SUBMITTED BY: MR. EMERSON A.

NADERA
BSED- UNITING

Leon Guinto Memorial College Inc.

TCC 1- THE CHILD AND
ADOLESCENT

Atimonan Quezon
L G M C Inc.

SUBMITTED TO: MRS. VICTORIA A. AMORA

PART I

Practice Tests

A. Page 21, I,1-10

I. True or False

False 1. Respect, tolerance and forbearance are inherited traits.

True 2. Celia wants to be a popular singer though she is the daughter
of a laundry woman. She has the right to pursue her dream.
True 3. Every person has the right to equal opportunity.
True 4. Children who aspire for better achievements are subject to
parental control.
True 5. Street children need rehabilitation to become productive
citizens.
True 6. Health and education are problems among poor families.
False 7. Functional literacy is prevalent among poor families.
True 8. Young people today are more influenced by the modern
technology than before.
True 9. UNICEF reported that young children are better runners of
drug pushers that adults.
True 10. Deprivation of basic services is one cause of the increase of
child recruitment to armed groups.

B. Page 33-36, I,1-15

Read the situation presented below. Choose the correct answer and write
the letter on the blank before the number.

b 1. Every individual is endowed with inherited traits and

capacities upon birth. Each child has intellectual, emotional
and physical capabilities inherent in every stage of life.
These endowments should be capitalized or used in
teaching-learning process. Which of these statements tell
about this?
a. Every individual undergoes growth and developmental
stages.
b. The child and adolescent is a living human being.
c. The child and adolescent are potential learners.
d. Learning needs certain individual abilities and traits.

c 2. Mae has grown a baby to a teenager. From a helpless human

being, she is now an independent person who can relate well
with others and manage herself in different situations.
a. Environment has strong influence in growth.
b. Mae has many opportunities for development.
c. Development is more than increase in size, alteration of form
and differentiation of structure.
 d. Mae has inherited many good traits from her parents.

A 3. When Miss Soriano teaches, she gives more challenging activities

to advance students while she devotes with the slower ones.
a. No two individuals are exactly alike.
b. Students work on where their interests are.
c. Teaching needs an industrious teacher.
d. Love for children is a characteristic of a good teacher.

A 4. When Mory and his friend, Ted were 4 years old, Liza and other
girls who were 3 years old seemed to be taller than them. Now,
Mory and Ted are 19 years old and they are taller than Liza and
the other girls.
a. Heredity is a factor in growth.
b. Children’s growth is affected by nutrition.
c. Boys mature faster than girls.
d. Children grown in much the same pattern.

B 5. Why does Niña like studying computer-aided Math while Terence

wanted to use his worktext?
a. Niña and Terence are of different IQ.
b. Children learn according to interest.
c. Math is a difficult subject.
d. Learners respond differently to academic stimuli.

D 6. Celso learned to play football well from his P.E. teacher. He is

regular and consistent in his practice.
a. Celso is a talented athlete.
b. Human behaviour is learned rather than inherited.
c. As a adolescent, Celso is an active, normal boy.
d. Development stage prepares a person for adjustment in life.

A 7. Sheryl is 2 years old. She shows frequent tantrums,

stubbornness and antagonism towards any member of the
family. Sheryl is in the______ age.
a. Early childhood
b. Late childhood
c. Adolescent
d. Babyhood

B 8. Japoy is 10 years old. He is in the elementary grades and his

school experiences mark a milestone in his life.
a. early childhood
b. late childhood
c. adolescent
d. maturity

B 9. Name-calling, quarrels, physical attack are characteristics of late

childhood which is marked as a
 a. toy age
b. quarrelsome age
c. school age
d. gang age

A 10. Manuel’s voice has turned deeper. His body gained more
muscles and weight. He has heightened emotion, and has
become sexually mature. This shows that adolescence is
a. period of change
b. problem age
c. time to search for identity
d. time for realism

C 11. Manuel is careless with the way he dresses, his books, toys and
bedding. He is in the
a. problem age
b. toy age
c. sloppy age
d. critical age

