FM-AA-CIA-13 Rev.

17-Nov-2022

PANGASINAN STATE UNIVERSITY

Urdaneta, Pangasinan
BACHELOR OF EARLY CHILDHOOD EDUCATION

COURSE SYLLABUS
1st Semester, A.Y. 2022-2023
COURSE INFORMATION
COURSE CODE PED 123a
COURSE TITLE Course Foundation of Education
COURSE TYPE □ Lecture □ Laboratory □ Lecture & Laboratory
COURSE CREDIT 3 Units Lecture
CLASS HOURS 3 HOURS LECTURE/WK (54 hours/18 weeks)
COURSE PREREQUISITE/
None
CO-REQUISITE
COURSE SCHEDULE M/W/F (8-9 am)

UNIVERSITY VISION, MISSION, QUALITY POLICY, INSTITUTIONAL OUTCOMES AND PROGRAM OUTCOMES

UNIVERSITY VISION To become an ASEAN Premier State University by 2025

The Pangasinan State University, through instruction, research, extension and production, commits to develop highly principled, morally
UNIVERSITY MISSION
upright, innovative and globally competent individuals capable of meeting the needs of industry, public service and civil society.
QUALITY POLICY The Pangasinan State University shall be recognized as an ASEAN premier state university that provides quality education and satisfactory
service delivery through instruction, research, extension and production.
We commit our expertise and resources to produce professionals who meet the expectations of the industry and other interested parties in
the national and international community.
We shall continuously improve our operations in response to changing environment and in support of the institution’s strategic direction.
INSTITUTIONAL The Pangasinan State University Institutional Learning Outcomes (PSU ILO) are the qualities that PSUnians must possess. These outcomes
OUTCOMES are anchored on the following core values: Accountability and Transparency, Credibility and Integrity, Competence and Commitment to
Achieve, Excellence in Service Delivery, Social and Environmental Responsiveness, and Spirituality – (ACCESS).

Anchored on these core values, the PSU graduates are able to:
1. Demonstrate through institutional mechanisms, systems, policies, and processes which are reflective of transparency, equity,
participatory decision making, and accountability;
2. Engage in relevant, comprehensive and sustainable development initiatives through multiple perspectives in decisions and actions

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 FM-AA-CIA-13 Rev. 17-Nov-2022

that build personal and professional credibility and integrity.

3. Set challenging goals and tasks with determination and sense of urgency which provide continuous improvement and producing
quality outputs leading to inclusive growth;
4. Exhibit life-long learning and global competency proficiency in communication skills, intra/interpersonal skills, entrepreneurial skills,
innovative mindset, research and production initiatives and capability in meeting the industry requirements of local, ASEAN and
international human capital market through relevant and comprehensive programs;
5. Display, socially and environmentally responsive organizational culture, which ensures higher productivity among the university
constituents and elevate the welfare of the multi-sectoral communities and;
6. Practice spiritual values and morally upright behavior which promote and inspire greater harmony to project a credible public image.

GRADUATE ATTRIBUTES PROGRAM OUTCOMES PERFORMANCE INDICATORS

1. People’s Champion
2. Continuous Innovative Learner
 POa. Articulate and discuss the latest
development in the specific field of practice.
 POc. Work effectively and independently in multi-
disciplinary and multi-cultural teams
 POd. Act in recognition of professional, social,
and ethical responsibility
 POf. Articulate the rootedness of education in
philosophical, socio-cultural, historical,
psychological, and political contexts.
 POl. Practice professional and ethical teaching
standards sensitive to the changing local,
national, and global realities.
 POb. Effectively communicate orally and in
writing using both Mother Tongue and English
and Filipino
 POg. Demonstrate mastery of subject
matter/discipline.
 POh. Facilitate learning using a wide range of
teaching methodologies and delivery modes
appropriate to specific learners and their
environments.
 POi. Develop innovative curricula, instructional
plans, teaching approaches, and resources for
diverse learners.
 POj. Apply skills in the development and
utilization of ICT to promote quality, relevant, and
 Demonstrate understanding and appreciation of the contributions of
other disciplines and professional fields to Early Childhood
Education.
 Develop instructional materials that are culturally relevant and
developmentally appropriate for young learners.
 Apply organization and management skills in Early Childhood
settings.
 Build a collaborative relationship between and among internal and
external stakeholders.
 Promote positive values and respect for dignity of individuals.
 Practice ethical and professional standards of the Early Childhood
Practitioner.
 Apply a high level of content and pedagogical knowledge in the early
childhood learning environment.
 Adapt or modify existing strategies that address the unique needs of
young learners.
 Apply a high level of content and pedagogical knowledge in the early
childhood learning environment.
 Utilize pedagogical approaches that are learner-centered,
innovative, inclusive, and developmentally appropriate for young
learners.
 Apply child development concepts and principles to appropriately
respond to the needs of diverse learners.
 Design, implement and evaluate a developmentally appropriate
Early Childhood curriculum in different contexts.
 Integrate appropriate technology in designing a curriculum and
learning environment that manifest innovative thinking.
 Design, implement and evaluate a curriculum that demonstrates

