L Y

O N1
2
Which situation best illustrates the

E
concept of growth?

CB
The Child and A. An education student has gained new knowledge on
approaches and strategies in teaching different

R Y
Adolescent Learners
subjects.

O L
B. A kinder pupil gains 2 pounds within two months.

N
and Learning Principles
F
C.A high school student gets a score of 85 in a mental
ability test.

O
D. An elementary grader has learned to play piano.

E 2
1

C B 2

R L Y
FO O N
E 2
GROWTH
C B DEVELOPMENT

O R L Y
F N
refers to a progressive

O
refers to an increase in
physical size of the whole increase in skill and

2
body or any of its parts. capacity of function.

B E
a qualitative change in
a quantitative change in

C
the human’s
the human’s body.
functioning.

R L Y
FO O N
3 4

E 2
C B
O R L Y
2
F O
The rate of development among
N Major Principles of

2
individuals is relatively the same. Human Development

B E
A. TRUE
Development is relatively orderly.

C
B. FALSE
The outcomes of development processes

R Y
and the rate of development are likely to

L
vary among individuals.

FO N
Development takes place gradually.

O
Development as a process is complex.

E 2
C B
5 6

O R
F 1
 L Y
O N
2
Two Approaches to Human Characteristics of Life-span Approach

E
Development

CB
Development is lifelong.

Y
Development is multidimensional.

OR
TRADITIONAL LIFE-SPAN

L
Approach Approach Development is plastic.

F N
Development is contextual.

O
Development involves growth,

2
maintenance, and regulation.

B E
C
7 8

R L Y
FO O N
E 2
THEORIES OF B
R C Y
F O
DEVELOPMENT
N L Sigmund Freud’s

2 O
PSYCHOSEXUAL

E
 Psychosexual Theory

Theory
Cognitive Development Theory

B
 Socio-Cultural Theory

C
 Moral Development Theory
 Ecological Theory

R Y
 Psychosocial Theory

FO N L
O
9 10

E 2
C B
O R L Y
F Erogenous ZoneN
O
3 Mrs. De Leon was very much worried about

2
the thumb sucking of her son. She later

E
found out from a book that a psychologist

B
suggested that thumb-sucking is a normal

C
behavior. Who is the psychologist?

R Y
A specific area

FO L
A. Erik Erikson
that becomes the

N
B. Urie Bronfrenbrenner
focus of pleasure

O
C. Jean Piaget
D. Sigmund Freud
needs.

E 2
C B
11 12

O R
F 2
 L Y
O N PSYCHOSEXUAL

E 2 Frustration Stages of

CB
Development

Y
FIXATION

R
Genital

L
Latency stage

O N
stage

F
• A theoretical notion that a Phallic
portion of the individual’s stage

O
Anal
libido has been Overindulgence stage
Oral

2
permanently ‘invested’ in a
particular stage of his stage

E
development

13

C B 14

R L Y
FO O N
E 2
C B
R Y
• birth to 18 • 18 months to 3

O L
months years

F O N • MOUTH • ANUS

2
• Oral • Anal retentive

B E
receptive • Anal expulsive

C
ORAL STAGE • Oral ANAL STAGE

R Y
aggressive

FO N L
O
15 16

E 2
C B
O R L Y
F O N • 3 to 6 years • 6 to puberty

E 2
• Libido is dormant
• GENITALS

B
• Much of the child's

C
• Oedipus energy is

Y
channeled into

R
complex

L
developing new

FO N
• Electra skills and acquiring
new knowledge,

O
PHALLIC STAGE complex LATENT STAGE hobbies, interest,

2
and social

E
relationship.

