Name: LEIGH ANNE D.

MAGALLON

Course/Year/Bloc: BEED-II/Bloc 1

Course Facilitator: SHALOM F. MABUNGA

Module #: 5
1.) State the various child development theories and discuss each one with a
partner.
A. Psychosocial Development Theory of Erik Erikson
This is an eight-stage theory that describes the changes one goes through in a lifetime. The
main focus of Erikson's theory is the conflicts or crises one experiences through social
interaction. Starting from birth, each person faced with a conflict that needs to be resolved
since it has an impact on the function of the succeeding stages. If one successfully overcomes
the crisis of each stage, a psychological virtue emerges.

B. Cognitive Developmental Theory of Jean Piaget

This theory is concerned with the thought processes of a person and how they are used to
understand and interact with the environment. Piaget's theory focuses on children's intellectual
development and has four stages namely: Sensorymotor Stage, Preoperational Stage, Concrete
Operational Stage, and Formal Operational Stage From 12 years old to adulthood.

C. Sociocultural Theory of Lev Vygotsky

This theory believes that children learn actively through hands on experiences. Vygotsky
highlights the importance of other people such as parents, caregivers, and peers in the
development of children. Culture plays an integral role as well. Interaction with others allows
learning to be integrated in the child's understanding of the world. Also included in the theory
is the zone of proximal development, which is the portion in between what one can do on his or
her own and with help. Children best learn when they are in this zone.

D. Social Learning Theory of Albert Bandura

Theory believes that learning takes place through observation and modeling. As a child
observes the actions of the people in his or her environment, new information is acquired and
new skills are developed.

2.) Enumerate and discuss the various domains of development.

The developmental milestones are categorized into four domains namely, physical, social and
emotional, language, and cognitive;

The physical domain refers to the development of physical changes such as size and strength.
The development occurs in both gross and fine motor skills. The development of the senses and
their uses are also part of the physical domain which is influenced by illness and nutrition.

A child's experience expression, and management of emotions along with the ability to
establish positive relationships with others refer to the social-emotional domain. This includes
both the intrapersonal and interpersonal processes that take place in a child.

The language domain refers to the process of acquiring language in a consistent order without
the need for explicit teaching from the environment.

Construction of thought process which includes remembering, problem solving, and decision
making refers to the cognitive domain.

3.) Using the Venn diagram below, compare and contrast the different stages in
child development.
Module #: 6
1.) Enumerate and define the different learners with additional needs.
The following are different types of learners with additional needs.

a. Learners who are gifted and talented.

- Learners who are gifted and talented are students with higher abilities than average and are
often referred to as gifted students. This group refers to students whose talents, abilities, and
potentials are developmentally advanced.

b. Learners with difficulty seeing

- Learners with difficulty seeing are those with issues regarding sight that interfere with
academics. The definition from Individual with Disabilities Education Act (IDEA) states that "an
impairment in vision that, even with correction, adversely affects a child's educational
performance which includes both partial sight and blindness." These students may need to
have their eyesight corrected by wearing glasses or other optical devices.

c. Learners with difficulty hearing

- This refers to students with an issue regarding hearing that interferes with academics. The
definition from Individuals with Disabilities Education Act (IDEA) defines it as "an impairment in
hearing, whether permanent or fluctuating, that adversely affects a child's educational
performance but is not included under the definition of 'deafness'." Deafness is considered
when hearing loss is above 90 decibels. A hearing loss below 90 decibels is called hearing
impairment.

d. Learners with difficulty communicating

- This learners are observed to have difficulty communicating, either verbally expressing their
ideas and needs and/or in understanding what others are saying. Some may have had a clinical
diagnosis of a disability while others display developmental delays and difficulty in the speech
and language domain.

e. Learners with difficulty moving/walking

- When a child has difficulty moving and/or walking, the physical domain of development is
affected. Examples of physical disability are developmental coordination disorder or dyspraxia,
stereotypic movement disorder, tics and cerebral palsy.

f. Learners with difficulty remembering and focusing

 - The International Classification of Functioning, Disability, and Health of the World Health
Organization (2001) provides definitions of specific mental functions and focusing. Memory
functions include short-term memory, long term memory, and retrieval, while attention
functions include sustaining shifting, dividing, and sharing attention.

g. Learners with difficulty in self-care

- Self-care often refers to a person's capacity to perform daily living activities or specific to
body care such as the following skills: washing oneself, brushing teeth, combing, trimming nails,
toileting, ssing, eating, drinking, and looking after one's health. Self-care skills are gradually
learned by very young typically developing children through adult modeling and direct
instruction within developmental expectations.

2.) Compare and contrast the learners with additional needs based on the
identification and learning characteristics.

