Abigail C.

Wakit

Module 1: The Child and Adolescent Learner

Learning Activities

Activity 1: Case study

Observe your own community. What is the situation of the children in your community?
What are the rights of the children in your community that are often violated? In light of
the provisions of P.D. No. 603 on the rights of children and young persons and the
United Nations Convention on the Rights of the Child, how far has your own community
gone to comply with the provisions of the said decrees? List particular
actions/advocacies/programs/projects that your community officials and the community
as a whole have done/have been doing to address the issues concerning the plight of
children in your community.
 In my community the numbers of children are increasing and there are rights
from PD 603 that has been violated and these are; the right to proper education,
the right of balance diet, adequate clothing sufficient shelter and the right to
proper medical attention. Luckily my community is one of the active communities
to comply with these problems. One of the programs that my community propose
is the out of school youth program where in the youths that are not in the school
can make any product to be sold everywhere to in order for them to have a profit.
Another program is the alternative learning system. Some children and youths in
my community can’t afford a formal education so this program is to get these
youths to be educated without going to school because they will use module all
their activities on that certain subject is inserted within that module so that when
they finish and passed all the activities they will have a certificate.

Post test
I. True or False: Write T if the statement is true and F if the statement is
false.

1. Childhood refers to the time or state of being a child, the early stage in the
existence or development of something. T
2. Childhood connotes a time of innocence, where one is not free from
responsibility and vulnerable to forces in his environment. F
3. The extension of childhood was actually a stretching of adolescence made
possible by schooling. T
4. In 1960, by law, childhood of girls was lengthened by raising the age of consent
from the age 25 to 21. F
5. Members of every cultural group raised children to understand their particular
traditions including religious faith. T
6. “Adolescent” and “Teenager” in English countries are different. F
7. Adolescence is derived from the Latin noun “dolor” meaning pain, or the stage
where the person experience pain. T
8. The World Health Organization (WHO) defines adolescence as the period of life
between 9 and19. F
9. The stage of puberty in recent times would refer to ages nine and thirteen. T
10. PD No. 603 dated December 10, 1974 listed down the Rights of Filipino Children
and Young Persons. F

II. Know the Children’s Rights: Read thoroughly the situations of the
children in the following items. With their conditions, discuss what
particular provision/s in P.D. 603 and/or UNCRC is/are violated.

1. Peter was only 7 years old when his father died. When Peter was 10
years old, his mother remarried. Little does his mother know, Peter’s
stepfather has been cruel to Peter? Whenever Peter’s mother is away for
work, his stepfather often asks him to buy cigarette and liquor in the
neighbor’s store. Every day, the stepfather orders Peter to fetch water for
his bath and beats Peter whenever he refuses and does not give him food
to eat.
 In Peter’s situation his step father is violating the PD 603, because
every child has the right to a balanced, adequate clothing, sufficient
shelter, proper medical attention and the basic physical
requirement of healthy and vigorous life.

2. Barangay Makilala is a community where the neighbors are well known for
idling and gossiping. Both men and women are seen in the street either
gambling or indulging into drinking spree. Even the only basketball court
 where children use to play is now converted to a small cockpit arena.
Since, most of the parents have no work; they do not send their children to
school. Instead, the children are seen in the garbage dumpsite
scavenging for whatever they may sell.
 In this case UNRC is violated under article 26:1 that the barangay
should recognize every child the benefit to from social security.
They also violated article 32:1 that the child have the right to be
protected from economic exploitation and from performing any work
that is likely to be hazardous or to interfere with the child education.

III. Essay
1. Distinguish childhood from adolescence.
 Childhood refer to the time or state of being a
child while Adolescence is an intermediate
stage of development, the period from puberty
to adulthood in human being.

2. In view of the pertinent provisions of PD 603 and the

UNCRC, comment on how much the Philippine
government has done to address the plight of the
marginalized Filipino children.
 According to PD 603 and the UNRC there are
different rights of a child and children that has
to be given, in our country there are many
problems regarding the children right on
violation of children’s right such as; right of
education parents reason why they can’t send
their children to school is “poverty “but our
government had given an opportunity for this
poor children to study and this program is what
we call Poverty Alleviation Program another is
the Alternative Learning System and some of
these children living in poverty was given an
opportunity through senates scholarship.
Another violation of children’s right that I have
observed is the right of a child to have a shelter
food and clothing. Again our government gave
a program to rescue this matter and these are
the Pabahay Program but through these
remedies that our government had done not all
the Filipino children are granted to have that
program. So until these days Filipino children
 are hoping for the action of the government to
reach them.

