Course Code PROF ED 1

Course Title The Child & Adolescent Learner & Learning Principles
Course This course focuses on child and adolescent development with emphasis on current
Description research and theories on biological, linguistic, cognitive, social and emotional
dimensions of development. Further, this includes factors that affect the progress of
development of the learners and appropriate pedagogical principles applicable for each
developmental level of the learners. The course also addresses laws, policies,
guidelines and procedures that provide safe and secure learning environments, and the
use of positive and non-violent discipline in the management of learner behavior.
Instructor Roann M. De Nava

Unit 2 – Biological Development

A. Biological Beginnings
B. Physical and Motor Development
C. Neuroscience and Brain development
D. Factors Affecting Biological/ Physical Development
E. Theories

I. Module Overview

This module attempts to help students understand these topics:

Unit 2 – Biological Development

A. Biological Beginnings
B. Physical and Motor Development
C. Neuroscience and Brain development
D. Factors Affecting Biological/ Physical Development
E. Theories

II. Desired Learning Outcomes

After a successful completion of this module, the students should be able to:

 Discuss the concepts and theories related to the biological/physical development

of children and adolescents;
 Make connections, using knowledge on current research literature, between
biological development theories and developmentally appropriate teaching
approaches suited to learners’ gender, needs, strengths, interests and experiences

III. Take Off/Motivation

Activity 1
Direction: Give a precise/accurate meaning and discuss the differences of the following words.

1. Development
2. Growth
3. Maturation

IV. Content Focus

Biological Beginnings

Genetic Foundations

“All children have a set of genetic instructions that influence their characteristics at birth and emerging physical
features as they grow.” Some characteristics awaken during sensitive periods which are age ranges in which
environmental experiences are necessary for the child’s development. Other characteristics are controlled by
genetics, this is known as canalization. Skills that are canalized include motor skills such as crawling and sitting.
Skills that are not canalized are those that children are taught in school such as reading and writing. The
environment continues to play a huge role in the genetic expression at different times throughout development.
Nature and nurture are powerful and they are concepts that not only teachers, but also parents need to be aware of
being the adults in a child’s life. Genetic predispositions may be altered by environmental factors such as
schooling, social interactions, and physical experiences.

Prenatal Development

There are three phases of prenatal development:

development of the zygote, development of the
embryo, and development of the fetus.

A zygote is a one-celled being. It divided over and

over until it becomes a ball of cells that attaches itself
to the uterus wall. Then the zygote splits into two
parts, one will become and embryo and the other one
will become the placenta. The zygote then releases
hormones for menstruation to stop and further
development has begun. An embryo is between the
periods from 2 to 8 weeks where major body parts
begin to develop. The embryo develops from top to bottom and
from the outside in. The fetus is then from 9 weeks until birth. At
this stage, the baby finalizes the development of the limbs and the
internal organs. Expectant mothers must care for themselves to
increase the chances of bringing a healthy baby into the world.
Birth of the Baby

This is the stage of pregnancy where the mother and

the family become the most anxious. Preparing for
birth is highly recommended and important.
Parents-to be should take classes to learn the most
recent way of doing infant CPR, feeding, bathing,
changing and other things that they will be doing
every day with their baby. Preparing the suitcase for
the hospital about 1 or 2 months in advance is
necessary since babies sometimes come sooner than
expected. Learning breathing and relaxation
techniques to use through the birthing process come
in handy. The health and medical needs a baby
needs all depends on the birth weight and size, and
any genetic vulnerabilities. Family educators can
support infants directly by teaching the caregivers
how to watch and care for the baby’s needs.

PHYSICAL DEVELOPMENT

What are some basic guidelines of physical development?

Through the growing process, the body goes through a process of differentiation and integration.
 Differentiation: the cells and body parts carrying out specific functions in the body. Integration: after cells
and body parts begin to differentiate, those cells and body parts work together to create the various
systems of the body.

Each child’s body is constantly growing and changing. Sometimes the change is in small progression over time
(quantitative) or through a rapid growth spurt that seems “overnight” (qualitative).

