CALLP Module3

Republic of the Philippines
Laguna State Polytechnic University

Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited
LSPU Self-Paced Learning Module (SLM)

Course The Child and Adolescent Learners & Learning Principles
Sem/AY First Semester/2022-2023
Module No. 3
Lesson Title EARLY CHILDHOOD (THE PRESCHOOLER)
MIDDLE CHILDHOOD (THE PRIMARY SCHOOLER)
Week
11-14
Duration
Date
This lesson will discuss about early and middle childhood in relation to their physical,
Description cognitive, and social emotional development. This lesson will also provide thought
of the provoking questions and observation activity that will help the students have a deeper
Lesson understanding about the topic.
Learning Outcomes
Intended Students should be able to meet the following intended learning outcomes:
Learning • define preschooler and explain the concepts of biological changes that they
Outcomes undergo,
• illustrate the physical, cognitive and socio-emotional development among
preschoolers,
• analyze the different gross and fine motors skills exhibited by preschoolers
through observation, and
• design simple activities that will help a preschooler develop his/her skills
• State the different cognitive milestones in primary-school
• Describe the different physical characteristics of early school-aged children
Targets/ At the end of the lesson, students should be able to:
Objectives • describe pre-school children’s physical growth,
• identify the different gross and fine motor skills,
• describe the cognitive development that takes place among preschoolers,
• explain Erikson’s “crisis” of early childhood, initiative versus guilt,
• explain the development of the preschoolers’ sense of self and self-esteem,
• discuss how children develop gender identity,
• describe the stages of play and how it impacts socio-emotional development
• describe how significant relationships with parents, siblings and peers affect
the preschooler, and
• make observations among preschoolers
LSPU SELF-PACED LEARNING MODULE: CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES
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• identify the different characteristics of primary school-aged children

• discuss the different factors that affect the socio-emotional growth of the
primary-schoolers
Student Learning Strategies

Online Activities A. Online Discussion via Google Meet
(Synchronous/ You will be directed to attend in an hour class discussion. To have access to the
Online Discussion, refer to this link: ____________________.
Asynchronous)
The online discussion will happen on___________________________, from
_________________.
(For further instructions, refer to your Google Classroom and see the schedule
of activities for this module)
B. Learning Guide Questions:

1. What are the distinct characteristics among pre-school children’s
physical growth, cognitive, and socio-emotional development?
2. What is gross and fine motor skills among preschoolers? Give examples.
3. What Erikson’s “crisis” of early childhood initiative versus guilt?
Elaborate.
4. How does preschoolers’ sense of self and self-esteem develop?
5. How children develop gender identity?
6. What are the stages of play according to Piaget and how it impacts
socio-emotional development?
7. How do relationships with parents, siblings and peers affect the
preschooler?
8. What are the major milestones of middle childhood?
9. What social developments occur during middle childhood?
Note: The insight that you will post on online discussion forum using Learning Management
System (LMS) will receive additional scores in class participation.
Lecture Guide
EARLY CHILDHOOD (THE PRESCHOOLER)

Offline Activities I. PHYSICAL DEVELOPMENT
(e-Learning/Self- Introduction
Paced) During the early childhood years of three to five we see significant changes in
the way children look, think, communicate, regulate their emotions, and interact
with others. Children are often referred to as preschoolers during this time
period.
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A. Growth in Early Childhood

Children between the ages of 2 and 6 years tend to grow about 3 inches in height
each year and gain about 4 to 5 pounds in weight each year. The 3 year old is
very similar to a toddler with a large head, large stomach, short arms and legs.
But by the time the child reaches age 6, the torso has lengthened and body
proportions have become more like those of adults. The average 6 year old
weighs approximately 46 pounds and is about 46 inches in height. This growth
rate is slower than that of infancy.
B. Visual Pathways
Children’s drawings are representative of the development of visual pathways;
as children’s brains mature the images in their drawings change. Early scribbles
and dots illustrate the use of simple motor skills. No real connection is made
between an image being visualized and what is created on paper. At age 3, the
child begins to draw wispy creatures with heads and not much other detail.
Gradually pictures begin to have more detail and incorporate more parts of the
body. Arm buds become arms and faces take on noses, lips and eventually
eyelashes.
C. Growth in the Hemispheres and Corpus Callosum

