LICENSURE EXAMINATION FOR TEACHERS (LET)

WHAT TO EXPECT
FOCUS: Professional Education
Child and Adolescent Development

LET Competencies:
1. Interpret theories and findings related to child and adolescent development along the
biological, linguistic, cognitive, social and psychological dimension

PREPARED BY: Aggarao, Marivilla Lydia B.

PART I: Content Update

I. Basic Concepts:
 Growth - physical and physiological changes that occur throughout life (quantitative
changes)
 Development - progressive continuous change in the organism from birth to death
 Heredity (nature) – the totality of characteristics, transmitted from the parents to the
offspring.
 Environment (nurture) – the totality of any aspect of physical and social phenomena
which or affects an individual organism.
Two Kinds of Environment
1. Internal – fertilization to birth
- period of gestation
2. External – birth to tomb
 Maturation – gradual unfolding of the innate characteristics that result from the aging
process; “internal ripening”

II. ASPECTS OF DEVELOPMENT

 Physical – changes in body, brain sensory capacities and motor skills
 Cognitive – changes in mental abilities such as learning, memory, reasoning, thinking
and language
 Emotional – changes in dealing with oneself
 Social – changes in relationship with others
 Moral – knowing what is right and wrong
 Psychosocial – can affect cognitive and physical functioning
ex. anxiety about taking an exam can impair performance.
 Life Span - the life of an individual organism from birth to death.
 Human Development - it refers to the scientific study of the qualitative and quantitative
ways by which people change over time.
 Developmental Task - it refers to behavior that is expected to be manifested at or about a
certain period in the life of an individual; social expectations
 Developmental Stage - it is a distinct period of the life cycle characterized by a
particular sets of abilities, motives, behavior and emotion that occur together and form a
coherent pattern.
 TWO MAJOR DIVISIONS OF DEVELOPMENTAL STAGES
PRE-NATAL
Stage Individual
1. Zygotic/Germinal Zygote
2. Embryonic Embryo
3. Fetal Fetus
POST-NATAL
Stage Individual
4. Neonatal Neonate
5. Toddlerhood/ Babyhood Toddler/baby
6. Childhood Child
7. Adolescence Adolescent
8. Adulthood Adult
9. Senescence/old age Old woman/man
PRINCIPLES OF HUMAN DEVELOPMENT
PRINCIPLE FOCUS
1. The development of  The process of heredity and
an organism is the environment are
result of the interaction interdependent and
between heredity complimentary. Neither
(nature) and appears to be dominant.
environment (nurture).  Height while largely
determined by heredity is
also affected to an extent by
nutrition.
2. Growth is sequential  Growth follows an orderly
sequence which in general is
the same for all individuals.
 All aspects of development
be it in language, motor,
social, occur sequentially.
3. Growth is patterned.  There are no two identical
growth patterns.
 Each child has his/her own
characteristic rate.
4. Development rates  The speed of development is
vary not even.
 Each part of the body has its
own particular rate of growth.
 Children tend to inherit the
physique of their parents.
Age
Fertilization
Fertilization – 2 weeks
2 wks. to 9 mos. old
Age
Birth – 2 wks to 1
month
1 month – 2 yrs
2 yrs – 11 yrs
11 yrs (girls) 13(boys)
– 21 late
21 yrs – 65 yrs
65 yrs - death
APPLICATION-
CLASSROOM SITUATION
Teachers to take note or consider the
family background of the child as well as
the environment where he/she was born
or grew up to better understand him/her
especially his/her behavior.
Teachers to know in what stage in a
particular aspect of growth the child is so
he/she would know what to expect and
also what to do to prepare the child for
the next stage of development
Children should never be compared
unless their rate and pattern of growth
have been taken into account.
Teacher to understand that girls mature
earlier than boys. Growth rate may be
retarded by illness and certain types of
deprivation such as prolonged poor
nutrition.
5. Each stage of  Characteristic traits vary at Knowledge of characteristic traits at
development has each stage of development different stages can be of considerable
characteristic traits.  Traits become more complex value for teachers in choosing he
as the child gets older. appropriate activities as well as the
methods of teaching.
6. Maturation or  Definite degrees of maturity Teacher to consider the maturity level of
readiness should are prerequisite to various the child in asking him/her to do
precede certain types kinds of learning something. Forcing a child who is not
of learning mature or ready may lead to personality
disturbance.
7. The body tends to  There is a wisdom of the Teacher to be a keen observer so he/she
maintain a state of body. Strives to preserve a can do something when signs of
equilibrium called constant internal environment uneasiness or boredom on the part of the
homeostasis. despite changing conditions, students is shown or exhibited, while
whether internal or external he/she is teaching or observing the
students do something.

A. INFANCY
Two Divisions:
 1.Period of Partunate – from birth to cutting and tying of the umbilical cord.
 Period of Neonate – from cutting and tying of the umbilical cord to the end of
second week.
Characteristics
 shortest period
 hazardous
 radical adjustment
Two Predictable Characteristics
 Cephalocaudal trend – development proceeds on a head to foot direction in the
body.
 Proximodistal trend – parts of the body nearest to the center are the earliest to
develop.

