Field Study 1

Episode 2

The Learner’s Characteristics and Needs

Name: Elmer P. Belarmino Year and Section: 3rd year / OLA19
Course: BSED - English
Professor: Mr. Michael Chan
School Observed: Quirino High School

I. My Map

To reach your target, do the following tasks:

• Step1: Observe 3 groups of learners from different levels (preschool, elementary
& high school)
• Step 2: Describe each of the learners based on your observations.
• Step3: Validate your observation by interviewing the learners.
• Step 4: Compare them in terms of their interests and needs.

Preschool

Preschool students are full of joy and like to play a lot. Some schools are already
accepting 2-year-old children to be part of the preschool program. But normally, 3 to 4 years
old are the staring age of a preschooler. Preschool is the starting point of a child before
entering kindergarten. These students are considered as toddlers. So what they always do is to
run, roll, and grab things like toys or balls. Throwing stuff is also their jam. The best thing that
you can observe about these students, is the time when they trying to think or analyze things
that they encountered. For example, if they leave their chair to get some food, when they
return, some kid is sitting on their spot. They stop and analyze where their chair is. They looked
around and seek for someone to verify that someone is sitting on their chair. Well, some kid will
maybe just tell the kid that is in their spot like, “ Hey, that’s my chair!” or they will just grab
some chair and set it near where their chair was before.

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Elementary

These programs are designed for 6 to 12-year-old children. They are a lot more different
from preschool students. Yes, they still love to run and play, but with a much more matured
manner than a toddler. As soon that they enter the room, they already assessing the place like,
where their chairs at and tend to find their friends inside the room. They have a circle of friends
already and they get noisy and more loose with their body if they are nearer to each other.
Rough playing like tagging and sometimes wrestling is evident to the boys, and a much more
annoyed to the boys' manner for the girls. They are already trained to the usual procedure they
have before starting the class like calling out names for attendance, saying their pledge that
they will behave, and try their best to learn during the discussion. Then end it with a prayer and
arrange their chairs before sitting down. Elementary is the stage where a child is starting to be
more independent and establishing steps to be more active and join a society where they can
feel free, and safe.

High school

Students in high school are more mature in the way they act and can become more
reserved as an effect of going through puberty. It is important during this time to develop
students’ self-esteem and worth by giving them more chances to take leadership positions and
finding activities that they can excel in whether it be academics, arts, sports, music, etc. This is
also the stage before college, meaning for most kids, they decide what potential career paths
they would like to take in the future. Having good quality teaching and a wide variety of
subjects and programs for the students will allow them to find out different ways of expressing
themselves and will allow them to develop new hobbies. From an academic perspective, it is
important to prepare students both academically and mentally for this next stage of their lives.
High school student tends to more suspicious and skeptical about things happening around
them. Like who to trust with, can they themselves in front of these people, etc.

II. My Tools
Read the following statements carefully. Then write your observation report on the provided
space. Your teacher may also recommend another observation checklist if more detailed
observation is preferred.

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PHYSICAL
1. Observe the gross motor skills. How do they carry themselves? How do they move, run, walk,
go up the stairs, etc.?
2. Are gross movements clumsy or deliberate/smooth?
3. How about their fine motor skills? Writing, drawing, etc.

SOCIAL
1. Describe how they interact with teachers and other adults.
2. Note how they also interact with peers. What do they talk about? What are their concerns?

EMOTIONAL
1. Describe the emotional disposition or temperament of the learners. (happy, sad, easily cries,
mood shifts)
2. How do they express their wants/needs? Can they wait?
3. How do they handle frustration?
4. Describe their level of confidence as shown in their behavior. Are they self-conscious?

COGNITIVE
1. Describe their ability to use words to communicate their ideas. Note their language
proficiency.
2. Describe how they figure out things. Do they comprehend easily? Look for evidence of their
thinking skills.
3. Were there opportunities for problem-solving? Describe how did they show problem-solving
abilities.

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III My Learning Activities

Learner’s Development Matrix

Record the data you gathered about the learners’ characteristics and needs in this matrix.
This will allow you to compare the characteristics and needs of learners at different levels.
The items under each domain are by no means exhaustive. These are just sample indicators.
You may add other aspects that you may observe.

