NAME: JOPHNEL NOA B.

GAGARIN 2PROFED02
YEAR & SECTION: 1-8 OBTEC
WEEK 10

ECOLOGICAL SYSTEMS THEORY AND DEVELOPMENT TASK

▪ EXPERIENTIAL EPISODES

Think-Pair-Share Task:

Think: The students will be asked to think about how the different ecological systems listed
below influenced their development.

A. Microsystem- Most of my actions and beliefs in life are based on what my parents
taught me since when I was a child. My parents raised me well and taught me the
right way to treat people and because of that, I was able to create a good
relationship with my age-mates and my mentors in school.
B. Mesosystem- My mesosystem revolves around home and school. My mother
made sure that she was always involved in any school activities I joined to and
because of that, I built a good relationship in my school community.
C. Exosystem- When my father was still working here in the Philippines, I remember
how he always has “pasalubong” for us every time he got home and every payday,
he always treated us to Jollibee. He made our life easy and comfortable because
he has a stable job and good company working in. When the company where my
dad worked decided to reduce its employee my dad lost his job and we started to
have rough days and months.
D. Macrosystem- I grew up in a simple family. We eat what is served in front of us
without any complaint. We are also taught to be contented with what we have
because we are not rich because of that I learned to live a simple life and to
cherish the things I have and to be more understanding of other’s situations in
life.
E. Chronosystem- My father decided to work abroad to provide for us our needs. It
was one of my major life transitions since we are really used to with my father
being around us and him not around us feels different, but since he started to
work there, we are little by little getting our old comfortable life together. It also
made me a strong (slight) and independent person.

Pair: Choose a partner and share your answers.

Share: Be ready to share your discussion.

Chart

Make a chart of developmental tasks that you have already accomplished and indicate at
what stage you were able to accomplish these tasks.

STAGES OF DEVELOPMENT DEVELOPMENTAL TASKS

• Learning to walk.
• Learning to take solid foods.
Infancy and Early Childhood
• Learning to control elimination of body
wastes.
 • Learning to distinguish right from wrong
and developing conscience.
• Forming simple concepts of social and
physical reality.
• Learning physical skills necessary for
ordinary games.
• Learning to get along with age-mates.
• Learning an appropriate masculine or
feminine social role.
Middle Childhood • Developing fundamental skills in
reading, writing, and calculating.
• Developing concepts necessary for
everyday living.
• Developing conscience, morality, and a
scale of values.
• Developing attitudes toward social
groups and institutions.
• Building wholesome attitudes toward
oneself as a growing organism.
• Achieving personal independence.
• Achieving new and more mature
relations with age-mates of both sexes.
• Achieving a masculine or feminine social
role.
• Accepting one’s physique and using the
body effectively.
Adolescence • Selecting and preparing for an
occupation.
• Developing intellectual skills and
concepts necessary for civic
competence.
• Desiring and achieving socially
responsible behavior.
• Acquiring a set of values and an ethical
system as a guide to behavior.
• Selecting mate.

▪ AUTHENTIC ASSESSMENT

DIRECTION: Complete the matrix below.

STAGES OF STAGES AND CONCEPTS OF EDUCATIONAL IMPLICATIONS

DEVELOPMENT DEVELOPMENTAL TASKS BY What strategies should be
HAVIGHURST used for these learners?
Infancy and Babyhood / 1. Learning to walk - In this stage, you can do
Toddlerhood 1-2 years 2. Learning to take solid foods activities that will enhance
old 3. Learning to talk the child’s skills in
Early Childhood 2-6 4. Learning to control the determining differences
years old elimination of body wastes between the characteristics
of the objects. For example,
 5. Learning sex differences sensory learning activities
and sexual modesty and organizing objects.
6. Achieving psychological - You can also implement
stability rules that the child could
7. Forming simple concepts of follow.
social and physical reality
8. Learning to relate
emotionally to parents,
siblings, and other people
9. Learning to distinguish right
from wrong and developing a
conscience
Late Childhood 6-11 1. Learning physical skills - Activities that can enhance
years old necessary for ordinary games the child’s skills like show
2. Building wholesome your talent activities.
attitudes toward oneself as a - You can also do group
growing organism activities that will improve
3. Learning to get along with the child’s social skills.
age-mates - Field trips are also a good
4. Learning an appropriate outdoor activity.
masculine or feminine social
role
5. Developing fundamental
skills in reading, writing, and
calculating
6. Developing concepts
necessary for everyday living
7. Developing conscience,
morality, and a scale of values
8. Achieving personal
independence
9. Developing attitudes toward
social groups and institutions
Puberty and 1. Achieving new and more - Problem solving,
Adolescence 11-21 years mature relations with age- experiential learning, inquiry
old mates of both sexes methods, field trips, projects
2. Achieving a masculine or
- Learning in groups and
feminine social role
3. Accepting one's physique individually.
and using the body effectively - Free and open discussion
4. Achieving emotional - Problem-solving
independence from parents - Competency-based
and other adults assessments
5. Achieving assurance of - Critical reasoning
economic independence
6. Selecting and preparing for
an occupation
7. Preparing for marriage and
family life
8. Developing intellectual
skills and concepts necessary
for civic competence
9. Desiring and achieving
socially responsible behavior
 10. Acquiring a set of values
and an ethical system as a
guide to behavior
Adulthood and Old Age 1. Selecting a mate - Problem solving,
21 years old and above 2. Learning to live with a experiential learning, inquiry
partner methods, field trips, projects
3. Starting a family
- Learning in groups and
4. Rearing children
5. Managing a home individually.
6. Getting started in an - Free and open discussion
occupation - Problem-solving
7. Taking on civic responsibility - Competency-based
8. Finding a congenial social assessments
group - Critical reasoning
1. Achieving adult civic and
social responsibility
2. Establishing and
maintaining an economic
standard of living
3. Assisting teenage children
to become responsible and
happy adults
4. Developing adult leisure-
time activities
5. Relating oneself to one's
spouse as a person
6. Accepting and adjusting to
the physiological changes of
middle age
7. Adjusting to aging parents

1. Adjusting to decreasing
physical strength and health
2. Adjusting to retirement and
reduce income