B. BABYHOOD
 Lap baby
 Toddler
Characteristics
 Socialization starts
 True foundation
 Creativity
 Appealing
 Decreased dependence

C. EARLY CHILDHOOD
 Problem/Troublesome/Toy age
 Preschool age
 Pre-gang/Exploratory/Questioning age
 punishment/praise
 Characteristics
PHYSICAL
Extremely active; good control of
oneself;
Clumsy because tiny /small muscles
are not yet fully developed
Difficulty focusing on small objects
SOCIAL
Friendship with same sex; able to
play with most children
Small play groups
Play patterns vary – gender, age,
social class
Sex role typing is evident
EMOTIONAL
Emotions are freely expressed
Jealousy occurs – seek attention
COGNITIVE
Most likely to talk in groups;
Persistent use of own language
MORAL
Morality is influenced by adults
surrounding them
D. MIDDLE CHILDHOOD
 Still extremely active, hence, when restricted, their energy is released through
nervous habits (e.g. fidgeting)
 Bone growth is not complete yet
 Somewhat more selective with friends
Classroom Implication
 Provide plenty of opportunities for running, climbing,
and jumping but these should be under control
 Schedule quite activities after strenuous ones
 Avoid too many small motor activities such as pasting
paper chains; provide big tools and supplies
 As much as possible, minimize the need for children to
look at small things
 Intervene immediately when blows to the head in games
or fights between children occur, and explain why
 Avoid boy-girl comparisons or competition in involving
such skills
 Provide assistance to those who like to be with others
but lack the confidence or ability to join them
 Determine when silence and sedentary activities are
justifiable
 Determine what type of social behaviours each child
exhibits and provide appropriate activities, especially
free play and experimentation
 Give attention to the variety of play activities to know
what play patterns most children prefer or should be
provided to them
 As much as possible, let the children settle their
differences and intervene only quarrels get out of hand.
 Help children resist forms of sex typing and begin to
acquire traits of both sexes (andragogy)
 Let children express their feelings within broad limits
so they can recognize and face their emotions
 Spread attention as equitably as possible; do most
praising in private
 Provide “sharing time” sessions and at the same time
help them become good listeners
 Limit any attempts at grammar instruction to modelling
(delay formal grammar instruction until 2nd and 3rd
grade)
 Interact with children often, showing interest in what
they do appreciating their achievement and allowing
them to investigate and experience many things
independently to certain limits.
 Interact with children often, showing interest in what
they do appreciating their achievement and allowing
them to investigate and experience many things
independently to certain limits.
 Characteristics
PHYSICAL
Nervous habits occur when energy is
restricted (ex.fidgeting)
Easily gets fatigued because of physical
and mental exertion.
Can’t stand on heavy pressure
SOCIAL
More selective of permanent friends
Organized games in small groups
Words are used more than physical
aggression when in trouble
EMOTIONAL
Sensitive to criticism/ridicule;
difficulty adjusting to failure;
Pleases teachers
Becomes sensitive to the feelings of
others
COGNITIVE
Eager to learn;
More facility in speech than in writing;
Generalization is based on concrete
experiences
MORAL
Complaints are easily told maybe out of
jealousy or simply to get the attention of
the teacher
E. LATE CHILDHOOD
 Troublesome/ sloppy/ quarrelsome
 Elementary school age
 Gang/Conformity/creativity
Classroom Implication
 Avoid rules that require them to stay quite for long
periods; have frequent breaks; provide active class
work
 Schedule quite and/or relaxing activities after
periods of mental concentration
 Avoid scheduling too much writing at one time
 Try not to require too much reading at one stretch.
Prepare materials with large prints
 Encourage participation in essentially safe games
 Encourage competition involving coordinated
skills
 Sociograms may be used to gain insight into
friendships, give some assistance to children who
have difficulty in making friends
 Promote the idea that games should be fun and not
excessively competitive
 Try to give children a chance to work out their
own situation to disagreements as social conflict is
effective in spurring cognitive growth
 Give frequent praise and recognition and other
positive reinforcement especially for academic
behavior
 Assign “jobs” on a rotating basis
 Be alert about the group pastime of increased
teasing particular child so much that it may make a
tremendous effect on the attitude towards school of
the victim.
 Sustain their eagerness to learn
 Control participation so that they speak up only
when called upon
 Let them be aware that you know the situation
already and that you will do something about it.
 Characteristics
PHYSICAL
Girls mature earlier than boys;
Physical changes are evident; curiosity
on sex orientation
Has good grasp of small objects
SOCIAL
Peer influences are powerful than
adults (peer group)
Increase development of interpersonal
reasoning that leads to greater
understanding of other’s feelings
EMOTIONAL
Delinquent behavior due to
dysfunctional family, social rejection;
Behavioral disorder: ADHD, anxiety,
withdrawal, antisocial, excessive fears,
eating disorder
COGNITIVE
Sex difference in specific abilities
decrease in number;
Differences in cognitive styles become
apparent;
Abstract thinking develops
MORAL
Guilt feelings are governed by personal
responsibility;
Queries on justice;
Follows advance internalized standards
Classroom Implication
 Conflicts between physical attributes and sex
roles might arise, try to explain that things will
eventually even out and to persuade pupils that
being male or female should not in itself
determine what a person does
 Try to give accurate and unemotional answers to
questions about sex
 Provide arts and crafts and musical related
creative activities
 Keep in mind the pupils’ growing independence
and their need for understanding and limit
setting rather than punishment, provide
cooperative activities
 Try to play down comparisons between best and
worst learners
 Encourage pupils to participate in rule setting
 Keep students constructively busy
 May need provisions for counselling, parent
training and mastery of basic academic skills
 Report unusual and repeated episodes of disorder
to parents and school counsellor
 Provide opportunities to learn for both sexes to
further lessen differences
 Used varied teaching methods and approaches
 Allow them to take greater responsibilities
 Expose children to leadership skills

