Edu 530: The Child and Adolescent Learners and Learning Principles

Student Activity Sheets #1

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Lesson title: BASIC CONCEPTS ON CHILD AND ADOLESCENT Materials:

DEVELOPMENT Student Activity Sheets

Lesson Objectives: At the end of the session, I can: References:

Acero, V.D. et al, Child and
1. Define growth and development, and Adolescent Development. 2015.
2. Identify factors affecting growth and development.
Corpuz, B. et al. Child and
Adolescent Learners and Learning
Principles. 2018

Productivity Tip:
Try to picture out your photos since you were small and reflect on this line: “From a little child so very small,
how and when did you grow so tall ?”

A. LESSON PREVIEW/REVIEW

1) Introduction (2 mins)
Compare yourself when you were in elementary and when you were in high school, were there
changes physically? Intellectually or mentally? How about emotionally and socially?

In this module, we will learn what affects a person’s growth and development and at the same
time, the different factors that encompass one’s development.

2) Activity 1: What I Know Chart, part 1 (3 mins)

Do you have any idea what growth is? How about development? Do you know what are the
different factors affecting your growth and development as a person? Try answering the questions
below by writing your ideas under the first column What I Know. It’s okay if you write key words or
phrases that you think are related to the questions.

What I Know Questions: What I Learned (Activity 4)

1. What is growth?

2. What is development?

3. What are the factors affecting

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your growth and development?

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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #1

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

B.MAIN LESSON

1) Activity 2: Content Notes (13 mins) (Highlight or underline key words/phrases of each concept/term.)

Growth - refers to quantitative changes in an individual as he progresses in chronological age.

It may refer to increases in size, weight, or height.

Development - is the pattern of movement or change that begins at conception and continues through
the life span. The scientific study of human development seeks to understand and explain how or why
people change throughout life. This includes all aspects of human growth, including physical,
emotional, intellectual, social, and personality development.

Terms associated with:

DEVELOPMENT – encompasses overall changes, qualitative, improvement in circumstances, lifelong
process
GROWTH - increase in size and number, quantitative, physical aspect, limited to a definite age

Main factors which govern all growth and development:

Hereditary factors – are innate characteristics with which the child is equipped at birth.

Environmental factors – includes the environment where the child lives, family atmosphere,
methods of child training, the family constellation, the total social community,
maternal nutrition, and the socioeconomic factors.

Terms associated with:

HEREDITY – innate, equipped at birth, from parents’ genes, nature
ENVIRONMENT – community where the child lives, socioeconomic status, child-rearing practices of
parents, nurture
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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #1

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

2) Activity 3: Skill-building Activities (20 minutes)

Let’s practice! After completing each exercise, you may refer to the Key to Corrections for feedback.
Try to complete each exercise before looking at the feedback.

Exercise 1: How well do you know Growth and Development?

Scenarios: Growth or Development?

1. Gaspar gains 2 kilos in just a month.
2. Maria learns how to read CVC words.
3. Baltazar learns to get along well with classmates.
4. Melchor now stands 5 feet and 2 inches.
5. Widening of pelvis is evident among Grade 10
girls.

Exercise 2: Read and understand the scenarios below. Which factor greatly affects their growth and
development? Is it Heredity or Environment?

Scenarios: Heredity or Environment?

1. Benedicta, aged 2 can now speak fluently. Her father,
Pepito exhibited the same skill when he was a small child
then.

2. Soledad would often hit her classmates every time she

does not want what they are doing. People say that she
was influenced by her yaya who also hit her every time she
misbehaves at home.

3. Since she was small, Perfecta would always accompany

her Aunt in going and serving the church. Most of her
friends are her church mates too. Now, as a young adult,
she still attends and serves the church regularly.

4. Natividad is good in drawing and painting. They say that

she got that talent from her mother who is a well-known
artist.

3) Activity 4: What I Know Chart, part 2 (2 mins)

It’s time to answer the questions in the What I Know Chart in Activity 1. Log in your answers in
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the 3rd column of the table (What I learned).

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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #1

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

4) Activity 5: Check for Understanding (5 mins)

Fill in the chart below by writing at least three words associated with the following:

GROWTH DEVELOPMENT HEREDITY ENVIRONMENT

1. 1. 1. 1.

2. 2. 2. 2.

3. 3. 3. 3.

B. LESSON WRAP-UP

1) Activity 6: Thinking about Learning (5 mins)

A. Work Tracker

Congratulations for finishing this module! Shade the number of the module that you finished.
Period 1 Period 2 Period 3
1 2 3 4 5 6 7 P1 Exam 8 9 10 11 12 13 14 P2 Exam 15 16 17 18 19 20 21 22 P3 Exam

B. Thinking about Learning

This module helped me learn that
________________________________________________________________________________________
________________________________________________________________________________________

Did you have challenges learning the concepts in this module? If none, which parts of the module
helped you learn the concepts?
________________________________________________________________________________________
________________________________________________________________________________________

FAQs
1. Which is stronger, heredity or environment?
- It depends on the person. The relative importance of heredity and environment can vary widely in
an individual’s growth. For some, heredity affects much of their development, for others environment.

2. Comparing growth and development, which one is broader?

- Development, because it encompasses ALL aspects, while growth focuses only on the
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PHYSICAL aspect.
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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #1

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

KEY TO CORRECTIONS
Answers to Skill-Building Exercises
Exercise 1:
1. Growth
2. Development
3. Development
4. Growth
5. Growth
Exercise 2:
1. Heredity
2. Environment
3. Environment
4. Heredity

Activity 5: Check for Understanding (5 mins)

Fill in the chart below by writing at least three words associated with the following:

Possible answers:
GROWTH DEVELOPMENT HEREDITY ENVIRONMENT
quantitative 1. Qualitative 1. equipped at birth 1. nurture

2. increase in size and 2. encompases overall 2. nature 2. includes methods of

number change child training and SES
3. focus on the physical 3. from parents’ genes 3. influenced by the
Aspect 3. lifelong community where the
child lives

TEACHER- LED ACTIVITY: (15 mins)

“SHARE-ME-AN-IDEA”
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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #2

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Lesson title: PRINCIPLES OF GROWTH AND DEVELOPMENT Materials:

Student Activity Sheets
Lesson Objectives: At the end of the session, I can:
References:
1. Name the different principles of growth and development, Acero, V.D. et al, Child and
and Adolescent Development. 2015.
2. Explain and give specific examples of each principle of
growth and development. Estrada, Aurelia T. Developmental
Characteristics of Young Children.
2011

Productivity Tip:
Reflect on this: “Is my development as a person and the development of my friends exactly the same? What
makes me differ from them?”

A. LESSON PREVIEW/REVIEW

1) Introduction (2 mins)
Are all persons have the same development? What makes a person unique? Are you familiar of the
term “ Individual Differences”?

In this module, we will learn the different principles that govern the person’s growth and development.
Do all people have the same development? Do they vary in some aspect?

2) Activity 1: What I Know Chart, part 1 (3 mins)

Do you have any idea of the different principles that govern your growth and development as a
person? Try answering the questions below by writing Agree if you agree with the idea or statement
and Disagree if otherwise, under the first column What I Know.

What I Know Questions: What I Learned (Activity 4)

1. Do you agree that all people
follow the same sequence of
development?
2. Do you agree that the
development of one person is
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exactly the same with the

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development of other persons?

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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #2

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

3. Do you agree that development

is a continuous process?

B.MAIN LESSON

1) Activity 2: Content Notes (13 mins) (Highlight or underline key words/phrases of each concept/term.)

PRINCIPLES OF GROWTH AND DEVELOPMENT:

1. Development is a product of the interaction of the organism and its environment.

“What is innate should be nurtured, for development to take place.” Example: The family of
Rosita is known as painters and artists. Rosita inherited that talent, but in order to fully develop that skill,
that talent should be nurtured. She should be given opportunities to develop that skill, materials, time, and
support from family and environment where she lives.

2. Developmental patterns show wide individual differences.

The development of one person is not the same with other persons. No two persons are exactly alike.

3. Development proceeds from the simple to the more complex.

Example: The child will learn first letters of the alphabet before learning to read words and phrases.

4. Growth and development proceed from general to specific.

Example: The infant will pick the object with the whole hand (palmar grasp) before learning to pick it up
with fingers.

5. Growth and development are continuous process.

As long as a person lives, development continues to take place, may not physically but emotionally,
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socially and even intellectually.

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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #2

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

6. Development depends on maturation and learning.

Aside from growth, maturation and learning also play at one’s development.

7. Development is sequential and orderly.

All children follow the same sequence or order of development. All normal children learn how to crawl
first before learning how to walk, then learning how to run (in sequence or order), but they differ only in
speed or pace due to individual differences. Some learn how to walk in just few weeks, others learn it for
months.

2) Activity 3: Skill-building Activities (20 minutes)

Let’s practice! After completing each exercise, you may refer to the Key to Corrections for feedback.
Try to complete each exercise before looking at the feedback.

Exercise 1: What principle of development is described by the following situations.

1. The baby coos first, then babbles before being able to say “ ma-ma” and “da-da”. What principle of
development is described?

_________________________________________________________________________

2. Eustaquia and Anita are both 7-year-olds yet, Anita lags behind in reading ability. What principle of
development is described?

_________________________________________________________________________

3. Joselitos is a tall basketball player. His father is also tall. Furthermore, because of good nutrition and
constant exercise and practice, he even grew taller than his father. Which principle of development is
described?
__________________________________________________________________________
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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #2

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

4. Trinidad and Soledad are identical twins. Trinidad is more into dancing and singing. She’s good in math
and sciences too, while Soledad is good in writing. What principle of growth and development is
described?
_______________________________________________________________________________

5. When Bonifacio was 1 year old, he picked up his candy with his whole hand. At 3 years old, he can now
pick up his food using his two fingers. What principle of growth and development is described?
_______________________________________________________________________________

Exercise 2: Give one example of this principle base on your experience: Development proceeds from
the simple to the more complex.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

3) Activity 4: What I Know Chart, part 2 (2 mins)

It’s time to answer the questions in the What I Know Chart in Activity 1. Log in your answers in
the 3rd column of the table (What I learned).

4) Activity 5: Check for Understanding (5 mins)

In your own words, explain in 1-2 sentences the following principles:

1. Growth and development are continuous process.

__________________________________________________________________________________
__________________________________________________________________________________

2. Developmental patterns show wide individual differences.

__________________________________________________________________________________
__________________________________________________________________________________
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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #2

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

B. LESSON WRAP-UP

1) Activity 6: Thinking about Learning (5 mins)

A. Work Tracker

Congratulations for finishing this module! Shade the number of the module that you finished.
Period 1 Period 2 Period 3
1 2 3 4 5 6 7 P1 Exam 8 9 10 11 12 13 14 P2 Exam 15 16 17 18 19 20 21 22 P3 Exam

B. Thinking about Learning

This module helped me learn that
________________________________________________________________________________________
________________________________________________________________________________________

Did you have challenges learning the concepts in this module? If none, which parts of the module
helped you learn the concepts?
________________________________________________________________________________________
________________________________________________________________________________________

FAQs
1. If children follow a predictable sequence of development, why do they vary in speed or pace?
- It is because of individual differences. Some learns fast, some are delayed. Aside from that, other
factors to consider are the person’s heredity and their respective environment.

2. One principle says that “development proceeds from general to specific”, what does this imply to the
physical aspect of infant’s development?
- In the context of infant’s physical development, it implies the proximodistal growth pattern among
infants. The infant develops first the muscular control of his/her arms and hands before his/her
fingers. (Growth patterns among infants will be discussed in the succeeding modules.)
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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #2

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

KEY TO CORRECTIONS
Answers to Skill-Building Exercises

Exercise 1:
1. Development is sequential and orderly.
2. Developmental patterns show wide individual differences.
3. Development is a product of the interaction of the organism and its environment.
4. Developmental patterns show wide individual differences.
5. Growth and development proceed from general to specific.

Exercise 2:
Nearest possible answer: ( the child begins with the simplest before learning a more complex one.
Example: The child learns first basic numerals before learning how to add,
subtract, multiply, and divide)

Activity 5: Check for Understanding (5 mins)

1. Growth and development are continuous process.

Possible answer: As long as a person lives, development continues to take place, may not physically
but emotionally, socially and even intellectually.

2. Developmental patterns show wide individual differences.

Possible answer: The development of one person is not the same with other persons. No two persons
are exactly alike

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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #3

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Lesson title: THE STAGES OF DEVELOPMENT Materials:

Student Activity Sheets
Lesson Objectives: At the end of the session, I can:
References:
1. Identify the stages of development, and Corpuz, B. et al. Child and
2. Describe characteristics and developmental tasks of each Adolescent Learners and Learning
stage. Principles. 2018

Productivity Tip:
Try to picture out the people you met at home, in school, in your community from the little ones to the old
ones, how do they look? How do they react or deal with things? How do they interact with others?

A. LESSON PREVIEW/REVIEW

1) Introduction (2 mins)
Have you seen a baby? A toddler? A preschooler? An elementary pupil? How about a high school
learner? A young adult? An old one? Have you ever wonder what is going on in their minds? In their
bodies? In their hearts?

In this module, we will find answers to the questions stated above. We will learn the different stages of
development, its characteristics and developmental tasks.

2) Activity 1: What I Know Chart, part 1 (3 mins)

Read the statements below by writing TRUE if it is correct and FALSE if not, under the first
column What I Know.

What I Know Statements What I Learned (Activity 4)

1. Preschoolers spend most of
their time outside family.
2. Life begins at infancy.

3. There is a decrease in strength

and health during old age.
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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #3

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

B.MAIN LESSON

1) Activity 2: Content Notes (13 mins) (Highlight or underline key words/phrases of each concept/term.)

DEVELOPMENTAL STAGES

1. Prenatal Period (conception to birth) – it involves tremendous growth -- from a single cell to an
organism complete with brain and behavioral capabilities.
2. Infancy (birth to 18-24 months) – A time of extreme dependence on adults. Many psychological
activities are just beginning --- language, symbolic thought, sensorimotor coordination, and social
learning.
3. Early childhood (end of infancy to 5-6 years) – These are the preschool years. Young children learn
to become more self-sufficient and to care for themselves, develop school readiness and spent many
hours in play with peers.
4. Middle and late childhood (6-11 years of age/elementary school years)
- The fundamental skills of reading, writing, and arithmetic are mastered. The child is formally exposed
to the larger world and its culture. Achievement becomes a more central theme of the child’s world and
self-control increases.

5. Adolescence (10-12 of age ending up to 18-22 years of age)

- Begins with rapid physical changes – dramatic gains in height and weight, changes in body contour,
and the development of sexual characteristics such as enlargement of the breasts, development of
pubic and facial hair, deepening of the voice. Pursuit of independence and identity are prominent.
Thought is more logical, abstract, and idealistic. More time is spent outside of the family.

6. Early adulthood (from late teens or early 20’s lasting through the 30’s)
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- It is a time of establishing personal and economic independence, career development, selecting a

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mate, learning to live with someone in an intimate way, starting a family and rearing children.

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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #3

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

7. Middle adulthood (40-60 years of age) – It is the time of expanding personal and social involvement
and responsibility; of assisting the next generation in becoming competent and mature individuals; and
of reaching and maintaining satisfaction in a career.

8. Late adulthood/old age (60s and above) – It is the time for adjustment to decreasing strength and
health, life review, retirement, and adjustment to new social roles.

2) Activity 3: Skill-building Activities (20 minutes)

Let’s practice! After completing each exercise, you may refer to the Key to Corrections for feedback.
Try to complete each exercise before looking at the feedback.

Exercise 1: How well do you know Developmental Stages?

Scenarios: Circle what stage of development is

described.
1. Reading, writing, and arithmetic which they started
to learn in preschool are now mastered. Infancy Middle Childhood
2. There are rapid physical changes including body
contour. Adolescence Old age
3. They start to develop school readiness.
Early Childhood Middle Childhood
4. Retirement and life review occur.
Adolescence Old age
4. Starts to establish personal and economic
independence. Early Adulthood Middle Childhood

Exercise 2: Based on your observations to the people around you, give some characteristics or developmental
tasks of someone who is in:

1. Early adulthood stage:

_______________________________________________________________________________

2. Early childhood stage:

________________________________________________________________________________
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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #3

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

3. Adolescent stage:
________________________________________________________________________________

4. Middle adulthood stage:

________________________________________________________________________________

5. Infancy stage:
________________________________________________________________________________

3) Activity 4: What I Know Chart, part 2 (2 mins)

It’s time to answer the questions in the What I Know Chart in Activity 1. Log in your answers in
the 3rd column of the table (What I learned).

4) Activity 5: Check for Understanding (5 mins)

Fill in the chart below by writing at least two words/phrases associated with the following:

INFANCY EARLY CHILDHOOD ADOLESCENCE

1. 1. 1.

2. 2. 2.