Children’s bodies mature at individual paces, which is affected by genetics and by the environment. The child’s
growth progression could be helped or hindered based on factors like health and nutrition.

Physical Development: Infancy through age 2

 Growth begins with the development of reflexes and continues

with the infants having more strength and control of their
heads, arms and legs.
 Before their first year, infants are just beginning to
grab, grasp and crawl.
 After their first year, they can now use their arms to
grab and hold heavier objects, begin to walk and
eventually run.
 Children follow both cephalocaudal and proximodistal
development
1. Cephalocaudal development is the tendency
for growth to follow a sequence in which
development moves from top to bottom.
For example, a child’s head develops much
sooner than his or her legs. This is true both in
terms of physical growth and motor
development.
2. Proximodistal growth is the body’s tendency to grow from the center of the body outward
to the extremities.
An example of such a pattern is the early development of muscular control of the trunk
and arms relative to the hands and fingers.
 Children are able to first strengthen use of their head then shoulders, arms, trunk and legs. They also first
strengthen their arms then hands and fingers.
Physical Development: Early Childhood (age 2-6) and Middle Childhood (6-10)

 Growth continues in both fine and gross motor skills during Early
Childhood years
 Based on cultural practices and experiences some gross
motor skills at this age include: engaging in sports, tricycle
riding, and pretend play (cops and robbers/ dress up)
 Some fine motor skills are based on children asserting
independence and taking care of themselves: dressing
themselves, feeding themselves (using forks and spoons
included). Additionally, children practice skills like
cutting, drawing, and writing and play pretend games and
play with legos, blocks and puzzles.
 By Middle Childhood, fine and gross motor skills are now more controlled and refined.
 Organized sports are played (especially basketball) as well as more advanced arts and crafts fine
motor activities (i.e. beadwork projects, building model airplanes/cars)
 As children have increasing changes in their physical appearance (including height/weight gain) towards
later years in Middle Childhood, their self-esteem is also affected because of concerns about being
physically attractive.

Early Adolescence (ages 10-14)

 Children become “little adults” with the onset of puberty.

 They go through qualitative changes like having a
growth spurt (height and weight increase in short
amount of time).
 Bodies form ability to reproduce
 Girls have a menarche (first menstruation) along with budding
breast, pubic hair and increased hormone activity (estrogen)
 Boys have a spermarche (first ejaculation experience) along with
penis enlargement, scrotum changes, appearance of pubic hair
and hormone activity (testosterone);

Late Adolescence (14-18)

 Young adults reach sexual maturity and intimate activities (hugging, kissing etc.)
 Some teenagers could be involved in risky behavior due to lack of brain maturation in areas of self-
control, impulse and improper assessment of consequences.

How can I help promote healthy physical development for my children?

1. Promote healthy eating habits.

 Infancy: breast feed if possible, if not provide an iron-fortified formula for the baby
 Early and middle childhood: prevent anemia by providing protein and iron rich foods
and avoiding fast food meals/eating out.
Give children whole grains, milk/dairy products, fruits and vegetables, and meat
2. Prevent obesity (being overweight)
 Exercise, reduce calorie intake (if over recommended amount for the age), reduce
fat/sweet snacks, reduce carbonated drinks and if necessary, hire a diet consultant.
3. Observe children for possible eating disorders.
 Anorexia: child is eating too little, lonely depressed, anxious and sometimes abuse substances.
 Bulimia: child is eating fattening/unhealthy foods and then tries to get rid of the food in
their system by vomiting./taking laxatives.
4. Promote healthy eating habits, by providing snacks in between meals, offering healthy foods for
meals/trying new healthy foods, teach children about good nutrition and help them if you suspect
eating disorders.
5. Encourage physical activity
 Allow for recess, organized sports, and rough and tumble play within a safe area
(playground) and with rules
  Teachers should incorporate physical activity within classroom lessons
 Provide different activities for different interests in addition to organized sports like: volleyball,
dance, kickball, softball, karate, or soccer

NEUROSCIENCE AND BRAIN CHILD

DEVELOPMENT

The technological advances in neuroscience allowed scientists to research and develop studies about the
human brain, especially in the first six years of a child’s development. This period is a phase of greater plasticity,
which is the ability that the brain has to change through the numerous connections made between the neurons
for each new experience and learning.
It is through the plasticity that the brain alters its structure and operations, and in this way, it
generates new knowledge and skills for a child’s life. With neuroplasticity, the brain is able to modify
the physical structure, the chemicals and the function. This occurs through the experiences and
stimulus encountered by the child in his or her interactions with the environment.