F. PUBERTY
 “pubertas” – age of manhood
 Spermache - males
 Menarche – females
3 Stages
 Prepubescent – child but not yet adolescent
 Pubescent – dividing line between child and adolescent
 Postpubescent

“adolescere” – to grow into maturity

Storm and stress
Vocational / social intimacy
Contemplation
 Characteristics
PHYSICAL
Completion of growth spurt is more
evident to girls than boys;
Conscious of appearances;
Poor sleeping habits and diet but have
good health
SOCIAL
Desire for greater independence is
sought;
Conformity with group;
Great concern on what others might think
of them
EMOTIONAL
Identity crisis; low self-esteem due to
rapid changes in physical outlook;
Increased academic responsibility
COGNITIVE
Have increased ability to engage in
mental manipulation/ test hypotheses;
liberal and abstract thoughts
MORAL
Willingness to obey rules, respect of
authority and individual rights;
Conflict resolution
Classroom Implication
 Give students extra opportunities to gain status and
self-confidence by succeeding in school work or
other non-athletic activities and recognizing their
achievements
 Provide accurate information/answers to questions
asked
 Establish a class routine that includes completion of
activities about two-three minutes before end of
period to give students time for grooming and
social interaction
 Provide frequent changes of pace and breaks to
address drowsiness to some extent
 Involve students in establishing class rules and
routine
 Encourage information of personal values through
technique such as values classification or voice
their opinions in writing
 Be a sympathetic listener especially to those who
often show depression and preoccupation
 Provide activities on self-awareness and acceptance
and opportunities for more academic work,
accompanied by incentives and rewards and
involvement of decision- making
 Give more opportunities to make personal
regarding academic work and to express own views
 Allow them to resolve conflicts but with minimal
supervision

III. CHILD DEVELOPMENT THEORIES

Child Development Theories are organized set of principles that are designed to predict
and explain something – observations and discoveries about child development.

a) PSYCHOANALYTIC THEORY (SIGMUND FREUD)

- focuses on social and emotional development
- early experiences and unconscious emotional conflicts can have a dramatic
effect on the developing personality.

Three personality structures:

 Id – pleasure principle
 Ego – conscious; doer; reality
 Superego – conscience / morality
 Fixation – staying at a particular stage
PSYCHOSEXUAL STAGES (SIGMUND FREUD)
1. Oral stage (birth to 1 year old)
o Mouth - erogenous zone
Gratifying activities: nursing, eating, mouth movement – sucking, gumming, biting, and
swallowing
Oral fixation:
 Smoking
 Constant chewing of gums, pens, etc.
 Nail biting
 Over eating
 Drinking

2. Anal stage (1 to 3 years old)

o Anus – erogenous zone
o Toilet training
Gratifying activities: bowel movement
Anal fixation:
 Anal-expulsive personality
- sloppy, disorganized, reckless, careless, defiant
 Anal-retentive personality
- meticulous, conforming, stingy, passive

3. Phallic stage (3 to 6 years old)

o Self-stimulation of the genitals
Gratifying activities: masturbation / genital fondling
Oedipus complex – father rival
Electra complex – mother rival
Phallic fixation:
For men: anxiety and guilty feelings about sex, fear of castration
For women: envy and inferiority

4. Latency stage – 6 to 12 yrs. old to puberty

A time for:
learning, adjusting, absorbing the culture, forming beliefs and values, developing
friendships, engaging in sports, sex instincts are calm.

5. Genital stage - puberty onwards

Genital: erogenous zone
Gratifying activities: pleasure from sexual relationships
Renewed sexual interest and desire
Oedipus/Electra feelings are reactivated

Classroom Application
- Help the child to overcome fixation like diverting his/her attention/energy into positive action.
Fixation is not the end result
b) PSYCHOSOCIAL THEORY (ERIK ERIKSON)
Each stage is characterized by
“conflict or crisis” that the individual must successfully resolve in order to
develop in a healthy direction.

