Child and Adolescent Learners and Learning Principles - 091110

Republic of the Philippines
BILIRAN PROVINCE STATE UNIVERSITY-BILIRAN CAMPUS

Biliran, Biliran
Telefax No. (053)-500-9045
SUC LEVEL III-A
(Per DBM-CHED Joint Circular No. 1-B dated 21, 2017)
Department of Teacher Education

Bachelor in Elementary Education- First Year
First Semester SY 2020-2021
THE CHILD AND ADOLESCENT LEARNERS AND

LEARNING PRINCIPLES
MODULE
Mary Joy B. Gelizon Department of Teacher Education

Contents Page
Title Page ………………………………………………………………………………………….
Overview of the Module ………………………………………………………………………
Course Pre-assessment ………………………………………………………………………...
Key Terms …………………………………………………………………………………………
Learning Plan
Lesson 1…………………………………………………………………………………..
Activity 1.1 ……………………………………………………………………………
Activity 1.2 ……………………………………………………………………………
Analysis, Abstraction and Application …………………………………………
Lesson 2 ………………………………………………………………………………….
Activity 2.1 ……………………………………………………………………………
Activity 2.2 …………………………………………………………………………...
Activity 2.3 ……………………………………………………………………………
Lesson 3 ………………………………………………………………………………….
Activity 3.1 ……………………………………………………………………………
Activity 3.2 ……………………………………………………………………………
Activity 3.3 ……………………………………………………………………………
Activity 3.4 ……………………………………………………………………………
Activity 3.5 ……………………………………………………………………………
Activity 3.6 ……………………………………………………………………………
Post-Assessment ……………………………………………………………………….
References ………………………………………………………………………………………
I. OVERVIEW
Development is a process that creates growth, progress, positive change or the

addition of physical, economic, environmental, social and demographic
components. Development is visible and useful, not necessarily immediately, and
includes an aspect of quality change and the creation of conditions for a
continuation of that change.
Lesson 1 presents the 14 learner-centered principles which shall be used

throughout the guide in determining appropriate pedagogy for learners at different
life stages. Lesson 2 focuses the basic concepts and issues on human development.
Lesson 3 describes the developmental theories and other relevant theories. Child
development theories focus on explaining how children change and grow over the
course of childhood. Such theories center on various aspects of development
including social, emotional, and cognitive growth.
MODULE TITLE
Child and Adolescent Learners’ and Learning Principles
Description
This course is 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 shall include appropriate pedagogical principles
applicable for each developmental level.
The coverage of this course is structured to cover the key dimensions of the
development of children and adolescent learners and the learning principles. For
each dimension, the core contemporary research finding and theories are covered.
Particular emphasis is given to the factors that have been identified as having
positive or negative effects on the natural course of these developmental processes.
In addition, some focus is given to the exceptional cases when children or
adolescents vary from the natural course.
Topics:
Lesson 1 Learner-Centered Psychological Principles
Lesson 2 Basic Concepts and Issues on Human Development and

Development of the Learners at Various Stages
Lesson 3 Developmental Theories and Other Relevant Theories
Module Guide
This module will allow the students to become independent learners. This will
served as an alternative avenue of teaching and learning in lieu of face-to-face
instruction. The students are expected to answer the different activities in every
lesson. Key terms are provided as your guide to understand the different
terminologies used in this module. In answering the module, you will be using the
different learning resources such as: books, online resources and the like. Time frame
is provided as your guide when you are going to pass the module. Rubrics will serve
as your guide in answering your case study and reflection and this will also serve as
how the teacher rates your work.
This module contains a pre-assessment, learning plan and post assessment.
Pre-assessment measures your previous understanding of the subject. 4As approach
is used in the learning plan as one of the strategies used in this module. By adopting
the 4As approach (Activity, Analysis, Abstraction, and Application), the learner is
actively and fully engaged throughout the learning process. Below are the details of
the 4As approach.
This is a preliminary activity to motivate the learners

Pre-Activity to be more active and be ready of the topic in
every lesson.
This is the first phase of the lesson. it is an individual
activity. In this phase, the students are engaged in
Activity
the learning exercise, meant to tap prior knowledge
and experience as well as spark interest in the topic.
In this phase of the lesson, the learners are helped
to look back to and think of the activity. With the
help of guide questions, they are helped to analyze
Analysis
what happened, what they saw, heard, did and
felt. This phase is a thinking exercise and so is
deeper in context than the activity phase.
With the help of guide questions, the learners are
Abstraction/Generalization expected to connect information and concepts in
order to come up with generalizations/abstraction.
This is the phase for the transfer of learning. If the
learners gained mastery of concepts, theories and
Application principles, they show evidence of their learning in
this phase of the module by applying what were
learned in real life situations.
Time Frame
Week Task Date of Submission

1 Read the content of
module and genuinely
understand the BIPSU
mission, vision, goals and
objectives. Familiarize and
watch carefully the
learning activities and the
things you have to
conform at the end of the
course.
Pre-assessment
Posters of the BIPSU

accomplishments in a form
of collage.
2 Pre-Assessment
3 Lesson 1 Activity 1.1
4 Activity 1.2
Analysis & Application
6 Activity 2.2
7 Activity 2.3
8 Analysis & Application
10 Activity 3.1
11 Activity 3.2
12 Activity 3.3
13 Activity 3.4
14 Activity 3.5
15 Activity 3.6
16 Analysis
17 Application
18 Post Assessment
COURSE OUTCOME
When you are done answering all the learning activities, you will be able to:
Design creative learning activities to enhance the development of the learners at

various stages conforming to the principles of development and Developmental
Appropriate Practices (DAP).
Module
Requirement
For this course, you are required to complete all the activities in each lesson,
pass the midterm and final examination (online/offline), and submit all other
learning activities in the suggested readings. Designing a creative learning
activity to enhance the development of the learners at various stages conforming
to the principles of development and Developmental Appropriate Practices (DAP)
will serve as the culminating learning activity of the subject.
Learning Activities Scoring Guide

