CALALP
CALALP
CALALP
CALALP
CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES
Childhood defines as the time for a boy or girl from birth until he or she is an adult.
It is more circumscribed period of time from infancy to the onset of puberty. The
Convention of the Rights of the Child defines a child as “every human being below
the age of 18 years unless under the law applicable to the child, majority is attained
earlier”.
Course Outline:
CALALP Child and Adolescent Learners Learning and Principles_PRELIM HANDOUTS by Elsie M. Zabalo
TOPICS FOR PRELIM
Human Development: Meaning, Concepts, and Approaches
Human Development
➢ the pattern of movement or change that begins at conception and
continues through the life span
➢ includes growth and decline
➢ can be positive or negative
➢ the process of growth and change that takes place between birth and
maturity
Activity
Directions: Get a partner. With your partner, draw a learner (whole body).
Label the specific skills on each part of the body that you think a learner
should develop.
CALALP Child and Adolescent Learners Learning and Principles_PRELIM HANDOUTS by Elsie M. Zabalo
Rubric for the activity:
Score Description
10 10 skills have been identified all throughout the body parts
9 9 skills have been identified all throughout the body parts
8 8 skills have been identified all throughout the body parts
7 7 skills have been identified all throughout the body parts
6 6 skills have been identified all throughout the body parts
5 5 or less skills have been identified all throughout the body
parts
Another permanent and life-supporting reflex is heard turning in the first days of life.
This reflex allows a baby to turn his head if something (a blanket, pillow, or stuffed
animal) is blocking his airflow.
Another reflex that also babies survive is the rooting reflex. When babies root, they
may nuzzle their face and mouth into the caregiver’s chest or shoulder.
The rest of the flexes have less survival value but are still notable. For the first 3 to 4
months, babies have an amazing grasping ability and reflex. They will grasp anything
place in their palm and hold it with amazing strength for their size. Some infants in
the first weeks of life can support their entire body weight through that grasp.
The Moro response is another reflex that is present during the first 6 months of life,
but doesn’t seem to have a purpose in modern life. A baby with arch her back, flail
out, and then curl up if she feels as although she is being dropped.
The final reflex is Tonic Neck. During the first 4 months, when babies lie awake on
their backs with their heads facing to one side, they will extend the arm on the side of
their body that they’re facing and reflex the other arm at an angle, in a position that
resembles a fencing pose. This reflex may help prepare them for voluntary reaching
later in their environment.
Between ages 2 and 3 years, young children stop “toddling”, or using the awkward,
wide- legged robot-like stance that is the hallmark of new walkers. As they develop a
smoother gait, they also develop the ability to run, and hop. Children of this age can
participate in throwing and catching games with larger balls. They can also push
themselves around with their feet while sitting on a riding toy.
Children who are 3 to 4 years old can climb up stairs using a method of bringing
both feet together on each step before proceeding to the next step (in contrast, adult
place one foot on each step in sequence); However, young children may still need
CALALP Child and Adolescent Learners Learning and Principles_PRELIM HANDOUTS by Elsie M. Zabalo
some “back up” assistant to prevent falls in case they become unsteady in this new
skill.
By ages 4 to 5, children can go up and down the stairs alone in the adult fashion
(i.e. taking one step at a time); their running continues to smooth out and increase in
speed. Children of this age can also skip and add spin to their throws. They also have
more control when riding their tricycles (or bicycles), and can be drive them faster.
During ages 5 to 6, young children continue to refine easier skills. They’re running
even faster and can start to ride bicycles with training wheels for added stability. In
addition, they can step sideways. Children of this age begin mastering new forms of
physical play such as the jungle gym, and begin to use the see-saw, slide, and swing
on their own. They often start jumping rope, skating, hitting balls with bats, and so
on. Children continue to refine and improve their gross motor skills through age 7
and beyond.
BRAIN DEVELOPMENT
CALALP Child and Adolescent Learners Learning and Principles_PRELIM HANDOUTS by Elsie M. Zabalo
The human brain begins forming very early in prenatal life (just three weeks after
conception), but in many ways, brain development is a lifelong project. That is
because the same events that shape the brain during development are also
responsible for storing information—new skills and memories—throughout life.
CALALP Child and Adolescent Learners Learning and Principles_PRELIM HANDOUTS by Elsie M. Zabalo
The rational part of a teen's brain isn't fully developed and won't be until age 25 or
so. In fact, recent research has found that adult and teen brains work differently.
Adults think with the prefrontal cortex, the brain's rational part.
The brain continues to grow for a few years after a person is born and by the age of2
years old, the brain is about 80% of the adult size. You may wonder, "How does the
brain continue to grow, if the brain has most of the neurons it will get when you are
born? The answer is in glial cells.