Module 2: Physical and Motor Development of Children and Adolescents

Learning Activities

Activity 1:
a. On a half size cartolina, draw or paste a picture of a CHILD and list the
common physical and motor development on the left side and the common
brain development on the right side. (for BEEd students)

Right Brain Left Brain

Creative Thinking Physical fitness

Decision Making Running

Mentally Alert Roaming around

They color coloring books Dancing

through their creative way
They assumed leadership
 b. On a half size cartolina, draw or paste a picture of an ADOLOSCENT and list
the common physical and motor development on the left side and the
common brain development on the right side. (for BSEd students)

Left Brain
Right Brain
Verbal communication
Nonverbal communication
Word reading
Large muscle control
Positive emotions
Emotional quotient
Math calculation
Comprehension
Small muscle control
Math reasoning
Processing information
Unconscious actions

Negative emotions

Activity 2:

A. Classroom Observation

Most children are to cope with changes in the environment that come at pace
faster than what they expect, so schools are expected to come up with instructional
approaches that will provide better opportunities to learn. That’s why schools and
classroom operations should create or enhance teaching-learning behavior.
You are to observe a classroom in the elementary or high school classes and study the
following situations. Make a narrative report and present it to the class:

1. Schedules of subjects and activities;

 As I observed the nearest school of my place ( Wat- Wat
Elementary School) I have seen that schedules of their subjects are
not just like our time before because of the k-12 curriculum and
they integrated the mother tongue base in teaching. In elementary
they are more on activities in order for the pupils to develop their
thinking ability and social aspects. In the morning they have four
subjects and three in the afternoon in order for the pupils to be
active in whole day the teachers teaches the hard subjects in the
morning and in the afternoon the minor subjects.

2. Room arrangements. (arrangement of chairs or tables)

 The arrangement of the classroom when it comes to tables and
chairs is in proper places where in there are two tables inside
classroom one will be at the back rows of chairs and one is in front
of the rows the sitting arrangement of the pupils as I observed one
boy is sitting between two girls. The display boards or bulletin
boards are placed on the walls at both side and at5 the back.

3. Written or posted classroom rules or disciplinary obligations of pupils or students

 The written rules and disciplining measures for the pupils can be
seen or posted at the right side wall before you enter the
classroom. Example of the obligations are the cleaners of the day,
task to do before going home and the rules are; no chatting with
your seatmate, no cheating and maintain the cleanliness of the
classroom.
4. Classroom space (Are there enough space for the learners to move? Are there
too much stuff that occupy greater space?)
 The classroom space is enough for the students to move specially
when they are task to do a certain activity wherein they will arrange
the story from the beginning to its ending they need enough space
in the school. I have observed that the space is enough for the
pupils to move and play if needed because the stuff are in proper
places and there is no much stuff place in the classroom.

5. Classroom atmosphere (are there enough ventilation and light?)

  In every room I entered I have seen that some of the fans are not
working and also the light is not quite convincing for the students to
enjoy every color or painting inside the classrooms but there are
some rooms which composes proper ventilation and light supply.

6. Classroom emotional climate

 The classroom emotional climate is based on the weather outside the
classroom if it is hot the students are sleepy and lazy to move but if the
weather is not too hot and there is enough air in the room the students are
noisy and playful they even run inside the classroom but as teachers I
have observed that we should bring a happy world inside the classroom to
motivate the learners.

Post test

Name: _________________________ Course &

year:_________________

A. Matching type: match A with B

A B
__d__ 1. Reduced visual a. imperfect vision
acuity
__c__ 2. Amblyopia b. nearsightedness
__e__ 3. hyperopia c. lazy eye
__b__ 4. myopia d. poor sight
__a__ 5. astigmatism e. farsightedness
__m_ 6. dyslexia f. math
__l__ 7. dysgraphia g. smelling
__k__ 8. visual agnosia h. hearing
__j__ 9. motor aphasia i. stuttering
__i__ 10. dysarthia j. speaking
__h__ 11. auditory k. sight
agnosia
__g__ 12. olfactory l. writing
agnosia
__f__ 13. dyscalculia m. reading
__p__ 14. visually n. these are temporary or permanent
impaired impairments such as paralysis, stiffness
or lack of motor coordination of bones
muscle or joints

__q__ 15. visually o. these includes problems among

candicapped children related to disorders in
understanding or using spoken/written
 language

__r__ 16. partially p. refers to those who were previously

sighted labeled blind and partially sighted
__s__ 17. low vision q. is a form of visual impairment which
even with correction, still cannot achieve
a normal educational performance
_t___ 18. blindness r. are those with “low vision” and are
able to use print, with or without aids as
their main medium for performing in
school

__n__ 19. physical s. they are able to see but the visual
disabilities impairment interfere with using vision for
learning
_O__ 20. learning t. is the inability of the person to see
disabilities anything and can learn through the use
of Braille only.