Stages of Psychosocial Theory:

a. Trust vs. Mistrust

- Infancy (birth to 1 year old)
- Trust and security – visual contact and touch, secure environment, meet basic
needs
- Mistrust – worthlessness, inadequacy and insecurity occur, suicidal attempts,
- Basic strength: Drive and Hope

b. Autonomy vs. Shame and Doubt

- Early Childhood (1- 3 years old)
- Can I do things myself or must I always rely on others?
- Learning finer motor skills, toilet training
- Gain control of oneself, assertiveness – self-esteem
- Shame and doubt – shamed at toilet training
- Basic strength: self-control, courage and will

c. Initiative vs. Guilt

- Play age ( 3- 6 years)
- Am I good or am I bad?
- Desire to copy the adults around
- Make up stories, create on play
- Explores the world – “WHY?”
- Broaden his skills, cooperate and lead as well as to follow; if he is fearful , he
will continue to be dependent on adults.
- Basic Strength: Purpose

d. Industry vs. Inferiority

- School age (6-12 years old)
- How can I be good?
- More aware of themselves
- Work hard at being responsible, being good and doing it right
- Basic strength – method and competence
- Related elements in society: division of labor

e. Identity vs. Role Confusion

- Adolescence (12- 20 years old)
- Who am I and where am I going?
- Experiment with a variety of behaviors and activities ( working, affiliating in
political/religious groups)
- Self-concept corresponds with other’s ideas of him. ( Who am I?)
- Basic strength: Devotion and Fidelity

f. Intimacy vs. Isolation

- Young Adulthood (20 - 40 years)
- “Am I loved and wanted?” or “Shall I share my life with someone or live
alone?”
- Intimacy of enduring friendship or marriage; fear of abandonment.
- Significant relationships.- marital partners, friends
- Basic strength: affiliation and love
 g. Generativity vs. Stagnation
- Middle Adulthood ( 40 - 65 yrs.)
- “Will I produce something of real value?”
- Contributing to society and helping to guide next generation
- Expect to “be in charge”
- When interest is lacking, the person stagnates and may regress
- Significant relationships:
- workplace, community, family
- Basic strength: production and care
- Related Elements in Society:
- Parenting, educating or social involvement

h. Ego Integrity vs. Despair

- Late adulthood or Maturity (old age to death)
- “Have I lived a full life?”
- Retrospection: looking back on one’s life and accomplishments leading a
successful life – integrity unproductive life – dissatisfied and develop despair
leading to depression and hopelessness
- Stage of facing reality, recognizing and accepting it.
- Life has been meaningful
- Death as the completion of life
- Life is failure – despair, struggle to find meaning in life
- Basic strength: Wisdom
- Classroom Application
- Work out conflicts in earlier life to avoid confusion in the future
- Allow children to explore in order to develop independence and work
harmoniously with peers and with himself/herself
- Knows how to turn down people with prudence

c) COGNITIVE DEVELOPMENT (JEAN PIAGET)

- Views children as constructivists
- Curious active explorers who respond to the environment according to
their own understanding

1. Sensorimotor (birth to 2 yrs.)

 Sensory / motor capabilities
 Object permanence

2. Intuitive or Pre-operational stage (2 to 7 years old)

 Collective monologue
 Imaginary friends
 Life-like objects
 Symbolism (images and languages)
 Egocentric

3. Concrete operational stage (7 to 11 years old)

 To see is to believe
 Logical thinking
 Reversibility

4. Formal operations stage (11 years and beyond)

 Metacognition
 Logical / scientific thinking
 Deductive reasoning
 Experience is the best teacher
Classroom Application
Develop and stimulate brain functions through interactive activities

d) COGNITIVE DEVELOPMENT (JEROME BRUNER) –

Language Acquisition Support System (LASS)
- The human mind gains inputs through the senses, processes them through
cognitive abilities and produces outputs employing language and creative
expression.

Involves 3 stages:
1. Enactive stage (0 to 18 months)
- Children respond to sensory stimuli
- Objects and experiences represented by sensory inputs

2. Iconic stage (18 months to 6 years)

- Use of pictures and mental images
- Child is guided by his mental imagery. He is to form his own mental images

3. Symbolic stage (6 years onwards)

- The child expresses himself in the form of words. Development of language

Classroom application
Applicable to infancy and childhood
Teacher should utilize the internal imagery of the child. This mental imagery of the child would
enable him in the conversation of his experiences and forge ahead of new experiences.

e) MORAL DEVELOPMENT (LAWRENCE KOHLBERG)

- The moral development of each successive generation is of obvious
significance to society

Moral Development Stages

Level One: Pre-conventional Morality (0-9 years)

1. Young child does not really understand the conventions or rules of a society.
2. Avoids punishment
3. Receives benefits in return

Stages Description
1.OBEDIENCE PUNISHMENT  Rules are obeyed simply to avoid
2. INSTRUMENTAL RELATIVIST punishment
 Rules are obeyed simply to earn rewards

Level Two: Conventional Morality (9-20 yrs.)

