Part! Unit 1 Module 2 - The Stages of Development and Developmental Tasks “09 Koyo PID LOKMON “P2 PAE ‘uONINPY pun sysnE joIuawdo}en2q ‘IsinyBIA9H Laqoy:a2%4n0S sau Sang Koweysnes Sunystgesg suoneaygo 2119 ae yersos Bun29 Hy dnos# ae umo s.200 mim suon eas Sunysygeas asnods jo preoy pur Gumey 49987 Eee peep or Sunsnipy * wuased Suse oy Sunsnipy “L o8e ‘Ipptut Jo. saBueyo (09-06) PoowMPY aIPPIIN, _~— aoustasuos © Budojaap Auseas Tporskyd_ pur [8120s 2quosap or afenduey ppue sydoouos Suumboy uwonedno Aasopour eos poe 00 ue Sums “9 ssouaioyp 9s. Samuzeay sen smoy e SuBeUEW “Ss apy Buyeay “> Aware © Bung “¢ soumed ey ‘aT 0} Stray “Z ayew © Sunsajog “1 ‘kpoq jo woneutan2 ‘om jonuds 01 Some] aye 0} Buu] spooy los aye oy Sure] sea oy Sumuse>7 (s-0) poopny> Aueg pus Ouxyuy (6-60) Poominpy Aiea sysu, TeMOUIdoyeA2qPart | Unit 2 Module 4 ~ Research in Child and Adolescent oe as omnes Users of Research eare een eevee and also policy-makers important thar families. Well eisai for the benefit of learners and ie wrt eae ait formed teachers are able to use and integrate qoene wp with inform Tae findings, Research enables teachers to Sai tuvolves’ deci | decision ‘on what to teach and how to teach. ae lanes related to educational policies, curriculum, See ee Mts aming processes, and even those involving mn bowrio tt tele teachers, to be more knowledgeable ae ching with the developmental levels of our Teachers as Researchers 5 a conduct of research does not only belong to thesis and deem ion writers. It is for students and teachers, too. Let us earn ey es conduct research by finding out the different research principles an the research methods and designs with focus on child and adolescent development. ‘The Scientific Method One important principle in research is adherence to the scientific method, since research is a systematic and @ logical process. As such, researchers basically follow the scientific method. Dewey gave Us 5 steps of the scientific method. They are as follows: 1. identify and define the problem "determine the hypothesis "collect and analyze data formulate conclusions apply conclusions to the original hypothesis PRR identifying the research problem is the Simply explained, first step. This is followed by stating. a tentative answer to the research problem called the hypothesis. The hypothesis is also referred to as an “educated guess.” How correct is your “educated guess” oF “hypothesis?” If your research problem is concerned with determining the cause of an effect or 4 you have to gather and analyze data derived from an experiment. This is true with experimental research, However, if your research problem is concerne with describing data and characteristics about the subjects oF phenomenon you are studying, you do not need to perform an experiment. This is descriptive research. After analyzing the data, you formulate your conclusions.rinciples ‘The Child and Adolescent Leamers and Learning P is to find thesis to ginal bi im Compare your conclusions to your ovina if your original out if your original hypothesis is correct OF TOY.” affirm your hypothesis jibes with your finding and ore ‘vith YOu hypothesis. If your original hypothesis does not J and conclusions, reject your original hypothesis Research Designs + of quay Researches that are done with high leve! child and about : Jity research, it and different thers. Some integrity provide us with valuable information adolescent development. To be able to conduct qua is important that you know various research designs data-gathering techniques used by developmental researc are given and described below: ——_ Research Design foSterch Design | Description 1. Case Study | An in-depth look | It provides at an individual. information about an individual's fears, hopes, fantasies, traumatic experiences, upbringing, family relationships, health, and anything that helps a Psychologist understand that Person's develop- ‘ment (Santrock, 2002). at [= Sena A esearch design | Usehul becauas that determines the associations Wo events ony Weaknesses Need to exer- cise caution when generalizing from the informa- tion; the subject of a’case study is unique, with a genetic make-up and experiences no one else shares; involves judgements of unknown reliability, in that usually noPart | Unit 2 Module 4 ~ Research in Child and Adolescent Development Description Strengths Weaknesses correlated, the not involve the more we can manipulation of predict one from | factors, it is not a the other dependable way to isolate cause (Kantowitz, et al, 2001 cited by | Santrock, 2002). 