Republic of the Philippines

Department of Education
Region VII, CentralVisayas
Division of Bohol
PERSONAL DEVELOPMENT
FIRST QUARTER
Quarter : 1 Week : 3 Day : 1 Activity No. : 9
Competency: : Discuss developmental tasks and challenges being
experienced during adolescence (EsP-PD11/12DS-Ic-3.1)
Objective : Distinguish the differences/ changes of character as to
different aspects
Topic : Developmental Stages in Middle and Late Adolescence
Materials :
Reference : http://www.apa.org/action/science/developmental/
Gazzingan, Leslie B., Francisco, Joseph C., Aglubat, Linofe R., Parentela,
Ferdinand O., Tuason, Vevian T. 2013. Psychology: Dimensions of
the Human Mind. Mutya Publishing House, Inc.
Wong-Fernandez, Barbara, Estesa Xaris Que-Legaspi, Carolyn C.
Quiba, Mae R. Rafanan and Zisa Velasquez-Garcia. 2016.
Personal Development Teacher's Guide. Pasig City: Department of
Education-BLR.
Copyrights : DepEd owned For classroom use only

What’s In ?

ACTIVITY 9 : Me, Myself, and I

(Character, Critical - Thinking, Creativity)
Instruction: Draw your lifestyle when you’re still a child and your lifestyle when
you’re already an adolescent. Below your drawing, write your characteristics in
terms of physical appearance, emotional state, and behavior. What has changed
over the years?

CHILD SELF ADOLESCENT SELF

PHYSICAL EMOTIONAL BEHAVIOR PHYSICAL EMOTIONAL BEHAVIOR

READING:
DEVELOPMENTAL STAGES:

Human Development focuses on human growth and changes across the

lifespan, including physical, cognitive, social, intellectual, perceptual, personality
and emotional growth. The study of human development is essential to
understanding how humans learn, mature and adapt. Throughout their lives,
humans go through various stages of development. The human being is either in a
state of growth or decline, but either condition imparts change. Some aspects of
our life change very little over time, are consistent. Other aspects change
dramatically. By understanding these changes, we can better respond and plan
ahead effectively.
Developmental Stage Characteristics
1. Pre-natal Age when hereditary endowments and sex are fixed and all body
features, both external and internal are developed.
 Republic of the Philippines
Department of Education
Region VII, CentralVisayas
Division of Bohol
(Conception to birth)
2. Infancy Foundation age when basic behavior are organized and many
(Birth to 2 years) ontogenetic maturation skills are developed.
Pre-gang age, exploratory, and questioning. Language and
3. Early Childhood (2 to 6
elementary reasoning are acquired and initial socialization is
years)
experienced.
4. Late Childhood (6 to Gang and creativity age when self-help skills, social skills, school
12 years) skills, and play are developed.
Transition age from childhood to adulthood when sex maturation
5. Adolescence
and rapid physical development occur resulting to changes in ways
(puberty to 18 years)
of feeling, thinking and acting.
6. Early Adulthood (18 to Age of adjustment to new patterns of life and roles such as spouse,
40 years) parent and bread winner.
7. Middle Age Transition age when adjustments to initial physical and mental
(40 years to decline are experienced.
retirement)
8. Old Age Retirement age when increasingly rapid physical and mental
(Retirement to death) decline are experienced.
Source: http://www.apa.org/action/science/developmental/

READING:

HAVIGHURST`S DEVELOPMENTAL TASKS DURING THE LIFE SPAN

Robert J. Havighurst elaborated the Developmental Tasks Theory in the most

systematic and extensive manner. His main assertion is that development is
continuous throughout the entire lifespan, occurring in stages, where the individual
moves from one stage to the next by means of successful resolution of problems or
performance of developmental tasks. These tasks are those that are typically
encountered by most people in the culture where the individual belongs. If the
person successfully accomplishes and masters the developmental task, he feels
pride and satisfaction, and consequently earns his community or society’s approval.
This success provides a sound foundation which allows the individual to accomplish
tasks to be encountered at later stages. Conversely, if the individual is not
successful at accomplishing a task, he is unhappy and is not accorded the desired
approval by society, resulting in the subsequent experience of difficulty when faced
with succeeding developmental tasks. This theory presents the individual as an
active learner who continually interacts with a similarly active social environment.

