OUR LADY OF FATIMA UNIVERSITY

CED-003-13-01

OLFU VISION

To improve man as man by developing individuals through a legacy of excellent education and compassionate value formation.

OLFU MISSION OLFU CORE VALUES

The noble dictum “improving man as man” embodies the existence of

Fatima Medical Science Foundation and Our Lady of Fatima University
as educational institutions dedicated to the holistic formation of men and
women imbued with the necessary skills, virtues and academic
development. To achieve this end, the university aims to:
· Commit itself to the service of society through quality
education;
· Develop the capabilities of individuals in order to maximize
their potentials;
· Nurture future professionals with the requisite academic
foundation and conventional skills so as to mold them into highly-
respected leaders and members of society;
· Respond effectively to the changing needs and conditions of
the times through continuing professional education and research;
· Inculcate social awareness through community outreach
program;
· Imbue a deep sense of nationalism and pride in our Filipino
heritage;
· Uphold virtues of truth, justice integrity, compassion and faith
in God.
Through innovative learning strategies focused on stong and
updated academic foundation with enhanced industry skills
and experience, a graduate of OLFU is expected to be an
ACHIEVER. In the community and in the workplace, an
OLFU graduate will be known as a person who:
A – Aspires To Do His Best
C – Is Credible And Compassionate
H – Is Hardworking And Honorable
I – Is An Inspiration To Others
E – Is Efficiently Entrepreneurial And Employable
V – Is A Visionary
E – Is Ethical And Has Excellent Work Habits
R – Is Responsible

PROGRAM MISSION
PROGRAM VISION

The College of Education commits itself in producing high performance

The College of Education envisions itself to be one of the
level of teacher graduates who can teach across different learning areas
country’s leading teacher- training institutions in developing
and shall take into account the students and the community welfare
globally competitive, committed, and accountable educators.
towards a humane, progressive and responsible citizenry for the country
and for the world.

PROGRAM EDUCATIONAL OBJECTIVES (PEO) PROGRAM OUTCOMES (ATTRIBUTES)

A graduate of BEEd/ BSEd is expected to:

1. demonstrate competence in teaching through the utilization of a 1. Manifest essential competence in teaching;
wide range of teaching strategies in their areas of specialization;

2. implement innovative and appropriate educational materials and 2. Employ creative and novel learning activities and
learning activities to ensure high quality instruction to diverse types materials suitable to the needs and interests of the
of learners from different learning environments; learners and their community;

3. engage in continuous personal and professional activities, as well 3. Participate in seminars, workshops, and research
as research, for the enhancement of his/her role as facilitators of activities for their personal and professional growth as
the learning process; teachers;

4. demonstrate and practice the professional and ethical requirements 4. Adhere to the ethical standards of the teaching
of the teaching profession for better and efficient fulfillment of their profession;
mission as teachers; and

5. engage in and lead socio- civic activities in the promotion of an 5. Take lead in valuable civic and social services in
educated society. the community through educational programs.

COURSE SYLLABUS
 CHILD AND ADOLESCENT DEVELOPMENT

COLLEGE EDUCATION COURSE DESCRIPTION

This course focuses on current research and theory on the biological, linguistic,
DEPARTMENT cognitive, social and emotional dimensions of development and the factors that affect the
progress of development.

COURSE CODE EDUC 211 COURSE EXPECTED OUTCOMES (CEO)

After successful completion of EDUC 212, students should:

Child and
DESCRIPTIVE TITLE Adolescent 1. communicate clearly the principles and theories of child and adolescent
Development development;

2. demonstrate how the principles and theories of child and adolescent development
PREREQUISITE (S) NONE can be a vital tool to become effective teachers;

3. use the concepts of child and adolescent development in the teaching- learning
CREDIT UNIT (S) 3 units process and in improving the quality of teaching;

4. trace the physical, cognitive, socio- emotional development of individuals from

infancy stage to adolescent stage;
CONTACT HOURS
Lecture: 3 Hrs 5. draw educational implications of research findings related to child and adolescent
PER SESSION:
learning and development along with biological, linguistic, cognitive, social and
psychological dimensions.