3. Experimental | A research design | The only true Experimental that determines | reliable method research is cause-and-effect | of establishing limited to what relationships. cause and is observable, The experimental | effect testable and method involves manipulable. manipulating one variable to determine if changes in one variable cause changes in another variable. This method relies on controlled methods, random assignment and the manipulation of variables to test a hypothesis. Failure to achieve randomisation may limit the extent to which the study sample is repre- sentative of the parent population and, with it, generalizability of the findings of the study, Expérimentation with humans is subject to a number of extemal influences that may dilute the study results (Donnan, 2000). A further limita- tion of experimental research is that subjects may change their behavior or respond in a specific manner simply be- cause of awareness of being observedThe Child and koarmars and Learning Ce ‘One of the advan- tagos of this type of research is that it . allows the researcher In natural settings. sity ober te subject in a natural setting. This does not in- volve any interven- tion or manipulation on the part of the tesearcher, This technique in- volves observing subjects in their natural environment. This type of research is offen utilized in situations where con- ducting lab research is unrealistic, cost- prohibitive or would unduly affect the - | Allows them to record bd and fol- | and monitor develop- lows through a single | mental trends group over a period of time. The same in- dividuals are studied lover @ period of time, usually several years of more, A research strategy | Allows them to record 'n which individuals | and monitor develop- of different ages are | mental trends. The eae at one | researcher does not a lave to wait for the ~ Hawthome effect (Haughey, 1994, Clitford, 1997). The disadvantages of naturalistic obser- vation include the fact that it can be difficult to determine the exact cause of a behavior and the experimenter cannot control outside vari- ables. They are expensive jand time-consuming. The longer the study lasts, the more subjects drop out -- they move, get sick, lose interest, etc. Subjects can bias ithe outcome of a study, because those who remain may be dissimilar to those who drop out. It gives no informa- tion about how in- dividuals change or about the stability OF ther characterisesPart! Unit 2 Module 4 ~ Research in Child and Adolescent Development 55 individuals to grow up | (Santrock, 2002). ‘or become older. 7. Sequential This is the combined | Allows them to record | It is complex, cross-sectional and | and monitor develop- | expensive, and time longitudinal approach- | mental trends. It pro- | -consuming, 8 to learn “about | vides information that life-span development | is impossible to obtain (Schaie, 1993 cited | from cross-sectional or by Satrock, 2002). | longitudinal approach- This starts with | es alone (Santrock, @ cross-sectional | 2002) study that includes individuals of different ages. A number of ‘months or years after the initial assessment, the same individuals are tested again-this is the longitudinal aspect of the design. At this later time, anew group of subjects is assessed L at each grade level ‘Action Research [Action research is a | Appropriate in a par- | Typically takes place teflective process of | ticular setting when | in one organization progressive problem: | the purpose of study | only at a particular solving led by indi- | is “to create changes | time and could not Viduals working with | & gain information on | be interpreted within others in teams or as | processes and out- | diferent organizations part of a “community | come of the strategies | in the same way. of practice’ to improve | used” Therefore, research the way they address | (Hunt 1987). findings are hard issues and solve prob- (impossible) to lems (Wikipedia, the | Uses different me- | generalze. free encyclopedia). | thods, can get the best out of the df |i, research | Par: In the context of | rent methods em- |icrennseety teaching, action re- | ployed, if done well. }.¢ vil hed eeaeren searches of teachers | Stakeholders are in-|nroject, this could stem from their own | cluded throughout and 2 i lead to a potential questions about and so. researchers ae loon of interest be- feflections on their more likely to make tween the researcher everyday classroom | “diference.* pee ero practice. ing in the organiza- on, but also between the’ researcher with some participants, on the one hand andPrinciples ‘The Child and Adolescent Leamers and Learning 56 oases other members of the organization, on the other. Data-Gathering Techniques Data-Gathering | Definition/Description Technique 41. Observation Observations can be made in either laboratories or | natural settings. In naturalistic observation, behavior is N observed in the real world like classrooms, home in neighborhood. 