Republic of the Philippines

Department of Education
Region VII, Central Visayas
Division of Bohol
Name: _______________________________ Year and Section: _____________ Score: ______
PERSONAL DEVELOPMENT
FIRST QUARTER

Quarter : 1 Week : 3 Day : 1 Activity No. : 9

Competency: : Discuss developmental tasks and challenges being experienced
during adolescence
(EsP-PD11/12DS-Ic-3.1)
Objective : Distinguish the differences/ changes of character as to
different aspects
Topic : Developmental Stages in Middle and Late Adolescence
Materials :
Reference : http://www.apa.org/action/science/developmental/

Gazzingan, Leslie B., Francisco, Joseph C., Aglubat, Linofe R.,

Parentela, Ferdinand O., Tuason, Vevian T. 2013.
Psychology: Dimensions of the Human Mind. Mutya
Publishing House, Inc.

Wong-Fernandez, Barbara, Estesa Xaris Que-Legaspi, Carolyn C.

Quiba, Mae R. Rafanan and Zisa Velasquez-Garcia. 2016.
Personal Development Teacher's Guide. Pasig City:
Department of Education-BLR.

Copyrights : DepEd owned

For classroom use only

What’s In ?

ACTIVITY 9 : Me, Myself, and I

(Character, Critical - Thinking, Creativity)

Instruction: Draw your lifestyle when you’re still a child and your lifestyle when
you’re already an adolescent. Below your drawing, write your characteristics in terms
of physical appearance, emotional state, and behavior. What has changed over the
years?

CHILD SELF ADOLESCENT SELF

PHYSICAL EMOTIONAL BEHAVIOR PHYSICAL EMOTIONAL BEHAVIOR

 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Bohol

READING:
DEVELOPMENTAL STAGES:

Human Development focuses on human growth and changes across the

lifespan, including physical, cognitive, social, intellectual, perceptual, personality and
emotional growth. The study of human development is essential to understanding how
humans learn, mature and adapt. Throughout their lives, humans 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 over time,
are consistent. Other aspects change dramatically. By understanding these changes,
we can better respond and plan ahead effectively.

Developmental Stage Characteristics

1. Pre-natal Age when hereditary endowments and sex are fixed and
(Conception to birth) all body features, both external and internal are
developed.
2. Infancy Foundation age when basic behavior are organized and
(Birth to 2 years) many ontogenetic maturation skills are developed.
Pre-gang age, exploratory, and questioning. Language
3. Early Childhood (2
and elementary reasoning are acquired and initial
to 6 years)
socialization is experienced.
4. Late Childhood Gang and creativity age when self-help skills, social
(6 to 12 years) skills, school skills, and play are developed.
Transition age from childhood to adulthood when sex
5. Adolescence maturation and rapid physical development occur
(puberty to 18 years) resulting to changes in ways of feeling, thinking and
acting.
6. Early Adulthood (18 Age of adjustment to new patterns of life and roles such
to 40 years) as spouse, parent and bread winner.
7. Middle Age Transition age when adjustments to initial physical and
(40 years to mental decline are experienced.
retirement)
8. Old Age Retirement age when increasingly rapid physical and
(Retirement to death) mental decline are experienced.
Source: http://www.apa.org/action/science/developmental/

READING:

HAVIGHURST`S DEVELOPMENTAL TASKS DURING THE LIFE SPAN

Robert J. Havighurst elaborated the Developmental Tasks 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
developmental tasks. These tasks are those that are typically encountered by most
people in the culture where the individual belongs. If the person successfully
accomplishes and masters the developmental task, he feels pride and satisfaction, and
consequently earns his community or society’s approval. This success provides a sound
foundation which allows the individual to accomplish tasks to be encountered at later
stages. Conversely, if the individual is not successful at accomplishing a task, 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 presents the individual as an active learner who continually interacts with
a similarly active social environment.
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Bohol
Havighurst proposed a bio-psychosocial model of development, wherein the
developmental tasks at each stage 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 TASKS SUMMARY TABLE

Infancy and Early Middle Childhood (6- Adolescence (13-18)
Childhood (0-5) 12)
Learning to walk Learning physical skills Achieving mature
Learning to take solid necessary for ordinary games relations with both sexes
foods Building a wholesome attitude Achieving a masculine or
Learning to talk toward oneself feminine social role
Learning to control the Learning to get along with age Accepting one’s physique
elimination of body mates Achieving emotional
Infancy and Early Middle Childhood (6- Adolescence (13-18)
Childhood (0-5) 12)
wastes Learning an appropriate sex role independence of adults
Learning sex differences Developing fundamental skills in Preparing for marriage
and sexual modesty reading, writing, and calculating and family life
Acquiring concepts and Developing concepts necessary Preparing for an
language to describe for everyday living economic career
social and physical Developing conscience, morality, Acquiring values and an
reality Readiness for and a scale of values ethical system to guide
reading Learning to Achieving personal behavior
distinguish right from independence Developing Desiring and
wrong and developing a acceptable attitudes toward achieving socially
conscience society responsibility
behavior

