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HOLY CROSS COLLEGE OF CALINAN, INC.

Davao-Bukidnon National Highway, Calinan, Davao City

FIRST TERM, FIRST SEMESTER

SY 2021-2022

A WORKBOOK IN EDUC 101: CHILD AND

ADOLESCENT LEARNERS

JENNIFER C. REMPERAS, PhD

Instructor
e-mail Address: jennifer.coreta1981@gmail.com
Mobile No.: 09666359439
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Dear Students,

Praised be to God and may good health be with you in this time of pandemic!

Classes in the college department for the S.Y. 2021-2022 have just started and I
would like to thank you for bringing back your trust to the school as it continues to
deliver quality education amidst this health crisis. So, welcome to this course!
Inasmuch as face-to-face classes are highly discouraged for the meantime, we shall be
shifting our mode of instruction from our conventional routines to the new normal
activities. For this course, we shall be utilizing this module and in some other times,
Wela, a distance learning platform. Let’s then work together for your education. Keep
safe always!
For you to be guided in our activities, please, take heed of the schedules written
below.

SCHEDULE OF SUBMISSION OF ACTIVITIES

Unit Topic Page/s Date of Submission

Unit 1 A Learner in Focus 19 September 3, 2021

Unit 2 Basic Concepts and Issues 47 September 10, 2021
on Human Development
Unit 3 Developmental Theories 81 September 17, 2021
and Other Relevant
Theories
Unit 4 Development of the 129 October 8, 2021
Learners at Various Stages
Unit 5 Lesson Planning 156 October 15, 2021

SCHEDULE OF EXAMINATIONS

FIRST SEMESTER

FIRST TERM (August 24, 2021 – October 22, 2021)

 Mid-term Examinations - September 23-24 (Th & F)

 Final Examinations - October 21 - 22 (Th & F)

SECOND TERM (October 25, 2021 – January 14, 2022)

 Mid-term Examinations - November 26 & 29 (F & M)

 Final Examinations - January 13 – 14 (Th & F)
SECOND SEMESTER

FIRST TERM (February 1, 2022 – March 26, 2022)

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 Mid-term Examinations - March 4 - 5 (F & Sat)

 Final Examinations - April 1 – 2 (F & Sat)

SECOND TERM (April 4, 2022 – June 4, 2022)

 Mid-term Examinations - May 5 & 6 (Th & F)

 Final Examinations - June 3 - 4 (F & Sat)

December 20 – Jan. 3, 2022 - Christmas Vacation

January 17 - 31 - End of the First Semester/Semestral Break
January 24 – 26 - Enrolment for the Second Semester
February 1 (M) - Classes start for the Second Semester
April 11 – April 17 - Holy Week
June 27 – July 1 (M – F) - Enrolment for the Summer Classes
July 4-30 - Summer Classes

Note: Please, comply your financial obligations during examination time. Kindly, show
a copy of the receipt to your subject teacher as your proof of payment.

RIZALITO H. PAGA, PhD

Dean of College
e-mail Address: rizalpaga0828@gmail.com
Mobile No.: 09488156483

COURSE DESCRIPTION

This 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 shall include appropriate pedagogical principles
applicable for each developmental level.

PROGRAM OUTCOMES

PO1. Demonstrate mastery of subject matter/discipline.

PO2. Facilitate learning using a wide range of teaching methodologies and delivery
modes appropriate to specific learners and their environments.

PO3. Develop innovative curricula, instructional plans, teaching approaches, and

resources for diverse learners.

PO4. Apply skills in the development and utilization of ICT to promote quality, relevant,
and sustainable educational practices.

PO5. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and

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reporting learning processes and outcomes.

PO6. Practice professional and ethical teaching standards sensitive to the local,
national, and global realities.

PO7. Pursue lifelong learning for personal and professional growth through varied
experiential and field-based opportunities.

