DAVAO VISION COLLEGES INC.

Stone Rock Village, Catalunan Grande, Davao City

CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES

EDUC 1-MIDTERM MODULE
Collection/Retrieval of Module: April 7-8, 2022

NAME: Daniel Philip S. Sotes

COURSE & YEAR: BSED-English 1st Year College

ACTIVE CONTACT #: 09099026247

Instructor: Mary Jane Masucol Pichon

Facebook Account: Pichon MJ
Email Add: janedvc2019@gmail.com
Contact #’s: 0909720673/ 09055505474
 DAVAO VISION COLLEGES INC.
Vision, Mission, Core Values and Goals
Vision
A Christian institution committed in transforming the world through excellent servant hood, leadership and
competent holistic service in an ever changing diverse and digital world.
Mission
To carry out a program in training the servant leaders through academic excellence with Biblical worldview to make
impact to the world.
Core Values
L -ife like Christ
E -quipped with skills and biblical teachings
A -pplication of the God’s word in one’s life and with others.
D -emonstration of God’s love and mentoring others
E -xposure to the different fields of profession
R -elationship building in the family, work place and
community S -ervant-leadership
Goals
Davao Vision College is committed to purpose the following goals:
 Equip students with life skills and professional skills adherent to the 21st century;
 Provide students with strong general education responsive to the formation of character needed for nation- building;
 Enable individuals to appropriate life as calling from God to serve one’s fellowmen and society in the name of
Christ Jesus;
 Foster mental, physical, emotional, and spiritual well-being based on the highest moral spiritual and social precepts;
 Produce graduates who are conversant, tender-hearted and optimistic individuals;
 Extend the learning environment in time and space in a rapidly changing world; and
 Share the compassionate love of God and uphold human dignity.

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 Overview of the Course Content
Course Name EDUC 1- Child and Adolescent Learners and Learning Principles
Course Credits 3 Units
This course focuses on child and adolescent development with emphasis on current research and
Course Description theory on biological, linguistic, cognitive, social and emotional dimensions of development.
Further, this includes factors that affect the progress of development and shall include
appropriate pedagogical principles applicable for each developmental level.
Contact Hours/week 3 hours
Pre-requisite None
1. Demonstrate an understanding of research- based knowledge in child and adolescent
development and principles of teaching and learning. PPST 1.2.1
2. Articulate the rootedness of education in psychological contexts- CMO PSG No. 74- s.
2017
3. Demonstrate understanding of supportive learning environments that nurture and
Course Outcomes
inspire learners at each developmental level- PPST 2.4.1
4. Demonstrate knowledge and understanding of differentiated teaching to suit the
learners’ gender, needs, strengths, interests and experiences- PPST 3.1.1
5. Apply pedagogies of learning and teaching appropriate for each developmental level.
6. Choose activities and strategies that are responsive to the learners’ linguistic, cultural,
socio-economic and religious backgrounds- PPST 3.2.1

COURSE OUTLINE AND TIMEFRAME

Week Course Content/ Subject Matter
Week 1 Orientation; Review and Overview about the Course Content
Week 2 Introduction: Learner- Centered Psychological Principles (LCP)
Week 3 Basic Concepts and issues on Human Development
Week 4 Developmental Theories and other Relevant Theories
Week 5 Development of the learners at Various Stages: Pre-natal Period
Week 6 Infancy and Toddlerhood
Week 7 Early Childhood (The Preschooler)
Week 8 Middle Childhood (The Primary Schooler)
Week 9 Late Childhood (The Intermediate Schooler)
Week 10 Adolescence (The High School Learner)
Week 11 Revisiting the 14-Learner-Centered Psychological Principles in Relation to the Learner’s Developmental Stage:
Prenatal Period, Infancy and Toddlerhood
Week 12 Early Childhood
Week 13 Middle and Late Childhood
Week 14 Adolescence
4 hours Allotted for Prelim, Midterm, Semi-Final, and Final Examination

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 A. Weight equivalence
a.1 Class Standing a.2 Periodical
Grading Quizzes/Report/Presentation - 10% Preliminary Exam - 15%
System Assignments - 30% Midterm Exam - 15%
for 40% Semi-Final Exam - 15%
Final Exam - 15%
60%
Module B. Score to percentage translation
Learning Grade = (Raw Score X 60) + 40
Total Score
C. Composition and computation of final grade

Sem. Grade = Class Standing + Periodical

Module Policies and Guidelines

What to do when you received your modules?

1. Check if your modules are complete. If there are lacking, you may contact your subject teacher or the Head of
the Committee of Module Production (Ms. Charina Baclay)
2. Check the module content like pages, clarity of the texts and others. If there are problems like invisible texts
or pictures, contact your subject teacher.
What to do before you start answering your module?
1. Write your complete name, course and year, and others.
2. Read all the instructions with comprehension. If there are unclear instructions, seek help from your classmates
or you may contact your subject teacher.
3. For a deeper understanding of the lesson topics in the modules, do watch the pre-recorded video shared by
your teachers in the Google classroom or you can ask for a video link from your online classmates.
4. Check the date or schedule of the collection and the delivery of modules.
5. (Time Management). Create your own time schedule in answering your modules.
What to do before submitting or dropping your modules?
1. Review all the assessments and tasks per week. Do not leave pages of assessments and tasks unanswered.
2. Take a clear picture of your module answers including the answers of your examination and keep it. Send it to
your subject teacher if necessary.
3. Make sure to submit your modules before the date of the collection or retrieval of modules. If you failed to do
so, you are required to submit it directly to the DVC School campus.
When and how can you contact your teachers?
1. Check the contact information of your teachers written in the modules.
2. In contacting your teachers, please be kind and state the following: complete name, course & year, and your
main concern (stating the specific subject).
3. You contact your teachers every Monday to Wednesday, depending on the vacant hours of your teachers, and every
Thursday and Friday from 8:00 am to 5:00 pm only. Please do respect the time of your teachers.
Others
1. Write your answers clearly. Avoid erasures
2. Students who chose PDF Module, your answers must be typewritten.
3. For PDF, convert the file from Word to PDF and you are required to turned in your outputs in the
Google Classroom.
4. No to plagiarism
5. Submit only the Module and examination Answer Sheets. Keep it with you the first part of the module.