1. Conform to the convention of society because they are the rules of a society
2. Respecting authorities

Stages Description
3.INTERPERSONAL RELATIONSHIP  Rules are conformed to in order to avoid
4. SOCIAL ORDER disappointment and gain approval
 Social conventions blindly accepted to
avoid criticism from those in the authority
Level Three: Post Conventional Morality (after age 20 )
The moral principles that underlie the conventions of a society are understood

Stages Description
5.SOCIAL CONTRACT  Morality is based on agreement with others
6.UNIVERSAL ETHICAL PRINCIPLE to serve the common good and protect the
rights of others
 Morality is a reflection of internalized
standards

Classroom Application
Integration of values in daily teaching
Encourage and affirm good values

f) LEV VYGOTSKY’S SOCIOHISTORIC-COGNITIVE/LINGUISTIC

DEVELOPMENTSOCIAL

Zone of Proximal Development (ZPD) - gap between actual and potential development
*Actual development – what children can do on their own?
* Potential development – what children can do with help?
Scaffolding
- Competent assistance or support through mediation of the
environment (significant others) in which cognitive, socio - emotional and
behavioral development can occur.

g) GINZBERG THEORY
- it states that the process of making vocational choices in the life of an adult is
composed of major psychological crisis.

h) Integrated Attachment Theory (John Bowlby and Mary Ainsworth)

- Formation of parent-child relationship.
- It explains the connection between relationships that occur early in our lives and
those that happen later.

i) BEHAVIORIST THEORY OF DEVELOPMENT (John B. Watson)

 Father of Behaviorism
 Development is a continuous process
 Reflexes are inborn
 Behavior, traits, talents, values are learned

j) ALBERT BANDURA’S SOCIAL / OBSERVATIONAL LEARNING THEORY

 Known for his “Bobo doll” experiment
 People learn through observation, simulation, modeling which means watching
(observing), another called a model and later imitating the model’s behavior.
 Concentrates on the power of example

Models are classified as:

Real life – exemplified by teachers, parents and significant others
Symbolic – presented through oral/written symbols, e.g. books
Representational – presented through audio-visual measures, e.g. films

Classroom application:
Model desirable behaviors, making sure that the students are paying attention while doing so
Make sure that the students are physically capable of doing the modeled behavior and that they
know why they should demonstrate this behavior
Expose students to a variety of exemplary models

k) BURRHUS FREDERIC SKINNER’S OPERANT CONDITIONING AND

REINFORCEMENT

Operant Conditioning - using pleasant or unpleasant consequences to control the occurrence of

behavior.
 Verbal – praise, encouragement
 Physical – touch, pats, hugs
 Non-verbal – smiles, winks, warm looks
 Activity – games, enjoyments
 Token – points, stars
 Consumable – cookies

Classroom Application
Teachers may use pleasant or unpleasant consequence to control the occurrence of behavior
Act on a situation right away. Be sure to make students understand why they are being
reinforced or punished

l) EDWARD LEE THORNDIKE’S CONNECTIONISM

- Connectionism means learning by selecting and connecting

Thorndike Theory of Learning Classroom Implications

1. Multiple Response – variation of responses that  A child tries multiple responses to solve a
would lead to conclusion or arrival of an answer certain problem.
2. Law of Set and Attitude – attitude means  Giving of homework, advanced reading
“disposition”, “pre-judgment”, and prior affects learning
instruction/experience affects towards a given task.
3. Law of Readiness – interfering with oral directed  Asking a child to write the alphabets when
behavior causes frustration, causing someone to do he/she did not learn the basic strokes of
something they do not want to do is also frustrating. writing gets frustrated and annoyed.
a. When someone is ready to perform some act,
to do is satisfying.
b. When someone is ready to perform some act,
not to do is annoying.
c. When someone is not ready to perform some
act and is forced to do, it is annoying.
4. Law of Exercise – the organism learns by doing  Practice makes perfect
and forgets by not doing.  Provide varied enhancement
a. Law of use – connections between stimulus activities/exercises, seatwork.
and response are strengthened as they are
used.
b. Law of disuse – connections between a
stimulus and response are weakened when
practice is discontinued.
5. Law of Effect – reward increases the strength of a  Praise students’ achievements; encourage
connection whereas punishment does nothing. those low performing students to do better.

Classroom Application
Do not force the child to go to school if he/she is not yet ready. Indications of readiness:
sustained interest, improved performance (Ex. Writing, reading)
Practice what has been learned
Consider individual differences.
 Part II: Practice Test
Child and Adolescent Development