B 12. A child wants to discover what the environment and things in it

are. Thus, he disassembles toys, climb trees, open trunks and
boxes, etc. He is in the
a. pre-gang age
b. pre-school age
c. troublesome age
d. exploratory age

D 13. The passage from childhood stage to maturity is called

a. infancy
b. late childhood
c. early childhood
d. adolescent

B 14. The stage that comes at the age of 2 to 6 years

a. infancy
b. early childhood
c. late adulthood
d. adolescent

C 15. The time when children’s major concern is acceptance by peers

and membership in a group
a. sloppy age
b. school age
c. gang age
d. exploratory age
 C. Page 47-49, I-IV
I. True or False:

True 1.
Growth is only a part of development.
False 2.
Development of the child is orderly and irreversible.
False 3.
The most rapid growth in child development is after puberty.
False 4.
Living organisms grow by accretion.
True 5.
Different parts of the body grow at different rates.
True 6.
Interference in growth rate such as malnutrition can be made
up.
True 7. In childhood, boys and girls of the same age are practically of
the same height.
False 8. At puberty, alteration of growth is very low.
True 9. The brain controls all human movement.
True 10. The pituitary glands secretes hormones to stimulate growth.

II. Matching Type:

B 1. cephalocaudal a. increase very rapidly and then decrease in

size
D 2. proximodistal b.growth from head to trunk
F 3. positive c.rapid growth then slowing down
acceleration
C 4. negative d.growth from the central part to the outer
accelaration region
A 5. reversal growth e.starts and ends with rapid growth
E 6. S-shaped growth f.slow growth then extremely rapid
H 7. Cerebrum g.the brain’s outer layer
J 8. medulla h.largest part of the human brain
oblongata
G 9. cerebral cortex i.the most predominant part of the body that
controls the hormones
I 10 pituitary gland j.composed of fiber pathways through which
. impulses pass to and from the brain

III. Multiple Choice

C 1. All of these reasons for studying the growth and

development of a child except one. Which is it?
a. it is a key in understanding personality
b. adult skills and behaviour are acquired during childhood
c. the child is an organism different from a adult
d. growth means a constant change

A 2. Which of these can a baby of 12 months do?

a. drink from a cup
 b. play dodge ball
c. climb a tree
d. groom himself

A 3. Which is not found in the brain?

a. thyroid
b. cerebrum
c. cerebellum
d. medulla oblongata

A 4. Which of these is not gland?

a. pons
b. pituitary
c. thyroid
d. adrenal

C 5. Which is found among girls?

a. androgen
b. testosterone
c. estrogen
d. testes

IV. Enumeration:

a The three elements of growth rate.

1. Increase in size
2. Differentiation of structure
3. Alteration of form

b Four different growth rates

1. Positive acceleration
2. Negative acceleration
3. Reversal growth
4. S-shaped curve

c What are the characteristics of a child in the late childhood stage?

1. Self-help skills
2. Social-help skills
3. School skills
4. Play skills
5. Handedness

Page 81-82, I-III

 I. Matching Type

A 1. The reflex action wherein a baby turns a.rooting reflex

his head toward the hand that stroke
his cheek
B 2. The reflex action wherein a baby b.sucking reflex
automatically sucks when the nipple
touches the tongue and palate.
C 3. The reflex action wherein a baby throws c. moro reflex
his arms together when started.
D 4. When a baby turn his head to one side d.tonic reflex
and his arm on that side straightens up
while the opposite arm is bent.
E 5. Reflex where a baby immediately grips e.palmar grasp
your finger when his palm is touched.
F 6. When baby’s soles touch a flat surface, f.plantar grasp
he places one foot in front.
G 7. Photosensitive cells in the eyes. g. rods and cones
H 8. Conducts the neural impulses to the h. optic nerve
brain
I 9. Fluid-filled tubes in the inner ear i.cochlea
J 10. Sensory cells of audition j. hair cells

II. Multiple Choice

A 1. A developmental disability happens when a child

a. lags behind or fails to reach the developmental
milestones for that age level
b. the acquired skills are insufficient for his daily activities
c. unique rate of development is advance
d. the child loses previously acquired skills
D 2. A family with a disabled child needs special support. All these are
correct except one. Which is it?
a. The child has to be helped.
b. It is to be accepted that a child has development problems.
c. It is necessary to educate the family about the problem.
d. A disability is a shame to the family.