C B
17 18

O R
F 3
 L Y
O N4
2
Mike focuses his attention on the school
• Puberty onwards

E
work and vigorous play that consume most

CB
• Maturing sexual of his physical energy. Which stage of
psychosexual theory illustrates his behavior?
interests

OR Y
• Fixation results to

L
frigidity, A. ORAL STAGE

F N
B. PHALLIC STAGE
impotence,

O
C.ANAL STAGE
unsatisfactory
GENITAL

2
D. LATENCY STAGE
STAGE relationships

B E
C
19 20

R L Y
FO O N
E 2
5
C B 6
According to Freud, this component of According to Freud, in this component of

R L Y
personality operates based on pleasure. the mind lies the processes that are the real

O
cause of most behavior.

F O N
E 2
A. Id A. Conscious

B
B. Superego B. Unconscious
C. Ego C. Subconscious

R C Y
FO N L
O
21 22

E 2
C B
O R L Y
F O N
2
ID - PLEASURE
Freud’s
E
principle

Personality
C B
EGO - REALITY
principle

Y
Components
R L
FO
SUPEREGO -

N
MORALITY

O
principle

E 2
C B
23 24

O R
F 4
 L Y
O N
2
Freud’s
E
CONSCIOUS

CB
Topographical
Model
R Y
The mental

F O N L
of the Mind activity that we

O
Components know about.

E 2
25

C B 26

R L Y
FO O N
E 2
C B
R Y
SUBCONSCIOUS UNCONSCIOUS

F O N L
Things we could

2 O Things we are

E
unaware of and can
be aware of if we

B
not become aware
wanted or tried.

C
of.

R L Y
FO O N
27 28

E 2
C B
O R L Y
F 7
O N A cognitive process that occurs when a

2
Jean Piaget’s learner encounters a new idea, and must

Stages of
E
“fit” that idea into what they already know.

COGNITIVE
C B
Development R Y
A. Assimilation

FO L
B. Equilibration

N
C. Accomodation

2 O
B E
C
29 30

O R
F 5
 L Y
O N
E 2
Schemas The cognitive
structures by

CB
which
There Are Three individuals

Y
Adaptation processes that

R
Basic Components intellectually
enable the transition from

O L
To Piaget's adapt to and
one stage to another

N
Cognitive Theory

F
organize their

O
environment.
SCHEMA
2
Stages of Cognitive

E
Development

31

C B 32

R L Y
FO O N
E 2
C B Piaget’s Stages of

R L Y
COGNITIVE

O
Cognitive

F N
Development
Processes

O
FORMAL-

2
(Adaptation) OPERATIONAL

E
CONCRETE- STAGE
OPERATIONAL

B
PRE- STAGE
OPERATIONAL

C
SENSORI- STAGE
MOTOR STAGE
Assimilation Accommodation Equilibration

R L Y
FO O N
33 34

E 2
C B
O R L Y
8
F O N
Joy is eight years old and although she

2
understands some logical principles, she still • Birth to 2 years

E
has troubles in understanding hypothetical • Focuses on the
prominence of the

B
concepts. At what particular stage of
senses and muscle

C
cognitive development does she belong?
movement

R Y
A. Sensorimotor stage through which the

L
infant comes to

FO
B. Formal Operational stage

N
C. Preoperational stage
learn about himself
SENSORIMOTOR and the world.

O
D. Concrete Operational stage
STAGE

E 2
C B
35 36

O R
F 6
 L Y
O N
2
- 2 – 7 years old

E
Object

CB
Permanence – - Children are
the ability of the thinking at a
child to know that symbolic level but

R Y
an object still exists are not yet using

O L
even when out of cognitive

F N
sight operations.

O
SENSORIMOTOR PRE-OPERATIONAL

2
STAGE STAGE

B E
C
37 38

R L Y
FO O N
E 2
C B
PRE-OPERATIONAL STAGE PRE-OPERATIONAL STAGE

O R L Y
N
Symbolic Function - the ability to represent Centration - the tendency of the child to only

F
objects and events. focus on one aspect of a thing or event and

O
exclude other aspects.
Animism - the tendency of children to attribute

2
human like traits or characteristics to inanimate Irreversibility - the inability to reverse their
thinking.