B. LESSON WRAP-UP

1) Activity 6: Thinking about Learning (5 mins)

A. Work Tracker

Congratulations for finishing this module! Shade the number of the module that you finished.
Period 1 Period 2 Period 3
1 2 3 4 5 6 7 P1 Exam 8 9 10 11 12 13 14 P2 Exam 15 16 17 18 19 20 21 22 P3 Exam
4
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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #3

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

B. Thinking about Learning

This module helped me learn that
________________________________________________________________________________________
________________________________________________________________________________________

Did you have challenges learning the concepts in this module? If none, which parts of the module
helped you learn the concepts?
________________________________________________________________________________________
________________________________________________________________________________________

FAQs
1. As stated in the Stages of Development, children in the middle/late childhood have mastered already
reading, writing, and arithmetic, then how come there are elementary grade children or those in the
middle/late childhood who cannot yet read, write, or count?
- As mentioned in the previous module, children follow a predictable sequence or order of
development but they vary or differ in speed or pace. Some learns fast, some are delayed, and
some have special needs in one areas or two.

2. Does pre-natal affect later development of the baby?

- Yes. The maternal nutrition and the overall health of the mother including her emotional
conditions have an effect on the growth and development of her baby.

KEY TO CORRECTIONS
Answers to Skill-Building Exercises
Exercise 1:
1. Middle Childhood
2. Adolescence
3. Early Childhood
4. Old age
5. Early adulthood
Exercise 2:
1. Early adulthood
- starts to establish personal and economic independence, career development,
selecting a mate, learning to live with someone in an intimate way, starting a family
and rearing children.
5

2. Early childhood
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– they are more self-sufficient learn, to care for themselves, develop school

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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #3

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

readiness and spent many hours in play with peers.

3. Adolescence
- there are rapid physical changes ,dramatic gains in height and weight, changes in body
contour, and the development of sexual characteristics, pursuit of independence and
identity are prominent. Thought is more logical, abstract, and idealistic. More time is
spent outside of the family.
4. Middle adulthood
– time of expanding personal and social involvement and responsibility; of assisting the
next generation in becoming competent and mature individuals; and of reaching and
maintaining satisfaction in a career.

5. Infancy
– A time of extreme dependence on adults, beginning of language, symbolic thought,
sensorimotor coordination, and social learning.

Activity 5: Check for Understanding (5 mins)

Fill in the chart below by writing at least two words/phrases associated with the following:

Possible answers:
INFANCY EARLY CHILDHOOD ADOLESCENCE
1. extreme dependence on adults 1. school readiness 1. changes in body contour

2. beginning of social learning 2. spent more time in play 2. spent more time outside home

*** (For other possible answers, please refer to Content Notes – Activity 2)
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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #4

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Lesson title: PHYSICAL DEVELOPMENT OF INFANTS AND Materials:

TODDLERS Student Activity Sheets

Lesson Objectives: At the end of the session, I can: References:

Acero, V.D. et al, Child and
1. Trace the physical development of infants and toddlers, and Adolescent Development. 2015.
2. Identify the two growth patterns among infants.
Corpuz, B. et al. Child and
Adolescent Learners and Learning
Principles. 2018

Productivity Tip:
Reflect on this: “A baby is God’s opinion that life should go on“ – Carl Sanburg

A. LESSON PREVIEW/REVIEW

1) Introduction (2 mins)
Does physical development begin from the top or below? From the side to the center?

In this module, we will learn the physical development of infants and toddlers. This is the period that
spans the first two years of life.

2) Activity 1: What I Know Chart, part 1 (3 mins)

Try answering the questions below by writing your ideas under the first column What I Know.
It’s okay if you write key words or phrases that you think are related to the questions.

What I Know Questions: What I Learned (Activity 4)

1. What is reflex?

2. What is cephalocaudal?

3. What is proximodistal?
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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #4

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

B.MAIN LESSON

1) Activity 2: Content Notes (13 mins) (Highlight or underline key words/phrases of each concept/term.)

PHYSICAL DEVELOPMENT OF INFANTS and TODDLERS

The cephalocaudal trend is the postnatal growth from conception to 5 months when the head grows more
than the body. This cephalocaudal trend of growth that applies to the development of the fetus also applies
in the first months after birth.

Infants learn to use their upper limbs before their lower limbs. The same pattern occurs in the head
area because top parts of the head - the eyes and the brain - grow faster than the lower parts such as the
jaw.

The proximodistal trend is the pre-natal growth from 5 months to birth when the fetus grows from the
inside of the body outwards. This also applies in the first months after birth as shown in the earlier
maturation of muscular control of the trunk and arms, followed by that of the hands and fingers.

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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #4

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Height and Weight:

* In general, an infant’s length increases by about 30% in the first five months.
* A baby’s weight usually triples during the first year but slows down in the second year of life.

Brain development:
* At birth, the newborn’s brain is about 25% of its adult weight. By the second birthday, the brain is
about 75% of its adult weight.
* Depressed brain activity can be found in children who grew up in depressed environment.

Motor development:
*Infants and toddlers begin from reflexes, to gross motor, then fine motor skills.
*the newborn has some basic reflexes which are automatic and serve as survival mechanism
before they have the opportunity to learn.

Reflex – an immediate, innate, and involuntary response to something. (example: automatic removal of
hands from a hot surface)

Most common reflexes that babies have:

1. Sucking Reflex - is initiated when something touches the roof of the infant’s mouth

2. Rooting Reflex - is most evident when an infant cheek is stroked, the baby responds by turning his/her
head in the direction of the touch and opening their mouths for feeding.

3. Gripping Reflex - babies will grasp anything that is placed in their hands.

4. Startle/Moro Reflex - infants will respond to sudden sounds and movements by throwing their arms and
legs out.

5. Curling Reflex – when the inner sole of the baby's foot is stroked, the infant respond by curling his or
toes. When the outer sole of the baby's foot is stroked,the infant will respond by
spreading out their toes.

6. Galant Reflex – is shown when an infant's middle or lower back is stroked next to the spinal cord. The
baby will respond by curving his/her body toward the side which is being stroked.

7. Tonic neck Reflex – is demonstrated in infants who are placed on their abdomens. Whichever side the
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child's head is facing, the limbs on that side will straighten while the opposite limbs
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will curl.

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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #4

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

*Gross motor development in babies is shown from being able to lift their heads up, roll over, sit,
able to grab things, stand, and walk.

*Development of reaching and grasping becomes more refined during the first two years of life.
Initially, infants show only crude shoulder and elbow movements, but later, they show wrist movements,
hand rotation and coordination of the thumb and forefinger.

Sensory and Perceptual Development:

*The newborn’s vision is about 10 to 30 times lower than the normal adult vision. By six months of
age, vision becomes better, and by the first birthday, the infant’s vision is approximates that of an adult.

*The sense of hearing in an infant develops much before the birth of the baby. When in the womb,
the baby hears his/her mother’s heartbeats, the mother’s voice, and the music.

2) Activity 3: Skill-building Activities (20 minutes)

Let’s practice! After completing each exercise, you may refer to the Key to Corrections for feedback.
Try to complete each exercise before looking at the feedback.

Exercise 1: Identify what kind of reflex is described.

Answers:
1. The babies will grasp anything that is placed in
their hands.
2. Infants will respond to sudden sounds and
movements by throwing their arms and legs out.

3. It is initiated when something touches the roof of

the infant’s mouth.

4. It is most evident when an infant cheek is stroked,

the baby responds by turning his/her head in the
direction of the touch and opening their mouths for
feeding.

5. It is shown when an infant's middle or lower back is

stroked next to the spinal cord. The baby will
respond by curving his/her body toward the side
which is being stroked.
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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #4

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Exercise 2: Read and understand the statements below. Draw a if the statement is true, and
draw a if false.

1. Infants and toddlers begin from reflexes, to gross motor, then fine motor skills. ______
2. The sense of hearing in an infant develops a month after the birth of the baby. _______
3. Proximodistal is a head-to-toe growth pattern. _____
4. A baby’s weight usually triples during the first year but slows down in the second year of life. _____
5. By the second birthday, the brain is about 75% of its adult weight. _____
6. At birth, the newborn’s brain is about 10% of its adult weight. _____
7. By one year of age, vision becomes better. ______
8. When in the womb, the baby hears his/her mother’s heartbeats, her voice, and the music. ______

3) Activity 4: What I Know Chart, part 2 (2 mins)

It’s time to answer the questions in the What I Know Chart in Activity 1. Log in your answers in
the 3rd column of the table (What I learned).

4) Activity 5: Check for Understanding (5 mins)

Differentiate CEPHALOCAUDAL from PROXIMODISTAL.

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

B. LESSON WRAP-UP

1) Activity 6: Thinking about Learning (5 mins)

A. Work Tracker

Congratulations for finishing this module! Shade the number of the module that you finished.
Period 1 Period 2 Period 3
1 2 3 4 5 6 7 P1 Exam 8 9 10 11 12 13 14 P2 Exam 15 16 17 18 19 20 21 22 P3 Exam
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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #4

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

B. Thinking about Learning

This module helped me learn that
________________________________________________________________________________________
________________________________________________________________________________________

Did you have challenges learning the concepts in this module? If none, which parts of the module
helped you learn the concepts?
________________________________________________________________________________________
________________________________________________________________________________________

FAQs
1. Can newborns feel pain?
- Yes. They do feel pain. They respond to touch.

2. Can newborns distinguish the different tastes?

- Yes. Babies made different facial expressions when they tasted sweet, sour, and bitter solutions.

KEY TO CORRECTIONS
Answers to Skill-Building Exercises
Exercise 1:
1. Gripping reflex
2. Startle/moro reflex
3. Sucking reflex
4. Rooting reflex
5. Galant reflex
Exercise 2:
1. 5.

2. 6.

3. 7.

4. 8.
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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #4

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Activity 5: Check for Understanding (5 mins)

Possible answer:
The cephalocaudal trend is the postnatal growth from conception to 5 months when the head
grows more than the body. It is a head-to-toe direction, while the cephalocaudal trend is the postnatal
growth from conception to 5 months when the head grows more than the body, growth is from the
center outward.

TEACHER – LED ACTIVITY (15 mins)

“THINK-PAIR-SHARE”

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 Edu 530: The Child and Adolescent Learners and Learning Principles
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Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Lesson title: COGNITIVE AND LANGUAGE DEVELOPMENT OF Materials:

INFANTS AND TODDLERS Student Activity Sheets

References:
Lesson Objectives: At the end of the session, I can: Acero, V.D. et al, Child and
Adolescent Development. 2015.
1. Discuss the cognitive and language developments of infants
and toddlers, and Corpuz, B. et al. Child and
2. Explain concepts or terms related to cognitive and language Adolescent Learners and Learning
developments of infants and toddlers. Principles. 2018

Productivity Tip:
Try to picture out in your minds the infants and toddlers in your family and community. See, they are born
eager to learn.

A. LESSON PREVIEW/REVIEW

1) Introduction (2 mins)
Have you ever wonder what is inside a baby or a toddler’s mind every time they try to listen to
language, trying out sounds, tasting foods or exploring their environments in countless ways?

In this module, we will learn the cognitive and language development of infants and toddlers, focusing
on how a baby or a toddler thinks and speaks.

2) Activity 1: What I Know Chart, part 1 (3 mins)

Try answering the questions below by writing your ideas under the first column What I Know.
It’s okay if you write key words or phrases that you think are related to the questions.

What I Know Questions: What I Learned (Activity 4)

1. What is a sensorimotor stage?

2. What is object permanence?

3. What is a telegraphic speech?

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 Edu 530: The Child and Adolescent Learners and Learning Principles
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Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

B.MAIN LESSON

1) Activity 2: Content Notes (13 mins) (Highlight or underline key words/phrases of each concept/term.)

COGNITIVE AND LANGUAGE DEVELOPMENTS OF INFANTS and TODDLERS

The Sensorimotor Stage is the first stage in Jean Piaget’s Cognitive Development theory.
This stage is applicable for infants and toddlers.

In this stage:
- infants construct an understanding of the world by coordinating sensory experiences (such as
seeing and hearing) to physical and motoric actions.

- infants gain knowledge of the world from physical actions they perform on it.

- infants progresses from reflexive, instinctual action at birth to the beginning of symbolic
thought toward the end of the sensorimotor stage.

- Cognitive development of infants evolves in the orientation from becoming focused on

themselves to becoming object or world-oriented; from the one that is action-based to the one
that is mentally-based; from one that does not involve much of coordination of schemas to
the one involving intentionality, novelty, and curiosity; and from a thinking that is purely
sensorimotor to a symbolic one.

- Acquiring the sense of object permanence is one of the infant’s important

accomplishments.

Object permanence is the understanding that the object still continue to exist even when they cannot
be seen, touched, or heard. Before the infant’s acquisition of sense of object permanence, the principle
that applies is “out of sight, out of mind”. 2
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 Edu 530: The Child and Adolescent Learners and Learning Principles
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Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Stages of Language Acquisition (L1):

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 Edu 530: The Child and Adolescent Learners and Learning Principles
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Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

2) Activity 3: Skill-building Activities (20 minutes)

Let’s practice! After completing each exercise, you may refer to the Key to Corrections for feedback.
Try to complete each exercise before looking at the feedback.

Exercise 1: Identify what stage of language acquisition is described.

Stage of Language Acquisition

1. A stage where children use two-word utterances.
2. Children speak repetitive CV patterns.
3. Children speak one-word which already stands for
the whole idea/sentence.
4. Children show continuing vocabulary acquisition.
5. Used to express satisfaction and pleasure at
around 2-4 months.

Exercise 2: Explain what a Sensorimotor Stage is.

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Activity 4: What I Know Chart, part 2 (2 mins)

It’s time to answer the questions in the What I Know Chart in Activity 1. Log in your answers in
the 3rd column of the table (What I learned).
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 Edu 530: The Child and Adolescent Learners and Learning Principles
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Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

3) Activity 5: Check for Understanding (5 mins) GRADED QUIZ

Directions: Write TRUE if the statement is correct and FALSE if not.

1. Infants gain knowledge of the world from physical actions they perform on it. ________

2. Sensorimotor stage is applicable for preschool children. _______

3. The principle that applies in Object Permanence is “ when in sight, out of mind”. ________

4. Infants progresses from reflexive, instinctual action at birth to the beginning of symbolic thought toward the
end of the sensorimotor stage. _______

5. Acquiring the sense of object permanence is one of the infant’s important accomplishments. _______

Directions: In correct order, list the stages of language acquisition.

1. ____________________________________________

2. ____________________________________________

3. _____________________________________________

4. _____________________________________________

5. _____________________________________________

B. LESSON WRAP-UP

1) Activity 6: Thinking about Learning (5 mins)

A. Work Tracker

Congratulations for finishing this module! Shade the number of the module that you finished.
Period 1 Period 2 Period 3
1 2 3 4 5 6 7 P1 Exam 8 9 10 11 12 13 14 P2 Exam 15 16 17 18 19 20 21 22 P3 Exam
5
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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #5

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

B. Thinking about Learning

This module helped me learn that
________________________________________________________________________________________
________________________________________________________________________________________

Did you have challenges learning the concepts in this module? If none, which parts of the module
helped you learn the concepts?
________________________________________________________________________________________
________________________________________________________________________________________

FAQs
1. Do infants learn and remember?
- Yes. Pavlov’s classical conditioning and Skinner’s operant conditioning have been proven to apply
to infants.

2. Do all toddlers learn language at the same pace?

- No. They vary in pace due to individual differences, effects of heredity and environment.

KEY TO CORRECTIONS
Answers to Skill-Building Exercises
Exercise 1:
1. Telegraphic stage
2. Babbling stage
3. Holophrastic stage
4. Basic adult sentence structure
5. Cooing

Exercise 2:

Possible answer:
The Sensorimotor Stage is the stage applicable for infants and toddlers where they
construct an understanding of the world by coordinating sensory experiences (such as seeing and
hearing) to physical and motoric actions.

TEACHER-LED ACTIVITY: (15 mins)

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“ONE – MINUTE TALK”

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 Edu 530: The Child and Adolescent Learners and Learning Principles
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Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #6

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Lesson title: SOCIO-EMOTIONAL DEVELOPMENT OF INFANTS Materials:

AND TODDLERS Student Activity Sheets

References:
Lesson Objectives: At the end of the session, I can: Acero, V.D. et al, Child and
Adolescent Development. 2015.
1. Describe the socio-emotional development of infants and
toddlers and Corpuz, B. et al. Child and
2. Identify elements influencing infants and toddlers’ socio- Adolescent Learners and Learning
emotional development. Principles. 2018

Productivity Tip:
Try to recall a baby or a toddler in your family or community the moment he/she gives you his/her first sweet
smiles. Isn’t it wonderful?

A. LESSON PREVIEW/REVIEW

1) Introduction (2 mins)
Are you familiar with the poem of Dorothy L. Nolte “Children Learn What They Live”?

CHILDREN LEARN WHAT THEY LIVE

If the child lives with criticisms, he learns to condemn…

If the child lives with hostility, he learns to fight…
If the child lives with fear, he learns to be apprehensive…
If the child lives with pity, he learns to feel sorry for himself
If the child lives with ridicule, he learns to be shy…
If the child lives with jealousy, he learns to feel guilt…

But…

If the child lives with tolerance, he learns to be patient…

If the child lives with encouragement, he learns to be confident…
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If the child lives with praise, he learns to be appreciative…

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If the child lives with acceptance, he learns to love…

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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #6

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

If the child lives with honesty, he learns what truth is…

If the child lives with fairness, he learns justice…
If the child lives with security, he learns to have faith in himself and those about him…
If the child lives with friendliness, he learns the world is a nice place in which to live…
With what is your child living?