1. From the birth period, the child’s brain is developed in a fast and effective way. This period marks the
beginning of the neuro-psychomotor development, the learning of movements of the head, arms, hands,
legs and feet. The child becomes able to touch and handle objects as well as capable in developing
speaking skills through the interactions with the environment.
As the child interacts with the environment, new synaptic connections are formed in the brain, resulting in
different learning and skills. The first steps bring to the children a universe of curiosities and first
discoveries. The movement becomes an instrument of interaction and socialization for children who, with
the right stimulus (according to the age), have the opportunity to develop their coordination and physical
skills. When moving, children learn about the world and necessities, so they are able to express in each
new discovery their own reactions and feelings.
2. At two, the children gain the ability to freely move arms and legs and have grown in physical
strength. They are able to socialize with other children and differentiate a variety of objects, such
as indicating toys and materials of their own preference. This is a great opportunity to stimulate physical,
manual and social skills with in-group recreational activities and the handling of small musical
instruments. At this age, children begin to develop self-control thus it is a great opportunity for parents to
teach what is right and what is wrong with simple language and with examples of
what was experienced during the day. Learning to deal with frustration and developing boundaries with
clear explanations are important lessons in this stage of life when the children learns to play in-group and
get along with other children.
3. Three-year-old children develop fine motor skills, which are the ability to use and control the small
muscles of the body, such as holding on a pencil to draw, handling stories books, cutting or tearing a
paper and wearing or buttoning a shirt. At this stage, parents can stimulate the autonomy and self-care by
encouraging the child to organize his or her personal belongings and by developing hygiene habits
with his or her own body. The child’s language grows with the learning of new vocabulary and the
acquisition of new phrases. For this reason, parents should encourage the child to talk and interact with
them and with other children. Activities such as listening, telling stories and singing songs help in the
development of the oral language.
4. When children are between four and six years old, they demonstrate interest in plays of make-believe and
recreational activities with peers. This is the ideal stage for the apprenticeship of social skills such as
empathy, cooperation, trust, solidarity and respect for others. At this stage, children learn to make
decisions and to make choices, such as understanding what foods are best for their health, the
importance of respecting and obeying rules and how to develop self-control and manage their own
emotions. The development of numerical skills and language abilities are more intensified during this
period. Children are able to reason, solve problems, understand quantities and measures develop
hypotheses and argue using examples. Playing in groups or with rules are ideal for the development of
social skills. Board games in which children need to count the obstacles in order to reach the finish are
effective strategies to improve mathematical competencies.

As we can see, children are born with a great potential of development and learning, especially during the first
six years of life, because of the plasticity that the brain has. It resembles a sponge by managing to apprehend a
range of information and knowledge.
The key to a healthy child development is in the importance of providing stimulus and learning
environments so that the child can develop and improve his or her physical, cognitive, social and affective skills.
These skills are improved through practice and are reinforced by personal experiences, such as events occurred in
day care, pre-school, at home, in the park, in the nature or through the relationships with peers and adults.
 Factors Affecting Child Development

An environmental scan completed by the National Collaborating Centre for the Determinants of Health
(2008b) assessed the challenges faced by professionals supporting early child development. The following themes
emerged across Canada:
 Early child development needs to be a priority issue in policy and practice.
 Poverty is the factor creating most stress within families and undermines healthy child development.
 Some population groups face considerable inability to access services related to:
- Language barriers,
- Transportation issues,
- Availability of programs and services,
- Stigma
- Cost
 There is lack of coordination of services.
 There are not enough human resources allocated to programs and services for early child development.
 Home visiting programs have demonstrated good results, but lack scientific evidence.
 Children enter school demonstrating various levels of school readiness.