B.

Maternal nutrition 1. This is one important factor affecting development through the
mother’s supply of all the nutrients to the inborn fetus during the food
intake so that she should take care of her diet for her sake and that of
the fetus.
Child nutrition 2. This includes adequate nutrition that contributes to a continuous
brain growth, rapid skeletal and muscular development of a child such
as supply of fruits and vegetables, whole grain, food rich in protein
and calcium.
Nutrition 3. This factor influences to a large extent of a child’s growth
Medical 4. These are gastrointestinal disorders such as celiac diseases; food
conditions allergies; thyroid problems; hormone deficiency, heart, kidney or liver
ailments and certain chromosomal abnormalities that have adverse
effect on growth
Exercise 5. This is a regular physical activity that promotes growth by
strengthening bones and muscles.
Steep 6. a state of partial or full unconsciousness in people, during which voluntary fun
are suspended and the body rests and restores itself, or a period spent in this st
wherein 70-80% percent of growth hormone is secreted
Genetic 7. this result from blood incompatibility of the husband and wife or the
transfer of defective genes from parent to offspring
Prematurity 8. birth of fetus is usually earlier that the ninth month of pregnancy
Infection 9. this is caused by bacteria or virus on the fetus in the womb of the
 mother, the germs usually come from highly communicable diseases
like venereal diseases
Malnutrition 10. insufficient intake of food nutrients necessary to sustain growth
and development of the fetus and the mother
Irradiation 11. pertains to the exposure of the pregnant mother to radioactive
elements like x-ray that affects the fetus
Metabolic 12. inability of the mother or the fetus to make use of food intake
disturbances
Drug abuse 13. entry of large qualities of medicines into the body thus affecting
the fetus
Birth injuries 14. these are injuries suffered by the newborn baby
Difficult labor 15. hard and prolonged labor before the actual birth which interrupts
the oxygen intake of mother to fetus

C. Discussion

1. Why is it important for a teacher to be aware of the various development

processes the children undergo in terms of:

a. physical and motor development;

A teacher must be aware of the physical and motor development
of a child in order for him/her to consider the child if there are
cases that the child can’t join a certain activity. For example if the
child is not physically fit for running, jumping, track and field for
exercises the teacher must know it so that he/ she will consider
that pupil.
b. brain development; and
A teacher needs to consider the brain development of a learner
because sometimes there are pupils who can’t cope with the
lessons and we call them slow learners. There are also fast
learners. For slow learners, once the teachers know it he/ she
may give remedial classes, for them to cope with the daily lesson.

c. exceptional development such as physical and sensory disabilities, attention

and deficit hyperactivity disorders?
A teacher must also know the exceptional development of the learners such as
physical and sensory disabilities, attention, deficits and hyperactivity disorder in order
for the teacher to give what they need and to develop or change them step by step or
little by little to be a better person.

Module 3: Linguistic and Literacy Development of Children and Adolescents

Learning Activities

Activity 1: Classroom observation

You are required to observe the classroom of the pre-school and submit a
narrative report on the physical arrangement of the classroom. Ask the teacher in
charge about the following language environment and how these help for meaningful
and purposeful experience:

1. Language environment:

a. Classroom materials for language instruction

 In the classroom that I observed the classroom materials for the
language instructions are the charts, books, and sometimes
teachers teach through power point in order for the leaners to enjoy
and easily understand the lesson by showing them some pictures.
In the classroom and school as a whole I have observed that using
educational technologies for language instructions is enjoyable.

b. Listening center
 In the school they put up a whole room for listening test for the
leaners but of course inside the classroom alone during the
discussions and giving instructions the teachers can easily test.
The listening ability of each learner. Some of the pupils need a
repetition of instructions for them to hear it clearly. In the classroom
during the lunch or break time, the teacher will arrange the chairs
for the kids who can’t hear clearly, they will sit in front or in the front
row, this listening center will help the pupil to improve their listening
ability and to improve their listening ability and their understanding.