ALIGNMENT OF COURSE OUTCOMES (CO) WITH PROGRAM OUTCOMES (PO)

CO DESCRIPTION PO1 PO2 PO3 PO4 PO5
communicate clearly the principles and theories of child and adolescent
1 development; / /
demonstrate how the principles and theories of child and adolescent
2 development can be a vital tool to become effective teachers; /
use the concepts of child and adolescent development in the teaching-
3 learning process and in improving the quality of teaching; /
trace the physical, 4. trace the physical, cognitive, socio- emotional development of individuals
4 from infancy stage to adolescent stage; / /
draw educational implications of research findings related to child and
adolescent learning and development along with biological, linguistic,
5
cognitive, social and psychological dimensions
/ / /

ALIGNMENT OF COURSE EXPECTED OUTCOMES (CEO) WITH UNIT EXPECTED OUTCOMES (UEO)
UEO DESCRIPTION CEO1 CEO2 CEO3 CEO4 CEO5

1 discuss some major principles of human development / /

state how the developmental tasks in each stage of development affect / /

2 the role of the teacher as a facilitator of learning
discuss the concepts of major development theories /
3

describe each of the layers of Bronfenbrenner’s Bioecological Model /

4
conduct a simple Piagetian Task interview with children / /
5
suggest ways on how Erikson’s theory can be useful to a future teacher /
6
trace the course of the pre- natal developmental process and the most
7 common hazards to this stage of development
/

draw implications of the physical and cognitive development of infants

8 and toddlers to parenting and care- giving
/

state the implications of research findings on infants’ and toddlers’ socio- /

9 emotional development to parenting and child care
draw implications of preschoolers’ physical and cognitive development /
10 on teaching
describe how significant relationships with parents, siblings and peers /
11 affect the preschoolers
describe the physical, cognitive and socio- emotional characteristics of /
12 early school aged children
discuss ways and practices which will aid intermediate pupils in /
13 successfully developing physically, mentally and socio- emotionally
illustrate the biological, cognitive and socio- emotional changes of / /
14 adolescents
 COURSE COVERAGE

TEACHING-LEARNING
ASSESSMENT TASKS (AT)
UNIT EXPECTED COURSE ACTIVITIES (TLA) RESOURCE
WEEK
OUTCOMES (UEO) CONTENT ASSESSME S
TEACHING LEARNING TOOL
NT
COURSE
ORIENTATION:
o OLFU o De o Fac o Es o R o St
- summarize the VM ductive ilitated say ubric udent
overview and
1
introduction for the
o COE Discussion Handboo
PEO, CEO k
course including
pertinent university o Course o Co
information Outline urse
Syllabus
o Es o R o Co
- discuss some major Human o Did  Facilitate say ubric urse
principles of human Development: actic d Syllabus
development Meaning, Discussio
Concepts and n
o Re
Approaches
ference
o Refl o O o R material
2  Case
ective analysis utlining ubric
teaching

o Inq
uiry
teaching
- state how the The Stages of o De o Ind Matching Answer key o Co
developmental tasks Development and ductive uctive type urse
in each stage of Developmental Syllabus
development affect the Tasks
3 role of the teacher as
a facilitator of learning
Issues on Human
Development

- discuss the concepts Freud’s o Did o Lec o Bi o An o Co

of major development Psychoanalytic actic ture nary swer Key urse
theories Theory Syllabus

4 o Ind o An o C o R o Re
uctive alogy oncept ubric ference
mapping material
o Co
ncept map

- describe each of the Brofenbrenner’s o Inq o Sim o D o R o Re

layers of Ecological Theory uiry ulation emonstra ubric ference
Bronfenbrenner’s teaching tion material
Bioecological Model

6 PRELIMINARY EXAMINATION

- conduct a simple Piaget’s Stages o Did o Lec o Es o R o Co

Piagetian Task of Cognitive actic ture say ubric urse
interview with children Development Syllabus

7 o Re
ference
material

- suggest ways on how Erikson’s Psycho- o Dis o Gui o D o R o Re

Erikson’s theory can Social Theory of covery ded study esign ubric ference
be useful to a future Development teaching material
8 teacher
 - trace the course of the Pre- Natal o Ind o Ca o Cr o R o Re
pre- natal Development uctive se itique ubric ference
developmental analysis material
process and the most
9
common hazards to
this stage of
development

- draw implications of Physical and o De o Fac o Es o R o Re

the physical and Cognitive monstratio ilitated say ubric ference
cognitive development Development of n discussion material
10 of infants and toddlers Infants and
to parenting and care- Toddlers
giving