The brain’s ability to change from experience is known as Plasticity. The human
brain is especially plastic early in life, which is why the “nurture” part of the equation
is so important
Throughout life the brain continues to be plastic-this is the mechanism of learning-
but plasticity declines in adulthood.
CALALP Child and Adolescent Learners Learning and Principles_PRELIM HANDOUTS by Elsie M. Zabalo
FACTORS AFFECTING DEVELOPMENT
Maternal Nutrition- the nutritional status of the women during adolescent
pregnancy and lactation has a direct impact on the child’s health and development.
Child Nutrition- the Child’s state of nutritional balance is crucial in his early
developmental age.
Early Sensory Stimulation- Toys, soothing sounds and other sensorial
stimulation contribute to the child’s development.
Heredity and genes certainly play an important role in the transmission of
physical and social characteristics from parents to off-springs.
Exceptional Development
Physical Disabilities- Persons with physical disabilities may experience
functional, visual, orthopedic, motor, or hearing impairments, which may impact
upon their ability to walk, play and learn. Physical disabilities are also often defined
and categorized by some degree of limitation in the use of upper or lower extremities
and maintaining posture and positioning.
Attention Deficit Disorder (ADD) and Attention Deficit Hyperactive Disorder
(ADHD)- Attention-Deficit Hyperactivity Disorder (ADHD) and Hyperkinetic
Disorder (as officially known in U.K., through ADHD is more commonly used) is
generally considered to be a developmental disorder, largely neurological in nature,
affecting about 5% of the world’s population. The disorder typically presents itself
during childhood, and is characterized by a present pattern of inattention and/or
hyperactivity, as well as forgetfulness, poor impulse control or impulsivity and
distractibility, ADHD is currently considered to be a persistent and chronic condition
for which no medical cure is available ADHD is most commonly diagnosed in
children and, over the past decade.
CALALP Child and Adolescent Learners Learning and Principles_PRELIM HANDOUTS by Elsie M. Zabalo
Second Preconditions - it is crucial that children are allowed to socially interact
with other people who can vocalize and respond to questions. For language
acquisition to develop
successfully, children must be in an environment that allows them to communicate
socially in that language.
There are a few different theories as to why and how children develop language. The
most popular explanation is that language is acquired through imitation. However,
this proves to be more of a folk tale than anything. Two most accepted theories in
language development are psychological and functional. Psychological explanations
focus on the mental processes involved in childhood language learning. Functional
explanations look at the social process involved in learning the first language.
The following “red flags” may indicates that the child who is simultaneously
acquiring two languages id experiencing problems with language development.
1. No sounds by 2-6 months
2. Less than one new words per week for 6-15 month-old children.
3. Less than 20 words (in the two languages combined by 20 months: and
4. No use of word combinations and a very limited vocabulary by age 2-3 years
5. Red flags for abnormal language development in the sequential acquisition of
two language include.
6. Lack of normal milestones in the first language
7. Prolonged phase of not talking
8. Difficulty of retrieving words
CALALP Child and Adolescent Learners Learning and Principles_PRELIM HANDOUTS by Elsie M. Zabalo
10. Inadequate opportunity for speech e.g. the child everyone talks for, the
“babied” child has a more dominant sibling etc.
11. Emotional factors e.g. behavioral problems, anxiety, pressure to perform etc.
12. Short attention span.
13. Family history of speech and language delays or difficulties
Exceptional Development
Aphasia- Aphasia (or aphmia) is a loss of the ability to produce and/or
comprehend language due to injury to brain areas specialized for these functions. It
is not a result of deficits in sensory, intellect, or psychiatric functioning. Depending
on the area and extent of the damage, someone suffering from aphasia may be able to
speak but not write, or vice versa, or display any of wide variety of other deficiencies
in language comprehension and production, such as being able to sing but not to
speak.
Evidence suggests that dyslexia results for differences in how the brain processes
written and/or verbal language. It is separate and distinct from reading difficulties
resulting from other causes, such as deficiencies in intelligence, a non-neurological
deficiency with vision or hearing, or from poor or inadequate reading instruction.
CALALP Child and Adolescent Learners Learning and Principles_PRELIM HANDOUTS by Elsie M. Zabalo
Human Development
➢ the pattern of movement or change that begins at conception and
continues through the life span
➢ includes growth and decline
➢ can be positive or negative
➢ the process of growth and change that takes place between birth and
maturity
Activity
Directions: Get a partner. With your partner, draw a learner (whole body).
Label the specific skills on each part of the body that you think a learner
should develop.