E
objects.
Transductive Reasoning - the tendency of a

B
Egocentrism - the tendency of the child to only child in to see a connection between unrelated

C
see his point of view and to assume that instances, using neither deductive nor inductive
everyone also has his same point of view. means to do so.

R L Y
FO O N
39 40

E 2
C B
O R L Y
F O N 8-11 years CONCRETE OPERATIONAL

2
STAGE

E
Characterized by

B
the ability of the Decentering - the ability of the child to perceive
the different features of objects and situations.
child to think

C
logically but only in Reversibility - the child’s ability to reverse

R Y
thinking.
terms of concrete

L
Conservation - the ability to know that certain

FO
objects. properties of objects do not change even if

N
there is a change in appearance.
CONCRETE

O
Seriation - the ability to order or arrange things in
OPERATIONAL STAGE a series based on one dimension.

E 2
C B
41 42

O R
F 7
 L Y
O N
2
12 – 15 years (and FORMAL OPERATIONAL STAGE

E
up)

CB
Thinking becomes  Hypothetical Reasoning - The ability to come up
with different hypothesis about a problem and to
more logical. gather and weigh data in order to make final

R Y
decision or judgment.

L
They can now solve

O
 Analogical Reasoning - The ability to perceive the
abstract problems relationship in one instance and the use that

F N
relationship to narrow down possible answers in
and can

O
another similar situation or problem.
FORMAL hypothesize.  Deductive Reasoning - The ability to think logically

2
by applying general rule to a particular instance or
OPERATIONAL STAGE situation.

B E
C
43 44

R L Y
FO O N
E 2
9
C B
When a baby realized that a rubber duck 10 A 4-year-old kid would prefer to have 20

R L Y
which has fallen out of the tub must be pieces of 1 peso coin than receive a 20-

O
somewhere on the floor, he is likely to peso bill. This is an example of ______.

F N
achieved what aspect of cognitive

O
development?

E 2
A. Object permanence A. Centration
B. Mental combinations B. Animism

B
C. Centration C. Irreversibility

C
D. Symbolic functions

R L Y
FO O N
45 46

E 2
C B
O R L Y
F O N 11 Penelope could not finish the assigned

2
mathematical exercises alone, so she
Lev Vygotsky’s

E
requested help from her older sister. What is

B
SOCIO-CULTURAL
being illustrated by the situation?

Theory
R C Y
A. Law of Readiness

FO L
B. Zone of Proximal Development

N
C. Law of Exercise

O
D. Concrete Operations

E 2
C B
47 48

O R
F 8
 L Y
O N
E 2 Effective The culture

CB
learning which the
happens learner has

R L Y
through provide wide

F O N
participation in range of
Cultural
O
Social social activities. experiences to

2 Factors
Interaction him.

B E
C
49 50

R L Y
FO O N
E 2
C B ZONE OF PROXIMAL DEVELOPMENT

R Y
Used for

O L
communication

F N
The difference

O
Serves as a between what a
learner can do

2
social function without help and what

E
and individual he or she can achieve

B
with guidance and
function.

C
encouragement from
Language Social speech a skilled partner.

R Y
Private speech

FO L
Silent speech

51

O N 52

E 2
C B
O R L Y
F O
More Knowledgeable Others
N
2
Urie Bronfenbrenner’s

Ecological
E
 Someone who has a better understanding

B Theory
or a higher ability level than the learner,

Systems
C
with respect to a particular task, process,
or concept.

SCAFFOLDING
R L Y
FO N
The support or assistance that lets the child

O
accomplish a task he cannot accomplish.

E 2
C B
53 54

O R
F 9
 L Y
O
12 John goes with his mother in school. He N
E 2
enjoys the workplace of her mother. Which

CB
of the following ecological level is illustrated
by the situation?