Adapted from Wesley College of Education
1 2 3 4 5
Learning No data Plan has Plain is clearly Plan is clearly Plan is clearly
Activities sources are missing constructivist, constructivist constructivist,
listed, no components using one using one of the using one of the
attempt to use and unclear model, but not models four models
constructivist descriptions of necessarily appropriately for appropriately
learning teacher and appropriate for the content; for the content;
models. Needs student roles content; plan activities activities
major revision. and actions in includes data address most address all
the learning sets that are indicators and indicators. No
activities; plan acceptable, with some major revision.
needs major but not revision.
improvements representative
of content in
all cases, and
there are mis-
matches
between the
activity and
the level of
procedural
knowledge.
Differentiated No attempt of Data sets show Plan includes Plan includes Plan includes a
Instruction differentiation an attempt at Data sets that Well-chosen well chosen
and General exemplify the data sets that Variety of data
Accommoda- differentiation content and are accessible sets that are
tion of instruction. are accessible to all learners accessible to all
Needs major to most and exemplify learners and
improvement. learners; the content; exemplify the
activities activities provide content;
provide opportunities activities
general and provide
opportunities accommodatio opportunities
for most ns for most and specific
learners to students to accommodatio
construct construct ns for identified
personal personal learners to
meaning, with meaning but no construct
few specific personal
accommodati accommodatio meaning.
ons. ns are noted.
Written Plan No apparent Few steps are Most steps are All steps All steps
attempt to specified, no specified, but specified, in specified, in
specify steps. apparent not in order; correct order, correct order,
Devoid of order and major revision but may need written in
detail. Needs insufficient with additional more detail to sufficient detail
major revisions. detail to be detail is be easily as to be easily
followed. needed to be followed by followed by
Needs major easily followed. another. another.
improvement.
II. Course Pre-Assessment
Directions: Read the statements/questions carefully. Select the best answer among
the choices. Choose the best answer and write the letter before the number.
1. Which of the following is true about human development?

a. Human development considers both maturation and learning.
b. Development refers to the progressive series of changes of an orderly
coherent type toward the goal of maturity.
c. Development is the gradual and orderly unfolding of the characteristics of
the individuals as they go through the successive stages of growth
d. All of the above
2. What do you call the quantitative increase in terms of height and weight as
observed by the school physician during the physical examination of the
students?
a. Development
b. Growth
c. Learning
d. Maturation
3. Mrs. Gomez conducts research on the psychosocial area of the child’s

development is Mrs. Gomez most likely to be interested with?
a. Perceptual abilities
b. Brain-wave patterns
c. Emotions
d. Use of Language
4. Which of the following is the correct order of psychosexual stages proposed by

Sigmund Freud?
a. Oral stage, anal stage, phallic stage, latency stage, genital stage
b. Anal stage, oral stage, phallic stage, latency stage, genital stage
c. Oral stage, anal stage, genital stage, latency stage, phallic stage
d. Anal stage, oral stage, genital stage, latency stage, phallic stage
5. What is the best description of Erickson’s psychosocial theory of human

development?
a. Eight crisis all people are thought to lace
b. Four psychosocial stages in latency period
c. The same number of stages as Freud’s, but with different names
d. A stage theory that is not psychoanalytic
6. In Erickson’s theory, what is the unresolved crisis of an adult who has difficulty
establishing a secure, mutual relationship with a life partner?
a. Initiative vs. Guilt
b. Autonomy vs. Shame and Doubt
c. Intimacy vs. Isolation
d. Trust vs. Mistrust
7. Alyssa is eight years old, and although she understand some logical principles,
she still has troubles in understanding hypothetical concepts. According to
Piaget, Alyssa belongs to what particular stage of cognitive development?
a. Sensorimotor
b. Preoperational
c. Concrete operational
d. Formal operational
8. Which of the following provides the best broad description of the relationship
between heredity and environment in determining height?
a. Heredity is the primary influence, with environment affecting development
only in severe situations
b. Heredity and environment contribute equally to development
c. Environment is the major influence on physical characteristics.
d. Heredity directs the individual’s potential and environment determines
whether and to what degree the individual reaches the potential.
9. What is the correct sequence of prenatal stages of development?

a. Embryo, germinal, fetus
b. Germinal, fetus, embryo
c. Germinal, embryo, fetus
d. Embryo, fetus, germinal
10. When a baby realized that a rubber duck which has fallen out of the tub must
be somewhere on the floor, he is likely to achieved what aspect of cognitive
development?
a. Object permanence
b. Deferred imitation
c. Mental combinations
d. Goal-directed
KEY TERMS
Gross Motor Development – refers to acquiring skills that involve the large muscles
Fine Motor Development – refers to acquiring the ability to use the smaller muscles in
the arm, hands and fingers purposefully.
Manipulative Skills – refers to projecting and receiving objects like throwing, striking,
bouncing, catching and dribbling.
Locomotor Skills – refers to going one place to another like walking, running,
climbing, skipping, hopping, creeping, galloping, and dodging.
Non-locomotor Skills – refers to staying in one place like bending, stretching, turning
and swaying.
III. LEARNING PLAN
LESSON 1 LEARNER-CENTERED PSYCHOLOGIC AL

PRINCIPLES (LCP)
The learner is the center of instruction. The world of instruction revolves around
the learners. This module introduces you to fourteen (14) lerner-centered principles
which shall be used throughout this guide in determining appropriate pedagogy for
learners at different life stages.
Pre-activity
Directions: Below are the acronyms of the word LEARNER-CENTERED PRINCIPLES.

Give the meaning of each letter.
L- C- P-
E- E- R-
A- N- I-
R- T- N-
N- E- C-
E- R- I-
R- E- P-
D- L-
E-
S-
Activity 1.1
1. Define and explain the following principles:

a. Nature of the learning process
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b. Goals of the learning process

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c. Construction of knowledge
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d. Strategic thinking
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e. Thinking about thinking

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f. Motivational and emotional influences on learning

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g. Intrinsic motivation to learn

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h. Social influences on learning

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i. Individual differences on learning

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j. Standards and assessment

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Analysis
1. Examine the title, “Learner-Centered Principles”. Quickly jot down at least 10

words that come into your mind.
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Abstraction
The learner-centered Psychological were put together by the American

Psychological Association. The following 14 principles pertain to the learner
and the learning process.
They focus on psychological factors that are primarily internal to and under
the control of the learner rather than conditioned habits or physiological
factors.
The principles are intended to deal holistically with learners in the context or
real-world learning situations.
The 14 principles are divided into those referring to (1) cognitive and
metacognitive, (2) motivational and affective, (3) developmental and social,
and(4) individual difference factors influencing learners and leaning.
The principles are intended to apply to all learners-from children, to teachers,

to administrators, to parents, and to community members involved in our
educational system.
Application
1. Identify ways on how to apply the 14 principles in instruction as a future

teacher.
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Rubric for writing your reflection
Areas of Expert Accomplishe Capable Beginner

Assessment 4 d3 2 1
Presents Presents Ideas are too Ideas are
ideas in an ideas in a general vague or
Ideas
original consistent unclear
manner manner
Strong and organized Some No