CALALP Child and Adolescent Learners Learning and Principles_PRELIM HANDOUTS by Elsie M. Zabalo
Rubric for the activity:
Score Description
10 10 skills have been identified all throughout the body parts
9 9 skills have been identified all throughout the body parts
8 8 skills have been identified all throughout the body parts
7 7 skills have been identified all throughout the body parts
6 6 skills have been identified all throughout the body parts
5 5 or less skills have been identified all throughout the body
parts
CALALP Child and Adolescent Learners Learning and Principles_PRELIM HANDOUTS by Elsie M. Zabalo
Approaches to Human Development
1. Traditional Perspective
• Believes that individuals will show extensive change from birth
to adolescence, little or no change in adulthood and decline in
late old age
• Traditional developmental theories look closely at specific
aspects of development within a particular stage mainly
childhood
• Strong developmental tasks are imposed by marriage and
parenthood, by the waxing and waning of physical prowess and
of some intellectual capacities, by the children’s exit from the
nest, by the achievement of an occupational plateau, and by
retirement and the prospect of death.
2. Life-span Approach
• Life-span developmental psychology involves the study of
constancy and change in behavior throughout ontogenesis
(individual development), from conception to death. The core
aim of the field is to obtain knowledge about general principles
of life-long development, about inter individual differences and
similarities in development, as well as about the degree and
conditions of individual plasticity or modifiability of
development (Baltes, 1977).
• Believes that even in adulthood, developmental change takes
place as it does during childhood
• holds that patterns of change and transition occur throughout
the working life.
• Other assumptions of a life-span perspective include:
A. The aging process is multidirectional and involves
both losses and gains. As workers age, some dimensions
of functioning decline, while others improve. For example,
physical stamina gradually decreases with age, but
accumulated knowledge or “wisdom” tends to gradually
increase. These different “trajectories of change” are
important to understand in designing a workplace where
all workers are able to perform at an optimal level.
B. The aging process is characterized by plasticity. The
term plasticity refers to the potential to change in
response to one’s experiences. This aspect of aging is
demonstrated by a growing body of research indicating
that the rate of change for some abilities (e.g., physical
functioning) can be affected by specific activities (e.g.,
regular exercise). Animal research also provides evidence
of the neuroplasticity of the brain and its remarkable
ability to change with experience throughout the life-
span.
C. The aging process is multidimensional. Three basic
dimensions of the aging process are biological, cognitive,
and socio-emotional. Each dimension has many sub-
CALALP Child and Adolescent Learners Learning and Principles_PRELIM HANDOUTS by Elsie M. Zabalo
components (examples from the cognitive dimension
include attention, working memory, and social
intelligence) that interact with the other two dimensions,
and is subject to some level of environmental influence.
All three dimensions are important to understand in
designing a work environment that encourages productive
aging.
D. The aging process is contextual. The changes that occur
as workers age do not take place in a vacuum. Some
important contextual settings are families, friendships,
community, workplace, and society. These contexts may,
in turn, be influenced by historical, economic, and
cultural factors. In the case of the workplace, the nature
of work and how it is structured, the type of workplace
relationships an individual develops, and specific work-
related events (e.g., career progression, avoidance of
disability, retirement) can all play an important role in
productive aging.
• In summary, a life-span perspective assumes that the aging
process is complex, occurs across different dimensions
throughout the working life, and represents the product of
many interacting causes, both inside and outside of the
worker
CALALP Child and Adolescent Learners Learning and Principles_PRELIM HANDOUTS by Elsie M. Zabalo
are responding with a sweet smilewhen affectionately
touched and frowned when displeased and even
showed tantrum when theycould not get or do what
they wanted. From aggressive children, they may develop
into a fine lady ora gentleman or otherwise, depending on
a myriad of factors. They may fall in love and get inspired
forlife or may end up betrayed, deserted and desperate
afterwards.
Activity
Directions: Individual Activity.
Cite 2 specific situations under each Characteristics of human development
from a life-span perspective:
1. Development is lifelong
2. Development is plastic
3. Development is multidimensional
4. Development is contextual
5. Development involves growth, maintenance and regulation
CALALP Child and Adolescent Learners Learning and Principles_PRELIM HANDOUTS by Elsie M. Zabalo
9. Play is an important vehicle for developing self-regulation and
promoting language, cognition, and social competence.
10. Development and learning advance when children are
challenged. Children’s experiences shape their motivation and
approaches to learning.
Activity
Directions: Triad.
List down 1 specific teaching strategy under each Principle of Child
Development and Learning that Inform Practice.
1. All areas of development and learning are important.
2. Learning and development follow sequences.
3. Development and learning proceed at varying rates.
4. Development and learning result from an interaction of maturation
and experience.