COURSE SYLLABUS IN PED 123a – COURSE FOUNDATIONS OF EDUCATION 2


3. Community Developer
This course highlights the foundation of education. Foundation of Education covers Philosophical Foundations, Anthropological-Psychological Foundations,
COURSE SYLLABUS IN PED 123a – COURSE FOUNDATIONS OF EDUCATION
sustainable educational practices.
 POk. Demonstrate a variety of thinking skills in
planning, monitoring, assessing, and reporting
learning processes and outcomes.
 POm. Pursue lifelong learning for personal and
professional growth through varied experiential
and field-based opportunities.
 POn. Demonstrate high level of content and
pedagogical knowledge.
 POp. Manifest collaborative skills.
 POq. Demonstrate innovative thinking.
 POr. Possess/Apply critical and problem-solving
skills.
 POt. Pursue lifelong learning.
 POu. Contribute to the generation of new
knowledge by participating in various research
and development projects.
 POe. Preserve and promote “Filipino historical
and cultural heritage”.
 POo. Demonstrate appreciation for diversity.
 POs. Advocate for children’s rights, equity,
community, nationalism, and democratic ideas.
COURSE DESCRIPTION
FM-AA-CIA-13 Rev. 17-Nov-2022
critical and problem- solving skills.
 Design and implement assessment tools that apply critical and
problem -solving skills.
 Design learning opportunities that promote innovative thinking.
 Practice lifelong learning skills.
 Build a collaborative relationship between and among internal and
external stakeholders.
 Appreciate the contributions of other disciplines and professional
fields to Early Childhood Education.
 Design learning opportunities that promote innovative thinking.
 Create and use instructional materials that encourage innovative
thinking.
 Create and support a positive and challenging environment.
 Design and implement assessment tools that apply critical and
problem -solving skills.
 Utilize pedagogical approaches that are learner-centered,
innovative, and engage the learners in critical and problem-solving
skills.
 Apply organization and management skills in Early Childhood
settings.
 Manifests high level of professionalism across all culture in various
early childhood context responsive to the demands Industrial
Revolution 5.0
 Develop instructional materials that are culturally relevant and
developmentally appropriate for young learners.
 Design, implement and evaluate a developmentally appropriate
Early Childhood curriculum in different contexts.
 Design, implement and evaluate a curriculum that demonstrates
critical and problem- solving skills.
 Apply child development concepts and principles to appropriately
respond to the needs of diverse learners.
 Adapt or modify existing strategies that address the unique needs of
young learners.
 Practice ethical and professional standards of the Early Childhood
Practitioner
 Promote positive values and respect for dignity of individuals.
3
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Sociological Foundations, and Historical Foundations which encourage the acknowledgment of the inescapable existence of normative influences in educational thought and
practice as well as the knowledge of normative and ethical behavior in educational development. Foundational studies look into the types of perspective that people have
about education and learning.

COURSE OUTCOMES

ILO and PO CODE

COURSE OUTCOMES (CO)
IL IL IL P P P P P P P P P P P P P P
At the end of the course, the student should be able to: O O O O O O O O O O O O O O O O O
1 2 4 a c d f g i l m n p r s t u
synthesize the importance of different foundations of education, which are
CO 1 philosophical, anthropological-psychological, sociological, and historical I I I D I I D I
foundations;
practice the philosophies, elements, theories, and history in different
CO 2 I I I I I D I I I I I I
foundations in education;
integrating the various aspects of philosophical, anthropological,
CO 3 I I I I I D I I D I I
psychological, sociological and historical foundation of education; and
CO 4 enumerate philosophical perspective in education. D I I I D I D I I