Development Preschool Elementary High school

Domain (3 – 4 yeas old) (6 – 12 years old) (13 – 17 years old)

They have shakey School-age children are High school is the

features every time starting to build much start of puberty.
they are running. If they stronger bones and They are being more
jump, some of them muscles that they use self-conscious about
land with the in running. their body. They are
support of their hands Jumping, and twisting more aware of what
PHYSICAL on the floor. Stumble is while playing. This is should they look
Gross motor skills still a problem for also the stage of the like. They starting to
Fine motor skills preschool students. All possibility of being put products on
Self- help skills of their energy is obese and gain weight their faces like
Others exerted always is a much faster way. makeup’s for the girl
whenever they are and hair wax for the
playing. boys. Teenagers
always what to look
good physically.
This period also is
for having much
stronger
EMOTIONAL
Moods and A preschooler tends to This is the age that Emotions are more
temperament, always keep their they appear to be, in control. They also
expression of emotions high. Some more independent of have the capability
feelings children always make a their emotions. They to hide some of their
Emotional scene if something are in control and emotions. They tend
independence happens that they don’t more selective a place to have peers that
Others like. A scream is also a where they can express they always talk to.

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 form of their emotions their feelings. Being Trusting is also an
if they are really upset. accepted and issue for them.
assurance that they are They are more
doing good is also doubtful to others.
boosted their morale. Affections are
appearing to
develop at this
stage.

They stop, evaluate, or Elementary students is These children are

ask if something appearing to be more more intellectual
bothering them. They interested in a lot of than preschool and
look like they analyzing things. Their ability in elementary. A lot of
all things that a teacher some of their subjects harder subjects they
says, but only in a short like math and science have, a lot more
period of time. This is makes them more cognitive
the start of their active to learn. development they
COGNITIVE
curiosity develop and Thinking skills are obtain. Logic is also
Communication
they consistently asking appearing during boosting at this age.
skills
“Why?”. recitations. Self-evaluation and
Thinking skills
Collaboration is also a retention of
Problem-solving
strength of a school- memories are
skills
age student. developing at this
Others
age.

Every toddler is friendly. Making a friend at this Social interaction at

Interactions are easy if age is a must for these this level is starting
SOCIAL
they are happy or in the children. Having best to be difficult. Same
Interaction with
mood to interact. friends and a group of interest or hobby is
teachers
Sharing toys or food is friends is also evident noticeable as a way
Interaction with
sometimes difficult to in this stage. Physical to find a friend or
classmates/
see and some of them fights and verbal fights group that you can
friends
are open to for trading are also appearing to fit in. Peer pressure
Interests
system. They tend to be a problem. Sharing is one of the
Others
rely on their teacher to secrets is one of the problems of a
fix any problems they skills they develop at teenage student,
have. this age. this might be a way

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IV. My Analysis
Write the most salient developmental characteristics of the learners you observed. Based on
these characteristics, think of implications for the teachers.
Grade level Salient characteristics observed
Preschool students are obviously
more dependent. They tend to ask
and need help on things like,
setting their chairs, opening their
snacks, and especially on their
Preschool
learning exercises like writing and
(3 – 4 years old)
reading. It appears that at this age,
they begin to execute some of the
basic values like saying sorry, thank
you, and excuse me.
This set of children is still playful
but with a lot more understanding
of what the teacher requests such
as, silent please, set properly, and
listen. They have retention of the
basic practice they need to do
when entering the room. They
Elementary know where to set base on the
(6 -12 years old) arrangement that the teacher gives
to them. Roll calling of names is
also an easy thing to do because
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for them to feel that
there are belong in a
space that they can
express themselves.
Implications for the teachers
Teachers will need to have more
patience and a lot more style of
classroom management. Be more
creative about their activity, like
singing nursery rhymes,
dancing/exercising, and
storytelling. Scaffolding should
apply to these children to teach
them, how to help their selves.
Like not fully opened the cap of
their water bottle and making
guidelines in teaching writing.
Setting an environment that
requires collaboration is a great
way to enhance their social skills,
critical thinking, and learning to
be a leader. This is the time
where they start to see the
importance of achievements that
involve, appreciation and
motivation to do better inside the
class. In addition, making a place
where they feel safe is also
 they are aware of what their name necessary because, at this,
is. bullying is one of the problems of
a child. Focusing on
strengthening their physical body
for things like sports is fine too.

