMS the topics in the prepared module and Class Participation and Activity
Identify ways on C. Learner-Centered Psychological accomplish the Activity Sheet. Sheet / Rubrics
how to apply the 14 Principles Monitoring of Student
principles in 1. Cognitive and Metacognitive Activities
the instruction as Factors
a future teacher. 2. Motivational and Affective
Factors
3. Development and Social
Factors
4. Individual Differences Factors

Unit 2: Basic Concepts and

Issues on Hiuman
Development

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Essential Questions:
1. How does human development
as a process happen?
Define human 2. What development tasks come
development.
along with each developmental
Project-based:
Distinguish between stage? Picture Analysis; Research; Video
the traditional and 3. What are the relevant issues on NAP Consultation with Lecture-discussion and Viewing
life-span approach human development? course professor class sharing using Outputs / Rubrics
of development. through chat group Google Meet Tasks and Modules:
Introduction using either SMS or Read the assigned learning resources for
MMS the topics in the prepared module and
Define A. Human Development: Meaning, accomplish the Activity Sheet. Class Participation and Activity
developmental Concepts and Approaches Monitoring of Student Sheet / Rubrics
tasks. 1. Introduction Activities Project-based:
2. Two Approaches to Human Picture Analysis; Research
Describe the Development
developmental NAP Consultation with Lecture-discussion and Tasks and Modules:
tasks in each course professor class sharing using Read the assigned learning resources for Outputs / Rubrics
developmental through chat group Google Meet the topics in the prepared module and
stage. using either SMS or accomplish the Activity Sheet.
MMS Class Participation and Activity
Come up with *Assigned Readings (For the next Sheet / Rubrics
B. The Stages of Development and
research Monitoring of Student module):
abstracts ./ Developmental Tasks Activities 1. Nature vs. Nurture - Which has more
summaries of 1. Introduction significant influence on human
researches on 2. Concept of Developmental development? Nature or nurture? Nature
Tasks refers to an individual’s
developmental 3. Developmental Stages
tasks. 4. The Developmental Tasks biological inheritance. Nurture refers to
(Santrock, 2002) environmental experiences.
2. Continuity vs. Discontinuity - Does
development involve gradual, cumulative
change (continuity) or distinct changes
(discontinuity)? To make it more
concrete, here is a question: Is our
development like that of a seedling
gradually growing into an acacia tree?
Or, is it morelike that of a caterpillar
becoming a butterfly?
3. Stability vs. Change - Is development
best described as involving stability or as
involving change? Are we what our first
experiences have made of us or do we

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develop into someone different from who
we were at an earlier point in
development?

Take a research- Project-based:

based poisition on Power Point Presentation; Video
the three issues on Viewing; Research
development.
Tasks and Modules:
NAP Consultation with Lecture-discussion and Read the assigned learning resources for
course professor class sharing using the topics in the prepared module and Outputs / Rubrics
through chat group Google Meet accomplish the Activity Sheet.
using either SMS or
MMS
Class Participation and
C. Issues on Human Development Monitoring of Student Activity Sheet / Rubrics
1. Introduction Activities
2. Nature vs. Nurture
3. Continuity vs. Discontinuity
4. Stability vs. Change

Project-based:
Explain Freud’s Case Study Analysis (Reaction Paper);
views about child Virtual Visit
and adolescent
development. Tasks and Modules:
Unit 3: Developmental Theories Read the assigned learning resources for
Draw implications of and Other Relevant NAP Consultation with Lecture-discussion and the topics in the prepared module and
Freud’s theory to Theories course professor class sharing using accomplish the Activity Sheet. Outputs / Rubrics
education. through chat group Google Meet
Essential Question: using either SMS or
What are the different views about MMS
how personality develops? Monitoring of Student Class Participation and Activity
Activities Sheet / Rubrics