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 6 UNIT 2 Basic Concepts and Issues on Human Development
MODULE 4: Research in Child & Adolescent Development
At the end of this Module, you are able to:
1. Explain the basic principles of research.
2. Demonstrate appreciation of the role of teachers as consumers and producers of developmental research.
3. Read researches on child and adolescent development and make simple research abstract out of researches
read.

As you may have noticed, most if not all of what is presented about the development of the child and the adolescent are products
of research. It might interest you to know how these concepts/ theories were arrived at. . Or after having been exposed to a number of
researches cited in this course, hopefully, you may be so inspired that you, too, would like to start conducting researches on you own
or join a group for research.

Teachers as Consumers/End Users of Research

Research gives teachers and also policy-makers important knowledge to use in decision-making for the benefit of learners
and their families. Well-informed teachers are able to use and integrate the most authoritative research findings. Research enables
teachers to come up with informed decision on what to teach and how to teach. This involves decisions related to educational policies,
curriculum, effective teaching-learning processes, and even those involving research, too. It can help us, teachers, to be more
knowledgeable about how to fit our teaching with the developmental levels of our learners.

Teachers as Researchers
The conduct of research does not only belong to thesis and dissertation writers. It is for students and teachers, too. Let us
learn how to conduct research by finding out the different research principles and the research methods and designs with focus on
child and adolescent development.

The Scientific Method

One important principle in research is adherence to the scientific method, since research is a systematic and a logical process.
As such, researchers basically follow the scientific method. Dewey gave us 5 steps of the scientific method. They are as follows:
1. identify and define the problem
2. determine the hypothesis
3. collect and analyze data
4. formulate conclusions
5. apply conclusions to the original hypothesis
Simply explained, identifying the research problem is the first step. This is followed by stating a tentative answer to the
research problem called the hypothesis. The hypothesis is also referred to as an "educated guess." How correct is your "educated
guess" or "hypothesis?" If your research problem is concerned with determining the cause of an effect or a phenomenon you have to
·gather and analyze data derived from an experiment. This is true with experimental research. However, if your research problem is
concerned with describing data and characteristics about the subjects or phenomenon you are studying, you do not need to perform an
experiment. This is descriptive research. After analyzing the data, you formulate your conclusions.
Compare your conclusions to your original hypothesis to find out if your original hypothesis is correct or not. If your original
hypothesis jibes with your finding and conclusion, affirm your hypothesis. If the original hypothesis does not jibe with your finding
and conclusions, reject your original hypothesis.
Research Designs
Researches that are done with high level of quality and integrity provide us with valuable information about child and
adolescent development. To be able to conduct quality research, it is important that you know various research designs and different
data- gathering techniques used by developmental researchers. Some are given and described below:

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 RESEARCH DESCRIPTION
DESIGN
Case Study An in-depth look at an
individual.
Correlational Study A research design that
determines associations.
Experimental A research design that
determines cause-and-effect
relationships. The experimental
method involves manipulating
one variable to determine if
changes in one variable cause
changes in another variable.
This method relies on controlled
methods, random assignment
and the manipulation of
variables to test a hypothesis.
Naturalistic A research design that
Observation focuses on children's
experiences in natural
settings.
This does not involve any
intervention or manipulation
on the part of the researcher.
This technique involves
observing subjects in their
natural environment. This
type of research is often
utilized in situations where
conducting lab research is
unrealistic, cost-prohibitive
or would unduly affect the
subject's behavior.
Longitudinal This research design studies
and follows through a single
group over a period of time.
The same individuals are
studied over a period of time,
usually several years or more.
STENGTHS
It provides information about an
individual’s fears, hopes, fantasies,
traumatic experiences, upbringing,
family relationships, health, and
anything that helps a psychologist
understand that person’s
development (Santrock, 2002).
Useful because the more
strongly two events are
correlated, the more we can
predict one from the other.
The only true reliable method of
establishing cause and effect
One of the advantages of
this type of research is that
it allows the researcher to
directly observe the subject
in a natural setting.
Allows them to record and
monitor developmental
trends
WEAKNESSES
Need to exercise caution when generakizing from
the information; the subject of a case study is
unique, with a genetic make-up and experiences no
one else shares; involves judgments of unknown
reliability, in that usually no check is made to see if
other psychologist agrees with other observations
(Santrock,
2002).
Because correlational research does not involve the
manipulation of factors, it is not a dependable way
to isolate cause (Kantowitz, et al, 2001 cited by
Santrock,
2002).
Experimental research is
limited to what is observable, testable and
manipulable.
Failure to achieve randomization may limit the extent to which
the study sample is representative of the parent population and,
with it, generalizability of the findings of the study.
Experimentation with humans is subject to a number of external
influences that may dilute the study results (Donnan, 2000).
A further limitation of experimental research is that subjects
may change
their behavior or respond in a specific manner simply because
of awareness of being observed
The disadvantages include that the fact that it can be
difficult to determine the exact cause of a behavior
and the experimenter cannot control outside
variables.
They are expensive and time consuming
The longer the study lasts, the more subject drop
out- they move, get sick, lose interest , etc. Subjects
can bias outcome of study because those who
remain may be dissimilar to those who drop out.
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Cross-sectional A research strategy in which
individuals of different ages
are compared at one time.
Allows them to record and
monitor develop mental trends.
The researcher does not have to
wait for the individuals to grow
up or become older.
It gives no information about how individuals change
or about the stability of their characteristics (Santrock,
2002).
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 Sequential This is the combined cross-
sectional and longitudinal
approaches to learn about
life-span development
(Schaie, 1993 cited by
Satrock, 2002).
This starts with a cross-
sectional study that includes
individuals of different ages. A
number of months or years
after the initial assessment, the
same individuals are tested
again-this is the longitudinal
aspect of the design. At this
later time, a new group of
subjects is assessed at each
grade level.
Action Research Action research is a reflective
process of progressive
problemsolving led by indi-
viduals working with others
in teams or as part of a
"community of practice" to
improve the way they address
issues and solve problems
(Wikipedia, the free
encyclopedia).
In the context of teaching,
action researches of teachers
stem from their own questions
about and reflections on their
everyday classroom practice.
Allows them to record, and It is complex, expensive, and time- -consuming.
monitor developmental trends.
It provides information that is
impossible to obtain
from cross-sectional or
longitudinal approaches alone
(Santrock,
2002).
Appropriate in a particular Typically takes place in one organization only at a
setting when the purpose of particular time and could not be interpreted within
study is "to create changes & different organizations in the same way. Therefore,
gain information on processes research findings are hard (impossible) to generalize. If
and outcome of the strategies research participants do not feel they understand and 'own'
used" the research project, this could lead to a potential conflict
(Hunt 1987). of interest between the researcher· and those participating
in the organization, but also between the researcher with·
some participants, on the one hand and other members
Uses different methods, can get of the organization, on the other.
the best out of the different
methods employed, if done
well.
Stakeholders are included
throughout and so researchers
are more likely to make a
"difference."