COURSE MAP

LEARNING OUTCOMES Educ 101

KNOWLEDGE
• Explain learner-centeredness as philosophy. (U) L
• Cite situations that show factors that constitute good P
teaching. (AP)
• Enumerate learner centered methods. (R) L
• Explain the given diagram of learner-centered teaching. (U) L
• Compare and contrast the categories of the psychological L
principles. (U)
• Discuss how the 14 learner-centered psychological principles L
be applied in the teaching-learning process. (AP)
• Discuss the six major age periods. (U) L
• Enumerate the task/s expected of each developmental stage. L
(U)
• Prove that a developmental task in a higher level requires P
accomplishment of the lower level developmental task. (AP)
• State how these developmental tasks affect their role as a P
facilitator of learning through designing an activity appropriate
to the target age group. (AP)
• Analyze the effectiveness of the strategy used by the teacher P
in the given situation. (AN)
• Explain the eight developmental stages of human P
development by Santrock. (U)
• Compare Santrock and Havighurst stages of human P
development. (U)
• Present the implication of the stages of Santrock to their role P
as future educators. (AN)
• Discuss the three issues on child development. (U) L
• Analyze a case on one issue of child development. (AN) P
• Define research. (R) L
• Describe why it is important to follow a research plan. (U) L
• Present an example of a research. (AP) P
• Present the importance of conducting research among the P
teachers. (AP)
• Identify a problem regarding human development. (AP) P
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• Assess the impact of teachers doing research work in the teaching- P

learning process. (AN)
• Discuss the different research design. (U) L

• Discuss the different parts of a research paper on human L

development. (AP)
• Present the implication of the research to teaching and P
learning. (AN)
• Discuss Freud’s psychoanalytical theory. (U) L
• Present a lesson which targets the development of the P
person’s academic skills during Freud’s Genital stage. (AP)
• Give opinions on the given statement. (EV) P
• Identify the cognitive stage which is reflected in the given L
situation. (U)
• Enumerate the roles of the teachers in each stage of the P
cognitive development. (AP)
• Discuss the 8 stages of development by Erikson. (U) L

• Identify the stage where there is an unresolved issue and its P

negative effect to the person in his old age. (AN)

• Analyze the given case related to the theory of Erikson. (AN) P

• Discuss Kohlberg’s stages of moral development. (U) L

• Answer the given situation considering the morally accepted P

norms in the society. (AP)
• Compare Piaget’s and Vygotsky’s theories. (U) P

• Do an exercise in scaffolding. (AP) P

• Narrate a learning experience on scaffolding. (AP) P

• Cite a concrete program in school where ZPD is applied. P

(AP)

• Analyze the implications of scaffolding to the learning of the P

students. (AN)
• Discuss Bronfenbrenner’s theory. (U) L
• Present in a matrix the influences of people and P
circumstances on your attitudes, behavior and habits. (AP)
• Analyze the given case on the Ecological Theory. (AN) P
• Identify key developments during each stage of prenatal L
period. (U)
• Present a long-term effect of pre-natal P
development on cognition. (AP)
• Enumerate educational implications of the P
long-term effects of pre-natal development.
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(AN)
• Identify factors that enhance/impede the L
physical development of infants and toddlers.
(U)
• Discuss what infants and toddlers can do L
cognitively. (U)
• Discuss the socio-emotional development of L
infants and toddlers. (U)
• Present implications of infants and P
toddlerhood’s development to child care,
education and parenting. (AN)
• Reckon the influences of the environment to preschoolers’ P
development. AP
• Present an activity suited to the preschoolers. AP P
 Enumerate ideas on how to apply the concepts about middle L
childhood in the teaching-learning process. (U)
 Create an outline of activity that targets the development of P
the cognitive aspect of the primary schooler. (AP)
 Present a program that will enhance the physical P
characteristics of the primary schooler. (C)
• Identify the physical, cognitive and socio-emotional L
development of the intermediate schooler. (U)
• Presents the physical, cognitive and socio-emotional L
development of teens. (U)
• Identify a program of an academic institution which targets P
the emotional development of adolescents with absentee
parents. (AP)
• Create learning objectives based on the selected P
competency. (AP)
• Critique the appropriateness of the objective in the identified P
competency. (AN)
• Argue if educational institutions adhere or disregard lesson P
planning. (EV)
• Identify the levels of the given objectives based on Bloom’s L
taxonomy. (U)
• Create objectives based on the given competencies. (AP) P
• Formulate appropriate objectives on the selected P
competency. (AP)
• Enumerate the importance of affective domain. (AP) P
• Present learning activity in the affective domain. (AP) P
• Argue about the given text. (EV) P
• Summarize the lesson. (U) P
• Classify the category of the learning competency lifted from P
the Curriculum Guide. (U)
• Formulate objectives under psychomotor domain based on P
the given competencies. (AP)
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VALUES
• Cite experiences of learner-centered approach. (AP) P
• Defend their sides on each issue providing concrete pieces of P
evidence. (AP)
• Narrate an experience when Superego was used in giving P
judgment. (AP)
P
• Give the implications of the situations to the belief of a person
to what is morally accepted and what is not. (AN)
• Write a short reflection about the physical changes of a teen. P
(EV)
SKILLS
 Summarize research studies focusing on issues involving the O
young learners.
• Prove that learner-centered approach was used by the P
teachers in the given case. (EV)
• Evaluate the effectiveness of teacher-centeredness to topics O
unfamiliar to students. (EV)
• Design learning activities, based on a selected competency, P
using the learner-centered approach. (C)
• Critique on how the school/educational institutions P
adhere/disregard some of the learner-centered psychological
principles. (AN)
• Advocate through printed advertisement for the use of the 14 O
principles in teaching-learning process. (C)
• Summarize a research study on human development. (U) O
• Present the impact of the research to the improvement of the O
teaching and learning process. (AN)
• Create a composition convincing the parents on their crucial O
role in their child’s development. (C)
• Evaluate if the given research undertakings passed the P
ethical standards. (EV)
• Create a vlog presenting the connections of developmental O
theories and the teaching practices of teachers to target the
different needs of the child and adolescent learners. (C)
• Design an activity appropriate to the target stage of the P
cognitive development. (AP)
• Observe and document the things that infant or toddler do O
cognitively. (AP)
• Create an information campaign to help the parents in O
dealing with their intermediate schooler to ensure
development of one aspect; it may be physical, socio
emotional or mental. (C)
• Post a letter to the pregnant women regarding the hazards P
they may encounter that may affect their unborn child. (C)
• Create an activity suited to the preschoolers. (C) P
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• Create information campaign to help the parents in dealing O