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D. Freud’s Psychoanalytic Theory
1. Introduction
2. Freud’s Stages of
Psychosexual Development
2.1 Oral
Project-based:
2.2 Anal Situation Analysis; Character Analysis;
Describe Piaget’s 2.3 Phallic Research
stages of cognitive 2.4 Latency
development. 2.5 Genital Tasks and Modules:
3. Freud’s Personality Read the assigned learning resources for
Conduct a simple Componenrs: Id, Ego, the topics in the prepared module and
Piagetian Task Superego NAP Consultation with Lecture-discussion and accomplish the Activity Sheet.
interview with 4. The Three Components and course professor class sharing using Outputs / Rubrics
children. Personality Adjustment through chat group Google Meet
using either SMS or
5. Topographical Model
MMS
5.1 The Unconscious Class Participation and Activity
5.2 The Conscious Monitoring of Student Sheet / Rubrics
5.3 The Subconscious Activities
Match learning
activitiess to the E. Piaget’s Stages of Cognitive
learner’s cognitive Development
stage. 1. Introduction Project-based:
2. Basic Cognitive Concepts Theory of Development Questionnaire;
Explain the Eight 3. Piaget’s Stages of Cognitive Life Story; Research
Stages of Life to Development
someone you care. Tasks and Modules:
3.1 Sensori-motor
Read the assigned learning resources for
Write a short story 3.2 Pre-Operational the topics in the prepared module and
of your life using 3.3 Concrete-Operational accomplish the Activity Sheet.
Erikson’s stages as 3.4 Formal Operational NAP Consultation with Lecture-discussion and
framework. course professor class sharing using Outputs / Rubrics
through chat group Google Meet
Suggest at least six using either SMS or
ways on how MMS
Erikson’s theory can Class Participation and
be useful for you as Monitoring of Student Activity Sheet / Rubrics
a future teacher. Activities
Project-based:
Explain the stages Moral Dilemma; Research
of moral F. Erikson’s Psycho-Social THeory
development. of Development Tasks and Modules:
1. Introduction Read the assigned learning resources for
Analyze a person’s 2. The Eight Psychosocial the topics in the prepared module and

.
 8
level of moral Stages of Development accomplish the Activity Sheet.
reasoning based on 2.1 Trust vs. Mistrust
his responses to 2.2 Autonomy vs. Shame and
moral dilemmas. Doubt NAP Consultation with Lecture-discussion and
course professor class sharing using Outputs / Rubrics
2.3 Initiative vs. Guilt
Cite how the theory through chat group Google Meet
of moral 2.4 Industry vs. Inferiority using either SMS or
development can be 2.5 Identity vs. Identity MMS Class Participation and
applied to your work Confusion Activity Sheet / Rubrics
as teacher later on. 2.6 Intimacy vs. Isolation Monitoring of Student
2.7 Generativity vs. Activities
Stagnation
Explain why 2.8 Integrity vs. Despair Project-based:
Vgotsky’s theory is Exercise in Scaffolding; Research
called “socio- G. Kohlberg Stages of Moral
cultural” theory. Development Tasks and Modules:
Read the assigned learning resources for
1. Introduction
Differentiate Piaget the topics in the prepared module and
and Vygotsky’s 2. Kohlberg’s Theory of Moral accomplish the Activity Sheet.
views on cognitive Development
development. 2.1 Preconventional
2.1.1 Punishment /
Explain how Obedience NAP Consultation with Lecture-discussion and
scaffolding is useful 2.1.2 Mutual Benefit course professor class sharing using Outputs/ Rubrics
in teaching a skill. 2.2 Conventional through chat group Google Meet
2.2.1 Social Approval using either SMS or
Describe each of 2.2.2 Law and Order MMS Class Participation and
the layers of Project-based: Activity Sheet / Rubrics
2.3 Post-conventional
Bronfenbrenner’s Monitoring of Student “Looking Back”; Research
Bioecological 2.3.1 Social Contract Activities
Model. 2.3.2 Universal Principles Tasks and Modules:
Read the assigned learning resources for
Identify factors in the topics in the prepared module and
one’s own life that accomplish the Activity Sheet.
exerted influence on
one’s development. H. Vygotsky’s Socio-Cultural
Theory
Use the 1. Introduction
bioecological theory 2. Piaget and Vygotsky NAP Consultation with Lecture-discussion and
as a framework to 2.1 Social Interaction course professor class sharing using Outputs / Rubrics
descirbe the factors 2.2 Cultural Factors through chat group Google Meet
that affect a child 2.3 Language using either SMS or
and MMS Class Participation and
2.4 Zone of Proximal
adolescent Activity Sheet / Rubrics
development. Development Monitoring of Student

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Activitie

I. Brofenbrenner’s Ecological
Theory
1. Introduction
2. Bronfenbrenner’s
Bioecological Model:
Structure of Environment
2.1 The Microsystem
Trace the course of 2.2 The Mesosystem
the pre-natal 2.3 The Macrosystem
developmental 2.4 The Chronosystem Project-based:
process that you 3. The Role of Schools and Video on Pro-life anti-abortion / Life
4-6 went through. Teahers Before Birth; “A Letter from ____”;
(12 hrs.) Research
3 weeks Explain the most
common hazards to Tasks and Modules:
pre-natal Read the assigned learning resources for
development, the topics in the prepared module and
accomplish the Activity Sheet.
Become more
appreciative of the
gift of life maifested
in an NAP Consultation with Lecture-discussion and
anti-abortion stand. course professor class sharing using Outputs / Rubrics
through chat group Google Meet
using either SMS or
Part II - Development of the MMS
Learners at Various
Monitoring of Student Class Participation and
Stages
Activities Activity Sheet / Rubrics
Unit 1: Pre-natal Period

Essential Question:
What are the beginnings of the
child and adolescent, the learners?