- state the implications Socio- emotional o Refl o Wo o Pr o R o Re

of research findings on Development of ective rkshop actical ubric ference
infants’ and toddlers’ Infants and teaching performa material
socio- emotional Toddlers nce
11 development to
parenting and child o Inq
care uiry
teaching

12 MIDTERM EXAMINATION

- draw implications of Preschoolers’ o Refl o Wo o Pr o R o Re

preschoolers’ physical Physical and ective rkshop actical ubric ference
and cognitive Cognitive teaching performa material
development on Development nce
13 teaching

- describe how Socio- emotional o Dis o An o An o R o Re

significant Development of covery alytical alogy ubric ference
relationships with the Preschoolers teaching skills material
14
parents, siblings and
peers affect the
preschoolers
- describe the physical, Physical, o De o Sim o Pr o R o Re
cognitive and socio- Cognitive and monstratio ulation actical ubric ference
emotional Socio- emotional n performa material
15 characteristics of early nce
Development of
school aged children
the Primary Pupil

- discuss ways and Physical, o Did o Lec o Es o R o Re

practices which will aid Cognitive and actic ture say ubrics ference
intermediate pupils in Socio- emotional material
successfully Development of
developing physically,
16 Intermediate
mentally and socio-
emotionally Pupils

- illustrate the biological, Adolescence (The  Didactic  Didactic  Didactic o Didactic o Didactic
cognitive and socio- High school
17 emotional changes of Learner)
adolescents

18 FINAL EXAMINATION

TEXTBOOKS

None
REFERENCES (BOOKS/ONLINE WEBSITES/JOURNALS)
 Books
Kail, Robert V. (2016). Children and their Development. Singapore: Pearson, 305.231 K11 2016.c9
Schneider, Barry H. ( 2016) Childhood Friendships and Peer Relations: Friends and Enemies, 2nd Ed. London: Routledge
155.4192 S 55 2016, c 2
Hudley, Cynthia Ed. (2016) Adolescent Identity and Schooling: Diverse Perspective.. New York: Routledge. 373.01 A7 2016
Corpuz, Brenda B. (2015) Child and Adolescent Development: Looking at Learners at Different Life. Quezon City: Lorimar
Publishing. F 305.231 C43 2015,c9
Crowley, Kevin (2014) Child Development: A Practical Introduction. Los Angeles: Sage. 305.231 C88 2014,c4
Serapio, Ma. Perpetua Arcilla (2014) Child and Adolescent Development. Manila: Mindshapers. F 305.231 S6 2014, c5
Mercer, Jean. (2013). Child Development: Myths and Misunderstandings, 2nd Ed. Los Angeles: Sage
Clark, Rory (2013) Childhood in Society for the Early Years, 2nd Ed. Los Angeles: Sage. 305.234 C54 2013

Websites

www.education.com/topic/child-adolescent-development
highered.mcgraw-hill.com/sites/0072322357
www.youtube.com/watch?v=MpREJIrpgv8
www.youtube.com/watch?v=uozcxn9tVzs

ALIGNMENT OF TEACHING LEARNING ACTIVITIES (TLA) WITH COURSE EXPECTED OUTCOMES (CEO)
CEO
NO TEACHING CEO2 CEO3 CEO4 CEO5
1
1 DIDACTIC - Educator tells the facts, concepts, principles and generalizations / /
INDUCTIVE - Educator facilitates; Learner arrives at the facts, principle, truth or
2 /
generalization
DISCOVERY - Educator facilitates; Learners are tasked to synthesize thoughts to
3 /
perceive something not known before
REFLECTIVE - educator facilitates; learners continually learn from their own
4 experiences by considering alternative interpretations of situations, generating /
and evaluating goals, and examining experiences
INQUIRY TEACHING – the learners are lead to query or investigation by asking
5 the 3 levels of questioning and from there, formulate their own thoughts or /
reflection.
CONSTRUCTIVISM - the learners are guided to construct thoughts from out
6 /
of what they have previously taught, experience, or read
PROBLEM SOLVING- the learners are exposed to situations, shown video clips,
or tasked to read speeches and they are given questions to answer that
7 / /
would explain what and how situation may affect or be affected by other
aspects.
DEMONSTRATION - the educator shows how something occurs or is done
8 /
and the learners imitate the same thing using their own style.
PROJECT METHOD - the facilitator allows the learners to get into a newly
9 /
crafted work to express thoughts, feelings, or ideas
DEDUCTIVE – the facilitator starts off with the general ideas, concepts,
10 theories and explains these by giving a lot of examples, illustrations, and /
explanations to make sure learners understand.
CEO
NO LEARNING CEO2 CEO3 CEO4 CEO5
1
1 LECTURE - Communicating information to audience /