I. (Introduced) P. (Practiced) D. (Demonstrated)

COURSE LEARNING PLAN

Learning Activities
Course (Synchronous, Learning Materials
Learning Outcomes Topics Hours Assessment
Outcome/s Asynchronous and and Platform
In-person)
At the end of the unit, the Orientation  MS Teams
students must have: (Vision, Mission, Goals, Core  Student
Values, General Orientation Handbook
 Perform as positive Classroom policies, Class 1 through Lecture/ Recitation
role models. Requirements, Grading System) Discussion

CO1  demonstrate the Chapter 1: Philosophical 12 Synchronous  Study Guide 1 Output Presentation
importance of Foundations  Short ice breaker:  Book Quiz
Philosophy; Guess the  Web-linked
CO4  articulate the oriental Philosophy: An introduction  Social media
gibberish game

COURSE SYLLABUS IN PED 123a – COURSE FOUNDATIONS OF EDUCATION 4

 FM-AA-CIA-13 Rev. 17-Nov-2022

Philosophy in  Definition of Philosophy  Interactive  MS Teams

CO1 Education;  Branches of Philosophy Discussion
 establish an  Oriental Philosophy
articulated personal Asynchronous
CO2  Modern Western
Philosophy in  Venn Diagram
Education; and Philosophies
Activity on Self
 Reflect the 1. Perennialism Differences
importance of the 2. Essentialism  Video clip:
Philosophical 3. Progressivism Formulation of 30
perspective in the 4. Existentialism seconds video of
Modern Western 5. Social own philosophy of
Philosophy. the self, providing
Reconstructionism
concept and
example and
posting the clip on
social media.
Summary of
comment and
feedbacks will be
presented in class.

In-Person
 Interactive
Discussion

CO1  identify the Elements Chapter 2: Anthropological- 13 Synchronous  Study Guide 2 Recitation
of a Profession and its Psychological Foundations  Interactive  Book Long Quiz
significance; Discussion  Web-linked Output Presentation
CO1  describe the Personal Anthropological-Psychological  Social media
 Buzz Session
Qualities of a Good Foundations: An introduction  Web-search on 5  MS Teams
CO1 Teacher;  Elements of a Profession pillars of education
 appraise the  Personal Qualities of a
Characteristics of an Good Teacher Asynchronous
Effective Teacher  Essay about
 Characteristics of an
(Robert J. Walker) personal qualities
The Teacher Effective Teacher (Robert J.
of a good teacher
CO2 Professionals Across Walker)
 Reading
the ASEAN;  The Teacher Professionals Assignment
CO3
 discuss the Changing In-Person
Global Landscape in

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 FM-AA-CIA-13 Rev. 17-Nov-2022

Teaching and Across the ASEAN  Content Focus

CO4 Learning;  Changing Global Discussion/
 enumerate the 5 Landscape in Teaching and Lecture
Pillars of Education;
CO1 Learning
 compare and Contrast
the Quality Teacher  5 Pillars of Education
vs. Teacher Quality;  Quality Teacher vs. Teacher
 analyze the nature Quality
and meaning of  Global Education and
Global Education and Global Teacher
CO1 Global Teacher and  Education for All 2015
how it affects the
 Behaviorist Psychology
teaching-learning
process;  Cognitive Psychology
CO2  Humanistic Psychology
 explain the Education
for All 2015
Behaviorist
Psychology;
CO1  reflect on the basic
thoughts and
perspective about
Cognitive Psychology;
and
 develop clear
understanding of the
nature of Humanistic
Psychology.
MIDTERM EXAMINATION 1 (In person Examination)
Total no. of Hours: 27
CO1  discuss the Chapter 3: Sociological 12 Synchronous  Study Guide 3 Quiz
differences between Foundations  Critical Thinking:  Book Recitation
social, society and Response to the  Web-linked Output Presentation
CO1 socialization; Sociological Foundations: An  Social media
watched film/movie
CO1
 identify the theories introduction  MS Teams
on social dimensions;  Social, Society, Asynchronous
 relate to the social Socialization  Reading
CO3 institutions in its  Theories on Social Assignment
specific form;  Writing of
Dimensions
CO1  establish a right Reflective and
behavior towards Intuitive essays