J. Introduction
K. Life Before Birth

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L. The Stages of Pre-natal
Development
1. Germinal
2 Embryonic
3. Fetal
Trace the physical M.Teratology and Hazards to Pre-
development that natal Development
you have gone 1. Prescription and Project-based:
through as infants nonprescription drugs Figure Analysis; Observation; Graphic
and toddlers. 2. Psychoative drugs Presentation; Research
3. Environmenal hazards
Identify factors that 4. Other maternal factors Tasks and Modules:
enhance / impede N. Human Life Begins at Read the assigned learning resources for
the physical Conception the topics in the prepared module and
development of accomplish the Activity Sheet.
infants and toddlers

Present your own or

others’ research on
the physical
development of NAP Consultation with Lecture-discussion and
infants and toddlers. course professor class sharing using Outputs / Rubrics
through chat group Google Meet
Draw implications of using either SMS or
these principles MMS
and processes to Class Participation and
child care, Monitoring of Student Activity Sheet / Rubrics
education and Activities
parenting.
Unit 2: Infancy and Toddlerhood

Essential Question:
What is the developmental process
in infancy which is followed by
Trace the cognitive toddlerhood?
development of
Infants and O. Physical Development of Infants
toddlers. and Toddlers
1. Introduction
Identify factors that 2. Cephalocaudal and Project-based:
enhance / impede Proximodistal Patterns Summary Outline of the Story of Laurent,
the cognitive Lucienne and Jacqueline;
development of Observation; Research
3. Height and Weight

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infants and toddlers. 4. Brain Development
5. Motor Development Tasks and Modules:
Present your own or 5.1 Reflexes Read the assigned learning resources for
others’ 5.2 Gross Motor Skills the topics in the prepared module and
research on the accomplish the Activity Sheet.
5.3 Fine Motor Skills
cognitive
development of
infanct and toddlers.

Draw implications of
cognitive NAP Consultation with Lecture-discussion and
development course professor class sharing using Outputs / Rubrics
concepts to child through chat group Google Meet
care, education and using either SMS or
parenting. MMS

Describe the socio- Monitoring of Student Class Participation and

emotional Activities Activity Sheet / Rubrics
development of
infants and toddlers.

Identify factors that

enhance / impede
the socio-emotional
development of Project-based:
infants and toddlers. Observation; Video Clip; Research

Present an abstract Tasks and Modules:

of others’ or your P. Cognitive Development of Read the assigned learning resources for
own research Infants and Toddlers the topics in the
related to the socio- 1. Introduction prepared module and accomplish the
emotional 2. Sensorimotor Stage Activity Sheet.
development of 3. Learning and Remembering
infants and toddlers. 4. Language and Development
5. Language Acquisition Device
Draw implications of (LAD)
socio-emotional
development
concepts to child
care, education and NAP Consultation with Lecture-discussion and
parenting. course professor class sharing using Outputs / Rubrics
through chat group Google Meet
using either SMS or
MMS Class Participation and
Activity Sheet / Rubrics

.
 1
Monitoring of Student
Activities

Describe preschool
children’s physical
growth.

Identify the different

gross
and fine motor Q. Socio-emotional Development of
skills. Infants and Toddlers
1. Introduction
2. The Formative Years
2.1 Attachment
Draw implications of 2.2 Temperament
these concepts on 2.3 The Development of Project-based:
physical Emotions Picture Analysis; Research; Photo
development on 2.3.1 Early Infancy Essay/Observation
teaching 2.3.2 Later Infancy
preschoolers. 3. Toddlerhood Years (1-2) Tasks and Modules:
4. Emotional Understanding Read the assigned learning resources for
5. Erikson’s Psychosocial the topics in the
Theory prepared module and accomplish the
Activity Sheet.
5.1 Hope
5.2 Will
6. Milestones of Physical,
Cognitive and Socio-
emotional Developmental
Process of the Infant and the
Toddler NAP Consultation with Lecture-discussion and
course professor class sharing using Outputs / Rubrics
Describe the through chat group Google Meet
cognitive using either SMS or
development that MMS Class Participation and
takes place among Activity Sheet / Rubrics
preschoolers. Monitoring of Student
Activities
Apply concepts on
preschoolers’
cognitive