Organization
organized organization organization
Writing shows Writing shows Writing shows Writing shows
Understandin strong a clear adequate little
g understandin understandin understandin understandin
g g g g
Sophisticated Nouns and Needs more Little or no
use of nouns verbs make nouns and use of nouns
and verbs essay verbs and verbs
Word choice
make the informative
essay very
informative
Sentence Sentence Sentence No sense of
structure structure is structure is sentence
enhances evident; limited; structure or
Sentence
meaning: sentences sentences flow
Construction
flows mostly flow need to flow
throughout
the piece
Reflection
From the module on Learner-Centered Principles I realized that ……
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LESSON 2 BASIC CONCEPTS AND ISSUES ON HUMAN
DEVELOPMENT
Every living creature is called to become what it is meant to be. The

caterpillar is meant to become a butterfly; a seed into a full grown herb, bush or
tree; and a human baby into a mature person, the person “who is fully alive, the
glory of God” in the words of St. Irenaeus.
How this development happens is what we learn in our biology class. We

have seen it to be a fantastic process. So wonderful a process that we cannot help
but experience a feeling of awe for the power or the Force or the Principle (Theists
call this Power or Force or Principle (God) behind all these.
A number of researchers on human development have been conducted. A

lot of theories on human development have been forwarded. Researchers on
human development continue as existing theories get corrected, complemented or
replaced. Up to the present several issues on human development are unresolved
and so, the searches for explanations continue.
In this lesson, you will be acquainted with human development as a process,

the developmental tasks that come along with each developmental stage and
relevant issues that are raised about human development.
Pre-activity
Directions: Read the Article “Life Before Birth” below then answer the following
questions written after the article.
The Development of the unborn child

Source http:www.mccl.org/Documet.Doc?id=159
1. What are your feeling s and reactions about what you read?
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2. Do you agree that which is developing in the womb is a mere “blob of tissue”
or “uterine contents” as abortionists claim? Share your explanation.
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3. Why are pregnant mothers advised not to smoke, not to drink alcohol drinks,
not to take any medication without doctor’s advice?
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4. What are proofs that which is developing in the mother’s womb is a living
human being?
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5. Give some hazards of pre-natal development. Use the given graphic
organizer.
Prenatal
Development-
zygote,
embryo, fetus
Activity 2.1
As you read this lesson and do the activity in your own, you are undergoing the
process of development. How does this development take place? What do experts
say about development? These are the concerns of this lesson.
Exercise # 1
Here are pictures of seven-year old James and three-old Dina. Each one is a
bundle of possibilities. Describe what they were before birth and who they will
possibly be after birth unto adulthood. What will they possible become?
https://www.google.com/search?q=picture+of+3+yo
https://www.google.com/search?q=picture+of+7+year+old+girl&tbm
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Exercise # 2
Directions: State the five characteristics of human development form a life-span

perspective and their implications to child care, education and parenting.
Characteristics of human development Educational Implication to Child Care,

from a life-span perspective Education and Parenting
1. Development is lifelong.
2.
3.
4.
5.
Exercise # 3
In a matrix form, write the characteristics of human development from a life-

span perspective.
Characteristics
of human
development
Activity 2.2
For every development stage, there is an expected developmental task. What

happens when the expected development tasks are not achieved at the
corresponding developmental stage?
Exercise # 1
Directions: Examine the pictures below. Think about the physical characteristics of
preschoolers. What are the children doing in Picture 1, Picture 2, Picture 3, Picture 4 and
Picture 5. Write down hat have observed the pictures below
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2. Directions: Go back to the pictures in Activity 1. From the captions you wrote for the
pictures, what physical characteristics of preschoolers came out? Write them in a
matrix form showing the fine motor and gross motor.
Physical Domain
Fine Motor Gross Motor

Exercise # 2
Directions: Using the matrix below write at least two indicators of the developmental milestones of a 0-to-12 year
old child
Developme Physical Development Cognitive Development Socio-emotional Spiritual Development Creative Arts
ntal Development Development
Milestones Fine Motor Gross Numeracy Linguistic Interpersonal Intrapersonal Moral Awe & Visual Performing
Motor wonder
0-5 Ex: Hops on Ex: Learn and  Show more Develop Do not tell Curious and Can Imitate
 Can one foot Can sing simple independe friendship lies ask a lot of identify simple step
cut out without count to 4 songs nce questions pictures of of the
a losing Become less people dance
picture balance egocentric and things
using
scissors
Do not
copy the
example
6-10
11-15
16-20
21-25
26-30
31-40
41-50
51-60
61-and
over
Exercise # 3
Directions: Give the implications of the developmental tasks to you role as a teacher
and or a parent. Pay attention to each of the developmental stages-prenatal period,
infancy, early childhood, middle and late childhood and adolescence.
Developmental Stages
As a Teacher As a Parent
Early Childhood
Middle Childhood and Late

Childhood
Adolescence
Early Adulthood College
Middle Adulthood
Late Adulthood
Exercise # 4
Directions: Read a research related to developmental stages and developmental tasks.

Fill out the matrix below.
Problem Research Methodology
Source: (Bibliography entryformat)

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Findings _______________________________________________ Conclusions
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How are the findings of this research useful to teachers?

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Activity 2.3
Each of us has his/her own informal way of looking at our own and other
people’s development. These paradigms of human development while obviously
lacking in scholastic vigor, provide us with conceptual framework for understanding
ourselves and others. Scholars have come up with their own models of human
development. Back up solid research, they take stand on issues on human
development.
Exercise # 1
Define the following:
1. Nature_______________________________________________________________________
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2. Nurture_______________________________________________________________________
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3. Continuity____________________________________________________________________
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4. Discontinuity__________________________________________________________________
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5. Stability_______________________________________________________________________
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6. Change______________________________________________________________________
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Exercise # 2
Directions: Using the Venn diagram, compare and contrast the following:
Nature vs Nurture
Continuity vs Discontinuity
Stability vs Change
Exercise # 3
How far do you understand the human development?
Directions: the questions presented below could only be answer by check or wrong. If
you mark the stamen x, explain why.
_____________1. Heredity exerts a greater influence on human development than

environment.
_____________2. What has been experienced in the earlier stages of development ca n

no longer be changed.
____________3. From the perspective of life span developmentalist, later experiences are
the key determinants of a person’s development.
Exercise # 4
Directions: Read a research related to issues on human development. fill out the matrix
below. Strongly suggested topic is fetal origins.