Learners with Additional Identification Learning Characteristics

Needs

1. Learners who are gifted
and talented
• Locate the student's domain
of giftedness
• Describe the student's level
of giftedness
• Describe the student's fields
of talent
• High level of intellectual
curiosity
• Reads actively
• High degree of task
commitment
• Keen power of observation
• Highly verbal
• Gets bored easily

• Can retain and recall

information
• Excited about learning new
concepts
• Independence in learning
• Good comprehension of
complex contexts
• Strong, well-developed
imagination
• Looks for new ways to do
things
• Often gives uncommon

2. Learners with difficulty
seeing
3. Learners with difficulty
hearing
• Learners with difficulty
seeing often have physical
signs, such as crossed eyes,
squinting, and eyes that turn
outwards. They may also be
clumsy, usually bumping into
objects which causes them to
fall down. They like to sit near
the instructional materials or
at times would stand up and
go near the visual aids.
• Learners with difficulty
seeing may also show poor
eye-hand coordination. This
can be seen in handwriting or
poor performance in sporting
activities. Another indication
is poor academic performance
as these students might have
difficulty reading as well as
writing
• Speaking loudly
• Positioning ear toward the
direction of the one speaking
• Asking for information to be
repeated again and again
• Delayed development of
speech
• Watching the face of the
speaker intently
• Favoring one ear
• Not responding when called
• Has difficulty following
directions
• Does not mind loud noises
responses to common
question
• Learners with difficulty
seeing have restricted ways to
learn incidentally from their
surroundings since most of
them learn through visual
clues. Because of this, the
other senses are used to
acquire knowledge. Due to
the limited ability to explore
the environment, low
motivation to discover is
present.
• Most learners with difficulty
hearing use various methods
of communication. The most
common is the use of hearing
aids, combined with lip-
reading. These students are
referred to as "oral" since
they can communicate thru
speech as opposed to sign
language. They might have
delayed communication skills
since the development of
vocabulary is slower. They
understand concepts when

4. Learners with difficulty
communicating
5. Learners with difficulty
moving/walking
• Leaning close to the source
of sounds
• Communication difficulty is
oftentimes one of the most
common red flags observed
by family members, daycare
workers, and early childhood
teachers. Noted absence,
delays, and difficulties in
speech and/or language often
prompt family members to
consult their general
pediatrician who then makes
referrals to developmental
pediatricians and other
specialists.
• Identifying children with
motor difficulties begins with
family members and early
childhood practitioners. Upon
noticing that their child is
showing difficulties and delays
in fine and/or gross motor
movements, parents
oftentimes consult their
general pediatrician who in
turn may refer them to other
specialists such as a
developmental pediatrician, a
physical therapist, or an
the sentence structure is
simpler. Interacting with
students can be a challenge so
they prefer to work on their
own. Some hearing-impaired
students use note-takers in
class since it is difficult to lip
read and take notes
simultaneously.
• Children with
communication disorders may
also experience behavioral
difficulties. Because they
struggle in expressing their
needs and ideas, some
children resort to
inappropriate behaviors out
of frustration or to get the
attention of significant others
• Motor difficulties and
disabilities are known to
significantly affect a child's
ability to perform daily
activities, which include
memory, perception and
processing, planning, carrying
out coordinated movements.
Speech may also be affected
as motor control is needed in
articulation and production.
Moreover, developmental
coordination disorder also
affects psychosocial

7. Learners with difficulty
remembering and focusing
8. Learners with difficulty in
self-care
occupational therapist.
• Identifying students with LD
and ADHD begins with the
parents and teachers. The
presence of difficulties in
mental functions as well as
meeting the provided criteria
for persistence and
consistency in more than one
setting, may create the
impetus for parents to consult
specialists and for teachers to
apply pre-referral strategies
before referring the student
for special education testing.
• Young children suspected to
have cognitive deficits which
manifest as difficulties with
self-care can be identified at a
very young age. The
traditional approach to
measuring levels of severity of
ID was determined through
the use of intellectual tests.
• However, based on the
functioning as children report
to have lower levels of self-
efficacy and competence in
physical and social domains,
experience more symptoms of
being depressed and anxious,
as well as display externalizing
behaviors. Children with
stereotypic movement
disorder also tend to have low
self-esteem and have been
reported to be withdrawn
• Oftentimes, learning
characteristics refer to the
difficulties and challenges
experienced by students with
LD and ADHD. While these are
also essential to determine
possible accommodations and
interventions, it is equally
important to present their
strengths and abilities
alongside their challenges as
these can be used to help
create a positive niche for
students
• Students who have difficulty
with self-care oftentimes
reach developmental
milestones at a later age
compared to typically
developing peers. They learn
to sit up, crawl, walk, and talk
later than other children and
may have trouble
remembering and
understanding consequences
 definition provided by the of actions. Due to cognitive
American Psychiatric difficulties, children with ID
Association (2013), using may also have deficits in the
measures of intelligence is areas of reasoning, planning,
only one aspect as adaptive judgment, and abstract
functioning also needs to be thinking.
assessed to identify if a child
has an intellectual disability.
In place of IQ levels, the
support needed by a person,
with ID is used to determine
the level or degree of severity
of the disability.