c. Literacy play centers

 Since the classroom is not wide enough to put up their literacy
center the school have a building for literacy play center. Inside this
center they have some technologies or machine such as;
computers, maps with pictures and product of every country for
them to get acquainted with the cultures of other countries. They
have also a book which deals with machines and inventions. Aside
from these they also have sound systems and complete set of
televisions and cd players.
 d. Pupils desk and tables arrangement for cooperative learning
 In the classroom the arrangement of pupils’ desk and takes is
according to the lesson that the teacher has prepared for the
particular subject. If the works of the pupils are good for groups the
teacher will arrange the chairs in a circle manner depending on the
number of groups. The purpose of this is to make every pupil be
cooperative in every activities and to improve their socialization,
another is to form unity inside the classroom.

Activity 2: Reaction Paper

Make a reaction on the following statement. Why should parents play an important role
in adapting children’s special words for things?

“Bilingual parents should weigh the advantages and disadvantages of bilingualism and
decide on the kind of linguistic environment they will provide their children”

 “Bilingual parents should weigh the advantages and

disadvantages of bilingualism and decide on the kind of linguistic
environment they will provide their children.

From the bilingual we can easily say that two tribes with
different language joined together or two languages in one person.
In this case when we deal with the growth of a child the child will
learn to speak two languages. If a child can speak two languages
there are instances that he/she will exchange some meaning of
words to other language. For example if a child is Kankana-ey
andTagalog there are some words which are the same in
pronunciation but different in meaning. When a child says “kitong
“in Kankana-ey this word means“forehead”but in Tagalog this word
is a kind of skin disease. Another example is a word from Ifugao
“bab a “for us; this word means teeth but in Tagalog there are
different meanings which are; get down, chin and down stairs.
Bilingualism also is good for better communication and
understanding of a child but there are dis advantages as I stated
which are miss communications or miss understanding because of
word meanings.
Given those advantages and dis advantages of bilingualism,
parents hold a great role or an important role to their children.
 Parents must explain every meaning of the words that comes from
the mouth of their child. They are responsible in weighing word that
their child utterances whether it is good or bad. Parents also should
decide what specific language to be use by their children to avoid
confusion of meanings. As they say, your child is your image and
everything that comes out from the mouth of a child first learned at
home because parents are the first teachers of their children.

Post test
Discussion:

1. Discuss the seven (7) concepts in story reading (Tompkins, 2002) and explain
how these concepts help in the development of children’s understanding of
stories read.
 The 7 concept in Story reading are;
1) The concept of story is acquired by reading and writing
stories and by knowing the elements.
2) Stories are distinguished from other forms of writing their
unique structural elements such as plot characters, setting,
point of view and theme.
3) The teachers’ present lessons about the elements of story
structures and student apply what they have learned from
the stories.
4) The concept of the story informs and supports the reading of
which is done aesthetically.
5) Comprehension involves the three factors; the reader, the
text and the purpose.
6) Teachers involve students in varied activities to develop
students’ use of all five comprehension process.
7) Students read and write stories as part of literature focus
units, literature circles, reading and writing workshops and
theme cycles.

*** These seven concepts can develop the children

understanding of stories by applying all these concepts in
story reading. Teachers may not include all these concept
everyday but if there are two or three concepts done in a day
it is a big help to the understanding of the learners.

2. Why is it important for teachers to know about linguistic and literacy development
of children and adolescents?
  It is very important for the teachers to know about linguistic and
literacy development of children and adolescents because teachers
are the molder of the learners so they need to know it because of
what we call differences in development , another is in order for the
teacher to provide the needed care and treatment of individual
learners and as teachers we must not assume that every learners
are the same when it comes to linguistic and literacy development
there are learners who needs remedial classes to develop their
linguistic ability and literacy.

3. What are the relevance of knowing theories of language development

 Knowing language development theories is important or relevant
specially to the teachers in order for them to classify understand
and meet the needs of the learners because learners have
differences in language development and for the teachers to be not
ignorant on the learners disabilities.

Module 4: Cognitive Development of Children and Adolescents

Learning Activities

Activity 1: Internet browsing

This form can help you determine which intelligences are strongest for you. If you're a teacher or
tutor, you can also use it to find out which intelligences your learner uses most often. Many thanks to
Dr. Terry Armstrong for graciously allowing us to use his questionnaire.

Instructions: Read each statement carefully. Choose one of the five buttons for each statement
indicating how well that statement describes you.