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Exercise # 5
Directions: Relate what have learned here to your personal Development. Reflect on
your own personal development. What has helped you become the person that you
are now? Is what you have become a product of the mere interaction of heredity and
environment? Or is what you have become a product of both heredity and
environment interacting and what you have decided or determined yourself to
become? (Self-determination or freedom is a third factor) write your reflections.
Analysis
Directions: Answer the following questions below and write your answers on the space
provided for.
1. How do the developmental stages compare to Havighurst’s Developmental

stages given below?
Hivighurst has identified six major age periods:
a. infancy and early childhood (0-5
years),_________________________________________________________________
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b. Middle childhood (6-12 years),
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c. Adolescence (13-18
years),_________________________________________________________________
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d. Early adulthood (19-29)
years),_________________________________________________________________
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e. Middle adulthood (30-60 years), and
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f. Later maturity
(61+).__________________________________________________________________
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2. What is an outstanding trait or behaviour of each
stage?_______________________________________________________________________
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3. What task/s is/are expected of each developmental stage?
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4. Does a developmental task in a higher level require accomplishment of the
lower level developmental
tasks?________________________________________________________________________
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Abstraction
Human development is the pattern of movement or change that begins at

conception and continues through the life span. Development includes growth
and decline. This means that development can be positive or negative
(Santrock, 2002).
Development and learning proceed at varying rates from child to child, as well
as at uneven rates across different areas of a child’s individual functioning.
Development proceeds toward greater complexity, self-regulated, and symbolic

or representational capacities.
All domains of development and learning-physical, social and emotional, and

cognitive are important, and they are closely interrelated. Children’s
development and learning in one domain influence and are influenced by what
takes place in other domains.
Havighurst defines developmental task as one that arises at a certain period in

our life., the successful achievement of which leads to happiness and success
with later tasks while failure leads to happiness, social disapproval, and difficulty
with later tasks.” (Havighurst, 1972).
Big ideas about the Physical Development of Preschoolers
 There are significant changes in physical growth of preschoolers.

 The preschoolers’ physical development is marked by the acquisition of gross
and fine motor skills.
 Preschoolers can express themselves artistically at a very early age.
 Proper nutrition and the right amount of sleep are very important for the
preschoolers.
 Caregivers and teachers can do a lot in maximizing the growth and
development of preschoolers.
 Preschoolers with special needs in inclusive classrooms can thrive well with the
appropriate adaptations made in the classroom, materials and activities.
A quick Look at What Preschoolers Can Do: (Physical Skills)
This bulleted list of preschoolers’ physical skills is lifted from the Physical Domain
Component of the Philippine Early Learning and Development Standards (ELDS). This
set of standards was based on a study commissioned by UNICEF and the Child
Welfare Council (CWC). This is now adopted for use by the Early Childhood Care
and Development Council:
PHYSICAL DEVELOPMENT
Gross Motor Fine Motor
 Hops 1 to 3 steps on preferred foot  Copies a simple pattern
 Skips (with alternating feet)  Cuts with scissor following a line
 Jumps and turns  Draws a human figure
 Stands on one leg without falling  Colors with strokes staying within
for at least 5 seconds the lines
 Throws ball overhead with control  Consistently turns pages of a
of direction picture or story book one page at
 Throws a ball overhead with a time
control speed
 Kicks a ball with control of speed
Application
Case Study
Directions: Read carefully the case. Address the case study by following the format
below.
a. Meet Jody, age 5.
He uses scissors to do artwork but holds scissors differently. He has an awkward grip
when using a pencil. He has difficulty to fit puzzle pieces together.
Assessment: what do you do as his teacher? What interventions does he need? How
would you address this situation?
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2. Make your own photo essay about the physical development of preschoolers.
Observe preschoolers in action and take their pictures. Describe the gross and fine
motor skills that you saw them do and create a proposed activity to enhance their
fine and motor skills.
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Case Study Rubric
Below Approaching At Standard Exceeds

Standard Standard 3 Standard
1 2 4
Clear Expectation Shows little Shows some Shows Shows superior
of the key strategic understanding understanding adequate knowledge of
issues of the issues, of the issues, knowledge of the issues,
 The problem, key problems, key problems, the issues., key problems, and
scope, and and the and the problems, and present
seriousness was presents present the present situation and
clearly identified situation and situation and situation and issues.
in the issues. issues. issues. Effective
discussions Executive Executive Executive executive
summary summary summary summary
missing or inadequate adequate.
poorly
constructed
Valid Arguments Critical issues Critical issues Critical issues Critical issues
 Critical issues and key and key and key and key
and key points problems that problems that problems that problems that
problems that supported the supported the supported the supported the
supported that case analysis Case Analysis Case Analysis Case Analysis
case analysis were poorly were not were partially were clearly
were identified identified, clearly clearly identified,
and clearly analyze, and identified, identified, analyze, and
analyzed and supported. analyze, and analyze, and supported.
supported. supported. supported.
Appropriate Analysis of key Analysis of key Analysis of key Analysis of key
analysis, change and change and change and change and
evaluation, and the underlying the underlying the underlying the underlying
synthesis the issues the issues were the issues were the issues were
 Synthesis, inadequate. not identified. partially clearly
analysis, and identified. identified.
evaluations
were clearly
presented and
supported in a
literate and
effective
manner.
Conclusions and Effective Effective Effective Effective
recommendations recommendati recommendati recommendati recommendati
are congruent with ons and/or ons and/or ons and/or ons and/or
strategic analysis plans of action plans of action plans of action plans of action
 Specific not provided. inadequate. were partially were
recommendati Specific data Specific data provided. provided.
ons and/or or facts or facts were Specific data Specific data
plans of action necessary to not referred or facts were or facts were
provided support the when occasionally referred when
 Recommendat analysis and necessary to referred when necessary to
ions and conclusions support the necessary to support the
conclusions was not analysis and support the analysis and
were provided. conclusions analysis and conclusions
presented and was not conclusions was not
supported in a provided. was not provided.
literate and provided.
effective
manner.
Proper Key points Key points Key points Key points
organization, were poorly were not were partially were clearly
professional identified and identified and identified and identified and
writing, and logical supported with supported with supported with supported with
flow of analysis. a well thought a well thought a well thought a well thought
 Proper out rationale out rationale out rationale out rationale
grammar, based on based on based on based on
spelling, applying applying applying applying
punctuation, specific specific specific specific
professional concepts or concepts or concepts or concepts or
writing, and analytical analytical analytical analytical
syntax. framework to framework to framework to framework to
 Key points the data the data the data the data
were provided in provided in provided in provided in
supported with the case. the case. the case. the case.
a well thought Grammar Grammar Adequate Excellent
out rationale spelling, spelling, grammar grammar
based on punctuation, punctuation, spelling, spelling,
applying professional professional punctuation, punctuation,
specific writing, and writing, and professional professional
concepts or syntax needs syntax needs writing, and writing, and
analytical significant improvements. syntax. syntax.
frameworks to improvements.
the data
provided in the
case.
www.vsm.sk/rubricscasestudy.doc
3. Examine the skills found in the physical domain of the ELDS. Identify the skills in a
particular sub age group and put an appropriate activity that can help develop
each skill. You may surf the net for suggested activities, or simply be creative in
making an activities that are developmentally appropriate to the child.
Domain Proposed Activity
Physical
Cognitive
Socio-emotional
Spiritual Development
4. As a teacher, you are a facilitator of the development of learners. Read
and reflect on how one great teacher played a role in the fantastic
development of a child. Here is a true-to-life story of Teddy emailed to me
by a dear friend.
As he stood in front of her 5th grade class on the very first day of
school, she told the children an untruth. Like most teachers, she looked at
her students and said that she loved them all the same. However, that
was impossible. Because there in the front row, slumped in his seat, was a
little boy named Teddy Stoddard.
Mrs. Thompson had watched Teddy the year before and noticed
that he did not play well with the other children, that his clothes were
messy and that he constantly needed a bath. In addition, Teddy could be
unpleasant. It got to the point where Mrs. Thompson would actually take
delight in making his papers with a broad red pen, making bold X’s and
then putting a big “F” at the top of his papers.
At the school where Mrs. Thompson taught, she was required to