5. Early experiences have profound effects on development and learning.
6. Development proceeds toward greater complexity, selfregulation, and
symbolic or representational capacities.
7. Children develop best when they have secure relationships.
Development and learning occur in and are influenced by multiple
social and cultural contexts.
8. Children learn in a variety of ways.
9. Play is an important vehicle for developing self-regulation and
promoting language, cognition, and social competence.
10. Development and learning advance when children are
challenged. Children’s experiences shape their motivation and
approaches to learning.
CALALP Child and Adolescent Learners Learning and Principles_PRELIM HANDOUTS by Elsie M. Zabalo
2. Stage 2 — Toddlerhood: Autonomy vs. Shame and Doubt.
In addition to autonomy versus shame and doubt, another way to
think of the second stage is independence versus dependence. Like in
the first stage, toddlers go through this stage responding to their
caregivers. If caregivers encourage them to be independent and
explore the world on their own, toddlers will grow up with a sense of
self-efficacy. If the caregivers hover excessively or encourage
dependence, these toddlers grow up with less confidence in their
abilities.
For example, if a toddler wants to walk without assistance in a safe
area, the caregiver should encourage this autonomy by allowing the
independent behavior. If the caregiver insists on holding the toddler’s
hand even when it’s not necessary, this attention can lead to doubt
later in life.
CALALP Child and Adolescent Learners Learning and Principles_PRELIM HANDOUTS by Elsie M. Zabalo
6. Stage 6 — Young Adulthood: Intimacy vs. Isolation
In young adulthood, which begins roughly at age 20, people begin to
solidify their lifelong bonds; many people enter committed
relationships or marriages, while others form lifelong friendships.
People who can create and maintain these relationships reap the
emotional benefits, while those who struggle to maintain relationships
may suffer from isolation. A young adult who develops strong
friendships in college may feel more intimacy than one who struggles
to form and maintain close friendships.
Activity
Directions: Group Activity: List down the different characteristics of a person
undergoing the different stages of development:
1. Stage 1 — Infancy: Trust vs. Mistrust
2. Stage 2 — Toddlerhood: Autonomy vs. Shame and Doubt.
3. Stage 3 — Preschool Years: Initiative vs. Guilt
4. Stage 4 — Early School Years: Industry vs. Inferiority
5. Stage 5 — Adolescence: Identity vs. Role Confusion
6. Stage 6 — Young Adulthood: Intimacy vs. Isolation
7. Stage 7 — Middle Adulthood: Generativity vs. Stagnation
8. Stage 8 — Late Adulthood: Integrity vs. Despair
CALALP Child and Adolescent Learners Learning and Principles_PRELIM HANDOUTS by Elsie M. Zabalo
Other Theories of Human Development
A. Cognitive Development
Jean Piaget developed the theory of cognitive development. Piaget’s theory is
widely used in education programs to prepare teachers to instruct students
in developmentally appropriate ways.
CALALP Child and Adolescent Learners Learning and Principles_PRELIM HANDOUTS by Elsie M. Zabalo
Activity
Directions: Pair Activity: Write down an example of 10-line conversation of
the individuals undergoing the following stages of development:
1. Sensorimotor
2. Preoperational
3. Concrete operational
4. Formal operational
B. Moral Development
Lawrence Kohlberg created a theory of human development based on moral
development concepts. The theory comprises the following stages:
Activity
Directions: Pair Activity: Write down 2 activities of individuals undergoing
the following stages of development:
1. Preconventional
2. Conventional
3. Postconventional
CALALP Child and Adolescent Learners Learning and Principles_PRELIM HANDOUTS by Elsie M. Zabalo
C. Psychosexual Theory
Sigmund Freud popularized the psychosexual theory. The theory comprises
five stages:
• Oral — In the oral stage (birth to 1 year old), children learn to suck
and swallow and may experience conflict with weaning.
• Anal — In the anal stage (1-3 years old), children learn to withhold or
expel feces and may experience conflict with potty training.
• Phallic — In the phallic stage (3-6 years old), children discover that
their genitals can give them pleasure.
• Latency — In the latency stage (roughly 6 years old through
puberty), they take a break from these physical stages and instead develop
mentally and emotionally.
• Genital — In the genital stage (puberty through adulthood), people
learn to express themselves sexually.
Ideally, children move through each phase fluidly as their sexual libidos
develop, but if they’re stuck in any of the phases, they may develop a
fixation that hinders their development.
Activity
Directions: Individual Activity: Observe a behavior of a child (at any age).
