Fannie A.

Castor BEED-1

UNIT 3: EARLY CHILDHOOD: THE PRESCHOOL YEARS

Lesson 1. Characteristics, development tasks of early childhood, and physical & motor development

ACTIVITY- PICTURE WITH A #HASHTAGS

Link of the picture: www.shutterstock.com•261889685

ANALYSIS

#PHYSICAL CHARACTERISTICS

During the preschool years, Children's bodies change which is their height, weight, and muscle
tone.Examples are seen in the picture above, Their legs and trunks continue to grow, and their heads are
not so large in proportion to their bodies. Children also begin to lose their "baby fat" as they develop
straighter bodies with the strong muscles necessary for play.

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APPLICATION & ASSESSMENT

Shadow a child who’s from 2-6 years old either in your family or neighborhood for
about 3 days. Make a bulleted report of his/her:

"SHADOW REPORT"

Physical characteristics Eating habits Motor skills

Gross Motor Skills Picky eaters Jumping jacks
Fine Motor Skills facial expressions "disgust" They can ride a bicycle
Social and Emotional Eating when not hungry They can kick a ball
Cognitive Skipping meals Has good balance
Speech & Language Always eating dessert Climb stairs
Tantrums Eating too fast Can use a spoon and fork
well

MULTIPLE CHOICES

1. A

2. B

3. C

4. A

5. B

6. B

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Fannie A. Castor BEED-1

UNIT III. EARLY CHILDHOOD: THE

PRESCHOOL YEARS
Lesson 2: Cognitive development in early childhood
(1.5 weeks or 4.5 hours)

Below are behaviors or remarks from children. Your early childhood experiences may help you
arrive at the correct answer. Put a check ( ) on the item that is TRUE of preschoolers and an (
X ) on the item that does NOT apply to preschoolers.

✓1."Someone switched on the thunder," a child remarked.

✓2.Child silently nods on the telephone to answer his father who is on the other side of the
phone inquiring if Mom is around.
✓3."That tree pushed the leaf off and it fell down," says a child.
✓4.A child is presented with two identical beakers each filled to the same level with liquid. The
child is asked if these beakers have the same amount and she says YES. The liquid from
one beaker is poured into a third beaker, which is taller and thinner than the first two.
The child is then asked if the amount of liquid in the tall, thin beaker is equal to that
which remains in one of the original beakers. The child says YES.
✓5.Child asks a series of "why" questions.
✓6.Child is strongly influenced by the features that stand out, such as the flashy, attractive
clown.
✓7.Child pays attention to the more relevant dimensions of the task such as directions for
solving a problem and not on the prominent clown, for instance.
✓8.Jun does not realize that the juice in each glass can be poured back into the juice box from
which it came.
✓9.Mike did not like to share a piece of cake with his younger sister. Mike's younger sister got
sick. Mike concludes that he made his younger sister get sick.

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Bring in your childhood memories and experiences as you answer the questions below. Give
reasons for your answers.

1. Which item/s is/are TRUE of preschool children?

They will become more independent and begin to focus more on adults and children outside of the
family. They will want to explore and ask about the things around them even more. Their interactions
with family and those around them will help to shape their personality and their own ways of thinking
and moving.

2. Which item/s is/are NOT TRUE of preschool children?

Way back when in my elementary days, I don't have a friend nor a classmate who I will be play with. My
life as a student way back was boring, they always bully me maybe because there's something in me
that they hate or don't like. Moving on, I always thought that i don't need a friend or companion who
make my childhood memorable. I can learn on my own and I can be happy.

APPLICATION & ASSESSMENT

1.Describe the preschoolers’ behaviors reflecting the following preoperational cognitive

limitation:

a. Animism

Preschoolers also tend to give lifelike qualities, such as feelings and thoughts, to inanimate objects like
teddy bears and leaves. This kind of thinking is known as animism. To preschool-age children, anything
that moves is alive, like a piece of paper blown by the wind.

b. Egocentrism

if a child wants very much for something to happen, and it does, the child believes he or she caused it to
happen.

c. Centration

if someone breaks the child's toy, the child would not forgive the other and the child would not be able
to understand that the person who broke the toy did not intend to break it.

d. Irreversibility

a cognitive inability to think in reverse order while manipulating objects and symbols.

e. Transductive reasoning

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the tendency of a child in the preoperational stage of cognitive development to see a connection
between unrelated instances, using neither deductive nor inductive means to do so.

