MODULE 15

Name Donita Ann G. Paredo Course/Yr./Sec BSED SCIENCE 1C Date

Learning Activities:

 Make your own photo essay about the physical development of

preschoolers. Cut pictures or print images in the internet about

the preschoolers in action and describe their gross and fine

motor skills.

A two years old baby walk by his own. He begin to use his feet to walk,

run, jump or any kind of activity he can do. This physical development is

related to gross motor skills we're the baby starts to development to go

from one place to another. The child being able to hold a small item and

even play alone. This physical development is related to fine motor

skills. The baby eat by his own without any support from caregiver. This

physical development is related to fine motor skills.

 Proposed suggested activities based on the preschoolers’ physical domain

skill.

Physical Domain Skill Proposed Activity

Write (fine motor skills) Draws or copies straight lines and circles

Walk (gross motor skills) Walks up and down starts

Eat (fine motor skills) Eat with a spoon

Hold (fine motor skills) Drinks from a cup

Play (gross motor skills) Throws ball overhand

MODULE 16
Name Donita Ann G. Paredo Course/Yr./Sec BSED SCIENCE 1C Date

II. ASSESSMENT
1. Describe behaviors to illustrate the preschooler’s

a. Animism

 
An example could be a child believing that the sidewalk was mad and made them fall down, or
that the stars twinkle in the sky because they are happy. To an imaginative child, the cup may be
alive, the chair that falls down and hits the child’s ankle is mean, and the toys need to stay home
because they are tired. Young children do seem to think that objects that move may be alive, but
after age three, they seldom refer to objects as being alive (Berk, 2007). Many children’s stories
and movies capitalize on animistic thinking.

b. Egocentrism

 In early childhood refers to the tendency of young children to think that everyone sees things in
the same way as the child. Piaget’s classic experiment on egocentrism involved showing children
a three-dimensional model of a mountain and asking them to describe what a doll that is looking
at the mountain from a different angle might see. Children tend to choose a picture that
represents their own, rather than the doll’s view. However, when children are speaking to others,
they tend to use different sentence structures and vocabulary when addressing a younger child or
an older adult. 

c. Centration

The act of focusing all attention on one characteristic or dimension of a situation while
disregarding all others. An example of centration is a child focusing on the number of pieces of
cake that each person has, regardless of the size of the pieces. Centration is one of the reasons
that young children have difficulty understanding the concept of conservation.

d. Lack of conservation

The awareness that altering a substance’s appearance does not change its basic properties. Children
at this stage are unaware of conservation and exhibit centration. Imagine a 2-year-old and 4-year-old
eating lunch. The 4-year-old has a whole peanut butter and jelly sandwich. He notices, however, that
his younger sister’s sandwich is cut in half and protests, “She has more!” He is exhibiting centration by
focusing on the number of pieces, which results in a conservation error.
 e. Irreversibility

Irreversibility is also demonstrated during this stage and is closely related to the ideas of
centration and conservation. Irreversibility refers to the young child’s difficulty mentally
reversing a sequence of events. In the same beaker situation, the child does not realize that, if
the sequence of events was reversed and the water from the tall beaker was poured back into
its original beaker, then the same amount of water would exist.

f. Transductive reasoning

A failure in understanding cause and effect relationships which happens when a child reasons
from specific to specific; drawing a relationship between two separate events that are otherwise
unrelated

2. Make a creative illustration on the following concepts:

a. Preschoolers engage in symbolic and intuitive thinking.

The child is demonstrating symbolic representation in her play by fantasizing that she is an
elf princess by using her magic stick.
 b. Brain connections are made when preschoolers interact with

the environment.

The inability to perceive the perspectives of others. They view situations primarily from their own
perspective and are unable to understand a situation from another person's point of view.

c. Language and interactions are very important to

cognitive development.

This child thinks the toy bear is her patient.