Early Adulthood (19-30) Middle Adulthood (30-60) Later Maturity (61+)

Selecting a mate Helping teenage children to
Learning to live with a become happy and responsible
partner adults
Starting a family Achieving adult social and civic
Rearing children responsibility
Managing a home Satisfactory career
Starting an occupation achievement Developing adult
Assuming civic leisure time activities Relating
responsibility to one’s spouse as a person
Accepting the physiological
changes of middle age
Adjusting to aging parent
Adjusting to decreasing
strength and health
Adjusting to retirement
and reduced income
Adjusting to death of
spouse
Establishing relations
with one’s own age group
Meeting social and civic
obligations
Establishing satisfactory
living quarters

Source: Gazzingan, Leslie B., Francisco, Joseph C., Aglubat, Linofe R., Parentela,
Ferdinand O., Tuason, Vevian T. (2013). Psychology: Dimensions of the Human
Mind. Mutya Publishing House, Inc.
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Bohol
Name: _______________________________ Year and Section: _____________ Score: ______
PERSONAL DEVELOPMENT
FIRST QUARTER

Quarter : 1 Week : 3 Day : 2 Activity No. : 10

Competency: : Discuss developmental tasks and challenges being experienced
during adolescence
(EsP-PD11/12DS-Ic-3.1)
Objective : Identify the roles/functions of different stages
Topic : Developmental Stages in Middle and Late Adolescence
Materials :
Reference : Wong-Fernandez, Barbara, Estesa Xaris Que-Legaspi, Carolyn C.
Quiba, Mae R. Rafanan and Zisa Velasquez-Garcia. 2016.
Personal Development Teacher's Guide. Pasig City:
Department of Education-BLR.

Copyrights : DepEd owned

For classroom use only

Activity 10a: Please identify which category each statement belongs:

Write: A for Infancy and Early Childhood D for Early Adulthood
B for Middle Childhood E for Middle Age
C for Adolescence F for Old Age
1. Learning to walk
2. Learning to control bodily wastes
3. Learning physical skills or playing games
4. Developing school-related skills such as reading, writing and counting
5. Developing conscience and values
6. Starting a family
7. Learning to live with a partner
8. Attaining independence
9. Establishing mature relationships with peers of both sexes
10. Selecting or choosing a partner

Activity 10b: Draw a star if the statement is correct, otherwise mark X if the
statement is wrong.

_______1. Development task are only for the first 3 stages of human development.
_______2. Failure of achieving developmental task in an early stage also means failure
for the learner.
_______3. Pre-school age corresponds to early childhood stage.
_______4. Adolescence is middle and late childhood stage.
_______5. Teenage is middle childhood.
_______6. Mastery of fundamental skills is a major concern during early childhood.
_______7. Play is a great need of children in middle school.
_______8. Preparing children for school readiness is the major concern of middle
school.
_______9. The eight development stages of Erikson are the same with Havighurst’s
six developmental stages.
_______10. Adjusting to aging parents is a developmental task of a person in his
Middle Adulthood.
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Bohol

Name: _______________________________ Year and Section: _____________ Score: ______

PERSONAL DEVELOPMENT
FIRST QUARTER

Quarter : 1 Week : 3 Day : 3 Activity No. : 11

Competency: : Evaluate one’s development through the help of significant
people around him/ her (peers, parents, siblings, friends,
teachers, community leaders)
(EsP-PD11/12DS-Id-3.2)
Objective : Able to draw a scenario on how people affect the life of
individual
Topic : Developmental Stages in Middle and Late Adolescence
Materials :
Reference : Wong-Fernandez, Barbara, Estesa Xaris Que-Legaspi, Carolyn C.
Quiba, Mae R. Rafanan and Zisa Velasquez-Garcia. 2016.
Personal Development Teacher's Guide. Pasig City:
Department of Education-BLR.

Copyrights : DepEd owned

For classroom use only

Society plays a huge role in molding teens’ behavior, character, and attitude. It
determines how they see other people, their general outlook, and their ethics.
Parents, and other family members, can also influence all these things, but the
things that will remain with the kids for the long term are learned from society. Now
society comprises of a lot of different things that include media, neighborhood, laws,
and school.

What I Know ?
Before we go on with the lesson, let’s start with a simple activity. This will test what
you already know about our topic.

Activity 11: Draw that Scenario! (Creativity, Character)

Instruction: Draw a scenario wherein it answers the question “How do the people
around you affect your life?” Make it as creative as possible.
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Bohol
Name: _______________________________ Year and Section: _____________ Score: ______
PERSONAL DEVELOPMENT
FIRST QUARTER

Quarter : 1 Week : 3 Day : 4 Activity No. : 12

Competency: : Evaluate one’s development through the help of significant
people around him/ her (peers, parents, siblings, friends,
teachers, community leaders)
(EsP-PD11/12DS-Id-3.2)
Objective : Creatively tackle the impact of the significant people on the
development of an adolescent by substituting the lyrics of any
song.
Topic : Developmental Stages in Middle and Late Adolescence
Materials :
Reference : Wong-Fernandez, Barbara, Estesa Xaris Que-Legaspi, Carolyn C.
Quiba, Mae R. Rafanan and Zisa Velasquez-Garcia. 2016.
Personal Development Teacher's Guide. Pasig City:
Department of Education-BLR.