Havighurst proposed a bio-psychosocial model of development, wherein the

developmental tasks at each stage are influenced by the individual’s biology
(physiological maturation and genetic makeup), his psychology (personal values and
goals) and sociology (specific culture to which the individual belongs).

THE DEVELOPMENTAL TASKS SUMMARY TABLE

 Republic of the Philippines
Department of Education
Region VII, CentralVisayas
Division of Bohol
Infancy and Early Middle Childhood (6-12) Adolescence (13-18)
Childhood (0-5)
Learning to walk Learning physical skills Achieving mature relations
Learning to take solid necessary for ordinary games with both sexes Achieving a
foods Building a wholesome attitude masculine or feminine social
Learning to talk toward oneself role Accepting one’s
Learning to control the Learning to get along with age physique
elimination of body mates Achieving emotional
wastes Learning an appropriate sex independence of adults
Learning sex differences role Developing fundamental Preparing for marriage
and sexual modesty skills in reading, writing, and and family life Preparing for
Acquiring concepts and calculating Developing concepts an economic career
language to describe necessary for everyday living Acquiring values and an
Developing conscience, ethical system to guide
social and physical
morality, behavior Desiring
reality Readiness for
and a scale of values and achieving
reading Learning to
Achieving personal socially responsibility
distinguish right from
independence Developing behavior
wrong and developing a
acceptable attitudes toward
conscience
society

Early Adulthood (19-

Middle Adulthood (30-60) Later Maturity (61+)
30)
Selecting a mate Helping teenage children to Adjusting to decreasing
Learning to live with a become happy and responsible strength and health
partner adults Adjusting to retirement
Starting a family Achieving adult social and and reduced income
Rearing children civic responsibility Adjusting to death of
Managing a home Satisfactory career spouse
Starting an occupation achievement Developing adult Establishing relations
Assuming civic leisure time activities Relating with one’s own age
responsibility to one’s spouse as a person group Meeting social and
Accepting the physiological civic obligations
changes of middle age Establishing satisfactory
Adjusting to aging parent living quarters
Source: Gazzingan, Leslie B., Francisco, Joseph C., Aglubat, Linofe R., Parentela, Ferdinand
O., Tuason, Vevian T. (2013). Psychology: Dimensions of the Human Mind. Mutya
Publishing House, Inc.

PERSONAL DEVELOPMENT
FIRST QUARTER
Quarter : 1 Week : 3 Day : 2 Activity No. : 10
Competency: : Discuss developmental tasks and challenges being
experienced during adolescence (EsP-PD11/12DS-Ic-3.1)
 Republic of the Philippines
Department of Education
Region VII, CentralVisayas
Division of Bohol
Objective : Identify the roles/functions of different stages
Topic : Developmental Stages in Middle and Late Adolescence
Materials :
Reference : Wong-Fernandez, Barbara, Estesa Xaris Que-Legaspi, Carolyn C.
Quiba, Mae R. Rafanan and Zisa Velasquez-Garcia. 2016.
Personal Development Teacher's Guide. Pasig City:
Department of Education-BLR.

Copyrights : DepEd owned

For classroom use only

Activity 10a: Please identify which category each statement belongs:

Write: A for Infancy and Early Childhood D for Early Adulthood
B for Middle Childhood E for Middle Age
C for Adolescence F for Old Age
1. Learning to walk
2. Learning to control bodily wastes
3. Learning physical skills or playing games
4. Developing school-related skills such as reading, writing and counting
5. Developing conscience and values
6. Starting a family
7. Learning to live with a partner
8. Attaining independence
9. Establishing mature relationships with peers of both sexes
10.Selecting or choosing a partner

Activity 10b: Draw a star if the statement is correct, otherwise mark X if the
statement is wrong.