O R L Y
A. Microsystem

F N
B. Exosystem

O
C. Mesosystem

2
D. Macrosystem

B E
C
55 56

R L Y
FO O N
E 2
C B MICROSYSTEM MESOSYSTEM

O R L Y
F O N Covers the most basic
relationships and interactions that
Serves as the connection

2
a child has in his immediate between the structures of

E
environment. the child’s microsystem

C B “Interaction /

Y
Family, school, neighborhood,

R L
peers RELATIONSHIP”

FO O N
57 58

E 2
C B
O R L Y
F O N
EXOSYSTEM MACROSYSTEM

E 2
C B
A bigger social system in Largest and most distant
which the child does not collection of people and

R Y
function directly. places to the child.

FO N L
O
City government, the
Cultural values, customs,
workplace, mass media,

2
and laws
etc.

B E
C
59 60

O R
F 10
 L Y
O N
2
CHRONOSYSTEM Lawrence Kohlberg’s

E
Theory of

CB MORAL
Covers the element of

R Y
time as it relates to a

O L DEVELOPMENT
child’s environments

F O N
2
Transitions, shifts, and

E
changes

61

C B 62

R L Y
FO O N
E 2
C B
13 According to Kohlberg, a dutiful citizen who Pre- • Moral reasoning is based on the

R Y
Stage 1 - Punishment/Obedience
obeys the laws set down by society is at which conventional consequence/results of the act, not on

O L
Stage 2 -the
whether Mutual Benefit
act itself is good or bad.
level of moral reasoning? Level

F O N Conventional
• Moral reasoning is based on the

2
Stage 3 - Social
conventions Approval
or “norms” of society. This
Level may include approval of others, law, and

E
A. Pre-conventional Stage One Stage 4 - Law and Order
order.
B. Conventional

B
C. Pre-conventional Stage Two

C
D. Post-conventiona
Post- • Moral reasoning is based on the enduring
Stage 5 - Social Contract
conventional

Y
or consistent principles. It is not just

R
Stage 6 - Universal
recognizing Principles
the law, but the principles

L
Level

FO
behind the law.

63

O N 64

E 2
C B
O R L Y
F O N
2
Erik Erikson’s Syntonic

E
PSYCHOSOCIAL
B
Virtue

theory
C
Contrary

R Y
Disposition

FO L
Maladaptation

N
and
Malignancy

O
Dystonic

E 2
C B
65 66

O R
F 11
 L Y
O N
2
Stage 1 Stage 2
Infancy Early Childhood

E
(birth to 1.5 year) (1.5 - 3 or 4 yr)

CB
Too much Too much Too much Too much

Psychosocial Crisis Psychosocial Crisis

Maladaptation

Y
TRUST vs Autonomy vs

R
Malignancy Maladaptation Malignancy
SENSORY
WITHDRAWAL IMPULSIVENESS COMPULSIVENESS

L
MALADJUSTMENT MISTRUST Shame and Doubt

F O O N
2
Virtue Virtue
HOPE Willpower or

E
Determination

67

C B 68

R L Y
FO O N
E 2
C B Stage 3 Stage 4
School-age stage

R Y
Early Childhood

L
(3 or 4 – 5 or 6) (6 – 12)

F O N
Too much Too much Too much Too much

O
Maladaptation Psychosocial Crisis
INDUSTRY vs
Maladaptation Psychosocial Crisis Malignancy Malignancy
NARROW

2
RUTHLESSNESS Initiative vs Guilt INHIBITION INERTIA
VIRTUOSITY INFERIORITY

B E
C
Virtue Virtue

Y
COURAGE/ COMPETENCE

R L
PURPOSE

FO O N
69 70

E 2
C B
O R L Y
F O N Stage 5 Stage 6

2
Adolescence Early Adulthood

E
12 – 18 or 20 18 - 30

B
Too much Too much Too much Too much

C
Psychosocial Crisis Psychosocial Crisis
Maladaptation
FANATICISM
IDENTITY vs Malignancy Maladaptation
PROMISCUITY
INTIMACY vs Malignancy
REPUDIATION EXCLUSION