Data-Gathering Technique
1. Observation- Observations can be made in either laboratories or natural settings. In naturalistic observation, behavior
observed in the real world like classrooms, home neighborhood.
2. Physiological Measures - Certain indicators of children's development sue as, among others, heart rate, hormonal levels,
bone, growth, body weight, and brain activity are measured.
3. Standardized- These are prepared tests that assess individual performance in different domains. These tests administered in
a consistent manner.
4. Interviews and Questionnaires- Involve asking the participants to provide information about themselves based on the
interview questionnaire given by the researcher.
Gathering of data may be conducted through a printed questionnaire, over the telephone, by mail, in person or on-line.
Information is obtained by utilizing standardized procedures so that every participant is asked the same questions in the
same manner. It entails asking participants for information in some structured format.
5. Life- History Records- These are records of information about a lifetime chronology of events and activities. They often
involve combination of data records on education, work, family and residence. These include public records or history
documents or interviews with respondent.

Ethical Principles
To serve the genuine purposes of research, teacher researchers are subject to ethical principles. Just as we have the Code of
Ethics that governs the behavior of teachers, there also exist ethical standards that guide the conduct of research.
Details of these ethical principles are found in documents such as the following:
1. Ethical standards of the American Educational Research Association http://www.aera.net/uploadedFiles/ About ABRA/
Ethical Standards/Ethical Standards.pdf.
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8
 2. Ethical Standards for Research with Children - Society for Research in Child Development (USA) http://www.srcd.orgl
index.php?option=com content&task=view&id=68&1temid= 110
3. Standards of the American Psychological Association Concerning Research http://www.lcsc.edu/policy/Policy/1.112a. PDF
Common among· the three standards given above are the following considerations for researches conducted with young children
and other vulnerable population which are enumerated by the National Association for the Education of Young Children (NAEYC).
1. Research procedures must never harm children, physically or psychologically.
2. Children and their families have the right to full information about the research in which they may participate,
including possible risks and benefits. Their decision to participate must be based on what is called "informed consent."
There must be informed consent procedures with research participants.
3. Children's questions about the research should be answered in a truthful manner and in ways that children can
understand. Researchers must be honest and clear in their communication.
4. There should be respect for privacy. Information obtained through research with children should remain confidential.
Researchers should not disclose personal information or the identity of participants in written or oral reports and
discussions.

The Data Privacy Act of 2012 (R.A. 10173)

This law was passed in the Philippines in 2012 "to protect the fundamental human right of privacy of communication while
ensuring free flow of information to promote innovation and growth."
The law states that the collection of personal data "must be a declared, specified, and legitimate purpose and that... consent is
required prior to the collection of all personal data."
For more details, read RA 10173.

Impact of Teachers' Research Involvement on Teachers

Research itself has proven that teachers have everything to gain and nothing to lose when they get involved in the research
process.
1. Teachers who have been involved in research may become more· reflective, more critical and analytical in their teaching,
and more open and committed to professional development (Oja & Pine 1989; Henson 1996; Keyes 2000; Rust 2007).
2. Participating in teacher research also helps teachers become more deliberate in their decision-making and actions in the
classroom.
3. Teacher research develops the professional dispositions of lifelong learning, reflective and mindful teaching, and self--
transformation (Mills 2000; Stringer 2007).
4. Engaging in teacher research at any level may lead to rethinking and reconstructing what it means to be a teacher or
teacher educator and, consequently, the way teachers relate to children and students.
5. Teacher research has the potential to demonstrate to teachers and prospective teachers that learning to teach is inherently
connected to learning to inquire (Borko, Liston, & Whitcomb 2007).
Teacher involvement in the conduct of teacher research shows a shift from thinking about teacher research as something done
to teachers to something done by teachers (Zeichner 1999; Lampert 2000).

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 7 UNIT 3 Developmental Theories and Other Relevant Theories
MODULE 5: Freud's Psychoanalytic Theory
At the end of this Module, you are able to:
Explain Freud's views about child and adolescent development.
Draw implications of Freud's theory to education.