Which line of the poem is the most meaningful to you? Why?

In this module, we will learn the socio-emotional development of infants and toddlers and its elements.

2) Activity 1: What I Know Chart, part 1 (3 mins)

Try answering the questions below by writing your ideas under the first column What I Know.
It’s okay if you write key words or phrases that you think are related to the questions.

What I Know Questions: What I Learned (Activity 4)

1. What is attachment?

2. What is temperament?

3. What is separation anxiety?

B.MAIN LESSON

1) Activity 2: Content Notes (13 mins) (Highlight or underline key words/phrases of each concept/term.)

SOCIO-EMOTIONAL DEVELOPMENTS OF INFANTS and TODDLERS

Socio-emotional development is the development of a person’s ability to master one’s emotions and the
ability to relate to others. It necessarily includes temperaments, attachments, and social skills.

The elements of a wholesome socio-emotional development of children are:

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 Attachment. It is an emotional bond characterized by a tendency to seek and maintain closeness to a

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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #6

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

specific figure.

The beginnings of attachment occurs within the first 6 months of a baby’s life with a variety of built-in signals
that baby uses to keep her caregiver engaged.

Infants who are 7 to 12 months experience separation anxiety. They may cry in fear if the mother or caregiver
leaves them in an unfamiliar place/people.

In infancy, children rely largely on adults to help them regulate their emotional states, if they are uncomfortable,
they communicate by crying. In toddlerhood, children begin to develop skills in regulating their emotions with
the emergence of language providing an important tool to assist in this process.

 Temperament. Temperament is a word that “captures the ways that people differ, even at birth, in such
things as their emotional reactions, activity level, attention span, persistence and ability to regulate their
emotions”. Every baby expresses personality traits we call temperament. How a child responds
emotionally to objects, events, and people is a reflection of his individual temperament.

 Social Skills. Socialization of emotion begins in infancy. It is thought that this process is significant in
the infant's acquisition of cultural and social codes for emotional display, teaching them how to express
their emotions, and the degree of acceptability associated with different types of emotional behaviors.

Another process that emerges during this stage is social referencing. Infants begin to recognize the
emotions of others, and use this information when reacting to new situations and people. As infants
explore their world, they generally rely on the emotional expressions of their mothers or caregivers to
determine the safety and appropriateness of a particular endeavor.

2) Activity 3: Skill-building Activities (20 minutes)

Let’s practice! After completing each exercise, you may refer to the Key to Corrections for feedback.
Try to complete each exercise before looking at the feedback.

Exercise 1: Write TRUE if it is correct. If false, change the underlined word/s to correct word/s to make
the statements correct.

Statements: Answers:
1. Social referencing is where infants begin to
recognize the emotions of others, and use this
information when reacting to new situations and
people.
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Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

2. Empathy can be seen when children cry in fear if

the mother or caregiver leaves them in an
unfamiliar place/people.

3. How a child responds emotionally to objects,

events, and people is called an Attachment.

4. Physical Development has something to do with

the development of a person’s ability to master
one’s emotions and the ability to relate to others.

5. If infants are uncomfortable, they communicate by

crying.

Exercise 2: Read the situation and answer the questions below. Explain your answer in 1-2 sentences.

Pepito cried when his mother went out the house and left him to his new yaya. What do you think
is the reason why Pepito cried?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Why do need to develop the socio-emotional aspect of infants/toddlers?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

3) Activity 4: What I Know Chart, part 2 (2 mins)

It’s time to answer the questions in the What I Know Chart in Activity 1. Log in your answers in
the 3rd column of the table (What I learned).

4) Activity 5: Check for Understanding (5 mins)

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1. Descibe a learner experiencing SEPARATION ANXIETY.

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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #6

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

2. Define TEMPERAMENT based on your own understanding.

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

B. LESSON WRAP-UP

1) Activity 6: Thinking about Learning (5 mins)

A. Work Tracker

Congratulations for finishing this module! Shade the number of the module that you finished.
Period 1 Period 2 Period 3
1 2 3 4 5 6 7 P1 Exam 8 9 10 11 12 13 14 P2 Exam 15 16 17 18 19 20 21 22 P3 Exam

B. Thinking about Learning

This module helped me learn that
________________________________________________________________________________________
________________________________________________________________________________________

Did you have challenges learning the concepts in this module? If none, which parts of the module
helped you learn the concepts?
________________________________________________________________________________________
________________________________________________________________________________________

FAQs
1. Does attachment affect later development?
- Yes. Children who have good attachment relationships as infants make better adjustments in
future life. Having a good attachment in infancy gives one a great start.
2. How important parents are in the socio-emotional development of children?
- Very important. Parents help children regulate their emotions, help them socialize with others,
and serve as their role models.
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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #6

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

KEY TO CORRECTIONS
Answers to Skill-Building Exercises
Exercise 1:
1. TRUE
2. Separation anxiety
3. Temperament
4. Socio-emotional
5. TRUE

Exercise 2:
Possible answer:
Pepito demonstrated/showed separation anxiety, that’s why he cried when his mother
left. He is emotionally attached to his mother and might not want to be with his new yaya,
someone he does not know well yet.

Possible answer:
We need to develop the socio-emotional aspect of infants/toddlers so that, at an early
age, they can start regulating their emotions and can start socializing with others. With this,
they will have better adjustments emotionally and socially later in life.

Activity 5: Check for Understanding (5 mins)

Possible answers:

1. SEPARATION ANXIETY is when children become anxious and often cried when their parents or
caregivers left them in unfamiliar place or people.

2. TEMPERAMENT is how children respond emotionally to people, events, or objects.

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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #7

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Lesson title: PHYSICAL DEVELOPMENT OF PRESCHOOLERS Materials:

Student Activity Sheets

Lesson Objectives: At the end of the session, I can: References:

: Acero, V.D. et al, Child and
1. Describe preschool children’s physical development including Adolescent Development. 2015.
their artistic expression, and
2. Identify the different gross and fine motor skills. Corpuz, B. et al. Child and
Adolescent Learners and Learning
Principles. 2018

Productivity Tip:
Reflect on this: “A child reminds us that playtime is an essential part of our daily routine”…

A. LESSON PREVIEW/REVIEW

1) Introduction (2 mins)
Go back to the time when you were still a preschooler. Did you play a lot? Did you have enough time to
draw? to run? to have good times with friends?

In this module, we will learn the preschoolers’ physical development and their acquisition of gross and
fine motor skills and artistic expression.

2) Activity 1: What I Know Chart, part 1 (3 mins)

Try answering the questions below by writing your ideas under the first column What I Know.
It’s okay if you write key words or phrases that you think are related to the questions.

What I Know Questions: What I Learned (Activity 4)

1. What is gross motor skill?

2. What is fine motor skill?

3. What is ambidextrous?
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 Edu 530: The Child and Adolescent Learners and Learning Principles
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Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

B.MAIN LESSON

1) Activity 2: Content Notes (13 mins) (Highlight or underline key words/phrases of each concept/term.)

PHYSICAL DEVELOPMENTS OF PRESCHOOLERS

At around 3 years of age, preschoolers move, from the remaining baby-like features of the toddler, toward a
more slender appearance of a child. The trunk, arms, and legs become longer.

By the time, the child reaches three years old, all primary or what are also called “baby or milk” teeth are
already in place. The permanent teeth which will begin to come out by age six are also developing.

At this stage, large muscles are coordinated and they acquire more skills able them to engage in activities
requiring motor coordination.

By the end of preschool years, most children manage to hold a pencil with their thumb and fingers, draw
pictures, write letters, do scissors, do stringing and threading activities. They can also do self-help
independently.

Handedness is usually established around 4 years of age. Earlier than this, preschoolers can be observed to
do tasks using their hands interchangeably.

*Ambidextrous - the child’s ability to use both his/her left and right hand equally well

GROSS AND FINE MOTOR DEVELOPMENT

Gross motor development refers to acquiring skills that involve the large muscles of the body. Examples of
gross motor activities are running, walking, catching and throwing balls, hopping, jumping, and skipping.

Fine motor development refers to acquiring the ability to use the smaller muscles in the arms, hands, and
fingers purposefully. Examples of this are writing, drawing, holding spoon and fork, picking up objects,
buttoning, shoe-lacing.
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Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

PRESCHOOLERS’ ARTISTIC DEVELOPMENT

At the heart of the preschool years is their interest to draw and make other forms of artistic expressions.
Viktor Lowenfeld studied this and came up with the stages of drawing in early childhood.

1. Scribbling stage. This stage starts with large zigzag lines which later
becomes circular markings. The child may start to name his/her drawing
towards the end of this stage.

2. Preschematic stage. May already include

early representations. At this point, adults
may be able to recognize the drawings.
Drawings usually comprise of prominent
heads with basic elements. Later, arms,
legs, hands, and even facial expressions are
included.

3. Schematic stage. More elaborate scenes are

depicted. Children usually draw from exposure
and experience. Drawings may include houses,
trees, the sun and sky and people.
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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #7

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

2) Activity 3: Skill-building Activities (20 minutes)

Let’s practice! After completing each exercise, you may refer to the Key to Corrections for feedback.
Try to complete each exercise before looking at the feedback.

Exercise 1: Identify the term referred to in each number

Questions: Answers:
1. It is the child’s ability to use both his/her left and
right hand equally well.

2. He studied preschoolers’ artistic development.

3. It refers to acquiring skills that involve the large

muscles of the body.

4. A stage of drawing where more elaborate scenes

are depicted.

5. This stage starts with large zigzag lines which later

becomes circular markings.

Exercise 2: Identify whether the verbs listed below is a gross motor activity or a fine motor activity

VERBS: FINE MOTOR or GROSS MOTOR?

1. drawing

2. shoe-lacing

3. skipping

4. picking up sticks

5. running
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Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Exercise 3: Show a sample of a preschooler’s artwork under SCHEMATIC STAGE.

3) Activity 4: What I Know Chart, part 2 (2 mins)

It’s time to answer the questions in the What I Know Chart in Activity 1. Log in your answers in
the 3rd column of the table (What I learned).

4) Activity 5: Check for Understanding (5 mins)

Differentiate GROSS MOTOR SKILLS from FINE MOTOR skills. Give at least 2 examples of each
aside from the example given in Activity 2 (Content Notes).

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

B. LESSON WRAP-UP

1) Activity 6: Thinking about Learning (5 mins)

A. Work Tracker

Congratulations for finishing this module! Shade the number of the module that you finished.
Period 1 Period 2 Period 3
5

1 2 3 4 5 6 7 P1 Exam 8 9 10 11 12 13 14 P2 Exam 15 16 17 18 19 20 21 22 P3 Exam

Page

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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #7

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

B. Thinking about Learning

This module helped me learn that
________________________________________________________________________________________
________________________________________________________________________________________

Did you have challenges learning the concepts in this module? If none, which parts of the module
helped you learn the concepts?
________________________________________________________________________________________
________________________________________________________________________________________

FAQs
1. What are some factors affecting the preschoolers’ physical development?
- Nutrition, sleep, and medical conditions are some factors affecting the physical development of
children.

2. How can we develop our children’s artistic expressions?

- Provide them materials, time, opportunity, and support.

KEY TO CORRECTIONS
Answers to Skill-Building Exercises
Exercise 1: Exercise 2:
1. Ambidextrous 1. Fine motor
2. Viktor Lowenfeld 2. Fine motor
3. Gross motor 3. Gross motor
4. Schematic stage 4. Fine motor
5. Scribbling stage 5. Gross motor

Exercise 3:
Activity 5: Check for Understanding

Gross motor skills involve the use of the large muscles of

the body. Examples are: hopping, kicking ball

Fine motor skills involve the use of the small muscles of

arms, hands, and fingers. Examples: copying, playing clay
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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #8

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Lesson title: COGNITIVE DEVELOPMENT OF PRESCHOOLERS Materials:

Student Activity Sheets

Lesson Objectives: At the end of the session, I can: References:

Acero, V.D. et al, Child and
1. Describe the cognitive development that takes place among Adolescent Development. 2015.
preschoolers, and
2. Explain some terms or concepts related to the cognitive Corpuz, B. et al. Child and
development among preschoolers. Adolescent Learners and Learning
Principles. 2018

Productivity Tip:
Reflect on this quote: “ There are children in the street who could solve some of my top problem in physics,
because they have modes of sensory perception that I lost long ago” - J. Robert Oppenheimer

A. LESSON PREVIEW/REVIEW

1) Introduction (2 mins)
Do you remember how you were as a preschooler? What do you remember most as a preschooler?
What did you enjoy doing?

In this module, we will learn the cognitive development of preschool children and at the same time get
some idea on how to apply someday the concepts on preschoolers’ cognitive development in
preschool teaching and in child care.

2) Activity 1: What I Know Chart, part 1 (3 mins)

Try answering the questions below by writing your ideas under the first column What I Know.
It’s okay if you write key words or phrases that you think are related to the questions.

What I Know Questions: What I Learned (Activity 4)

1. What is intuitive thinking?

2. What is symbolic thinking?

3. What are the main areas of

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language development?
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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #8

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

B.MAIN LESSON

1) Activity 2: Content Notes (13 mins) (Highlight or underline key words/phrases of each concept/term.)

PRESCHOOLERS’ SYMBOLIC AND INTUITIVE THINKING

There are two substages of Piaget’s Preoperational stage: symbolic substage and intuitive substage.

 The Preoperational stage of Jean Piaget’s Cognitive Development Theory is applicable to preschoolers.
At this stage, children can now make mental representations and are able to pretend, the children are
now closer to the use of symbols. One major development of this stage is the development of symbolic
function as the ability to use symbols such as words, images, gestures to represent real objects and
events.

In the symbolic substage, preschool children show progress in their cognitive abilities by being able to draw
objects that are not present, by their dramatic increase in their language and make-believe play.

In the intuitive substage, preschool children begin to use primitive reasoning and ask a litany of questions.
The development of their language ability facilitates their endless asking of questions.

Throughout the preschool years, children’s language development, becomes increasingly complex in the four
main areas: phonology (speech sounds), semantics (word meaning), syntax (sentence construction), and
pragmatics (conversation or social uses of language).

The sensory and motor areas are the primary sites of brain growth during the first spurt, associated with the
noted improvements in fine motor skills and eye-hand coordination. Such improvement occur at ages between
6 and 8.

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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #8

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

2) Activity 3: Skill-building Activities (20 minutes)

Let’s practice! After completing each exercise, you may refer to the Key to Corrections for feedback.
Try to complete each exercise before looking at the feedback.

Exercise 1: Identify what is referred to in each number.

Questions: Answers:
1. An area of language development that deals with
the word meaning.
2. An area of language development that deals with
the speech sounds.
3. An area of language development that deals with
the conversation or social uses of language.
4. An area of language development that deals with
the sentence construction.
5. A stage in Jean Piaget’s Cognitive Development
Theory that is applicable to preschool children.

Exercise 2: Describe Jean Piaget’s PREOPERATIONAL STAGE of his Cognitive Development Theory.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

3) Activity 4: What I Know Chart, part 2 (2 mins)

It’s time to answer the questions in the What I Know Chart in Activity 1. Log in your answers in
rd
the 3 column of the table (What I learned).

4) Activity 5: Check for Understanding (5 mins)

Differentiate SYMBOLIC THINKING from INTUITIVE THINKING based on your own
understanding.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #8

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

B. LESSON WRAP-UP

1) Activity 6: Thinking about Learning (5 mins)

A. Work Tracker

Congratulations for finishing this module! Shade the number of the module that you finished.
Period 1 Period 2 Period 3
1 2 3 4 5 6 7 P1 Exam 8 9 10 11 12 13 14 P2 Exam 15 16 17 18 19 20 21 22 P3 Exam

B. Thinking about Learning

This module helped me learn that
________________________________________________________________________________________
________________________________________________________________________________________

Did you have challenges learning the concepts in this module? If none, which parts of the module
helped you learn the concepts?
________________________________________________________________________________________
________________________________________________________________________________________

FAQs
1. Is it normal for preschoolers to have imaginary friends?
- Yes. Having imaginary friends, and doing make-believe or dramatic play are normal
characteristics of children in preoperational stage/preschool years.

2. As future teachers, how can we develop the cognitive aspect of our preschoolers?
- These are some ways: expose them to educational materials appropriate to their age and
development, provide them materials and opportunity for learning, and bring them to trips if
possible, where they can personally see and learn from the different things around them.
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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #8

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

KEY TO CORRECTIONS
Answers to Skill-Building Exercises
Exercise 1:
1. Semantics
2. Phonology
3. Pragmatics
4. Syntax
5. Preoperational stage

Exercise 2: Possible answer:

The Preoperational stage of Jean Piaget’s Cognitive Development Theory is applicable to

preschoolers. At this stage, children are can now make mental representations and is able to pretend, the child
is now closer to the use of symbols. One major development of this stage is the development of symbolic
function as the ability to use symbols such as words, images, gestures to represent real objects and events.

Activity 5: Check for Understanding (5 mins) Possible answer:

In the symbolic substage, preschool children show progress in their cognitive abilities by being able
to draw objects that are not present, by their dramatic increase in their language and make-believe play.
While, in the intuitive substage, preschool children begin to use primitive reasoning and ask a litany of
questions. The development of their language ability facilitates their endless asking of questions.