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development in Unit 3: Early Childhood (The
preschool teaching Preschooler)
and in child care.
Essential Question:
Take an informed What is the development process
stand/position on Project-based:
of preschoolers and what should be
current preschool Einstein’s Biography (An Excerpt);
teaching practices. done to maximize their Research
development?
Tasks and Modules:
R. Preschoolers’ Physical Read the assigned learning resources for
Development the topics in the prepared module and
1. Introduction accomplish the Activity Sheet.
2. Big Ideas about the Physical
Development of Preschoolers  Describe behavior to illustrate the
3. Significant Changes in preschooler':s:
Physical Growth * animism
* egocentrism
4. Gross and Fine Motor
* centration
Development * lack of conservation
5. Preschoolers’ Artistic NAP Consultation with Lecture-discussion and * irreversibility
Development course professor class sharing using * transductive reasoning Outputs / Rubrics
5.1 Scribbling Stage through chat group Google Meet
using either SMS or
5.2 Preschematic Stage MMS
5.3 Schematic Stage Class Participation and
6. Preschoolers’ Nutrition and Monitoring of Student Activity Sheet / Rubrics
Sleep Activities
7. A Quick Look at What
Preschoolers Can Do
7.1 Gross Motor
7.2 Fine-motor Skills
7.3 Personal Care and
Hygiene (Self-Help Skills)
8. The Role of Caregivers in the
Growth and Development of
the Preschooler
8.1 For all preschoolers
8.2 For three-year-olds
8.3 For four-year-olds
8.4 For five-year-olds

S. Cognitive Development of the

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 1
Preschoolers
1. Introduction
2. Preschoolers’ Symbolic and
Intuitive Thinking
3. Brain Connections I the
Preschool Years
Explain Erikson’s 4. Language Development
‘crisis’ of early 5. Language and Social
childhood, initiative Interaction
versus guilt. 6. Information Processing
Theory-Attention and Memory
Explain the 7. The Young Children’s Theory
development of the of Mind
preschoolers’ sense 8. A Quick Look at Cognitive
of self and self-
Development of Preschoolers
esteem.
8.1 Receptive Language
Discuss how 8.2 Pre-Reading and Pre-
children develop Math (Matching)
gender identity. 8.3 Pre-Reading and Pre-
Math (Copying Letters
Describe the stages and Numbers)
of play and how it 8.4 Domain Cognitive Project-based:
impacts socio- Developmemt Attention Observation; Research; Pamphlet /
emotional and Activity Level PPP / Movie
development.
8.5 Higher-Ordered Mental
Tasks and Modules:
Discuss the Abilities (Concept Read the assigned learning resources for
different caregiving Formation) the topics in the prepared module and
styles and their 8.6 Higher-Ordered Mental accomplish the Activity Sheet.
effect on Abilities (Cause and
preschoolers. Effect Relationship)
8.7 Memory (Episodic
Describe how Memory)
significant 8.8 Memory: Memory for
relationships with Concept-Based
parents, siblings,
Knowledge-Semantic
and peers affect the
preschooler. Memory NAP Consultation with Lecture-discussion and
8.9 Higher-Ordered Mental course professor class sharing using Outputs / Rubrics
Midterm Abilities (Logical through chat group Google Meet
Examination Reasoning) using either SMS or
8.10 Higher-Ordered Mental MMS Class Participation and
Abilities (Planning and Activity Sheet / Rubrics

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 1
Organizing) Monitoring of Student
8.11 Higher-Ordered Mental Activities
Abillities (Creative
Thought)
8.12 Higher-Ordered Mental
Abilities (Cognitive
Flexibility)
9. The Role of Caregivers
(Parents and Teachers) in
the Cognitive Development of
Preschoolers
9.1 For three year-olds Pen and Paper Test
9.2 For four year-olds
9.3 For five year-olds
10. Big Ideas about
Preschoolers’ Cognitive
Development

T. Socio-Emotiional Development
of the Preschoolers
1. Introduction
2. Big Ideas on Preschoolers’
Socio-emotional
Development Midterm Examination / Rubric
3. Preschoolers’ Initiative
4. Self-Concept and the
Preschooler
5. Environmental Factors and
Gender in the Preschoolers’
Socio-emotional
Development
6. Parten’s Stages of Play
7. Friendships in Preschool
8. Caregiving Styles
9. A Quick Look at What
Preschoolers Can Do
9.1 Expression of Basic

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Emotions
9.2 Receptivity to Others’
Emotions: Receptivity to
Emotions and having
Empathy
9.3 Interaction with Adults
10. The Role of Caregivers in
The Socio-emotional
Development of the
Preschooler

Coverage: Topics (Part I - Part II / Unit

3C)