Freud's views about human development are more than a century old. He can be considered the most well-known
psychologist because of his very interesting theory about the unconscious and also about sexual development. Although a lot of his
views were criticized and some considered them debunked, (he himself recanted some of his earlier views). Freud's theory remains to
be one of the most influential in psychology. His theory sparked the ideas in the brilliant minds of other theorists and thus became the
starting point of many other theories, notable of which is Erikson's Psychosocial theory in the next lesson.
As a person grows, the personality is also formed. Many psychologists present different views about how personality
develops. As mentioned, Freud presents a very interesting theory about personality, its components and development. Read on and
hopefully it will also somehow lead you to understand more your own personality.

Freud's Stages of Psychosexual Development

According to Freud, a person goes through the sequence of these five stages and along the way there are needs to be met.
Whether these needs are met or not, determines whether the person will develop a healthy personality or not. The theory is quite
interesting for many because Freud identified specific erogenous zones for each stage of development. These are specific "pleasure
areas" that become focal points for the particular. stage. If needs are not met along the area, a fixation occurs. As an adult, the person
will now manifest behaviors related to this erogenous zone.
Oral Stage (birth to 18 months). The erogenous zone is the mouth. During the oral stage, the child is focused on oral
pleasures (sucking). Too much or too little satisfaction can lead to an Oral Fixation or Oral Personality which is shown in an increased
focus on oral activities. This type of personality may be oral receptive, that is, have a stronger tendency to smoke, drink alcohol,
overeat, or oral aggressive, that is, with a tendency to bite his or her nails, or use curse words or even gossip.
Anal Stage (18 months to 3 years) . The child's focus of pleasure in this stage is the anus. The child finds satisfaction in
eliminating and retaining feces. Through society's expectations, particularly the parents, the child needs to work on toilet training. Let
us remember that between one year and a half to three years the child's favorite word might be ''No!". In terms of personality, fixation
during this stage can result in being anal retentive, an obsession with cleanliness, perfection, and control; or anal expulsive where the
person may become messy and disorganized.

Phallic Stage (ages 3 to 6). The pleasure or erogenous zone is the genitals. During the preschool age, children become
interested in what makes boys and girls different. Preschoolers will sometimes be seen fondling their genitals. Freud's studies led him
to believe that during this stage boys develop unconscious sexual desire for their mother. Boys may fear that their father will punish
them for these feelings, thus, the castration anxiety. These feelings comprise what Freud called Oedipus Complex. In Greek
Mythology, Oedipus unintentionally killed his father and married his mother Jocasta.
Psychoanalysts also believed that girls may also have a similar experience, developing unconscious sexual attraction towards
their father. This is what is referred to as the Electra Complex.
According to Freud, out of fear of castration and due to the strong competition of their father, boys eventually decide to
identify with them rather than fight them. By identifying with their father, the boys develop masculine characteristics and identify
themselves as males and· repress their sexual feelings toward their mother. A fixation at this stage could result in sexual deviancies
(both overindulging and avoidance) and weak or confused sexual identity according to psychoanalysts.
Latency Stage (age 6 to puberty). It's during this stage that sexual urges remain repressed. The children's focus is the
acquisition of physical and academic skills. Boys usually relate more with boys and girls with girls during this stage.
Genital Stage (puberty onwards). The fifth stage of psychosexual development begins at the start of puberty when sexual
urges are once again awakened. In the earlier stages, adolescents focus their sexual urges towards the opposite sex peers, with the
pleasure centered on the genitals.

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Freud's Personality Components
Freud described the personality structures as having three components, the id, the ego and the superego. For each person, the
first to emerge is the id, followed by the ego, and last to develop is the superego.
The id. Freud says that, a child is born with the id. The id plays a vital role in one's personality because as a baby, it works so
that the baby's essential needs are met. The id operates on the pleasure principle. It focuses on immediate gratification or satisfaction
of its needs.
For example, a baby is hungry. Its id wants food or milk . . . so the baby will cry. When the child needs to be changed, the id
cries. When the child is uncomfortable, in pain, too hot, too cold, or just wants attention, the id speaks up until his or her needs are
met. When the id wants something, it wants it now and it wants it fast!
The ego. As the baby turns into a toddler and then into a preschooler, he/she relates more with the environment, the ego
slowly begins to emerge. The ego operates using the reality principle. It is aware that others also have needs to be met. It is practical
because it knows that being impulsive or selfish can result to negative consequences later, so it reasons and considers the best response
to situations. As such, it is the deciding agent of the personality. Although it functions to help the id meet its needs, it always considers
the reality of the situation.
The superego. Near the end of the preschool years, or the end of the phallic stage, the superego develops. The superego
embodies a person's moral aspect. This develops from what the parents, teachers and other persons who exert influence impart to be
good or moral. The superego is likened to conscience because it exerts influence on what one considers right and wrong.

The Three Components and Personality Adjustment

Freud said that a well-adjusted person is one who has strong ego, who can help satisfy the needs of the id without going
against the superego while maintaining the person's sense of what is logical, practical and real. Of course, it is not easy for the ego to
do all that and strike a balance. If the id exerts too much power over the ego, the person becomes too impulsive and pleasure-seeking
behavior takes over one's life. On the opposite direction, one may find the superego so strong that the ego is overpowered. The person
becomes so harsh and judgmental to himself and others' actions. The person's best effort to be good may still fall short of the
superego's expectations.
The ability of a learner to be well-adjusted is largely influenced by how the learner was brought up. His experiences about
how his parents met his needs, the extent to which he was allowed to do the things he wanted to do, and also how he was taught about
right and wrong, all figures to the type of personality and consequent adjustment that a person will make. Freud believed that the
personality of an individual is formed early during the childhood years.

