ADM Module in Social Science

for
Senior High School Learners

Grade Level: 11
Core Subject: Personality Development
Semester: 1ST
Module 3

LEARNING COMPETENCY:

*Discuss developmental tasks and challenges being experienced during

adolescence.
(EsP-PD11/12DS-Ic-3.1)
*Evaluate one’s development through the help of significant people around
him/her (peers, parents, siblings, friends, teachers, community leaders).
(EsP-PD11/12DS-Id-3.2)

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Core Subject (Personality Development) -Senior High School
Alternative Delivery Mode
Quarter 1 – Module 3: Knowing and Understanding Oneself during Middle and Late
Adolescence
First Edition, 2020

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Published by the Department of Education

Division of Lapu-Lapu City

Development Team of the Module

Writer’s Name: Juna S. Babatu-on

Editor’s Name: Czarina Ritzko J. Sagarino Janice P. Cabahug Jessica M. Ngujo
Nickjohn C. Babatu-on Earl Adrian C. Cejas Karl R. Altubar
Reviewer’s Name: Teresita A. Bandolon Marigold J. Cardente Dr. Bryant C. Acar
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Assistant Schools Division Superintendent: Marcelita S. Dignos, Ed.D, CESE
Curriculum Implementation Division Chief : Oliver M. Tuburan, Ed.D.
EPSVR- Araling Panlipunan : Marigold J. Cardente
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Email Address: [email protected]

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 Module 3
Lesson: Developmental Stages in Middle and Late Adolescence

Introduction

You are about to take part of a new paradigm that can help you to dig deeper your
awareness on knowing oneself and accept your strengths, limitations, learn to deal with
others and share one’s unique characteristics, habits and experiences. As you journey, this
learner-friendly module is provided for you to better prepared for adult life by accomplishing
various developmental task in accordance to developmental stages. Developmental stages
are significant in knowing and understanding how humans learn, mature, and adapt.
Imparting crucial changes that is a vital aspect of our life, understanding these changes can
better help you in responding and planning effectively for a more fruitful and productive life.
Getting ready for the next chapter in life to combat challenges and transforms you into a
better and holistic human being.

Our objective is to make your journey meaningful and relevant for you as a Senior
High School student and to prepare you for your endeavor towards being a functional and
responsible citizen. While we help you achieve your goal for learning, we also want you to
enjoy this journey!

Learning Goals

At the end of the module, you should be able to:

1. Discuss developmental tasks and challenges being experienced during
adolescence. (EsP-PD11/12DS-Ic-3.1)
2. Evaluate one’s development through the help of significant people around him/her
(peers, parents, siblings, friends, teachers, community leaders). (EsP-PD11/12DS-Id-
3.2)
3. Classify various developmental tasks according to development stage.
4. Evaluate one’s development in comparison with person of the same age group.
5. List ways on how to become a responsible adolescent prepared for adult life.

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Let’s Find What You Know

Directions: Read each item carefully and decide what you think is the best
answer on the given questions. Use a separate sheet to write down your chosen
answers.

1. What focuses on human growth and changes across the lifespan, including
physical, cognitive, social, intellectual perceptual, personality and emotional
growth?
A. Human Emotions C. Human Development
B. Human Behavior D. Human Personality

2. Joseph at the age of 65, retired as a public-school teacher. He has been

known as an elite mathematician in the field of teaching. However, he is now
experiencing an increasingly rapid physical and mental decline. Which of the
following developmental stage is referred to?
A. Adolescence C. Middle Age
B. Old Age D. Early Adulthood

3. In the child’s eyes everything becomes correct. Why is it important for

parents to become role model for their children?
A. The parents anchor the behavior of their child.
B. The child builds a wholesome attitude toward oneself.
C. The parents prepare the child for an economic career.
D. The child can distinguish right from wrong and develop conscience.

4. Marc is experiencing a feeling of confusion, indecisiveness, and anti-social

behavior. As time progress, he develops a sense of self and identity. Which of
the following developmental stage is referred to?
A. Adolescence C. Middle Age
B. Old Age D. Early Adulthood

5. Marie develops feelings of inferiority. How can her parents and teachers help
address this problem?
A. Promote the use of power and control to manipulate others.
B. Engage in self-indulgence, self-concern, or lack of interest and
commitments.
C. Develop a sense of competence and perseverance
D. Allow pessimistic behavior and shallow involvement in the world.