1 = Statement does not describe you at all

2 = Statement describes you very little
3 = Statement describes you somewhat
4 = Statement describes you pretty well
5 = Statement describes you exactly

1 2 3 4 5

1. I pride myself on having a large vocabulary.

2. Using numbers and numerical symbols is

easy for me.

3. Music is very important to me in daily life.

4. I always know where I am in relation to my
home.

5. I consider myself an athlete.

6. I feel like people of all ages like me.

7. I often look for weaknesses in myself that I

see in others.

8. The world of plants and animals is important

to me.

9. I enjoy learning new words and do so easily.

10. I often develop equations to describe

relationships and/or to explain my
observations.

11. I have wide and varied musical interests

including both classical and contemporary.

12. I do not get lost easily and can orient

myself with either maps or landmarks.

13. I feel really good about being physically fit.

14. I like to be with all different types of

people.

15. I often think about the influence I have on

others.

16. I enjoy my pets.

17. I love to read and do so daily.

18. I often see mathematical ratios in the world

around me.

19. I have a very good sense of pitch, tempo,

and rhythm.

20. Knowing directions is easy for me.

21. I have good balance and eye-hand

coordination and enjoy sports which use a ball.

22. I respond to all people enthusiastically, free

of bias or prejudice.
23. I believe that I am responsible for my
actions and who I am.

24. I like learning about nature.

25. I enjoy hearing challenging lectures.

26. Math has always been one of my favorite

classes.

27. My music education began when I was

younger and still continues today.

28. I have the ability to represent what I see

by drawing or painting.

29. My outstanding coordination and balance

let me excel in high-speed activities.

30. I enjoy new or unique social situations.

31. I try not to waste my time on trivial

pursuits.

32. I enjoy caring for my house plants.

33. I like to keep a daily journal of my daily

experiences.

34. I like to think about numerical issues and

examine statistics.

35. I am good at playing an instrument and

singing.

36. My ability to draw is recognized and

complimented by others.

37. I like being outdoors, enjoy the change in

seasons, and look forward to different physical
activities each season.

38. I enjoy complimenting others when they

have done well.

39. I often think about the problems in my

community, state, and/or world and what I can
do to help rectify any of them.

40. I enjoy hunting and fishing.

41. I read and enjoy poetry and occasionally

write my own.
42. I seem to understand things around me
through a mathematical sense.

43. I can remember the tune of a song when

asked.

44. I can easily duplicate color, form, shading,

and texture in my work.

45. I like the excitement of personal and team

competition.

46. I am quick to sense in others dishonesty

and desire to control me.

47. I am always totally honest with myself.

48. I enjoy hiking in natural places.

49. I talk a lot and enjoy telling stories.

50. I enjoy doing puzzles.

51. I take pride in my musical

accomplishments.

52. Seeing things in three dimensions is easy

for me, and I like to make things in three
dimensions.

53. I like to move around a lot.

54. I feel safe when I am with strangers.

55. I enjoy being alone and thinking about my

life and myself.

56. I look forward to visiting the zoo.

Find my strengths!

Results
4.14 Musical: You like the
rhythm and sound of
language. You like poems,
songs, and jingles. You
enjoy humming or singing
along with music. You
probably remember things
well when they are
associated with music or
rhythm. Try to incorporate
sounds into your lessons,
such as using a familiar
tune, song, or rap beat to
teach spelling rules, or to
remember words in a series
for a test. Here are some
other ways to use your
musical intelligence:

 Create a poem
with an emphasis
on certain sounds
for pronunciation.

 Clap out or walk

out the sounds of
syllables.

 Read together
(choral reading) to
work on fluency
and intonation.

 Read a story with

great emotion —
sad, then happy,
then angry. Talk
about what
changes — is it
only tone?

 Work with words

that sound like
what they mean
(onomatopoeia).
For example:
sizzle, cuckoo,
smash.

 Read lyrics to
music.

 Use music as
background while
reviewing and for
helping to
remember new
material.

 Use rhymes to
remember spelling
rules, i.e., "I
before E except
after C."

4 Language: You enjoy enjoy

saying, hearing, and seeing
words. You like telling
stories. You are motivated by
books, records, dramas,
opportunities for writing.
Effective techniques of
enhancing your learning
using your language
intelligence include reading
aloud, especially plays and
poetry. Another idea is to
write down reflections on
what you've read. You may
also enjoy exploring and
developing your love of
words, i.e., meanings of
words, origin of words and
idioms, names. Use different
kinds of dictionaries. Other
ideas:

 Keep a journal

 Use a tape recorder

to tape stories and
write them down

 Read together, i.e.,

choral reading

 Read a section,
then explain what
you've read

 Read a piece with

different emotional
tones or viewpoints
— one angry, one
happy, etc.

