Republic of the Philippines

NORTHEASTERN CEBU COLLEGES, INC.

P.G. Almendras St., Danao City

COURSE SYLLABUS
in
Educ. 101
THE CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLE
1st Semester, AY: 2024-2025

Department/Area : Teacher Education

Curriculum : Bachelor of Elementary Education (BEEd) and Bachelor of Secondary Education (BSEd) Major in English, Filipino
and Mathematics
Curricular Year : First Year
No. of Hours/Sem. : 54 Hours
Credit Unit (s) :3
Prerequisite : None

Vision : Northeastern Cebu Colleges is seen as a prestigious institution of higher learning catering to the educational and
training needs of young people, turning out competent graduates in the different fields, answering to the
professional manpower needs, producing leaders and contributing to the social and economic development of the
country and the upliftment of the quality of life.

Mission : Northeastern Cebu Colleges is committed to render service by way of providing opportunities to the young people
in this part of Cebu for college education that is relevant, quality-oriented, accessible and affordable. Its mission is
to contribute to holistic human development with respect to the intellectual, physical, moral, spiritual, social, cultural
and the professional aspect of the person. The mission is anchored on love, wisdom and sense of service to
humanity.

Goals : Northeastern Cebu Colleges has the following goals:

1. Attainment of the status of a full-grown, prestigious academic institution of higher learning.
2. Expansion of its capabilities to offer relevant degree programs that could cater to the needs of the youth
aspiring for professional education and to the manpower requirements of the different sectors nationwide and
worldwide.
 3. Production of college graduates who have acquired the benefits of general education and who have attained
the competencies expected in their chosen line of specialization.
4. Turning out well-educated citizens who are steeped in positive social, personal, ethical and moral values; who
have strong nationalistic spirit and who are vigilant over their rights and mindful of their duties and obligations.
5. Accomplishment of researches that would contribute to the pool of knowledge.
6. Doing community outreach projects that would benefit underprivileged groups.

Program Learning Outcomes : The minimum standards for the BEEd and BSEd degree programs are expressed in the following set of
learning outcomes:

A. Common to the discipline (Teacher Education)

1. Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological, and political
contexts
2. Demonstrate mastery of subject matter/discipline
3. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific
learners and their environments
4. Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners
5. Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable
educational practices
6. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes
and outcomes
7. Practice professional and ethical teaching standards sensitive to the local, national, and global realities
8. Pursue lifelong learning for personal and professional growth through varied experiential and field-based
opportunities

Specific to a sub-discipline and major

1. Bachelor of Elementary Education

1.1 Demonstrate in-depth understanding of the diversity of learners in various learning areas
1.2 Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of the different subject
areas
1.3 Utilize appropriate assessment and evaluation tools to measure learning outcomes
1.4 Manifest skills in communication, higher order thinking and use of tools and technology to accelerate
learning and teaching
1.5 Demonstrate positive attributes of a model teacher, both as an individual and as a professional
1.6 Manifest a desire to continuously pursue personal and professional development

2. Bachelor of Secondary Education major in English

2.1 Possess broad knowledge of language and literature for effective learning
2.2 Use English as a glocal language in a multilingual context as it applies to the teaching of language and
literature
2.3 Acquire extensive reading background in language, literature, and allied fields
2.4 Demonstrate proficiency in oral and written communication
2.5 Shows competence in employing innovative language and literature teaching approaches, methodologies,
and strategies
2.6 Use technology in facilitating language learning and teaching
2.7 Inspire students and colleagues to lead relevant and transformative changes to improve learning and
teaching language and literature
2.8 Display skills and abilities to be a reflective and research-oriented language and literature teacher

3. Bachelor of Secondary Education major in Filipino

3.1 Nagpapamalas ng mataas na antas ng kaalaman sa pagtuturo ng wika at panitikang Filipino

3.2 Nagpapakita ng malawak at malalim na pag-unawa at kaalaman sa ugnayan ng wika, kultura, at lipunan
3.3 Nakagagamit ng iba’t ibang kasanayan at kaalaman sa proseso ng pagtuturo-pagkatuto
3.4 Nagtataglay ng kaalaman hinggil sa usapin ng kultural at linggwistikong dibersidad ng bansa
3.5 Nakapagdidisenyo ng malikhain, inobatibo, at integratibong mga alternatibong dulog sa pagtuturo at
pagkatuto
3.6 Nakagagawa ng pananaliksik ukol sa ikauunlad ng wikang Filipino bilang wikang panturo