Between ages 3 and 6, the left hemisphere of the brain grows dramatically. This
side of the brain or hemisphere is typically involved in language skills. The right
hemisphere continues to grow throughout early childhood and is involved in
tasks that require spatial skills such as recognizing shapes and patterns. The
corpus callosum which connects the two hemispheres of the brain undergoes a
growth spurt between ages 3 and 6 and results in improved coordination
between right and left hemisphere tasks.
D. Motor Skill Development

Early childhood is a time when children are especially attracted to motion and
song. Days are filled with jumping, running, swinging and clapping and every
place becomes a playground. Even the booth at a restaurant affords the
opportunity to slide around in the seat or disappear underneath and imagine
being a sea creature in a cave! Of course, this can be frustrating to a caregiver,
but it’s the business of early childhood.
E. Gross Motor Skills

Children continue to improve their gross motor skills as they run and jump. They
frequently ask their caregivers to “look at me” while they hop or roll down a hill.
Children’s songs are often accompanied by arm and leg movements or cues to
turn around or move from left to right.
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F. Fine Motor Skills
Fine motor skills are also being refined as they continue to develop more
dexterity, strength, and endurance. Fine motor skills are very important as they
are foundational to self-help skills and later academic abilities (such as writing).
G. Sexual Development in Early Childhood

Self-stimulation is common in early childhood for both boys and girls. Curiosity
about the body and about others’ bodies is a natural part of early childhood as
well. Consider this example. A girl asks her mother: “So it’s okay to see a boy’s
privates as long as it’s the boy’s mother or a doctor?” The mother hesitates a bit
and then responds, “Yes. I think that’s alright.” “Hmmm,” the girl begins, “When
I grow up, I want to be a doctor!” While this subject can feel uncomfortable to
deal with, caregivers can teach children to be safe and know what is appropriate
without frightening them or causing shame.
As children grow, they are more likely to show their genitals to siblings or peers,
and to take off their clothes and touch each other (Okami et al., 1997).
Masturbation is common for both boys and girls. Boys are often shown by other
boys how to masturbate. But girls tend to find out accidentally. And boys
masturbate more often and touch themselves more openly than do girls
(Schwartz, 1999).
Caregivers should respond to this without undue alarm and without making the
child feel guilty about their bodies. Instead, messages about what is going on and
the appropriate time and place for such activities help the child learn what is
appropriate.
II. COGNITIVE DEVELOPMENT IN EARLY CHILDHOOD

Introduction
Early childhood is a time of pretending, blending fact and fiction, and learning to
think of the world using language. As young children move away from needing
to touch, feel, and hear about the world toward learning some basic principles
about how the world works, they hold some pretty interesting initial ideas. For
example, while adults have no concerns with taking a bath, a child of three might
genuinely worry about being sucked down the drain.
A child might protest if told that something will happen “tomorrow” but be
willing to accept an explanation that an event will occur “today after we sleep.”
Or the young child may ask, “How long are we staying? From here to here?” while
pointing to two points on a table. Concepts such as tomorrow, time, size and
distance are not easy to grasp at this young age. Understanding size, time,
distance, fact and fiction are all tasks that are part of cognitive development in
the preschool years.
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a. Milestones of Cognitive Development
The many theories of cognitive development and the different research that has
been done about how children understand the world, has allowed researchers
to study the milestones that children who are typically developing experience in
early childhood. Here is a table that summarizes those.
Table 1. Cognitive Milestones
b. Applications to Early Education

Understanding how children think and learn has proven useful for improving
education. Activities like playing games that involve working with numbers and
spatial relationships can give young children a developmental advantage over
peers who have less exposure to the same concepts.
10 Standards of High Quality Preschool According to the National Association for

the Education of Young Children (NAEYC)
• Positive relationships among all children and adults are promoted.
• A curriculum that supports learning and development in social, emotional,
physical, language, and cognitive areas.
• Teaching approaches that are developmentally, culturally and linguistically
appropriate.
• Assessment of children’s progress to provide information on learning and
development.
• The health and nutrition of children are promoted, while they are protected
from illness and injury.
• Teachers possess the educational qualifications, knowledge, and commitment
to promote children’s learning.
• Collaborative relationships with families are established and maintained.
• Relationships with agencies and institutions in the children’s communities
are established to support the program’s goals.
• The indoor and outdoor physical environments are safe and well-maintained.
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• Leadership and management personnel are well qualified, effective, and

maintain licensure status with the applicable state agency.
III. Social Emotional Development in Early Childhood

