MODULE 29

SYNTHESIS OF THE PHYSICAL COGNITIVE AN SOCIO- EMOTIONAL DEVELOPMENT

OF PRE-SCHOOLERS

PHYSICAL DEVELOPMENT
3-to-4-year old's can jump and hop higher as their leg muscles grow stronger. Many can
even hop on one foot for short periods of time. Also, at this age (3 to 4 years), children
develop better upper body mobility. As a result, their catching and throwing abilities
improve in speed and accuracy.

COGNITIVE DEVELOMENT
children with the means of paying attention to thinking about the world around them. ...
Cognitive development encompasses a child's working memory, attention, as well as a
child's ability to manage and respond to the experiences and information they
experience on a daily basis.

SOCIO-EMOTIONAL DEVELOPMENT
Positive social and emotional development is important. This development influences a
child's self-confidence, empathy, the ability to develop meaningful and lasting
friendships and partnerships, and a sense of importance and value to those around
him/her.

LEA ELABORATION OF PRINCIPLES FOR PRESCHOOL

RNER CENTERED PRINCIPLE LEARNERS
CLUSTER 1: Cognitive and Metacognitive Factors
Principle:
The successful learner can link new
information with existing knowledge in
meaningful ways.
CLUSTER 2: Motivational and affective Factors
Principle:
Intrinsic motivation to learn. The learner's
creativity, higher order thinking, and natural
curiosity all contribute to motivation to learn. competent and to exercise personal control.
Intrinsic motivation is stimulated by tasks of
optimal novelty and difficulty, relevant to
personal interests, and providing for personal natural curiosity and motivation to learn by
choice and control.
CLUSTER 3: Development and Social Factors
Principle:
Developmental influences on learning. As
individuals develop, there are different
opportunities and constraints for learning.
Learning is most effective when differential
development within and across physical,
intellectual, emotional, and social domains is
taken into account.
CLUSTER 4: Individual Difference Factors
Principle:
Learning and diversity. Learning is most
Knowledge widens and deepens as students
continue to build links between new
information and experiences and their
existing knowledge base. Parents, Guardians
and Educators can assist preschool learners
in acquiring and integrating knowledge by a
number of strategies that have been shown
to be effective with learners of varying
abilities, such as concept mapping and
thematic organization or categorizing.
Curiosity, flexible and insightful thinking, and
creativity are major indicators of the learners'
intrinsic motivation to learn, which is in large
part a function of meeting basic needs to be
Parents, Guardian and Educator can
encourage and support preschooler learners'
attending to individual differences in
learners' perceptions of optimal novelty and
difficulty, relevance, and personal choice and
control.
In this stage the Preschoolers do the things in
accordance to their physical attributes and
their emotional aspects lies to the people
they see.
In this stage the mother tongue is used to
understand things that they can't.
effective when differences in learners'
linguistic, cultural, and social backgrounds
are taken into account.

MODULE 30

LEA APPLICATION OF THE PRINCIPLE IN THE

RNER CENTERED PRINCIPLE TEACHING – LEARNING PROCESS OF PRIMARY
SCHOOLERS
CLUSTER 1: Principle referring to Cognitive and
Metacognitive Factors
They tend to use their creativity to influence
Factors Construction of knowledge. The others. It builds groups of friends
successful learner can link new information
with existing knowledge in meaningful ways.

CLUSTER 2:

Effects of motivation on effort. Acquisition of In this stage they can solve problem and
complex knowledge and skills requires analytical information
extended learner effort and guided practice.
Without learners' motivation to learn, the
willingness to exert this effort is unlikely
without coercion.
CLUSTER 3: Developmental and Social Factors

Social influences on learning. Learning is They tend to interact to others with their age
influenced by social interactions, and gender
interpersonal relations, and communication
with others.

CLUSTER 4: Individual Differences Factors

Individual differences in learning. Learners
have different strategies, approaches, and
capabilities for learning that are a function of
prior experience and heredity.
They have their different strategies to cope
up with some certain problems that may face
in their existence.

MODULE 31

LEA APPLICATION OF THE PRINCIPLE IN THE

RNER CENTERED PRINCIPLE TEACHING – LEARNING PROCESS OF
INTERMEDIATE
CLUSTER 1: Principle referring to Cognitive and
Metacognitive Factors In this stage the child can use strategies to
achieve complicated learning goals.
Construction of knowledge. The successful
learner can link new information with
existing knowledge in meaningful ways.

CLUSTER 2: Principle referring to Motivational

and Affective Factors
The learner gets knowledge and skills
Effects of motivation on effort. Acquisition of through some practices that still need
complex knowledge and skills requires guidance.
extended learner effort and guided practice.
Without learners' motivation to learn, the
willingness to exert this effort is unlikely
without coercion.

CLUSTER 3: Developmental and Social Factors

Social influences on learning. Learning is In this stage, intermediate schoolers can gain
influenced by social interactions, knowledge and experience through social
interpersonal relations, and communication interaction and communicating with others.
with others.

CLUSTER 4: Individual Differences Factors

Learning and diversity. Learning is most Since the learners can circumstances, he/she
effective when differences in learners' can learn some different linguistic cultural
linguistic, cultural, and social backgrounds that he/she can apply to his/her life practice.
are taken into account.

MODULE 32

LEA APPLICATION OF THE PRINCIPLE IN THE

RNER CENTERED PRINCIPLE TEACHING – LEARNING PROCESS OF
ADOLECENTS
CLUSTER 1: Principle referring to Cognitive and
Metacognitive Factors As a student we tend to think critically. We
can fix complex problems with some different
(State the relevant learner-centered principle strategies that can develop our cognitive
here) development.
Thinking about thinking. Higher order
strategies for selecting and monitoring
mental operations facilitate creative and
critical thinking.

CLUSTER 2: Principle referring to Motivational

and Affective Factors

By means of curiosity, we tend to learn

(State the relevant learner-centered principle something that can make us into higher order
here) thinkers.

Intrinsic motivation to learn. The learner's

creativity, higher order thinking, and natural
curiosity all contribute to motivation to learn.
Intrinsic motivation is stimulated by tasks of
optimal novelty and difficulty, relevant to
personal interests, and providing for personal
choice and control.

CLUSTER 3: Principle referring to Development

and Social Factors

As an adolescent we can learn something

(State the relevant learner-centered principle
through interactions or communication with
here)
the people that surrounds us.
Social influences on learning. Learning is
influenced by social interactions,
interpersonal relations, and communication
with others.
CLUSTER 4: Principle referring to Individual
Differences Factors
(State the relevant learner-centered principle
here)
Setting challenging standard can achieve a
better learning that can progress our learning
process.

Standards and assessment. Setting

appropriately high and challenging standards
and assessing the learner as well as learning
progress -- including diagnostic, process, and
outcome assessment -- are integral parts of
the learning process.