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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #9

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Lesson title: SOCIO-EMOTIONAL DEVELOPMENT OF THE Materials:

PRESCHOOLERS Student Activity Sheets

References:
Lesson Objectives: At the end of the session, I can: Acero, V.D. et al, Child and
Adolescent Development. 2015.
1. Explain how self-concept and self-esteem affect the socio-
emotional development of the preschoolers. Corpuz, B. et al. Child and
2. Identify the different stages of play. Adolescent Learners and Learning
Principles. 2018

Productivity Tip:
Reflect on this: “ One test of the correctness of educational procedure is the happiness of the child.”
– Maria Montessori

A. LESSON PREVIEW/REVIEW

1) Introduction (2 mins)
What was your favorite game when you were a preschool child? Did you enjoy playing dolls? Or toy
cars? Or “bahay-bahayan”?

In this module, we will learn the socio-emotional development of preschool children, the stages of play,
and other concepts related to this kind of development.

2) Activity 1: What I Know Chart, part 1 (3 mins)

Try answering the questions below by writing your ideas under the first column What I Know.
It’s okay if you write key words or phrases that you think are related to the questions.

What I Know Questions: What I Learned (Activity 4)

1. What is self-concept?

2. What is self-esteem?

3. What is a play?
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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #9

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

B.MAIN LESSON

1) Activity 2: Content Notes (13 mins) (Highlight or underline key words/phrases of each concept/term.)

SOCIO-EMOTIONAL DEVELOPMENTS OF PRESCHOOLERS

By the end of toddlerhood, preschoolers come out with a clear sense that they are a separate and distinct
person. With their ability to make representations, they can now think and reflect about themselves.
Self-concept refer to the way one sees himself, a general view about one’s abilities, strengths, and
weaknesses. An important aspect of self-concept is self-esteem, which specifically refers to one’s judgments
about one’s worth. A healthy self-concept is needed for preschoolers to interact with others.

Preschoolers’ social development is shown through play. Play is the main agenda of preschool years. As
preschooler develops, social interactions with playmates increases. Play becomes an important venue for the
child’s development of social skills. Play is indeed children’s major business, a recreational activity for them.

Mildred Parten in 1930’s did study on child’s play behavior and came up with these stages of play:

Unoccupied Play - the child is not engaging in play

Onlooker Play - occurs when a child watches other children play. He/she may talk with them but not enter into
play with them.
Solitary Play - the child plays alone

Parallel Play - the child play with toys similar to those near him, but only plays beside and not with them. No
interaction takes place.
Associative Play - the child plays with others. It involves interaction but with no rules and organization agreed
upon.
Cooperative Play - the child plays with others bound by agreed rules and roles.
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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #9

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

2) Activity 3: Skill-building Activities (20 minutes)

Let’s practice! After completing each exercise, you may refer to the Key to Corrections for feedback.
Try to complete each exercise before looking at the feedback.

Exercise 1: Identify what stage of play is asked.

Scenarios: Stage of Play:

1. The child plays alone.
2. Occurs when a child watches other children play. He/she may
talk with them but not enter into play with them.
3. The child play with toys similar to those near him, but only
plays beside and not with them. No interaction takes place.
4. The child plays with others bound by agreed rules and roles.
5. The child is not engaging in play.

Exercise 2: Give one example of a scenario showing Parallel Play.

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

3) Activity 4: What I Know Chart, part 2 (2 mins)

It’s time to answer the questions in the What I Know Chart in Activity 1. Log in your answers in
the 3rd column of the table (What I learned).

4) Activity 5: Check for Understanding (5 mins)

What is SELF-CONCEPT?
__________________________________________________________________________________
__________________________________________________________________________________

What is SELF-ESTEEM?
__________________________________________________________________________________
__________________________________________________________________________________
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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #9

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

B. LESSON WRAP-UP

1) Activity 6: Thinking about Learning (5 mins)

A. Work Tracker

Congratulations for finishing this module! Shade the number of the module that you finished.
Period 1 Period 2 Period 3
1 2 3 4 5 6 7 P1 Exam 8 9 10 11 12 13 14 P2 Exam 15 16 17 18 19 20 21 22 P3 Exam

B. Thinking about Learning

This module helped me learn that
________________________________________________________________________________________
________________________________________________________________________________________

Did you have challenges learning the concepts in this module? If none, which parts of the module
helped you learn the concepts?
________________________________________________________________________________________
________________________________________________________________________________________

FAQs
1. Is it a normal characteristic of a preschooler to have high self-esteem?
- Yes. Preschoolers are naturally positive. Usually they tend to evaluate their skills high and
underestimate the tasks. They are confident to try again even if they don’t succeed with something.

2. If preschoolers have positive attitude toward something, what makes them become negative?
- Repeated frustrations and disapproval. Preschoolers need a lot of patience and encouragement
from adults.
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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #9

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

KEY TO CORRECTIONS
Answers to Skill-Building Exercises
Exercise 1:
1. Solitary play
2. Onlooker play
3. Parallel play
4. Cooperative play
5. Unoccupied play

Exercise 2:

Possible example of a scenario showing parallel play:

Child A plays Barbie dolls. Child B plays Barbie dolls too. They are seated beside each other but
not playing with each other. No interaction takes place between them.

Activity 5: Check for Understanding (5 mins)

Self-Concept refer to the way one sees himself, a general view about one’s abilities, strengths, and
weaknesses.

Self-esteem refers to one’s judgments about one’s worth.

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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #10

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Lesson title: PHYSICAL DEVELOPMENT OF MIDDLE AND LATE Materials:

CHILDHOOD Student Activity Sheets

References:
Lesson Objectives: At the end of the session, I can: Acero, V.D. et al, Child and
Adolescent Development. 2015.
1. Describe the physical characteristics and factors affecting the
middle and late childhood stage of development. Corpuz, B. et al. Child and
2. Explain concepts or terms related to the physical Adolescent Learners and Learning
characteristics of the children in this stage Principles. 2018

Productivity Tip:
Try to picture out your photos when you were in elementary. How did you look like?

A. LESSON PREVIEW/REVIEW

1) Introduction (2 mins)
Remember the times when you were in elementary, how tall were you? How about your weight? What
were the activities that you engaged in during that time?

In this module, we will learn the physical development of the middle and late childhood, and some
concepts or terms related to this development.

2) Activity 1: What I Know Chart, part 1 (3 mins)

Try answering the questions below by writing your ideas under the first column What I Know.
It’s okay if you write key words or phrases that you think are related to the questions.

What I Know Questions: What I Learned (Activity 4)

1. What is coordination?

2. What are included in children’s

motor development skills?

3. What are the factors affecting

height and weight of children?
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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #10

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

B.MAIN LESSON

1) Activity 2: Content Notes (13 mins) (Highlight or underline key words/phrases of each concept/term.)

PHYSICAL DEVELOPMENT OF MIDDLEAND LATE CHILDHOOD

Physical growth during primary school years is slow but steady. Children in this stage are extremely active.
They get fatigued more easily because of physical and mental exertions both at home and in school

Height and Weight

An average increase in height of a little over two inches a year in both boys and girls will introduce them to
many different activities that they can do now with greater accuracy.

Weight gain averages about 6.5 pounds a year. Most children will have slimmer appearance compared to their
preschool years because of the shifts in accumulation and location of their body fat. A child’s legs are longer
and more proportioned to the body that they were before.

A number of factors indicate how much a child grows, or how much changes in the body will take place:

 Genes
 Food
 Climate
 Exercise
 Medical conditions/illnesses/diseases

95% of brain growth is reached by the time the child reaches the age of 9.

Between the ages of 6½, 8½, and 10 in girls and approximately half a year later in 7, 9 and 10½ in boys,
growth occurs in spurts.

Bones and Muscles

Childhood years are the peak bone-producing years – bones grow longer and broader. This is the best time for
parents and teachers to educate children of good dietary and exercise habits to help them have strong, healthy
bones throughout their lives.
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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #10

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Motor Development

As children age, coordination both in fine motor skills and those involving large- muscle improves.

Gross-motor skills and eye-hand coordination are improved and balance added.

Children during this stage love to move a lot – they run, skip, hop, jump, tumble, roll and dance. Because their
gross motor are already developed, they can now perform activities like catching a ball with one hand and tying
their shoelaces. They can manage zippers and buttons.

Performing unimanual (requiring the use of one hand) and bi-manual (requiring the use of two hands)
activities become easier. Children’s graphic activities, such as, writing and drawing are now more controlled
but are still developing.

Motor development skills includes coordination, balance, speed, agility, and power.

 Coordination is a series of movements organized and timed to occur in a particular way to bring about
a particular result.
 Balance is the child’s ability to maintain the equilibrium in different positions. Static balance is the
ability to maintain equilibrium in a fixed position, like balancing in one foot. Dynamic balance is the
ability to maintain equilibrium while moving.
 Speed is the ability to cover a great distance in a shortest possible time.
 Agility is one’s ability to quickly change or shift the direction of the body.
 Power is the ability to perform a maximum effort in the shortest possible period.

2) Activity 3: Skill-building Activities (20 minutes)

Let’s practice! After completing each exercise, you may refer to the Key to Corrections for feedback.
Try to complete each exercise before looking at the feedback.

Exercise 1: Define the following terms:

Terms: Definition:
1. Balance
2. Speed
3. Power
4. Agility
5. Coordination
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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #10

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Exercise 2: Enumerate the factors that indicate how a child grows, or how changes in the
body will take place of a person.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Exercise 3: Differentiate Unimanual from Bi-manual.

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

3) Activity 4: What I Know Chart, part 2 (2 mins)

It’s time to answer the questions in the What I Know Chart in Activity 1. Log in your answers in
the 3rd column of the table (What I learned).

4) Activity 5: Check for Understanding (5 mins)

Write at least 3 ideas/sentences that describe middle and late childhood physical development.
1. ___________________________________________________________
2. ___________________________________________________________
3. ___________________________________________________________

B. LESSON WRAP-UP

1) Activity 6: Thinking about Learning (5 mins)

A. Work Tracker

Congratulations for finishing this module! Shade the number of the module that you finished.
Period 1 Period 2 Period 3
1 2 3 4 5 6 7 P1 Exam 8 9 10 11 12 13 14 P2 Exam 15 16 17 18 19 20 21 22 P3 Exam

B. Thinking about Learning

This module helped me learn that
________________________________________________________________________________________
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________________________________________________________________________________________
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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #10

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Did you have challenges learning the concepts in this module? If none, which parts of the module
helped you learn the concepts?
________________________________________________________________________________________
________________________________________________________________________________________

FAQs
1. What if the child does not want to perform physical activities just like his/her peers, what should we do?
- Encourage the child. Give him/her first physical activities in which he/she can perform well. But
you have to consider also the physical needs or limitations of the child.

2. As future teachers, considering the physical characteristics of primary schoolers, how are we going to plan
and schedule our classroom activities?
- Activities should be alternated between strenuous and relaxing activities to avoid boredom.

KEY TO CORRECTIONS
Answers to Skill-Building Exercises
Exercise 1:
1. Balance is the child’s ability to maintain the equilibrium in different positions.
2. Speed is the ability to cover a great distance in a shortest possible time.
3. Power is the ability to perform a maximum effort in the shortest possible period.
4. Agility is one’s ability to quickly change or shift the direction of the body.
5. Coordination is a series of movements organized and timed to occur in a
particular way to bring about a particular result.
Exercise 2:
Genes, food, climate, exercise, medical conditions/illnesses/diseases

Exercise 3:
Unimanual requires the use of one hand, while bi-manual requires the use of two hands.

Activity 5: Check for Understanding (5 mins)

Examples of possible answers:
1. Physical growth during primary school years is slow but steady.
2. Gross-motor skills and eye-hand coordination are improved and balance added.
3. Most children will have slimmer appearance compared to their preschool years
because of the shifts in accumulation and location of their body fat.
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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #11

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Lesson title: COGNITIVE DEVELOPMENT OF MIDDLE AND Materials:

LATE CHILDHOOD Student Activity Sheets

Lesson Objectives: At the end of the session, I can: References:

Acero, V.D. et al, Child and
Adolescent Development. 2015.
1. Describe the cognitive development of children in middle and
late childhood and the factors affecting it, and Corpuz, B. et al. Child and
2. Explain some concepts/terms related to the cognitive Adolescent Learners and Learning
development of children in this stage. Principles. 2018

Productivity Tip:
Reflect on this: “ If you carry your childhood with you, you never become older”. – Tom Stoppard

A. LESSON PREVIEW/REVIEW

1) Introduction (2 mins)
Compare yourself when you were in elementary and in high school, were there changes intellectually or
mentally?

In this module, we will learn the cognitive development of children in middle and late childhood.

2) Activity 1: What I Know Chart, part 1 (3 mins)

Try answering the questions below by writing your ideas under the first column What I Know.
It’s okay if you write key words or phrases that you think are related to the questions.

What I Know Questions: What I Learned (Activity 4)

1. What is the 3rd stage of Piaget’s
Cognitive Development Theory?

2. What is Inductive logic?

3. What is Deductive logic?

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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #11

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

B.MAIN LESSON

1) Activity 2: Content Notes (13 mins) (Highlight or underline key words/phrases of each concept/term.)

COGNITIVE DEVELOPMENT OF CHILDREN IN MIDDLE AND LATE CHILDHOOD

Jean Piaget’s Concrete Operational Stage is a stage applicable to middle/late childhood. It spans
from age 7 to approximately 11 years old. During this time, children have better understanding of their
thinking skills. Children begin to think logically about concrete events, particularly their own
experiences, but have difficulty understanding abstract or hypothetical concepts, thus most of them
have hard time at problem solving.

Concrete Operational thinkers, according to Piaget, can already make use of inductive logic. Inductive
logic involves thinking from a specific experience to a general principle. But at this stage, children have
difficulty in using deductive logic or beginning with a general principle leading to a specific event.

The Concrete Operational Stage is marked by the following:

* Decentering/Decentration - ability of the child to perceive the different features of objects and situations.
The child is no longer focused or limited to only one aspect, instead he/she is now more
logical in dealing with people or situation.

* Conservation - ability to know that certain properties of objects like number, mass, volume or area do not
change even if there is a change in appearance.

* Reversibility - the children can now follow that certain operation can be done in reverse.

*Seriation - ability to order or arrange things in a series based on one dimension such as, weight, volume,
or size.

*Classification – ability to group similar objects in terms of color, shape, use, etc.
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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #11

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

2) Activity 3: Skill-building Activities (20 minutes)

Let’s practice! After completing each exercise, you may refer to the Key to Corrections for feedback.
Try to complete each exercise before looking at the feedback.

Exercise 1: Write the missing word or phrase to complete the idea of each statement.

1. Jean Piaget’s __________________________ Stage is a stage applicable to middle/late childhood.

2. At this age, children begin to think ____________ about concrete events, particularly their own
experiences, but have difficulty understanding _____________ or hypothetical concepts.
3. ________________ is the ability to know that certain properties of objects like number, mass, volume or
area do not change even if there is a change in appearance.

4. Concrete Operational thinkers can already make use of ___________________ logic.

5. Inductive logic involves thinking from a specific experience to a _____________ principle.

Exercise 2: Differentiate INDUCTIVE LOGIC from DEDUCTIVE LOGIC.

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

3) Activity 4: What I Know Chart, part 2 (2 mins)

It’s time to answer the questions in the What I Know Chart in Activity 1. Log in your answers in
the 3rd column of the table (What I learned).

4) Activity 5: Check for Understanding (5 mins) GRADED QUIZ

Identify what is asked. Write your answer on the line provided before each number.

____________________ 1. It is the ability of the child to perceive the different features of objects and
situations.
____________________ 2. It is the ability to order or arrange things in a series based on a given
3

dimension.
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____________________ 3. It is the ability to group similar objects in terms of color, shape, use, etc.

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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #11

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

____________________ 4. It is the ability to know that certain properties of objects like number, mass,
volume or area do not change even if there is a change in appearance.
____________________ 5. It happened when the children can now follow that certain operation can be
done in reverse.
____________________ 6. It involves thinking beginning with a general principle leading to a specific
event.
____________________ 7. It involves thinking from a specific experience to a general principle.
____________________ 8. A stage which spans from age 7 to approximately 11 years old.
____________________ 9. He developed the Cognitive Development Theory.
____________________ 10. It occurs when the child is no longer focused or limited to only one aspect,
instead he/she is now more logical in dealing with people or situation.

B. LESSON WRAP-UP

1) Activity 6: Thinking about Learning (5 mins)

A. Work Tracker

Congratulations for finishing this module! Shade the number of the module that you finished.
Period 1 Period 2 Period 3
1 2 3 4 5 6 7 P1 Exam 8 9 10 11 12 13 14 P2 Exam 15 16 17 18 19 20 21 22 P3 Exam

B. Thinking about Learning

This module helped me learn that
________________________________________________________________________________________
________________________________________________________________________________________

Did you have challenges learning the concepts in this module? If none, which parts of the module
helped you learn the concepts?
________________________________________________________________________________________
________________________________________________________________________________________
4
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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #11

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

FAQs
1. What is the greatest limitation of concrete operational thought?
- Children think in an organized logical fashion only when dealing with concrete information. They
can perceive directly but their mental processing works poorly with abstract ideas.
2. What is reversible thinking?
- It is the ability of people to see things from one perspective but also the opposite perspective.