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 FM-AA-CIA-13 Rev. 17-Nov-2022

social norms  Social Institutions  Film Viewing:

CO1  describe the social  Social Norms LINK:
stratification in our  Social Mobility https://l.messenger
society; .com/l.php?u=https
CO1  Social Stratification
 recognize the social %3A%2F%2Fga-
inequality in terms of  Social Inequality
CO2 mobile-api.loklok.tv
different perspective;  Culture %2Fcms%2Fweb
 relate on others  Elements of Culture %2Fshare
CO1 culture and practices;  Concepts relating to culture %2Fdetail%3Fid
 evaluate different  Culture and Change %3D9705%26cate
CO1 elements of culture gory
and practices; %3D0%26episodeI
 apply concepts d
relating to culture; and %3D43082&h=AT2
 trace the culture and sHwnX2l4XFouEY
its changes over time. JdriSZQhOV_lmjC
KRUJPDD9WUmC
_QZ8Jj9T2LZiNsU
xfJwoONHBRRMo
vOecVpDjFootQTn
36WetUq72myklds
VHRPfWrOg1sW0
uPxCH58Q2AXA0
TJjCYw

In-Person
 Simple Debate:
Social Inequality
 Facilitated
discussion
CO1  trace the historical Chapter 4: Historical Foundations 13 Synchronous  Study Guide 4 Quiz
development of  Interactive  Book Recitation
education system Historical Foundations: An Discussion  Web-linked Portfolio
from ancient period to introduction  Reporting: History  Social media
modern period;  History of Educational of the Philippine  MS Teams
CO4  discuss the impact of System Educational
the different era of 1. Ancient Period System
educational system as
2. Medieval Period
they influence the Asynchronous
shaping of Philippine 3. Modern Period
 Preparation for
education;  History of the Philippine

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 FM-AA-CIA-13 Rev. 17-Nov-2022

 reflect on the Educational System reporting

importance of the 1. Pre-Spanish Era  Reading
development of 2. Spanish Era Assignment
educational system In-Person
3. American Era
and how it affects  Supplementary
learning process; 4. Commonwealth
discussion about
 familiarize students 5. Japanese Era the topic discussed
with the Filipino 6. Education during by the students.
historical, cultural and the Republic
educational system; 7. Education during
and the New Society
 explain the different
8. Education during
era and social factors
that greatly impact the the Present
educational system.

FINAL EXAMINATIONS AND SUBMISSION OF REQUIREMENTS 2 (In person Examination and Requirements Submission)
Total no. of Hours: 27

COURSE REFERENCES AND SUPPLEMENTAL READINGS

A. Books/ e-books C. Electronic Sources

 Bandura, A, (1999). Social Cognitive Theory of Personality. In Pervin and John (eds)
Handbook of Personality and Research, 2nd Ed. Guilford Press 134 – 194.
 Chafee, J. (2013) Who are You? Consciousness, Identity and the Self. In the
Philosopher’s Way: Thinking Critically about profound Ideas. Pearson. 106 – 109.
 Csordas, T. (1999) Self and Person. In Bode (ed.) Psychological Anthropology.
Praeger. 331-350
 Dittmer, H. (1992). The Individual Centered Approach: Material Possessions as Parts
of Extended Self. Pp. 41- 64 and Possessions as in the Social Expressions of Identity
Pp. 95 – 121 in the Social Psychology of Material Possessions: To Have is to Be? St
Martin’s Press.
 Doronilla, ML. (1997) An Overview of the Filipino Perspectives of Democracy and
Citizenship. In Perspectives on Citizenship and Democracy. UP TWSC 69 -112
 Lugue and De Leon (2001) Textbook on Family Planning. Rex Printing.
 Magos, A. The Ideological Context of Ma-aram Practice in Mariit. In the Enduring Ma-
aram Tradition: An Ethnography of Kinaray-a Village in Antique. New Day Publishers.
46-62.
 Sosis, R. (2010) The Adaptive Value of Religious Ritual. In Ageloni (ed) Annual
(https://www.youtube.com/watch?v=1k1bZ23yr40) Asian Parents vs.
Western Parents: (https://www.youtube.com/watch?v=eaxYQ70fPcA)
Nick Vujicic: Stand Strong: (https://www.youtube.com/watch?
v=CfmAZb6Em1l) 7Strangest Religious Ritual:
(https://www.youtube.com/watch?v=gnKNwXCBxmc) Kapuso Mo,
Jessica Soho: Pinoy Sneakerheads: (https://www.youtube.com/watch?
v=g24XHaUcKY) 50 Korean Plastic Surgery Before and After Photos:
(https://www.youtube.com/watch?v=8yDpdOEUCw) The Power of
Habit: http://www.youtube.com/watch?v=4HofTwPlfo Test your Mindset
Instrument: http://mindsetonline.com/testyourmindset/step1.php. The
external/internal motivation scale and the locus of control scale:
http://www.psych.uncc.edu.edu/pagoolka/LocusofControlintro.ht.