4. Bachelor of Secondary Education major in Mathematics

4.1 Exhibit competence in mathematical concepts and procedures

4.2 Exhibit proficiency in relating mathematics to other curricular areas
4.3 Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of mathematics
4.4 Demonstrate competence in designing, constructing and utilizing different forms of assessment in
mathematics
 4.5 Demonstrate proficiency in problem-solving by solving and creating routine and non-routine problems
with different levels of complexity
4.6 Use effectively appropriate approaches, methods, and techniques in teaching mathematics including
technological tools
4.7 Appreciate mathematics as an opportunity for creative work, moments of enlightenment, discovery and
gaining insights of the world
Course Description : This course focuses on child and adolescent development with emphasis on current research and theory on
biological, linguistic, cognitive, social and emotional dimensions of development. Further, this includes factors that
affect the progress of development and shall include appropriate technology-integrated pedagogical principles
applicable for children and adolescents.

Course Learning Objectives : At the end of the course, the students should be able to:

1. analyze the different researches and theories related to the broad dimensions of child and adolescent
development;
2. observe the difficult and complex processes that students of different ages go through;
3. reflect on the applicability of the theories to children and adolescents to various contexts;
4. generate some insights regarding how teaching and learning processes should take into consideration the
various forms of knowledge about child and adolescent development;
5. perform varied approaches, methods, strategies or techniques and activities that are responsive to the
individual differences of the learners; and
6. create infomercial and/or infographic that focuses on child and adolescent developmental theory and its
implication to the educational landscape.
Course Outline and Timeframe
Course Content/Subject Matter
Week 1-18 I. NCC’s Vision, Mission, Goals and Objectives
Prelim Period II. Basic Concepts and Issues on Human Development
Week 1 A. Human Development: Meaning, Concepts and Approaches
Week 2 B. The Stages of Development and Developmental Tasks
Week 3 C. Issues on Human Development
D. Research in Child and Adolescent Development

III. Developmental Theories and other Relevant Theories

Week 4 A. Piaget’s Stages of Cognitive Development

B. Freud’s Psychoanalytic Theory
Week 5 C. Erikson’s Psycho-Social Theory of Development
D. Kohlberg’s Stages of Moral Development
Midterm Period E. Vygotsky’s Socio-Cultural Theory
Week 6 F. Bronfenbrenner’s Ecological Theory

IV. Development of the Learners at Various Stages

Week 7 A. Prenatal Period

1. Prenatal Development
Week 8 B. Infancy and Toddlerhood
1. Physical Development of Infants and Toddlers
2. Cognitive Development of Infants and Toddlers
3. Socio-emotional Development of Infants and Toddlers
Week 9 C. Early Childhood (The Preschooler)
1. Preschoolers’ Physical Development
2. Cognitive Development of the Preschoolers
Semi-final Period 3. Socio-emotional Development of the Preschoolers
Week 10 D. Middle Childhood (The Primary Schooler)
1. Physical Development of Primary Schoolers
2. Cognitive Development of Primary Schoolers
3. Socio-emotional Development of Primary Schoolers
Week 11 E. Late Childhood (The Intermediate Schooler)
1. Physical Development of the Intermediate Schoolers
2. Cognitive Development of the Intermediate Schoolers
3. Socio-emotional Development of the Intermediate Schoolers
Week 12-13 F. Adolescence (The High School Learner)
1. Physical Development of High School Learners
2. Cognitive Development of High School Learners
Final Period 3. Socio-emotional Development of High School Learners

V. The 14-Learner-Centered Psychological Principles in Relation to the Learner’s

Developmental Stage
Week 14
Week 15 A. Learner-Centered Psychological Principles (LCP)
B. Pre-natal Period, Infancy and Toddlerhood
1. Synthesis of the Physical, Cognitive and Socio-emotional Development of Pre-natal Period
Week 16 2. Synthesis of the Physical, Cognitive and Socio-emotional Development of Toddlers
C. Early Childhood
Week 17 1. Synthesis of the Physical, Cognitive and Socio-emotional Development of Pre-schoolers
D. Middle and Late Childhood
1. Synthesis of the Physical, Cognitive and Socio-emotional Development of primary Schoolers
Week 18 2. Synthesis of the Physical, Cognitive and Socio-emotional Development of Intermediate
Schoolers
E. Adolescence
1. Synthesis of the Physical, Cognitive and Socio-emotional Development of High School Learners