Topographical Model
The Unconscious. Freud said that most what we go through in
our lives, emotions, beliefs, feelings, and impulses deep within are not
available to us at a conscious level. He believed that most of what
influence us is our unconscious. The Oedipus and Electra Complex
mentioned earlier were both buried down into the unconscious, out of
our awareness due to the extreme anxiety they caused. While these
complexes are in our unconscious, they still influence our thinking,
feeling and doing in perhaps dramatic ways.
The Conscious. Freud also said that all that we are aware of is
stored in our conscious mind. Our conscious mind only comprises a
very small part of who we are so that, in our everyday life, we are only
aware of a very small part of what makes up our personality; most of
what we are is hidden and out of reach.
The Subconscious. The last part is the preconscious or
subconscious. This is the part of us that we can reach if prompted, but is
not in our active conscious. Its right below the surface, but still
"hidden" somewhat unless we search for it. Information such as our
telephone number, some childhood memories, or the name of your best
childhood friend is stored in the preconscious.
Because the unconscious is so huge, and because we are only aware of the very small conscious at any given time, Freud
used the analogy of the iceberg to illustrate it. A big part of the iceberg is hidden beneath the water's surface. The water, may represent
all that we are not aware of, have not experienced, and that has not been made part of our personalities, referred to as the
nonconscious.
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 8 UNIT 3 Developmental Theories and Other Relevant Theories
MODULE 6: Piaget's Stages of Cognitive Development
At the end of this Module, you are able to:
Describe Piaget's stages in your own words.
Conduct a simple Piagetian Task interview with children.
Match learning activities to the learners' cognitive stage.

Jean Piaget's Cognitive Theory of Development is truly a classic in the field of educational psychology. This theory fueled
other researches and theories of development and learning. Its focus is on how individuals constructs knowledge.
For sixty years, Jean Piaget conducted research on cognitive development. His research method involved observing a small
number of individuals as they responded to cognitive tasks that he designed. These tasks were later known as Piagetian tasks.
Piaget called his general theoretical framework "genetic epistemology" because he was interested in how knowledge developed
in human organisms. Piaget was initially into biology and he also had a background in philosophy. Knowledge from both these
disciplines influenced his theories and research of child development. Out of his researches, Piaget came up with the stages of
cognitive development.
Piaget examined the implications of his theory not only to aspects of cognition but also to intelligence and moral development.
His theory has been applied widely to teaching and curriculum design especially in the preschool and elementary curricula.

Basic Cognitive Concepts

Schema. Piaget used the term "schema" to refer to the cognitive structures by which individuals intellectually adapt to and
organize their environment. It is an individual's way to understand or create meaning about a thing or experience. It is like the mind
has a filing cabinet and each drawer has folders that contain files of things he has had an experience with. For instance, if a child sees
a dog for the first time, he creates his own schema of what a dog is. It has four legs and a tail. It barks. it's furry. The child then "puts
this description of a dog 'on file' in his mind." When he sees another similar dog, he "pulls" out the file (his schema of a dog) in his
mind, looks at the animal, and says, "four legs, tail, and barks, furry That's a dog!"
Assimilation. This is the process of fitting a new experience into an existing or previously created cognitive structure or
schema. If the child sees another · dog, this time a little smaller one, he would make sense of what he is seeing by adding this new
information (a different-looking dog) into his schema of a dog.
Accommodation. This is the process of creating a new schema. If the same child now sees another animal that looks a little bit
like a dog, but somehow different. He might try to fit it into his schema of a dog, and say, "Look mommy, what a funny looking dog.
Its bark is funny too!" Then the mommy explains, "That's not a funny looking dog. That's a goat!" With mommy's further
descriptions, the child will now create a new schema, that of a goat. He now adds a new file in his filing cabinet.
Equilibration. Piaget believed that that people have the natural need to understand how the world works and to find order,
structure, and predictability in their life. Equilibration is achieving proper balance between assimilation and accommodation. When
our experiences do not match our schemata (plural of schema) or cognitive structures, we experience cognitive disequilibrium. This
means there is a discrepancy between what is perceived and what is understood. We then exert effort through assimilation and
accommodation to establish equilibrium once more.
Cognitive development involves a continuous effort to adapt to the environment in terms of assimilation and accommodation.
In this sense, Piaget's theory is similar in nature to other constructivist perspectives of learning like Bruner and Vygotsky.

Piaget's Stages of Cognitive Development

Stage 1. Sensori-motor Stage. The first stage corresponds from birth to infancy. This is the stage when a child who is initially
reflexive in grasping, sucking and reaching becomes more organized in his movement and activity. The term sensori-motor focuses on
the prominence of the senses and muscle movement through which the infant comes to learn about himself and the world. In working
with children in the sensori-motor stage, teachers should aim to provide a rich and stimulating environment with appropriate objects to
play with.
Object permanence.' This is the ability of the child to know that an object still exists even when out of sight. This ability is
attained in the sensory motor stage. (Please refer to Unit 2, Module 13 for more notes.)