C 3. These are problems met by exceptionally developed children

except one.
a. medical treatment
b. social restriction
c. anxiety and financial pressure
d. manifestation of loving care

D 4. Which of these is not a manifestation of developmental

difficulties?
 a. speech
b. self-help skills
c. cognition
d. health diagnosis

D 5. These are the signs of blindness in young children. Choose the

one which is not.
a. abnormalities in eye movement
b. does no blink to threatening gestures
c. random eye movement
d. shuts and open eyes automatically

III. Enumeration:

A. Types of developmental disabilities

1. mental retardation
2. visual impairment
3. hearing impairment
4. cerebral palsy
5. language problems
6. learning disabilities
7. attention deficit order

B. Symptoms of a child with ADD and ADHD

1. restlessness as evidence by fidgeting with hands or feet
2. leaving his seat remaining seating is expected
3. running about or climbing when remaining seated
4. being “on the go” or often acting if “driven by a motor”
5. blurting out answers before questions are completed
6. difficulty waiting for his turn
7. interrupting or intruding on others’ conversation and/or
activities
8. not paying attention to details or making careless mistakes
9. difficulty paying attention to what needs to be done
10. seeming not to listen when spoken to directly
11. not following through when given directions, and failing to
finish his activities
PART II

Journals

A. Observe a child in the late childhood stage. Discuss his

characteristics, skills and interest.

The child is, by nature, a pragmatist. He is concerned with how things

work, rather than with why they work or how well they work. It is an age at
which doing, making, and building are all-important. Now that young people
have good small- as well as large-muscle control, they are beset by the urge
to sew, cook, and bake; they want to build things, make things, and put
things together. Although children still engage in these activities to some
extent, such activities have to compete with less challenging pastimes, such
as computer games, television watching, and organized group activities.
Although some children still engage in craft activities today, children are
more often involved in more adult like pursuits.

The child tends to be an optimist as well as a pragmatist. Children have a

tendency to deny unpleasant realities and to have a cheerful outlook on life.
The world is a new and exciting place full of things to experience and learn
about. Because the child lives in the here and now, every activity is
important, and the most important activity is the one in which he is
presently engaged. That is why it is often so difficult to disengage children
from their play or computer games. Children also look forward to growing
up, and they look forward to birthdays as evidence of their growing maturity
and independence.

To be sure, children are not always happy. Particularly today, we see a

phenomenon that was rarely seen in the past, namely, school-age children
with depression. Some children have chronic low moods, apathy, and self-
derogatory ideas. Sometimes this depression is merely a reflection of
parental depression, but for some children, it arises from their difficult life
circumstances. Although most children retain a sense of hope, even under
the worst conditions, for some young people the stress is just too
overwhelming.

Fortunately, for most children, their optimism is undaunted. They are

excited about what they would like to become and are not bothered by the
real and many hurdles that lie in the path of the desired goal. In fantasy,
children can move away from the family, leave school, sail around the world,
and become a beachcomber or continue their studies and become a doctor
or a lawyer. At its base, children's optimism rests in their belief that they
have an almost unlimited number of years to attain their goals. The union of
pragmatism and optimism in the child is not really surprising because the
two usually go together. Those concerned with getting things done are often
imbued with unlimited faith in what can be accomplished by persistent
effort, and that is the true spirit of childhood.

The pragmatic attitude of children is very important for personality

development and is a prerequisite for the personality integration that is the
task of adolescence. By engaging in all sorts of activities, children are
discovering themselves. It is a psychological truism that we are what we do.
The child must discover what sort of pupil, athlete, musician, peer, and
friend he really is, and these discoveries can be made only through his
classroom work, his participation in sports, his efforts to play an
instrument, and his interactions and friendships with peers. By engaging in
these many activities, the child evokes reactions in others that give him the
information he needs to find out about himself.

B.1. How do the different sense organs react to stimuli?