Introduction
In early childhood, children’s understanding of themselves and their role in the
world expands greatly.
Social and Emotional Milestones

That expanding understanding of themselves and others develops with age. Here is a table
of social and emotional milestones that children typically experience during early childhood.
Table 2. Social and Emotional Milestones1
a. Self-Esteem
Early childhood is a time of forming an initial sense of self. Self-concept is our
self-description according to various categories, such as our external and
internal qualities. In contrast, self-esteem is an evaluative judgment about who
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we are. The emergence of cognitive skills in this age group results in improved
perceptions of the self, but they tend to focus on external qualities, which are
referred to as the categorical self. When researchers ask young children to
describe themselves, their descriptions tend to include physical descriptors,
preferred activities, and favorite possessions. Thus, the self-description of a 3-
year-old might be a 3-year-old girl with red hair, who likes to play with blocks.
However, even children as young as three know there is more to themselves than
these external characteristics.
b. Self-Control
Self-control is not a single phenomenon, but is multi-facetted. It includes
response initiation, the ability to not initiate a behavior before you have
evaluated all of the information, response inhibition, the ability to stop a
behavior that has already begun, and delayed gratification, the ability to hold out
for a larger reward by forgoing a smaller immediate reward (Dougherty, Marsh,
Mathias, & Swann, 2005). It is in early childhood that we see the start of self-
control, a process that takes many years to fully develop. In the now classic
“Marshmallow Test” (Mischel, Ebbesen, & Zeiss, 1972) children are confronted
with the choice of a small immediate reward (a marshmallow) and a larger
delayed reward (more marshmallows). Walter Mischel and his colleagues over
the years have found that the ability to delay gratification at the age of four
predicted better academic performance and health later in life (Mischel, et al.,
2011).
c. Erikson: Initiative vs. Guilt Psychologist

Erik Erikson argues that children in early childhood go through a stage of
“initiative vs. guilt”. If the child is placed in an environment where he/she can
explore, make decisions, and initiate activities, they have achieved initiative. On
the other hand, if the child is put in an environment where initiation is repressed
through criticism and control, he/she will develop a sense of guilt.
The trust and autonomy of previous stages develop into a desire to take initiative
or to think of ideas and initiative action. Children may want to build a fort with
the cushions from the living room couch or open a lemonade stand in the
driveway or make a zoo with their stuffed animals and issue tickets to those who
want to come. Or they may just want to get themselves ready for bed without
any assistance. To reinforce taking initiative, caregivers should offer praise for
the child’s efforts and avoid being critical of messes or mistakes. Soggy washrags
and toothpaste left in the sink pales in comparison to the smiling face of a five-
year-old that emerges from the bathroom with clean teeth and pajamas.
d. Gender Identity, Gender Constancy, and Gender Roles

Another important dimension of the self is the sense of self as male or female.
Preschool-aged children become increasingly interested in finding out the
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differences between boys and girls both physically and in terms of what
activities are acceptable for each. While 2 year olds can identify some differences
and learn whether they are boys or girls, preschoolers become more interested
in what it means to be male or female. This self-identification or gender identity
is followed sometime later with gender constancy or the knowledge that gender
does not change. Gender roles or the rights and expectations that are associated
with being male or female are learned throughout childhood and into adulthood.
e. Relationships with parents, siblings, and peers.