KEY TO CORRECTIONS
Answers to Skill-Building Exercises
Exercise 1:
1. Concrete Operational
2. Logically, abstract
3. Conservation
4. Inductive
5. General

Exercise 2: Possible answer:

Inductive logic involves thinking from a specific experience to a general principle.

While, deductive logic starts with a general principle leading to a specific event.
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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #11

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

TEACHER-LED ACTIVITY (15 mins)

“BOARD TALK”

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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #12

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Lesson title: SOCIO-EMOTIONAL DEVELOPMENT OF Materials:

MIDDLE AND LATE CHILDHOOD Student Activity Sheets

References:
Lesson Objectives: At the end of the session, I can: Acero, V.D. et al, Child and
Adolescent Development. 2015.
1. Describe the socio-emotional development of middle and late
childhood, and Corpuz, B. et al. Child and
2. Explain terms/concepts related to the socio-emotional Adolescent Learners and Learning
development of middle/late childhood. Principles. 2018

Productivity Tip:
Reflect on this: “Children will listen to you after they feel listened to. “ – Jane Nelsen

A. LESSON PREVIEW/REVIEW

1) Introduction (2 mins)
It’s #Throwback Time! When you were in elementary, did you spend most of your time with peers? Or
at home with siblings? Do you have a best friend? What is the thing you like most about him/her?

In this module, we will learn the socio-emotional development of children in middle and late childhood.

2) Activity 1: What I Know Chart, part 1 (3 mins)

Try answering the questions below by writing your ideas under the first column What I Know.
It’s okay if you write key words or phrases that you think are related to the questions.

What I Know Questions: What I Learned (Activity 4)

1. What is self-concept?

2. What is emotional intelligence?

3. What is a peer group?

1
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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #12

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

B.MAIN LESSON

1) Activity 2: Content Notes (13 mins) (Highlight or underline key words/phrases of each concept/term.)

SOCIO-EMOTIONAL DEVELOPMENTS OF MIDDLE CHILDHOOD

Elementary-aged children tend to become increasingly self-confident and able to cope well with social
interactions.
They are not focused on themselves anymore but are also aware of the needs and desires of others.
Children during this stage, most likely to belong to a peer group, and they prefer to belong to peer
groups of the same gender.

Understanding the Self

One’s self-concept is the knowledge about the self, such as beliefs regarding personality traits, physical
characteristics, abilities, values, goals and roles. It also involves a sense of belonging and acceptance,
a sense of good and a sense of being capable of doing good.

Building Friendships
Making friends is a crucial but very important part of children’s social and emotional growth. Children
during this stage, most likely belong to a peer group. Peer groups are characterized by children who
belong approximately to the same age group.

Self-Control
Once children reach school age, they begin to take pride in their ability to do things and their capacity to
exert effort. They like receiving positive feedback from their parents and teachers. This becomes a
great opportunity for parents and teachers to encourage positive emotional responses from children by
acknowledging their mature, compassionate behaviors.

Emotional Development
Another milestone in this stage is the development of children’s emotional intelligence (EQ), which
involves the ability to monitor feelings of oneself and others to guide and motivate behavior. Emotional
Intelligence has four main areas:

 Developing emotional self-awareness

 Managing emotions (self-control)
 Reading emotions (perspective taking)
2


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Handling emotions (resolve problem)

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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #12

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

2) Activity 3: Skill-building Activities (20 minutes)

Let’s practice! After completing each exercise, you may refer to the Key to Corrections for feedback.
Try to complete each exercise before looking at the feedback.

Exercise 1: Write TRUE if the statement is correct, FALSE if not.

STATEMENTS TRUE/FALSE
1. Elementary-aged children are not focused on themselves anymore
but are also aware of the needs and desires of others.

2. Once children reach school age, they begin to feel inferior in their
ability to do things and their capacity to exert effort.

3. Elementary-aged children prefer to belong to peer groups of the

opposite gender.

4. Making friends is a crucial but very important part of children’s

social and emotional growth.

5. Elementary-aged children tend to become increasingly self-

confident and able to cope well with social interactions.

Exercise 2: Define SELF-CONCEPT.

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Exercise 3: Define EMOTIONAL INTELLIGENCE (EQ):

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

3) Activity 4: What I Know Chart, part 2 (2 mins)

3

It’s time to answer the questions in the What I Know Chart in Activity 1. Log in your answers in
Page

the 3rd column of the table (What I learned).

This document is the property of PHINMA EDUCATION

 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #12

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

4) Activity 5: Check for Understanding (5 mins)

Why is children’s self-control important to their parents and teachers?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

B. LESSON WRAP-UP

1) Activity 6: Thinking about Learning (5 mins)

A. Work Tracker

Congratulations for finishing this module! Shade the number of the module that you finished.
Period 1 Period 2 Period 3
1 2 3 4 5 6 7 P1 Exam 8 9 10 11 12 13 14 P2 Exam 15 16 17 18 19 20 21 22 P3 Exam

B. Thinking about Learning

This module helped me learn that
________________________________________________________________________________________
________________________________________________________________________________________

Did you have challenges learning the concepts in this module? If none, which parts of the module
helped you learn the concepts?
________________________________________________________________________________________
________________________________________________________________________________________

FAQs
1. What are the factors affecting socio-emotional development?
- acceptance/rejection, the presence or absence of warmth and control of parenting

2. How does social environment affect child development?

- A child’s social environment influences their cognitive development and educational attainment.
4

Children who engage in good social relationships perform better academically.

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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #12

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

KEY TO CORRECTIONS
Answers to Skill-Building Exercises
Exercise 1:
1. TRUE
2. FALSE
3. FALSE
4. TRUE
5. TRUE

Exercise 2:
Self-concept is the knowledge about the self, such as beliefs regarding personality traits,
physical characteristics, abilities, values, goals and roles. It also involves a sense of belonging and
acceptance, a sense of good and a sense of being capable of doing good.

Exercise 3:
Emotional Intelligence is the ability to monitor feelings of oneself and others to guide and
motivate behavior.

Activity 5: Check for Understanding (5 mins)

Children’s self-control becomes a great opportunity for parents and teachers to
encourage positive emotional responses from children by acknowledging their mature, compassionate
behaviors.

5
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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #13

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Lesson title: PHYSICAL DEVELOPMENT OF ADOLESCENTS Materials:

Student Activity Sheets

Lesson Objectives: At the end of the session, I can: References:

Acero, V.D. et al, Child and
1. Describe the physical development of adolescents, and Adolescent Development. 2015.
2. Explain terms/concepts related to the physical development
of adolescents. Corpuz, B. et al. Child and
Adolescent Learners and Learning
Principles. 2018

Productivity Tip:
Reflect on this: “Adolescent stage in the development of the human race from which humanity
should free itself “ – Sigmund Freud

A. LESSON PREVIEW/REVIEW

1) Introduction (2 mins)
What were the significant experiences during your adolescent years? Did your physical features affect
your self-esteem?

In this module, we will learn the physical development of the adolescents and the different
terminologies or concepts related to it.

2) Activity 1: What I Know Chart, part 1 (3 mins)

Try answering the questions below by writing your ideas under the first column What I Know.
It’s okay if you write key words or phrases that you think are related to the questions.

What I Know Questions: What I Learned (Activity 4)

1. What is menarche?

2. What is spermache?

3. What is a Secular Trend?

1
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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #13

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

B.MAIN LESSON

1) Activity 2: Content Notes (13 mins) (Highlight or underline key words/phrases of each concept/term.)

PHYSICAL DEVELOPMENTS OF ADOLESCENTS

Adolescence is a period of transition in terms of physical, cognitive, and socio-emotional changes. The
period of adolescence begins with the biological changes in puberty.

In girls, the growth spurt generally begins at age 10 reaching its peak at age 11½ and decreasing at
age 13, while slow continual growth occurs for several more years.

Boys begin their growth spurt later than girls at around age 12, reaching a peak at 14 and declining at age
15½. At age 16¼, girls reach 98% of their adult height while boys do so at age 17¼.

The male develops wider shoulder, longer legs relative to trunk and longer forearms relative to the upper arms
and his height.

On part of the females, there is a widening of the pelvis to make child bearing easier. There is the growth of
pubic hair, the development of breasts in females, and growth of facial hair in males.

There is a principal sign of sexual maturation, in boys, is the present of sperm in their urine. (Boys become
fertile as soon as sperm is present in urine). In girls, the beginning of the menstrual cycle.

* Spermache - first ejaculation of semen among males

* Menarche - beginning of the menstrual cycle for the female (first menstruation)

Secular Trend, a phenomenon that reflects a more rapid maturation compared with that occurring in previous
millennia.
This can be attributed to: complex interaction of genetic and environmental influences, improvement in health
care, improved living conditions and better nutrition.
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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #13

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

2) Activity 3: Skill-building Activities (20 minutes)

Let’s practice! After completing each exercise, you may refer to the Key to Corrections for feedback.
Try to complete each exercise before looking at the feedback.

Exercise 1: Write TRUE if the statement is correct, FALSE if not.

STATEMENTS TRUE/FALSE
1. The period of adolescence begins with the biological changes in
puberty.

2. At age 19¼, girls reach 98% of their adult height while boys do so
at age 18¼.

3. The female develops wider shoulder, longer legs relative to trunk

and longer forearms relative to the upper arms and her height.

4. Menarche is a phenomenon that reflects a more rapid maturation

compared with that occurring in previous millennia.

5. On part of the females, there is a widening of the pelvis to make

child bearing easier.

Exercise 2: Differentiate MENARCHE from SPERMACHE.

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Exercise 3: Give one specific example of a situation associated with Secular Trend.
_________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

3) Activity 4: What I Know Chart, part 2 (2 mins)

It’s time to answer the questions in the What I Know Chart in Activity 1. Log in your answers in
3

the 3rd column of the table (What I learned).

Page

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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #13

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

4) Activity 5: Check for Understanding (5 mins)

Identify what is asked for in each number.

1. It is the beginning of the menstrual cycle for the female. ______________________________

2. It is the first ejaculation of semen among males. _____________________________________
3. It is a period of transition in terms of physical, cognitive, and socio-emotional changes. It begins with
the biological changes in puberty. _______________________________
4. It is the principal sign of sexual maturation in boys. ________________________
5. A phenomenon that reflects a more rapid maturation compared with that occurring in previous
millennia. ______________________

B. LESSON WRAP-UP

1) Activity 6: Thinking about Learning (5 mins)

A. Work Tracker

Congratulations for finishing this module! Shade the number of the module that you finished.
Period 1 Period 2 Period 3
1 2 3 4 5 6 7 P1 Exam 8 9 10 11 12 13 14 P2 Exam 15 16 17 18 19 20 21 22 P3 Exam

B. Thinking about Learning

This module helped me learn that
________________________________________________________________________________________
________________________________________________________________________________________

Did you have challenges learning the concepts in this module? If none, which parts of the module
helped you learn the concepts?
________________________________________________________________________________________
________________________________________________________________________________________

FAQs
1. What are the factors affecting physical development among adolescence?
- genes, diet/nutrition, illnesses, substance use, development in some areas

2. What are the challenges in adolescence?

- Depression is the most common psychological problem associated with adolescence. The stress
4

and pressure can create anxiety related issues.

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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #13

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

KEY TO CORRECTIONS
Answers to Skill-Building Exercises
Exercise 1:
1. TRUE
2. FALSE
3. FALSE
4. FALSE
5. TRUE

Exercise 2:
Spermache is first ejaculation of semen among males, while menarche is beginning of the
menstrual cycle for the female.

Exercise 3:
Possible answer:
The children now are quite bigger than their age. Most of them had their first menstruation
early at age 10 or even 9 compared to the previous millennia that most of them had theirs at
age 12 or 13 or even 14.

Activity 5: Check for Understanding (5 mins)

1. menarche
2. spermache
3. adolescence
4. presence of sperm in urine
5. Secular Trend
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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #14

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Lesson title: COGNITIVE DEVELOPMENT OF ADOLESCENTS Materials:

Student Activity Sheets

References:
Lesson Objectives: At the end of the session, I can: Acero, V.D. et al, Child and
Adolescent Development. 2015.
1. Describe the cognitive development of adolescents, and
2. Explain terms/concepts related to the cognitive development Corpuz, B. et al. Child and
of adolescents. Adolescent Learners and Learning
Principles. 2018

Productivity Tip:
Reflect on this: “Adolescent is a new birth, for the higher and more completely human traits are
now born “ – G. Stanley Hall

A. LESSON PREVIEW/REVIEW

1) Introduction (2 mins)
Similarly remarkable as the physical changes during adolescence are changes in thinking patterns.
These changes are marked by the acquisition of new cognitive skills acquired during adolescent period.
Adolescence is the time for rapid cognitive period. The individual’s thinking takes more of an abstract
form which allows the person to think and reason in wider perspective.

In this module, we will learn the cognitive development of the adolescents and the different
terminologies or concepts related to it.

2) Activity 1: What I Know Chart, part 1 (3 mins)

Try answering the questions below by writing your ideas under the first column What I Know.
It’s okay if you write key words or phrases that you think are related to the questions.

What I Know Questions: What I Learned (Activity 4)

1. What is characterized the
Formal Operational
Stage?
1

2. What is Metacognition?
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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #14

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

3. What is Deductive reasoning?

B.MAIN LESSON

1) Activity 2: Content Notes (13 mins) (Highlight or underline key words/phrases of each concept/term.)

COGNITIVE DEVELOPMENTS OF ADOLESCENTS

Between ages 13 and 15, teens can now think abstractly and can reflect on their cognitive processes.

The adolescent may further experience an increase in depth of thought. He/she is able to bring what is
logically “best” for everyday life or how to response to a situation or a problem.

One of the developmental cognitive advances in adolescence is metacognition - involves the ability to
think above thinking, evidenced by awareness of and capacity to identify one’s own thinking processes --
perception, comprehension, memory and problem-solving.

Jean Piaget’s Formal Operational Stage is the stage of his Cognitive Development Theory which is
applicable to adolescents 12-15 years old. In this stage, adolescents’ thinking becomes more logical; they
can now solve abstract problems and can hypothesize. This is the stage when children can use abstract
reasoning and can be flexible whenever they consider varied solutions to a problem.

This stage is characterized by the following:

* Hypothetical Reasoning - ability to come up with different hypothesis about the problem and to
gather and weigh data in order to make a final decision or judgment.
* Analogical Reasoning - ability to perceive the relationship in one instance and then use that
relationship to narrow down possible answers in another similar situation
or problem.
* Deductive Reasoning - ability to think logically by applying a general rule to a particular instance
or situation.
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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #14

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Behavior and adolescent cognitive growth

There are behavioral tendencies which may accompany cognitive growth during adolescence. These are:

 Adolescent Egocentrism. This is the adolescent’s tendency to think too much of themselves,
while being too sensitive to social acceptance of their appearance, actions, feelings, ideas, etc.
 Idealism. This refers to imagining far-fetched and less ideal at home, in school, and in society. The
teen may imagine utopia or heaven on earth leading to discouragement when social realities
becomes harsh.
 Increased argumentativeness. Teens enjoy learning through the use of group dynamics including
role play, discussion, debate, and drama.

2) Activity 3: Skill-building Activities (20 minutes)

Let’s practice! After completing each exercise, you may refer to the Key to Corrections for feedback.
Try to complete each exercise before looking at the feedback.

Exercise 1: Write TRUE if the statement is correct, FALSE if not.

STATEMENTS TRUE/FALSE
1. The adolescent may further experience an increase in depth of
thought.
2. Between ages 13 and 15, teens can now think abstractly and can
reflect on their cognitive processes.

3. Hypothetical reasoning is ability to think logically by applying a

general rule to a particular instance or situation.

4. Teens enjoy learning through the use of group dynamics including

role play, discussion, debate, and drama.

5. Preoperational Stage is the stage in Jean Piaget’s Theory which is

applicable to adolescents.

Exercise 2: In 3 sentences, describe the adolescents’ cognitive development.

__________________________________________________________________________________
3

__________________________________________________________________________________
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__________________________________________________________________________________

This document is the property of PHINMA EDUCATION

 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #14

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

_________________________________________________________________________________
3) Activity 4: What I Know Chart, part 2 (2 mins)

It’s time to answer the questions in the What I Know Chart in Activity 1. Log in your answers in
the 3rd column of the table (What I learned).

4) Activity 5: Check for Understanding (5 mins)

Identify what is askedfor in each number.

