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CENTRO ESCOLAR UNIVERSITY

Manila*Makati*Malolos
School of Science and Technology
PSYCHOLOGY DEPARTMENT
COURSE SYLLABUS
Developmental Psychology PRPY 122 3 3
Course Title Course Number Unit(s) Hour(s)/Week
CEU QUALITY OBJECTIVES
CEU VISION/MISSION 1. Practice and promote good stewardship of the environment;
Philosophy: Ciencia y Virtud (Science and Virtue) 2. Develop and inspire/motivate/nurture qualified and competent human resources;
Vision 3. Attain organizational unity and effectiveness;
To be the university of first choice. 4. Ensure functional and efficient systems;
CEU is the University of first choice - the leading higher education institution fostering excellence in the 5. Disseminate accurate information efficiently to the different functions;
advancement of knowledge while engendering personal integrity and social responsibility. 6. Identify and respond to the needs of the University community;
Mission 7. Provide adequate resources and facilities; and
To build a brighter future - for our students, the Philippines, and the world. 8. Improve quality services continuously through a responsive feedback mechanism.
CEU is committed to:
CENTRO ESCOLAR EXPECTED GRADUATE ATTRIBUTES (CEEGA)
 Provide a rich and stimulating learning environment to prepare students to become productive, innovative and
value-driven professionals and entrepreneurs committed to nation building in the context of one world; Graduate Skills, Knowledge, Attitudes that Escolarian Graduates possess
 Enhance the development of higher education through exemplar academic programs and collaborative practices; Attributes
and Lifelong Learner 1. Learns and works independently as well as collaboratively.
 Contribute to the promotion of human well-being through high-quality research, and community service programs. (LL) 2. Translates knowledge generated from research and other sources to improve quality of life.
CEU CORE VALUES 3. Creates new ideas to better understand society.
4. Evaluates own thinking, behavior and spirituality for self-growth.
V - Valuing others, caring for them and empowering them Reflective and 1. Thinks critically and creatively.
A - Accountability, integrity and trustworthiness Creative Thinker 2. Shows open-mindedness.
L - Lifelong learning as individuals and as an organization (RCT) 3. Solves problems systematically.
U - Unity, teamwork and loyalty 4. Loves art and shows artistic sensibility.
E - Excellence in all endeavors Caring and 1. Values people and acts in unity with others.
S - Social responsibility as citizens of the Filipino nation and of the world Trustworthy Citizen 2. Commits to social justice and principles of sustainability and respect for diversity.
CEU QUALITY POLICY (CTC) 3. Practices good stewardship and accountability.
4. Manifest social responsibility by helping improve conditions of those who have less in life or
Centro Escolar University is committed to provide quality, education effectively and efficiently through a circumstance.
continuously improved organizational system consisting of individuals imbued with professionalism and strong sense Proficient 1. Articulates ideas clearly for varied purposes and audiences of diverse culture.
of caring, service and collaboration. Communicator 2. Listens attentively, engages in meaningful exchange and shares knowledge, values, attitudes
(PC) and intentions.
3. Utilizes effectively appropriate media and information technologies.
Competent and 1. Initiates, innovates better ways of doing things and accountability
Productive 2. Promotes quality and productivity.
Professional (CPP)

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 B. S. PSYCHOLOGY
SCHOOL OF SCIENCE AND TECHNOLOGY PROGRAM OUTCOMES
MISSION STATEMENT

Mission: The graduates of Bachelor of Science in Psychology should be able to:

The School of Science and Technology is committed to be a strong arm of 1. Demonstrate literacy in the application of the major psychological theories
the university is fostering excellence in the pursuit of knowledge while and concepts in personal and professional life.
engendering personal integrity and social responsibility. 2. Apply the methods of psychological inquiries and develop lifelong learning
towards building knowledge on local culture and context.
In line with the CEU mission, the School of Science and Technology seeks
for its clientele the following objectives: 3. Utilize psychological theories and methods in personal and professional
settings.
1. To develop scientific, technical and vocational skills with world class 4. Administer and interpret psychological test results, analyze cases and
competency; identify appropriate action and intervention in various settings.
5. Value professional and ethical behavior in research and practice.
2. To be empowered with logical, critical, and creative thinking skills;
6. Construct and develop questionnaire items for purposes of psychological
3. To appreciate, value, and live out man’s desirable potentialities, and assessment and research.
7. Exhibit self-reflection to develop empathic and effective communication
4. To become versatile and productive citizens in the global society. that promotes harmonious interpersonal relationship.