review each child’s past records and she put Teddy’s off until last.
However, when she reviewed his file, she was in for a surprise.
Teddy’s first grade teacher wrote, Teddy is a bright child with a

ready laugh. He does his work neatly and has good manners…he is a joy
to be around…His second grade teacher wrote, ‘Teddy is an excellent
student, well-liked by his classmates but he is troubled because his mother
has a terminal illness and life at home must be a struggle. His third grade
teacher wrote, ‘His mother’s death has been hard on him. He tries to do
his best but his father doesn’t show much interest, and his home life will
soon affect him if some steps aren’t taken. Teddy’s fourth grade teacher
wrote, ‘Teddy is withdrawn and doesn’t show much interest in school. He
doesn’t have many friends and he sometimes sleeps in class.’
By now, Mrs. Thompson realized the problem and she was ashamed
of herself. She felt even worse when her students brought her Christmas
presents wrapped in beautiful ribbons and bright paper, except for
Teddy’s. His present was clumsily wrapped in the heavy, brown paper that
he got from a grocery bag. Mrs. Thompson took pains to open it in the
middle of the other presents. Some of the children started to laugh when
she found a rhinestone bracelet with some of the stone missing, and a
bottle that was one-quarter full of perfume…but she stifled the children’s
laughter when she exclaimed how pretty the braceletwas, putting it on,
and dabbing some of the perfume on her wrist. Teddy Stoddard stayed
after school that day just long enough to say, ‘Mrs. Thompson you smelled
just like my Mom used to.’
After the children, she cried for at least an hour. On that very day,
she quit teaching reading, writing and arithmetic. Instead, she began to
teach children. Mrs. Thompson paid particular attention to Teddy. As she
worked with him, his mind seemed to come alive. The more she
encouraged him, the faster he responded. By the end of the year, Teddy
had become one of the smartest children in the class and, despite her lie
that she would love all the children the same, Teddy became one of her
‘teacher’ pets..’
A year later, she found a note under her door, from Teddy, telling
her that she was the best teacher he ever had in his whole life.
Six years went by before she got another note from Teddy. He then
wrote that he had finished high school, third in his class, and she was still
the best teacher he ever had in his life.
Four years after that, she got another letter, saying that while things
had been tough at times, he’d stayed in school, had stuck with it, and
would soon graduate from college with the highest of honors. He assured
Mrs. Thompson that she was still the best and favourite teacher he had
ever had in his whole life.
Then four years passed and yet another letter came. This time he
explained that after he got his bachelor’s degree, he decided to go a
little further. The letter explained that she was still the best and favourite
teacher he ever had. But now his name was a little longer….The letter was
signed, Theodore F. Stoddard, M.D.
The story does not end there. You see there was yet another letter
that spring. Teddy said he had met this girl and was going to be married.
He explained that hisfather died a couple years ago and heas wondering
if mrs. Thompson might agree to sit at the wedding in the place that was
usually reserved for the mother of the groom. Of course, mrs. Thompson
did. And guess what? She wore that bracelet, the one with several
rhinestones missing. Moreover, she made sure she was wearing the
perfume that Teddy remembered his mother wearing on their last
Christmas together.
They hugged each other and Dr. Stoddard whispered in Mrs.

Thompson’s ear, ‘Thank you, Mrs. Thompson for believing in me. Thank you
so much for making me feel important and showing me that I could make
a difference.’
Mrs. Thompson, with tears in her eyes, whispered back. She said,
‘You have it all wrong. You were the one who taught me that I could
make a difference. I didn’t know how to teach until I met you.’
(For you that don’t know, Teddy Stoddard is the doctor at lowa Methodist
in Des Miones that has the Stoddard Wing.)
Write down your reflections.

LESSON 3 DEVELOPMENTAL THEORIES AND
OTHER RELEVANT
This lesson is all about the different developmental theories. Child
development theories focus on explaining how children change and grow over
the course of childhood. Such theories center on various aspects of
development including social, emotional, and cognitive growth.
The study of human development is a rich and varied subject. We
all have personal experience with development, but it is sometimes difficult to
understand how and why people grow, learn,, and act as they do. Why do
children behave in a certain ways? Is their behavior related to their age, family
relationships, or individual temperaments? Developmental psychologists strive to
answer such questions as well as to understand, explain, and predict behaviors
that occur throughout the lifespan.
In order to understand human development, a number of different
theories of child development have arisen to explain various aspects of human
growth.
Theories development provides a framework for thinking about human
growth and learning but why do study development? What we can we learn
from psychological theories of development? If you have ever wondered about
what motivates human thought and behavior, understanding these theories can
provide useful insight into individuals and society.
Pre-activity
“The Principle goal of education is to create men who are capable of doing
new things, not simply of repeating what other generations have done – men
who are creative, inventive and discoverers.”
Jean Piaget
1. What is the general idea of the quotation above? Do you agree on
Piaget’s passage?
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Activity 3.1
Freud’s views about human development are more than a century old.
He can be considered the most well known psychologist because of his
interesting theory about the unconscious and also about sexual development.
Although a lot of his views were criticized and some considered them
debunked. Freud’s theory remains to be one of the most influential in
psychology. His theory sparked the ideas in the brilliant minds of other theories
and thus became the starting point of many other theories, notable of which is
Erickson’s psychosocial theory.
Exercise #1
Directions: recall a recent incident in your life when you had to make a decision.
Narrate the situation below. Indicate what the decision was about, the factors
that were involved and how you arrived at your decision.
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Exercise # 2
What factors influenced you in making your decision?