12
Stage 2. Pre-Operational Stage. The preoperational stage covers from about two to seven years old, roughly corresponding to the
preschool years. Intelligence at this stage is intuitive in nature. At this stage, the child can now make mental representations and is
able to pretend, the child is now ever closer to the use of symbols. This stage is highlighted by the following:
Symbolic Function. This is the ability to represent objects and events. A symbol is a thing that represents something else. A
drawing, a written word, or a spoken word comes to be understood as representing a real object like a real MRT train.
Symbolic function gradually develops in the period between 2 to 7 years. Riel, a two-year old may pretend that she is
drinking from a glass which is really empty. Though she already pretends the presence of water, the glass remains to be a
glass. At around four years of age, however, Nico, may, after pretending to drink from an empty glass, turn the glass into a
rocket ship or a telephone. By the age of 6 or 7 the child can pretend play with objects that exist only in his mind. Enzo, who
is six, can do a whole ninja turtle routine without any costume nor "props." Tria, who is seven can pretend to host an
elaborate princess hall only in her mind.
Egocentrism. This is the tendency of the child to only see his point of view and to assume that everyone also has his same
point of view. The child cannot take the perspective of others. You see this in five-year-old boy who buys a toy truck for his
mother's birthday. Or a three-year-old girl who cannot understand why her cousins call her daddy "uncle" and not daddy.
Centration. This refers to the tendency of the child to only focus on one aspect of a thing or event and exclude other aspects.
For example, when a child is presented with two identical glasses with the same amount of water, the child will say they have
the same amount of water. However, once water from one of the glasses is transferred to an obviously taller but narrower
glass, the child might say that there is more water in the taller glass. The child only focused or "centered" only one aspect of
the new glass, that it is a taller glass. The child was not able to perceive that the new glass is also narrower. The child only
centered on the height of the glass and excluded the width in determining the amount of water in the glass.

Irreversibility. Pre-operational children still have the inability to reverse their thinking. They can understand that 2 + 3 is 5,
but cannot understand that 5-3 is 2.
Animism. This is the tendency of children to attribute human like traits or characteristics to inanimate objects. When at
night, the child is asked, where the sun is, she will reply, "Mr. Sun is asleep."
Transductive reasoning. This refers to the pre-operational child's type of reasoning that is neither inductive nor deductive.
Reasoning appears to be from particular to particular i.e., if A causes B, then B causes A. For example, since her mommy
comes home every day around six o' clock in the evening, when asked. why it is already night, the child will say, "because
my mom is already home." (For more notes on the cognitive development of the toddler, refer to Unit 2.)
Stage 3. Concrete-Operational Stage. This stage is characterized by the ability of the child to think logically but only in terms of
concrete objects. This covers approximately the ages between 8-11 years or the elementary school years. The concrete operational
stage is marked by the following:
Decentering. This refers to the ability of the child to perceive the different features of objects and situations. No longer is the
child focused or limited to one aspect or dimension. This allows the child to be more logical when dealing with concrete objects
and situations.
Reversibility. During the stage of concrete operations, the child can now follow that certain operations can be done in reverse.
For example, they can already comprehend the commutative property of addition, and that subtraction is the reverse of addition.
They can also understand that a ball of clay shaped into a dinosaur can again be rolled back into a ball of clay.
Conservation. This is the ability to know that certain properties of objects like number, mass, volume, or area do not change
even if there is a change in appearance. Because of the development of the child's ability of decentering and also reversibility,
the concrete operational child can now judge rightly that the amount of water in a taller but narrower container is still the same
as when the water was in the shorter but wider glass. The children progress to attain conservation abilities gradually being a
pre- conserver, a transitional thinker and then a conserver.
Seriation. This refers to the ability to order or arrange things in a series based on one dimension such as weight, volume or size.
Stage 4. Formal Operational Stage. In the final stage of formal operations covering ages between 12 and 15 years, thinking becomes
more logical. They can now solve abstract problems and can hypothesize. This stage is characterized by the following:
Hypothetical Reasoning. This is the ability to come up with different hypothesis about a problem and to gather and weigh
data in order to make a final decision or judgment. This can be done in the absence of concrete objects. The individuals can
now deal with "What if' questions.
Analogical reasoning. This is the ability to perceive the relationship in one instance and then use that relationship to narrow
down possible answers in another similar situation or problem. The individual in the formal operations stage can make an
analogy. If United Kingdom is to Europe, then Philippines is to . The individual will reason that since the UK is found in the
continent of Europe then the Philippines is found in what continent? Then Asia is his answer. Through reflective thought and
even in the absence of concrete objects, the individual can now understand relationships and do analogical reasoning.

13
 Deductive Reasoning. This is the ability to think logically by applying a general rule to a particular instance or situation. For
example, all countries near the North Pole have cold temperatures. Greenland is near the North Pole. Therefore, Greenland
has cold temperature.
From Piaget's findings and comprehensive theory, we can derive the following principles:
 Children will provide different explanations of reality at different stages of cognitive development.
 Cognitive development is facilitated by providing activities or situations that engage learners and require adaptation (i.e.,
assimilation and accommodation).
 Learning materials and activities should involve the appropriate level of motor or mental operations for a child of given age;
avoid asking students to perform tasks that are beyond their current cognitive capabilities.
Use teaching methods that actively involve students and present challenges.

9 UNIT 3 Developmental Theories and Other Relevant Theories

MODULE 7: Kohlberg's Stages of Moral Development
At the end of this Module, you are able to:
Describe Piaget's stages in your own words.
Conduct a simple Piagetian Task interview with children.
Match learning activities to the learners' cognitive stage.

Individuals, when confronted by situations where they need to make moral decisions, exercise their own ability to use moral
reasoning. Lawrence Kohlberg was interested in studying the development of moral reasoning. He based his theory on the findings of
Piaget in studying cognitive development. Our ability to choose right from wrong is tied with our ability to understand and reason
logically.
Lawrence Kohlberg built on Piaget's work, and set the groundwork for the present debate within psychology on moral
development. Like Piaget, he believed that children form ways of thinking through their experiences which include understandings of
moral concepts such as justice, rights, equality and human welfare. Kohlberg followed the development of moral judgment and
extended the ages covered by Piaget, and found out that the process of attaining moral maturity took longer and occurred slower than
Piaget had thought.
If Piaget designed specific tasks (Piagetian tasks) to learn about the cognitive development of children, Kohlberg utilized
moral dilemmas (Kohlberg dilemmas). The case you read in the Activity part of this module was written for this module but was based
on how Kohlberg wrote his dilemmas. Like Piaget, he presented these dilemmas to the individuals in his research and asked for their
responses. He did not aim to judge whether the responses were right or wrong. He was interested in analyzing the moral reasoning
behind the responses.
From his research, Kohlberg identified six stages of moral reasoning grouped into three major levels. Each level represents a
significant change in the social-moral reasoning or perspective of the person.