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Course Description : A course designed to equip the students with knowledge and skills that will allow them to understand human development from a holistic perspective-
mental, socio-emotional, physical, moral, and spiritual.

Pre-requisite : None

Course Intended Learning Outcomes (CILO):

At the end of the course the students are expected to:
1. Cognitive
1.1 Analyze the principles of personal growth and development.
1.2 Identify and describe the distinct characteristics of persons in each stage according to the physical, intellectual, emotional, moral and
socio-cultural aspects.
1.3 Utilize well-known theories of human development in explaining the milestones of human development.
2. Affective
2.1 Value a positive outlook in securing mental health and well-being.
2.2 Adopt a commitment to personal growth and development.
2.3 Appreciate the importance of human growth and development in ensuring quality of life
3. Psychomotor
3.1 Show ease in using developmental checklist for observing and reporting skills of children and adolescents.
COURSE PLAN
Intended Learning Outcomes Content/Topic Suggested Teaching Time Resources Assessment
Methodology/Strategies Allotment
• Criticize the different developmental 1. Introduction • Lecture- 3 hours Textbooks • Quizzes
changes a. Nature and Scope of discussion/elaborate E-Books • Recitation
• Identify the different principles of developmental psychology concepts Journals • Reflection paper
growth and development. b. Principles of Growth • Power point presentation through journaling
• Differentiate the theories of Freud, c. Theories of Child Development • Summarize
Erikson and Havighurst. c.1 Freud’s Model of Psychosexual
Development
c.2 Erickson’s Psychosocial Theory
c.3 Havighurst’s Developmental
Task
• Identify the important characteristics of 2. Prenatal Development • Lecture- 6 hours • Quizzes
the prenatal period. a. Heredity vs. Environment discussion/elaborate • Recitation
• Defend the ways in which life begins. b. Periods in Prenatal Development concepts • Reflection paper
c. Period of the Ovum • Power point presentation through journaling
• Summarize the common physical d. Period of the Embryo
hazards in each subdivision of the e. Period of the Fetus • Summarize
prenatal period and the condition f. Multiple Births
influencing them. g. Types of Birth

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Intended Learning Outcomes Content/Topic Suggested Teaching Time Resources Assessment
Methodology/Strategies Allotment
h. Factors influencing Prenatal
Development
• Describe the major adjustments all 3. Infancy • Lecture-discussion/ 6 hours • Quizzes
infants must make to postnatal life, the elaborate concepts • Recitation
conditions influencing these a. period of the newborn • Film showing • Reflection paper
adjustments and the criteria used to b. characteristics of an • Group sharing of personal through journaling
assess their success. infant experiences
• Role play the characteristics of the c. stages of physical • Group discussions
infant, especially the appearance, d. development • Interview
activities, vocalization and e. vocalization of the • Summarize
sensitivities. newborn
• Appraise why states of f. sensitivities of the
consciousness, capacity for learning newborn
and emotions during the infancy g. emotions of the
period are difficult to study. newborn
• Describe the physical, motor, speech, h. physiological functions
emotional, social and play activities of the infant
development during infancy.
• Point out the importance of family 4. Babyhood • Lecture-discussion/ 6 hours • Quizzes
relationships to babies developing a. Physical Development elaborate concepts • Recitation
self-concepts and to their happiness. b. Physiological Functions • Film showing • Reflection paper
• Identify why each area of c. Motor Development • Sharing of personal through journaling
development can be psychologically d. Speech Development experiences
hazardous. e. Emotions • Group discussions
f. Social Development • Summarize
g. Personality
• Summarize a brief picture of physical, 5. Early Childhood • Lecture-discussion/ 6 hours • Quizzes
motor, speech emotional, social and a. Physical Development elaborate concepts • Recitation
play development in early childhood. b. Emotional Development • Film showing • Reflection paper
c. Social Development • Group sharing of personal through journaling
• Defend how understanding improves d. Moral Development experiences
and how this affects moral e. Personality Development • Group discussions
development, sex-role typing, and the f. Play • Interview
kind of interests young children g. Interest • Summarize
develop. h. Family Relationships
i. Personality

