Professional Documents
Culture Documents
Learning Activities:
motor skills.
A two years old baby walk by his own. He begin to use his feet to walk,
run, jump or any kind of activity he can do. This physical development is
from one place to another. The child being able to hold a small item and
skills. The baby eat by his own without any support from caregiver. This
skill.
Write (fine motor skills) Draws or copies straight lines and circles
II. ASSESSMENT
1. Describe behaviors to illustrate the preschooler’s
a. Animism
An example could be a child believing that the sidewalk was mad and made them fall down, or
that the stars twinkle in the sky because they are happy. To an imaginative child, the cup may be
alive, the chair that falls down and hits the child’s ankle is mean, and the toys need to stay home
because they are tired. Young children do seem to think that objects that move may be alive, but
after age three, they seldom refer to objects as being alive (Berk, 2007). Many children’s stories
and movies capitalize on animistic thinking.
b. Egocentrism
In early childhood refers to the tendency of young children to think that everyone sees things in
the same way as the child. Piaget’s classic experiment on egocentrism involved showing children
a three-dimensional model of a mountain and asking them to describe what a doll that is looking
at the mountain from a different angle might see. Children tend to choose a picture that
represents their own, rather than the doll’s view. However, when children are speaking to others,
they tend to use different sentence structures and vocabulary when addressing a younger child or
an older adult.
c. Centration
The act of focusing all attention on one characteristic or dimension of a situation while
disregarding all others. An example of centration is a child focusing on the number of pieces of
cake that each person has, regardless of the size of the pieces. Centration is one of the reasons
that young children have difficulty understanding the concept of conservation.
d. Lack of conservation
The awareness that altering a substance’s appearance does not change its basic properties. Children
at this stage are unaware of conservation and exhibit centration. Imagine a 2-year-old and 4-year-old
eating lunch. The 4-year-old has a whole peanut butter and jelly sandwich. He notices, however, that
his younger sister’s sandwich is cut in half and protests, “She has more!” He is exhibiting centration by
focusing on the number of pieces, which results in a conservation error.
e. Irreversibility
Irreversibility is also demonstrated during this stage and is closely related to the ideas of
centration and conservation. Irreversibility refers to the young child’s difficulty mentally
reversing a sequence of events. In the same beaker situation, the child does not realize that, if
the sequence of events was reversed and the water from the tall beaker was poured back into
its original beaker, then the same amount of water would exist.
f. Transductive reasoning
A failure in understanding cause and effect relationships which happens when a child reasons
from specific to specific; drawing a relationship between two separate events that are otherwise
unrelated
The child is demonstrating symbolic representation in her play by fantasizing that she is an
elf princess by using her magic stick.
b. Brain connections are made when preschoolers interact with
theenvironment.
The inability to perceive the perspectives of others. They view situations primarily from their own
perspective and are unable to understand a situation from another person's point of view.
cognitivedevelopment.
APPLICATION
of preschoolers.
Patience
1
Passion for Teaching
2
Love for Young Children
3
Caring and Compassion
4
Flexibility
5
Empathy
6
Creativity
7
Organization
8
Listen to Students
9
REFLECTION
From the module on Socio-Emotional Development of Preschoolers, I
learned that….
Study the situation given below. If you were the teacher, how
will you help this learner cope with her socioemotional difficulties?
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.
She 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 painful is
heartbreaking.
Sincerely,
Worried Mother
and hope to every students. I'll be the candle that light up their way, teach them with
different coping strategies, teach them to stand firm and build self confidence. After all
teachers are not the ones who will help you cope with your socio-emotional difficulties
because only you (ourselves ) can do it so. Teachers are just behind your back to
Analysis:
Activities that strengthen muscles and bones can include jumping
rope and running, or sports like tennis and basketball.
answer.
On average, boys are taller and heavier than girls at every postnatal
age, except from about nine to thirteen years. The reversal of size
differences at these ages results from girls entering their adolescent
growth spurt about two years earlier than boys. Boys usually end up
about nine to thirteen centimeters (three to five inches) taller and
seven to nine kilograms (fifteen to twenty pounds) heavier than girls
at eighteen years of age. This is primarily because boys grow
approximately two years longer than girls do before their spurt, and
because the spurt of boys usually is more intense and lasts a little
longer than that of girls.
