TEACHERS’ EDUCATION PROGRAM

CPE

CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES

STUDENT LEARNING MODULE 1

HUMAN DEVELOPMENT:
MEANING, CONCEPTS AND APPROACHES

POLYTECHNIC COLLEGE OF BOTOLAN

Botolan, Zambales

NOTE:
Do not write anything here. Write your answers on separate sheets provided at the back matter of this Student
Learning Module.

Module 1|Page 1
 Republic of the Philippines
POLYTECHNIC COLLEGE OF BOTOLAN
(Formerly Botolan Community College)
Botolan Zambales
E-mail: polytechniccollegeofbotolan@gmail.com
Website: www.pcbzambales.com
Contact #: 0949 155 3113

TABLE OF CONTENTS
PAGE
ENGAGE Activity 1: Activate Prior Knowledge 3
EXPLORE Activity 2: Mapping Stages of Human Development 4
What is Human Development? 5
EXPLAIN Principles and Approaches to Human Development 5
Stages of Development and Development Tasks 6-8
ELABORATE Activity 3: Describe me to know me 8
EVALUATE Role in Society 9
REFERENCES Electronic References 9
ANSWER SHEETS 10

COURSE OUTLINE
PRELIM COVERAGE
TIME FRAME MODULE NO. TOPICS
Human Development: Meaning, Concepts and
Week 1 Module 1
Approaches
Week 2 Module 2 Issues on Human Development
Week 3-5 Module 3 Developmental Theories and Other Relevant Theories
Week 6 Module 4 Learner-Centered Psychological Theories

OVERVIEW
The course focuses on child and adolescent development with emphasis on current
research and theory on biological, linguistic, cognitive, social and emotional dimensions of
development. Further, this includes factors that affect the progress of development of the learners
and
Z shall include appropriate pedagogical principles applicable for each developmental level.
This module introduces you to the stages of human development which will be guide you throughout
in determining appropriate pedagogy for the learners and different life stages.

Enjoy learning despite this COVID-19 pandemic!

Module 1|Page 2
 TITLE Human Development: Meaning, Concepts and Approaches

At the end of this module, you are expected to:

LEARNING
OUTCOMES • define human development;
• discuss the major principles and approaches to human development;
• describe the stages of development and it’s development tasks.

Activity 1. Activate Prior Knowledge

ENGAGE
Multiple Choice: Choose the letter of the correct answer by writing the letter
on your anwersheet.

1. Love and work are the primary concerns in this stage of life.
a. Adolescent c. Middle adulthood
b. Early adulthood d. Late adulthood
2. A period of dramatic physical change marked by an overall physical growth spurt and
sexual maturation, known as puberty.
a. Adolescent c. Middle adulthood
b. Early adulthood d. Late adulthood
3. Manifested by physical deterioration such as brittle bones and poor coordination.
a. Adolescent c. Middle adulthood
b. Early adulthood d. Late adulthood
4. This is a period in which aging becomes more noticeable and a period at which many
people are their peak of productivity in love and work.
a. Adolescent c. Middle adulthood
b. Early adulthood d. Late adulthood
5. The first year and a half to two years of life are ones dramatic growth and change.
a. Prenatal development c. Early Childhood
b. Infancy and toddlerhood d. Middle Childhood and Late Childhood
6. Children in this stage begin to learn about social relationships beyond the family
through interaction with friends and fellow students.
a. Prenatal development c. Early Childhood
b. Infancy and toddlerhood d. Middle Childhood and Late Childhood
7. At this stage, conception occurs and development occurs.
a. Prenatal development c. Early Childhood
b. Infancy and toddlerhood d. Middle Childhood and Late Childhood
8. Referred to as the preschool years.
a. Prenatal development c. Early Childhood
b. Infancy and toddlerhood d. Middle Childhood and Late Childhood
9. Part of infancy and toddlerhood where the child begins to communicate verbally, can
usually speak in 3 to 4 word sentences.
a. 1 year old c. 3 years old
b. 2 years old d. 4 years old
10. Which characteristic is not manifested by a 5 year old child?
a. Can hop on one foot and skip c. begin to walk and talk
b. Can socialized with other children their age d. may begin to read

Module 1|Page 3
 Activity 2. Mapping Stages of Human Development
EXPLORE Fill in each box with the corresponding stage of Human Development from Prenatal to
Late adulthood

Prenatal Development

Late Adulthood

Module 1|Page 4
 EXPLAIN
basic and pow

HUMAN DEVELOPMENT: Meaning, Concepts and Approaches

Human Development
➢ the pattern of movement or change that begins at conception and continues through the life
span
➢ includes growth and decline
➢ can be positive or negative

Major Principles of Human Development:

1. Development is relatively orderly
a.) Proximodistal Pattern Development proceeds from the center of the body outward.
b.) Cephalocaudal Pattern Development proceeds from the head downward.
2. While the pattern of development is likely to be similar, the outcomes of developmental processes
and rate of development are likely to vary among individuals.
3. Development takes place gradually.
4. Development as a process is complex because it is the product of biological, cognitive and socio-
emotional processes.