e1. Parents. Relationships between parents and children continue to play
a significant role in children’s development during early childhood. Keep in mind
that most parents do not follow any model completely. Real people tend to fall
somewhere in between these styles. And sometimes parenting styles change
from one child to the next or in times when the parent has more or less time and
energy for parenting. Parenting styles can also be affected by concerns the
parent has in other areas of his or her life. For example, parenting styles tend to
become more authoritarian when parents are tired and perhaps more
authoritative when they are more energetic. Sometimes parents seem to change
their parenting approach when others are around, maybe because they become
more self-conscious as parents or are concerned with giving others the
impression that they are a “tough” parent or an “easy-going” parent. And of
course, parenting styles may reflect the type of parenting someone saw modeled
while growing up.
e2. Sibling Relationships. Siblings spend a considerable amount of time
with each other and offer a unique relationship that is not found with same-age
peers or with adults. Siblings play an important role in the development of social
skills. Cooperative and pretend play interactions between younger and older
siblings can teach empathy, sharing, and cooperation (Pike, Coldwell, & Dunn,
2005) as well as negotiation and conflict resolution (Abuhatoum & Howe, 2013).
However, the quality of sibling relationships is often mediated by the quality of
the parent-child relationship and the psychological adjustment of the child (Pike
et al., 2005)
e3. Peers. Relationships within the family (parent-child and siblings) are
not the only significant relationships in a child’s life. Peer relationships are also
important. Social interaction with another child who is similar in age, skills, and
knowledge provokes the development of many social skills that are valuable for
the rest of life (Bukowski, Buhrmester, & Underwood, 2011). In peer
relationships, children learn how to initiate and maintain social interactions
with other children. They learn skills for managing conflict, such as turn-taking,
compromise, and bargaining. Play also involves the mutual, sometimes complex,
coordination of goals, actions, and understanding. For example, as preschoolers
engage in pretend play they create narratives together, choose roles, and
collaborate to act out their stories. Through these experiences, children develop
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friendships that provide additional sources of security and support to those
provided by their parents.
f. Play
Freud saw play as a means for children to release pent-up emotions and to deal
with emotionally distressing situations in a more secure environment. Vygotsky
and Piaget saw play as a way of children developing their intellectual abilities
(Dyer & Moneta, 2006). Piaget created stages of play that correspond with his
stages of cognitive development. The stages are:
Table 3. Piaget’s Stages of Play
While Freud, Piaget, and Vygostsky looked at play slightly differently, all three
theorists saw play as providing positive outcomes for children.
The content of this lecture guide was adapted from OpenStax book and available for free at
https://open.umn.edu/opentextbooks/textbooks/750?locale=es Creative Commons Attribution 4.0
License
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MIDDLE CHILDHOOD (THE PRIMARY SCHOOLER)
Middle childhood is the stage when children undergo so many different

changes – physically, emotionally, socially and cognitively. This is the stage
between 6 to 12 years old. Children in this stage receive less attention than
children in infancy or early childhood. The support of the family and friends of
the child is very important during this phase of development.
I. Physical Development
Physical development involves many different factors, height, weight,

appearance, visual, hearing and motor abilities. Primary school children
undergo many different changes as they go through this stage of development.
This could be caused by different factors; both natural and environmental.
Physical growth during the primary school years is slow but steady. During
this stage, physical development involves:
1. having good muscle control and coordination,
2. developing eye-hand coordination,
3. having good personal hygiene and
4. being aware of good safety habits.
Height and Weight

In this development stage, children will have started their elementary
grades, specifically their primary years – Grades 1 to 3.
This period of gradual and steady growth will give children time to get used
to the changes in their bodies. An average increase in height of a little over two
inches a year in height of a little over two inches a year in both boys and girls
will introduce them to many different activities that they can now do with
greater accuracy.
Weight gain averages about 6.5 pounds a year. Most children will have
slimmer appearance compared to their preschool years because of the shifts in
accumulation and location of their body fats. A child’s legs are longer and more
proportioned to the body than they were before.
A number of factors could indicate how much a child grows, or how much
changes in the body will take place:
• genes
• food
• climate
• exercise
• medical conditions
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• diseases/illnesses
Bones and Muscles