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Editions: Anthropology 10/11/33rd ed. McGraw Hill 133 -137.

 Stein and Stein. (2011) Ritual. In the Anthropology of Religion, Magic and Witchcraft.
Prentice Hall 77 – 102.
 Walther (2007) Selective Self Presentation in computer mediated communication:
Hyperpersonal dimension of technology,
 language and cognition. Computers in Human Behavior. 23.2538-2557.
 Wolfson (2010) The Chemistry and Chimera of Desire.
http://www.healthline.com/healthy/what-is-desire.
 Ziacita, F. (1997) Barriers and Bridges to a Democratic Culture. In Perspectives on
Citizenship and Democracy. UP TWSC. 39-
 68.

B. Magazines/ Journals/ Official Gazettes

 Philosophy and philosophy of education. (2010). Philosophy of Education (International
Library of the Philosophy of Education Volume 14), 11–19.
https://doi.org/10.4324/9780203861103-8
 LeVine, R. A. (2007). Anthropological foundations of cultural psychology. In S.
Kitayama & D. Cohen (Eds.), Handbook of cultural psychology (pp. 40–58). The
Guilford Press.
 Shapira, Z. (2018). Psychological foundations of group and Organizational Learning.
The Oxford Handbook of Group and Organizational Learning, 20–30.
https://doi.org/10.1093/oxfordhb/9780190263362.013.51
 O'Brien, P. (2013). Historical Foundations for a global perspective on the emergence of
a Western European regime for the discovery, development, and diffusion of useful
and reliable knowledge. Journal of Global History, 8(1), 1–24.
https://doi.org/10.1017/s1740022813000028

COURSE REQUIREMENTS

The following are the course requirements:

1. Pass Midterm and Final Examination

2. Pass Quizzes
3. Attendance

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4. Active Class Participation

5. Submission of Papers (Essays, Reflections, Written Reports)
6. Class Reporting
7. Lecture/Oral Reports and/or lecture synthesis
8. Pass Requirements (Hard and e-copies of work Portfolio)

ASSESSMENT AND GRADING

Grading System:
Lecture Grades (75%)
Midterm Exam/Final Exam:30%
Attendance: 5%
Recitation: 10%
Quizzes: 25%
Home based Requirements: 30%
Final Grade: Midterm Grade (50%) + Final Term Grade (50%) =100%

 Grades will be based on a number of course requirements as indicated above as well as a combination of both synchronous and asynchronous learning
activities.
 Lecture assessments include synchronous and asynchronous testing. Formative assessments such as class participations, recitations, and exercises (if
any), will be used to evaluate students’ comprehension and progress during the unit or lesson.
 Summative assessments are chapter and major examinations (Midterm and Final). These assessments are administered during synchronous session for
one hour. Test questions maybe multiple choices, fill-in-the-blank, short answers, essay questions, and other possible/ plausible forms to include short
report analysis.
 Quizzes are the long tests that may range from 20 to 50-point or sometimes greater that are done during synchronous classes. These will be announced or
unannounced and will be given before, during, or after the discussions.
 Class Participation shall be based on synchronous and in-person sessions. At some extent, group task done asynchronously may be considered/ treated
as class participation. A rubric will be used for grading the class participation with the criteria frequency of participation, level of engagement, understanding
and delivery, and substance of comments / answers.
 Asynchronous/ Home-based Assignments – These are activities or worksheets, journal analyses, documentations / storyboard outputs, etc. which are
assessments for your home-based learning. These may be self-learning topics in which the student is provided with guidelines and information.