Y
ROLE CONFUSION ISOLATION

R L
FO O N
Virtue Virtue
FIDELITY LOVE

E 2
C B
71 72

O R
F 12
 L Y
O N
2
Stage 7 Stage 8

E
Middle Adulthood Late Adulthood
65 yr +

CB
40 – 60 or 65
Too much Too much Too much Too much

Psychosocial Crisis Psychosocial Crisis

R Y
Maladaptation
OVEREXTENSION
GENERATIVITY vs Malignancy Maladaptation
PRESUMPTION
INTEGRITY vs Malignancy
REJECTIVITY DISDAIN

L
STAGNATION DESPAIR

F O O N
2
Virtue Virtue
CARE WISDOM

B E
C
73 74

R L Y
FO O N
E 2
C B
14 In the Psychosocial theory, what is the 15 In Psychosocial theory, it was suggested that

R Y
unresolved crisis of an adult who has preschoolers eagerly begin many new

O L
difficulty establishing a secure, mutual activities but are vulnerable to criticism and

F N
relationship with a life partner? feelings of failure, they are experiencing what

O
particular crisis?

E 2
A. Identity vs Role Confusion
A. Initiative vs Guilt

B
B. Trust vs. Mistrust
B. Intimacy vs Isolation C. Initiative vs Guilt

C
C. Autonomy vs Shame and Doubt D. Intimacy vs Isolation

Y
D. Trust vs. Mistrust

R L
FO O N
75 76

E 2
C B
O R L Y
F O N Stages of Development

2
John Santrock
STAGES OF

B E
 Prenatal Period

DEVELOPMENT and

C
 Infancy and Toddlerhood (birth to 2 years)
 Early Childhood (3 to 5 years)

DEVELOPMENTAL

R Y
 Middle and Late Childhood (6 to 12 years)

FO L
 Adolescence (13 to 18 years)

TASKS

N
 Early Adulthood (19 to 29 years)

O
 Middle Adulthood (30 to 60 years)
 Late Adulthood (61 years and up)

E 2
C B
77 78

O R
F 13
 L Y
O N Stage of Development

2
Developmental Tasks PRENATAL PERIOD

E
CB
one that “arises at a certain period in
our life, the successful achievement of Has an average length
which leads to happiness and success of 38 weeks or 266 days

R Y
with later tasks while failure leads to (9 calendar months).

O L
unhappiness, social disproval, and Has three stages:

F N
difficulty with later tasks.” germinal, embryonic,

O
(Robert Havighurst) and fetal period.

E 2
79

C B 80

R L Y
FO O N
E 2
C B
INFANCY and from birth to 2 years INFANCY and TODDLERHOOD

R L Y
TODDLERHOOD

F O N
A plateau in development
Cephalocaudal Proximodistal

O
A preview of later Pattern Pattern

2
development

E
A time of radical
adjustments, and

B
A hazardous period

R C Y
FO N L
O
81 82

E 2
C B
O R L Y
F O
INFANCY and TODDLERHOOD
N INFANCY and TODDLERHOOD

E 2
B
MOTOR DEVELOPMENT INTERMODAL PERCEPTION

C
Reflex - an involuntary and nearly instantaneous The ability to relate,
movement in response to a stimulus. connect, and integrate

R Y
information about two or

L
• Sucking reflex • Startle/Moro reflex more sensory modalities.

FO
Rooting reflex • Galant reflex

N
•
• Gripping reflex • Tonic neck reflex

O
• Curling reflex

E 2
C B
83 84

O R
F 14
 L Y
O N
2
Infantile Circular Reactions

E
Amnesia

CB
Secondary
• Oriented Circular reactions • Repeating an

OR LY
toward the • Oriented action different
The inability to infant’s body. toward the each time.
recall events that environment.

F N
happened when Primary Circular Tertiary Circular

O
reactions reactions
we were very

2
young.