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7 -10 Unit 4: Middle Childhood (The
(16 hrs.) Primary Schooler)
4 weeks
Essential Question:
How do you describe the
development process of primary
schoolers and what factors are
involved?
Describe the NAP Consultation with Lecture-discussion and Project-based:
different physcial U. Physical Development of course professor class sharing using General Physical Characteristics of Outputs / Rubrics
characteristics of Primary Schoolers through chat group Google Meet Primary School-Age Children; Video
early school-aged 1. Introduction using either SMS or Viewing; Research
children. 2. Height and Weight MMS
3. Bones and Muscles Tasks and Modules:
Enumerate ideas on 4. Motor Development Monitoring of Student Read the assigned learning resources for Class Participation and
how to apply the 5. Some Issues Affecting Activities the topics in the Activity Sheet / Rubrics
concepts in this prepared module and accomplish the
Physical Development
module in the Activity Sheet.
5.1 Obesity
teaching-learning 5.2 Childhood Nutrition
process. 5.3 Sleep
6. Implications fo Child Care,
Discuss several Education and Parenting
ways on how to
encourage an age-
appropriate active
physical lifestyle to
primary school
children.

Describe the NAP Consultation with Lecture-discussion and

characteristics of course professor class sharing using Project-based:
children in the V. Cognitive Development of through chat group Google Meet Classroom Observation; Research Outputs / Rubrics
concrete Primary Schoolers using either SMS or
operational stage. 1. Introduction MMS Tasks and Modules:
2. Jean Piaget’s Concrete Read the assigned learning resources for Class Participation and
Explain the Monitoring of Student the topics in the prepared module and Activity Sheet / Rubrics
Operational Stage
importance of Activities accomplish the Activity Sheet.
information- 2.1 Logic
2.2 Reversibility
3. Cognitive Milestones
processing skills 4. Information-Processing Skills
and how they affect
the child’s cognitive

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development. 5. Implications to Child Care,
Education and Parenting
State the different
cognitive milestones
in primary
schoolers.

Identify the different Project-based:

characteristics of NAP Consultation with Lecture-discussion and Observation; Video Watching; Research
primary schoo-aged course professor class sharing using Outputs / Rubrics
children in this through chat group Google Meet Tasks and Modules:
stage of W. Socio-Eemotional Development using either SMS or Read the assigned learning resources for
development. of Primary Schoolers MMS the topics in the
prepared module and accomplish the Class Participation and
1. Introduction
Discuss the Monitoring of Student Activity Sheet. Activity Sheet / Rubrics
different factors that 2. Erik Erikson’s Fourth Stage of Activities
affect the socio- Pscyhosocial Development
emotional growth of 3. Understanding the Self
the primary 4. School Years
schoolers. 5. Building Friendships
6. Antisocial Behavior
7. Self Control
8. Implications to Child Care,
Education and Parenting

Unit 5: Late Childhood (The

Identify the different Intermediate Schooler)
physical Projct-based:
characteristics of Essential Question: NAP Consultation with Lecture-discussion and Exercise Program; Research
intermediate What is the process of course professor class sharing using
schoolers. development of intermediate through chat group Google Meet Outputs / Rubrics
schoolers? using either SMS or
Discuss ways and MMS Tasks and Modules:
practices which will X. Physical Development of the Read the assigned learning resources for
aid children in Intermediate Schoolers Monitoring of Student the topics in the prepared module and Class Participation and
successfully 1. Introduction Activities accomplish the Activity Sheet. Activity Sheet / Rubrics
developing 2. Early Puberty  Class Activity (3 Groups)
physically. * Intro to Lecture
3. Height, Weight and Muscle
Design a simple Development
exerices program 4. Motor Skills
appropriate for 5. Insecurities

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intermediate school 6. Implications to Child-Care,
children. Education and Parenting
Project-based:
Examine the Insights from Video; Progressive School
cognitive for Children
characteristics of NAP Consultation with Lecture-discussion and
intermediate school course professor class sharing using Tasks and Modules: Outputs / Rubrics
children. through chat group Google Meet Read the assigned learning resources for
\Discuss important using either SMS or the topics in the prepared module and
factors that affect MMS accomplish the Activity Sheet.
the cognitive Monitoring of Student Class Participation and
development of Y. Cognitive Development of the Activities Activity Sheet / Rubrics
intermediate school Intermediate Schoolers
children.
1. Introduction
Enumerate ways on
how teachers can 2. Initial Cognitive
promote creativity in Characteristics
the learning 3. Reading Development
environment, 4. Attention
learning activities 5. Creativity
and instructional 6. The Impact of Media
materials. 7. Media and Aggression
8. Implications to Child Care, Project-based:
Identify the socio- Education and Parenting Brief Story; Write a Letter; Interview;
emotional Research
characteristicsw of
children in their NAP Consultation with Lecture-discussion and Tasks and Modules:
late childhood course professor class sharing using Read the assigned learning resources for Outputs / Rubrics
stage. through chat group Google Meet the topics in the
using either SMS or prepared module and accomplish the
Determine the MMS. Activity Sheet.
qualities of family Class Participation and
life that affect older Activity Sheet / Rubrics
children’s Monitoring of Student
Z. Socio-Emotional Development of
development Activities
including changes The Intermediate Schoolers
in family 1. Introduction
interactions. 2. Understanding SElf-
Competence, Self-Identity
Interview a parent and Self-Concept
regarding their 3. Emotional Development
child’s socio- 4. Building Friendships
emotional 5. Family
development. 6. Big Ideas
7. Implications to Child Care,