10 Factors That Influence the Growth and Development of a

Child

Nature and nurture both contribute to the growth and development of children. Although what’s endowed by
nature is constant, nurture tends to make a big difference too. Here are a few factors affecting children’s growth
and development.

1. Heredity
Heredity is the transmission of physical characteristics from parents to children through their genes. It influences
all aspects of physical appearance such as height, weight, body structure, the colour of the eye, the texture of the
hair, and even intelligence and aptitudes. Diseases and conditions such as heart disease, diabetes, obesity, etc., can
also be passed through genes, thereby affecting the growth and development of the child adversely. However,
environmental factors and nurturing can bring the best out of the already present qualities in the genes.

2. Environment
The environment plays a critical role in the development of children and it represents the sum total of physical
and psychological stimulation the child receives. Some of the environmental factors influencing early childhood
development involve the physical surroundings and geographical conditions of the place the child lives in, as well
his social environment and relationships with family and peers. It is easy to understand that a well-nurtured child
does better than a deprived one; the environment children are constantly immersed in contributes to this. A good
school and a loving family builds in children strong social and interpersonal skills, which will enable them to
excel in other areas such as academics and extracurricular activities. This will, of course, be different for children
who are raised in stressful environments.

3. Sex
The sex of the child is another major factor affecting the
physical growth and development of a child. Boys and
girls grow in different ways, especially nearing puberty.
Boys tend to be taller and physically stronger than girls.
However, girls tend to mature faster during adolescence,
while boys mature over a longer period of time. The
physical structure of their bodies also has differences
which make boys more athletic and suited for activities
that require physical rigour. Their temperaments also
vary, making them show interest in different things.

4. Exercise and Health

The word exercise here does not mean physical exercise as a discipline or children deliberately engaging
in physical activities knowing it would help them grow. Exercise here refers to the normal playtime and sports
activities which help the body gain an increase in muscular strength and put on bone mass. Proper exercise helps
children grow well and reach milestones on time or sooner. Exercise also keeps them healthy and fights off
diseases by strengthening the immune system, especially if they play outside. This is because outdoor play
exposes them to microbes that help them build resistance and prevent allergies.
5. Hormones
Hormones belong to the endocrine system and influence the various functions of our bodies. They are produced
by different glands that are situated in specific parts of the body to secrete hormones that control body functions.
Their timely functioning is critical for normal physical growth and development in children. Imbalances in the
functioning of hormone-secreting glands can result in growth defects, obesity, behavioural problems and other
diseases. During puberty, the gonads produce sex hormones which control the development of the sex organs and
the appearance of secondary sexual characteristics in boys and girls.

6. Nutrition
Nutrition is a critical factor in growth as everything the body needs to build and repair itself comes from the food
we eat. Malnutrition can cause deficiency diseases that adversely affect the growth and development of children.
On the other hand, overeating can lead to obesity and health problems in the long run, such as diabetes and heart
disease. A balanced diet that is rich in vitamins, minerals, proteins, carbohydrates and fats is essential for the
development of the brain and body.

7. Familial Influence
Families have the most profound impact in nurturing a child and determining the ways in which they develop
psychologically and socially. Whether they are raised by their parents, grandparents or foster care, they need basic
love, care and courtesy to develop as healthy functional individuals. The most positive growth is seen when
families invest time, energy and love in the development of the child through activities, such as reading to them,
playing with them and having deep meaningful conversations. Families that abuse or neglect their children would
affect their positive development. These children may end up as individuals who have poor social skills and
difficulty bonding with other people as adults. Helicopter parenting also has negative effects as they render
children dependent on the parents’ even as young adults and unable to deal with difficulties in life on their own.