6. Infancy and early childhood begins at age 0-5. Which of the following is NOT
a developmental task of age 0-5?
A. Learning to control the elimination of body wastes
B. Acquiring concepts and language to describe social and physical reality
C. Learning sex differences and sexual modesty.
D. Achieving a masculine or feminine social role.

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7. Which of the following developmental stage is characterized by pre-gang age,
exploratory and questioning, language and elementary reasoning are acquired, and
initial socialization is experienced?
A. Early Childhood C. Late Childhood
B. Early Adulthood D. Adolescence

8. What developmental stage is served as a transition age from childhood to

adulthood when sex maturation and rapid physical development occur resulting to
changes in ways of feeling, thinking, and acting?
A. Early Childhood C. Late Childhood
B. Early Adulthood D. Adolescence

9. What is an age of adjustment to new patterns of life and roles such as spouse,
parent, and bread winner?
A. Early Childhood C. Late Childhood
B. Early Adulthood D. Adolescence

10. Which of the following developmental stage characterized by gang and

creativity age when self-help skills, social skills, school skills, and play are
developed?
A. Early Childhood C. Late Childhood
B. Early Adulthood D. Adolescence

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 Let’s Learn and Experience

Engagement 1: Circle of Life Gameboard

A. Directions: Listed below are statements that represents your life journey. Complete the
circle of life gameboard by placing the correct statements in each board.

You might doubt yourself at times

You begin to realize how to be a better person
Your body seems clumsy or awkward
You learn to show respect for other people and culture
You worry more about whether your friends like you
You experience deeper and stronger feelings
You are happy when friends are happy, sad when they are sad
You become more independent in your thinking
You are asked to show you are becoming an honorable man/woman
You grow body hair
You think about what you want to be or do when you grow up
Your body becomes stronger
Your mind becomes sharper
You learn more ways to take care of yourself
You might get pimples on your face

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Engagement 2: My Personal Journey
Directions: Complete your personal journey diagram by writing the major events and the
significant people in your life. You may add your age, specific dates and places.

MY PERSONAL JOURNEY

Process Questions:

1. Is there a “center” or a central theme in your timeline and life? If you will give a title of your
personal journey what would it be and why?
_________________________________________________________________________
_________________________________________________________________________

2. Identify the turning points in your personal journey. What were the thoughts, feelings, and
actions that you experienced?
_________________________________________________________________________
_________________________________________________________________________

3. Who are/were the most significant people in your life? How did they influence you?
_________________________________________________________________________
_________________________________________________________________________

4. What would you change or add, if you could? How would each of these changes or
additions affect your life, or even change its present course?
_________________________________________________________________________
_________________________________________________________________________

5. Where do you want to be in a year, 5 years, and 10 years? What do you expect your future
personal journey will be?
_________________________________________________________________________
_________________________________________________________________________
Engagement 3: Find My Match

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Directions: Complete the Data Retrieval Chart by filling in the correct statements that
represents the characteristics of each developmental tasks. Choose from the statements
below.

Infancy and Middle Adolescence Early Middle Later

Early Childhood (13-18) Adulthood Adulthood Maturity
Childhood (6-12) (19-30) (30-60) (61-up)
(0-5)

Adjusting to decreasing strength and health Accepting one’s physique

Developing adult leisure time activities Learning an appropriate sex role
Selecting a mate Learning sex differences & sexual modesty
Achieving mature relations with both sexes Achieving personal independence
Learning physical skills necessary for ordinary games Preparing for marriage and family life
Readiness for reading Learning to live with a partner
Learning to control the elimination of body waste Starting occupation
Developing concepts necessary for everyday living Relating to one’s spouse as a person
Desiring and achieving socially responsibility behavior Establishing satisfactory living quarters
Meeting social and civic obligations Adjusting to death of spouse
Adjusting to aging parent Achieving adult social and civic responsibility
Managing a home Achieving a masculine or feminine social role

Good job! you did great with the activities above. Now you understand about
developmental stages and task needed to know yourself better. The next activity will give
you an idea that while everyone matures and goes through the changes in adolescence,
this does not take place at the same time and in the same way for everyone

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 Let’s Think Deep
Engagement 4: Case Study
Directions: Read and comprehend the following case study. Evaluate and analyze
the following situations by answering the process questions.