B E
C
85 86

R L Y
FO O N
E 2
C B
Stage of Development Developmental Tasks
Learning to distinguish
Learning to
EARLY CHILDHOOD 3 to 5 years right from wrong and

R Y
developing conscience walk

F O N L
The problem, troublesome Learning to

O
age; toy age. take solid
foods

2
The pre-gang, the
exploratory, and the

E
questioning age.

B
Imitation age Learning

C
Infancy and to talk

Y
Early Childhood

R
Learning to control

L
Learning sex differences

FO
the elimination of
and sexual modesty

N
body wastes

O
87 88

E 2
C B
O R L Y
F O N
16 Babies creep, crawl and stand before they 17 Young children have a short attention and

2
walk. Which principle of development best interest span. What kind of task should the

E
explains this? teacher give them?

C B
A.Each phase of development has characteristic A.Easy and difficult activities
behaviors.
B.Long but interesting activities

R Y
B.Development follows a definite and predictable

L
pattern. C.Challenging and interesting activities

FO N
C.Each phase of development has hazards. D.Short, varied, interesting activities

O
D.Maturation and Learning play important roles in
development.

E 2
C B
89 90

O R
F 15
 L Y
O N
2
EARLY CHILDHOOD EARLY CHILDHOOD

E
CB
FORMATIVE YEARS MOTOR DEVELOPMENT
periods of early childhood between 0-8 years. Gross Motor Skills - require whole body movement

R Y
and which involve the large (core stabilizing)

L
The time that describes something that made you muscles of the body to perform everyday functions

O
who you are.

F N
Locomotor skills, Non-locomotor skills, Manipulative
Skills

O
Fine Motor Skills - the ability to make movements

2
using the small muscles in our hands and wrists

B E
C
91 92

R L Y
FO O N
E 2
C B
EARLY CHILDHOOD Artistic Development

R L Y
Viktor Lowenfeld

F O N
MOTOR DEVELOPMENT

O
Handedness - The preference of the use of one
hand over the other.

E 2
B
Scribbling Stage Preschematic Schematic Stage

C
• Characterized by Stage • More elaborate
zigzag lines and • Adults may be scenes are

R Y
circular markings. able to recognize depicted.

L
the drawings.

FO O N
93 94

E 2
C B
O R L Y
F O N
Language and Social Interaction Attention and Memory

E 2
B
•Private Speech

C
•Silent (Inner)

Y
speech

R L
•Social Speech

FO O N
E 2
C B
95 96

O R
F 16
 L Y
O N 18 Ms. Santos wants to increase the abilities of

2
Wen a child is interested both in the

E
people playing and in the activity they are

Parten’s doing. The activity is organized, and

her students to solve more complex

CB
Cooperative participants have assigned roles.
problems. What must Ms. Santos provide?
Stages Associative
When the child is interested in the people
playing but not in coordinating their

of Play A.Correct answer all the time.

Play activities with those people, or when there

OR Y
is no organized activity at all.

L
When the child plays separately from B. Problems must match appropriately to students’
Parallel Play others but close to them and level of thinking.

F N
mimicking their actions.
C. Increase practice with simple problems.

O
Onlooker When the child watches others at play
but does not engage in it.
D. Reduce stimulation so as to increase attention to

2
Solitary Play This is the stage when a child plays alone. the task.

E
Unoccupied

B
At this stage baby is just making a lot of movements with their
arms, legs, hands, feet, etc.

C
97 98

R L Y
FO O N
E 2
C B
Stage of Development

MIDDLE and 6 to12 years 19 Which of the following is the most

R L Y
LATE CHILDHOOD accurate definition of the puberty stage?

F O O N
The gang age, age
of conformity, or the
A.Rapid physical growth that occurs during
adolescence.

2
B.Rapid physical growth and sexual maturation that
age of creativity

E
ends childhood.

B
A period of capacity C.Stage when sexual maturation is attained.