8. Geographical Influences
Where you live also has a great influence on how your children turn out to be. The schools they attend, the
neighbourhood they live in, the opportunities offered by the community and their peer circles are some of the
social factors affecting a child’s development. Living in an enriching community that has parks, libraries and
community centres for group activities and sports all play a role in developing the child’s skills, talents, and
behaviour. Uninteresting communities can push some children to not go outside often but play video games at
home instead. Even the weather of a place influences children in the form of bodily rhythms, allergies and other
health conditions.

9. Socio-Economic Status
The socio-economic status of a family determines the
quality of the opportunity a child gets. Studying in better
schools that are more expensive definitely has benefits in
the long run. Well-off families can also offer better learning
resources for their children and they afford special aid if the
kids need it. Children from poorer families may not have
access to educational resources and good nutrition to reach
their full potential. They may also have working parents
who work too many hours and cannot invest enough quality
time in their development.

10. Learning and Reinforcement

Learning involves much more than schooling. It is also concerned with building the child up mentally,
intellectually, emotionally, and socially so they operate as healthy functional individuals in the society. This is
where the development of the mind takes place and the child can gain some maturity. Reinforcement is a
component of learning where an activity or exercise is repeated and refined to solidify the lessons learned. An
example is playing a musical instrument; they get better at playing it as they practice playing the instrument.
Therefore, any lesson that is taught has to be repeated until the right results are obtained.
Although nature contributes much to the growth and development of children, nurture contributes much more. As
mentioned earlier, some of these factors may not be controllable, and you’ll have to make do with what you have.
But there are certain things you can definitely ensure for your child. This includes ensuring that your child gets
enough rest every day, because his development is heavily dependent on the amount of sleep he gets. Pay close
attention to your child’s nutritional and exercise levels, as these too play an important role in promoting your
child’s timely and healthy growth and development.
 THEORIES

1. Growth and Development Theory: ARNOLD GESELL (1880 – 1961)

Gesell Development Schedules, which can be used with children between four weeks and six years of
age. The test measures responses to standardized materials and situations both qualitatively and
quantitatively.

Areas emphasized include motor and language development, adaptive behavior, and personal-social
behavior. The results of the test are expressed first as developmental age (DA), which is then converted
into developmental quotient (DQ), representing “the portion of normal development that is present at any
age.” A separate developmental quotient may be obtained for each of the functions on which the scale is
built.

Gesell’s observations of children allowed him to describe developmental milestones in ten major
areas: motor characteristics, personal hygiene, emotional expression, fears and dreams, self and
sex, interpersonal relations, play and pastimes, school life, ethical sense, and philosophic outlook.
His training in physiology and his focus on developmental milestones led Gesell to be a strong proponent
of the “maturational” perspective of child development.

That is, he believed that child development occurs according to a predetermined, naturally unfolding plan
of growth. Gesell’s most notable achievement was his contribution to the “normative” approach to
studying children. In this approach, psychologists observed large numbers of children of various ages
and determined the typical age, or “norms,” for which most children achieved various developmental
milestones.

In the 1940s and 1950s, Gesell was widely regarded as the nation’s foremost authority on child-rearing
and development, and developmental quotients based on his development schedules were widely used as
an assessment of children’s intelligence. Gesell argued, in widely read publications, that the best way to
raise children requires reasonable guidance, rather than permissiveness or rigidity.

Eventually, the pre-eminence of Gesell’s ideas gave way to theories that stressed the importance of
environmental rather than internal elements in child development, as the ideas of Jerome S. Bruner and
Jean Piaget gained prominence. Gesell’s writings have been criticized by other psychologists because he
did not readily acknowledge that there are individual and cultural differences in child development, and
his focus on developmental norms implied that what is typical for each age is also what is desirable.

Although the developmental quotient is no longer accepted as a valid measure of intellectual ability,
Gesell remains an important pioneer in child development and is recognized for his advances in the
methodology of carefully observing and measuring behavior, and describing child development. He
created a foundation for subsequent research that described both average developmental trends and
individual differences in development. He also inaugurated the use of photography and observation
through one-way mirrors as research tools.