Physical energy that can excite a receptor and thus produce an effect
on the organism is called stimulus. If the energy fails to produce an effect, it
is not properly called stimulus. Persons react to certain stimuli-visual,
auditory, cutaneous and olfactory.

B.2. How is a child’s perception different from an adult’s?

The child’s perceptual world may seem to suffer by comparison with

the adult’s but there are compensatory values. The very absence of
complete objectivity and realism and the sensitivity to the influence of
physiognomic qualities, are such as to preserve a freshness and a
spontaneity in the child’s view of the world. It has noted that often the mark
of a truly great and original person, whether he is an artist, scientist,
inventor, or entrepreneur is that he has somehow retained as an adult
much of the freshness and spontaneity of the childlike perception of the
world.

B.3. As a teacher, what would you do if you suspect that a child had
ADHD?

As a teacher, once child had ADHD been suspected with ADHD it

should be reported to the guidance counsellor and the head of the school for
the child to be diagnosed and make the necessary action as well as informed
the parents.

B.4. How can teachers and schools help a child who has developmental
disabilities?

Teachers and schools can help a child who has developmental

disabilities by following the treatment approaches designed to meet
individual learning needs of each child and the specified in an Individual
Educational Plan.

C.1. Why should a teacher understand how children learn a language?

Teacher should understand how children learn a language to avoid

the language/communication disorders and damage to the language
pathways in the brain that may result in academic learning problems.
Language delays are most commonly associated with broader cognitive
delays. The child’s lowered language skills are consistent with the child’s
broader functioning.

C.2. Describe the process a child goes through when he learns to read.

The development of recognition skills frees up attentional resources to

focus on text comprehension and learning. Chall’s stage theory of reading
(1983) reflects this change in focus. In the Chall’s second stage of reading,
children became unglued from print. In the elementary grades, children
begin to study the so-called subject areas, such as history, geography, and
science. The reading in Stage 3, according to Chall, is primarily for facts,
concepts, or how to do things. It describes children’s increasing ability to
understand more sophisticated text. In order to read more sophisticated
texts, children need more than accurate, efficient word recognition. The
essential characteristics of Stage 4(Multiple Viewpoints, Age 14-19) is that
the reader can now deal with more than one point of view, whereas the
essential characteristics of Stage 5(Construction and Reconstruction,
age18+) is that reading is viewed as constructive: that is the reader
construct knowledge using basic reasoning processes, such as analysis,
synthesis and judgement.

III. Reaction Papers

A. Write your reaction to the situation of the Filipino child. Include

among your other ideas the following:

 Short description about the situation

CHILD ABUSE -is a major international problem with nearly
53,000 children murdered annually. Abuse is rooted in social,
economic, and cultural factors. Violence occurs within families, in
schools, communities, and extends to child care and justice
institutions. The types of abuse include physical, emotional, sexual
abuse, neglect or negligent treatment (including nutritional neglect,
educational neglect, physical harm due to lack of supervision and
abandonment), trafficking for commercial use or child sexual
 exploitation (prostitution, pornography), and in some parts of the
world, recruitment as suicide bombers and childhood soldiers.

 How you feel about the situation

The situation is a bad, but there is hope. Not so long ago
children were considered property. Abuse may be on the rise, but
awareness is increasing. People can recover from childhood abuse,
and many people are working to prevent abuse. Get involved.
Donate your time or money to an organization working in your
community.

 What should be done to ease up this situation

A number of treatments are available to victims of child
abuse. Trauma-focused cognitive behavioral therapy, first developed
to treat sexually abused children, is now used for victims of any kind
of trauma. It targets trauma-related symptoms in children
including post-traumatic stress disorder (PTSD), clinical
depression and anxiety. It also includes a component for non-
offending parents. Several studies have found that sexually abused
children undergoing TF-CBT improved more than children undergoing
certain other therapies. Data on the effects of TF-CBT for children who
experienced only non-sexual abuse was not available as of 2006.  The
purpose of dealing with the thoughts and feelings associated with the
trauma is to deal with nightmares, flashbacks and other intrusive
experiences that might be spontaneously brought on by any number
of discriminative stimuli in the environment or in the individual’s
brain. This would aid the individual in becoming less fearful of specific
stimuli that would arouse debilitating fear, anger, sadness or other
negative emotion. In other words, the individual would have some
control or mastery over those emotions.