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Intended Learning Outcomes Content/Topic Suggested Teaching Time Resources Assessment
Methodology/Strategies Allotment
• Analyze new social groupings in late 6. Late Childhood • Lecture-discussion/ 6 hours • Quizzes
childhood and point out their influence a. Physical Development elaborate concepts • Recitation
on children’s play interests and b. Motor Development • Film showing • Reflection paper
activities. c. Speech Development • Group sharing of personal through journaling
• Point out the influence of increased d. Emotional Development experiences
understanding on moral attitudes and e. Social Development • Group discussions
behavior in late childhood on f. Moral Attitude and Behavior • Interview
children’s interest. g. Interest • Summarize

• Recognize what criteria are used to 7. Puberty • Lecture-discussion 3 hours • Quizzes

determine the different stages of a. Causes of Puberty • Film showing • Recitation
puberty. b. Criteria of Puberty • Group sharing of personal • Reflection paper
• Identify and explain physical changes c. Physical changes at Puberty experiences through journaling
of puberty. d. Effects on Behavior • Group discussions
• Discuss the sources of concern e. Sources of Concern • Interview
pubescent children experience and • Summarize
explain how these concerns affect
their personal adjustment.
• Demonstrate understanding of the 8. Early Adolescence • Lecture-discussion 3 hours • Quizzes
timing of adolescence, its a. Characteristics • Film showing • Recitation
subdivisions, its outstanding b. Physical Development • Group sharing of personal • Reflection paper
characteristics and the developmental c. Motor Capacities experiences through journaling
tasks of this period. d. Adolescent emotions • Group discussions
• Interrelate and briefly explain the e. Interest • Interview
physical emotional and social changes f. Moral Attitude and Behavior • Summarize
at this age and their interests. g. Family Relationship
• Indicate the changes in sex interests, 9. Late Adolescence • Lecture-discussion 3 hours • Quizzes
sexual behavior and sex roles. a. Characteristics • Film showing • Recitation
• Point out why family relationships tend b. Physical Growth • Group sharing of personal • Reflection paper
to deteriorate in adolescence and c. Motor Skills experiences through journaling
when and why this deterioration d. Emotions • Group discussions • Case study report
normally ends. e. Social Behavior • Interview
f. Interests • Summarize
g. Religious Attitude and Behavior
h. Moral Concepts and Behavior
i. Sex Interests
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Intended Learning Outcomes Content/Topic Suggested Teaching Time Resources Assessment
Methodology/Strategies Allotment
j. Family Relationships
k. Personality
• Explain the different phases of 10. Adulthood • Lecture-discussion 6 hours • Quizzes
adulthood a. Young adulthood, Middle • Film showing • Recitation
• Differentiate and realize the different adulthood, and Late adulthood • Group sharing of personal • Reflection paper
maturity arises in each phases b. Physical and Cognitive experiences through journaling
Development • Group discussions • Case study report
l. c. Psychosocial Development • Interview
• Summarize
• Formulate one’s purpose in life 11. Dealing with Death and • Lecture-discussion 3 hours • Quizzes
• Explain death and dealing with Bereavement • Film showing • Recitation
acceptance a. Near death experience • Group sharing of personal • Reflection paper
• Define loss in a positive way b. Suicide experiences through journaling
c. Active/ passive euthanasia and • Group discussions
assisted suicide • Interview
d. New coverage in suicidal thoughts • Summarize