Approaches to Human Development

1.) Traditional Perspective
• Believes that individuals will show extensive change from birth to adolescence, little or no
change in adulthood and decline in late old age
2.) Life-span Approach
• Believes that even in adulthood, developmental change takes place as it does during
childhood.
Characteristics of a Life- Span Perspective
a.) Development is LIFELONG- It does not end in adulthood. No developmental stage dominates
development.
b.) Development is MULTIDIMENSIONAL- Development consists of biological, cognitive and
socio-emotional dimensions.
c.) Development is PLASTIC- Development is possible throughout the lifespan.
d.) Development is CONTEXTUAL- Individuals are changing beings in a changing world.
e.) Development involves GROWTH, MAINTENANCE and REGULATION- Growth,
maintenance and regulation are 3 goals of human development. The goals of individuals vary
among developmental stages.

Principles of Child Development and Learning that Inform Practice

All areas of development and learning are important.
Learning and development follow sequences.
Development and learning proceed at varying rates
Development and learning result from an interaction of maturation and experience. Early
experiences have profound effects on development and learning.
Development proceeds toward greater complexity, self- regulation, and symbolic or
representational capacities.
Children develop best when they have secure relationships.
Development and learning occur in and are influenced by multiple social and cultural contexts.
Children learn in a variety of ways.
Play is an important vehicle for developing self-regulation and promoting language, cognition,
and social competence.
Development and learning advance when children are challenged.
Children‘s experiences shape their motivation and approaches to learning.

Module 1|Page 5
The Stages of Development and Developmental Tasks

Prenatal Development
Conception occurs and development begins. All of the major structures of the body are forming
and the health of the mother is of primary concern. Understanding nutrition, teratogens (or
environmental factors that can lead to birth defects), and labor and delivery are primary
concerns.
Three Phases:
1.) Germinal Stage= first 2 weeks, conception, implantation, and formation of placenta
2.) Embryonic Stage= 2 weeks-2 months, formation of vital organs and systems
3.) Fetal Stage= 2 months –birth, bodily growth continues, movement capability begins, brain
cells multiply age of viability.

Infancy and Toddlerhood The first year and a half to two years of life are ones of dramatic
growth and change. A newborn, with a keen sense of hearing but very poor vision is transformed
into a walking, talking toddler within a relatively short period of time. Caregivers are also
transformed from someone who manages feeding and sleep schedules to a constantly moving
guide and safety inspector for a mobile, energetic child.
• Extreme dependents on adult
• Beginning psychological activities
• Language of newborn is cry
• Usually eats every two to three hours
• Uncoordinated movements
• Toothless
• Poor vision
• Usually doubles weight by 9 months
• Responds to human voice and touches
• Responds to human voice and touch

1 year old
• Change from plump baby to a learner
• Begins to walk and talk
• Ability for passive language
• Tentative sense of independence
• Determined explorer

2 years old
• Begins to communicate verbally
• Can usually speak in 3 to 4 word sentences
• Famous for negative behavior ―NO‖ to everything!
• Will play side by side other children, but does not actively play with them
• Great imitators

Early Childhood

Early childhood is also referred to as the preschool years consisting of the years which follow
toddlerhood and precede formal schooling. As a three to five-year-old, the child is busy learning
language, is gaining a sense of self and greater independence, and is beginning to learn the
workings of the physical world. This knowledge does not come quickly, however, and
preschoolers may have initially have interesting conceptions of size, time, space and distance
such as fearing that they may go down the drain if they sit at the front of the bathtub or by
demonstrating how long something will take by holding out their two index fingers several inches

Module 1|Page 6
apart. A toddler‘s fierce determination to do something may give way to a four-year-old‘s sense
of guilt for doing something that brings the disapproval of others.
3 years old
• Wants to be just like parents
• Vocabulary and pronunciation continue to expand
• Climbs stairs with alternating feet
• Can briefly stand on one foot

4 years old
• Sentences are more complex; speaks well enough for strangers to understand
• Imagination is vivid; line between what is real and imaginary is often indistinct
• Develops fears (common fears: fear of dark, fear of animals, and fear of death)

5 Years old
• Can hop on one foot and skip
• Can accurately copy figures
• May begin to read
• Socialize with other children their age

Middle Childhood and Late Childhood

The ages of six through twelve comprise middle childhood and much of what children experience
at this age is connected to their involvement in the early grades of school. Now the world
becomes one of learning and testing new academic skills and by assessing one‘s abilities and
accomplishments by making comparisons between self and others. Schools compare students
and make these comparisons public through team sports, test scores, and other forms of
recognition. Growth rates slow down and children are able to refine their motor skills at this point
in life. And children begin to learn about social relationships beyond the family through
interaction with friends and fellow students.
• Both large and small muscles well-developed.
• Developed complex motor skills
• From independent activities to same sex group activities
• Acceptance by peers very important
• Parental approval still important

Adolescence (13 to 18 years old)