MODULE 17
Name Donita Ann G. Paredo Course/Yr./Sec BSED SCIENCE 1C Date

APPLICATION

1. Choose a big idea from the Module and expand it through

internet searches/downloads/magazines or any other related

reading materials. Prepare a pamphlet intended for use of parents

of preschoolers.
 A Comprehensive Framework his chapter includes two summaries of research and
practical approaches that will help school, district, and state leaders develop and
sustain excellent programs of school, family, and community partnerships. T Reading
1.1: School, Family, and Community Partnerships: Caring for the Children We Share
by Joyce L. Epstein. The first article summarizes the theory of overlapping spheres of
influence to explain the shared responsibilities of home, school, and community for
children’s learning and development. It also charts the research-based framework of
six types of involvement, the challenges each type poses, and the expected results of
well-designed and well-implemented practices. This article outlines important
structures and processes to develop effective partnership programs. The workshops,
tools, and guidelines in the rest of the Handbook have been designed to help schools
implement these strategies. For example, one key structure is an Action Team for
Partnerships (ATP) of educators, parents, and others who plan, implement, evaluate,
and improve school programs of partnership. Other sections of the Handbook include
the tools needed to help elementary, middle, and high schools organize effective
ATPs and to conduct active, goaloriented partnership programs. Reading 1.2:
Community Involvement in School Improvement: The Little Extra That Makes a Big
Diflerence by Mavis G. Sanders. The second article summarizes research on school-
community linkages in comprehensive programs of school, family, and community
partnerships. In addition to families, businesses, organizations, groups, and
individuals in the community offer many resources and opportunities to improve
schools, strengthen families, and increase student success. This article provides
examples of student-, family-, school-, and community-centered activities. Four
factors have been found to support school-community partnerships: high commitment
to learning, principal support, a welcoming climate, and two-way communication
between partners. The article also emphasizes the importance of reflection and
evaluation for sustaining effective community partnerships. The two articles in
Chapter 1 provide background information, research, and practical strategies to help
you understand the big picture of positive school, family, and community partnerships.
2.The best caregiving style is the authoritative style. From all you

have learned from this Module, make a list of 9 qualities that an

authoritative preschool teacher should have.

Patience

1
Passion for Teaching

2
Love for Young Children

3
Caring and Compassion

4
Flexibility

5
Empathy

6
Creativity

7
Organization

8
Listen to Students

9
REFLECTION
From the module on Socio-Emotional Development of Preschoolers, I

learned that….

Children learn social-emotional skills in the context of their

relationships by watching, imitating, and responding to the social
behaviors of others. Children also learn from the way others respond
to their emotions. Social-emotional skills are closely connected to a
child’s family, cultural background, and early experiences. Children
learn by interacting and forming relationships with members of their
families, schools, and communities.
 MODULE 20
Name Donita Ann G. Paredo Course/Yr./Sec BSED SCIENCE 1C Date

Study the situation given below. If you were the teacher, how

will you help this learner cope with her socioemotional difficulties?

Dear Teacher,

I am really heart broken. My 8-year old daughter is feeling lonely, isolated and friendless. It seems that she has
felt this way for quite a while. She says that she mostly spends time alone- that she has no friends because no
one wants to play with her.

She tags along, but is usually left out eventually. She can become angry if things don’t always go her way and
also teary. I don’t know where to turn to help her – the thought that she finds school painful is heartbreaking.

Sincerely,

Worried Mother

Every teacher stands as a second parent. My purpose as a teacher is to give light

and hope to every students. I'll be the candle that light up their way, teach them with

different coping strategies, teach them to stand firm and build self confidence. After all

teachers are not the ones who will help you cope with your socio-emotional difficulties

because only you (ourselves ) can do it so. Teachers are just behind your back to

carry you and encourage to stand and fight against it.

MODULE 21
Name Donita Ann G. Paredo Course/Yr./Sec BSED SCIENCE 1C Date

Analysis:

 What initial characteristics of children ages 9 to 12 did you observe?

Experience a growth spurt with significant weight gain, muscle

growth, and genital maturation (Growth spurt begins earlier for girls;
lasts longer for boys, who end up taller).

