Group Presentation – PEC 1A (Child and Adolescent Development, PED 102)

Group 1: Acain, Apawan, Calunod, Caminan, Gabutero, Macapili, Olitres, Somblingo

Topic: Unit 1: More Basic Concepts

A. Definitions of Child and Adolescent Learners

Definitions from UNESCO, UNICEF and WHO

B. Growth and Development: Nature or Nurture?

C. Periods of Development

D. Developmental Tasks and Education (Havighurst)

E. Domains of Development

1. Biological 2. Cognitive 3. Socio-emotional

F. Context and Development

G. Development and Pedagogy: Theory and Research

1. Theories and hypotheses

2. Methodology

3. Integrating theory and practice

Group 2: Ahadain, Aplaha, Carpio, Fernando, Gapla, Macario, Ong, Sotero

Topic: Unit 2: Biological Development

A. Biological Beginnings

B. Physical and Motor Development

C. Neuroscience and Brain development

D. Factors Affecting Biological/ Physical Development

E. Theories

1. Developmental Milestones (Gesell)

2. Ecological Systems Theory (Bronfenbrenner)

F. Current Research and Pedagogical Applications

Group 3: Ahit, Bara, Cepeda, Hussin, Lopez Medina, Ramos, Suraid

Topic: Unit 3: Cognitive Development

A. Cognitive Development Theories

1. Piaget

2. Vygotsky

B. Intelligence and Individual Differences

1. Concept of Intelligence (Binet)

2. General Intelligence (Spearman)

3. Primary Mental Abilities (Thurstone)

4. Multiple Intelligences (Gardner)

5. Triarchic Theory of Intelligence (Sternberg)

6. Cognitive Information Processing Theory (Atkinson and Shiffrin)

C. Factors Affecting Cognitive Development

D. Language Development

E. Factors Affecting Cognitive and Language Development

F. Current Research and Pedagogical Applications

Group 4: Akalal, Bataliran, Denusta, Jameri, Moleño, Nuddin, Salih, Ujajun

Topic: Unit 4 – Social and Emotional Development

A. Socio-emotional Development

B. Development of Self and Social Understandings

1. Psychoanalytic Theory (Freud)

2. Psychosocial Theory (Erikson)

3. Social Learning Theory (Bandura)

C. Development of Motivation and Self-Regulation

1. Content Theories - Hierarchy of Needs (Maslow)

- ERG Theory (Alderfer)

- Theory of Needs (McClelland)

- Two Factors Theory (Herzberg)

 2. Process Theories

- Reinforcement Theory (Skinner)

- Expectancy Theory (Vroom)

- Goal Setting Theory (Locke)

- Self-determination Theory (Deci & Ryan)

D. Moral Development Theories

1. Piaget

2. Kohlberg

3. Turiel

4. Gilligan

E. Current Research and Pedagogical Applications

Group 5: Akmad, Baya, Encilay, Laudin, Molina, Sambo, Sawang, Ulloh

Topic: Unit 5 – Behavioral Learning Theories and Approaches to Learning

A. What is Learning?

B. Approaches to Learning

1. Behavioral

2. Social cognitive

3. Information processing

4. Cognitive constructivist

5. Social constructivist

C. Connectionism

D. Conditioning

1. Classical

2. Contiguous

3. Operant

E. Behavior Analysis in Education

F. Gestalt-Insight Learning

G. Experiential Learning Theory

 H. Current Research and Pedagogical Applications

Group 6: Alex, Bulla, Enriquez, Liang Jr., Montero, Santos, Ancheta

Topic: Unit 6 – Safety and Security in the Learning Environment

A. UN Convention on the Rights of the Child and PD 603

B. Anti-Bullying Act of 2013 (Republic Act 10627)

C. Child Protection Policy

D. Positive Discipline

List of References:

Corpuz, B.B., Lucas, M.R.D., Borabo, H.G.L., & Lucido, P.I. (2018) The Child and Adolescent Learners and
Learning Principles. Lorimar Publishing, Inc, Quezon City, Philippines.

Corpuz, B.B., Lucas, M.R.D., Borabo, H.G.L., & Lucido, P.I. (2015) Child and Adolescent Development.
Lorimar Publishing, Inc, Quezon City, Philippines.

Lucas, Ma. Rita D. & Corpuz, Brenda B. (2014) Facilitating Learning: A metacognitive process. Lorimar
Publishing, Inc, Quezon City, Philippines.

Cohen, L., Manion, L., Morrison, K. & Wyse, D. (2010) A Guide to Teaching Practice, 5e. Routeledge, 270
Madison Ave., New York, NY.

Santrock, J.W. (2011) Educational Psychology, 5e. McGraw-Hill Companies, Inc. New York, NY.

Schunk, Dale H. (2012) Learning Theories: An educational perspective, 6e. Pearson Education, Inc.
Boston, MA

Higher Education Commission (2012) Child Development: Faculty Resource. Higher Education
Commission, Pakistan.

UN-OHCHR (n.d.) 1989 Convention on the Rights of the Child.

UN Office of the High Commissioner for Human Rights.

Retrieved from https://www.ohchr.org/Documents/ProfessionalInterest/crc.pdf

Presidential Decree No. 603 (1974) The Child and Youth Welfare Code of the Philippines.

Retrieved from https://www.pcw.gov.ph/law/presidential-decree-no-603

 RUBRICS FOR GROUP REPORT

Criteria Excellent Very Satisfactory Needs Score

(10 points) Satisfactory (7 points) Improvement (40/40)
(8 points) (5 points)
Content The content is The content is The content is The content is
complete and almost almost lacks details
showed the complete complete and was not
lesson goal. It is showed the showed the able to show
well – versed, lesson goal but lesson goal but the lesson
well – explained lacks one or lacks three or goal. It lacks
and perfectly two points. It is more points. It numerous
understandable. quite well – is quite well – points and
versed, quite versed, quite was difficult to
well – explained well – explained understand.
and and
understandable. understandable
.
Creativity The The The The
presentation is presentation is presentation is presentation
creative and quite creative creative, lacks
unique. Its and quite although not creativity an
creativity unique. Its unique. Its uniqueness. It
perfectly creativity quite creativity is dull and did
manifested the manifested the manifested the not manifest
set lesson goal. set lesson goal. set lesson goal the set lesson
fairly. goal.
Over – All The over – all The over – all The over – all The over – all
Presentatio presentation presentation presentation presentation
n showed perfect showed showed lacks total
mastery, stage mastery, stage mastery, stage mastery. The
presence and presence and presence and members
confidence. confidence and confidence and lacks stage
only has one to only has three presence and
two errors. to five errors. confidence.
The
presentation
has
numerous
errors.
Audience The entire The entire The entire The audience
Impact audience was audience was audience was appeared
attentive and attentive and attentive and disinterested
hooked. hooked except hooked except and was not
for one to three for three to five attentive
students. students. during the
presentation.
TOTAL