 Your personal commitment regarding the issue

Children's school programs regarding "good touch ... bad touch"

can provide children with a forum in which to role-play and learn to
avoid potentially harmful scenarios. Pediatricians can help identify
children at risk of maltreatment and intervene with the aid of a social
worker or provide access to treatment that addresses potential risk
factors such as maternal depression. Videoconferencing has also been
used to diagnose child abuse in remote emergency departments and
clinics. Unintended conception increases the risk of subsequent child
abuse, and large family size increases the risk of child neglect.
B. Why do you think it is important for a teacher to be aware the
various development processes the children undergo in term of

 Physical and motor development

It is important for a teacher to be aware of the physical and
motor development of the child as the baby grows, it also develops.
It also for teacher to determine whether it is cephalocaudal which
is the progressive differential growth first the head, then the trunk,
then the legs or proximodistal which develops first the arm, finger
and toes begin their real growth.
There is also studies for the development of sitting, standing
and walking is determined by growth changes and maturational
development of the neural and muscular systems rather than by
practice.

 Brain development
In brain development, teacher will determine the brain, before
and at birth which diffentiates the size from the fourth, sixth and
seventh month, and the anatomy and composition which
discusses the cerebrum, the cerebellum and the brain stem.

 Exceptional development
The teacher will also determine the physical and sensory
disabilities. To differentiate the seven types of disability such as
mental retardation, visual impairment, cerebral palsy, language
problems, learning disabilities and attention deficit disorder.

C. What is the appropriate methodology to be used by the teacher in

teaching exceptional children?

Teaching Exceptional Children (TEC) is journal designed

specifically for teachers, administrators, paraprofessionals, and other
practitioners who work with children and youth with disabilities or
who are gifted.
The purpose of TEC is to advance the professional development of
practitioners and to provide useful information, resources, and tools
for improving education and services for exceptional learners.
Consistent with this purpose, we publish articles that share
innovative and successful methods and materials based on current
evidence-based practice for use in a wide variety of educational
programs and settings.
TEC has an open submissions policy and manuscripts on appropriate
topics will be accepted at any time. We welcome manuscripts from the
field reporting original ideas on a wide variety of topics and issues
 related to professional practice and relevant to special education
teachers, general education teachers, related services specialists,
paraprofessionals, and administrators in support of their work with
students across the broad range of exceptionalities. We encourage
submissions that include multiple authors representing the diversity
of professional roles within the field.

PART III

Practice Tests

D. Pages 111-112,I-II

I.Matching Type:

h 1. syllabic babbling a. humans have inborn ability to acquire

j 2. speech masculator
f 3. chatterbox age
a 4. innatist theory
i 5. transformational
grammar
b 6. cognitivist theory
g 7. social contextual
theory
e 8. phonology
d 9. syntax
c 10. semantics
knowledge
b. children develop understanding and
knowledge about the environment as basis
for reading
c. refers to meaning of words
d. refers to arrangement of letters or words
to form meaningful units
e. refers to sounds
f. the period when a child is able to speak
incessantly
g. interaction with people influences
language development
h. repeating combination of non-sense
sounds
i.set of rules used to transform written or
spoken words into meaning
j. the organs involved in speech or sound
production

II.Identification. You may choose your answers from the words found inside
the box below.

emergent 1. the period of literacy before the child goes to

literacy school.
literacy 2. there are opportunities and materials for children to
artifacts learn about
proficient 3. can recognize words accurately with little effort.
reader
logographic 4. association between unanalyzed spoken words and
stage the salient graphic feature of the printed word.
 high print 5. when printed materials are made available
alphabetic 6. period when children use sounds of letters to read
stage
orthographic 7. use of letters sequences and spelling to recognize
stage words visually
self-teaching 8. phonological decoding enables the learners to read
hypothesis not taught
high 9. most read words appearing in text materials very
frequency often
words
Lexication 10. sound-letter correspondence is associated with
words