 What activities were commonly done by these children which

help them to develop physically?


Activities that strengthen muscles and bones can include jumping
rope and running, or sports like tennis and basketball.

 Based on your observations and readings, do boys follow a

different growth pattern compared to the girls? Explain your

answer.

 seven to nine kilograms (fifteen to twenty pounds) heavier than girls

at eighteen years of age. This is primarily because boys grow
approximately two years longer than girls do before their spurt, and
because the spurt of boys usually is more intense and lasts a little
longer than that of girls.

Read more: Physical Growth - General Patterns - Girls, Boys,

Usually, and Spurt - JRank
Articles https://social.jrank.org/pages/481/Physical-Growth-General-
Patterns.html#ixzz7me4BukPW
APPLICATION:

As a teacher, what ideas can you give in order to help intermediate

school children develop physically?

Young children learn through movement, so it is critical for them to have

daily physical activity. Early childhood professionals can support young
children's learning and healthy physical development by:

 Providing children with opportunities for free movement

 Engaging children in both open-ended and teacher-directed
indoor and outdoor motor play
 Challenging children with developmentally appropriate fine and
gross motor tasks
REFLECTION

From the module on the Physical Development of Intermediate School

Children, I learned that….

Intermediate schoolers have more control over their bodies than they

have when they were in primary school. They become more active and
have greater liberty to choose the hobbies or sports that they want to
get involved in.

ISAT U MIAGAO CAMPUS ED. 1 - IST SEM. AY 2020-2021 -DR. MYLA N. CONEJAR 9
MODULE 19
Name Donita Ann G. Paredo Course/Yr./Sec BSED SCIENCE 1C Date

1. Give 3 applications each of Piaget’s cognitive theory and that of

information processing theory in the teaching-learning process.

 The information processing theory approach to the study of cognitive

development evolved out of the American experimental tradition in
psychology. Developmental psychologists who adopt the information-
processing perspective account for mental development in terms of
maturational changes in basic components of a child’s mind. The theory
is based on the idea that humans process the information they receive,
rather than merely responding to stimuli. This perspective equates the
mind to a computer, which is responsible for analyzing information from
the environment.

2. Look for articles and studies, either online or printed, on the

influences of family on cognitive development. Share important

 points of your research in class.

 We evaluated the cognitive development of 48 profoundly deaf children from hearing families
(born 1994–2002, mean age M = 8.0 years at time of test, none of whom had received early
auditory–verbal therapy) as a function of family socioeconomic status and number of siblings.
Overall, the deaf children matched a younger group of 47 hearing controls (M = 4.6 years) on
verbal ability, theory of mind, and cognitive inhibition. Partial correlations (controlling for age)
revealed positive relations in the hearing group between maternal education and inhibition,
between number of younger siblings and references to emotions, and between number of
close-in-age siblings and references to desires and false beliefs. In the deaf group, there were
positive relations between household income and memory span, between maternal education
and references to false beliefs, and between number of younger siblings and nonverbal
ability.
Reflection:

From the module on the Cognitive Development of Primary

School Children, I learned that…

They begin to see things from other school-age children's perspectives and

begin to understand how their behavior affects others. They are developing their

oral language skills, acquiring new vocabulary and sentence structures. They

can compose sentences with five or more words. They enjoy planning and

building.
MODULE 22
Name Donita Ann G. Paredo Course/Yr./Sec BSED SCIENCE 1C Date

Write your understanding on the statement below:

INTELLIGENCE is….

the ability to create an effective product or offer a service that is

valued in a culture;
a set of skills that makes it possible for a person to solve problems
in life;
the potential for finding or creating solutions for problems, which involves gathering new knowledge.
Howard Gardner

After hundreds of interviews and years of brain research,

Howard Gardner proposed the theory of multiple

intelligences. Elements of his definition of intelligence

include the ability to create an effective product or offer a

service that is valued in a culture, a set of skills that

makes it possible for a person to solve problems in life, and

the potential for finding or creating solutions for problems,

which involves gathering new knowledge.

