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Personal Development
Quarter 1
Module 3: Developmental Stages in
Middle and Late Adolescence

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Personal Development – Grade 11
Quarter 1 : Module 3: Developmental Stages in Middle and Late
Adolescence

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locate and seek permission to use these materials from their respective copyright owners. The publisher
and authors do not represent nor claim ownership over them.

Regional Director: Gilbert T. Sadsad

Assistant Regional Director: Jessie L. Amin

Development Team of the Module

Writers: MABEL V. ABENOMAN

Editors: JOHN EDWARD B. ATIWAG / LEONOR V. BINAOHAN, MT 1

Reviewers: DARIO I. CABANELA, EPS / DARCY GUY Y. MAÑEBO, EPS

Illustrator: MABEL V. ABENOMAN

Layout Artist: MABEL V. ABENOMAN

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Personal Development – Grade 11
Quarter 1 : Module 3: Developmental Stages in Middle and Late
Adolescence

I. Introduction:

Developmental Stage focuses on human growth and changing across the lifespan, including
physical, cognitive, social intellectual , perceptual personality, and emotional growth. The study of
human developmental stages is essential to understanding how human learn, mature, and adapt.
Throughout their lives, humans go through various stages of development.

II. Objectives
At the end of the lesson you
are expected to:

 classify various developmental tasks according to developmental stage;

 evaluate your development in comparison with person and the same age group;
and
 list ways to become a responsible adolescent prepared for adult life.

III. Vocabulary List

 Pre-natal
Age when hereditary endowments and sex are fixed and all body features, both external and
internal are developed.
 Infancy
Foundation age when basic behavior are organized and many ontogenetic maturation skills are
developed.
 Early Childhood (2-6 years)
Pre-gang age, exploratory, and questioning.
Language and Elementary reasoning are acquired and initial socialization is experienced.
 Late Childhood (6 to 12 years)
Gang and creativity age when self-help skills, social skills, school skills, and play are
developed.
 Adolescence (puberty to 18 years old)

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 Transition age from childhood to adulthood when sex maturation and rapid physical
development occur resulting to changes in ways of feeling, thinking and acting.
 Early Adulthood (18 to 40 yrs)
Age of adjustment of new patterns of life and roles such as spouse, parent and breadwinner.
 Middle age (40 years to retirement)
Transition age when adjustments to initial physical and mental decline are experienced.
 Old Age (Retirement to death)
Retirement age when increasingly rapid physical and mental decline are experienced.

IV. Pre-Test

Directions: Read the statement below, choose the letter of the correct answer. Write your answer in
your Module Notebook.

1. It is a transition age when adjustments to initial physical and mental decline are experienced.
a. Middle Age c. Early Childhood
b. Early Adulthood d. Late Childhood
2. It is refers to the Pre-gang age, exploratory, and questioning.
a. Weaknesses c. Threats
b. Early Childhood d. Strength
3. Which of the following is not characteristic of middle adolescence?
a. Intense concern with how they look and the belief that other are concerned too.
b. Dramatic increase in risky behaviors, such as drug use.
c. Confiding in friends instead of parents.
d. A higher regard for their parents (may even ask parents for advice)
4. It is a foundation age when basic behavior are organized and many ontogenetic maturation skills are
developed.
a. Pre-natal c. Infancy
b. Opportunities d. Late Childhood
5. It is a retirement age when increasingly rapid physical and mental decline are experienced.
This area of consideration will fall under
a. Threat c. Strength
b. Old Age d. Weakness

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 V-Learning Activities

Learning Activity 1. MY PERSONAL TIMELINE

A personal timeline portrays the influential events and
happenings of a person’s life so that he can understand where he
was gone wrong and write in the past. It helps to plan the future
in a better constructive way.

In this activity, use a bond paper.

 Write the major events in your life (ex. birthday ,family reunion, graduation or etc.) and the
significant people in your life.
 You may add your age, specific dates and places.
 You may draw the timeline horizontally, vertically, diagonally or even using up and down
depending on your imagination.
 Be creative in your representations.
 You may also use symbols, figures and drawings.
 Think of a title for your personal timeline.

In this activity, you may use crayons bond paper or art materials depending on the available resources
or just a simple paper and pen may be fine. You can also go for the personal timeline website template
samples available online.