Kohlberg's Theory of Moral Development

LEVEL STAGE DESCRIPTION

Pre-conventional Level
Moral reasoning is based on the
consequence/result of the act, not on
the whether the act itself is good or bad
Punish men t/Obedience
1 One is motivated by fear of punishment. He will act in order
to avoid punishment.
Mutual Benefit
2 One is motivated to act by the benefit that one may obtain later.
You scratch my back, I'll scratch yours.

14

Conventional
Moral reasoning is based on the
conventions or "norms" of society. This
may include approval of others, law and
order.
Post-conventional
Moral reasoning is based on enduring or
consistent principles. It is not just
recognizing the law, but the principles behind
the law.
Social Approval
One is motivated by what others expect in behavior - good
3 boy, good girl. The person acts because he/she values how he/
she will appear to others. He/ she gives importance on what
people will think or say.
Law and Order
4 One is motivated to act in order to uphold law and order. The
person will follow the law because it is the law.
5 Social Contract. Laws that are wrong can be changed. One will
act based on social justice and the common good.
Universal Principles. This is associated with the development
of one's conscience. Having a set of standards that drives one to
6 possess moral responsibility to make societal changes regardless
of consequences to oneself. Examples of persons are Mother
Teresa, Martin Luther King, Jr.
15
 DAVAO VISION COLLEGES INC.
Stone Rock Village, Catalunan Grande, Davao City

CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES

EDUC 1- MIDTERM
MODULE ASSESSMENT TASKS & EXAMINATION ANSWER SHEETS
Collection/Retrieval of Module: April 7- 8, 2022

NAME: Daniel Philip S. Sotes

COURSE & YEAR: BSED-English 1st Year College

ACTIVE CONTACT #: 09099026247

Instructor: Mary Jane Masucol Pichon

Facebook Account: Pichon MJ
Email Add: janedvc2019@gmail.com
Contact #’s: 0909720673/ 09055505474
16
 6 UNIT 2 Basic Concepts and Issues on Human Development
MODULE 4: Research in Child & Adolescent Development
Assessment Task #1. Research Connection (40 points)
Instruction: Surf the internet for samples of research abstracts/researches on child and adolescent development. Select one research
abstract then using the matrix given below, write the problem, the research methodology, the findings and conclusions.
Title:Research priortities for child and adolescent physical activity and sedentary behavior

Researcher/s: Laure Gillis, grant Tomkinson, Timothy Olds, Carla Moreira

Date of Research: October 24, 2013

Problem Research Methodology

- The quantity and quality of students in child and
adolescent activity and sedentary behavior have rapridly
increased but research directions are often pursued in a
reactive and uncoordinated manner.
- Two independent panels, each consisting of each 12
experts undertook three rounds of Delphi methodology.
The Delphi methodology required experts
toanonymously answer questions put forward by
researchers with feedback provided each round.

Source: (Bibliographical Entry)

Findings https:/ijnpabiomedcentral.com/articles.1186/ Conclusions

17
- The primary outcomes of the study was the ranked set - These research can help to guide decicisons on future
29 research priorities that aimed to be applicable for research directions.
the next ten years. The top three priorties were:
developing effective and sustainanble interventions to
increase children’s long term activity; policy and/or
environmental change and their influence on physical
activity and sedentary behavior; and prospective,
longitudinal studies of the independenta effects of
physical activity and and sedentary behvior on health.

18
 7 UNIT 3 Developmental Theories and Other Relevant Theories
MODULE 5: Freud's Psychoanalytic Theory
Assessment Task #1. Research Connection! (40 points)
Instruction: Read research that is related to Freud’s Theory. Fill out the matrix below.

Title: Sigmund Freud’s Ratman case

Researcher/s: Sigmund Freud
Date of Research: 1906

Problem Research Methodology

- Ratman suffered from obsessive thoughts for years and
underwent hydrotherapy before consulting to Freud in
1907. The subject of his research involves a sense of
anxiety that misfortune would affect a close friend or
relative and he feltthat he needed to carry out irrational
behavior in order to prevent such as a mishap for
occurring. The irrationality of his thought were
demonstrated by his fear for the death of his father
which continued after his father passed away.
- Freud used techniques such as free association in order
to uncover repressed memories. Ratman recollection of
past events also useful to Freud. He described one
occasion during his military service , when a colleague
revealed to him a morbid details of a torture method that
he had learnt of. This form of torture involved placing a
container of rats onto a person and allowing the animals
to escpae the only way that they could. –by burrowing
through the victim.

Source: (Bibliographical Entry)

Findings Conclusions

This description stayed with ratman andhe began to fear that -
this torture would be imposed upon a relative or friend. He
convinced himself that the only way to prevent it would be
to pay an officer whom h e believed had collected a parcel
for him from the post office. When he was prevented from
satisfying this need, Rat man began to feel increasingly
anxious until his colleagues agreed to travel to the post
office with him in order for the officerto be paid in the order
that Rat man felt was necessary.
Freud attributed Rat man’s anxieties to a sense of guilt
resulting from a repressed desire that he experienced
whilst to see younger women that he sees unclothed.
As our ego developed, our moral conscience leads us to
repressed unreasonable or unacceptable desires of an id
- And in the case of ratman, these repressed thoughts left
behind ‘’ideational content’’ conscious . As a result,
the subject of fear and guilt that he felt whilst younger
was replaced of fear of misfortune occurring when was
older.