1 2. Physiological Cerfain indicators of children’s development such Measures as, among others, heart rate, hormonal levels, bone growth, body weight, and brain activity are measured. te 3. Standardized | These are prepared tests that assess individuals’ performance in different domains. These tests are administered in a consistent_manner. 7 interviews and| Involve asking the participants to provide information Questionnaires | about themselves based on the interview or questionnaire given by the researcher. Gathering of data may be conducted through a printed questionnaire, over the telephone, by mail, in person, or on-line. Information is obtained by utilizing standardized procedures so that every participant is asked the same questions in the same manner. It entails asking participants for information in some structured format. ces I 5. Life-History | These are records of information about a lifetime Records chronology of events and activities. They often involve a combination of data records on education, work, family, and residence. These include public records or historical documents or interviews with respondent.Part | Unit Module 4 ~ Research in Chitd and Adolescent Development Ethical Principles 3 2 baited the genuine purposes of research, teacher researchers : bjs © ethical principles. Just as we have the Code of ey tev the behavior of teachers, there also exist ethical stant 7 Fes a the conduct of research. These ethical standards ea a iin that as researchers, we should strive to protect the = z Se = sates ‘and to maintain the integrity of our research. : Re, . Raita ethical principles are found in documents such as LL Ethical standards of the American Educational Research Association ln yadedFiles/: Ethical_Standards/EthicalStandards.pdf 2. Ethical Standards for’ Research with Children Society for Research in Child Development (USA) http://www.sred.org/ index content&task=view&id=68&Itemid=110 3. Standards of the American Psychological Association Concerning Research http://www.lesc.edu/policy/Policy/1.112a. PDF We invite you to read and reflect on them. Common among the three standards given above are the following considerations for researches conducted with young children and other vulnerable ion which are enumerated by the National “Association for the Education of Young Children (NAEYC). Some key points are: 1. Research procedures mu psychologically. st never harm children, physically or +. Children and their families have the right to full information which they may participate, including about the research in possible risks and benefits. ‘Their decision to participate must pe based on what is called “informed consent.” There must te informed consent procedures with research participants. 3, Children’s questions about the research should be answered in t truthful manner and in ways that children con understand. Researchers must be honest and clear in their communication. 4, There should be respect for privacy. Information obtained through research with children should remain confidential. Researchers should not disclose personal information oF the identity of participants in written or oral reports and discussions.The Child and Adolescent Leamers and Leaming Principles 10173) The Data Privacy Act of 2012 (R.A. ines in 2012 “to protect the This law was passed in the Philippi | 201 i fundamental human right of privacy of communication while ensuring free flow of information to promote innovation and growth. The law states that the collection of personal data “must be a declared, specified, and legitimate purpose and that... consent is required prior to the collection of all personal data.” For more details, read RA 10173. Impact of Teachers’ Research Involvement on Teachers Research itself has proven that teachers have everything to gain and nothing to lose when they get involved in the research process. Evidence suggests that: 1. teachers who have been involved in research may become more reflective, more critical and analytical in their teaching, and more open and committed to professional development (Oja & Pine 1989; Henson 1996; Keyes 2000; Rust 2007). . participating in teacher research also helps teachers become more deliberate in their decision-making and actions in the ey classroom, . teacher research develops the professional dispositions of lifelong learning, reflective and mindful teaching, and self- ’ transformation (Mills 2000; Stringer 2007). 4. engaging in teacher research at any level may lead to rethinking and reconstructing what it means to be a teacher or teacher educator and, consequently, the way teachers relate to children and students. 