A. REFERENCES
BOOKS

1. Jenson, Jeffrey M. Social policy for children and families : a risk and resilience perspective Los Angeles : SAGE Publications, (2016)
2. John L. Romano. Prevention Psychology : Enhancing Personal and Social Well-Being. Washington, D.C. : American Psychological Association, (2015)
3. Nilsen, Barbara Ann. Week by week : Plans for Documenting Children's Development. Manila: Titlepeek (2017)
4. Santrock, John W. Essentials of life-span development New York : McGraw-Hill, (2016)
5. Burman, E. (2017). Deconstructing developmental psychology (3rd ed.). Routledge.
6. Bonovitz, C., Harlem, A. (2018). Developmental perspectives in child psychoanalysis and psychotherapy. Routledge.
7. Gillibrand, R., Lam, V., O’Donnell, V.L. (2016). Developmental psychology (2nd ed.). Pearson Education
8. .Overton, W.F., Molenaar, P.C.M. (Eds.) (2015). Handbook of child psychology and developmental science: volume one: theory and method (7th ed.). John Wiley &
Sons.
9. Liben, L.S., Muller, U. (Eds.) (2015). Handbook of child psychology and developmental science: volume two: cognitive processes (7th ed.). John Wiley & Sons.
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 10. Lamb, M.E. (Ed.) (2015). Handbook of child psychology and developmental science: volume three: socioemotional processes (7th ed.). John Wiley & Sons.
11. Bornstein, M.H.,Leventhal, T. (Eds.) (2015). Handbook of child psychology and developmental science: volume 4]four: ecological settings and processes (7th ed.).
John Wiley & Sons.
12. Kail, R.V., Cavanaugh, J.C. (2019). Human development: a life-span view (8th ed.). Cengage.
13. Mireault, G.C., Reddy, V. (2016). Humor in infants: developmental and psychological perspectives. Springer Nature.
14. Jenson, J.M., Fraser, M.W. (2016). Social policy for children and families: a risk and resilience perspective (3rd ed.). SAGE Publications.
15. Ghetti, S. (Ed.) (2018). Steven’s handbook of experimental psychology and cognitive neuroscience: volume four: developmental and social psychology (4th ed.). John
Wiley & Sons.
16. Santrock, J.W. (2019). Life-span development (17th ed.). McGraw-Hill Education.
17. Briggs, S. (2019). Time-limited adolescent psychodynamic psychotherapy: a developmentally focussed psychotherapy for young people. Routledge.

ON-LINE REFERENCES:

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psychology.html#:~:text=Developmental%20psychology%20looks%20at%20how,when%20the%20most%20change%20occurs.
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6. Stoppler, M.C. (2019, December 12). Puberty first signs, symptoms, ages, and stages in girls and boys. Medicine Net. https://www.medicinenet.com/puberty/article.htm
7. Goldman, R. (2018, August 23). The stages of puberty: development in girls and boys. Healthline. https://www.healthline.com/health/parenting/stages-of-puberty
8. Waterman, H., Allen, B. (2019, March 28). Stages of adolescence. Healthy Children. https://www.healthychildren.org/English/ages-stages/teen/Pages/Stages-of-
Adolescence.aspx

9. Adulthood (n.d.). Lumen Learning. https://courses.lumenlearning.com/wmopen-psychology/chapter/reading-adulthood/

10. Smith, M., Robinson, L., Segal, J. (2020 September). Coping with grief and loss. HelpGuide. https://www.helpguide.org/articles/grief/coping-with-grief-and-loss.htm
11. Bereavement and grief (n.d.). Mental Health America (MHA). https://www.mhanational.org/bereavement-and-grief
12. Ryback, R. (2017, February 27). The ways we grieve. https://www.psychologytoday.com/us/blog/the-truisms-wellness/201702/the-ways-we-grieve
13. What are some of the major theories of development (n.d.). https://www.mghclaycenter.org/parenting-concerns/infants-toddlers/what-are-some-of-the-major-theories-of-
development/#:~:text=Roughly%20speaking%2C%20these%20theories%20can,dominant%20theories%20of%20moral%20development.
14. Cherry, K. (2020, June 23). Child development theories and examples. Very Well Mind. https://www.verywellmind.com/child-development-theories-2795068
15. Theories of development (n.d.). Spark Notes. https://www.sparknotes.com/psychology/psych101/development/section1/page/3/
16. Infancy and childhood (n.d.). Spark Notes. https://www.sparknotes.com/psychology/psych101/development/section3/
17. Adolescence (n.d.). Spark Notes. https://www.sparknotes.com/psychology/psych101/development/section4/
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SOJ Psychology. https://symbiosisonlinepublishing.com/psychology/
The Open Psychology Journal. https://openpsychologyjournal.com/
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 Frontiers in Psychology. https://www.frontiersin.org/journals/psychology
International Journal of Psychological Studies. http://www.ccsenet.org/journal/index.php/ijps
Advances in Cognitive Psychology. http://www.ac-psych.org/en/home
American Psychologist. https://psycnet.apa.org/PsycARTICLES/journal/amp/75/7
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Prepared by Date: Approved by: Date:

Mrs. Gemma Rosemarie Gornez (Sgd)
Ms. Edna Costuna (Sgd) April 3, 2019 April 3, 2019
Dr. Ednaliza Victoria (Sgd) DR. DOROTHEA C. DELA CRUZ
Mrs. Angelina Villanueva (Sgd) HEAD
NAME /apm 2020

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