Copyrights : DepEd owned

For classroom use only

What is It ?
PEERS

Social and emotional maturity is intertwined.

As teens’ emotional maturity increases, their relationships with their peers change as
they become more vulnerable and emotionally intimate. This increased vulnerability and
intimacy require greater trust among peers.

Thus, during the adolescent years, teen peer groups become increasingly crucial as they
experience closeness in these friendships resulting in more gratifying relationships.
Nowadays, teens turn to their friends for help; instead of their families as the first line
of support during times of worry or upset. This increased reliance on friendships is yet
another way for teens to demonstrate their growing independence.

Teens modify their behavior, activities, etc. to be accepted by a peer group.

Since acceptance by a peer group becomes essential, teens modify their speech, dress,
behavior, choices, and activities to become more similar to their peers. This increased
similarity among peers provides them a sense of security and affirms their acceptance
into their chosen peer group. The developmental theorist Erik Erickson described this
developmental step as a crisis of identity vs. identity confusion.

When teens modify their choices or behavior in order to conform to what their friends
are doing, they are adapting to peer pressure. Peer pressure is often associated with
adverse outcomes such as skipping school, wearing distasteful clothing, or drinking
alcohol, and using drugs. However, many parents do not recognize that peer pressure
may also have a positive influence. Because of advanced cognitive and emotional
maturity, teens can now encourage each other to make wise decisions and discourage
them from making wrong choices.
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Bohol
Since it is vital for youth to "fit in" with their peer group, they may also decide to
participate in the same hobbies or activities as their friends. Doing so will enable them
to spend more time together and to bond over shared experiences. In general, teens will
gravitate toward peer groups with whom they share common interests and activities,
similar cultural backgrounds, or simply a similar outlook on life. Nevertheless, as teens
experiment with their identity, they may be attracted to peer groups with very different
interests.

FAMILY

Role of Family in Adolescent’s Development

Developmental theories view adolescence as a period of growth in which identity
formation is addressed. This view means that the family's role is lessened or that family
has only a limited role in the lives of young people at this time.

However, research shows that ongoing positive family connections are protective factors
against a range of health risk behaviors. Although the nature of relationships is
changing, the continuity of family connections and a secure emotional base is crucial
for the positive development of young people.

Family is still important.

It is typical for young people to begin to think for themselves and question aspects of
their lives and family relationships. These changes may mean times of anger and
frustration leveled at the family, but majority of circumstances proved that these feelings
are likely to be temporary or circumstantial.

Adolescents are moving towards becoming independent physically, emotionally

and cognitively, and yet they are still growing.

Young people require stability in a home or environment, where they may get a secure
emotional base from which to explore and experience the world. This sense of security
provides them with somewhere to come back to for reassurance, support, and
unconditional love, particularly during tough times.
A young person benefits from expectations of respect, consideration, and reciprocity in
family relationships. They still benefit from 'trying out' thoughts, feelings, and behaviors
within the family environment, and from observing and experiencing relationships
within families. There will still be times when they fall, yet they will benefit from
understanding and support to pick them up.

Changing role of parents

A parent's relationship and caring role with a young person continues to be vital,
although the relationship will need to be flexible to adapt to the teenager's changing
needs. At this time, there will need to be a gradual change from a more authoritative
approach, to a more collaborative approach.

Parents need to face the (painful) reality that their child is no longer a child, is becoming
independent, and is no longer within their control. They may feel distressed as they
perceive that the young person will not listen to them, or does the opposite of what they
may suggest.
They may have to watch their young person disregard the things they taught them were
necessary, such as ways to look after their health, or their future goals (as the parent
envisaged it).
 Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Bohol
Parents have to learn to ‘let go,’ not of the relationship, but their dreams for the young
person. This may include their full authority over young people so that they may allow
them to develop their own dreams and greater self- responsibility.

What’s New ?

Music can have many social psychological impacts and meanings for people at
different periods of their development (Hargreaves, 1986; McPherson, 2006; North &
Hargreaves, 2008). Music is a resource of considerable intellectual, artistic, cultural,
technological, and economic breadth and depth. Young people, mainly, devote most of
their time and money to music listening (Roberts, Henriksen, & Foehr, 2009). Listening
to music is thus particularly essential and ubiquitous in the contemporary lives of
media-socializing and multi-tasking adolescents (Brown & Bobkowski, 2011; Roberts et
al., 2009).

Activity 12 : Substitute the lyrics (Creativity, Critical-Thinking)

Instruction: Substitute the lyrics of any song. Make the lyrics a story about an
adolescent being affected by the society. It should tackle the impact of peers and
family on the development of an adolescent.