1. Write the definitions of the following words based on how

you understood it.

a. Concrete Operational Thinkers

The concrete operational stage is the third stage in Piaget's theory of cognitive
development. This period lasts around seven to eleven years of age, and is characterized
by the development of organized and rational thinking.

b. “Reading to Learn” Stage (in Reading Development)

A set of strategies that enable teachers to support all students in their classes to read and
write at the levels they need to succeed. It has been in development globally since the
early 2000s at all stages of education.

c. Attention Span

The length of time during which one (such as an individual or a group) is able to
concentrate or remain interested.

d. Creativity

The ability to make or otherwise bring into existence something new, whether a new
solution to a problem, a new method or device, or a new artistic object or form.
 2. What can teachers do to help encourage creativity in children?

Consider the following areas in the teaching-learning process:

The Creative Teacher

The Learning The Planning of The Designing of

Environment Instructional Materials
Activities

Teachers who can model In this study, we focused

In the process of creative
creative ways of on the creativity of the
teaching, the teacher
thinking, playfully instructional materials
inspires learners'
engage with content, and designed and developed
interests in learning
express their ideas, will by second year students
material, and then leads
beget creative students. from the Computer
learners to find the
Students need to see Education and
problem by themselves
teachers who have Instructional
creatively, or present
passions, whether it’s Technologies (CEIT)
specific problems and
drawing, mathematics, department. We divided
ask learners to apply all
painting, biology, music, students into two groups:
sorts of available
politics, or theater. (1) CEIT students
resources to find the best
designing and developing
satisfying solution
materials about
creatively.
Information Technology
(IT); (2) CEIT students
designing and developing
F
materials about Math.
 From the module on the Cognitive Development of Intermediate School

Children, I learned that…...

Children in this stage are already in their late childhood, rapid

development of mental skills is evident.

According to Jean Piaget, concrete operational thinkers can now

organize thoughts effectively, although they can logically perceive
the immediate situation.

They can apply what they have learned to situation and events that they
can manipulate.
MODULE 23
Name Donita Ann G. Paredo Course/Yr./Sec BSED SCIENCE 1C Date
1. Paste a picture of you when you were in Grade 4, 5, or 6. Recall a

significant event that happened to you. Write a very brief story of what

happened.

When my father came in my Graduation Ceremony. I didn't expect him to

come because he is busy in work and the schedule of the ceremony is
afternoon to evening but he came. I’m very happy and proud standing in
the stage holding my certificate looking at the place where my family are.

Analysis:

1. Why was this event so significant?

This event is so significant because on that day I’m very happy and proud.

2.What do you think were the factors that made you react or feel that way?

Because my father came unexpectedly that makes me surprise and very joyful.

3.How do you think this event has affected you socially and emotionally?

It makes me proud of myself and it encourage me to do my best so that I can make them
proud of me again.

4.Thinking about it, do you think you could have acted or felt differently?

No , because it makes me more emotionally.

1. Based on your readings, what are the factors which greatly affect

the socio-emotional development of children in their late childhood

stage.

FACTORS THAT GREATLY AFFECT THE SOCIO- EMOTIONAL

DEVELOPMENT OF INTERMEDIATE SCHOOLERS

Understanding Self Competence Self Identity and Self Concept

Emotional Development Emotional Intelligence

Building Friendship
From the module on the Socio-Emotional Development of Intermediate

School Children, I learned that…...

T
le
MODULE 25
Name Donita Ann G. Paredo Course/Yr./Sec BSED SCIENCE 1C Date

Give one important concept that you learned, give each of which the

application in the teaching-learning process.

ONE CONCEPT LEARNED AN APPLICATION IN THE

TEACHING-LEARNING PROCESS
Piaget’s Formal Operation stage
Demonstrates the cognitive capacity of the
adolescent to go beyond sensible and concrete on
what is abstract, hypothetical, multidimensional, and
possible.