1. Involves the ability to think above thinking, evidenced by awareness of and capacity to identify one’s
own thinking processes. ______________________
2. In this stage, adolescents’ thinking becomes more logical; they can now solve abstract problems and
can hypothesize. ________________________
3. It is the ability to come up with different hypothesis about the problem and to gather and weigh data in
order to make a final decision or judgment. _________________________
4. It is the ability to think logically by applying a general rule to a particular instance or situation.
_____________________________
5. It is the adolescent’s tendency to think too much of themselves, while being too sensitive to social
acceptance of their appearance, actions, feelings, ideas, etc. ______________________

B. LESSON WRAP-UP

1) Activity 6: Thinking about Learning (5 mins)

A. Work Tracker

Congratulations for finishing this module! Shade the number of the module that you finished.
Period 1 Period 2 Period 3
1 2 3 4 5 6 7 P1 Exam 8 9 10 11 12 13 14 P2 Exam 15 16 17 18 19 20 21 22 P3 Exam

B. Thinking about Learning

This module helped me learn that
________________________________________________________________________________________
________________________________________________________________________________________

Did you have challenges learning the concepts in this module? If none, which parts of the module
4

helped you learn the concepts?

Page

This document is the property of PHINMA EDUCATION

 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #14

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

________________________________________________________________________________________
________________________________________________________________________________________

FAQs
1. What does formal operational thinking mean?
- Adolescents develop the ability to think about abstract concepts. Skills such as logical thought,
deductive reasoning and systematic planning emerge during this stage.

2. What are some examples of metacognition?

- planning how to approach a learning task, using appropriate skills and strategies to solve a
problem, and monitoring one’s own comprehension of text.

KEY TO CORRECTIONS
Answers to Skill-Building Exercises
Exercise 1:
1. TRUE
2. TRUE
3. FALSE
4. TRUE
5. FALSE

Exercise 2:
Possible answer:
In adolescent’s cognitive development, teens can now think abstractly and can reflect on their
cognitive processes. They may further experience an increase in depth of thought. They are also
able to bring what is logically “best” for everyday life or how to response to a situation or a
problem.

Activity 5: Check for Understanding (5 mins)

1. metacognition
2. Formal Operational Stage
3. Hypothetical reasoning
4. Deductive reasoning
5. Adolescent egocentrism
5
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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #15

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Lesson title: SOCIO-EMOTIONAL DEVELOPMENT OF Materials:

ADOLESCENTS Student Activity Sheets

References:
Lesson Objectives: At the end of the session, I can: Acero, V.D. et al, Child and
Adolescent Development. 2015.

Corpuz, B. et al. Child and

1. Describe the socio-emotional development of adolescents, Adolescent Learners and Learning
and Principles. 2018
2. Explain terms/concepts related to the socio-emotional
development of adolescents.

Productivity Tip:
Reflect on this: “Maturity is when your world opens up and you realize that you are not the center of it.”
– M.J. Croan

A. LESSON PREVIEW/REVIEW

1) Introduction (2 mins)
During adolescence, the teen develops social cognition in the context of family structure, the school,
the community, and the media. He/she also manifests emotions which need to be regulated for success
in school as well as for his/her own emotional well-being.

In this module, we will learn the socio-emotional development of the adolescents and the different
terminologies or concepts related to it.

2) Activity 1: What I Know Chart, part 1 (3 mins)

Try answering the questions below by writing your ideas under the first column What I Know.
It’s okay if you write key words or phrases that you think are related to the questions.

What I Know Questions: What I Learned (Activity 4)

1. What is Identity Foreclosure?

2. What is Identity diffusion?

1

3. What is a positive emotion?

Page

This document is the property of PHINMA EDUCATION

 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #15

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

B.MAIN LESSON

1) Activity 2: Content Notes (13 mins) (Highlight or underline key words/phrases of each concept/term.)

SOCIO-EMOTIONAL DEVELOPMENTS OF ADOLESCENTS

In early adolescence (10-13 years), the teen begins to acquire a reflective idea of one’s self, not only in terms
of the immediate present but also in terms of the past and the future.

During adolescent years, the teen also begins to see his/her role and importance in society. Adolescents
especially feel stress usually from relationships with parents, friends, sweethearts, also from pressure of school
work.

During adolescent years, adolescent may go through these four phases in the attainment of an identity
status:

* Identity foreclosure - a case of an adolescent who is a follower, finding security in others, not in his/her
self.

* Identity Moratorium - a case of an adolescent searcher, enters a crisis by becoming aware of alternate
roles, values and beliefs.

* Identity achievement - this is the point where the adolescent fully finds himself/herself

* Identity diffusion - this is the case of the adolescent failing to find himself/herself

Positive and Negative Emotions

Positive emotions like interest and joy motivate the individual to continue his/her behavior. On the other
hand, negative emotions may cause withdrawal from what may be perceived as bad or dangerous. For
Charles Darwin, there are six basic emotions: interest, joy/happiness, sadness, anger, disgust, and fear.
Other scientists expanded the list to include love, pride, hope, gratitude, compassion, jealousy, and
anxiety.

On emotional response, girls in early adolescence are more self-conscious, excelling in verbal skills, while
they invest more time in forming intimate friendships. Boys show independence and are less emotional,
2

involving themselves in sports.

Page

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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #15

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

2) Activity 3: Skill-building Activities (20 minutes)

Let’s practice! After completing each exercise, you may refer to the Key to Corrections for feedback.
Try to complete each exercise before looking at the feedback.

Exercise 1: Identify what is asked for in each number.

__________________ 1. A case of an adolescent who is a follower, finding security in others, not in

his/her self.

__________________ 2. This is the point where the adolescent fully finds himself/herself.

__________________ 3. A case of an adolescent searcher, enters a crisis by becoming aware of

alternate roles, values and beliefs.

__________________ 4. This is the case of the adolescent failing to find himself/herself.

__________________ 5. These emotions motivate the individual to continue his/her behavior.

Exercise 2: What are usual causes of stress among teenagers? List and explain.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Exercise 3: In 3 sentences, describe the adolescents’ socio-emotional development.

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

3) Activity 4: What I Know Chart, part 2 (2 mins)

It’s time to answer the questions in the What I Know Chart in Activity 1. Log in your answers in
the 3rd column of the table (What I learned).
3
Page

This document is the property of PHINMA EDUCATION

 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #15

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

4) Activity 5: Check for Understanding (5 mins)

Write TRUE if the statement is correct, FALSE if not.

STATEMENTS: TRUE/FALSE:
1. During adolescent years, the teen also begins to see his/her role and
importance in society.

2. Girls show independence and are less emotional.

3. Boys in early adolescence are more self-conscious, excelling in verbal

skills, while they invest more time in forming intimate friendships.

4. Identity achievement is the point where the adolescent fully finds

himself/herself.

5. Negative emotions motivate the individual to continue his/her behavior.

B. LESSON WRAP-UP

1) Activity 6: Thinking about Learning (5 mins)

A. Work Tracker

Congratulations for finishing this module! Shade the number of the module that you finished.
Period 1 Period 2 Period 3
1 2 3 4 5 6 7 P1 Exam 8 9 10 11 12 13 14 P2 Exam 15 16 17 18 19 20 21 22 P3 Exam

B. Thinking about Learning

This module helped me learn that
________________________________________________________________________________________
________________________________________________________________________________________

Did you have challenges learning the concepts in this module? If none, which parts of the module
helped you learn the concepts?
________________________________________________________________________________________
________________________________________________________________________________________
4
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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #15

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

FAQs
1. Why is adolescence so difficult?
- Because it is a time of rapid physical development and deep emotional changes.

2. How do hormones affect teenage behavior?

- Teen hormones affect teenagers’ moods, emotions, impulses as well as their body. The mood
swings that teens experience are caused by fluctuations in estrogen, progesterone, and
testosterone – the sex hormones.

KEY TO CORRECTIONS
Answers to Skill-Building Exercises
Exercise 1:
1. Identity foreclosure
2. Identity achievement
3. Identity moratorium
4. Identity diffusion
5. Positive emotions

Exercise 2:
Possible answer:
Adolescents especially feel stress usually from relationships with parents, friends, sweethearts, also
from pressure of school work.

Exercise 3:
Possible answer:
In the socio-emotional development of adolescents, the teen begins to acquire a reflective idea of
one’s self, not only in terms of the immediate present but also in terms of the past and the future.
During adolescent years, the teen also begins to see his/her role and importance in society. He/she
especially feels stress usually from relationships with parents, friends, sweethearts, also from
pressure of school work.

Activity 5: Check for Understanding (5 mins)

1. TRUE
2. FALSE
3. FALSE
4. TRUE
5. FALSE
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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #16

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Lesson title: COGNITIVE DEVELOPMENT THEORY Materials:

OF JEAN PIAGET Student Activity Sheets

References:
Acero, V.D. et al, Child and
Lesson Objectives: At the end of the session, I can: Adolescent Development. 2015.

1. Describe the Cognitive Development Theory of Jean Piaget, Corpuz, B. et al. Child and
and Adolescent Learners and Learning
2. Identify and explain each stage of the Cognitive Development Principles. 2018
Theory.

Productivity Tip:
Reflect on this: “When you teach a child something, you take away forever his chance of discovering
it for himself’”. - JEAN PIAGET

A. LESSON PREVIEW/REVIEW

1) Introduction (2 mins)
Jean Piaget’s Cognitive Development Theory is truly a classic in the field of educational psychology. This
theory fueled other researches and theories of development and learning. Its focus is on how individual
construct knowledge.

In this module, we will learn the Cognitive Development Theory of Jean Piaget and the different
terminologies or concepts related to it.

2) Activity 1: What I Know Chart, part 1 (3 mins)

Try answering the questions below by writing your ideas under the first column What I Know.
It’s okay if you write key words or phrases that you think are related to the questions.

What I Know Questions: What I Learned (Activity 4)

1. What is Object Permanence?

2. What is Schema?
1

3. What is Sensorimotor Stage?

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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #16

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

B.MAIN LESSON

1) Activity 2: Content Notes (13 mins) (Highlight or underline key words/phrases of each concept/term.)

JEAN PIAGET’s COGNITIVE DEVELOPMENT THEORY - a theory that looks at changes

and stages in the quality of cognitive functioning. Its focus is on how individuals construct knowledge.

Basic Cognitive Concepts:

 Schema - refers to cognitive structures by which individuals intellectually adapt to and organize their
environment.
- an organized unit of knowledge. The child uses this to be able to understand a situation or an
experience which will serve as basis for organizing actions to respond to the environment.
- It is the individual’s way to understand or create meaning about a thing or experience.

 Organization - is the predisposition to combine simple physical or psychological structures into more
complex system.
 Adaptation - involves the processes of assimilation and accommodation.
- is adjusting one's thinking according to environmental demands.
 Assimilation - this is the process of fitting a new experience into an existing or previously created
cognitive structure or schema.
 Accommodation - this is the process of creating a new schema

 Equilibration - it is achieving a proper balance between assimilation and accommodation. When our
experiences do not match our schemata or cognitive structures, we experience
cognitive disequilibrium -- meaning, there is a discrepancy between what we perceived
or what is understood.

Piaget’s Stages of Cognitive Development:

Stage 1: SENSORIMOTOR STAGE (birth to infancy)

- the infant comes to learn about himself and the world through the use of senses and motor
movement
- in working with children in sensorimotor stage, teachers should aim to provide a rich and
stimulating environment with appropriate object to play with.
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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #16

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Stage 2: PRE-OPERATIONAL STAGE (2 to 7 years old/ preschool years)

- at this stage, children are can now make mental representations and is able to pretend, the child
is now closer to the use of symbols.
- one major development of this stage is the development of symbolic function as the ability to use
symbols such as words, images, gestures to represent real objects and events.

Stage 3: CONCRETE OPERATIONAL STAGE (8-11 years old/ elementary years)

- characterized by the ability of the child to think logically but only in terms of concrete objects .
- Children are able to perform tasks that they were unable to do and master in the preceding
stage like conservation, classification, and part-whole relations.

Stage 4: FORMAL OPERATIONAL STAGE (12-15 years old)

- thinking becomes more logical; they can now solve abstract problems and can hypothesize.
- This is the stage when children can use abstract reasoning and can be flexible whenever they
consider varied solutions to a problem.

2) Activity 3: Skill-building Activities (20 minutes)

Let’s practice! After completing each exercise, you may refer to the Key to Corrections for feedback.
Try to complete each exercise before looking at the feedback.

Exercise 1: Identify what is asked for in each number.

__________________1. It refers to the process of fitting a new experience into an existing or previously
created cognitive structure or schema.
__________________ 2. It is achieving a proper balance between assimilation and accommodation.

__________________3. It is adjusting one's thinking according to environmental demands.

__________________ 4. It refers to the process of creating a new schema.

__________________ 5. It is called the discrepancy between what we perceived or what is understood.
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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #16

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Exercise 2: In correct order, list the stages in Jean Piaget’s Cognitive Development Theory.
Describe each stage in 1-2 sentences.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

3) Activity 4: What I Know Chart, part 2 (2 mins)

It’s time to answer the questions in the What I Know Chart in Activity 1. Log in your answers in
the 3rd column of the table (What I learned).

4) Activity 5: Check for Understanding (5 mins)

In simplest terms, describe the Cognitive Development Theory.

___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

B. LESSON WRAP-UP

1) Activity 6: Thinking about Learning (5 mins)

A. Work Tracker

Congratulations for finishing this module! Shade the number of the module that you finished.
Period 1 Period 2 Period 3
1 2 3 4 5 6 7 P1 Exam 8 9 10 11 12 13 14 P2 Exam 15 16 17 18 19 20 21 22 P3 Exam
4
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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #16

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

B. Thinking about Learning

This module helped me learn that
________________________________________________________________________________________
________________________________________________________________________________________

Did you have challenges learning the concepts in this module? If none, which parts of the module
helped you learn the concepts?
________________________________________________________________________________________
________________________________________________________________________________________

FAQs
1. Who is Jean Piaget?
- Born on August 9, 1896 in Neuchatel, Switzerland. Jean Piaget was the first child of Arthur Piaget.
Jean's first interests were in the area of biology, which lead him to obtained his Ph.D. from the
University of Neuchatel at the age of 22. He married Valentine Chatenay. Together they had three
children, each of whose development was studied in detail from infancy by Piaget.

2. What are cognitive theories?

- Cognitive Theory is an approach to psychology that attempts to explain human behavior by
understanding the thought processes.

KEY TO CORRECTIONS
Answers to Skill-Building Exercises

Exercise 1:
1. Assimilation
2. Equilibration
3. Adaptation
4. Accommodation
5. Cognitive Disequibrium
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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #16

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Exercise 2:

Possible answers:
Piaget’s Stages of Cognitive Development:

Stage 1: SENSORIMOTOR STAGE

- the infant comes to learn about himself and the world through the use of senses and motor
Movement.
Stage 2: PRE-OPERATIONAL STAGE
- at this stage, children are can now make mental representations and is able to pretend, the child
is now closer to the use of symbols.
Stage 3: CONCRETE OPERATIONAL STAGE
- characterized by the ability of the child to think logically but only in terms of concrete objects.
Stage 4: FORMAL OPERATIONAL STAGE
- thinking becomes more logical; they can now solve abstract problems and can hypothesize.

Activity 5: Check for Understanding (5 mins)

Possible answer:

JEAN PIAGET’s Cognitive Development Theory is a theory that looks at changes

and stages in the quality of cognitive functioning. Its focus is on how individuals construct knowledge.

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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #17

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Lesson title: PSYCHOSEXUAL THEORY OF SIGMUND Materials:

FREUD Student Activity Sheets

References:
Lesson Objectives: At the end of the session, I can: Acero, V.D. et al, Child and
Adolescent Development. 2015.
1. Describe the Psychosexual Theory of Sigmund Freud, and
2. Identify and explain each stage of the Psychosexual Theory. Corpuz, B. et al. Child and
Adolescent Learners and Learning
Principles. 2018

Productivity Tip:
Reflect on this: “Out of your vulnerabilities will come your strength”. - SIGMUND FREUD

A. LESSON PREVIEW/REVIEW

1) Introduction (2 mins)
Sigmund Freud’s views about human development are more than a century old. He can be considered
the most well known psychologist because of his interesting theory about sexual development.

In this module, we will learn the Psychosexual Theory of Sigmund Freud and the different
terminologies or concepts related to it.

2) Activity 1: What I Know Chart, part 1 (3 mins)

Try answering the questions below by writing your ideas under the first column What I Know.
It’s okay if you write key words or phrases that you think are related to the questions.

What I Know Questions: What I Learned (Activity 4)

1. What is the Oral Stage?

2. What is the Anal Stage?

3. What is the Latency Stage?

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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #17

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

B.MAIN LESSON

1) Activity 2: Content Notes (13 mins) (Highlight or underline key words/phrases of each concept/term.)

SIGMUND FREUD„s Stages of PSYCHOSEXUAL DEVELOPMENT

Theory of psychosexual development states that the person goes through the sequence of five stages and
along the way there are needs to be met and each stage is characterized by specific erogenous zones or
―pleasure areas‖ that become a focal point for the particular stage of development.

FIXATION occurs to when a person is "stuck" in one stage of psychosexual development.

Both frustration/under stimulation and overindulgence/overstimulation may lead to what
psychoanalysts call fixation at a particular psychosexual stage.