_______1. Development task are only for the first 3 stages of human
development. _______2. Failure of achieving developmental task in an early stage
also means failure for the learner.
_______3. Pre-school age corresponds to early childhood stage.
_______4. Adolescence is middle and late childhood stage.
_______5. Teenage is middle childhood.
_______6. Mastery of fundamental skills is a major concern during early
childhood.
_______7. Play is a great need of children in middle school.
_______8. Preparing children for school readiness is the major concern of middle
school.
_______9. The eight development stages of Erikson are the same with
Havighurst’s six developmental stages.
_______10. Adjusting to aging parents is a developmental task of a person in his
Middle Adulthood.

PERSONAL DEVELOPMENT
FIRST QUARTER
Quarter : 1 Week : 3 Day : 3 Activity No. : 11
Competency: : Evaluate one’s development through the help of
significant people around him/ her (peers, parents,
siblings, friends, teachers, community leaders) (EsP-
PD11/12DS-Id-3.2)
 Republic of the Philippines
Department of Education
Region VII, CentralVisayas
Division of Bohol
Objective : Able to draw a scenario on how people affect the life of
individual
Topic : Developmental Stages in Middle and Late Adolescence
Materials :
Reference : Wong-Fernandez, Barbara, Estesa Xaris Que-Legaspi, Carolyn C.
Quiba, Mae R. Rafanan and Zisa Velasquez-Garcia. 2016.
Personal Development Teacher's Guide. Pasig City:
Department of Education-BLR.

Copyrights : DepEd owned

For classroom use only

Society plays a huge role in molding teens’ behavior, character, and attitude.
It determines how they see other people, their general outlook, and their ethics.
Parents, and other family members, can also influence all these things, but
the things that will remain with the kids for the long term are learned from society.
Now society comprises of a lot of different things that include media, neighborhood,
laws, and school.

What I Know ?
Before we go on with the lesson, let’s start with a simple activity. This will test what
you already know about our topic.

Activity 11: Draw that Scenario! (Creativity, Character)

Instruction: Draw a scenario wherein it answers the question “How do the people
around you affect your life?” Make it as creative as possible.

PERSONAL DEVELOPMENT
FIRST QUARTER
Quarter : 1 Week : 3 Day : 4 Activity No. : 12
Competency: : Evaluate one’s development through the help of
significant people around him/ her (peers, parents,
 Republic of the Philippines
Department of Education
Region VII, CentralVisayas
Division of Bohol
siblings, friends, teachers, community leaders) (EsP-
PD11/12DS-Id-3.2)
Objective : Creatively tackle the impact of the significant people on the
development of an adolescent by substituting the lyrics of
any song.
Topic : Developmental Stages in Middle and Late Adolescence
Materials :
Reference : Wong-Fernandez, Barbara, Estesa Xaris Que-Legaspi, Carolyn C.
Quiba, Mae R. Rafanan and Zisa Velasquez-Garcia. 2016.
Personal Development Teacher's Guide. Pasig City:
Department of Education-BLR.

Copyrights : DepEd owned

For classroom use only

What is It ?
PEERS
Social and emotional maturity is intertwined.

As teens’ emotional maturity increases, their relationships with their peers change as they
become more vulnerable and emotionally intimate. This increased vulnerability and intimacy
require greater trust among peers.

Thus, during the adolescent years, teen peer groups become increasingly crucial as they
experience closeness in these friendships resulting in more gratifying relationships.
Nowadays, teens turn to their friends for help; instead of their families as the first line of
support during times of worry or upset. This increased reliance on friendships is yet another
way for teens to demonstrate their growing independence.

Teens modify their behavior, activities, etc. to be accepted by a peer group.

Since acceptance by a peer group becomes essential, teens modify their speech, dress,
behavior, choices, and activities to become more similar to their peers. This increased
similarity among peers provides them a sense of security and affirms their acceptance into
their chosen peer group. The developmental theorist Erik Erickson described this
developmental step as a crisis of identity vs. identity confusion.