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FOR WRITTEN OUTPUTS/ PAPERS

RUBRICS
Indicators Points (Descriptive Equivalent)
Content Excellent Good Fair Poor
5 points 3-4 points 1-2 points 0 points
Depth of Discussion/ In-depth discussion & In-depth discussion & The writer has omitted Cursory discussion in all the
Relevance of Answer elaboration in all sections of elaboration in most sections pertinent content or content sections of the paper or brief
the paper. Answer is of the paper. Answer is brief runs-on excessively. discussion in only a few
complete; sufficient detail with insufficient detail. Quotations from others sections. The output did not
provided to support Unrelated issues were outweigh the writer’s own answer the question.
assertions; answer focuses introduced and/or minor ideas excessively. Answer is
only on issues related to the errors in content. incomplete. Excessive
question; factually correct discussion of unrelated
issues and/or significant
errors in content
5 points 3-4 points 1-2 points 0 points
Integration of Knowledge The output demonstrates The output demonstrates The output demonstrates The output does not
that the student fully that the student, for the most that the student, to a certain demonstrate that the student
understands and has applied part, understands and has extent, understands and has has fully understood and
concepts learned in the applied concepts learned in applied concepts learned in applied concepts learned in
course. Concepts are the course. Some of the the course. the course.
integrated into the student’s conclusions, however, are
own insights. The student not supported in the body of
provides concluding remarks the paper.
that show analysis and
synthesis of ideas.
Organization
5 points 3-4 points 1-2 points 0 points
Shows a logical organization Shows a logical organization The organization of ideas is The organization of ideas is
of ideas in constructing the of ideas but may have minor not always clear or does not quite unclear or ineffective.
overall argument. The pieces problems. follow the thesis argument.
flow together well to produce
a convincing line of
reasoning.
Language
5 points 3-4 points 1-2 points 0 points
Output contains no grammar Output has no serious Output may contain some Output contains several
errors; sentences are free of grammar errors; sentences grammar or sentence errors; major grammar/usage errors;
jargon, complete and easy to are mostly jargon-free, sentences may contain sentences are long,
understand. complete and jargon or are too long or hard incomplete or contain
understandable. to follow. excessive jargon.
Grammar
COURSE SYLLABUS Mechanics
IN PED 123a – COURSE FOUNDATIONS OF EDUCATION 11
The output is well designed The output follows the The output contains minor The output does not follow
in its format. It lists all the format. Lists all the errors in headings, the format as indicated. It
 FM-AA-CIA-13 Rev. 17-Nov-2022

COURSE POLICIES AND EXPECTATIONS

The following are the set of rules and procedures to be observed while on the synchronous hours:
1. Wear a decent casual dress or uniform, if possible, during class.
2. No foul words during discussions.
3. Observe punctuality and courtesy.
4. Private conversations during discussion/ web conferencing are not allowed.
5. Respect shall be observed for the teacher and students.
6. Cheating and plagiarism are not tolerated.
7. Attendance in the class signifies readiness to participate in class discussions and activities.
8. A student will be held responsible for his/her absences.
9. A student will be automatically marked DRP (Dropped) after three (3) consecutive absences or absences comprising of 20% of total attendances.
10. On-time submission of requirements as agreed during class orientation.
11. Late work: Deductions will be given; however, leniency will be observed.
12. Others (agreed upon by the class).

For in-person classes, the following additional polies must be observed:

1. Please wear your face masks at all times. Bring your own alcohol, soap, ballpen, paper and other materials. Strictly no borrowing of things.
2. Please stay home if you are unwell.
3. Attendance in the class signifies readiness to participate in class discussions and activities.
4. NO CELL PHONES OR ELECTRONIC DEVICES AT ANY TIME. All school rules will be followed as stated in the student handbook
5. Others (agreed upon by the class)

Additional Information:
1. The Learning Management System (LMS) of the university will be providing the LMS User Account - Microsoft Teams for the faculty and students which will be
used for the online classes,
answering queries, posting of announcements, assignments, rubrics, directions, videos or links of instructional materials.

2. All assignments shall be submitted using the format: Course/Section/Family Name, First Name / activity (e.g. SCI 119 / BSE Science III-1 / Garcia, Lyra / Module
1)

FACULTY CONTACT INFORMATION

Vivian Allyssa R. Cunanan

NAME
Desiree C. Pajela
cvivianallyssa@gmail.com
E-MAIL ADDRESS
pajeladesiree@gmail.com

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