5. teacher research has the potential to demonstrate to teachers and prospective teachers that learning to teach is inherently connected to learning to inquire (Borko, Liston, & Whitcomb 2007). we Teacher involvement in the conduct of teacher research shows a shift from thinking about teacher research as something done to one to something done by teachers (Zeichner 1999; Lampert_ Which state; : A Most or brain development is CORRECT? birth, "* NUTONE in the adult brain are produced before B. Most of th ? Most of the veMOR8 in the adult brain are produced ai birth, wine Neurons in the adult brain are Produced after D tai Brain development Stops at childhood. C. Depends o mn mother’ iti D. Dependsia ler’s nutrition nm baby’s health condition Which term Tefers to the explosive growth of synapses durin; pre-natal development? . . e : A. Myelination B. Spermatogenesis C. Synaptogenesis D. Oogenesis Which process increases the connections between areas of the brain during pre-natal development? A. Synaptogenesis B. Myelination C. Spermatogenesis D. Oogenesis When infants are born, they immediately begin to observe the world and make sense of it through sucking, grasping and looking. In which stage is this, according to the Piaget’s theory of cognitive development? operational stage . z Ghia sensorimotor and preoperational stages C. Pre-sensorimotor stage D. Sensorimotor stageThe Child and Adolescent Learners and Learning Principles 6. Itis observed that there is brief delay between pinching a finger and infant’s crying. Which can explain this? A. Brain is not yet fully functioning. B. Sense of touch is not yet fully developed. _ C. This is due to incomplete myelination. D. Infants are less sensitive to pain. Which term refers to one’s inability to remember things that occurs from infancy to one’s first memories? A. Childhood amnesia B. Decay C. Retrieval failure D. Interference What is an indicator of separation distress between 1 and 2 years of age? A. Children cry at the sight of strangers. B. Children cry and cling when their attachment figure tries to leave. C. Children aren’t bothered by temporary disappearance of mother. D. Children are comfortable with strangers. Which characteristics apply to children with secure attachment? I Readily soothed IL Emotionally open Ill. Afraid of people A. Iand II C. Ionly B. I only D. Ill only ). Infants are directly influenced by their mothers’ emotional expressions, Which term is explained? A. Empathic distress C. Affective perspective -taking B. Emotion contagion D. Social referencingUCU esas) 1, In which stage in Erickson’s pyschosocial stage are toddlers supposed to assert their independence? A. Autonomy versus shame and doubt B. Trust versus mistrust C. Initiative versus guilt D. Industry versus inferiority 2. When toddlers are developed too negatively or are ignored which do they develop? A. Mistrust C. Total dependence B. Shame D. Inferiority 3. In which Piagetian stage of development is the toddler? A. Pre-operational C. Sensorimotor_ B. Concrete operational D. Formal operational 4. What is meant by sensorimotor stage of toddlerhood? A. Children rely on senses and behavioral schemes to acquire knowledge Children imitate an action that was observed in the past Children are able to have one thing represent another Children know that objects that are out of view continue to exist sow 5. By the end of the sensorimotor period, the toddler understands object permanence. What does object permanence mean? The understanding that objects: A. continue to exist even when they cannot be seen. B. don’t exist when they are no longer seen. C. never change. D. change in shape and in color. 6. The toddler’s speech is usually telegraphic. What does this mean? A. Two to three-word utterances with articles and prepositions B.. Short and long utterances C. Incomprehensible language D. Mispronounced words 7. With Chomsky’s Language Acquisition Device (LAD), what is TRUE of toddlers? Learn language slowly Learn language fast Can’t pronounce words well Can pronounce words well pop>Pat M Unit Module 2g . ‘Synthesis of the Physical, Cognitive Solo Emotonel Deveopmert sere g, Which CORRECTLY explains “ADILi person yt° reall infantile amnesia? Cvents that happened when the B. Ability tg .°, Young C. Inability rqaine vent that happened in toddlerhood the all events that h i Person. was very ae at happened when Inability to und person was fiance events that happened when the tod i 9. A toddler is capable of creative thought. Which proves this? : a use the same toy in more than one way i. retends empty milk can is a drum I. Constructs objects out of manipulative toys ALI C. and IT B. I, II and III D. Land I 10. To test a toddler’s logical reasoning, what must you find out? If the child can: make new things out of old toys pronounce words correctly reason out why something happens distinguish father from other menUR 1. Abby is four and Preschoolers w! the skill of a half years old, In comparison with ho are three, Abby is likely to be able to acquire » Copying a simple pattern of different basic shapes Purposely copying a square . Purposely copying a triangle . turing a page of a story