Name: Mikaella C.

Jabulan
Course/Year/Section: BEED Gen~1A
Teacher: Mrs. Nimfa Bautista

Module 18: Physical Development of Primary Schoolers

PART I

1. What are the general physical characteristics of children in the primary

school-age? Give at least 6
Eye – hand coordination They have small body. Need frequent rest
is still developing periods.
Children are extremely Bone growth is not yet Children’s body are
active. complete. flexible and resillient.

2. What are the factors affecting physical development? Give at least 6

Height Appearance Hearing
Weight Visual Motor Abilities

3. Compare the motor skills of a pre-school child with a primary school-age

child in terms of fine motor skills and gross motor skills.
Preschool Child Primary School-Age Child

⚫️Zip zipper and lace shoes Able

Fine Picking, squeezing, pounding
Motor and opening of things, holding
Skills and using writing implement
Locomotor: walking, running
climbing, skipping, hopping,
Gross creeping, galloping, and
Motor
dodging.
Skills
Non-locomotor: bending,
stretching, turning and swaying,
striking, bouncing, catching and kicking become smoother
dribbling.
Manipulative skills: projecting,
to learn piano or violin.
⚫️Control pencil with finger and
thumb. Movement comes from
the elbow
⚫️Write and draw more control,
but writing looks choppy and
uneven.
⚫️Hop
⚫️Skip on alternate feet
⚫️Jump rope
⚫️Walk om a balance
beam
⚫️Throwing catching and
⚫️Begin to participate in
organized games
 receiving objects, like
throwing.
PART II

Read the statements carefully. Choose the best answer and write hem on the
blank.
A 1. Why does a primary school-aged child look slimmer than a pre-school
child? - Analysis
A. Because the location and accumulation of body fats shift
B. Because they have less muscle tissues
C. Because their bones are leaner
D. Because their appetite is poor
B 2. What is the general physical characteristic of a primary-school child? -
Understanding
A. Prefers to sit than play.
B. Starts to walk and sit without being supported.
C. Has difficulty balancing and often falls down.
D. Are extremely active.
C 3. Primary school-age children use if this, reactor muse. Primary its motor
ones. Knowing this, teachers should _____________. - Application
A. offer highly active and strenuous activities in
B. allow children to pretend and fantasize and also enjoy real-life tasks
and activities
C. practice them by holding a pencil using their thumb and fingers.
D. make them do fine embroidery activity
 Module 19: Cognitive Development of Primary Schoolers

PART I

1. Research on the differences in the cognitive development of boys and

girls. Write some major points in their perspective development.

BOYS GIRLS

More laterized
⚫️Comprehending the world thinking
logically, problem solving and
analyzing and interpreting
–that is the information girls have been found to
demonstrate an advantage over boys

two
in their cognitive function.

⚫️Aged two to four years, girls has

hemisphere significantly stronger verbal and non-

verbal.

operates more ⚫️An advantage favouring girls has

been evident in specific domains of
⚫️More laterized –that is the two cognitive abilities, such as processing
hemisphere operates more. speeds and verbal memory.

⚫️By later childhood (between and ⚫️During early childhood girls have
twelve years of age) boys out been found to have an advantage in
performed girls in non-verbal domain of school readiness.
abilities

PART II
Read the statements carefully. Choose the best answer and write it in the blank.
C 1. Which means that children at the primary school age have difficulty
determining outcome of a specific event using a general principle? -
Understanding
 A. Reversibility
B. Inductive logic
C. Deductive logic
D. Discrimination
A 2. Miabella has been studying about nouns since she started primary grade. In
grade one, she learned about proper and common nouns. In grade two, she
learned about count and mass nouns. In grade 3, she learned about concrete and
abstract nouns. What principle is at work here? - Analysis
A. Learning is effective when done in a sequential manner.
B. Learning should be repetitive to result in mastery.
C. Learning must be differentiated among grade levels.
D. Learning must consider multiple intelligences.
B 3. Jacob loves reading comic book series of superheroes. Which cognitive
characteristic is shown here? -Analysis
A. They can read more words or combination of words.
B. Their attention span is longer; hence, they are more involved in serial
stories.
C. Their reading orientation is correct - starting from left to right, up to
down.
D. Jacob is an emergent reader.
 Module 20: Socio-Emotional Development of the Primary Schoolers