1. Rodge is very aloof and cold in his relationships with classmates. Which basic goal must have not
been attained by Rodge during his developmental years according to Erikson’s psychosocial
development?
A. Industry
B. Initiative
C. Identity
D. Trust
2. Studies in the area of neurosciences disclosed that the human brain has limitless capacity. What
does this imply?
A. Children can possibly reach appoint a where they have learned everything
B. Every child has his own native ability and his learning is limited to this native ability
C. Every child is a potential genius
D. Some children are admittedly not capable of learning
3. When the individual is said to be in the integrity rather than despair stage in Erikson’s theory, what
does this mean?
A. He / She is sure of his / her own identity.
B. Individual is able to work positively and creatively.
C. Satisfied with his status among his / her peers in work skills.
D. Developed a self-concept that s/he can accept and is pleased with his/her role in life and
what s/he produces.
4. Identical twins were orphaned and raised separately by their relatives who belong to different socio-
economic status. After 10 years, there was a difference in their academic performance. What
explains this difference?
A. Difference in nature.
B. Difference in nurture.
C. Difference in heredity.
D. Difference in intelligence.
5. Mr. and Mrs. Miranda believed that their daughter inherited from them and how they brought her
up contributed greatly to her total development. Therefore, Mr. and Mrs. Miranda are likely to
support which of the following principles of development?
A. Growth is sequential.
B. Developmental rates vary.
C. Each stage of development has characteristic traits.
D. The development of an organism is the interaction between heredity and environment.
6. Mothers who demand their children ages 3 to 5 to spend their time in serious academic study forget
that early childhood is the
A. Questioning age C. Initiative age
B. Toy age D. Pre-school age
7. Based on Freud’s theory, which operate/s when a student strikes a classmate at the height of anger?
A. Ego C. Super-ego and Ego
B. Id D. Super-ego
8. Why should children be toilet trained?
A. Because it is part of growing up gracefully
B. So they will know what to do as grown ups
C. Because it is a sign of neatness and cleanliness
D. So that it may not cause problems associated with fixation
9. Which of the following statements will not support the concept of individual differences?
A. Use varied activities for a difficult lesson
B. Consider the uniqueness of each student
C. Involve all students regardless of what the activity is
D. Help should be extended to both the gifted and retarded
10. Why should a teacher do a series of observations, not just one, to be able to make a conclusion
regarding an individual’s behavior?
A. To see the consistency of the exhibited behavior
B. To check if the model behavior was copied correctly
C. It is better to see the individual show different behavior at different times
D. It is not always possible to draw accurate conclusions by observing only once

11. Mrs. Tiglao observed that her seven year old pupil plays with his penis while she was explaining
the lesson for the day. What should Mrs. Tiglao do?
A. Scold the pupil so he will stop
B. Tell the pupil to stop what he is doing
C. Ignore the pupil and continue with the lesson
D. Do an activity to divert his attention to stop what he is doing
12. According to Kohlberg, a person’s moral development is due to maturational factors and cognitive
growth. Which of the following statements best supports his claim?
A. The older the person is, the higher is his level of morality
B. As the person develops, his morality becomes conventional
C. As the person grows and develops, his moral reasoning also gets defined
D. The younger the person is, the higher is his level of morality