book pow> - Playing games that teach right and left directions is best for I. Five-year olds Il. Three-year-olds IIL. Two-year olds Al fomitt B.II D.1, 0, . All can be expected to be performed by a three-year-old EXCEPT 5 A. pouring from pitcher without spillage B. feeding self using a spoon C. taking a bath independently D. putting on socks \ . Having activities that involve balancing is good for A. three-year-olds B. four-year-olds C. five-year-olds D. three to five-year-olds ‘The amount of sleep preschoolers get, affects all EXCEPT ~ level of brain activity . obesity . level of regained energy .. release of growth hormones pawp |The Child and Adolescent Leamers and Learning . Teachers and caregivers can best help develoj principles i , they will be i Preschoolers lean towards animis™- Assuch, they interes in stories where __ —! A, lead characters are re B. the plot involves pet animals ‘ is talk C. inanimate objects like the sun oF the bu D. scenes involve a lot of movement es The most appropriate activity for three-year-olds t0 develop counting skills is . ; Aa weldesigned worksheet on counting up to 25 B.. counting objects of interest around the environment C. working with counting flashcards — D. identifying numerals repeatedly until mastered p the emotional skilly of preschoolers by all EXCEPT A. using dolls, puppets or pictu feelings . calmly telling children to control their feelings doing mirror talk or paraphrase reflection . modeling words that children can use to express strong feelings Lf res to demonstrate how to express pop . Teachers and caregivers can best help develop the emotional skills of preschoolers by all EXCEPT A. greeting each child by name B, developing routines at home and school that encourage working together C. play games that involve social interaction D. emphasizing strict adherence to routine ‘An authoritative teacher is one who does all, EXCEPT A. expects behavior appropriate to the age level B. demonstrates high responsiveness and high demandingness C. ensures having strong psychological control over the preschooler D. models to the child how to take responsibility for one’s actions‘The Child and Adoloscent Leamers and Leaming Principles BOARD EXAM TICKLERS hy i | child? In which Piagetian stage is the primary school 7 i A. Concrete operational B. Post-operational C. Pre-operational D. Between concrete and post-operational stage If the primary school child is in the concrete operational stage, which is he/she capable of doing? A. Able to conserve B. Skilled at abstract thinking C. Able to perform in post-operational stage D. Can reason in hypothetical-deductive manner Which statement about middle childhood is CORRECT? A. Children at middle childhood stage can easily distinguish logical from non-logical statements. B. Children at middle childhood stage have greater long-term memory than do pre-schoolers. C. Physical growth stops. D. Physical growth gets stunted. In which developmental stage do the following apply? Leaming physical skills for playing games; developing school-related skills such as reading, writing, and counting, developing conscience and values and attaining independence. A. Middle childhood C. Early Adulthood B. Early childhood D. Adolescense . Primary school children fantasize less often because ‘ A. they are more attuned to happenings around them B. they are less imaginative C. they are not creative D. they have become more cynicalPay rt Moo 30 Synth Physical, Cognitive and Socio-emotional 6. Primary Schoo] . ers oy, ral ¥ e operational think 37H Tome some of the egocentri OW is this wlfetet sm of pre- . eating Objects, is Pressing their thoughts 7. Primary sch, increasing oe are better at arranging objects according to “reasing length. Which ability is described? A. Classification iscsi B. Egocentrism D. Abstraction 8. The primary schoolers’ ability to separate a pile of cardboard circles into one group of white and another group of black is a proof of as a logical operation. A. Seriation C. Abstraction B. Classification D. Generalization 9. Primary schoolers have improved ability to infer a relationship between two objects based on knowledge of their relationship with a third object. Which ability is explained? A. Seriation C. Abstraction B. Classification D. Transitivity 10. A primary schooler comes up with this conclusion: “You should gather your crop before it gets dark” if he is asked to interpret “Make hay while the sun shines.” This means that the primary schooler interprets sayings C. realistically atively A. figur D. creatively B. literally‘ es, "e catlier than Birls in the intermediate ~ 1S n i spurt, "® Physica, 8towth beca They are Past “growth, spurt”, " Use this is before the “growth ™ are Signs of the Carly onset of 7 Budding breast for girls, f menstrual peri arama OF voice, Puberty among intermediate