PART I
Study the situations given below. If you were the teacher how win you help
these learners cope with their socio-emotional difficulties? Write the parents a
letter in response.
1.
Dear Teacher,
I am really heart-broken. My 8-year-old daughter is feeling lonely, isolated and
friendless. It seems that she has felt this way for quite a while. She says that she
mostly spends time alone - that she has no friends because no one wants to play
with her. S
he tags along, but is usually left out eventually. She can become angry if things
don't always go her way and also teary. I don't know where to turn to help her
the thought that she finds school so painful is heartbreaking.
Sincerely,
Worried Mother
⚫️As her teacher I will sincerely talk to her, to ask her side, her reasons why
she’s acting like that. I will assure that she’s not alone and I am here whom she
can be friend. After which I will talk to the whole class and explain her situation
and asking them to be good and sociable to her. Also, I will set games that
involve unity and teamwork, to encourage her to work with others. And as her
teacher and a second mother, I will a supporting setting where children have
opportunities to practice emotional regulation and social skill with peers. As
their teacher I should be a role model of healthy emotions and expressing these
emotion appropriately.

2.
Dear Teacher,
I am a really proud parent. My little boy is in primary grade and he is doing a
lot better than his classmates. He sometimes becomes restless in school - he
says he knows what the teacher is talking about. Some teachers even suspects
that he is gifted. But there seems to be a problem.
He is bossy. He always orders people around - his classmates and people at
home. How could I help him be comfortable in school and lessen his bossiness?
Sincerely,
Worried Father
⚫️I will sincerely talk to him, I will explain the result of his actions and how to
control his emotions by providing a conducive setting where he can have the
opportunities to practice emotional regulation and social skills with peers. Also,
involving him into unity tasks, like team building activities for him to
appreciate importance of others, that it is more enjoyable working with others
than doing it alone.

PART II
Read the statements carefully. Choose the best answer and write them on the
blank.
A 1. In Erik Erikson's fourth stage of psychosocial development, Children will
have to balance industry vs inferiority so they can achieve the virtue of
competency. What can parents do to help them attain this? - Application
A. Allow the children to explore what they want and provide them with
opportunities to do so.
B. Make them busy with school work even when they are at home.
C. Enroll the children in several after school enrichment classes.
D. Demand excellent performance from children.
C 2. Which results when children have a strong sense of their personality traits?
- Analysis
A. They become more successful than others.
B. They think they are better than others.
 C. They like and believe in themselves and feel accepted.
D. They will always be winners.
A 3. How can teachers encourage friendships among primary school-aged
children? - Application
A. Design group activities during different parts of the lesson.
B. Arrange the classroom seating alphabetically.
C. Provide children with opportunities to express their views and
opinions.
D. Rank them from the ones with highest average rating to the lowest
average ratings.
Module 21: Physical Development of the Intermediate Schoolers