Which of the following did you consider most in making your decision: what will
make you feel satisfied, what is most beneficial or practical, or what you
believed was the most moral thing to do? Elaborate on your answer.
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Exercise # 3
As you read through Frued’s theory, fill out the graphic organizer below to highlight the important concepts.
•Energenous Zone
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•Description of the Stage
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Oral Stage •Fixations
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•Energenous Zone
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•Fixations
Anal Stage ____________________________________________________________________________________________________________________________________________________________________________________________
•Energenous Zone
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Phalic Stage •Fixations _____________________________________________________________________________________________________________________________________________________________________________________________________________
•Energenous Zone
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Latency ___________________________________________________________________________________________________________________________________________________________________________________________
Stage •Fixations
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•Energenous Zone
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Gential •Fixations
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Stage
Exercise # 4
Directions: Using the graphic organizer, explain the components of personality and give example in each
component.
ego
id superego
One’s
Personality
Acitivity 3.2
Jean Piaget’s Cognitive Theory of Development is truly a classic in the

Field of educational psychology. This theory fueled other researchers and
theories of development and learning. Its focus is how individuals construct
knowledge.
Exercise # 1
Directions: Define the following words and cite examples. Write your answer on
the space provided for.
Basic Cognitive Concepts Definition Example
Schema
Assimilation
Accommodation
Equilibration
Exercise # 2
Piaget’s Stage of Cognitive

Development Definition Example
Stage 1 Sensori-Motor
Stage 2 Pre-Operational
Stage 3 Concrete-
Operational
Stage 4 Formal
Operational Stage
Exercise # 3
5. Choose a story involving the interaction of the family members. Use the matrix
below to relate the characters to Piaget’s stages of cognitive development.
 Title of the movie ___________________________________________________

 Write a brief summary of the story
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Piagetian Connection
Character Description
What is his stage of cognitive development?

Examples: Cite instances why you say he is this stage. (what he thought of, how he
thought, his reactions and attitudes)
Father
What is her stage of cognitive development?

Examples: Cite instances why you say he is this stage. (what she thought of, how
she thought, her reactions and attitudes)
Mother
What is his/her stage of cognitive development?

Examples: Cite instances why you say his/her is this stage. (what he/she thought of,
how his/she thought, his reactions and attitudes)
Children
What is his stage of cognitive development?

Examples: Cite instances why you say he is this stage. (what his/her thought of,
how he/she thought, his/her reactions and attitudes)
Other Characters
Exercise # 4
Directions: read a research that is related to Piaget’s theory. Fill out the matrix
below.

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Findings Conclusions

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Activity # 3.3
Erikson’s stages of psychosocial development are very relevant, highly

regarded and meaningful theory. Life is a continuous process involving learning
and trials which help us to grow. Erikson’s enlightening theory guides us and
helps to tell us why.
Exercise #1
This contains selected items form Rhona Ochse and Cornelis Plug’s self-
report questionnaire assessing the personality dimensions associated with
Erikson’s first 5 stages of psychosexual development. It can serve to make the
stages personally relevant to you.
Directions: Indicate how often of these statements applies to you by using the
following scale:
0 = never applies to you

1 = occasionally or seldom applies to you
2 = fairly often applies to you
3 = very often applies to you
Stage 1: Trust Versus Mistrust Score

(Infancy and Early Childhood)
________1. I feel pessimistic about the future of
humankind.
_______2. I feel the world’s major problems can be
solved.
_______3. I am filled with admiration for humankind.
_______4. People can be trusted.
_______5. I feel optimistic about my future.
Total Score Stage 1
Stage 2: Autonomy Versus Shame and Doubt Score

(Infancy and Childhood)
________6. When people try to persuade me to do
something I don not want to, I refuse.
_______7. After I have made a decision, I feel I have
made a mistake.
_______8. I am unnecessarily apologetic.
_______9. I worry that my friends will find fault with me.
_______10. When I disagree with someone, I tell them.
Total Score Stage 2
Stage 3: Initiative Versus Guilt Score
________11. I am prepared to take a risk to get what I
want.
_______12. I feel hesitant to try out a new way of
doing something.
_______13. I am confident in carrying out my plans to
successful conclusion.
_______14. I feel what happens to me is the result of
what I have done.
_______15. When I have difficulty in getting something
right, I give up.
Total Score Stage 3
Stage 4. Industry Versus Inferiority Score

________16. When people look at something I have
done, I feel embarrassed.
_______17. I get a great deal of pleasure from
working.
_______18. I feel too incompetent to do what I would
really like to do in life.
_______19. I avoid doing something difficult because I
feel I would fail.
_______20. I feel competent.
Total Score Stage 4
Stage 5. Identity Versus Identify Diffusion Score

(Adolescence)
________21. I wonder what sort of person I really am.
_______22. I feel certain about what I should do with
my life.
_______23. My worth is recognized by others.
_______24. I feel proud to be the sort of person I am.
_______25. I am sure as to how people feel about me.
Total Score Stage 5
Stage 6: Intimacy Versus Isolation Score

(Early Adulthood)
________26. I feel that no one has ever known the real
me.
_______27. I have a feeling of complete togetherness”
with someone.
_______28. I feel it is better to remain free to become
committed to marriage for life.
_______29. I share my private thoughts with someone.
_______30. I feel as though I am alone in the world.
Total Score Stage 6
Scoring: items on the questionnaire were derived from Erikson’s statements

about each stage
Score from each subscale range from0 to 15, with high scores reflecting greater
strength on a particular personality dimension.
1. The response to item 1 should be reversed (0 = 3,1=2, 2=1, 3 = 0) and then

added to the numbers given in response to items 2, 3, 4, and 5 to obtain a
trust score.
2. Responses to items 7, 8, and 9 should be reversed and added to items 6
and 10 to assess autonomy.
3. Answers to 12 and 15 should be reversed and added to items 11, 13, and
14 to measure initiative.
4. Answers to 16, 18, and 19 should be reversed and added to 17 and 20 to
obtain a measure of industry.
5. Responses to 21 and 25 must be reversed and added to 22, 23, and 24 to
obtain a measure of identity.
6. Answers to 26, 28, and 30 are reversed and added to 27 and 29 to give
intimacy.
(Source: Ochse, R., & Plug, C. (1986). Cross-cultural investigation of the validity of Erikson’s theory of personality
development. Journal of personality and social Psychology, 50, 1240-1252. Copyright 1986 by the American
Psychology Association.)
Exercise # 2
Mistrust Stage 1 Trust

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Shame and Doubt Stage 2 Autonomy

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Guilt Stage 3 Iniative

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Inferiority Stage 4 Industry

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Role of Confusion Stage 5 Identity
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Isolation Stage 6 Intimacy
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
What did you discover about yourself in this questionnaire?

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Exercise # 3
Directions: Read the Poem about “If Children Learn What They Live” by Dorothy
Law Nolte, Ph.D. Examine the Poem and understand. Explain every line of
the Poem.
Write your answer on the space provided for.
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Exercise # 4
Directions: Read aresearch related to Erikson;s theory. Fill out the matrix below.