When teens modify their choices or behavior in order to conform to what their friends are
doing, they are adapting to peer pressure. Peer pressure is often associated with adverse
outcomes such as skipping school, wearing distasteful clothing, or drinking alcohol, and
using drugs. However, many parents do not recognize that peer pressure may also have a
positive influence. Because of advanced cognitive and emotional maturity, teens can now
encourage each other to make wise decisions and discourage them from making wrong
choices.

Since it is vital for youth to "fit in" with their peer group, they may also decide to participate
in the same hobbies or activities as their friends. Doing so will enable them to spend more
time together and to bond over shared experiences. In general, teens will gravitate toward
peer groups with whom they share common interests and activities, similar cultural
backgrounds, or simply a similar outlook on life. Nevertheless, as teens experiment with
their identity, they may be attracted to peer groups with very different interests.

FAMILY
 Republic of the Philippines
Department of Education
Region VII, CentralVisayas
Division of Bohol
Role of Family in Adolescent’s Development
Developmental theories view adolescence as a period of growth in which identity formation
is addressed. This view means that the family's role is lessened or that family has only a
limited role in the lives of young people at this time.

However, research shows that ongoing positive family connections are protective factors
against a range of health risk behaviors. Although the nature of relationships is changing,
the continuity of family connections and a secure emotional base is crucial for the positive
development of young people.

Family is still important.

It is typical for young people to begin to think for themselves and question aspects of their
lives and family relationships. These changes may mean times of anger and frustration
leveled at the family, but majority of circumstances proved that these feelings are likely to
be temporary or circumstantial.

Adolescents are moving towards becoming independent physically, emotionally

and cognitively, and yet they are still growing.

Young people require stability in a home or environment, where they may get a secure
emotional base from which to explore and experience the world. This sense of security
provides them with somewhere to come back to for reassurance, support, and unconditional
love, particularly during tough times.

A young person benefits from expectations of respect, consideration, and reciprocity in

family relationships. They still benefit from 'trying out' thoughts, feelings, and behaviors
within the family environment, and from observing and experiencing relationships within
families. There will still be times when they fall, yet they will benefit from understanding and
support to pick them up.
Changing role of parents
A parent's relationship and caring role with a young person continues to be vital, although
the relationship will need to be flexible to adapt to the teenager's changing needs. At this
time, there will need to be a gradual change from a more authoritative approach, to a more
collaborative approach.

Parents need to face the (painful) reality that their child is no longer a child, is becoming
independent, and is no longer within their control. They may feel distressed as they perceive
that the young person will not listen to them, or does the opposite of what they may
suggest.

They may have to watch their young person disregard the things they taught them were
necessary, such as ways to look after their health, or their future goals (as the parent
envisaged it).
Parents have to learn to ‘let go,’ not of the relationship, but their dreams for the young
person. This may include their full authority over young people so that they may allow them
to develop their own dreams and greater self- responsibility.

What’s New ?

Music can have many social psychological impacts and meanings for people
at different periods of their development (Hargreaves, 1986; McPherson, 2006;
North & Hargreaves, 2008). Music is a resource of considerable intellectual, artistic,
cultural, technological, and economic breadth and depth. Young people, mainly,
devote most of their time and money to music listening (Roberts, Henriksen, &
 Republic of the Philippines
Department of Education
Region VII, CentralVisayas
Division of Bohol
Foehr, 2009). Listening to music is thus particularly essential and ubiquitous in the
contemporary lives of media-socializing and multi-tasking adolescents (Brown &
Bobkowski, 2011; Roberts et al., 2009).

Activity 12 : Substitute the lyrics (Creativity, Critical-Thinking)

Instruction: Substitute the lyrics of any song. Make the lyrics a story about an
adolescent being affected by the society. It should tackle the impact of peers and
family on the development of an adolescent.