Record a 2-3 minute video documentation analyzing such behavior. Follow
proper protocols and ethics.
D. Behavioral Theory
The behavioral theory focuses solely on a person’s behaviors rather than
the feelings that go alongside those behaviors. It suggests that behaviors
are conditioned in an environment due to certain stimuli. Behavioral
theorists believe that behavior determines feelings, so changing behaviors
is important because this will in turn change feelings.
CALALP Child and Adolescent Learners Learning and Principles_PRELIM HANDOUTS by Elsie M. Zabalo
Activity
Directions: Triad Activity: List down 5 common misbehavior in the
classroom. Suggest 1 way to cope with each identified misbehavior.
• Attention
• Retention
• Reproduction
• Motivation
Activity
Directions: Pair Activity: List down 2 strategies that will work best for
attention, retention, reproduction and motivation.
CALALP Child and Adolescent Learners Learning and Principles_PRELIM HANDOUTS by Elsie M. Zabalo
G. Sociocultural Theory
The sociocultural theory ties human development to the society or
culture in which people live. It focuses on the contributions that society
as a whole makes to individual human development. For example,
children who are raised to play outdoors develop differently from children
who are raised to play indoors.
Activity
Directions: Individual Activity: Teach a toddler the basics of writing. Record
the improvement. Follow the scaffolding technique. Document your
teaching.
References:
Baltes, P.B., Lindenberger, U., & Staudinger, U.M. (2006). Life-span theory in developmental
psychology. In R. M. Lerner (Ed.), Handbook of child psychology. Vol. 1: Theoretical models of human
development (6th ed., pp. 569–664). New York: Wiley.
Sigelman, C.K., & Rider, E.A. (2015). Life-span human development, 8th edition. Stamford, CT:
Cengage Learning.
CALALP Child and Adolescent Learners Learning and Principles_PRELIM HANDOUTS by Elsie M. Zabalo
Additional Topics:
CALALP Child and Adolescent Learners Learning and Principles_PRELIM HANDOUTS by Elsie M. Zabalo
SF 8 – Learner Per learner assessment of Class adviser / LIS BoSY and
Basic Health Body Mass Index MAPEH EoSY
Profile teachers
SF 9 – Learner Individual academic, Class adviser Manual Quarterly
Progress Report behavioral and attendance
Card report by quarter (formerly
Form 138)
SF 10 – Learner’s Individual academic record Class adviser Manual EoSY
Permanent by quarter and SY
Academic Record (simplified and standardized
from former Form 137)
SHS forms (new) SFs 1-7 customized to fit Class adviser / LIS and Semestral
SHS requirement School head manual
Lesson Planning
DepEd Order 42 series of 2016
1. In line with the implementation of Republic Act (RA) No. 10533 or the Enhanced
Basic Education Act of 2013, the Department of Education (DepEd) issues the
enclosed Policy Guidelines on Daily Lesson Preparation for the K to 12 Basic
Education Program.
2. Planning lessons is fundamental to ensuring the delivery of teaching and learning
in schools. These guidelines aim to support teachers in organizing and managing
their classes and lessons effectively and efficiently and ensure the achievement of
learning outcomes.
3. Furthermore, these guidelines affirm the role of the K to 12 teacher as a facilitator
of learning. Preparing for lessons through the Daily Lesson Log (DLL) or Detailed
Lesson Plan (DLP) and provides teachers with an opportunity for reflection on what
learners need to learn, how learners learn, and how best to facilitate the learning
process. These guidelines also aim to empower teachers to carry out quality
instruction that recognizes the diversity of learners inside the classroom, is
committed to learners’ success, allows the use of varied instructional and formative
assessment strategies including the use of information and communications
technologies (ICTs), and enables the teacher to guide, mentor, and support learners
in developing and assessing their learning across the curriculum.
CALALP Child and Adolescent Learners Learning and Principles_PRELIM HANDOUTS by Elsie M. Zabalo
Sample Format of Detailed and Semi-Detailed Lesson Plan
CALALP Child and Adolescent Learners Learning and Principles_PRELIM HANDOUTS by Elsie M. Zabalo
Sample Format of Daily Lesson Log (DLL)
CALALP Child and Adolescent Learners Learning and Principles_PRELIM HANDOUTS by Elsie M. Zabalo
Download the Curriculum Guide from www.deped.gov.ph
CALALP Child and Adolescent Learners Learning and Principles_PRELIM HANDOUTS by Elsie M. Zabalo
Make sure that the objectives are aligned with the learning
competencies and that the activities and assessments are aligned with
the objectives.
CALALP Child and Adolescent Learners Learning and Principles_PRELIM HANDOUTS by Elsie M. Zabalo