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Activity 3.4
Individuals, when confronted by situatios where they need to make moral

decisions, exercise their own ability to use moral reasoning. Lawrence Kohlberg
was interested in studying the development of moral reasoning. He based his
theory on the findings of Piaget in studying cognitive development. Our ability to
choose right from wrong is tied with our ability to understand and reason
logically
Exercise # 1
Directions: Read the moral dilemma below. After reading, answer the following
questions written below the dilemma.
Ryan 17, has been saving up money to buy a ticket for this concert of rock
band. His parents have discouraged him from going as the concert will surely be
with a rowdy crowd. The band is notorious for having out-of-control audience
who somehow manages to get drunk and stoned during the concert. Ryan
agreed not to watch anymore. But a day before the concert, Nic, 15 year-old
brother of Ryan, saw a corner of what appeared to be a concert ticket showing
in the pocket of Ryan’s bag. Nic examined it and confirmed it was indeed a
ticket. Looking at Ryan’s bag, Nic also found an extra shirt and 2 sticks of
marijuana. So he figured Ryan will go to the concert after all. That night, Ryan
told his parents that he was spending tomorrow night at a classmate’s house for
a school requirement. Then later that evening, he told Nic of his plan to go to the
concert. Nic didn’t say anything, but he found it difficult to sleep that night.
Thinking whether to tell their parents or not.
a. If you were Nic, what would you do?

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b. Why would you choose to do that? What were the things you considered
in deciding what to do?
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c. In what level of moral development did your response to the dilemma
fall? Reflect about what this indicates about your moral reasoning in this
moral dilemma.
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Exercise # 2
According to Kohlberg, moral development occurs in six stages. Define the Kohlberg’s
Theory of Moral Development
Define
1. Moral Development
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2. Using the matrix below define the following words written inside the matrix.
Level Stage Description
Preconventional Level 1 Punishment/Objective

2 Mutual benefit
3 Social Approval
Conventional
Post-Conventional 4 Law and Order
5 Social Contract
6 Universal Principles
Exercise # 3
Directions: Identify the stage of moral development shown in the following sentences
below. Write your answer on the space provided for.
__________1. Joy allows her classmate to copy her homework so that they will think she is
kind and will like her to be their friend.
__________2. Ricky does everything to get passing grades because his Mom will take his
play station away if he gets bad grades.
__________3. A civic action group protests the use of pills for family planning, saying that
although the government allows this, it is actually murder because the pills are
abortifacient (causes abortion).
__________4. Liza wears her ID inside the campus because she likes to follow the school
rules and regulations.
__________5. Lina volunteers to tutor children-at-risk children in her community for free so
they will learn to love school and stay in school.
Exercise # 4
Directions: reada research that is related to Kohlberg’s Theory. Fill out the matrix below.

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Activity 3.5
The key theme of Vygotsky’s theory is that social interaction plays a role in
cognitive development. He believed that individual development could not be
understood without looking into the social and cultural context within which
developmental happens.
Exercise #1
Definition
Terms
Scaffolding
More Knowledgeable
Other (MKO)
Zone of Proximal
Development (ZPD)
Language
Social Interaction
Cultural Factors
Exercise # 2
1. As a child, recall a skill that you wanted to learn and eventually learned well,
through the help of another person. (like swimming, riding a bike, playing the
piano, writing, reading, and the like.
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2. What made you interested to learn the skill?
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3. Who taught or assisted you?
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4. Describe how you went about learning the skill. Describe what steps or actions
the person did in order to help you?
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Exercise # 2
An exercise in scaffolding:
1. Choose a skill you are good in.
2. Identify an individual to whom you can teach this skill. Somebody who will
benefit from scaffolding.
3. Break down the steps you will take in teaching the skill.
4. Determine how you will use scaffolding. Describe the specific actions you will do
to scaffold.
5. Teach the skill to individual.
6. Describe how the learning activity went.
7. Take some pictures and output of the learning activity as evidences.
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Exercise # 3
Directions: Read a research that is related to Vygotsky’s Theory. Fill out the matrix below.

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Exercise # 4
Making of Reflection
From the lesson on Vygotsky’s Socio-cultural theory, I realized that ………………
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Activity 3.6
Bronfenbrenner came up with a simple yet useful paradigm showing the

different factors that exert influence on an individual’s development. It points
out the ever widening spheres of influence that shape every individual, from his,
her immediate family to the neighborhood, the country, even the world!
Exercise # 1
Looking Back
Directions: Read the following questions. Recall your childhood. You may also ask your
parents for some information. Write your answers on the graphic organizer below.
1. When I was 5 years old, my parents

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2. As a child, my unforgettable playmates were
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3. When I was in elementary, I regularly watched the television show
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4. When I was growing up, we went to church in
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5. I cannot forget my teacher who
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6. When I was in high school, I was close to
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7. When I was growing up, I was away from
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8. As a child, I can recall this big news about
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9. The most serious challenge our family experienced was
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10. The most important thing that I learned from my elementary school was
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Exercise # 2
Directions: write each answer you gave in the Activity on the circle where it
belongs.
culture sub
culture social
class
extended family
family, church,
school
Me
Exercise # 3

Definition
Terms
Bioecological Systems
Microsytem
Mesosystem
Exosystem
Macrosystem
Chronosystem
Exercise # 4
Directions: Using the diagram below, where does the Bronfenbrenner’s

Ecological Model: Structure of Environmen (Microsystem,
mesosystem,exosystem, macrosystem, and chronosystem) belong. Write your
answers after the line pointed in each layer of the circle.
Analysis
Directions: Read the situations below and answer thr following questions.
Situations
Questions Answers
1. Siblings, Rria, 10; Enzo, Why do you think Riel
8: Riel, 4 were sorting answered “Bears?” What
out their stuffed does this say about how
animals. They had 7 she thought to answer
bears, 3 dogs, 2 cows the questions?
and 1 dolphin.
Mommy, a
psychology teacher
teacher, enters and
says, “Good thing
you’re sorting those.
Do you have more
stuffed animals or
more bears?” Ria and
Enze says, “stuffed
animals.” Riel says,
Bears
2. While eating on her Why do you think

high chair, seven- baby Ria appeared
month old Ria to enjoy dropping the
accidentally spoons?
dropped her spoon
on the floor . She saw
mommy pick it up.
Ria again drops her
new spoon, and she
does this several
times more on
purpose. Mommy did
not like it at all but
Liza appeared to
enjoy dropping the
spoons the whole
time.
Compare and contrast the Theories of Freud, Piaget, Erikson, Kohlberg, Vygotsky, and Bronfenbrenner.
Complete the matrix below.
Stages of Psychosocial Stages of
Theory of Moral Socio-Cultural
Cognitive
Development Development Theory
Development
Similarities
Psychoanalytic Ecological
Theory Theory
Stages of Psychosocial Stages of
Theory of Moral Socio-Cultural
Cognitive
Development Development Theory
Development
Differences
Psychoanalytic Ecological
Theory Theory
Abstraction
Developmental theories provide a framework for understanding and interpreting psychological, social,
neuromaturational, and cognitive development during childhood and adolescence.
Developmental stage theories are theories that divide the child developmental into distinct stages which
are characterized by qualitative differences in behavior. There are a number of different views about the
way in which psychological and physical development proceed throughout the life span.
Develomental theories are a collection of theories about how desirable change in society is best
achieved. Such theories draw on a variety of social science disciplines and approaches.
Application
1. Among the 6 Developmental Theories, which theory do like best? Why?