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 2
Education and Parenting

Project-based:
Describe the Adolescents’ Visual Guide Map;
physical and sexual Research
changes
Unit 6: Adolescence (The High NAP Consultation with Lecture-discussion and Tasks and Modules:
accompanying School Learner) course professor class sharing using Read the assigned learning resources for Outputs / Rubrics
puberty. through chat group Google Meet the topics in the
Essential Question: using either SMS or prepared module and accomplish the
Identify the MMS. Activity Sheet.
What goes through the
psychological Class Partiicipation and Activity
consequences of development of high school Monitoring of Student  Readings from the Internet Sheet / Rubrics
early and late learners? Activities
physical maturation
in adolescence. AA. Physical Development of High
School Learners
Identify factors that 1. Introduction
enhance / impede 2. Defining Adolescence
the socio-emotional 3. Puberty Changes
development of 4. Factors Affecting
adolescents. Development
Identify causes of
5. The Secular Trend
possible habit
disorders and 6. Sexual Identity
ways of coping with 7. Self-Esteem
them. 8. Implications for Child Care,
Education and Parenting
Present an abstract 9. Adolescents and Nutrition
of recent research 10. Body Image and the
related to the Adolescent
physical
development of
adolescents.

Draw implications of
these physical
development
concepts to high
school teaching-

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 2
learning, and
parenting.

Describe the
cognitive Project-based:
development of Identifying Situations; Research
adolescents in the
light of PIaget’s and Tasks and Modules:
Sieger’s cognitive NAP Consultaion with Lecture-discussion and Read the assigned learning resources for
course professor class sharing using the topics in the Outputs / Rubrics
development through chat group Google Meet prepared module and accomplish the
theories. using either SMS or Activity Sheet.
Explain the MMS Class Participation and
consequences of  Readings from websites Activity Sheet / Rubrics
the adolescents’ Monitoring of Student
cognitive Activities
development on
their behavior.
BB. Cognitive Development of High
School Learners
Define 1. Introduction
overachievement 2. Piaget’s Formal Operational
and
Thinker
underachievementa
nd propose 3. Siegler’s Information
solutions to Processing Skills
underachievement. 4. Metacognition
Present an abstract 5. Overachievement
of a recent researh 6. Underachievement
related to cognitive 7. Behavior and Adolescent
development of Cognitive Growth
adolescents. 8. Implications to Adolescent
Care, Education and
Draw implications of
Parenting
these cognitive
developmental 9. Developing Occupational
concepts to high Skills
school teachin-
learning and
parenting.

Describe the socio-

emtional
changes in
adolescents.

.
 2
Describe how self- Project-based:
image develops Personal Demonstration / Performance
among teens. on Video; Research

Discuss causes and NAP Consultation with Lecture-discussion and Tasks and Modules:
solutions to socio- course professor class sharing using Read the assigned learning resources for Outputs / Rubrics
emotional problems through chat group Google Meet the topics in the
of teenagers such using either SMS or prepared module and accomplish the
as gender and MMS Activity Sheet.
identity, autonomy Class Participation and
and attachment, Monitoring of Student  Internet Research on Human Activity Sheet / Rubrics
peer group, Activities Emotions
friendships, dating,
juvenile
delinquency,
depression and
suicide. CC. Socio-Emotional Development
of High School Learners
Present an abstract 1. Introduction
of a recent research 2. Human Emotions
related to socio-
3. Positive and Negative
emotional
development of Emotions
adolescents. 4. Social Emotions
5. The Adolescent and Social
Draw implications of Media
these socio- 6. Implication to Adolescent
emotional Care Education and
developmental Parenting
concepts to high
school teaching-
learning and
parenting.