Case Study 1

John and Peter, grade 11 students of Pajo National High School-SHS, are walking
home together from school. John begins to tease Peter, saying that he speaks in a girl’s voice.
He also laughs at the fact that Peter has got no hair on his upper lip. “Envy at me”, John says,
“I am a real masculine man. My voice is thundering strong, and my face is manly superb - I
have so much facial hair. My father calls me “macho-gwapito.” This really embarrasses Peter.
He recalls that his mother still calls him “dodong”. He decides to go home and ask his mother
why he is so different from John and whether something is wrong with him.

Process Questions:

1. Although they are of the same age, why do John and Peter look so different?
_________________________________________________________________________
_________________________________________________________________________

2. Do you think that there is something wrong with Peter? Why?

_________________________________________________________________________
_________________________________________________________________________

3. How do you think Peter feels about himself?

_________________________________________________________________________
_________________________________________________________________________

4. What should Peter’s mother tell him?

_________________________________________________________________________
_________________________________________________________________________

Case Study 2

Jane, Marie, Juliet and Rose are good friends. All of them are 13 years old and love
to spend time with one another. They have so much to talk about, the new film, the new dress,
homework, the boys in the class and just about everything.
Yesterday, Rose seemed uncomfortable. She was having her periods and was concerned
about staining her uniform. Rose recollected that 3 months ago, Jane, Marie and Juliet had
started her periods. Rose is worried. Except her, all her friends had started their periods. Was
something wrong with her?

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Process Questions:

1. If Rose came to you for advice, what would you tell her as a peer?
_________________________________________________________________________
_________________________________________________________________________

2. In your opinion, who should be responsible for sensitizing adolescents about the fact that
it is natural for different people to attain maturity at different times?
_________________________________________________________________________
_________________________________________________________________________

3. Do you think it is important for young people to be prepared for the changes that they are
likely to face in adolescence? Why?
_________________________________________________________________________
_________________________________________________________________________

Let’s Remember
Engagement 5: Is that your final decision?
A. Directions: Read thoroughly and understand the concepts below and work in the
succeeding activity provided for you.
DEVELOPMENTAL STAGES IN MIDDLE AND LATE ADOLESCENCE

Middle Age
Pre-natal Late Childhood
(40 years to
(Conception to birth) (6 to 12 years)
retirement)

Infancy Adolescence Old Age

(Birth to 2 years) (puberty to 18 years) (Retirement to death)

Early Childhood Early Adulthood

(2 to 6 years) (18-40 years)

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• Happens durimg adolescence •Happens during adolescence
when adolescents desire for as the brain continues to
more autonomy and develop.
independence from their • New cognitive skills develop
families; and as their friends such as reasoning, abstract
and peers become their thinking & increased
primary influence. intelligence
Social Cognitive
Development Development

HUMAN DEVELOPMENT

Physical Emotional
Development Development

•The shift from their childhood •Marked by a gradually

bodies to their adult bodies increasing ability to
and give them the ability to perceive, assess, and
get pregnant or cause manage emotions.
pregnancy.

\
Erik Erikson’s Eight Stages Personality
Development
-define each stage of human development with
a crisis or conflict.

Infancy Trust vs. Mistrust

Early Childhood Autonomy vs. Shame and Doubt

Late Childhood Initiative vs. Guilt

School Age Industry vs. Inferiority

Adolescence Identity vs. Role Confusion

Young Adulthood Intimacy vs. Isolation

Adulthood Generativity vs. Stagnation

Maturity Integrity vs. Despair

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 Now that you have fully absorbed and understand developmental stages in the
middle and late adolescence, demonstrate your learning through the succeeding
activities.

B. Directions: Erik Erikson’s eight stages of personality development define each stage of
human development with a crisis or a conflict. Each crisis or conflict either gets resolved or
may be left unresolved, resulting favorable or unfavorable outcomes. Conflict the data
retrieval chart below by giving possible results of conflict or crisis.

Stage Influential Conflict or Possible Results of

Figure Crisis to be Conflict/Crisis
resolved Favorable Unfavorable
Results Results

Infancy (from Parents Trust vs.

birth to 18 Mistrust
months)

Early Childhood Parents Autonomy vs.

(18 months to 3 Shame and
years) doubt

Late Childhood Parents and Initiative vs.