PART I
Write down your thoughts in the style of bullet points on:
1. Weight and height changes in intermediate pupils
o What are your general ideas on how tall and how heavy do
intermediate children stand and weigh?
⚫️Every year, children gain an average of 7 pounds in weight, 2 ½
inches in height, and an inch in head circumference.
o What are the factors affecting their height and weight?
⚫️Genetics is the key component that determines a person's height.
However, a variety of additional factors, including as diet,
hormones, exercise levels, and medical problems, can affect height
during growth. The most significant environmental factor affecting
height is typically nutrition, particularly a lack of dietary protein.
However, childhood illnesses, particularly infections, can also have
an impact on growth.
2. Differences in physical appearance between girls and boys
o What are the differences in their body appearance?
⚫️The main difference between a boy and a girl is their
reproductive structure. Boys with an abundance of testosterone
have denser hair all over their bodies, a lower pitch voice, and
leaner muscle mass.
 Girls' estrogen helps them to develop more pronounced fatty
tissues and mammary glands
o What are the differences in the activities they do?
⚫️The different activities between boys and girls, for instance, is
that boys can work as strong as they can like as a construction
worker while girls typically handle laundry and cooking, but I can
do anything they can do.
3. Changes in nutrition, diet and sleep of intermediate pupils
o What are the nutritional needs of intermediate pupils?
⚫️Intermediate pupils should maintain a balanced diet and get
frequent exercise, but school-age children in particular (6-12
years). To ensure that they are getting the recommended amounts
of all vitamins and minerals, these kids must eat a variety of foods
from each food category. They might also experience new
difficulties with regard to eating habits and choices. Poor nutrition
jeopardizes both the quality of life and educational potential of
school-aged children. Decisions on what to eat are influenced in
part by what is offered in school, at home, by peer pressure at
school, and by the media, particularly television.
o How long do these children need to sleep and rest?
⚫️Infants under 1 year: 12-16 hours. Children 1-2 years old: 11-14
hours. Children 3-5 years old: 10-13 hours. Children 6-12 years
old: 9-12 hours.
4. Based on the insights that you wrote, what do you think are the general
physical characteristics of children aged 9 to 12 years?
⚫️The majority of children between the ages of 9 and 12 will go through
a growth spurt that includes significant weight gain, muscle growth, and
genital maturation (Growth spurt begins earlier for girls; lasts longer for
boys, who end up taller).
5. What are the common physical activities these children do to help them to
develop physically? In what aspect do girls and boys in the late childhood
stage differ?
⚫️Jumping, running, climbing, and lifting are examples of exercises that
put more strain on bones and make muscles work harder than usual.
Exercises that are both vigorous and moderately intense frequently aid in
bone and muscle growth. Children naturally move and exercise through
active play.
PART II
Being healthy physically greatly helps children in their late adulthood o become
successful in their everyday undertakings.
1. Design a simple exercise program appropriate for children ages 9 to 12.
Divide your program into three parts:
Part 1: Warm Up Activities: - May include breathing exercises and stretching
routines
⚫️May include breathing exercise and stretching routines
1. Dancing (let kids make up their own moves to music they like.)
2. High knees (while walking lift knees in the air)
3. Butt kicks (like high knees in reverse)
4. Arms Circle or swing (hold the arms outstretched from shoulders and
turn in small circles, then increase the size of the circles.

Part 2: Exercise Proper: - May consist of three to four sets of exercises which
may focus on the following areas: (a) body balance and posture, (b) endurance,
(c) muscle strength and/or (d) agility
⚫️May consist of three to four sets of exercises which may focus on the
following areas: a) body balance and posture b) endurance, c) muscle strength
and/or d) agility
1. Running (for their cardiovascular fitness and endurance)
2. Jumping (it helps them to build muscle strength, cardiovascular fitness
and endurance.
3. Skipping – is a fun form of aerobic activity that can also challenge
skills such as balance and coordination.4. Squats and lunges- this simple
exercise build leg strength to give kids a good foundation for all kinds of
sports
Part 3: Cooling Down or Quieting Activity: - Includes another set of breathing
and stretching exercise.
⚫️Includes another set of breathing and stretching excercises.
 Inhale and Exhale
Stretching
2. As a teacher, what ideas can you give in order to help intermediate school
children develop physically?
⚫️Before the start of the class I’ll be giving exercises (physical exercises) since
it will help them to have the enough strength and energy every day to make
them physically healthy

Module 22: Physical Development of the Intermediate Schoolers

PART I
Write the definitions of the following words based on how you, understood
them. Then compose a brief essay describing how these concepts will be useful
to you in the future.
a. Concrete operational thinkers
⚫️It is the child’s ability to logically and with reasoning in everything
they do or think about like their vision, their wants in future. These are
the proof of their cognitive development and maturity.
b. "Reading to Learn" stage (in reading development)
⚫️It is the stage were a child broaden his/her vocabulary through reading
more complex books or topic like fiction books, novels and the like.
c. Attention Span
 ⚫️It is the period of concentration that a child can or want to give in any
task, its either longer or shorter span of time. As a child grow older,
she/he have longer and flexible concentration span.
d. Creativity
⚫️It is natural ability of every child, being artistic or creative in
everything they do, in expressing themselves, playing their favorite sports
and the lik

PART II
You are a teacher / business owner who plans to put up a progressive school for
children. Your aim is to provide a learning environment that is fun, exciting and
intellectually stimulating for your intermediate school pupils. In doing so, you
need to purchase toys and educational playthings that will encourage creativity,
critical and abstract thinking and logical reasoning. Complete your list by filling
out the matrix.
Name of Toy Picture Cognitive Area How It Helps
Which It Cognitive
Develops Development
 It can improve a
Jungle Ranger child’s focus and
attention through
memory and
recall,
sequencing and
more.