2. Fill in the matrix and identify developmental practices that can either enhance or
hamper early childhood cognitive development.

Cognitive Development Developmentally Developmentally

appropriate practices inappropriate practices
symbolic thinking By forcing them to believe
encouraging them to that their imagination is real
pretend play

language Reading, singing, talking and Practicing another language

playing games such as Korean, japanese etc.

attention Doing a brilliant activities to Doing a harmful movement

catch their attention to catch their attention

memory function Try games that use visual To Forbid the preschoolers
memory to learn

metacognition By spoiling them to not learn

Give students practice
recognizing what they don't
understand.

Multiple choices.

1. C

2. C

3. D

4. C

5. D

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Fannie A. Castor BEED-1

UNIT III. EARLY CHILDHOOD: THE

PRESCHOOL YEARS
Lesson 3. Language development
0.5 week - 1.5 hours

ACTIVITY

LET'S LEARN FROM THE EXPERT

1. What were the first one word utterances of the child and when did this happen?

The first one word utterances of the child is nanay and this happen when he's 10 months.

2. When did the child begin to communicate in more or less complete sentences?

When he's 1 yr.old

3. Factors that I considered to as having contributed to the child's language development is exposure to
the new language and I always read stories to my child.

Based on your interview responses, what’s your takeaway lessons regarding language
development during the preschool years?

Language development is an important part of child development. It supports your child's ability to
communicate. It also supports your child's ability to express and understand feelings.

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APPLICATION & ASSESSMENT

Si Karbaw kag si Tulabong

ni Gil Salanio Montinola

Nagapang-imbitar ang sirak ka adlaw. Gapalipod-guwa-palipod-guwa dya sa panganod. Ang mga kurit
kag maya busog nga nagaraya sa kuryente. Ginahabyoghabyog ka hangin. Si Karbaw tana sa tunga
taramnanan, gaharab kang matambok nga hilamon kag gapati-al sa init. Gahulat kay Tulabong.
Nagadugang ang ana itom sa idalom ka gatagiti nga init. Si Tulabong, samtang nagalupad, nagpanilag
anay sa palibot, ginliso na sa wala kag tuo ang ana ulo. Basi kon dyan sa palibot ang bata nga ana
ginkahadlukan. Ang bata nga may tirador pirme nga dara. Wara na nakita. Si Karbaw lang ang nakita na
nga nagaitom sa tunga taramnanan. Matawhay ang palibot. Galinupad ang nanarisarisari nga mga sapat-
sapat, may mga tibakla kag tumbaktumbak. Malinong nga nagapatupong ang paka kag maramara sa la-o
kag mga hilamon. Sanda, nahadluk man nga basi tuk-on.

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Naghugpa si Tulabong sa maitom nga likod ni Karbaw kag ginkipot ang ana maputi nga pakpak. Ginkay-
ad ang plastar kang kahig para indi mahulog. Nakibot si Karbaw. Gamayan na lang mahampak ka ana
ikog ang abyan.

“Oops! Oops! Ako dya,” dasig nga paathag ni Tulabong. Gatari-tariwis gid ang tuktok.

“Aw a. Abi ko kon may nagtalang duman nga maramara,” dayun usang kang hilamon. “Diin ‘kaw halin?
Waay ‘kaw kabalik gya kahapon ‘aw?”

“Sa pihak duman kami nga baranggay kang akon imaw,” gintudlo na ang apat kang tulabong sa pihak ka
kahon, “nagpangita pagkaon.”

Gasalop-mutwa ang ulo kang tulabong sa dagami. Nagaunyat-unyat gid ang anda mga li-og sa tagsa
nanda ka mutwa.

“Ukon basi nahadlok ka lang, hay kahapon gamayan ka lang naigo ka bato?”

“Sara pa gid da. Kinulbaan gid takun pay. Abi ko katapusan ko ron.”

Gintusik dayon ni Tulabong ang tibakla nga naghapon sa buhok ni Karbaw kag gintulon. “Abi ko anay sa
ginhalinan lang namon nga lugar mabutang sa alang-alang ang amon kabuhi, gali timo hasta giya. Ang
bata gid nga ‘to kahapon.”“Hambalan ko gid ‘kaw nga sa kahoy ukon sa kuryente kaw mahapon kag indi
giya sa likod ko,” gayuhom nga hambal ni Karbaw kay Tulabong. Man-an na man nga indi ka hapon ang
mga tulabong sa kuryente ukon sa mga magagmay nga sanga kang kahoy.