STAGE DESCRIPTION PERSONALITY TYPE

1. Oral (birth - 18 months) Mouth - is the center of pleasure Oral Receptive - stronger
The child is focused on oral tendency to smoke, drink alcohol,
pleasures. overeat, nail-biting
(under stimulation)

Oral Aggressive – tendency to

curse words, gossip
(over stimulation)

2. Anal (18 months to 3 years) Anus -is the center of pleasure. Anal retentive - an obsession with
The child finds pleasure in the cleanliness, perfection and control
bowel and elimination process. (early /harsh toilet training)

Anal expulsive - a person may

become messy and disorganized
(liberal toilet-training)

3. Phallic (3-6 years) Genitals - the center of pleasure

Children become more interested
in what makes boys and girls
different. They will sometimes be
seen fondling their genitals.

Oedipus Complex -when the boy

sees his father as a rival to his
2

mother’s love and affection

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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #17

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Electra Complex - when the girl

sees her mother as a rival for her
father’s attention

4. Latency (age 6 to puberty) Known as the “calm” period.

Children’s focus at this stage is the
acquisition of physical and
academic skills

5. Genital (puberty onwards) Adolescents focus their sexual

urges towards opposite sex peers,
with the pleasure centered on the
genitals.

2) Activity 3: Skill-building Activities (20 minutes)

Let’s practice! After completing each exercise, you may refer to the Key to Corrections for feedback.
Try to complete each exercise before looking at the feedback.

Exercise 1: Write the missing details/terms in the table.

STAGES OF PSYCHOSEXUAL DEVELOPMENT CENTER OF PLEASURE

1. Oral Stage

2. Anal Stage

3. Phallic stage

4. Latency Stage

5. Genital Stage

Exercise 2: Differentiate OEDIPUS COMPLEX from ELECTRA COMPLEX.

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
3

__________________________________________________________________________________
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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #17

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Exercise 3: What does ―FIXATION‖ mean?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

3) Activity 4: What I Know Chart, part 2 (2 mins)

It’s time to answer the questions in the What I Know Chart in Activity 1. Log in your answers in
the 3rd column of the table (What I learned).

4) Activity 5: Check for Understanding (5 mins)

In simplest terms, describe the Psychosexual Theory of Sigmund Freud.

___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

B. LESSON WRAP-UP

1) Activity 6: Thinking about Learning (5 mins)

A. Work Tracker

Congratulations for finishing this module! Shade the number of the module that you finished.
Period 1 Period 2 Period 3
1 2 3 4 5 6 7 P1 Exam 8 9 10 11 12 13 14 P2 Exam 15 16 17 18 19 20 21 22 P3 Exam

B. Thinking about Learning

This module helped me learn that
________________________________________________________________________________________
________________________________________________________________________________________

Did you have challenges learning the concepts in this module? If none, which parts of the module
helped you learn the concepts?
4

________________________________________________________________________________________
Page

________________________________________________________________________________________

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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #17

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

FAQs
1. Who is Sigmund Freud?
- Sigmund Freud was born in the Austrian town of Freiberg, now known as the Czech Republic, on
May 6, 1856. In 1882, Freud became engaged to marry Martha Bernays. The couple had six children—
the youngest of whom, Anna Freud, went on to become a distinguished psychoanalyst herself. Freud
fled Austria to escape the Nazis in 1938 and died in England on September 23, 1939 at age 83 by
suicide. He had requested a lethal dose of morphine from his doctor, following a long and painful battle
with oral cancer.

2. What is the focus of oral stage?

- Oral gratification. In Freudian psychology, it is the satisfaction felt in infancy when the need for
food, especially from mother’s breast, is fulfilled.

KEY TO CORRECTIONS
Answers to Skill-Building Exercises

Exercise 1:

STAGES OF PSYCHOSEXUAL DEVELOPMENT CENTER OF PLEASURE

1. Oral Stage mouth

2. Anal Stage anus
3. Phallic stage genitals
4. Latency Stage NO center of pleasure (considered as “calm”
period)
5. Genital Stage Genitals through intimate and sexual
relationships

Exercise 2:
Possible answer:

Oedipus Complex happened when the boy sees his father as a rival to his mother’s love
and affection, While, Electra Complex is when the girl sees her mother as a rival for her father’s attention.
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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #17

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Exercise 3:
Possible answer:
Fixation occurs to when a person is "stuck" in one stage of psychosexual development.
Both frustration/under stimulation and overindulgence/overstimulation may lead to what
psychoanalysts call fixation at a particular psychosexual stage.

Activity 5: Check for Understanding (5 mins)

Possible answer:

Sigmund Freud’s theory of psychosexual development states that the person goes through
the sequence of five stages and along the way there are needs to be met and each stage is characterized by
specific erogenous zones or “pleasure areas” that become a focal point for the particular stage of
development.

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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #18

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Lesson title: PSYCHOANALYTIC THEORY OF SIGMUND Materials:

FREUD Student Activity Sheets

References:
Lesson Objectives: At the end of the session, I can: Acero, V.D. et al, Child and
Adolescent Development. 2015.
1. Describe the Psychoanalytic Theory of Sigmund Freud, and
2. Identify and explain each component of personality Corpuz, B. et al. Child and
Adolescent Learners and Learning
Principles. 2018

Productivity Tip:
Reflect on this: “One day in retrospect, the years of struggle will strike you as the most beautiful”.
- SIGMUND FREUD

A. LESSON PREVIEW/REVIEW

1) Introduction (2 mins)
As a person grows, the personality is also formed. Many psychologists present different views
about how personality develops. Freud presents a very interesting theory about personality, its
components and development.

In this module, we will learn the Psychoanalytic Theory of Sigmund Freud and the different
terminologies or concepts related to it.

2) Activity 1: What I Know Chart, part 1 (3 mins)

Try answering the questions below by writing your ideas under the first column What I Know.
It’s okay if you write key words or phrases that you think are related to the questions.

What I Know Questions: What I Learned (Activity 4)

1. What is the Id?

2. What is the Ego?

1

3. What is the Superego?

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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #18

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

B.MAIN LESSON

1) Activity 2: Content Notes (13 mins) (Highlight or underline key words/phrases of each concept/term.)

SIGMUND FREUD’s PSYCHOANALYTIC THEORY - a theory which emphasizes unconscious drives and
motives.
Three Components of Personality

1. Id - operates on “pleasure principle”. It focuses on immediate gratification or satisfaction of its needs.

 The child is born with id.
 The id is the primitive and instinctive component of personality. It is the unconscious part of our
psyche which responds directly and immediately to the instincts.
 The personality of the newborn child is all id and only later does it develop an ego and super-ego.

Freud identified two main forces among the drives and instincts of the id:

 Eros (life instinct/sexual instinct) - Eros seeks both to preserve life (through gratification
of the basic needs: food, water, shelter etc.) and to create life (sexual instinct/libido).
Eros is also associated with positive emotions of love, and other prosocial behavior,
including safety and protection.

 Thanatos (death instinct) - Later in life, Freud started to think that next to the life instincts
there is a death instinct (Thanatos). This is an unconscious wish to die. Death promises
peace, an end to pain, suffering, and all the negative and unpleasant experiences of life.
For many people in the world, life is an everyday struggle and full of suffering. Thus, death
is the satisfaction of all human needs. It is also associated with negative emotions such as
fear, hatred, anger, aggression, cruelty, self-destruction or suicide.

2. Ego – Arising from the Id is Ego, the conscious part of the personality. Ego operates using the “reality
principle”.

 It is the mediator or the balancer. It reasons and considers the best response to situations. It is the
deciding agent of the personality.
 Develops during preschool years.
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Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

3. Superego - embodies the person’s moral aspect.

 It is likened to conscience because it exerts influence on what one considers right and wrong.
 This develops from what the parents, teachers who exert influence impart to be good or moral.
 Superego emerges near the end of preschool years.
 Superego actually is "above-ego," the "higher power" of the mind, where the conscience and moral
norms reside. Religious people may argue that it is the part of humans where God dwells.
 The superego is present in the conscious, preconscious, and unconscious.

2) Activity 3: Skill-building Activities (20 minutes)

Let’s practice! After completing each exercise, you may refer to the Key to Corrections for feedback.
Try to complete each exercise before looking at the feedback.

Exercise 1: Write TRUE if the statement is correct, FALSE if not.

_________ 1. The child is born with Id.

_________ 2. Superego emerges near the end of preschool years.
_________ 3. Superego serves as a mediator or balancer.
_________ 4. Ego develops during the preschool years.
_________ 5. Ego is the instinctive component of personality.

Exercise 2: In one sentence, describe Sigmund Freud’s Psychoanalytic Theory.

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Exercise 3: Differentiate EROS from THANATOS. Provide examples.

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

3) Activity 4: What I Know Chart, part 2 (2 mins)

It’s time to answer the questions in the What I Know Chart in Activity 1. Log in your answers in
the 3rd column of the table (What I learned).
3
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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #18

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

4) Activity 5: Check for Understanding (5 mins) GRADED QUIZ

Identify which component of personality these words/phrases are associated with:

Id Ego Superego

______________ 1. Serves as mediator or balancer

______________ 2. Primitive and instinctive

______________ 3. Unconscious part of the psyche

______________ 4. The deciding agent of the personality

______________ 5. Likened to conscience

______________ 6. Considered as the “higher power” of the mind

______________ 7. Eros and Thanatos

______________ 8. Operates on “pleasure” principle

______________ 9. Operates on “reality” principle

______________10. The moral aspect of personality

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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #18

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

B. LESSON WRAP-UP

1) Activity 6: Thinking about Learning (5 mins)

A. Work Tracker

Congratulations for finishing this module! Shade the number of the module that you finished.
Period 1 Period 2 Period 3
1 2 3 4 5 6 7 P1 Exam 8 9 10 11 12 13 14 P2 Exam 15 16 17 18 19 20 21 22 P3 Exam

B. Thinking about Learning

This module helped me learn that
________________________________________________________________________________________
________________________________________________________________________________________

Did you have challenges learning the concepts in this module? If none, which parts of the module
helped you learn the concepts?
________________________________________________________________________________________
________________________________________________________________________________________

FAQs
1. What is psychoanalytic approach?
- In psychoanalytic approach, the focus is on the unconscious mind rather than the conscious
mind. It is built on the idea that the behavior is determined by experiences from the past that are lodged
in the unconscious mind.

2. What is the meaning of the term “preconscious”?

- Not present in the consciousness but capable of being recalled when needed.
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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #18

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

KEY TO CORRECTIONS
Answers to Skill-Building Exercises

Exercise 1:
1. TRUE
2. TRUE
3. FALSE
4. TRUE
5. FALSE

Exercise 2:
Possible answer:
Sigmund Freud’s Psychoanalytic Theory is a theory which emphasizes unconscious drives and motives.

Exercise 3:
Possible answer:
Eros or the life instinct/sexual instinct seeks both to preserve life and to create life. Eros is also
associated with positive emotions of love, and other prosocial behavior, including safety and protection.
While, Thanatos or the death instinct is an unconscious wish to die. It is also associated with negative
emotions such as fear, hatred, anger, aggression, cruelty, self-destruction or suicide.

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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #19

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Lesson title: SOCIO-CULTURAL THEORY Materials:

OF LEV VYGOTSKY Student Activity Sheets

References:
Lesson Objectives: At the end of the session, I can: Acero, V.D. et al, Child and
Adolescent Development. 2015.
1. Describe the Socio-cultural Theory of Lev Vygotsky, and
2. Explain some terms or concepts related to the theory. Corpuz, B. et al. Child and
Adolescent Learners and Learning
Principles. 2018

Productivity Tip:
Reflect on this: “Through others we become ourselves”. - LEV VYGOTSKY

A. LESSON PREVIEW/REVIEW

1) Introduction (2 mins)
The key theme of Vygotsky’s theory is that social interaction play a very important role in cognitive
development. He believed that individual development could not be understood without looking into the
social and cultural context within which development happens.

In this module, we will learn the Socio-cultural Theory of Lev Vygotsky and the different
terminologies or concepts related to it.

2) Activity 1: What I Know Chart, part 1 (3 mins)

Try answering the questions below by writing your ideas under the first column What I Know.
It’s okay if you write key words or phrases that you think are related to the questions.

What I Know Questions: What I Learned (Activity 4)

1. What is Scaffolding?

2. What is ZPD?

3. What do you mean of MKO?

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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #19

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

B.MAIN LESSON

1) Activity 2: Content Notes (13 mins) (Highlight or underline key words/phrases of each concept/term.)

Lev Vygotsky’s Socio-Cultural Theory of Development

 This theory recognized social interaction and language as two central factors in cognitive
development and complex forms of thinking have their origins in social interactions rather than in the
child’s private explorations.

 According to Vygotsky, children’s learning of new cognitive skills is guided by an adult for a more skilled
child, such as an older sibling, who structures the child’s learning experience.
 This theory emphasizes the need for social interaction in facilitating the child’s development.
 Vygotsky is also known for:
* Zone of Proximal Development (ZPD)

- is the level of difficulty at which problems are too hard for the children to solve alone but not too hard
when given support from adults or competent peers.

The ZPD has a lower limit and an upper limit. The lower limit of the ZPD is “the level of cognitive
development reached by a child independently. The upper limit is the level of additional responsibility the
child can do with assistance of an able or skilled peer or competent adult .”

The more skilled person is known as “More Knowledgeable Other (MKO)”.

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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #19

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

* Scaffolding - term for the appropriate assistance given by the teacher to assist the learner
accomplish the task.

Scaffolds are support mechanisms that teachers, parents and others provide to help children
successfully perform the task within their zone of proximal development.

This is done when teachers act out as models, demonstrate procedure, guide children
through a process, ask questions, supply added information, and make complex task simple.

As learners become more proficient, and able to complete tasks on their own without assistance
anymore, the guidance can be withdrawn. This is called Scaffold and fade-away Technique.

Teachers can use the concept of ZPD as a guide to child’s development.

It allows a teacher to know what a student is able to achieve through the use of a mediator and this
enables the teacher to help a child attain that level by himself/herself.

Two Principles of Cultural Influence in Vygotsky’s Theory

1. Cultures are varied. They use different ways, tools, and setting to facilitate children’s development.
2. Variations in culture as well as cultural contexts must be considered in assessing children’s cognitive
development.

2) Activity 3: Skill-building Activities (20 minutes)

Let’s practice! After completing each exercise, you may refer to the Key to Corrections for feedback.
Try to complete each exercise before looking at the feedback.

Exercise 1: Identify what is asked for in each number.

__________________ 1. What do you call the theory that emphasizes the need for social interaction in
facilitating the child’s development.
__________________ 2. It is the level of difficulty at which problems are too hard for the children to
solve alone but not too hard when given support from adults or competent
peers.
__________________ 3. It is the appropriate assistance given by the teacher to assist the learner
accomplish the task.
__________________ 4. It is referred to as the more skilled person in the Theory of Vygotsky.
__________________ 5. He developed the Socio-cultural Theory.
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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #19

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Exercise 2: Explain the upper limit and the lower limit of the ZPD.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Exercise 3: What is the importance or the purpose of ZPD?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

3) Activity 4: What I Know Chart, part 2 (2 mins)

It’s time to answer the questions in the What I Know Chart in Activity 1. Log in your answers in
rd
the 3 column of the table (What I learned).

4) Activity 5: Check for Understanding (5 mins)

Write the missing words/ terms to complete the idea of each statement.

1. When learners are able to complete tasks on their own without assistance anymore, the guidance
can be withdrawn. This is called ________________________________ .

2. Socio-cultural Theory recognized ________________ and ____________ as two central factors in

cognitive development.

3. _____________ in culture as well as cultural contexts must be considered in assessing children’s

cognitive development.

4. Scaffolding is the appropriate ______________ given by the teacher to assist the learner.

5. In Socio-cultural Theory, thinking have their origins in ________________ rather than in the child’s
private explorations.
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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #19

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

B. LESSON WRAP-UP

1) Activity 6: Thinking about Learning (5 mins)

A. Work Tracker

Congratulations for finishing this module! Shade the number of the module that you finished.
Period 1 Period 2 Period 3
1 2 3 4 5 6 7 P1 Exam 8 9 10 11 12 13 14 P2 Exam 15 16 17 18 19 20 21 22 P3 Exam

B. Thinking about Learning

This module helped me learn that
________________________________________________________________________________________
________________________________________________________________________________________

Did you have challenges learning the concepts in this module? If none, which parts of the module
helped you learn the concepts?
________________________________________________________________________________________
________________________________________________________________________________________

FAQs
1. Who is Lev Vygotsky?
- He was born in Western Russia (present day Belarus) in 1896, same year as another famous
psychologist, Jean Piaget was born. He is often known as the “Mozart of Psychology” because, just like
the famous composer, Vygotsky came up with several different theories in a short span of time,
demonstrating his ingenuity. However, his life was cut short by tuberculosis and he died at the age of
38 leaving many of his theories incomplete.

2. What is the main point in Vygotsky’s theory?

- The major theme in Vygotsky’s theoretical framework is that social interaction plays a
fundamental role in the development of cognition. 5
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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #19

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

KEY TO CORRECTIONS
Answers to Skill-Building Exercises

Exercise 1:
1. Socio-cultural Theory
2. Zone of Proximal Development or ZPD
3. Scaffolding
4. More Knowledgeable Other or MKO
5. Lev Vygotsky

Exercise 2:
Possible answer:
The ZPD has a lower limit and an upper limit. The lower limit of the ZPD is “the level of cognitive
development reached by a child independently. The upper limit is the level of additional responsibility the
child can do with assistance of an able or skilled peer or competent adult .”