(3-5 years) Teachers Guilt

School Age Parents and Industry vs.

(6-12 years) Teachers Inferiority

Adolescence Teachers and Identity vs. Role

(12-20 years) Significant Confusion
Others
Young
Adulthood Friends Intimacy vs.
(20-25 years) Isolation

Adulthood Community Generativity vs.

(25-65 years) Stagnation

Maturity Community Integrity vs.

(65 years to Despair
death)

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Process Questions:

1. What changes happen during adolescence?

_________________________________________________________________________
_________________________________________________________________________

2. Which of these changes are you experiencing now? What changes have you experienced?
_________________________________________________________________________
_________________________________________________________________________

3. How does the changes in your physical body and your brain development affects your
thoughts and behavior?
_________________________________________________________________________
_________________________________________________________________________

Let Me Apply It

Engagement 6: Pyramid of Development

A. Directions: Assess your own level of development based on the task that you have
successfully accomplished, partially accomplished and the expected tasks that you have not
accomplished.

Expected
task
you have
accomplished

Expected tasks you have partially

accomplished

Expected tasks you have successfully accomplished

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 Let’s Ponder

Engagement 7: Incredible You!

Directions: Complete the diagram below by completing the task stated in each box.

Share the good: Write down the things that Make today great: What other
you have learned from the module. developmental tasks and skills do you think
you need to develop and learn?

Find what you love: List ways on how you can become a more responsible adults and
better persons?

You are filled with love: How can you as an adolescent be prepared for adult life by
accomplishing various developmental tasks according to developmental stages?

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 Let’s Check It

Directions: Read each item carefully and decide what you think is the best answer on
the given questions. Use a separate sheet to write down your chosen answers.

1. According to Erik Erikson’s, how do adolescents form their identities?

A. Passively allowing other people to dictate one’s role.
B. Through the influence of their parents and peer groups.
C. By modifying and synthesizing earlier identifications
D. By modeling themselves after other people.

2. Middle Childhood begins at age 6-12. Which of the following is NOT a

Developmental task of age 6-12?
A. Desiring and achieving socially responsibility behavior
B. Developing concepts necessary for everyday living
C. Developing fundamental skills in reading, writing, and calculating
D. Developing conscience, morality, and a scale of values

3. Mark begins to explore and question things around him. He now learned to do
simple reasoning and acquisition of initial socialization is experienced. Which of
the following developmental stage is referred to?
A. Late Childhood C. Middle Age
B. Early Adulthood D. Early Childhood

4. John and Marcia have been married for 5 years and is bless with a young
adorable son Nicholas. They are very happy because their son is able to
organize and show basic behavior and slowly exhibiting many ontogenetic
maturation skills. Which of the following developmental stage is referred to?
A. Middle Age C. Late Childhood
B. Infancy D. Early Adulthood

5. Margarett celebrated her debut last year, it was one of unforgettable memories she
will never forget. She feels ready to face the world however she realizes that it takes a
lot of adjustment to new patterns of life and roles. Which of the following developmental
stage is referred to?
A. Late Childhood C. Adolescence
B. Early Adulthood D. Early Childhood

6. Jonathan openly admits that he is a gay. Openly identifying oneself as a gay, lesbian,
or bisexual adolescent very often leads to_______________.
A. increased academic and job opportunities
B. an easier time finding partners in life
C. hostility from peers and family
D. a happier and satisfied self

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 7. Erik Erikson’s eight stages of personality development focus on resolving conflict.
One of the crucial stages is adolescence which starts at age 12-20. How can an
adolescent develop identity and resolve role confusion?
A. Develops the ability to stay true to oneself
B. Develops a sense of self and identity
C. Plans to actualize one’s abilities
D. All of the above

8. Young adulthood begins at age 20-25 years according to Erik Erikson’s eight stages
of personality development. Which of the following conflict or crisis it needs to resolve?
A. Intimacy vs. Isolation C. Integrity vs. Despair
B. Industry vs. Inferiority D. Initiative vs. Guilt

9. Juvenile delinquency is one of the major problems that we faced today. How should
we address the problem?
A. Pair targeted high-risk families with stable families in their communities.
B. Involve targeted high-risk children and their families in early childhood intervention
programs.
C. Enforce strict punishment even for minor offenses when children first begin to exhibit
inappropriate behavior.
D. Punish parents through fines, imprisonment, or other means when their children
engage in delinquent behavior.