Wara sanda nga darwa kamaan, sa unhan lang nga kahon, nagapalipod sa maragbong nga kugon ang
bata. Kaput ang tirador nga ginaturong kay Tulabong. Ginpatunga na gid sa pakaw ang puti nga pispis
nga gatungtong sa likod kang itom nga karbaw.

“Baw ho, daw nagaistoryahanay sanda nga darwa. Pay matumpilak gid dya karun kon maigo ka tirador
ko mo,” nagangisi nga hunahuna ka bata.

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Gin-unyat na ti maayad-ayad ang tirador. Ubos-ubos gid ang puros dayun ginbuy-an ang bato nga bala.
Naglupad ang bato. Bilog-bilog nga bato. Diretso sa tulabong. Indi. Naglikaw! Naglikaw diretso sa
karbaw! Si Karbaw ang naigo. Sa kilid kang ana talinga, sa idalon kang ana sungay.

“Araguy!” dayon tumbo-tumbo.

Nakibot si Tulabong, ginkapa-kapa ang pakpak dangat nga daw mga isa ka dupa ang antad na sa likod ni
Karbaw. Nagrinugpaas lupad ang mga kurit kag maya nga nagaraya sa kuryente. Nakibot man.

“Ano ang natabo?” natingala nga pamangkot ni Tulabong.

“May nagtirador kanakun,” dayun lingi-lingi ka ulo na ka dya.

Nagamutwa-mutwa ang ulo ka bata nga nagapalipod sa mga kugon sa kahon. Nasiplatan dya ni Tulabong
dayun nanugid sa abyan.

“Ang bata! ‘to, tuya dampi sa kahon,” gintudlo ka ana malabog nga kahig ang ginauyungan ka bata.

Nagliso si Karbaw sa ginauyungan ka bata. Ginsaruso na dayon dya. Nagdalidali man tindog ang bata
para magpalagyo. Waay pa ang ana ikaduha nga tikang, nakabulasot tana sa agi kang karbaw nga buta
ka tubig. Nagtamsak. Nakadasma tana nabulit kang la-o ang ana kimpol kag bayo. Nagtabog ang ana
tirador sa hilamunan, indi na ron makita.

Ginbalikid na ang karbaw nga nagalagas kana. Kinulbaan. Daw pakaw kang tirador ang sungay ka karbaw
nga nagapadulong. Akig. Nagsinggitan ang bata nga nagapirong. Pagmuklat na, isa ka dupa ang antad ni
Karbaw sa ana nga ginapungkuan. Kita na gid ang buho ka irong ni Karbaw. Bati-an na pa gid ang hangus
kag pusnga ka dya. Akig gid ka tama. Tudo gid ang pamuros ni Karbaw butong ka santing run nga kalat.
Pasalamat ka bata kay indi run makadangat ang higot sa ana ginauyungan.Gulpi lang nga nagharon sa
uluhan ka bata. Nagtanga tana kay natingala. Nakita na ang lima tanan kang pispis, isa run si Tulabong,
nagtabon sa sirak ka adlaw, nagalupad paadto kana. Sanda, pareho kay Karbaw, akig man. Baw kon
matabo, lima tanan kang tuktok ang matusik. Pulo tanan kang pakpak ang mahampak. Dugangan pa gid
kang pulo tanan kang kahig kag kwarenta kang mga kuko ang makaruskos kana.

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Nagsinggitan liwat ang bata. “Indi run ko magliwat! Indi run ko magliwat!” dara paraspas ka ana duha ka
alima kag magdalagan dayon sa la-o kang taramnanan. Gatumba-tumba kay nagasulod ang ana siki sa
mga agi kang karbaw. Daw turugban run ang ana nga dapug kag hitsura. Nabulit gid daan kang la-o ang
halos bilog na nga lawas.

Wara run ni Tulabong kag ang apat na kang imaw ginlagas ang bata. Ginturok nanda dya nga
nagadalagan. Gusto lang nanda pahugon para indi rün magliwat panghalit sa mga kasapatan.
Nagpangiray dara tangu lang si Tulabong sa ana apat kang imaw kag naglupad tana balik sa likod ni
Karbaw.