E. Pages 139-141,I-IV

I.True-False

True 1. Prior to formal book reading, pupils should be exposed to

oral language.
True 2. In the semantic aspect of reading, pupils need to recall previous
knowledge regarding his environment
True 3. Comprehension of reading texts increase if the pupil is capable of
more abstract levels of thought.
4. Reasoning and metacognition in children remain static in spite of
age
True 5. Stages of reading are very much related to the stage of language
and cognitive development.
True 6. As the pupil goes further into reading stages he becomes more
general, inferential, critical and constructive.
True 7. Reading has cognitive, as well as affective component.
True 8. As a pupil reads, he needs concentration like other activities.
9. Developing love for reading starts in life.
True 10. Reading aloud to children stimulates their interest, emotional
development and imagination.
True 11. Aphasia affects the reading process of pupils.
True 12. A child’s lack of achievement at school is attributed solely to
low intellectual ability.
True 13. A good librarian has a great positive effect to literary
building.
True 14. All children with specific reading disability have
developmental language disorder.
True 15. Forming parent group can contribute to building community
resources to supplement aid to children with learning
disabilities.
II.Multiple Choice

D 1 In order to comprehend a text in reading, the pupil should

. possess the following except one. Which is it?
a. accurate, efficient word recognition
b. comprehension of popular fiction
c. syntactic and semantic roles
d. integration of ideas in a discourse unit

D 2. The “Bright Minds Read” program consists of the following

features. Which is not included?
a. love for reading as a fun activity
b. stories are springboards for comprehension and critical
thinking
c. lack of materials is not a hindrance
d. decoding or recognizing printed symbols

D 3. Family involvement is often a crucial component of aphasia

treatment so that family members can learn the best way to
communicate with their loved one. Family members are
encouraged to :
a. isolate the child with aphasia
b. teach the chid in a natural way
c. talk to the child in a modulate voice
d. simply language by using short, uncomplicated
sentences.

A 4. Which is the best means to be done with hyperactive youngsters

with learning difficulties?
a. have a thorough diagnosis
b. send the child to school
c. subject the child to drugs
d. understand their growth and development as a learner

A 5. The following are the ways of creating a literate community

environment. One of these answer does not.
A. offer technological equipment such as TV, internet, etc.
B. parents act as a role models in reading
C. make school library functionally conducive
D. build a home library

a. A b. A and B c. B and C d. C and D

III.Identification

Stage 0 – Pre- 1.The stage in reading where pupils gain insights

reading: Birth to into nature of words that have similar beginning or
Age 6 ending sound.
Stage 2.The last stage in reading where the learner
5(Construction continuously constructs knowledge for himself
and
Reconstructions,
age 18+)
Aphasia 3. A language disorder that results from damage to a
portion of the brain that is responsible for language.
Dyslexia 4. A developmental language disorder characterized by
a faculty phonological processing and
underachievement in writing and reading skills..
Psychotherapy 5. An approach frequently recommended for children
with learning differences when they have major social
problems along with their learning difficulties or when
emotional factors seem to interfere significantly with
their daily lives.
6. To get the most out of a book within a given time.
7. Requires deeper and more complete understanding
of the contents of the book, structure of the book,
author’s intention, characterization, plot, narrator,
and so forth.
8. Must be able to generate a critical or novel
interpretation of the text.
Stage 0 – Pre- 9. A reading stage when children gain some insights
reading: Birth to into the nature of words and sounds.
Age 6
Stage 1- 10. A reading stage characterized by word substitution
Beginning errors mostly due to semantic and syntactic
Reading Stage: inadequacy
Ages(6-7)
Stage 2 – 11. A reading stage where a pupil gain courage and
Confirmation, skill in using context and thus gain fluency and
Fluency, speed.
Ungluing from
Print: Grades 2-
3(Ages 7-8)
Stage 3 – 12. A reading stage where readers on the long course
Reading for of reading to “learn the new”.
Learning the
New: A First
Step
Stage 4(Multiple 13. A reading stage that involve dealing with more
Viewpoints, Age than one point of view.
14-19)
14. The most mature reading stage where one has
learned to read certain books and articles in the
degree of detail and completeness that one needs for
one’s purpose.
Bilingual 15. An educational program that involves the use of
Education two languages of instruction at some point in a
student’s school career.