13. For most adolescents, peers play an even more important role in life than they had during childhood.
Thus, 15-year old Roy gets hair cut like other boys of his age but different from his father’s. Which
of the following justifies Roy’s behaviour?
A. The adolescents poses a big problem to his family and thus needs more attention and
understanding
B. The adolescents join the “band-wagon” even if it is against his will so that he will be
accepted by his peers
C. It is normal for an adolescent to do things that would displease his parents
D. The adolescents strengthens his own identity by being a member of a group that defines
his difference from his father
14. Which of the following would you consider as a teacher of adolescents?
A. Activities given should be from general to specific
B. Always consider friendship as the basis in grouping students
C. Tasks to be assigned should be those that will make them feel like adults
D. There is a role confusion which implies uncertainty of appropriate behaviour
15. The process of internalizing values will depend upon the attitude we hold. Since this process takes
place gradually, how will you as a teacher go about it?
A. Practice what you teach not only in school community
B. Assign children to read reference on values of other cultures
C. Ask the parish priest or minister to visit your class
D. Invite resource persons to talk about Filipino values in your class
16. The principle of individual differences requires teachers to
A. Treat all learners alike while in the classroom
B. Give greater attention to gifted learners
C. Provide for a variety of learning activities
D. Prepare modules for slow learners in the class
17. In which way does heredity affect the development of the learner?
A. By providing equal potential to all
B. By making acquired traits hereditary
C. By placing limits beyond which the learner cannot develop
D. By compensating for what environment fails to develop
18. Which of the following is NOT a developmental principle?
A. Numerous studies have revealed how individuals develop
B. Social expectations mark every developmental period
C. Early development is more critical than later development
D. Development follows as orderly, predictable sequence
19. In what developmental stage is growth most rapid?
A. Adolescence C. Early Childhood
B. Infancy D. Middle Childhood
20. Early childhood is regarded as teachable stage for the teaching of skills. It is because children in
this stage are ______________.
A. growing fast C. excited with whatever they undertake
B. attracted to games D. adventurous
21. Bruner’s theory on intellectual development moves from enactive to iconic and symbolic stages.
Applying Bruner’s theory, how wold you teach?
A. Begin with the concrete C. Begin with the abstract
B. Do direct instruction D. Be interactive in approach
22. Research on Piagetian tasks indicates that thinking becomes more logical and abstract as children
reach the formal operational stage. What is an educational implication of this finding?
A. Let children be children
B. Expect hypothetical reasoning for learners between 12 to 15 years of age
C. Engage children in analogical reasoning as eerily as preschool to train them for higher order
thinking skills (HOTS)
D. Learners who are not capable of logical reasoning from ages 8 to 12 lag behind in their
cognitive development
23. It is easy for children to learn language because each person has a Language Acquisition Devices
(LAC) that predisposes one to acquire language. This theory is espoused by _______
A. Chomsky C. Watson
B. Piaget D. Gardner
24. What is the advantage of knowing the developmental tasks for the stage of development that the
students are in?
A. The students can learn better
B. The teacher will be able to determine whether or not the tasks he / she plans for the students
are appropriate
C. The students will be able to make adjustments with their learning styles and study habits
D. The teacher can work well with the students’ parents
25. Julia was first asked to compare identical amount of liquid in two short glasses. The liquid from
one of the two short glasses was poured into taller, slimmer glass of the same capacity. Julia
indicated that the amount of liquid in the two different glasses is still the same. What is Julia capable
of?
A. Reversibility C. Accommodation
B. Assimilation D. Conservation
26. Which situation best illustrates the concept of growth?
A. A kinder pupil gains two pounds within two months
B. An elementary pupil has learned to play piano
C. A high school student gets a score of 85 in a mental ability test
D. An education student has gained knowledge on approaches and strategies for teaching
different subjects
27. While you are teaching your class, you noticed that your student asks permission to go to the canteen
to drink. You yourself feel like drinking a glass of cold water too, because of the warm weather.
Which of the following principles justifies the student’s behavior?
A. One of the basic needs of man is water
B. The body tends to maintain a state of equilibrium called homeostasis
C. Development is a product of interaction of the organism in its environment
D. The need of one, like water, is the same for all individuals in order to grow and develop.
28. Lila and Mila are fraternal twins; Lila is an extrovert while Mila is an introvert. Lila likes to eat
spaghetti while Mila dislikes it. On the other hand, Mila gets good grades while Lila contends herself
with fairly good grades. Which of the following principles does not apply in this case?
A. Each individual is unique
B. No to individuals are alike
C. Development patterns show wide individual differences
D. Development is a product of interaction of the organism in its environment
29. Lito is very attached to his mother and Lita to her father. In what developmental stage are they
according to Freudian psychosexual theory?
A. Anal C. Phallic
B. Genital D. Latent
30. Christopher kept on sucking his thumb until his adolescence. His needs during his oral development
where not gratified so he became fixated at this stage. Which of the following theories is generally
applied to the early experiences as an explanation for adult behavior?
A. Psychosocial C. Social Learning
B. Psychosexual D. Cognitive Development
31. In this moral level according to Kohlberg, individuals continue to regard conformity to social rules
as necessary but not for reasons of self-interest.
A. Conventional level C. Pre-conventional level
B. Autonomous morality D. Heterogeneous morality
32. After playing Keisha, came home rushing and unmindful of her dirty looks, she immediately gave
a big hug to her mother who was waiting for her at the door. Children on this stage tend to be careless
and shoddy about their appearances. At what stage do children display this characteristic?
A. Play age C. Sloppy age
B. Troublesome age D. Gang age
33. Young children have short attention span and interest. What kind of task should a teacher give
them?
A. Challenging and interesting activities
B. Easy and difficult activities
C. Varied activities
D. Long and difficult activities
34. Kate comes to school on time because it is one of the school’s rules and regulations. Besides, she
does not like to disrupt their class by coming late. In this situation, which level of Kohlberg’s
morality does Kate belong?
A. Universal C. Pre-Conventional
B. Conventional D. Post-Conventional
35. The mother of Rose got angry with her because she disobeyed her. She joined the outing of her
“barkada” which the mother thought was dangerous. If Rose did not join their outing, she will be an
outcast in the group. What characteristics of adolescents did Rose exhibit in this case?
A. Adolescents are care-free and happy-go-lucky individuals.
B. Adolescents did not mind other people as long as they are happy.
C. Adolescents give priority to the demands of peers than their parents.
D. Adolescents know that their parents will ignore them even if they commit mistakes.
36. At puberty age, adolescents are always curious and experimenting many experiences. It happens
that you caught them smoking and you have a suspicion that it is marijuana. What would you do?
A. Tell them to smoke at the smoking area.
B. Report it immediately to the principal for appropriate action.
C. Confront them and scold them
D. Clarify to them the hazards of smoking to their health
37. In a class, there are children who usually get out of the social circle. How do you describe these
children?
A. Aggressive type C. Quarrelsome type
B. Friendly type D. Shy type
38. Which is the most practical means of helping a shy, withdrawing child?
A. Call him / her to answer the question.
B. Provide him / her with group leadership roles.
C. Make class work easy for him / her to participate
D. Provide opportunities for him / her to show his / her talents
39. At what stage do children are expected to acquire the rudiments of knowledge that are considered
essentials for successful adjustment to adult?
A. Gang age C. Play age
B. Elementary age D. Creative age
40. Which of the following will enhance the learning of preschoolers?
A. Always give reward and never punish
B. Activities should be hands-on and not written
C. Use colourful, attractive and challenging materials
D. Make activities too easy, simple and for a short period overtime
41. It is a fact that very young children have a very short attention span. Which of the following is best
suited to them?
A. Let them do the things they like to do.
B. Ask them to do a long activity but with intervals.
C. Group them according to their needs and interests.
D. Prepare interesting and different activities but for short period of time.
42. In the Grade I class of Ms. Panta, she requires her pupils, aged six to seven years old to use big
pencils in writing. She discourages the use of small pencils and ball pens. What does this practice
imply?
A. Big pencils make big prints, make beautiful writing
B. Small pencils and ball pens make small prints which are difficult to read.
C. Big pencils are easy to hold because fine muscles at this age are not yet fully
developed.
D. Small pencils and ball pens, because these are thin, have pointed writing ends, might be
dangerous to very young children
43. Maturation should precede certain types of learning. How is this principle applied in the classroom?
A. Follow the interest of the students in assigning tasks
B. Concepts should be taught from simple to complex
C. Reduce stimulation so as to increase attention to the task.
D. Problems match appropriately to students’ level of thinking
44. Ms. Pinto is a Grade VI adviser. How can she promote moral development in her classroom?
A. Accept misbehaviours/wrongdoings of pupils because they are still immature.
B. Disregard the powerful influence as a role model as she interacts with students.
C. Discourage discussions of topics like honesty and respect for others in the
classroom.
D. Emphasize individual responsibility and the practical nature of rules designed to
protect the rights of others.
45. When a student displays aggressive behaviour in the class, what should the teacher do?
A. Ignore the student
B. Model non-violent conflict-resolution strategy
C. Threaten the student to win confidence
D. Send the stunt out of the classroom
46. Generally, we observe that children first crawl, stand before they walk. They scribble, draw lines,
circles before squares. What developmental pattern is implied?
A. Natural sequence of development
B. Continuity in developing patterns
C. Similarity in development patterns
D. Differences in development patterns
47. Ruth was able to walk without support at age 12 months because of the “internal ripening” that
occurred in her muscles, bones, nervous system development. This change in Ruth is attributed to
the concept called
A. Growth C. Maturation
B. Learning D. Development
48. Who asserted that children must be given the opportunity to explore and work on different materials
so that they will develop the sense of initiative instead of guilt?
A. Gardner C. Kohlberg
B. Maslow D. Erikson
49. It is not wise to laugh at a two-year child when he utters bad words because in this stage he is
learning to _________________
A. Distinguish right from wrong C. Distinguish sex differences
B. Socialize D. Consider other’s views
50. “Train up a child in ways he should be; when he grows he will not depart from it.” Which principle
supports this?
A. Development is determined by environment
B. Early development is more crucial than later development
C. Later development is more crucial than early development
D. Development is determined by heredity
51. Bruner’s theory on intellectual development moves from enactive to iconic and symbolic stages. In
which stage(s) is/are diagram/s helpful to accompany verbal information?
A. Enactive and iconic
B. Symbolic and enactive
C. Symbolic
D. iconic
52. Research on Piagetian’s tasks indicates that thinking becomes more logical and abstract as children
reach the formal operations stage. What is the educational implication of this finding?