Girls? TL. Onset o A. Menarche C. Puberty B. Oogenesis D. Spematogenesis Which is one of the One Most widely Tecognized socio-emotional or cognitive characteristics of the intermediate schooler? A. The acquisition B. The skill of hi C.. Conservation D. Decreased ability in perspective taking of self-competence ighly abstract Teasoning Which should homes and schools do to lp the intermediate schooler to Preverit the development of inferiority? A. Provide opportunities to exp B. Not be overly controlling C. Help them develop identity D. inspire them to contribute to the welfare of others rience success on challenging tasks Which teacher’s practice can help promote intermediate pupils’ Positive x t? . : meine with students periodically during each grading period to help them monitor their learning progress? IL, Make students get to know one another. Ill. Make students compete against one another. C. Ill only A. I only D. Land II B. Il onlyThe Child and Adolescent Leamers and Leaming Principles Fa aati 7 10. encourages What does Grade V1 teacher encourage whe hai Bet think about the motives and feelings © Btoup projects? C. Perspective-taking A. Egocentrism Bb Conservation B. Understanding Are intermediate schoolers more able to conceal their emotions compare to toddlers? A. Yes B. Somewhat Cc. No : D. Depends on family upbringing What is an intermediate schooler capable of doing with perspective. taking? A. Blaming others B. Judging others’ intentions, purposes and actions C. Self-reflection D. Abstraction Seen in older elementary schools is conventional ethics . This means that intermediate schoolers A. conform to the rules and conventions of society B. violate societal norms C. behave for fear of punishment D. do good for the sake of a reward S372 pe CUS Ce 1, Which is a characteristic of adolescence? \ A. Stunted growth B. Growth spurt C. Slow physical growth D. End of physical growth 2. Which statement is TRUE of adolescence? A. Growth spurt starts earlier in boys. B. Growth spurt starts earlier in girls. C. Growth spurt takes place in boys and girls at the same time. D. There is no growth spurt in adolescence. 3. Testoterone is to boys as is to girls. A, ptyalin ~ 4 + C. hormones B. progesterone D. estrogen 4. Menarche is to girls as is to boys. A. heterosexuality C. masturbation B, spermache D. puberty 5. Which is TRUE of adolescents? A. Stop growing B. Don’t desire an “ideal” body C. Lack sleep D. Occupied with play 6. Adolescents are in the formal operational stage, according to Piaget. What are they capable of doing? I. Abstract thinking II Systematic thinking Ill. Hypothetical thinking ALI C. Lonly B. II and Ill D. I, Wand Tl 7. If adolescents are capable of abstract thinking, how will they interpret “Make hay while the sun shines” .. Gather your crop before it gets dark. B. Seize an opportunity when it exists, C. Gather your hay while it is not yet raining, D. Weave materials out of hay at day time. >Part Il Module 32 — Synthesis of the Physical, Cognitive and Socio-emotional Development of Adolescents g, Which question do adolescents ask to show hypothetical thinking? A. What resulted from World War II? B. What if your heart were near your anus? C. What is wrong with the student’s reasoning process? D. Why did the main character in the movie die? 9, In which life-span stage is the adolescent based on Erikson’s theory of psychosocial development? - A. Intimacy vs. isolation C. Generativity vs. stagnation B. Identity vs. confusion D. Industry vs. inferiority 10. Which is the most essential need of adolescents? I. Firm and caring teachers who empathize with them II. Teachers who provide the security of clear limits for acceptable behavior Ill. Teachers’ sensitivity to reach out to them A. I and II C. I and Ir B. I and Ill D. I, Il and Ill 3131. [v. v 3 [8 - Develop! i coninous only fom & ieapan pepe 38 — oe wally te sae; wile hee ae ‘things that are uniform among individ be) ese tp ce heredity and environment, tone can be sad 1 exert song inie Ghee Both interact 10 eer an nfvence 36 — Research findings show that change in earlier stages can be overome Max epee os important mer express inom Module 14 Test your Understanding p94 «rs, 0 isthe concer of eary child 8. | Sa xine ie piay concer of early childhood teachers Masery ofthe basi skils it the major concer _in middle snd late childhood 7. | 9 My cocome_ pinay poochANSWER KEY Module 24 Module 28 Module 31 chock for Board Exam Tielors Understanding p3s2 ot 5 1_JA 2. [A 24 [fe wole 22 1k Understanding ls. [A jo__ fala [42 7 [8 E42 — le jo eo ls [s_ Wodule 23 , checktor fro [c teen Module 29 jest} _t Board Exam Tickers 1. [8 past 2_[A 1_[A a[c 21a Module 25 3. [¢ Check for 4. |D ‘Understanding a psu 5. [8 1 [A 6c val 2 |0 Bi Module 26 oe fe Understanding 9. 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