“Baw nagbukol gid ang igo kang tirador,” muno ni Tulabong sa bukol nga daw gamay nga sungay.
“Masakit?”

“Indi a. Waay dya sa kakapoy kag kabudlay ko kon gaarado kag galabay sa taramnanan.” Ginturok na
dayon ang bata sa unhan nga nagadalagan man sa gihapon. Gadasma-dasma. “Salamat gali.”

“Salamat sa diin? Ako dapat ang naigo ka tirador, indi ikaw, kay sigurado gid nga para kanakon to,”
paathag ni Tulabong. “Pasensia gid.”

“Ti may utang kaw gali kanakun e,” gayuhom nga hambal ni Karbaw. “Para sa bayad, kinahanglan mo gid
nga ubuson ang akun kuto. Nagakatol run nga daan,” sunlog na pa gid ka dya dayon nanda nga duha
kadlaw.

Sa unhan, ang mga kurit kag maya nagbalik sa paghapon sa kuryente. Nagsa-ot dara kanta sanda para sa
nagdaog sa bag-o lang natapos nga sambuwa, kon sa diin, nangibabaw ang sakto kontra sa tunto.

1. Favorite character in the story and why.

-My favorite character in the story is the bird "tulabong" because the tulabong didn't think twice to help
the carabao.

2. Short summary in the story.

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-One day, there is an animal name tulabong the bird it flies under the bright sun. On the other hand
there is carabao who eat the grass the tulabong's friend. And an unexpected event, the carabao was
shot by a boy instead of tulabong. Thus, the carabao got angry and he wants to use his horn to the boy
but unfortunately he can't beat the boy so the tulabong threatened the boy. And they live peacefully.

3.Lesson learned from the story.

- the lesson learned from the story is always be observant in your surroundings.

1.D

2.B

3.A

4.A

5.B

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UNIT III. EARLY CHILDHOOD: THE PRESCHOOL YEARS

Lesson 4: Socio-emotional and moral development

(1.5 weeks or 4.5 hours)

ANALYSIS

1.Were the children playing on their own or alone even when they were with others? Describe.

-When children play alone, they're learning many valuable lessons they'll carry with them throughout
their lives. Solo play time helps your kids become well-rounded individuals who are happy whether
they're in small groups, large or crowds or alone.

2.Were there some children playing together with agreed upon rules and roles? Describe

-Children can be observed sharing resources, assigning roles, sharing ideas, and coming together to
agree upon the rules of the play scenario. During this stage of play children learn significant social skills.

3.If you observed conflicts between or among children, how were they resolved? Did an adult
intervene? Or did they manage to resolve it by themselves?

- As I observed, they managed to resolve themselves by give each other toys, foods or things that can
make a child happy.

4. Were the children polite? What polite words (Thank you, sorry, etc.) or gestures did you observe?

-Yes, they are polite and the polite they said are excuse me, thank you, they "Mano" the elders, say
sorry, etc.

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 APPLICATION & ASSESSMENT
Discuss and describe the different types of parenting styles and how they affect the
development of children’s emotional and social behavior.
Parenting Style Description
Authoritarian parenting It places high expectations on
children with little responsiveness. As
an authoritarian parent, you focus
more on obedience, discipline,
control rather than nurturing your
child.
Authoritative parenting the parents are nurturing,
responsive, and supportive, yet set
firm limits for their children. They
attempt to control children's
behavior by explaining rules,
discussing, and reasoning.
Permissive parenting Being nurturing and warm, but
reluctant to impose limits. Rejecting
the notion of keeping their kids under
control.
Rejecting or Neglectful is a style characterized by a lack of
parenting responsiveness to a child's needs.
Effect on children’s emotional
and social behavior
Children are aggressive, but can also
be socially inept, shy and cannot
make their own decisions
Authoritative parenting styles tend to
result in children who are happy,
capable, and successful.
Because children of permissive
parents are left to regulate their own
activities, behavior and emotions at a
young age, they tend to have more
difficulties self-regulating.
These children tend to display deficits
in cognition, attachment, emotional
skills, and social skills.
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Multiple choice:

6.D

7.B

8.B

9.C

10.D

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