Exercise 3:
Possible answer:
Teachers can use the concept of ZPD as a guide to child’s development.
It allows a teacher to know what a student is able to achieve through the use of a mediator and this
enables the teacher to help a child attain that level by himself/herself.

Activity 5: Check for Understanding (5 mins)

1. Scaffold-and-fade-away technique
2. Social interactions, language
3. Variations
4. Assistance
5. Social interactions
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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #20

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Lesson title: PSYCHOSOCIAL THEORY OF ERIK ERIKSON Materials:

Student Activity Sheets

Lesson Objectives: At the end of the session, I can: References:

Acero, V.D. et al, Child and
1. Describe the Psychosocial Theory of Erik Erikson, and Adolescent Development. 2015.
2. Identify and explain each stage of the theory.
Corpuz, B. et al. Child and
Adolescent Learners and Learning
Principles. 2018

Productivity Tip:
Reflect on this: “Healthy children will not fear life if their elders have integrity enough not to fear death”.
- ERIK ERIKSON

A. LESSON PREVIEW/REVIEW

1) Introduction (2 mins)
Life is a continuous process involving learning and trials which help us to grow. Erikson‟s
enlightening theory guides us and helps us to tell us why.

In this module, we will learn the Psychosocial Theory of Erik Erikson, its stages and the different
terminologies or concepts related to it.

2) Activity 1: What I Know Chart, part 1 (3 mins)

Try answering the questions below by writing your ideas under the first column What I Know.
It‟s okay if you write key words or phrases that you think are related to the questions.

What I Know Questions: What I Learned (Activity 4)

1. What is Initiative?

2. What is Generativity?

3. What is Identity?
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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #20

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

B.MAIN LESSON

1) Activity 2: Content Notes (13 mins) (Highlight or underline key words/phrases of each concept/term.)

PSYCHOSOCIAL THEORY OF DEVELOPMENT - developed by Erik Homburger Erikson

 This theory proposed that development occurs in a series of eight stages, beginning with infancy and
ending with old age.
 Each stage is named for a particular psychosocial crisis or challenge that every child must res olve to be
able to move on to the next stage.
________________________________________________________________________________________

STAGE 1 Trust versus Mistrust (Birth – 18 months)

If the parents/caregivers can give the baby a sense of familiarity, consistency, and continuity, then the baby will
develop the feeling that the world is a safe place to be, that people are reliable and loving. TRUST is
developed.

If parents/caregivers reject the infant or harm him/her, if other interests cause both parents to turn away from
the infant‟s needs to satisfy their own instead, then the infant will develop MISTRUST. He/she will be
apprehensive and suspicious around people.

If this stage is managed well, the child will develop a virtue of Hope, a strong belief that, even when things are
not going well, they will work out well in the end.
________________________________________________________________________________________

STAGE 2 Autonomy versus Shame and Doubt (18 months – 3 or 4 years)

If the parents permit the child to explore and manipulate his or her environment, the child will develop a sense
of AUTONOMY or independence. The parents should not discourage or push the child. This way, the child will
develop both self-control and self-esteem.

If parents give children unrestricted freedom and no sense of limits or if they try to help them do what they
should learn to do for themselves, parents will give them the impression that they are not good for much and
children will assume that things are too difficult to learn. This will lead children to SHAME AND DOUBT.

If this stage is managed well, children will develop the virtue of Willpower or Determination. “Can Do” will be
their motto.
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______________________________________________________________________________________

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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #20

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

STAGE 3 Initiative versus Guilt (3 or 4 years – 5 or 6 years)

Initiative means a positive response to the world‟s challenges, taking on responsibilities, learning new skills,
and feeling purposeful. The child has the ability to organize activities around some goals. Parents can
encourage initiative by encouraging children to try out their ideas. Thus, sense of INITIATIVE is developed.

A parent has the responsibility, socially, to encourage the child to “grow up” --- “ You‟re not a baby anymore!”.
But if this process is done too harsh and too abruptly, the child learns to feel GUILTY about his/her feelings.

If this stage is managed well, it will lead to psychosocial strength of Purpose.

__________________________________________________________________________________

STAGE 4 Industry versus Inferiority (6 – 12 years old)

Children must dedicate themselves to education and learning social skills society requires them. Children must
learn the feeling of success, whether in school, in playground, academic or social. Thus, children will develop a
capacity for INDUSTRY.

If a child is allowed too little success, because of harsh teachers and rejecting peers, then he/she develop a
sense of INFERIORITY or Incompetence. Additional sources of inferiority are racism, sexism, and other forms
of discrimination.

If this stage is managed well, the virtue of Competence will be developed.

_______________________________________________________________________________________

STAGE 5 Identity versus Role Confusion (18 – 20 years old)

Identity means knowing who you are and how you fit in to the rest of the society. It requires that you take all
that you‟ve learned about life and yourself and mold it into a unified self-image, one that your community finds
meaningful. With this, a sense of IDENTITY is developed.

But, without these, a ROLE CONFUSION will likely occur. Meaning, there is an uncertainty about one‟s place
in society and in the world. Adolescents who are confronted by role confusion, are suffering from Identity
Crisis.

If this is managed well, Virtue of Fidelity will be developed. Fidelity means loyalty, ability to live by society‟s
standards despite imperfections, incompleteness, and inconsistencies.

________________________________________________________________________________________
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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #20

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

STAGE 6 Intimacy versus Isolation (18 – 30 years old)

Intimacy is the ability to be close to others, as a lover, or friend, and as a member of society. Because a
person has a clear sense of who he/she is, he/she is no longer need to fear of “losing” himself/herself, as many
adolescents do. INTIMACY is developed.

The “fear of commitment” some people seem to exhibit as if there is something holding them back, may lead to
ISOLATION.

If this stage is managed well, the virtue of Love will exist. Love, in the context of this theory, means putting
aside differences and antagonisms. It also includes not only in love in a good marriage, but also love between
friends and neighbors as well.
______________________________________________________________________________________

STAGE 7 Generativity versus Stagnation (30 years old – old age)

Generativity is an extension of love into the future. It is a concern for the next generation and future
generations. People at this stage are less “selfish”. They practice generativity by having and raising children.
People would also do things like social activities that can contribute to the welfare of future generations –
anything that satisfies that “need to be needed”. GENERATIVITY is developed.

STAGNATION, on the other hand, is self-absorption, caring for no-one. The stagnant person stops to be a
productive member of society.

If this stage is managed well, a virtue of Care is developed. A person has a capacity to serve through the rest
of his/her life.
________________________________________________________________________________________

STAGE 8 Integrity versus Despair (Old age)

EGO INTEGRITY means coming to terms with your life, and thereby coming to terms with the end of life.
People in this stage, look back and accept the course of events and the choices they made in their life as they
lived it.

If some older people become preoccupied with their failures, the bad decisions they made, and regrets that
they don‟t have the time and energy to reverse them. DESPAIR will happen.

If this stage is managed well, Wisdom is developed. Person is somewhat gifted to be truly wise by their simple
and gentle approach to life and death, by their “generosity of spirit”.
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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #20

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

2) Activity 3: Skill-building Activities (20 minutes)

Let‟s practice! After completing each exercise, you may refer to the Key to Corrections for feedback.
Try to complete each exercise before looking at the feedback.

Exercise 1: Identify what is asked for in each number.

__________________ 1. It is the ability to be close to others, as a lover, or friend, and as a member of

society.
__________________ 2. What virtue will be developed if stage 8 is managed well.
__________________ 3. What will be develop if the parents/caregivers give the baby a sense of
familiarity,
consistency, and continuity.
__________________ 4. It is an extension of love into the future.
__________________ 5. It means knowing who you are and how you fit in to the rest of the society.

Exercise 2: Name the eight stages of Erikson‟s Psychosocial Theory in correct order. Opposite each
stage, write the virtue that will be attained if that stage is managed well.

STAGES OF PSYCHOSOCIAL THEORY VIRTUE

1.

2.

3.

4.

5.

6.

7.

8.

3) Activity 4: What I Know Chart, part 2 (2 mins)

It‟s time to answer the questions in the What I Know Chart in Activity 1. Log in your answers in
5
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the 3rd column of the table (What I learned).

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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #20

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

4) Activity 5: Check for Understanding (5 mins)

Describe Erikson‟s Psychosocial Theory of Development.

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

B. LESSON WRAP-UP

1) Activity 6: Thinking about Learning (5 mins)

A. Work Tracker

Congratulations for finishing this module! Shade the number of the module that you finished.
Period 1 Period 2 Period 3
1 2 3 4 5 6 7 P1 Exam 8 9 10 11 12 13 14 P2 Exam 15 16 17 18 19 20 21 22 P3 Exam

B. Thinking about Learning

This module helped me learn that
________________________________________________________________________________________
________________________________________________________________________________________

Did you have challenges learning the concepts in this module? If none, which parts of the module
helped you learn the concepts?
________________________________________________________________________________________
________________________________________________________________________________________

FAQs
1. Who is Erik Erikson?
- Erik was born on June 15, 1902. He grew up with his mother, Karla Abrahamsen and stepfather,
Theodor Homburger. He struggled with his identity throughout his youth as he felt his stepfather never
fully accepted him as he did in his own daughters.
6

Erik never received a formal degree in medicine or psychology. It was an invitation from a friend that
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sent him to take a teaching position at a progressive school created by Dorothy Burlingham, a friend

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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #20

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

of Anna Freud. Erikson died on 12 May 1994 in Harwich, Massachusetts due to a brief illness. His wife,
Joan died on August 3, 1997. He and his wife are buried in the First Congregational Church Cemetery
in Harwich.

2. Where did the term “psychosocial” derive from?

- Erikson‟s “psychosocial” term is derived from the two source words: psychological (root word
„psycho‟ relating to mind, brain, personality, etc.) and social (external relationship and environment).

KEY TO CORRECTIONS
Answers to Skill-Building Exercises

Exercise 1:
1. Intimacy
2. Wisdom
3. Trust
4. Generativity
5. Identity

Exercise 2:

STAGES OF PSYCHOSOCIAL THEORY VIRTUE

1. Trust versus Mistrust Hope
2. Autonomy versus Shame and Doubt Willpower or determination
3. Initiative versus Guilt Purpose
4. Industry versus Inferiority Competence
5. Identity versus Role Confusion Fidelity
6. Intimacy versus Isolation Love
7. Generativity versus Stagnation Care
8. Ego Integrity versus Despair Wisdom

Activity 5: Check for Understanding (5 mins)

Possible answer:
Erikson’s Psychosocial Development Theory proposed that development occurs in a series of eight
stages, beginning with infancy and ending with old age. Each stage is named for a particular
psychosocial crisis or challenge that every child must resolve to be able to move on to the next stage.
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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #21

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Lesson title: MORAL DEVELOPMENT THEORY OF Materials:

LAWRENCE KOHLBERG Student Activity Sheets

References:
Lesson Objectives: At the end of the session, I can: Acero, V.D. et al, Child and
Adolescent Development. 2015.
1. Describe the Moral Development Theory of Lawrence
Kohlberg, and Corpuz, B. et al. Child and
2. Identify and explain each stage of the theory. Adolescent Learners and Learning
Principles. 2018

Productivity Tip:
Reflect on this: “Right action tends to be defined in terms of general individual rights and standards that
have been critically examined and agreed upon by the whole society”.
- LAWRENCE KOHLBERG

A. LESSON PREVIEW/REVIEW

1) Introduction (2 mins)
Individuals, when confronted by situations where they need to make moral decisions, exercise their
own ability to use moral reasoning. Our ability to choose right from wrong is tied with our ability to
understand and reason logically.

In this module, we will learn the Moral Development Theory of Lawrence Kohlberg, its levels and
stages and the different terminologies or concepts related to it.

2) Activity 1: What I Know Chart, part 1 (3 mins)

Try answering the questions below by writing your ideas under the first column What I Know.
It’s okay if you write key words or phrases that you think are related to the questions.

What I Know Questions: What I Learned (Activity 4)

1. What is the Preconventional
Level?
2. What is the Conventional
Level?
1

3. What is the Post-conventional

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Level?

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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #21

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

B.MAIN LESSON

1) Activity 2: Content Notes (13 mins) (Highlight or underline key words/phrases of each concept/term.)

KOHLBERG’S THEORY OF MORAL DEVELOPMENT

Kohlberg’s theory of moral development focus on why people make certain choices at particular stage of
their life.

Level 1 - Preconventional Morality (2-7 years)

- Moral reasoning is based on the consequence/result of the act, not on the whether the act itself is good
or bad.
Stage 1: Punishment/Obedience. The child will act or obey to avoid punishment.

Stage 2: Mutual benefit/Instrumental Orientation. One is motivated to act by the benefit that one
may obtain later.

Level 2 – Conventional Morality (7 to 12 years)

- It is more concerned with group approval and consensus

Stage 3: Social approval. One is motivated by what others expect in behavior -- good boy, good
girl
Stage 4: Law and Order. One is motivated to act in order to uphold law and order.

Level 3 – Post-Conventional Morality (adolescent age)

- It is the stage in which moral decisions are made according to universal considerations of what is
right. It is based on a higher moral sense of what is right and principled.

Stage 5: Social Contract. One will act based on social justice and the common good.

Stage 6: Universal Principles. This is associated with the development of one’s conscience.
People based their decisions on abstract principles involving justice,
compassion, and equality.
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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #21

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

KEY POINTS:

Kohlberg defined three levels of moral development: preconventional, conventional, and postconventional.
Each level has two distinct stages.

During the preconventional level, a child’s sense of morality is externally controlled. Children accept and
believe the rules of authority figures, such as parents and teachers, and they judge an action based on its
consequences.

During the conventional level, an individual’s sense of morality is tied to personal and societal relationships.
Children continue to accept the rules of authority figures, but this is now because they believe that this is
necessary to ensure positive relationships and societal order.

During the postconventional level, a person’s sense of morality is defined in terms of more abstract
principles and values. People now believe that some laws are unjust and should be changed or eliminated.

2) Activity 3: Skill-building Activities (20 minutes)

Let’s practice! After completing each exercise, you may refer to the Key to Corrections for feedback.
Try to complete each exercise before looking at the feedback.

Exercise 1: Identify what stage is described.

DESCRIPTION STAGE OF MORAL DEVELOPMENT

1. The child will act or obey to avoid punishment.

2. The child is motivated to act in order to uphold

law
and order.

3. The child is motivated to act by the benefit that

one
may obtain later.

4. The child will act based on social justice and

the
common good.
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5. The child

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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #21

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

is motivated by what others expect in

behavior -- good boy, good girl

Exercise 2: Describe Kohlberg’s Theory of Moral Development.

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

3) Activity 4: What I Know Chart, part 2 (2 mins)

It’s time to answer the questions in the What I Know Chart in Activity 1. Log in your answers in
the 3rd column of the table (What I learned).

4) Activity 5: Check for Understanding (5 mins)

Compare and contrast the three levels of Kohlberg’s Moral Development Theory.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

B. LESSON WRAP-UP

1) Activity 6: Thinking about Learning (5 mins)

A. Work Tracker

Congratulations for finishing this module! Shade the number of the module that you finished.
Period 1 Period 2 Period 3
1 2 3 4 5 6 7 P1 Exam 8 9 10 11 12 13 14 P2 Exam 15 16 17 18 19 20 21 22 P3 Exam

B. Thinking about Learning

This module helped me learn that
________________________________________________________________________________________
4

________________________________________________________________________________________
Page

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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #21

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Did you have challenges learning the concepts in this module? If none, which parts of the module
helped you learn the concepts?
________________________________________________________________________________________
________________________________________________________________________________________

FAQs
1. Who is Lawrence Kohlberg?
- He was a 20th century psychologist known primarily for his research into moral psychology and
development. Lawrence Kohlberg was born in Bronxville, New York on October 25, 1927. Kohlberg
married Lucy Stigberg in 1955, and the couple had two sons.
Kohlberg died of an apparent suicide in 1987, after a long battle with depression. He parked his car,
leaving identifying documents behind, then walked into the frigidly cold Boston Harbor. Autopsy
indicated drowning as the cause of death, and that no foul play was suspected.

2. What is a moral dilemma?

- A moral dilemma is a situation in which a person is torn between right and wrong.

KEY TO CORRECTIONS
Answers to Skill-Building Exercises

Exercise 1:
1. Stage 1
2. Stage 4
3. Stage 2
4. Stage 5
5. Stage 3

Exercise 2: Possible answer:

Kohlberg’s theory of moral development focus on why people make certain choices at particular
stage of their life. It has three levels: preconventional, conventional, and postconventional. Each level has
two distinct stages.

Activity 5: Check for Understanding (5 mins) Possible answer:

In the preconventional level, a child’s sense of morality is externally controlled. Children judge an action
based on its consequences. In the conventional level, an individual’s sense of morality is tied to personal
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and societal relationships because they believe that this is necessary to ensure positive relationships and

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 Edu 530: The Child and Adolescent Learners and Learning Principles
Student Activity Sheets #21

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

societal order. While, in the postconventional level, a person’s sense of morality is defined in terms of
more abstract principles and values. People now believe that some laws are unjust and should be changed
or eliminated.

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