A. Engage children in analogical reasoning as early as pre-school to train them for higher
order thinking skills (HOTS)
B. Learners who are not capable of logical reasoning from ages 8 to 11 lag behind in their
cognitive development
C. Let children be children
D. Expect hypothetical reasoning for learners between 12 to 15 years of age

53. If a student is encourage developing himself to the fullest and must satisfy his hierarchy of needs,
the highest needs to satisfy according to Maslow is

A. Safety need
B. Transcendence
C. Self-actualization
D. Belongingness

54. J. B. Watson relates that a particular behaviour is determined by environmental factors. Which of
the following situations can help the students develop a positive attitude towards mathematics?

A. Give difficult problems to challenge the students

B. Tell students that Math is a difficult subject
C. Have favorable learning atmosphere in the classroom
D. Present lessons from the easiest to the most complex

55. Which statement holds true to Oedipal stage?

I. The child gets emotionally attached to the parent of the opposite sex
II. It comes from 4 to 6 years of age
III. The child simultaneously reacts as a rival to the parent of the same sex
A. I, II, III
B. II only
C. I, III
D. I, II
56. Which educational issue can be clarified by understanding Maslow’s Hierarchy of Needs theory?

A. Delinquency in the public schools

B. The effect of poverty on academic achievement
C. Sex education in school
D. The effect of different classroom structures

57. Julius is very attached to his mother and Janel to her father. In what development stage are they
according to Freudian psychosexual theory?

A. Anal stage
B. Phallic stage
C. Latency stage
D. Genital stage

59. According to Kohlberg, a person’s moral development is due to maturational factors and cognitive
growth. Which of the following statements best supports his claim?

A. As the person grows and develops, his moral reasoning also gets defined
B. The older the person is, the higher is his level of morality
C. The younger the person is, the higher is his level of morality
D. As the person develops, his morality becomes conventional

60. To make sense of our world, we organize our experiences. We also alter our thinking to include
new ideas and additional information. This process of changing our thinking as a result of new ideas is
termed by Piaget as

A. Adaptation
B. Adjustment
C. Assimilation
D. Accommodation