The challenge for teachers is how

These students know how to dress to handle the emotional status of
better and far better than a High school students and how to
elementary student. They are more show support rather than,
independent, both intellectual and judging, is the best key to
emotional. Their body is also in understand these children. Peer
High school beginning to chance especially in pressure will enter, they need
(13 – 17 years old) height, because growth spurt is someone that can help them to
ramping up at this age. They do choose wisely and practice to
better in solving basic math, and think twice before doing stuff.
science problem. Critical thinking Challenging activities like
evolves and logic is starting to research papers and reporting in
show up. front of the class can improve
their intellectual level.

V. My Reflections/ Insights

1. While you were observing the learners, did you recall your own experiences when you
were their age? What similarities or differences do you have with learners you observed?

Being a child is once in a lifetime journey. I do remember things that I did before as a
child during preschool, elementary, and a teenager during high school. Learning has a different
type of steps. There's cognitive development. This is a time when a start doubting on things
that I’m not sure what it is. I remember one time that I asked my Lola if a carabao bites
children? They just laugh and put me at the top of the carabao for me to see if it bites or not.
There is also a time when I asked my friend, if where all cars go? Evidence that at an early age,
you can seek learning by being curious.

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 At the elementary school, I’ am so scared during the first day of school in a place that is
so far from our home that we need to take a ride to be there. So I know that if my Lola leaves
me there, there’s a possibility that I can get lost. But our teacher allows or guardian to stay
inside the room until we get comfortable and to feel that we are safe inside that room. This
might be the start for me to be more independent, and see that a school is a place where I can
learn and to meet other children. Social development make a progress during my time at the
elementary. I learn to make friends and be apart of a circle of friends in elementary. I got a
hobby which is dancing and as far as I know, this is because a lot of my friend is also a fan of
dancing. I learn to be active in things that are trendy at that time.

In high school, all the clothes, shoes, hairstyle, and even perfume that everyone’s using
is also the things that I want to use. This is the time when puberty hits me and in this stage, you
need to be more conscious about your looks. Why? Because if you did not take care of yourself,
people might stay away from you. Physical development and emotional development are
progressing side by side to me during that time. Retention and critical thinking are also a big
part of being a High school student. All subjects are a lot harder than before, especially in Math
and English subjects. Feeling like, loneliness, bitterness, envy, and affections are also appearing
on this age. So emotions are continuing to develop as a teenage student. Observing these
children makes me evaluate also my progress now as a young adult.

2. Think of a teacher you cannot forget for positive or negative reasons. How did she/he help
you with your needs (physical, emotional, social, and cognitive)? How did it affect you?

There’s a teacher of mine in high school that I considered before as my second mother. I
can’t remember her name, but she is our science teacher when I was a second-year student.
She’s the only teacher that makes me feel that I can improve my learning capability. She made
science fun and more interactive subject for us. This is the first time that I exile and be part of a
Top 5 student in our section. And it’s all because of her, this teacher made me realize the value
of education is not only for me but also for my parents. That if study real hard, my parents will
be proud of me. But the most unforgettable memories that I have is when she asked me if I
already take lunch. And at the time, I don’t have enough money to buy food at the canteen.
After I said that, she immediately grabs her purse and pull a twenty peso bill and give it to me.
This is the first that I know a teacher that supports the learning of the student but also cared for
the student itself.

3. Share your other insights here?

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 Education is not only for the improvement of the intellectual capability of the student
but also to mold the whole nature of the student. From physical, emotional, social
development. Schools are dedicated that if a student enters their program. They need to leave
as a better and functional person for society. Schools are like a vehicle that will bring the
students to their destination. But it needs to have all its parts during the journey to make it
safe, smooth, and an assurance that it will arrive at the station. That station must be, “success”.
Success not only for the improvement of the ability of the student but success to make a better
community.

“The roots of education are bitter, but the fruit is sweet.” – Aristotle

VI. My Reflections/ Insights

Which is your favorite theory of development? How can this guide you as a future teacher?
Clip some readings about this theory and paste them here.