 Trade tall tales,

attend story-telling
events and
workshops

 Research your
name

3.86 Body Movement: You like to

move, dance, wiggle, walk,
and swim. You are likely
good at sports, and you have
good fine motor skills. You
may enjoy taking things
apart and putting them back
together. Incorporating body
movement into your learning
will help you process and
retain information better.
Here are some ideas.

 Trace letters and

words on each
other's back.

 Use magnetic
letters, letter
blocks, or letters on
index cards to spell
words.

 Take a walk while

discussing a story
or gathering ideas
for a story.

 Make pipe cleaner

letters. Form letters
out of bread dough.
After you shape
your letters, bake
them and eat
them!

 Use your whole arm

(extend without
bending your
elbow) to write
letters and words in
the air.

 Change the place

where you write
and use different
kinds of tools to
write, ie.,
typewriter,
computer,
blackboard, or large
pieces of paper.

 Write on a mirror
with lipstick or
soap.

 Take a walk and

read all the words
you find during the
walk.

 Handle a Koosh ball

or a worry stone
during a study
session.

 Take a break and

do a cross-lateral
walk.
The scores for your other five intelligences:

3.86 3.71 3.57 3.14 3

Just because these five are not in your top three doesn’t mean you’re not strong in them.
If your average score for any intelligence is above three, you’re probably using that
intelligence quite often to help you learn. Take a look at the Practice section to see how to
engage all your intelligences.

Activity 2: Picture Cut outs

Submit a picture (cut out from magazines or download from the internet) of each
of the Intellectual Deficits
 Turner Syndrome,
 Klinefelter's Syndrome,

 Pervasive Developmental Disorders,

 Autistic Disorder,
  Asperger's Syndrome

Activity 3: Gifted Child

Make a research on a Filipino Gifted Child (Male or Female) and report to the
class the following points:

1. What is the exceptional intellectual capability of the child?

 The child is a fast learner her name is Drei Ticse
2. What activities do the gifted child engaged in?
 Drei is good in Spellings, Reciting alphabets backward,she memorized
computer key board, she can form jumbled letters and she loves
reading books.
3. Is it true that gifted children are able to learn faster and more efficiently and
process information at a rapid pace significantly better and different from
the rest? Explain your answer based on your research.
 According to this research I have found out that gifted child are able to
learn faster and more efficiently at a rapid pace significantly better and
different from the rest just like Drei she easily adopted the alphabets
and she can even recite it backward. She is also good in computers and
reading books these are the manifestations that gifted child is a fast
learner when it comes to their specializations.
Post test

I. Identification
Directions: Identify the term defined in each item.

Cognition 1. It is the process of learning in the broadest sense that includes

perception, memory, judgment, and thinking
Schema 2. It is an organized unit of knowledge. The child uses this to be able to
understand a situation or an experience and which will serve as
basis for organizing actions to respond to the environment.
Organization 3. It is the predisposition to combine simple physical or psychological
structures into more complex systems. Structures are viewed from
larger dimensions and not on limited parameters.
Adaptation 4. It involves the processes of assimilation and accommodation that
are complementary. It is adjusting one’s thinking according to
environmental demands
Assimilation 5. It is making use of an existing schema to a new experience
Accommodation6. It is modifying an existing schema to make it work in a new
experience
Egocentric It is the transition from the social activity of children to a more
speech 7. individualized activity which involves thinking until they arc able to
overcome difficulties
Inner speech8. It is an egocentric speech that has been internalized and which
develops intellectual capacities.
Micro genetic 9. Calls for a close scrutiny; a detailed examination of how a child solves a problem on
a particular learning situation or in die succeeding learning activities that
analysis immediately follow.
Meta cognition 10. It is the individual's knowledge and control of cognitive activities. It is knowledge
that develops through time, over childhood and which includes knowledge of the
self, his frame of mind, knowledge about task and the strategies that can be applied
Nativism 11. It views human as endowed with genetic trails seen in all members of the species,
regardless of differences in their environments.
Ethology 12. It points to genetically survival behaviors assumed to have evolved through natural
selection
Socio biology 13. It focuses on the study of society using the methods and concepts of biological
science.
Macro system 14. Or the cultural context contains the values and beliefs of the culture in which a child
is growing up. For example, a society's beliefs about the importance of education
exist in the cultural context
Exosystem 15. Or the socio-economic context is the cultural institutions which have indirect influ-
ence on the child's development. For example, institutions acknowledge that it is
the duty of government to provide the basic services
Micro system 16. Or the immediate context) includes those units that have directly influence on the
children. Examples are: families, schools, religious institutions, and
neighborhoods.
Mesosystem 17. Consists of the interconnections between these components. For example, the
specific schools a child attends and her own family are part of the microsystem
Analytical abilities18. It refers to the power to apply logical reasoning to arrive at the best answer to a
question.
Creative abilities 19. It involves imagining and devising new ways of addressing issues and concerns
including present demands.
Practical abilities 20. It involves the use of tacit knowledge or common sense. These are day to day
activities people used in the process of social and professional interaction within
the family and in the work place.