C
to learn D.Stage when adolescents establish identities
separate from their parents.

R Y
Play age

FO N L
O
99 100

E 2
C B
O R L Y
F N
Developmental Tasks Learning physical Building a

O
skills necessary for
ordinary games
wholesome attitude
toward oneself
20 When does learning of a complex

2
subject matter most effective?

E
Learning to get

B
along with A. When a learner can link new information with existing
knowledge in meaningful ways.

C
agemates
B. When a learner can create meaningful, coherent

R Y
representations of knowledge.

L
C. When it is an intentional process of constructing

FO
Learning an
meaning from information and experience.

N
appropriate
sex role D.When learner can create and use a repertoire of

O
thinking and reasoning strategies to achieve complex
learning goals.

2
Developing concepts
necessary for

E
Achieving personal
everyday living
independence

C B
101 102

O R
F 17
 L Y
O
Stage of Development

NDevelopmental Tasks
Achieving mature

2
ADOLESCENCE 13 to 18 years relations with both sexes

E
CB
A transitional period, a
Desiring and
time of change, a achieving socially

R Y
problem age, responsible behavior Accepting

L
one’s

O
A time when the physique

F N
individual searches for

O
identity, a time of

2
unrealism, and the

E
Achieving emotional
Threshold of adulthood. independence of
Preparing for marriage

B
and family life adults

C
103 104

R L Y
FO O N
E 2
C B
Stage of Development Developmental Tasks
Selecting a mate Learning to
EARLY ADULTHOOD 19 to 29 years

R Y
live with a

L
partner

F O N
The settling down and

O
reproductive age, one of
the emotional tension, a

2
Starting a
time of social isolation, a family

E
time of commitments, a

B
time of value changes, of

C
creativity, and of
adjustments to a new life Rearing

R Y
pattern. Early Adulthood children

FO N L
O
105 106

E 2
C B
O R L Y
F N
Stage of Development Developmental Tasks
Helping a teenage

O
MIDDLE ADULTHOOD 30 to 60 years children to become Achieving

2
happy and responsible adult social
adults and civic

E
Adjusting to responsibility

B
a time of transition aging parent

C
a time of stress

Y
a time of achievement Satisfactory

R
career

L
a time of evaluation

FO
achievement

N
the time of the empty

O
nest Developing

2
adult
leisure time

E
activities

C B
107 108

O R
F 18
 L Y
O
Stage of Development

NDevelopmental Tasks

2
LATE ADULTHOOD 61 years and above Establishing

E
satisfactory
living quarters

CB
Increased physical and
economic dependency on

R Y
others, establishing new Adjusting to
Meeting social and

L
social contacts, retirement

O
civic obligations and reduced
developing new interests

F N
income
and activities to occupy

O
leisure time, learning to
treat grown children and

2
adults. Adjusting to the

E
death of

B
spouse

C
109 110

R L Y
FO O N
E 2
C B
LEARNER-CENTERED PSYCHOLOGICAL PRINCIPLES

O R
LEARNER-CENTERED
L Y
F N
• Nature of the Learning Process • Developmental influences
Cognitive and
Metacognitive

Developmental
and Social
• Goals of the Learning Process on learning.

O
• Construction of Knowledge • Social influences on

PSYCHOLOGICAL
• Strategic Thinking learning

2
• Thinking about Thinking
• Context of Learning

E
PRINCIPLES

C B
American Psychological Association • Individual differences in
Motivational and
Affective

Individual
Differences
• Motivational and emotional
https://www.apa.org/ed/governance/bea/learner-centered.pdf influences on learning. learning

R Y
• Intrinsic motivation to learn • Learning and diversity

L
• Effects of motivation and • Standards and

FO
effort assessment

111

O N 112

E 2
C B
O R L Y
F O N
Cognitive and Metacognitive Factors

COGNITIVE
2
1. Nature of the Learning Process

BE The learning of complex

C
AND subject matter is most effective

Y
METACOGNITIVE
R
when it is an intentional

FO L
process of constructing

N
meaning from information and
FACTORS

O
experience.