RUBRICS

Features 4 3 2 1

Expert Accomplished Capable Beginner

 Piece had  Piece had
Quality  Piece was little style no style or
of writing written in or voice voice
 Piece was
an  Give some  Gives no
extraordina written in
new new
ry style and an
informatio informatio
voice interesting
n but n and very
 Very style and
poorly poorly
informative voice
organized organized
and well  Somewhat
organized informative

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 and
organized
 Few  A number  So many
Gramma  Virtually spelling of spelling,
r, Usage no spelling, and spelling, punctuatio
& punctuation punctuation punctuatio n and
Mechanic or s, errors, n or grammatic
grammatica minor grammatic al errors
l errors grammatica al errors that it
l errors interferes
with the
meaning

Learning Activity 2. My Personal Timeline with Reflection

Write about your Personal Timeline which you made in class. Answer the following questions:

1. Is there a ‘center’ or a central theme which you made a Timeline reflection in class? If you will
give a title for your timeline what would it be and why?
2. Identify the turning points in your timeline. What are the thoughts, feeling and actions that you
experienced?
3. Who are the most significant people in your life? How did they influence you?
4. What would you change or add, if you could? How would each of these changes or additions
affect your life, or even change its present course?
5. Where do you want to be in a year, 5 years, and 10 years from now? What do you expect your
future timeline will be?

Reading: DEVELOPMENTAL STAGES

Throughout their lives, human go through various stages of development. The human being is
either in a state of growth or decline, but either condition imparts change. Some aspects of our life
change very little overtime, are consistent, other aspects change dramatically. By understanding these
changes, we can better respond and plan ahead effectively.

HUMAN DEVELOPMENTAL STAGES

Erik Erikson

STAGES BASIC IMPORTAN VITUES DESCRI OUTCOME

CONFLICT/ T EVENTS PTION
CRISI

At this Children develop a

stage sense of trust when
Stage 1 Trust babies caregivers provide
learn to reliability, care, and
INFANCY Vs. Feeding Hope trust that affection. A lack of

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 their this will lead to
(birth to 18 Mistrust parents mistrust.
months) will meet
their
needs.

If a
child’s
basic
needs
aren’t
properly
met at
this ages,
he/she
might
grow up
with a
general
mistrust
of the
world.

Stage 2 Autonomy Toilet Will As Children need to be

Training toddlers, develop a sense of
EARLY Vs. children personal control
CHILDHOOD begin to over physical skills
Shame and develop and a sense of
(18 months to 3 Doubt independ independence.
years ence and Success leads to
to start to feeling of
learn that autonomy, while
they can failure result in
do some feelings of shame
things on doubt.
their own
( such as
going to
the
toilet). If
a child is
not
encourag
ed
properly
at this
age, he or
she might
develop
shame
and
doubt
about
their
abilities.

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 As Children need to
preschoole begin asserting
r, children control and power
continue over the
Stage 3 to develop environment.
more Success in this
PRESCHOOL Initiative independe stage leads to a
(3 TO 5 years) nce and to sense of purpose.
Vs. Exploration Purpose start to do Children who try
things of to exert too much
Guilt their own power experience
initiative. disapproval,
If a child resulting in a
is not able sense of guilt.
to take
initiative
and
succeed at
appropriat
e tasks, he
or she
might
develop
guilt over
his/her
needs and
desires.

As
preschoole
r, children
continue
Industry to develop Children need to
more cope with new
STAGE 4 Vs. independe social and
nce and academic
SCHOOL AGE Inferiority Exploration Purpose start to do demands. Success
(6 to 11 years) things of leads to a sense of
their own competence, while
initiative. failure results in
If a child feeling of
is not able inferiority.
to take
initiative
and
succeed at
appropriat
e tasks, he
or she
might
develop
guilt over
his/her

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 needs and
desires.

Stage 5 Identity Social Fidelity When Teens need to

Relationships they reach develop a sense of
ADOLESCENC Vs. the self and personal
E (12 to 18 teenage identity. Success
years) Role years, leads to the ability
Confusion children to stay true to your
start self, while failure
forming leads to role
their own confusion and a
identity at weak sense of self.
this age,
his or her
role
confusion
will
probably
continue
on the
adulthood.

During
early
adulthood,
most
Stage 6 people fall Young adults need
in love, to form intimate,
YOUNG Intimacy Relationships get loving
ADULTHOOD married relationships with
(19 TO 40 Vs. and start other people.
years) building Success leads to
Isolation Love their own strong
family. If relationships,
a person is while failure
unable to results in
develop loneliness and
intimacy isolation.
with
others at
this age
(whether
through
marriage
or close
friendship
) they will
probably
develop
feelings of
isolation.

This is the
longest

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 period of a
human’s Adults need to
life. It is create or nurture
Stage 7 the stage things that will
in which outlast them, often
MIDDLE Generativity Care people are by having children
ADULTHOOD usually or creating a
(40 TO 65 Vs. Work and working positive change
years) Parenthood and that benefits other
Stagnation contributi people. Success
ng to leads to feelings of
society in usefulness and
some accomplishments,
ways and while failure result
perhaps in shallow
raising environment in the
their world.
children.
If a
person
does not
find
proper
ways to be
productive
during this
period,
they will
probably
feelings of
stagnation
.