Childhood years are the peak bone-producing years. This is the best time to
teach children of good dietary and exercise habits to help them have strong,
healthy bones throughout their lives. Many lifestyle factors, like nutrition and
physical activity, can substantially influence the increase of bone mass during
childhood.
Because children’s bones have proportionately more water and protein-like

materials and fewer minerals than adults, ensuring adequate calcium intake will
greatly help them in strengthening bones and muscles.
Motor Development
Young school-aged children are gaining control over the major muscles of
their bodies. Most children have a good sense of balance. They like testing their
muscle strength and skills. They enjoy doing real-life tasks and activities. They
pretend and fantasize less often because they are more attuned with everything
that is happening around them.
Children in this stage love to move a lot – they run, skip, hop, jump, tumble,
roll and dance. Because their gross motor skills are already developed, they can
now perform activities like catching a ball with one hand, trying their shoelaces,
they can manage zippers and buttons.
Performing unimanual (require the use of one hand) and bi-manual

(require the use of two-hands) activities becomes easier. Children’s graphic
activities, such as writing and drawing, are now more controlled but are still
developing. They can print their names and copy simple designs, letters and
shapes. They hold pencils, crayons and utensils correctly with supervision.
Motor development skills include coordination, balance, speed, agility and

power.
Coordination is a series of movements organized and timed to occur in a

particular way to bring about a particular result. The more complex the
movement is, the greater coordination is required. Children develop eye-hand
and eye-foot coordination when they play games and sports.
Balance is the child’s ability to maintain the equilibrium or stability of
his/her body in different positions. Balance is a basic skill needed especially in
this stage, when children are very active. During this time, children have
improved balancing skills. Static balance is the ability to maintain equilibrium
while moving.
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Speed is the ability to cover a great distance in the shortest possible time
while agility is one’s ability to quickly change or shift the direction of the body.
These skills are extremely important in most sports.
Power is the ability to perform a maximum effort in the shortest possible
period.
All these motor skills are vital in performing different activities, games and
sports. Development of these skills may spell the difference between success and
failure in future endeavors of the child.
II. Cognitive Development
Jean Piaget is the foremost theorist when it comes to cognitive development.

According to him, intelligence is the basic mechanism of ensuring balance in the
relations between the person and the environment. Everything that a person
experiences is a continuous process of assimilations and accommodations.
Piaget described four main periods in cognitive development. For Piaget,
intellectual ability is not the same at different ages.
Jean Piaget’s Concrete Operational Stage

Concrete operation is the third stage in Piaget’s theory of cognitive
development. It spans from ages 7 to approximately 11 years. In this
developmental stage, children have better understanding of their thinking skills.
Children begin to think logically about concrete events, particularly their own
experiences, but have difficulty understanding abstract or hypothetical
concepts, thus most of them still have a hard time at problem-solving.
Logic
Concrete operational thinkers, according to Piaget, can already make use of
inductive logic. Inductive logic involves thinking from a specific experience to a
general principle. But at this stage, children have great difficulty in using
deductive logic or using a general principle to determine the outcome of a
specific event.
Reversibility
One of the most important developments in this stage is an understanding of
reversibility, or awareness that actions can be reversed. An example of this is
being able to reverse the order of relationships between mental categories. (For
example in arithmetic, 3 + 4 = 7 and 7 – 4 = 3).
Cognitive Milestones
Elementary-aged children encounter developmental milestones. They
develop certain skills within a particular time frame. The skills they learn are in
aa sequential manner, meaning they need to understand numbers before they
can perform a mathematical equation. Each milestone that develops is
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dependent upon the previous milestone they achieved. Up until age 8, a child
learns new skills at a rapid pace. Once they reach the age of 8, the skills they learn
start to level off and it usually is a steady increase of new skills.
Specifically, young primary school-aged children can tell left from right. They
are able to speak, express themselves and develops rapidly. In school, they share
about themselves and their families. During play, they practice using the words
and language they learn in school. They start to understand time and days of the
week. They enjoy rhymes, riddles and jokes. Their attention span is longer. They
can follow more involved stories. They are learning letters and words. By six,
most can read words or combinations of words.
Information-Processing Skills
Several theorists argue that like the computer, the human mind is a system
that can process information through the application of logical rules and
strategies. They also believe that the mind receives information, performs
operations to change its form and content, stores and locates it and generates
responses from it.
III. Social Development
The developmental theorist, Erik Erikson, formulated eight stages of man’s

psychosocial development. Each stage is regarded as a “psychosocial crisis”
which arises and demands resolution before the next stage can be achieved.
Primary-school children belong to the fourth stage of Erikson’s psychosocial

stage. Here, children have to resolve the issue on Industry vs. Inferiority.
Erik Erikson’s Fourth Stage