2. The Five Ecological Systems

Bronfenbrenner (1977) suggested that the

environment of the child is a nested
arrangement of structures, each contained
within the next. He organized them in
order of how much of an impact they
have on a child.
He named these structures the
microsystem, mesosystem, exosystem,
macrosystem and the chronosystem.
Because the five systems are interrelated,
the influence of one system on a child’s
development depends on its relationship
with the others.
i. The Microsystem
The microsystem is the first level of Bronfenbrenner’s theory, and is the things that have direct
contact with the child in their immediate environment, such as parents, siblings, teachers and
school peers.

Relationships in a microsystem are bi-directional, meaning the child can be influenced by other
people in their environment and is also capable of changing the beliefs and actions of other
people too.

Furthermore, the reactions of the child to individuals in their microsystem can influence how they
treat them in return. The interactions within microsystems are often very personal and are crucial
for fostering and supporting the child’s development. If a child has a strong nurturing relationship
with their parents, this is said to have a positive effect on the child. Whereas, distant and
unaffectionate parents will have a negative effect on the child.

ii. The Mesosystem

The mesosystem encompasses the interactions between the child’s microsystems, such as the
interactions between the child’s parents and teachers, or between school peers and siblings.

The mesosystem is where a person's individual microsystems do not function independently, but
are interconnected and assert influence upon one another. For instance, if a child’s parents
communicate with the child’s teachers, this interaction may influence the child’s development.
Essentially, a mesosystem is a system of microsystems.

According to the ecological systems theory, if the child’s parents and teachers get along and have
a good relationship, this should have positive effects on the child’s development, compared to
negative effects on development if the teachers and parents do not get along.

iii. The Exosystem

The exosystem is a component of the ecological systems theory developed by Urie
Bronfenbrenner in the 1970s. It incorporates other formal and informal social structures, which
do not themselves contain the child, but indirectly influence them as they affect one of the
microsystems.
Examples of exosystems include the neighborhood, parent’s workplaces, parent’s friends and the
mass media. These are environments in which the child is not involved, and are external to their
experience, but nonetheless affects them anyway.

An instance of exosystems affecting the child’s development could be if one of the parents had a
dispute with their boss at work. The parent may come home and have a short temper with the
child as a result of something which happened in the workplace, resulting in a negative effect on
development.

iv. The Macrosystem

The macrosystem is a component of Bronfenbrenner's ecological systems theory that focuses on
how cultural elements affect a child's development, such as socioeconomic status, wealth,
poverty, and ethnicity. Thus, culture that individuals are immersed within may influence their
beliefs and perceptions about events that transpire in life.

The macrosystem differs from the previous ecosystems as is does not refer to the specific
environments of one developing child, but the already established society and culture which the
child is developing in. This can also include the socioeconomic status, ethnicity, geographic
location and ideologies of the culture.
For example, a child living in a third world country would experience a different development
than a child living in a wealthier country.

v. The Chronosystem
The fifth and final level of Bronfenbrenner's ecological systems theory is known as the
chronosystem. This system consists of all of the environmental changes that occur over the
lifetime which influence development, including major life transitions, and historical events.
These can include normal life transitions such as starting school but can also include non-
normative life transitions such as parents getting a divorce or having to move to a new house.
V. Taking Action

Activity 2
Direction: Make a poster about the connection of biological development theories to teaching
approaches suited to learners’ gender, needs, strengths, interests and experiences.

Making A Poster: Poster rubric

CATEGORY 4 3 2 1
Required The poster includes All required All but 1 of the Several required
Elements all required elements are required elements elements were
elements as well as included on the are included on the missing.
additional poster. poster.
information.
Labels All items of Almost all items of Many items of Labels are too small
importance on the importance on the importance on the to view OR no
poster are clearly poster are clearly poster are clearly important items
labeled with labels labeled with labels labeled with labels were labeled.
that can be read that can be read that can be read
from at least 3 feet from at least 3 feet from at least 3 feet
away. away. away.
Graphics - All graphics are All graphics are All graphics relate Graphics do not
Relevance related to the topic related to the topic to the topic. One or relate to the topic
and make it easier and most make it two borrowed OR several
to understand. All easier to graphics have a borrowed graphics
borrowed graphics understand. Some source citation. do not have a
have a source borrowed graphics source citation.
citation. have a source
citation.
Attractiveness The poster is The poster is The poster is The poster is
exceptionally attractive in terms acceptably distractingly messy
attractive in terms of design, layout, attractive though it or very poorly
of design, layout, and neatness. may be a bit messy. designed. It is not
and neatness. attractive.