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2. How does the theory guide you and use in real life situation?
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VI. Course Post Assessment
Directions: Read the statements/questions carefully. Select the best answer among the choices. Choose the
best answer and write the letter before the number.
11. Which of the following will be Freud’s description of the child’s behaviour if he has biting, sarcastic
manner?
a. Anally expulsive
b. Anally retentive
c. Fixated in the oral stage
d. Experiencing the crisis of trust vs. mistrust
12. What is Freud’s idea about a young boy’s guilt feelings brought about by jealousy of his father’s
relationship with his mother?
a. Electra complex
b. Oedipus complex
c. Phallic complex
d. Penis envy complex
13. When a little girl who says she wants her mother to go on vacation so that she can marry her father,
Freud believes that he is voicing a fantasy consistent with?
a. Oedipus complex
b. Electra complex
c. Theory of mind
d. Crisis of initiative vs. Guilt
14. Which of the following can best describe the preschooler’s readiness to learn new task and play
activities?
a. Emerging competency and self-awareness
b. Theory of the Mind
c. Relationship with parents
d. Growing identification with other
5. Ana, who is low- achieving, shy and withdrawn, isrejected by most of her peers. Her teacher wants to
help Ana increase her self-esteem and social acceptance. What can Joy’s teacher suggest to her parents?
a. transfer her to a different school
b. Help their daughter improve her motor skills
c. Help their daughter learn to accept more responsibility for her academic failures
d. Help their daughter improve her skills in relating to peers
6. Fifteen year old Marie is preoccupied with her “disgusting appearance” and seems depressed most of
the time. What is the best thing her parents can do to help her get through this difficult time?
a. ignore her self-preoccupation because their attention would only reinforce it.
b. Encourage to “shape up” and not give in the self-pity
c. Kid her about her appearance in the hope that she will see how silly she is acting.
d. Offer practical advice, such as clothing suggestions to improve her body image.
7. According to Erikson, what is the primary task of adolescence?

a. To establish trust
b. TO search for his identity
c. To be more intimate with others
d. TO establish integrity
8. What is the main source of emotional support for most young people who are establishing independence
from their parents?
a. Older adolescence of the opposite sex
b. Older sibling
c. Teachers
d. Peer groups
9. What can be the best comparison of the behaviour of a 17 year old girl to that of her 13 year old
brother?
a. she is more likely about herself
b. she tends to be more egocentric
c. She had less confident in her abilities.
d. she is more capable of reasoning hypothetically.
10. According o Kohlberg, a dutiful citizen who obeys the laws set down by society is at which level of moral
reasoning?
a. Pre-conventional Stage One
b. pre-conventional Stage Two
c. Conventional
d. Post-conventional
References
Corpuz, B.,Lucas, M., Borado, H., and Lucido P, (2018) The Child and Adolescent Learners and Learning
Principles. Lorimar Publishing, Inc. Quezon City, Metro Manila
Corpuz, B. et.al. (2015). Child and adolescent Development: Looking at Learners Development. Manila. Lorimar
Publishing, Inc.
Mena, J. and Eyer, D. (2009). Infants, Toddlers, and Caregivers: A Curriculum of Respectful, Responsive Care and
Education. New York. McGraw-Hill Companies, Inc.
Castro, H., Javier, E., and Acero, V.(2008). Child and Development. Manila. Rex Book Store, Inc.
Urtis, Deb and Carter, Margie. (2008). Learning Together with Young Children: A Curriculum Framework for Reflective
Teachers. MN. Redleaf Press.

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Republic of the Philippines

BILIRAN PROVINCE STATE UNIVERSITY-BILIRAN CAMPUS

(Per DBM-CHED Joint Circular No. 1-B dated 21, 2017)

Department of Teacher Education

THE CHILD AND ADOLESCENT LEARNERS AND

Mary Joy B. Gelizon Department of Teacher Education

Title Page ………………………………………………………………………………………….

Overview of the Module ………………………………………………………………………

Course Pre-assessment ………………………………………………………………………...

Key Terms …………………………………………………………………………………………

Activity 1.1 ……………………………………………………………………………

Activity 1.2 ……………………………………………………………………………

Analysis, Abstraction and Application …………………………………………

Activity 2.1 ……………………………………………………………………………

Activity 2.2 …………………………………………………………………………...

Activity 2.3 ……………………………………………………………………………

Analysis, Abstraction and Application …………………………………………

Activity 3.1 ……………………………………………………………………………

Activity 3.2 ……………………………………………………………………………

Activity 3.3 ……………………………………………………………………………

Activity 3.4 ……………………………………………………………………………

Activity 3.5 ……………………………………………………………………………

Activity 3.6 ……………………………………………………………………………

Analysis, Abstraction and Application …………………………………………

Development is a process that creates growth, progress, positive change or the

Lesson 1 presents the 14 learner-centered principles which shall be used

Child and Adolescent Learners’ and Learning Principles

This course is focuses on child and adolescent development with emphasis on

Lesson 1 Learner-Centered Psychological Principles

Lesson 2 Basic Concepts and Issues on Human Development and

Lesson 3 Developmental Theories and Other Relevant Theories

This is a preliminary activity to motivate the learners

Week Task Date of Submission

Posters of the BIPSU

Design creative learning activities to enhance the development of the learners at

Learning Activities Scoring Guide

II. Course Pre-Assessment

1. Which of the following is true about human development?

3. Mrs. Gomez conducts research on the psychosocial area of the child’s

4. Which of the following is the correct order of psychosexual stages proposed by

5. What is the best description of Erickson’s psychosocial theory of human

9. What is the correct sequence of prenatal stages of development?

III. LEARNING PLAN

LESSON 1 LEARNER-CENTERED PSYCHOLOGIC AL

Directions: Below are the acronyms of the word LEARNER-CENTERED PRINCIPLES.

1. Define and explain the following principles:

b. Goals of the learning process

e. Thinking about thinking

f. Motivational and emotional influences on learning

g. Intrinsic motivation to learn

h. Social influences on learning

i. Individual differences on learning

j. Standards and assessment

1. Examine the title, “Learner-Centered Principles”. Quickly jot down at least 10

The learner-centered Psychological were put together by the American

The principles are intended to apply to all learners-from children, to teachers,

1. Identify ways on how to apply the 14 principles in instruction as a future

Rubric for writing your reflection

Areas of Expert Accomplishe Capable Beginner

Strong and organized Some No

From the module on Learner-Centered Principles I realized that ……

Every living creature is called to become what it is meant to be. The

How this development happens is what we learn in our biology class. We