APPLICATION:
Intermediate schoolers have more control over their bodies than they
have when they were in primary school. They become more active and
have greater liberty to choose the hobbies or sports that they want to
get involved in.
ISAT U MIAGAO CAMPUS ED. 1 - IST SEM. AY 2020-2021 -DR. MYLA N. CONEJAR 9
MODULE 19
Name Donita Ann G. Paredo Course/Yr./Sec BSED SCIENCE 1C Date
We evaluated the cognitive development of 48 profoundly deaf children from hearing families
(born 1994–2002, mean age M = 8.0 years at time of test, none of whom had received early
auditory–verbal therapy) as a function of family socioeconomic status and number of siblings.
Overall, the deaf children matched a younger group of 47 hearing controls (M = 4.6 years) on
verbal ability, theory of mind, and cognitive inhibition. Partial correlations (controlling for age)
revealed positive relations in the hearing group between maternal education and inhibition,
between number of younger siblings and references to emotions, and between number of
close-in-age siblings and references to desires and false beliefs. In the deaf group, there
were positive relations between household income and memory span, between maternal
education and references to false beliefs, and between number of younger siblings and
nonverbal ability.
Reflection:
They begin to see things from other school-age children's perspectives and
begin to understand how their behavior affects others. They are developing their
oral language skills, acquiring new vocabulary and sentence structures. They
can compose sentences with five or more words. They enjoy planning and
building.
MODULE 22
Name Donita Ann G. Paredo Course/Yr./Sec BSED SCIENCE 1C Date
INTELLIGENCE is….
The concrete operational stage is the third stage in Piaget's theory of cognitive
development. This period lasts around seven to eleven years of age, and is characterized
by the development of organized and rational thinking.
A set of strategies that enable teachers to support all students in their classes to read
and write at the levels they need to succeed. It has been in development globally since
the early 2000s at all stages of education.
c. Attention Span
The length of time during which one (such as an individual or a group) is able to
concentrate or remain interested.
d. Creativity
The ability to make or otherwise bring into existence something new, whether a new
solution to a problem, a new method or device, or a new artistic object or form.
2. What can teachers do to help encourage creativity in children?
They can apply what they have learned to situation and events that
they can manipulate.
MODULE 23
Name Donita Ann G. Paredo Course/Yr./Sec BSED SCIENCE 1C Date
1. Paste a picture of you when you were in Grade 4, 5, or 6. Recall a
significant event that happened to you. Write a very brief story of what
happened.
Analysis:
2.What do you think were the factors that made you react or feel that way?
Because my father came unexpectedly that makes me surprise and very joyful.
3.How do you think this event has affected you socially and emotionally?
It makes me proud of myself and it encourage me to do my best so that I can make them
proud of me again.
4.Thinking about it, do you think you could have acted or felt differently?
stage.
Building Friendship
From the module on the Socio-Emotional Development of Intermediate
Give one important concept that you learned, give each of which the
Siegler’s Information-processing
skills Sees cognitive growth as a sequential acquisition of
specific knowledge and strategies for problem
solving.
Metacognition
Ability to think above thinking, evidenced by
awareness of and capacity to identify one’s own
thinking processes or strategies – perception,
comprehension, memory and problem solving.
Overachievement
Achievement and IQ tests are standard
measurements of the learner’s abilities, as well as
potentials for success in given areas.
Underachievement
Individuals whose performance are below the
measured IQ levels
Reflect on the practices of your past teachers. Which ones encouraged
a future teacher, what lessons have you learned from your past teachers
Teachers spend more time with a child than their own parents do. It is has
been stated in other areas of this site that adolescence is a difficult time in
development and a time of withdrawal from reliance on the social network as
well as a notable withdrawal from responsibilities. Students this age will
usually lack motivation, at least to some extent, and will be confused about
their place in the world. So, what can instructors do to make sure that high
school students are developing and learning? Additionally, how can we help
students transition through adolescence and succeed academically? Taking
what I have learned from research on adolescent psychosocial
development, the following strategies affect students positively.