II. Discussion
Directions: Discuss the following briefly and concisely.
1. Explain the intellectual development reflecting changes in the cognitive structures of children.

 Intellectual development has to do with the cognitive changes or development of a

child where in; as the cognitive aspect of a child is developing the intellectual
development also of a child grows.

2. Enumerate and explain the basic assumptions of information-processing approach.

 Basic assumption of information processing approach;

a) Thinking is information process. As our mind works there is something
that can be stored in our memories through we can forget it there are
times that we think of it again and through this process a child can
develop his/her thinking capabilities.
b) Mechanism of change is important to describe. This is like storing some
changes and realizing that those changes can help us to develop the
cognitive aspect of a child and if these changes fade there are new
changes to be discovered again.
c) The cognitive system is self-modifying. in here stored knowledge, and
strategies about the past experiences can be used to their present
situation.
 d) Careful task analysis is crucial. Solving problems specially to the children
depends upon their ability and situation to handle because it is according
to their level of development so as teachers there is need for us to give a
problem solving according to their level.

3. Compare and contrast the theories of nativism, ethology, and Socio-biology.

 Nativism deals with the genetic trails seen in all members of species, regardless of
differences in their environment while ethology points to genetically survival
behaviors to have evolved through natural selection. On the other hand, sociology
focuses on the study of society using the methods and concepts of biological
science.

4. Explain the contextual variables that affect development and specify' how they interact.

 The contextual valuables that affect development are; universal changes this
aspect is the start of everything because it is the changes that all individual
undergo as biological organism and this is the process of growth and maturation
as we grow another is the group specific changes it focuses on the historical
events that has an impact of the life of the people not only on the culture and the
last aspect is the individual changes these are the changes that leads a person to
a unique individual, this is the only changes that cannot be shared to others.

5. Name the factors affecting development. How are they related to each other?

 The factors affecting the development are the universal changes, group specific
change and individual changes these three are related because it causes changes
in a person as a whole. It cause changes in experience, thoughts, attitudes and
physical aspects.

Module 05: Social and Emotional Development of Children and Adolescents

Learning Activities
Activity 1: Juvenile Delinquency

First classification

A 10-year-old East County boy accused of fatally stabbing his young friend with a
kitchen knife is expected back in Juvenile Court this week, when attorneys will take the
next step in determining how the unusual case will proceed.

It’s not yet clear what could happen to the boy if the court ultimately determines he
committed a crime, a “true finding” in Juvenile Court parlance.

Unlike adult court, the main purpose of the juvenile system is rehabilitation, not
punishment. No set standards exist as to what consequences a young offender could face.

Juvenile Court judges make decisions — with input from prosecutors, defense lawyers
and Probation Department officials — based on the circumstances of each offense, the
minor’s background and other variables.

“All of the focus in the juvenile system is based on treatment,” said Bill Sessa, a
spokesman for the state Department of Corrections and Rehabilitation. “Family
involvement plays an important role.”

2nd classification

The 10-year-old’s situation is complicated by his age and the seriousness of the crime he
is accused of committing. The District Attorney’s Office charged him last month with
murder and felony assault in the death of 12-year-old Ryan Carter, his sixth-grade
neighbor.

If the charges are found to be true, the 10-year-old — whose name has not been released
because of his age — would become a ward of the court. He could then be committed to
a state institution until he turns 25 or remain in San Diego County, possibly at a juvenile
camp operated by the county Probation Department.