with their intermediate schooler to ensure their holistic
development.
• Write an insight about the life of notable adolescent P
achievers. (EV)
• Create a lesson plan that targets the child/adolescent O
learners. (C)

Legend:
L – Facilitates learning of the competencies (Introduce concepts/principle)
P – Allows student to practice competencies (Practice with supervision)
O – Opportunity for development (Demonstrated across different clinical setting
with minimal supervision)

COURSE OUTLINE

Number of Hours Content

6 A Learner in Focus
10 Basic Concepts and Issues on Human Development
10 Developmental Theories and Other Relevant
Theories
12 Development of the Learners at Various Stages
12 Lesson Planning
Total Number of Hours: 54
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Table of Contents

Unit 1. A Learner in Focus 1

Lesson 1.2. Learner-Centered Introduction 1
Lesson 1.2. Learner-Centered Teaching 6
Lesson 1.3. Learner-Centered Psychological Principles 10

Unit 2. Basic Concepts and Issues on Human Development 20

Lesson 2.1. Human Development: Meaning, Concept and Approach 20
Lesson 2.2. Six Developmental Stages by Havighurt 23
Lesson 2.3. Eight Developmental Stages by Santrock 27
Lesson 2.4. Issues on Human Development 31
Lesson 2.5. Research in Child and Adolescent Development 36
Lesson 2.6. Research Designs 41

Unit 3. Developmental Theories and Other Relevant Theories 48

Lesson 3.1: Freud’s Psychoanalytical Theory 48
Lesson 3.2. Piaget’s Cognitive Stages 53
Lesson 3.3. Erik Erikson: Psychosocial Development 57
Lesson 3.4. Kohlberg’s Stages of Moral Development 65
Lesson 3.5. Vygotsky’s Socio-Cultural Theory 72
Lesson 3.6. Bronfenbrenner’s Ecological Theory 77

Unit 4. Development of the Learners at Various Stages 82

Lesson 4.1. Pre-Natal Period 82
Lesson 4.2. Infancy and Toddlerhood 86
Lesson 4.3. Early Childhood (The Preschooler) 94
Lesson 4.4. Middle Childhood 108
Lesson 4.5. Late Childhood 115
Lesson 4.6 Adolescence 120

Unit 5. Lesson Planning 130

Lesson 5.1. Writing Objectives 130
Lesson 5.2. Cognitive Domain 136
Lesson 5.3. Cognitive Domain: Bloom’s Questions 140
Lesson 5.4. Affective Domain 146
Lesson 5.5 Psychomotor Domain 150
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