10. Infancy serve as a foundation age when basic behavior is organized, and many
ontogenetic maturation skills are developed. Which of the following is a way to measure
activity level in an infant?
A. How often they smile
B. How much they sleep
C. How much they want to be held
D. All of the above

Glossary

The following terms used in this module are defined as follows:

The period following the onset of puberty during which a
Adolescence
young person develops from a child into an adult.
Autonomy Freedom from external control or influence; independence.
Cognitive Relating to cognition.
A process that creates growth, progress, positive change or
Development the addition of physical, economic, environmental, social
and demographic components.
Infancy The early stage in the development or growth of something.
Intimacy Close familiarity or friendship; closeness.
The combination of characteristics or qualities that form an
Personality
individual's distinctive character.

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17
Let’s find what you know
1. C 6. D
2. B 7. A
3. D 8. D
4. A 9. B
5. C 10. C
Let’s Learn and Experience
Engagement no. 1: Circle of Life Gameboard
Emotional
You might doubt yourself at times
You worry more about whether your friends like you
You are happy when friends are happy, sad when they are sad
You experience deeper and stronger feelings
Physical
Your body seems clumsy and awkward
You grow body hair
Your body becomes stronger
You might get pimples on your face
Spiritual
You are to show you are becoming an honorable man or woman
You begin to realize how to be a better person
You learn to show respect for other people and culture
Mental
You think about what you want to be or do when you grow up
You become more independent in thinking
Your mind becomes sharper
You learn more ways to take care of yourself
Engagement no 2: My Personal Journey
Diagram-answers may vary
Process questions: 1-5 -answers may vary
Engagement no 3. Find My Match
Middle Childhood Adolescence Early Middle Later Maturity
Infan (6-12) (13-18) Adulthood Adulthood (30- (61-up)
cy and Early (19-30) 60)
Childhood (0-
5)
➢ Learning to ➢Learning physical ➢Achieving mature ➢ Selecting a ➢ Achieving ➢ Adjusting to
control the skills necessary relations with both mate adult social decreasing
elimination for ordinary sexes ➢ Learning to and civic strength and
of body games ➢Achieving a masculine live with a responsibilit health
waste ➢Learning an or feminine social role partner y ➢ Adjusting to
➢ Learning appropriate sex ➢Accepting one’s ➢ Managing ➢ Developing death of
sex role physique a home adult leisure spouse
differences ➢Developing ➢Preparing for marriage ➢ Starting an time ➢ Meeting social
and sexual concepts and family occupation activities and civic
modesty necessary for ➢Desiring and achieving ➢ Relating to obligations
➢ Readiness everyday living socially responsibility one’s spouse ➢ Establishing
for reading ➢Achieving behavior as a person satisfactory
personal ➢ Adjusting to living quarters
independence aging parent
Answer Key
 10. B 5. B
9. B 4. B
8. A 3. D
7. D 2. A
6. C 1. C

Let’s Check

Engagement no. 7: Incredible You! -answers may vary

Let’s Ponder

Engagement no. 6: Pyramid of Development -answers may vary

Let Me Appy It
Process Questions: 1-3- answers may vary
Engagement no. 5: Favorable and Unfavorable Results -answers may vary
Let’s Remember

Case Study 2: Process questions -3- answers may vary

Case Study 1: Process questions 1-4 -answers may vary
Engagement no. 4:
Let’s Think Deep

References

Dr. Wong-Fernandez, Barbara et. all “Personal Development” Reader first edition (2016): 8-14

Websites:
Erikson EH. Childhood and society. New York: Norton; 1950. [Google Scholar]
Erikson EH. Identity: Youth and crisis. New York: W W Norton & Company; 1968. [Google
Scholar]
Erikson EH. Reflections on the last stage—and the first. Psychoanalytic Study of the
Child. 1984;39:155–165. [PubMed] [Google Scholar]
https://www.khanacademy.org/test-prep/mcat/individuals-and-society/self-identity/v/eriksons-
psychosocial-
development?fbclid=IwAR1F9lY5t0dIiHRD6nhhQ0oXh8_FSxwlgQfsb6tRB6bBJE_T2RUEiB8l
x0I

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