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 2

11-12 Part III - Revisiting the 14-Learner-

(6 hrs.) Centered
2 weeks Psychological Principles
in Relation
to the Learner’s
Developmental Stage

Unit 1: Pre-natal Period, Infancy

and Toddlerhood

Essential Question:
What are the key characteristics of
pre-natal development?
Summarize key NAP Consultation with Lecture-discussion and Project-based:
features of the DD. Synthesis of the Physical, course professor class sharing using None
physical, cognitive Cognitive and Socio- through chat group Google Meet
and socio-emotional Emotional Development of using either SMS or Tasks and Modules:
development during MMS Read the assigned learning resources for Class Participation and
Pre-natal Period
the pre-natal period. the topics in the prepared module and Activity Sheet / Rubrics
1. Key Features of Pre-natal Monitoring of Student accomplish the Activity Sheet.
Apply pedagogical Development Activities
principles in the 2. The Pedagogical Principles as
development Applied to Pre-natal
process during the Development
pre-natal period.

Summarize key
features of the Project-based:
physical, cognitive NAP Consultation with Lecture-discussion and None
and socio-emotional course professor class sharing using
development of EE. Synthesis of the Physical, through chat group Google Meet Tasks and Modules:
toddlers. Cognitive and Socio-Emotional using either SMS or Read the assigned learning resources for
Development of Toddlers MMS the topics in the prepared module and Class Participation and
Apply pedagogical 1. Key Features of the accomplish the Activity Sheet. Activity Sheet / Rubrics
principles in the Development of Toddlers Monitoring of Student
teaching-learning 2. The Pedagogical Principles as Activities
Applied to Toddlers’ Learning
process for and Development
toddlers.

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 2

Unit 2: Early Childhood

Demostrate
knowledge of Essential Question: Project-based:
characteristics of What are the characteristics and None
preschoolers. skills of preschoolers? NAP Consultation with Lecture-discussion and
course professor class sharing using
Apply pedagogical FF. Synthesis of the Physical, through chat group Google Meet Tasks and Modules:
principles in Cognitive and Socio-Emotional using either SMS or Read the assigned learning resources for
planning learning Development of Preschoolers MMS the topics in the prepared module and
activities for 1. Characteristics and Skills of Monitoring of Student accomplish the Activity Sheet. Class Participation and
preschoolers. Preschoolers Activities Activity Sheet / Rubrics
2. Application of Pedagogical
Choose strategies Principles
that are
developmentally
appropriate for
preschoolers.

Unit 3: Middle and Late

Childhood
Summarize key Project-based:
features of the Essential Question: None
physcial, cognitive What are the characteristics and
and socio-emotional skills of primary and intermediate NAP Consultation with Lecture-discussion and Tasks and Modules:
development of schoolers? course professor class sharing using Read the assigned learning resources for
primary schoolers. through chat group Google Meet the topics in the
Apply pedagogial GG. Synthesis of the Physical, using either SMS or prepared module and accomplish the
principles in the Cognitive and Socio- MMS Activity Sheet. Class Participation and
teaching-learning Emotional Development Activity Sheet / Rubrics
process for primary of Primary Schoolers Monitoring of Student
schoolers. 1. Key Features of the Activities
Development of Primary
Summarize key Schoolers
features of the 2. The Pedagogical Principles as Project-based:

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 2
physical, cognitive Applied to Primary Schoolers’ None
and socio-emotional Learning and Development
development of NAP Consultation with Lecture-discussion and Tasks and Modules:
intermediate course professor class sharing using Read the assigned learning resources for
schoolers. through chat group Google Meet the topics in the
Apply pedagogical HH. Synthesis of the Physcial, using either SMS or
principles in the Cognitive and Socio-Emotional MMS prepared module and accomplish the Class Participation and
teaching -learning Development of Intermediate Activity Sheet. Activity Sheet / Rubrics
process for Schoolers
internediate 1. Key Features of the Monitoring of Student
schoolers. Development of Intermediate Activities
Schoolers
2. The Pedagogical Principles as
Applied to Intermediate
Schoolers’ Learning and
Development

Summarize key
features of the
physical, cognitive Unit 4: Adolescence Project-based:
and socio-emotional None
development of Essential Question:
adolescents. What are the key characteristics of NAP Consultation with Lecture-discussion and Tasks and Modules:
adolescents’ development? course professor class sharing using Read the assigned learning resources for
Apply pedagogical through chat group Google Meet the topics in the prepared module and
principles in the using either SMS or accomplish the Activity Sheet.
II. Synthesis of the Physical,
teaching-learning MMS Class Participation and
process for Cognitive and Socio-Emotional Activity Sheet / Rubrics
adolescents. Development of Adolescents Monitoring of Student
1. Key Featurres of the Activities
Final Examination Development of Adolescents
2. The Pedagogical Principles as
Applied to Adolescents’
Learning and Development Pen and Paper Test

Final Examination Rubric

Coverage: Part II / Unit 4 - Part III /

Unit 4)

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 2
Course References Acero, Victorina D., Javier, Evelyn S., & Castro, Herminia O. (2008). Child and Adolescent Development. Quezon City, Metro Manila: Rex Book
Store, Inc.