3.) What challenges do learners with speech and language difficulties encounter
in the areas of communication and socialization?
- Children with communication disorders frequently struggle across social settings, whether at
home, school, or in other places in the community. They may also experience behavioral
difficulties. Because they struggle in expressing their needs and ideas, some children resort to
inappropriate behaviors out of frustration or to get the attention of significant others.

4.) What accommodations can be given to learners with communication

difficulties?
- Different strategies and accommodations may be used to provide level playing field for
children with communication difficulties or disorders.

Universal Design for Learning, alongside different accommodations (i.e., presentation,

response, setting, and timing) that are appropriate to the child, and collaboration between the
general education teacher and the special education professional, will all help ensure that
children with communication difficulties/disorders have a chance to be successful in an
inclusive classroom.

5.) What are the similarities and differences between learners with
Developmental Coordination Disorder and Stereotypic Movement Disorder?
- Developmental coordination disorder is characterized by deficits in the acquisition and
execution of coordinated motor skills and is manifested by clumsiness and slowness or
inaccuracy of performance of motor skills that cause interference with daily living. Stereotypic
movement disorder includes patterns of repetitive and seemingly driven yet purposeless motor
behaviors. Examples of such behaviors include movements of the head, body, and hands that
are developmentally abnormal.

Both are motor problems that is prone to children or learners with difficulties in
moving/walking.

Module #: 7
1.) What is marginalization and how does this affect children?
The theory of marginalization can trace its roots to the theory of the marginal man' which, at
first, pointed to the peculiar personality traits that arise when a person is situated in a marginal
position among two social environments that are not completely matched. Marginalization
naturally starts even before children get into school and persists until they become
adults."Marginalization basically arises from culturally deeply-embedded values, beliefs,
standards, norms, and other factors which determine acceptability within a certain social
frame".

The following are reasons how marginalization affect the children.

1. The child experiences some kind of marginalization that is recognized by almost everybody,
including himself/herself
2. The child feels that he/she is experiencing marginalization whereas most of the others do not
recognize this

3. When a child is found in what appears to be marginalized situations but does not feel it, or
does not view it as marginalization
4. When a child is experiencing marginalization but does not admit it.

2.) What are the different groups of children who are marginalized and why are
they marginalized? What can you do for them?
The following are different groups of children who are marginalized and why they are
marginalized.
1. Child Laborers/ Domestic Worker

- The International Labor Organization (ILO) describes child labor as "work that deprives
children of their childhood, their potential, and their dignity, and that is harmful to physical and
mental development." Child labor is caused by poverty, the lack of education, and the lack of
schools.

2. Indigenous People

- Indigenous communities, peoples, and nations are those which, having a historical
continuity with pre-invasion and pre-colonial societies that developed on their territories,
consider themselves distinct from other sectors of the societies now prevailing on those
territories, or parts of them. They form at present non-dominant sectors of society and are
determined to preserve, develop, and transmit to future generations their ancestral territories
and their ethnic identity, as the basis of their continued existence as peoples, in accordance
with their own cultural patterns, social institutions and legal system.

3. Abused Children

- The World Health Organization (WHO) defines child maltreatment as "the abuse and neglect
that occurs to children under 18 years of age. It includes all types of physical and/or emotional
illtreatment, sexual abuse, neglect, negligence, and commercial or other exploitation, which
results in actual or potential harm to the child's health, survival, development, or dignity in the
context of a relationship of responsibility, trust, or power. Exposure to intimate partner
violence is also sometimes included as a form of child maltreatment." (WHO 2016) Child
maltreatment is identified globally as a valid "social, public health, and human rights issue."

4. Refugees or Displaced Children

- The United Nations High Commissioner for Refugees (UNHCR) defines refugee as "someone
who has been forced to flee his or her country because of persecution, war, or violence. A
refugee has a well-founded fear of persecution for reasons of race, religion, nationality, political
opinion, or membership in a particular social group. Most likely, they cannot return home or
are afraid to do so. War and ethnic, tribal, and religious violence are leading causes of refugees
fleeing their countries."

5. Children in Conflict Zone

- Manuel Fontaine, UNICEF Director for Emergency Programs, said. "Children living in conflict
zones around the world have continued to suffer through extreme levels of violence over the
past 12 months, and the world has continued to fail them. For too long, parties to conflict have
been committing atrocities with near-total impunity, and it is only getting worse.
Governments and countries that have upheld children's rights are mostly responsible in this
kind of issues. They are firm with their laws and values and look out for the children's welfare
and safety. Leaders and governments have an important role to play to put a stop to this
injustice and violence against children in armed conflicts. The responsibility does not stop with
them, every person has the responsibility to look out for these children and make a stand for
them