Siegler’s Information-processing
skills Sees cognitive growth as a sequential acquisition of
specific knowledge and strategies for problem
solving.

Metacognition
Ability to think above thinking, evidenced by
awareness of and capacity to identify one’s own
thinking processes or strategies – perception,
comprehension, memory and problem solving.

Overachievement
Achievement and IQ tests are standard
measurements of the learner’s abilities, as well as
potentials for success in given areas.

Underachievement
Individuals whose performance are below the
measured IQ levels
Reflect on the practices of your past teachers. Which ones encouraged

your cognitive development as an adolescent and which ones did not. As

a future teacher, what lessons have you learned from your past teachers

regarding ways of enhancing adolescent’s cognitive development?

First, teachers need to understand subject matter deeply and flexibly so

that they can help students create useful cognitive maps, relate ideas
to one another, and address misconceptions. Teachers need to see how
ideas connect across fields and to everyday life. Teachers need to
know about curriculum resources and technologies to connect their
students with sources of information and knowledge that allow them to
explore ideas, acquire and synthesize information, and frame and solve
problems. And teachers need to know about collaboration: how to
structure interactions among students, how to collaborate with other
teachers, and how to work with parents to shape supportive
experiences at school and home.
MODULE 24
Name Donita Ann G. Paredo Course/Yr./Sec BSED SCIENCE 1C Date

 Cite at least 5 big ideas from this Module. Give a concrete application of

each in your personal life.

BIG IDEAS FROM THE MODULE CONCRETE APPLICATION

IN YOUR LIFE
Most adolescence desire an “ideal body”, which is In the developed countries like U.S. about 10% of
the same as being attractive or handsome in face adolescents have been known to take anabolic
(features of the eyes, nose, lips, hair, etc.) and in steroids in tablet or in injectable form for cosmetic
body (tall and muscular for boys and tall and slender and athletic performance purposes. It is important to
for girls). forewarn adolescents about the severe harmful
effects of long term use of steroids: liver
dysfunction, cancer and damage to the productive
system.
Early or late maturation Deserves due consideration, as this can be a factor
for adolescent acceptance and comfort or
satisfaction with his/her body image. Among girls,
physical changes are more dramatic, but perceptions
of not being well developed as compared with their
peers can be a cause for timidity or shyness, if not
frustration.
Adolescents Become aware of changes in sexuality, thus
undergoing a period of exploration and adjustment.
Learners from sectarian (religious and gender
exclusive ) schools are more likely to consider
sexual opened to be dangerous, if not sinful. The
case is not perceived among non- sectarian or gender
mixed schools, although more dangers exist relating
to heterosexual relationship and early pregnancy
among students in non- exclusive schools.
Teenagers Not getting enough sleep, and would want more
sleep. Actually, lack of sleep is likely caused by
changes in adolescent behavioral patterns. Teens
often stay up late because they enjoy it, especially
with the advent of internet music listening, video
watching. About 90% of teenager high school
student report going to bed later than midnight.
Socializing with peers add to the problem, causing
difficulties in waking up early and causing teenager
to struggle to stay alert and function productively.
SECONDARY MALE SEX CHARACTERISTICS Stimulated by testosterone, comprised by the growth
of the testis and scrotum (recognized to be the first
sign of puberty), penis and first pubic hair; the
capacity for ejaculation, the growth spurt, voice
change, facial hair development/ beard growth, and
continuing growth of pubic hair.
 Reflect as a future teacher, how can you foster the development of

adolescent high school learners …...

Teachers spend more time with a child than their own parents do. It is has
been stated in other areas of this site that adolescence is a difficult time in
development and a time of withdrawal from reliance on the social network as
well as a notable withdrawal from responsibilities. Students this age will
usually lack motivation, at least to some extent, and will be confused about
their place in the world. So, what can instructors do to make sure that high
school students are developing and learning? Additionally, how can we help
students transition through adolescence and succeed academically? Taking
what I have learned from research on adolescent psychosocial development,
the following strategies affect students positively.