DISCUSSION - encouraging application of learning materials and soliciting

2 /
feedback
CASE STUDY - Evaluating a situation and incident through analysis beyond
3 /
interpretation of facts

4 MODELING - encouraging learners’ performance that would enhance their /

communication skills and creativity.

PERFORM ACTIVITIES- (collage presentation) – The learners get to do tasks

5 /
which shall reveal their learning and own talents. This activity would allow
individual differences and success at the same time.
SITUATIONAL ANALYSIS –is similar to Inquiry Teaching for the learners are
exposed to situations, shown video clips, or tasked to read speeches and
6 /
they are given questions to answer that would explain what and how
situation may affect or be affected by other aspects
GUIDED STUDY – is similar Reflective since educator facilitates; learners
continually learn from their own experiences by considering alternative
7 /
interpretations of situations, generating and evaluating goals, and examining
experiences. An example of this is a Concept paper.
GROUP DYNAMICS- learners learn the value of teamwork, trust, and
8 /
sharing as they are tasked to work on something as a group.
CONCEPT MAP- learners outline important points or vital elements taken
9 /
from stories read or speeches heard.

ASSESSMENT TASK (AT) AND TOOLS WITH COURSE EXPECTED OUTCOMES (CEO)
CEO
NO ASSESSMENT TASK (AT) CEO2 CEO3 CEO4 CEO5
1
1 SELECTED RESPONSE (MCQ) / /

2 PERFORMANCE-BASED / / /
3 ROLE-PLAY / /
CEO
NO TOOL CEO2 CEO3 CEO4 CEO5
1
1 ANSWER KEY / /

2 RUBRIC / / / /

ASSESSMENT WEIGHTING: HOMEWORK, WRITTEN REPORTS AND PAPERS

Homework and Assignment

(Number for the entire semester, submission mode and weight)
Particulars:

Students are required to submit a written report by the end of the prelim period and midterm
Written Reports, Concept Paper, Video
period. And by the end of the final period, a video presentation is an academic requirement
presentation, Collage making
which is equivalent to 50% of his final period grade.

GRADING SYSTEM
The final grade of the student is interpreted as shown on the table below:

ABOV 74.00
95.00 – 80.00 - 76.00- 75.0
AVERAGE E 92.00-94.00 89.00 – 91.00 86.00-88.00 83.00 –85.00 and
97.00 82.00 79.00 0
98.00 below
FINAL
1.00 1.25 1.50 1.75 2.00 2.25 2.50 2.75 3.00 5.0
GRADE

FDA (Failure due to Absences) UW (Unauthorized Withdrawal) INC (Incomplete)

AW (authorized withdrawal NFE (No Final Examination

Lecture Prelims (20%) Midterms (25%) Finals (25%) Quizzes (20%) Research (5%) Attendance (5%)

OTHER IMPORTANT INFORMATION

OTHER COURSE POLICIES

All exercises and requirements for the course are to be complied by the students as part
STUDENTS COURSE PORTFOLIO of their portfolio and must be made available for inspection by the instructor before the
end of the semester
LANGUAGE OF INSTRUCTION ENGLISH

Per Section 1551 of CHED’s Manual of Regulation for Private Educational Institution, a
student who has incurred absences more than twenty percent (20%) of the total number
ATTENDANCE
of school days shall not be given credit to the course regardless of class standing. For
further provisions of the said policy, please refer to the OLFU Student Handbook.

COURSE CONSULTATION SCHEDULE Name of Faculty:

COURSE REVIEW AND ENHANCEMENT Chair: Dr. Rommel Maglaya, Members : Mrs. Clarita dJ Tanghal, Dr. Magdalena S.
MEMBERS Daria

PREPARED: ENDORSED: APPROVED:

DR. MAGDALENA S. DARIA MRS. CLARITA DJ TANGHAL DR. ROMMEL MAGLAYA

Faculty Program Coordinator Dean, College Of Education
Date ____________ Date ____________ Date ____________