As a Older adults need

senior to look back on
citizens, life and feel a
people sense of
Stage 8 Ego Integrity Reflection on Wisdom tend to fulfillment.
Life look back Success at this age
MATURITY Vs. on their leads to feeling of
lives and wisdom, while
( 65 to death) Despair think failure result in
about regret, bitterness
what they and despair.
have no
accomplis
hment. If
a person
has led a
productive
life, will
develop a
feelings of
integrity if
not, they

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 might fall
into
despair.

READING: HAVIGHURST’S DEVELOPMENTAL TASK DURING THE

LIFE SPAN
Robert J. Havighurst elaborated on the developmental Task Theory in the most systematic
and extensive manner His main assertion is that development is continuous throughout the entire
lifespan, occurring in stages, where the individual moves from one stage to the next by means of
successful resolution of problems or performance of individual tasks. These tasks are those that are
typically encounter by most of people in the culture where the individual belongs. If the person
successfully accomplishes and masters the developmental tasks, he feels pride and satisfaction, the
consequently earns his community society of approval. This success provides a sound of foundation
which allow the individual to accomplish tasks to be encounter of later stages. Conversely, if the
individual is not successful at a accomplishing a tasks, he is unhappy and is not accorded the desired
approval by society, resulting in the subsequent experience of difficulty when faced with succeeding
developmental tasks. This theory present the individual as an active learner who continually interacts
with a similarly active social environment.

Havighusrt proposed a bio psychosocial model of development, wherein the developmental

task at each stages are influenced by the individual’s biology (physiological maturation and genetic
makeup), his psychology (personal values and goals) and sociology (specific culture to which the
individual belongs).

THE DEVELOPMENTAL TASK (Santrock,2002)

SUMMARY TABLE

INFANCY AND EARLY CHILDHOOD (0-5)

 Learning to walk
 Learning to take solid foods
 Learning to talk
 Learning to control the elimination of body waste
 Learning sex differences and sexual modesty
 Acquiring concepts and language to describe social and physical reality
 Readiness of reading
 Learning to distinguish right from wrong and developing a coincidence

MIDDLE CHILDHOOD (6-12)

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 Learning physical skills necessary for ordinary games
 Building a wholesome attitude toward oneself
 Learning to get along with age mates
 Learning appropriate sex role
 Developing fundamental skills in reading, writing, and calculating
 Developing conscience, morality and scale of values
 Achieving personal independence
 Developing acceptable attitudes towards society

ADOLESCENCE ( 13-18)

 Achieving mature relations with both sexes

 Achieving a masculine or feminine social role
 Accepting one’s physique
 Achieving emotional independence of adults
 Preparing for marriage and family life
 Preparing for economic career
 Acquiring values an ethical system to guide behavior
 Desiring and achieving socially responsibility behavior

EARLY ADULTHOOD (19-30)

 Selecting a mate
 Learning to live with a partner
 Starting a family
 Rearing children
 Managing a home
 Starting an occupation
 Assuming civic responsibility

MIDDLE ADULTHOOD (30-60)

 Helping teenage children to become happy and responsible adults

 Achieving adult social and civic responsibility

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  Satisfactory career achievement
 Developing adult leisure time activities
 Relating to one’s spouse as a person
 Accepting the physiological changes of middle age
 Adjusting to aging parent

LATER MATURITY (61-)

 Adjusting to decreasing strength and health

 Adjusting to retirement and reduced to income
 Adjusting to death of spouse
 Establishing relations with one’s own age group
 Meeting social and civic obligations
 Establishing satisfactory living quarters

ANALYSIS
1. How many developmental stages were described? How do these stages compare to Havigurst’s
developmental stages given below?
2. What is an outstanding trait or behavior of each stage?
3. What task/s is are expected to each development stage?
4. Does a developmental task in a higher level require accomplishment of the lower developmental
task? Explain.

ABSTRACTION
Refer to Havigurst’s Developmental. Match the descriptions given by Santrock. Are
Havigurst and Sontrock saying the same things?

VI –Practice Tasks:

Practice Task 1:
WORKSHEET ON DEVELOPMENTAL TASKS OF BEING IN GRADE 12,

Using the developmental Tasks Summary Table above, assess your own level of development
as a Grade 11 student.

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 Where are the expected tasks you What are the expected tasks What are the expected task
have successfully accomplishment? you have partially you have not accomplished?
accomplished?