Musical Creativity
Instruments It can enhance
and develop their
creativity.

Abacus
It can develop
their mathematics
or counting skills.

Module 23: Socio-Emotional Development of the Intermediate

Schoolers

PART I
Paste a picture of you when you were in Grade 4, 5 or 6. Recall, significant
event that happened to you. Write a very brief story of what happened.
Discussion Questions:
As you share you story with a classmate, try to answer the questions below:
1. Why was this event so significant?
~ Because this is the day I learned how to draw
 2. What do you think were the factors that contributed to make you react or
feel that way?
~I had a lot of fun and it makes me happy when doing thing I like,
especially drawing
3. How do you think this event has affected you socially and emotionally?
~ Drawing makes me being creative, and it boost my mood and makes
my day feel better when I draw.
4. Thinking about it now, do you think you could have acted or felt
differently?
~No, because it improves my skills and enhance it by drawing things I
like.

PART II
Research on one of the topics below and find out how intermediate school-aged
children respond to one of the following events in life:
 death
 parent’s separation
 rejection from peer
 ⚫️Children’s responses to parental separation and divorce Younger
elementary school-aged children (5 to 8 years old). These children can
understand the meaning of divorce enough to become depressed (Kelly
1988, cited in Di Bias 1996; Hodges1991), grief-stricken and sad over
the loss of family. Many continue to wish for parental
reconciliation. They may also feel profound conflict of loyalties (Peterson
and Zill 1986, and Brady et al. 1986, cited in Fischer 1997). They are
egocentric enough to see divorce as a personal rejection, but may be mature
enough to place the blame elsewhere, usually on a parent. Studies show that
children at this age may suffer in school and in their social relationships
(Demo and Adcock 1988, and Bloom and Dawson 1991, cited in Di Bias
1996). Half of their teachers in one study reported behavior changes (see
citation in Hodges 1991). Older elementary school-age children (9 to 12
years old). These children may also be depressed, sad and grief-stricken, but
are also more likely to blame and be angry with one or both parents.
Children at this age can also see the world from the parents' point of view,
however, and may start to parent a struggling parent or younger siblings