Industry vs. inferiority is the psychosocial crisis that children will have to
resolve in this stage. Industry refers to a child’s involvement in situations where
long, patient work is demanded of them, while inferiority is the feeling created
when a child gets a feeling of failure when they cannot finish or master their
school work.
In this stage, children, will most likely, have begun going to school. School
experiences become the priority, with children so busy doing school work. The
encouragement of parents and caring educators helps to build a child’s sense of
self-esteem, strengthening their confidence and ability to interact positively in
the world.
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Understanding the Self
One’s self-concept is the knowledge about the self, such as beliefs regarding
personality traits, physical characteristics, abilities, values, goals and roles. What
does the comic strip depict?
It also involves a sense of belonging and acceptance, a sense of good and a

sense of being capable of doing good.
Having a healthy self-concept does not mean that a child thinks he is better
than others. It means that he likes himself, feels accepted by his family and
friends and believes that he can do well.
Primary school children’s self-concept is influenced not only by their

parents, but also by the growing number of people they begin to interact with,
including teachers and classmates. Children have a growing understanding of
their place in the world. They already know that they can please their parents
and teachers. They are comfortable and show confidence in doing things they
are good at, but also show frustration in things that they find difficult.
School Years
In the transition from pre-elementary to primary school, children tend to
become increasingly self-confident and able to cope well with social interactions.
They are not focused on themselves anymore but are also aware of the needs
and desires of others. The issues of fairness and equality become important to
them as they learn to care for people who are not part of their families.
Characteristics like loyalty and dependability are being considered as well as
responsibility and kindness.
Building Friendships
Making friends is a crucial but very important part of children’s social and
emotional growth. As soon as they are able to walk and talk, they will tend to
show natural inclination to be around other children.
Children, during this stage, most likely belong to a peer group. Peer groups
are characterized by children who belong approximately to the same age group
and same social economic status. It is found along the stages of childhood
through adolescence. But for children, until the age of seven or eight, they think
of themselves more than that others. They may play well with groups but may
need some time to play alone.
Primary school children prefer to belong to peer groups of the same gender.
Many children will use their surroundings to observe and mingle with other
children. Some will see this as an opportunity to make friends while others
remain a bit of a loner.
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Antisocial Behavior
Some adult may perceive that some children’s behavior towards other
children as antisocial. When children poke, pull, hit or kick other children when
they are first introduced, it is fairly normal. Remember that children at this stage
are still forming their own world views and other children may seem like a
curiosity that they need to explore. Parents and teachers can help children make
friends. You can consider the following:
• Expose the children to kid-rich environments (e.g. playgrounds, park)
• Create a play group in your class and let the children mingle with their
classmates.
• When your children hit other children, remind them that their behavior
hurts others.
• Coordinate with the parents and other teachers so that the children will
have greater opportunity to interact with other children.
Self-control
Once children reach school age, they begin to take pride in their ability to do
things and their capacity to exert effort. They like receiving positive feedback
from their parents and teachers. This becomes a great opportunity for parents
and teachers to encourage positive emotional responses from children by
acknowledging their mature, compassionate behaviors.
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Engaging Activities
Answer the following questions:
1. Given the current situation we are in, parents tend to become busy with
their work and other activities, hence uses gadgets such as mobile phone,
tablet or laptop for their children to use as a source of
leisure/entertainment. Are you in favor of this, yes or no? Why?
(Strengthen your argument with supporting literatures)
Performance Tasks
PT
Poster
As a future teacher, how do you imagine early childhood education?
Instructions:
1. Create a poster which represents your idea about early childhood education
Guide questions:
1. How can you help young learners develop their physical, cognitive and socio-emotional skills as
early as preschoolers?
2. What teaching strategy should early childhood teachers focus on when education preschoolers
to middle-schoolers?
3. Support your answers with related studies and literature
4. Cite your references
Suggested apps/tools to use:

• Canva
• Other editing application
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Understanding Directed Assess