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

Corpuz, Brenda B. et al. (2010). Child and Adolescent Development: Looking at Learners at different Life Stages. Quezon City, Metro Manila:
Lorimar Publishing, Inc.

Miranda, Norma C. (2008). Psychology: Essentials to Understanding Behaviour. Mandaluyong City, Metro Manila: National Book Store..

Rathus, Spencer A. (2012). Psychology. New Tech Park, Singapore: CENGAGE Learning. Maria Jovita E. Zarate (2016) Media and Information Literacy. Rex
Book Store. Manila, Philippines.

Ticao, Cynthia J. (2001). Introduction to Psychology. Diliman, Quezon City: University of the Phili[ppines Open University.
.
NOTE: Additional supplementary materials may be downloaded from web sources and shared.

Learning Resources
Uhlendorff, U. (2004). The Concept of Developmental Tasks and its Significance for Education and Social Work. Retrieved from
www.socwork.net/sws/article/download/240/300

Performance Indicator
and Evidence of Course Performance Indicator Evidence of Performance Performance Standard
Performance

Professor’s evaluation uses a scoring rubric for the following:

Reflection Paper (Rating is based on reflective thinking, analysis,

Write Reflection Paper Submitted Reflection Paper and making connections in a scale of 1-4, 4 highest and 1 lowest.)

Activity Sheets (Rating is based on score earned in a given

number of items.)
Accomplish Activity Sheets Accomplished Activity Sheets
Class Participation:
Synchronous and Asynchronous Sessions (Rating is based on
Active Participation in Class Graded Class Participation level of engagement/frequency of participation in class, quality of
questions/comments, behaviour/positive attitude, and preparation
in a scale of 1-4, 4 highest and 1 lowest.)

Midterm Examination (Rating is based on score earned in the

exam.)
Take Midterm Examination Checked and Graded Midterm Examination

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 2
Final Examination (Rating is based on score earned in the exam.)

Take Final Examination Checked and Graded Final Examination

Grading System Based on BOR Resolution No. U-3007 dated June 24, 2019, the following is the PNU Grading System of the University:

98 - 100 ……………………… 1.00 ….……………. Excellent

95 - 97 ……………………… 1.25 ….……………. Very Good
92 - 94 ……………………… 1.50 ….……………. Very Good
89 - 91 ……………………… 1.75 ….……………. Good
86 - 88 ……………………… 2.00 ….……………. Good
83 - 85 ……………………… 2.25 ….……………. Satisfactory
80 - 82 ……………………… 2.50 ….……………. Fairly Satisfactory
77 - 79 ……………………… 2.75 ….……………. Fairly Satisfactory
75 - 76 ……………………… 3.00 ….……………. Acceptable
Bellow 75…….………………. 5.00 ….…………….. Failed
6.00 ….…………….. Incomplete (INC)

Course Requirements
Components Rating

1. Class Participation ……………………………………………….. 10%

2. Midterm Examination ……………………………………………. 25%
3. Activity/Worksheets ……………………………………………… 20%
4. Project-based Activities …………………………………………. 20%
5. Final Examination ..……………………………………………… 25%
______
100%

Course Policies
Face to Face 1. Attendance and Class Participation
Delivery 1.1 Attendance will not be strictly checked. It is not graded but the number of absences incurred by a student should not exceed the limit set by the University.
Only valid absences are excused.
1.2 Participation will be rated based on online class sharing and discussions and chat group sessions.
2. Scholastic Conduct
2.1 Everyone is expected to be truthful and to desist from any form of academic dishonesty. Acts of plagiarism will not be tolerated.
3. Examination
3.1 All examinations will be announced.
3.2 Make-up exam is discouraged unless a valid reason is presented to justify absence from class.
4. Project-based Activities and Activity Sheets
4.1 Submission is on or before the agreed deadline.
4.2 A deduction of five points for each day a project-based activity or an activity sheet is submitted late.

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 2

Flexible Delivery Same as above

Consultation period is set based on the agreed schedule of the course professor and the students.
Consultation Period
(NOTE: Three and a half hours per week is allocated for consultation (coaching/guidance of students’ performance in asynchronous sessions.)

Prepared by: EPHRAIM R. ESTACION, JR., PhD Date: Ocober 10, 2022
Faculty

Reviewed by: MARIA FATIMA P. DOLENDO, EdD Date: October 10, 2022
Associate Dean

Approved by: GLICERIA ARLYN G. GARANCHO, EdD Date: October 10, 2022
Dean for Academics and EGTE