The Juvenile Court could retain jurisdiction over the boy until he reaches 21.
County Probation Chief Mack Jenkins said his department supervises about 4,000
juvenile offenders, most of whom are not in custody and may live with parents or other
guardians. Those who are in custody cover a wide range of criminal behavior, including
armed robbery, gang shootings, burglary and thefts.

“Many are criminally sophisticated and have had multiple brushes with the Juvenile
Court,” Jenkins said. “Some are escalating their criminal behavior.”

Activity 2: Psychological Disorders that affect Children

Submit a picture or cut outs of Children with CONDUCT DISORDERS, and Attention
Deficit/Hyperactivity Disorder (ADHD). Give a description of each picture or cut out based on the
behaviors that a child fails to control.

Pictures of children with conduct disorders

This is but unusual for a child to destroy

the wheel of a car. A normal child will
not do it.

This child is trying to kill himself

and it is not the act of a normal
child.
 Attention deficit children

This child on this picture is lacking of

attention at home that’s why when
he enters the classroom he never
mind all the things they do even the
teacher’s calling.

The child here enjoyed being

alone and he doesn’t want to
mingle with other students.
 Hyper activity disorder

This child steps on the chair even if

no body required him to do so.

As we can see this child painted his

body and clothes even if no body ask
him to do so…

Post test

I. Identification

Directions: Identify the term defined in each item. Choose your answer from the pool of words that
follows. Use each word only once. Write your answer on the blank before the number.

Socialization Self-awareness Androgynous persons

Identity achievement Mood Management Authoritarian parenting

 Foreclosure Self-motivation Neglectful parenting

Identity Diffusion Impulse control Authoritative parenting

Moratorium People skills Indulgent parenting

Gender based beliefs Gender Stereotypes Juvenile delinquency

Gender roles Gender Identity

Self- 1 The ability to recognize a feeling as it happens is the keystone of emotional

awareness intelligence

Mood 2 The ability to change mood from good to bad and vice versa
managemen
t

Self- 3 Trying to feel more enthusiastic and developing more zeal and confidence to arrive
motivation at concrete achievement

Impulse 4 The essence of emotional self-regulations is the ability to delay impulse in the service
control of a goal

People skills 5 The ability to feel for another person, whether in job, in romance, and friendship and
in family

socialization 6 Is the process by which parents and others set the child’s standards of behavior,
attitudes, skills, and motives to conform closely to what the society deems
appropriate to his role in society.

Identity 7 These are characterized by flexible strength and tendency to be thoughtful, although
achievemen not so introspective.
t

Foreclosure 8 Characterized by rigid strength; self-assurance, self-satisfied, and strong sense of

family ties.

Identity 9 They are those who shy away from commitment. As carefree individuals, they drift in
diffusion the absence of focus

Moratorium 10 They may not necessarily be in good relationship but express preference for
intimacy.

Gender 11 These are ideas and expressions about what is appropriate behavior for males and
based females.
beliefs

Gender 12 These beliefs and characteristics typified in the behavior of males and females and
stereotypes which are deemed appropriate and therefore acceptable
Gender 13 These are the composites of behaviors typical of the male or female in a given
roles culture

Gender 14 It is the perception of oneself as either masculine or feminine.

identity

Androgynou 15 Are those persons with both masculine and feminine psychological characteristics
s persons

Authoritativ 16 It is a style in parenting that stresses self-reliance and independence.

e parenting

Authoritaria 17 It is a style of parenting that stresses obedience, respect for authority and traditional
n parenting values

Indulgent 18 It is a style of parenting characterized by show of affection, love, warmth, and

parenting nurturance but with little supervision

Neglectful 19 It is a style of parenting characterized by little warmth, nurturing and supervision

parenting

Juvenile 20 This is a status of young person who is truant, disregards house rules; engage in
delinquency activities not allowed for his age; or one who has done something that is considered
a crime like robbery, murder or rape.

II. Discussion:

Directions: Discuss the following in your own understanding

1. Explain socialization and the development of identity and social relations.

 For me socialization is an act on how you deal with the society and on
how you absorb some ethics and changes of society. The development of
identity is step by step done through different aspects or factors and when
we say social relationships it deals on how or what is our attitude towards
the society that we live and move in.

2. Analyze how the various theories of development of moral reasoning, attitudes and beliefs can
best improve the development of individuals.

 The theories can improve the individuals development if they will undergo
through the same process of growth or level of maturity because these thre
are different factors that can affect the individuals moral reasoning
attitudes and beliefs.