RUBRIC FOR THE Poster
Level of Performance
1 2 3 4 SCORE
Criteria
Needs Satisfactory Very Outstanding
Improvement Satisfactory
Effective Communication
It conveys the message quickly and clearly
Attractiveness
Colors and arrangement catch and hold interest
Balance
Objects are arranged, so stability is perceived
Unity
Repeated shapes or colors or use of borders
hold display together
Legibility
Letters and illustration are visible and easy to
read and recognized
Correctness
It is free from grammar errors, misspelled
words, and ambiguity
TOTAL SCORE
Level of Performance
Criteria 5 4 3 2 Score
Advanced Proficient Developing Emerging
CONTENT Substantial, specific, Adequately Limited content with Superficial with weak
and sophisticated presented and explanation to minimal content
ideas were elaborated sufficient were used
presented ideas
ORGANIZATION Presented content Presented content Presented content Presented content
were arranged were arranged were basically were arranged in
thoroughly thoroughly on arranged, enough for minimal pattern
throughout the certain parts of the the readers to
paper paper understand
STYLE Uses variety of words Uses generic words Uses limited words Uses minimal
and sentence and sentence and sentence appropriate words and
structures anchored structures structures sentence structures
with evidences
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GRAMMAR, No spelling, Few spelling and numerous spelling So many spelling and
USAGE AND punctuation or punctuation errors and punctuation punctuation errors
MECHANICS grammatical errors with minimal errors with minimal which hinder the
grammatical error grammatical error readers to understand
the statement
REFERENCES All references were All references were All references were Not all references were
cited properly using cited properly using cited but was not cited
APA 7th edition APA format but presented properly
format older edition
Total
Learning Resources
References
Corpuz, B. & Salandanan, G. (2007). Principles of Teaching 1. Quezon City: LORIMAR Publishing
Incorporated
Corpuz, B., Lucas, M., Borabo, H. & Lucido, P. (2010). Child and Adolescent Development: LORIMAR
Publishing Incorporated
Paris, J., Ricardo, A., & Rymond, D. (2019). Child Growth and Development Version 1.2. Retrieved
from https://open.umn.edu/opentextbooks/textbooks/750?locale=es Creative Commons
Attribution 4.0 License
The content of this lecture guide was adapted from OpenStax book and available for free at
https://open.umn.edu/opentextbooks/textbooks/750?locale=es Creative Commons Attribution 4.0 License
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CALLP Module3

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CALLP Module3

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Republic of the Philippines

Laguna State Polytechnic University

LSPU Self-Paced Learning Module (SLM)

• identify the different characteristics of primary school-aged children

Student Learning Strategies

B. Learning Guide Questions:

EARLY CHILDHOOD (THE PRESCHOOLER)

A. Growth in Early Childhood

C. Growth in the Hemispheres and Corpus Callosum

D. Motor Skill Development

E. Gross Motor Skills

G. Sexual Development in Early Childhood

II. COGNITIVE DEVELOPMENT IN EARLY CHILDHOOD

b. Applications to Early Education

10 Standards of High Quality Preschool According to the National Association for

• Leadership and management personnel are well qualified, effective, and

III. Social Emotional Development in Early Childhood

Social and Emotional Milestones

Table 2. Social and Emotional Milestones1

c. Erikson: Initiative vs. Guilt Psychologist

d. Gender Identity, Gender Constancy, and Gender Roles

e. Relationships with parents, siblings, and peers.

Table 3. Piaget’s Stages of Play

Middle childhood is the stage when children undergo so many different

Physical development involves many different factors, height, weight,

Height and Weight

Bones and Muscles

Because children’s bones have proportionately more water and protein-like

Performing unimanual (require the use of one hand) and bi-manual

Motor development skills include coordination, balance, speed, agility and

Coordination is a series of movements organized and timed to occur in a

II. Cognitive Development

Jean Piaget is the foremost theorist when it comes to cognitive development.

Jean Piaget’s Concrete Operational Stage

III. Social Development

The developmental theorist, Erik Erikson, formulated eight stages of man’s

Primary-school children belong to the fourth stage of Erikson’s psychosocial

Erik Erikson’s Fourth Stage

It also involves a sense of belonging and acceptance, a sense of good and a

Primary school children’s self-concept is influenced not only by their

Suggested apps/tools to use:

Understanding Directed Assess

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