E 2
C B
113 114

O R
F 19
 L Y
O
Cognitive and Metacognitive Factors

N Cognitive and Metacognitive Factors

E 2
2. Goals of the Learning Process. 3. Construction of Knowledge.

CB
The successful learner, over time and with The successful learner can link new

R Y
support and instructional guidance, can information with existing knowledge in

O L
create meaningful, coherent meaningful ways.

F N
representations of knowledge.

2 O
B E
C
115 116

R L Y
FO O N
E 2
C B
Cognitive and Metacognitive Factors Cognitive and Metacognitive Factors

O R
4. Strategic Thinking

L Y 5. Thinking about Thinking

F O N
The successful learner can Higher order strategies for
create and use a repertoire of selecting and monitoring mental

2
thinking and reasoning operations facilitate creative and

E
strategies to achieve complex critical thinking.

B
learning goals.

R C Y
FO N L
O
117 118

E 2
C B
O R L Y
F O N
Cognitive and Metacognitive Factors

2
MOTIVATIONAL
6. Context of Learning

B E
Learning is influenced by

C
environmental factors, including
AND

Y
AFFECTIVE
R
culture, technology, and

FO L
instructional practices.

N
FACTORS

2 O
B E
C
119 120

O R
F 20
 L Y
ON
Motivational and Affective Factors Motivational and Affective Factors

E2
7. Motivational and Emotional 8. Intrinsic Motivation to Learn

C B
Influences on Learning. The learner’s creativity, higher order

R Y
thinking, and natural curiosity all

L
What and how much is learned is

O
contribute to motivation to learn. Intrinsic

N
influenced by the learner’s motivation.

F
motivation is stimulated by tasks of optimal
Motivation to learn, in turn, is influenced

O
novelty and difficulty relevant to personal
by the individual’s emotional states, interests, and providing for personal

2
beliefs, interests and goals, and habits of

E
choice of control.
thinking.

121

C B 122

R L Y
FO O N
E 2
C B
Motivational and Affective Factors

O R L Y
DEVELOPMENTAL
9. Effects of Motivation and Effort

F O N
Acquisition of complex knowledge and
skills requires extended learner effort and
AND

2SOCIAL
guided practice. Without learners’

E
motivation to learn, the willingness to

B
exert this effort is unlikely without

C
coercion. FACTORS

R L Y
FO O N
123 124

E 2
C B
O R L Y
F O N
Developmental and Social Factors Developmental and Social Factors

2
10. Developmental Influences on 11. Social Influences on Learning
Learning

B E Learning is influenced by

C
social interactions,
As individuals develop, there are different

R Y
interpersonal relations, and
opportunities and constraints for learning.

FO L
communication with others.
Learning is most effective when differential

N
development within and across physical,

O
intellectual, emotional, and social domains

2
is taken into account.

B E
C
125 126

O R
F 21
 L Y
ON
Individual Differences Factors

E2
INDIVIDUAL 12. Individual Differences in

C B
DIFFERENCES
Learning

R Y
Learners have different

O L
strategies, approaches, and

N
FACTORS

F
capabilities for learning that are

O
a function of prior experience

2
and heredity.

B E
C
127 128

R L Y
FO O N
E 2
C B
Individual Differences Factors Individual Differences Factors

O R
13. Learning and Diversity.

L Y 14. Standards and Assessment.

F O N
Learning is most effective when Setting appropriately high and
differences in learners’ linguistic, challenging standards and assessing

2
cultural, and social backgrounds the learner as well as learning

E
are taken into account. progress including diagnostic,

B
process, and outcome assessment

C
are integral parts of the learning

R Y
process.

FO N L
O
129 130

E 2
C B
O R L Y
F O N
E 2
C B
R L Y
FO O N
E 2
C B
O R
F 22