Activity 3
Direction: Make a reflection paper about the video entitled “Molly Wright: How every child can
thrive by five │TED” https://www.youtube.com/watch?v=aISXCw0Pi94

Reflection Writing Rubric

Very Competent Fairly Competent Not Yet
Sophisticated (A)
(B) (C) Competent (D)
Paper represents Paper represents Paper represents Paper
the video’s the video’s ideas, the authors’ ideas, misrepresents the
ideas, evidence evidence and evidence and authors’ ideas,
or
conclusions conclusions conclusions evidence and/or
accurately, fairly accurately accurately but not conclusions.
Accuracy
and eloquently. sufficiently Major
(Grasp of
Shows a firm clearly. Minor inaccuracies. Or
readings)
understanding of inaccuracies. does not
the implications of distinguish
each video’s between major
argument(s). ideas and less
relevant points.
Consistently Mostly precise Imprecise or Consistently
precise and and unambiguous ambiguous imprecise or
unambiguous wording, mostly wording. ambiguous
Clarity
wording, clear and clear sentence Confusing wording,
lucid sentence structure. Mostly sentence structure. confusing
structure. All effective choice of Poorly chosen sentence structure.
 quotations are well quotation. Mostly quotations, or Quotations
chosen, effectively effective framing ineffective contradict or
framed in the text and explication of framing and confuse student’s
and explicated quotation where explication of text. Quotations
where necessary. necessary quotations. used to replace
student’s writing.
Paper is clean, Paper is clean, Paper is clean, Paper is sloppy or
correctly formatted correctly correctly incorrectly
(12-point font, formatted (12- formatted (12- formatted, not
Times New point font, Times point font, Times written in full
Roman, normal New Roman, New Roman, sentences. Many
margins), written in normal margins), normal margins), improperly
full sentences. written in full written in full attributed
Quotations are all sentences. sentences. Some quotations or
Presentation
properly attributed Quotations are all improperly inconsistent style
and cited in a properly attributed attributed of citation. Many
consistent style. and cited in a quotations and/or spelling or
Virtually no consistent style. A inconsistent grammatical
 spelling or few minor spelling citation style. A errors.
grammatical errors. or grammatical number of spelling
errors. or grammatical
errors.

VI. Self- Check

Activity 4
Direction: Watch the video entitled “Change the first Five Years and you change everything”
https://www.youtube.com/watch?v=GbSp88PBe9E. Reflect on it, then make a reflection paper about
how your first five years shape your whole character as a grown up now. If you are struggling in
remembering your childhood you can ask your parents about it. Have a little story-telling with them,
enjoy making this activity.

Activity 5
Direction: Make an essay of not less than 500 words. The essay should be composed of minimum of
three paragraphs that address the stated quotation below.

“It is easier to build strong children than to repair broken men.” -Frederick Douglass

VII. Reference
https://earlychildhoodeducationgroupone.weebly.com/biological-beginnings.html
https://www.hon.ch/Dossier/MotherChild/postnatal/development.html
https://www.newheightseducation.org/educational-articles/neuroscience-and-brain-child-
development/
https://www.beststart.org/OnTrack_English/2-factors.html
https://parenting.firstcry.com/articles/factors-that-affect-growth-and-development-in-children/
https://schoolworkhelper.net/growth-and-development-theory-arnold-gesell-1880-1961/
https://www.simplypsychology.org/Bronfenbrenner.html
https://www.cmu.edu/teaching/assessment/examples/courselevel-
bycollege/cfa/tools/reflectionpaper-cfa.pdf