IV.Enumeration

Levels of reading comprehension

1. The first or elementary level involved understanding the literal
meaning of the words and sentences.
2. The second level was termed inspectual reading or systematic
skimming.
3. Analytic reading
4. Comparative reading

Stages of reading
5. Stage 0- Pre-reading: Birth to Age 6.
6. Stage 1- Beginning Reading Stage (Ages 6-7)
7. Stage 2- Confirmation, Fluency, Ungluing from Print: Grades 2-3:
(Ages 7-8)
8. Stage 3- Reading for Learning the New: A First Step
9. Stage 4- Multiple Viewpoints: High School (Ages 14-18)
10. Stage 5- Construction and Reconstruction- A World View: College,
(Ages 18 and above)

Reasons why fiction is attractive to children

11.
12.
13.

Some do’s in reading aloud to children

14. Begin reading to children as soon as possible. The younger your
start them, the better.
15. Read as often as you and the child (or class) have time for.
16. Start with picture books and build to storybooks and novels.
17. Vary the length and subject matter of your readings.

Some don’ts reading aloud to children

18. Don’t read above a child’s emotional level.
19. Don’t start reading if you are not going to have enough time to do it
justice. Having a stop after one or two pages only serves to frustrate
 rather than stimulate the child’s interest in reading.
20. Don’t read stories that you don’t enjoy yourself. Your dislike will
show in the reading and that defeats your purpose.

F. Pages 203-204,I-IV

I.True or False

True 1.In the sensorimotor stage, the infant gains knowledge through
physical experience with the environment.
True 2. As a person interacts with the environment, his intelligence
develops.
True 3. Attention and concentration improve with age.
True 4. Metacognition is the capability to monitor one’s own cognitive
processing.
True 5. Active learning happens when the learner is engaged in
transforming information from the environment into a meaningful
cognitive interpretation.
True 6. Automatic attention is processing information without effort.
True 7. When a message is converted to a code, that is called the process
of encoding.
True 8. Prior knowledge influences the quality and quantity of what
students learn
True 9. Mnemonics are techniques that help us to organize or elaborate
information we wish to retain.
True 10. The personal capacity to learn is known as intelligence.

II.Multiple Choice

A 1. Which is a reflex action?

a. knee jerk
b. grasping
c. kicking
d. flying
I
C 2. Spearman was the first to use the psychometric approach, that
is:
a. determining the learning capacities
b. comparing cognitive and psychomotor skills
c. measuring cognitive abilities involving intellectual
performance
d. assessing achievement level after instruction

D 3. Multiple intelligence refers to:

a. personal relationship
b. psychomotor skills
c. verbal ability
 d. different mental abilities

B 4. Which of the following provides for creativity

a. imitation and copying
b. generating ideas and solution beyond the unusual
c. convergent thinking
d. conventional ways

C 5. Understanding student’s learning style is important because we

can
a. understand diversity in the classroom
b. limit personalities in the classroom
c. make learning effective by changing our method
d. identifying personality moods

III.Identification: (Choose your answers from the words given below.)

Imitation 1. the ability to copy behaviour

Creativity 2. the process whereby children learn to create their own
symbols and to use existing symbol systems to represent
and operate the environment.
Language 3. the most important symbol system which grows
tremendously during the preoperational stage.
sensorimotor 4. the tendency to perceive and object in very narrow
way.
irreversibility 5. the inability to mentally reverse action
Egocentrism 6. refers to children’s assumption that everyone’s
experience of the world is the same as his own
concrete 7. the first stage of operational or logical thought which
operation allows students to realize that there is stability in the
physical world.
permanence 8. the ability to recognize that properties do not change
because form changes.
formal 9. the stage where abstract operation occurs
operation
zone of 10. an area in which a child has trouble solving a problem
proximodistal alone, but can succeed with the help from someone more
development knowledgeable.