Module 24: Physical Development of High School Learners

1. Do readings from the Internet on:

• Body image that is a key to human confidence, success and life
fulfilment.
 • Contemporary innovations in beauty enhancement technology, inclusive
of beauty surgery clinics and health spas.
• Physical biological evolution sparked by Darwin's Theory of human
evolution.
2. The Internet is an easy and important source for biographical videos on such
celebrities as Judy Garland, who became addicted to medicinal drugs since her
teenage years. Her success and trials came along with her drug problem that
culminated in a dreadful suicide. Other success profiles are in the Internet that
portrays the sports, military and science achievers who underwent the
transitional early and teenage years that led them to maturity, leadership and
success in life, among others:
1. Douglas McArthur ~ Was an American military leader who served as General
of the Army for the United States, as well as a field marshal to the Philippine
Army. He had served with distinction in World War I, was Chief of Staff of the
United States Army during the 1930s, and he played a prominent role in the
Pacific theater during World War II. MacArthur was nominated for the Medal
of Honor three times, and received it for his service in the Philippines
campaign. This made him along with his father Arthur MacArthur Jr. the first
father and son to be awarded the medal. He was one of only five men to rise to
the rank of General of the Army in the U.S. Army, and the only one conferred
the rank of field marshal in the Philippine Army.
2. General Emilio Aguinaldo ~ Emilio Aguinaldo y Famy QSC CCLH PMM
KGCR was a Filipino revolutionary, statesman, and military leader who is the
youngest president of the Philippines and is recognized as the first president of
the Philippines and of an Asian constitutional republic
3. George Washington ~ was an America military officer, statesman, and
Founding Father who served as the first president of the United States from
1789 to 1797. Appointed by the Continental Congress as commander of the
Continental Army, Washington led Patriot forces to victory in the American
Revolutionary War and served as president of the Constitutional Convention of
1787, which created and ratified the Constitution of the United States and the
American federal government. Washington has been called the & quot; Father
of his Country & quot; for his manifold leadership in the nation' s
founding. Washington' first public office, from 1749 to 1750, was as
surveyor of Culpeper County, Virginia. He subsequently received his first
military training and was assigned command of the Virginia Regiment during
the French and Indian War. He was later elected to the Virginia House of
Burgesses and was named a delegate to the Continental Congress, where he was
appointed Commanding General of the Continental Army and led American
forces allied with France to victory over the British at the Siege of Yorktown in
1781 during the Revolutionary War, paving the way for American
independence. He resigned his commission in 1783 after the Treaty of Paris was
signed.
4. Astronaut Neil Armstrong ~ Neil Alden Armstrong (August 5, 1930-August
25, 2012) was an American astronaut and aeronautical engineer who became the
first person to walk on the Moon in 1969. He was also a naval aviator, test pilot,
and university professor
 Module 25: Cognitive Development of High School Learners
1. Comment on Piaget’s and Siegler’s theories by identifying situations where
their insights were applicable to you.
Theories
Piaget’s operational thinker:
 Thinking the possible but
unseen
 Thinking out your bias
 Exploring solutions
Siegler’s information processing
skills
 Increased thinking speed
 Increased complexity
 Increased volume
Applications which proved the
theories to be applicable
Describes a child's ability to know
that objects: continue to exist even
though they can no longer be seen or
heard.
Subjectively making an opinion on
facts involving one's own bias,
prejudice of distortion facts which
may be either right or wrong.
Examining a situation or the possible
in terms of situations or solutions.
Speed in information processing,
coupled with greater awareness and
control and acquired knowledge base
a more efficient kind of thinking
compared with that of the child.
Complexity by way of considering
longer-term implications and
possibilities beyond the here- and-
now.
Increased volume of information
processing coupled with longer
memory span.
 Module 26: Socio-Emotional Development of High School Learners

1. What do you think makes the adolescent differ from those who have not yet
reached the age of puberty?
⚫️Between the onset of sexual maturation and adulthood comes
adolescence. It is a period of psychological development during which a
person begins to act more "adult-like." Adolescence is defined as the time
between the ages of 13 and 19. Along with physical change and growth,
adolescents also go through emotional, psychological, social, and mental
development.
2. What social activities do you think are (i) good for teens (i not good or that
prevents socio-emotional growth?
⚫️Approaches to social and emotional learning are simply not as effective
with teenagers as they are with children. Teens may find direct teaching
in the form of lectures, videos, and homework to be condescending and
heavy-handed when starting to learn relationship skills
3. As a future teacher, what would be your attitude to teens in your class?
⚫️The children can learn in a very healthy environment if the teacher has
a really nice approach toward them. The teacher should be approachable,
allowing students to come to him or her in their free time to ask
questions. Additionally, the teacher should make the subject engaging for
the students in order to help them comprehend the concept. Additionally,
the teacher should show the students how to put the topic and subject into
practice so that they learn for the right reasons and not just to memorize
information for an exam.
Bonus Question:
What have you learned from this course? Write an essay.
Reflect on your experience
Explain what you've learned.
Reflect using the STAR method.
Situation: Set the scene and give the necessary details of your example.
Task: Describe what your responsibility was in that situation. Action: Explain
exactly what steps you took to address it.
Result: Share what outcomes your actions achieved.

In this course, I learned about the theory of child and adolescent life span
development and how it relates to the biological, linguistic, cognitive, social,
and emotional dimensions of development. I've also come to realize how crucial
it is to comprehend how children and adolescents develop. In this class, we
were each given a topic to research and then report on via the internet.
Teacher and students question the reporter and have a thorough discussion.
We were able to properly understand our teachers' and our fellow students'
explanations of the subject under discussion.