Processing Questions:

1. Being in Grade 12, what are the developmental tasks expected of you? Rate your self from 1-
10 ( 10 as the highest ) on weather you have accomplished those expected tasks.
2. As you are in Grade 12, you are in transition from high school to college, from being an
adolescent to young adult. How do you feel about this transition?
3. Do you think you are ready for this transition which may mean more responsibilities and greater
accountability? If no, what are the expected tasks you need to work on? If yes, what are the
ways to take so you can better plan for the future?

Practice Task 2: HOW MINDFUL AM I?

For each of the following situation, decide whether the person followed these guidelines for
mindful speech:

Is what I want to say True?

Is what I want to say Helpful?
Am I the best one to say it?
Is it necessary to say it Now?
Is it Kind to this person and others?

THINK definition from Mindfulness for Teen Anxiety by Dr. Christopher Williard

In your journal, for each number , mark √ for yes, x for no, or ? if your not sure. The purpose
of this activity is reflect on the situations and whether you’ve witnessed or experienced something
similar in your own life.

1. I did really well on an exam. I said to my friends. “I got the top score. What did you get?”
Did I T._H._I._N._K. before I spoke? __T__H__I__N__K

2. One of my friends was bragging about getting a good score on test, and I didn’t want to him I
failed. I said, “Congratulations”! then started talking about something else.
Did I T._H._I._N._K. before I spoke? __T__H__I__N__K

3. People kept telling me about this strange color Mrs. Jenkins dyed her hair. When I saw her, I
didn’t think it looked that bad, So I told her, “Your hair’s not as weird as everyone says it is.”
Did I T._H._I._N._K. before I spoke? __T__H__I__N__K

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4. A woman with a big belly was about to enter the building. I told to my friend, “W e need to go
open the door to that lady. She’s pregnant.”
Did I T._H._I._N._K. before I spoke? __T__H__I__N__K

5. A boy told his friend to hold the door open for me because I’m pregnant. I said, “Hey I’m not
pregnant! You sayin’ in fat?”
Did I T._H._I._N._K. before I spoke? __T__H__I__N__K

6. A boy told his friend to hold the door open for me because I’m pregnant. I said, “Thank you for
holding the door, but I’m actually not a pregnant.”
Did I T._H._I._N._K. before I spoke? __T__H__I__N__K

7. I saw a couple of kids cheating on a test. I went up to a teacher after class and told him what
I’d seen.
Did I T._H._I._N._K. before I spoke? __T__H__I__N__K

8. I saw a girl looking at her phone during a test, I went up to the teacher after class and told him
she was cheating.
Did I T._H._I._N._K. before I spoke? __T__H__I__N__K

9. I saw Maria’s boyfriend leaving the movie theater with another girl. I called Maria and said her
boyfriend was cheating on her.
Did I T._H._I._N._K. before I spoke? __T__H__I__N__K

10. I saw Maria’s boyfriend leaving the movie theater with another girl. I went up to them and said
hi, and asked “ Where’s Maria tonight?”
Did I T._H._I._N._K. before I spoke? __T__H__I__N__K
Remember: T.H.I.N.K. Before You Speak. Have Mindful Speech.

Practice Task 3: Mindfulness with Reflection

Analyze each case How Mindfulness Am I? Answer the following questions:

1. Has someone ever asked you question that you really didn’t want to answer? How did you
respond?
2.
3. Have you ever gotten (or give) a “ compliment” that really wasn’t a compliment? How did you
feel afterwards?
4. Did you ever do something to be helpful that turned out badly? What happened? What do you
wish had happened?
5. Have you ever caught someone cheating (either on attest or on a boyfriend/girlfriend)? Did you
say anything? Why or why not?
6. Have you ever gotten in trouble because someone caught you cheating ( or thought you were
cheating)? What happened? What do you wish had happened?
7. In what other situations have you seen someone T.H.I.N.K (or not) before speaking? What
happened?

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 REFLECTION

Output is rated using the rubric as follows:

Rubric:

CRITERIA POINTS
5
Clarity in the presentation of ideas
5
Correctness of ideas
5
Organization of ideas
5
Correctness in grammar
20
Total

VII. Post Test

VIII. Assignment/Additional Activities

1. What are the challenges you are facing as you are noe
entering the young adult stage?
2. What are the things you do overcome all these challenges that you have encountered in aday to
day basis?

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References:
Internet:
https://www.slideshare.net/Develpmental%20Stages%20in%20middle%20and%20late%20Adolescen
ce
Book
Personal Development Reader First Edition by Dr. Barbara Wong-Fernandez, RGC et.al, 2016
DepEd Division of Camarines Norte DLP, PDG11S1W3D1

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