Adolescence is a period of dramatic physical change marked by an overall physical growth spurt
and sexual maturation, known as puberty. It is also a time of cognitive change as the adolescent
begins to think of new possibilities and to consider abstract concepts such as love, fear, and
freedom. Ironically, adolescents have a sense of invincibility that puts them at greater risk of
dying from accidents or contracting sexually transmitted infections that can have lifelong
consequences.
• Traumatic life stage for child and parent
• Puberty occurs
• Extremely concerned with appearance
• Trying to establish self- identity
• Confrontation with authority

Early Adulthood (19 to 29 years old)

The twenties and thirties are often thought of as early adulthood. (Students who are in their mid-
30s tend to love to hear that they are a young adult!). It is a time when we are at our physiological
peak but are most at risk for involvement in violent crimes and substance abuse. It is a time of
focusing on the future and putting a lot of energy into making choices that will help one earn the
status of a full adult in the eyes of others. Love and work are primary concerns at this stage of
life.

Module 1|Page 7
 • Physical development complete
• Emotional maturation continues to develop
• Usually learned to accept responsibity for actions and accept responsibility for actions and
accept criticism
• Usually knows how to profit from errors
• Socially progree from age- trelated peer groups to people with similar interests.

Middle Adulthood (30 to 60 years old)

The late thirties through the mid-sixties is referred to as middle adulthood. This is a period in
which aging, that began earlier, becomes more noticeable and a period at which many people
are at their peak of productivity in love and work. It may be a period of gaining expertise in certain
fields and being able to understand problems and find solutions with greater efficiency than
before. It can also be a time of becoming more realistic about possibilities in life previously
considered; of recognizing the difference between what is possible and what is likely. This is
also the age group hardest hit by the AIDS epidemic in Africa resulting in a substantial decrease
in the number of workers in those economies (Weitz, 2007).
• Physical changes begin to occur:
Hair begins to begin to thin and gray
Wrinkles appear
Hearing and vision decrease
Muscles lose tone
• Main concerns: children, health, job security, aging, parents and fear of aging
• Love and acceptance still take a major role

Late Adulthood (61 years and above) This period of the life span has increased in the last 100
years, particularly in industrialized countries. Late adulthood is sometimes subdivided into two
or three categories such as the “young old” and “old old” or the “young old”, “old old”, and
“oldest old”. We will follow the former categorization and make the distinction between the
“young old” who are people between 65 and 79 and the “old old” or those who are 80 and
older. One of the primary differences between these groups is that the young old are very similar
to midlife adults; still working, still relatively healthy, and still interested in being productive and
active. The “old old” remain productive and active and the majority continues to live
independently, but risks of the diseases of old age such as arteriosclerosis, cancer, and cerebral
vascular disease increases substantially for this age group. Issues of housing, healthcare, and
extending active life expectancy are only a few of the topics of concern for this age group. A
better way to appreciate the diversity of people in late adulthood is to go beyond chronological
age and examine whether a person is experiencing optimal aging (like the gentleman pictured
above who is in very good health for his age and continues to have an active, stimulating life),
normal aging (in which the changes are similar to most of those of the same age), or impaired
aging (referring to someone who has more physical challenge and disease than others of the
same age).
• Fastest growing age bracket of society
• Physical deterioration (brittle bones, poor coordination
• Some memory problems
• Coping with retirement and forms of entertainment
• Very concerned with health and finances
• Significant number become depressed; suicide rate is high

ELABORATE Activity 3: Describe me to Know me!

Select two from among the 8 stages of Human Development and describe
the physical changes that occur during that particular stage and how
people around them should treat such.

Module 1|Page 8
 EVALUATION

Which of the eight stages has the most important roles/contributions to the success of the
society. Why?

References

https://www.scribd.com/document/473329608/Module-1#

https://www.scribd.com/document/379747925/Child-and-Adolescent-Learning-and-Learning-Principles

https://www.scribd.com/document/455358314/PROFED03-pdf

https://www.scribd.com/document/379960950/educ-1-cad-2018-syllabus

Module 1|Page 9
 Republic of the Philippines
POLYTECHNIC COLLEGE OF BOTOLAN
(Formerly Botolan Community College)
Botolan Zambales
E-mail: polytechniccollegeofbotolan@gmail.com
Website: www.pcbzambales.com
Contact #: 0949 155 3113

CHILD ADOLESCENT LEARNING AND LEARNING PRINCIPLES

MODULE 1

HUMAN DEVELOPMENT: MEANING, CONCEPTS AND APPROACHES

NAME: SCORE:
COURSE/ YR&SEC: DATE SUBMITTED:
NAME OF INSTRUCTOR: CHARLIE T. CARREON

ENGAGE: ACTIVITY 1: Activate Prior Knowledge

1. 6.
2. 7.
3. 8.
4. 9.
5. 10.

EXPLORE: Activity 2: Mapping Stages of Human Development

Prenatal
Development

ELABORATE: Activity 3: Describe me to know me

1.

2.

EVALUATION:
Which of the eight stages has the most important contributions to
the success of the society. Why?

Module 1|Page 10
Late Adulthood