IV. Enumeration

Piaget’s 4 stages of cognitive development

1. Sensorimotor Stage (Cown & Roop, 1992)
2. Preoperational Stage
3. Concrete-Operational Stage
4. Formal Operations
 Stage three theories of intelligence
5. Two-factor Theory
6. Multiple Intelligence Theory
7. Sternbergs’s Triachic Theory of Intelligence

Cite 7 multiple intelligence

8. Verbal intelligence
9. Musical intelligence
10 Logico-mathematical intelligence
.
11 Spatial intelligence
.
12 Body movement intelligence
.
13 Intelligence to understand oneself
.
14 Intelligence to understand others
.

Journals

A. 1. How does the government help in promoting the reading

interest among children?
To encourage more children to appreciate books, a non-profit
organization, Sa Aklat Sisikat Foundation(SAS) organized a four day
reading education conference attended by 100 grade school teachers
in Metro Manila to train them on how to promote the habit of reading.
President Gloria Macapagal Arroyo herself support reading programs
all around the country as seen in the government efforts to build more
libraries across the country. After stepping up the construction of
school building s in the past three years, President Arroyo now
focuses on the building of libraries equipped with personal computers
in barrio schools. She has unveiled a 358 million peso Modular
Library Program which will triple the number of barangay libraries
from 500 to 1,500 within the next two years.

2. Why should children read aloud?

Reading aloud to children stimulates their interest, their
emotional development and their imagination. There is another area
which is stimulated by reading aloud and it is particularly a vital area
in today’s world. It is the child’s language. We have seen children’s
spongelike reaction to television commercials. They continued this
imitative behaviour with words until their language development
 peaks around age 13. They will speak the language primarily as they
have heard it spoken.

3. How can we build and environment favourable to reading

development?
Long before children are introduced to their neighbourhood
public library, books should be a part of their lives. Begin a home
library, books should be a part of their lives. If you can provide
shelving in the child’s room for such books, all the better. The sooner
children become accustomed to the sight of the covers, bindings, and
pages of books, the sooner they will begin to develop the concept that
books are a part of daily life.

B. How can Erickson’s stages of Psychosocial Development help a

teacher in terms of dealing with students undergoing
developmental crisis?

Erickson’s stages highlighted the dichotomies that make up

each developmental crisis. Although each dichotomy describes well
that nature of the crisis to be resolved, it All of the development model
are effective and realiable, I prefer to choose Lickona’s Model of Moral
education. It specifies four processes that need to operate in
classrooms if teachers are to influence the developing character of
their studentsis a mistake to assume that each crisis will be resolved
in favour of either positive or negative qualities of the dichotomy. A
student’s personality contains positive and negative qualities. Positive
resolution of any developmental crisis simply means that the positive
quality of that stage is present to a greater degree than the negative
quality.

C. Choose a moral development model that you can think can best
improve the development of individuals.

Lickona’s Model of Moral education specifies four processes that

need to operate in classrooms if teachers are to influence the
developing character of their students:

a) building self steem and social community

b) encouraging cooperative learning and helping relations
c) eliciting moral reflection
d) effecting participatory decision making
Reaction Papers

A. Give your reaction to the emphasis given by Albert Bandura on

learning by observation. Cite specific case you experiences to
prove or disapprove the study’s findings.

B. Using any graphic organizer, show the different factors that

contribute to the development of identity of an individual from
childhood to adolescence. Show the positive or
negative/advantages or disadvantages.

C. Do you think that children and adults with mental disorders have
a place in the regular class set up or should they be enrolled in a
special school? Expain.

Children and adults with mental disorders should be enrolled in

a special school for them to assess what type of abnormal behaviour
using statistical frequency, social approach and maladaptive
behaviour. Then, identify the treatment in major approaches such as
medical, cognitive and behavioural. These will help us to resolve and
identify the patient in resolving his/her unconscious conflict.
Assessment using major techniques such as, psychological tests,
clinical interviews and neurological examinations will determine the
common mental disorders and its symptoms and will be given the
appropriate treatment.