As far as know, development is a continuous event in our life. Two theories that tackle
this phenomenon is for me the most appropriate explanation for what, when, where, who, and
how questions about the development of human lives. This is the two different approaches of
Lev Vygotsky in his Sociocultural development theory and Jean Piaget Cognitive development
theory. These two theories differ itself from each other, but I believe that the use of this
theories will help the teachers to learn more techniques and proper materials to meet all the
needs of the student to learn effectively. Jean Piaget strongly believes that learning is already
innate to us during our early stage as an infant. By knowing these stages, the teacher will able
to recognize suitable teaching strategies and materials according to the capability of the child to
learn. In the other hand, Vygotsky emphasizes that learning is not only innate to us but also
improves by the use of interaction with others. This theory explained to the teachers the
importance of being a guide to these children in order to help them reach proper learning.
Understanding that children are competent to learn by themselves and the push that can give
by social interaction to have a much effective way of learning is essential.

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Theories explanation summary

Jean Piaget Cognitive Development Theory

Jean Piaget's theory of cognitive development suggests that children move through four
different stages of mental development. His theory focuses not only on understanding how
children acquire knowledge but also on understanding the nature of intelligence.

The Sensorimotor Stage

Ages: Birth to 2 Years

Major Characteristics and Developmental Changes:

• The infant knows the world through their movements and sensations
• Children learn about the world through basic actions such as sucking, grasping, looking,
and listening
• Infants learn that things continue to exist even though they cannot be seen (object
permanence)
• They are separate beings from the people and objects around them
• They realize that their actions can cause things to happen in the world around them

The Preoperational Stage

Ages: 2 to 7 Years

Major Characteristics and Developmental Changes:

• Children begin to think symbolically and learn to use words and pictures to represent
objects.
• Children at this stage tend to be egocentric and struggle to see things from the
perspective of others.
• While they are getting better with language and thinking, they still tend to think about
things in very concrete terms.

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The Concrete Operational Stage

Ages: 7 to 11 Years

Major Characteristics and Developmental Changes

• During this stage, children begin to thinking logically about concrete events
• They begin to understand the concept of conservation; that the amount of liquid in a
short, wide cup is equal to that in a tall, skinny glass, for example
• Their thinking becomes more logical and organized, but still very concrete
• Children begin using inductive logic, or reasoning from specific information to a general
principle.

The Formal Operational Stage

Ages: 12 and Up

Major Characteristics and Developmental Changes:

• At this stage, the adolescent or young adult begins to think abstractly and reason about
hypothetical problems
• Abstract thought emerges
• Teens begin to think more about moral, philosophical, ethical, social, and political issues
that require theoretical and abstract reasoning
• Begin to use deductive logic, or reasoning from a general principle to specific
information

Lev Vygotsky Sociocultural Theory

Sociocultural theory is an emerging theory in psychology that looks at the important

contributions that society makes to individual development. This theory stresses the interaction
between developing people and the culture in which they live. The sociocultural theory also
suggests that human learning is largely a social process.

The sociocultural theory focuses not only on how adults and peers influence individual learning
but also on how cultural beliefs and attitudes affect how learning takes place.

According to Vygotsky, children are born with basic biological constraints on their minds. Each
culture, however, provides "tools of intellectual adaptation." These tools allow children to use
their abilities in a way that is adaptive to the culture in which they live. For example, while one

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culture might emphasize memory strategies such as note-taking, another might use tools like
reminders or rote memorization.

The Zone of Proximal Development

An important concept in sociocultural theory is known as the zone of proximal

development. According to Vygotsky, this "is the distance between the actual development
level as determined by independent problem solving and the level of potential development as
determined through problem-solving under adult guidance or in collaboration with more
capable peers."

Essentially, it includes all of the knowledge and skills that a person cannot yet understand or
perform on their own, but is capable of learning with guidance. As children are allowed to
stretch their skills and knowledge, often by observing someone who is slightly more advanced
than they are, they can progressively extend this zone of proximal development.

Reference

Kendra, C.,( 2019 November 26,). Sociocultural Theory of Cognitive Development.Retrieve from
https://www.verywellmind.com/what-is-sociocultural-theory-2795088

Kendra, C.,( 2020 March 31,).The 4 Stages of Cognitive Development.Retrieve from

https://www.verywellmind.com/piagets-stages-of-cognitive-development-2795457

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