19
Assessment Task #2. Let’s Apply! (30 points)
Instruction: Freud used the case study method to gather the data he used to formulate his theories. Among the many case studies, five
really stood out as bases of his concepts and ideas. Do further reading of these case studies and write a reaction paper, in 300 words,
on one of these case studies focusing on how he explained the personality development of the individuals in the case studies. From
your internet search engine, just type Freud's case studies. It will be easy to find a pdf file which you can readily download.

Criteria on Grading:
Content- 15 points
Organization of Ideas- 10 points
Mechanics and Grammar- 5 points

-Based on the five case tudies of Sigmund freud that I read, I believe that one of the case studies that focused on how he
explained the personality and development of the indivduals in tge case studies is the case study of Wolf man. The
summary of wolf mans’ life showed personality development of the individual in the case study. It showed how wolf
man overcame fear of animals and illusion in religious worshiop routine and how Freud had helped wolf man to get rid
of that fear. Freud immediately diagnosed his patient’s condition due to the past experience of having seen a snake
beiong chopped into pieces and dreaming of a wolf losing tails being cut which makes that person being called wolf man
after having talk and behavior examination/therapy with that man that is now a doctor.

20
 8 UNIT 3 Developmental Theories and Other Relevant Theories
MODULE 6: Piaget's Stages of Cognitive Development
Assessment Task #1. Let’s Analyse the Situations! (30 points)
Instruction: Read the situations below then analyze and answer the following questions.
1. It's Christmas and Uncle Bob is giving "aguinaldo" to the children. Three-year-old Karen did not want to receive the one-
hundred-peso bill and instead preferred to receive four 20-peso bills. Her ten-year-old cousins were telling her it's better to
get the one hundred bills, but they failed to convince her.
2. Siblings, Tria, 1 O; Enzo, 8; and Riel, 4 were sorting out their stuffed animals. They had 7 bears, 3 dogs, 2 cows and 1
dolphin. Mommy, a psychology teacher, enters and says, "Good thing you're sorting those. Do you have more stuffed
animals or more bears?" Tria and Enzo says, "Stuffed animals." Riel says, "Bears"
3. While eating on her high chair, seven-month old Liza accidentally dropped her spoon on the floor. She saw mommy pick it
up. Liza again drops her new spoon, and she does this several times more on purpose. Mommy didn't like it at all but Liza
appeared to enjoy dropping the spoons the whole time.

On situation 1: Why do you think did Karen prefer the 20-peso bills?- I think he preferred to select or receive four of twenty pesos as

aguinaldo from her father because it is her only desire or choice to receive so, and that we can never convince a person about her choice,
will and dsires.

On situation 2: Why do you think Riel answered "Bears?" What does this say about how she thought to answer the question? – I believe
that Riel answered ‘’Bears’’ because it is the plenty stuff among different kinds of stuffed animals . This shows improvement and
cognition in numericals or computation.

On situation 3: Why do you think baby Liza appeared to enjoy dropping the spoons! I think baby Liza appeared to enjoy
dropping the spoons because she found out that it is a toy-play-satisfaction for her. As infancy or babies arise, they
develop or intended to naturally wanting to play stuff that seem and feel enjoyable for them.

21
22
Assessment Task #2. Let’s Apply! (30 points)
Instruction: This activity focuses on a story involving the interaction of family members. Choose a story you want to use for this
activity. It can -be from a story you have read or a movie or "telenovela" that you watched or plan to watch. Use the matrix below to
relate the characters to Piaget's stages of cognitive development.
Title of Story/Movie: WildFlower
Write a brief summary of the story: - The family members consist
of father, mother and daughter moved in to ‘’Bayan Ng Ardiente.’’
Until they found out that the Family Ardientes or the people who
govern that community are wicked, corrupt governors, murderers
and bribed people to kill people who are poor or those good or bad
people who surpass them. The Father and Mother were murdered
by the works of the Ardientes, but the daughter able to escaped and
flee from that town and was being adopted by rich business woman.
Years passed by, the daughter became beautiful, educated, business
woman and martial artist who knows how to fight or break enemy’s
joints and seeks revenge to Ardientes.

Character Piagetian Connection

Description
Father What is his stage of cognitive development?
Examples: Cite instances why you say he is in this stage. (what he thought of, how he thought, his reactions and
attitudes) – The Father was a lawyer working in Ardiente Family. He is in the stage to discern evil things on what
shouls do and hate what is evil and somehow knows some bad sides or attitudes of the said family and wanted to
make them being behind in bars.

Mother What is her stage of cognitive development? Examples: Cite instances why you say she is in this stage. (what she
thought of, how she thought, her reactions and attitudes) The mother was a teacher who was being sexually
harassed and raped by the works of Ardiente. Her character and attitidue is kind teaching good her daughter on
what good things she must do in life. She is in the stage to educate children.

23
Children What is his/her stage of cognitive development? Examples: Cite instances why you say s/he is in
this stage. (what s/he thought of, how s/he thought, his/her reactions and attitudes)- The
daughter was just a normal student. she is in the stage to learn, to be kind to people and not
1 impurify her hands.

24
 3

Other
Characters

Assessment Task #3. Research Connection (40 points)

Instruction: Read a research that is related to Piaget’s theory. Fill out the matrix below.
Title:
Researcher/s:
Date of Research:

Problem Research Methodology

25
 Source: (Bibliographical Entry)

Findings Conclusions

9 UNIT 3 Developmental Theories and Other Relevant Theories

MODULE 7: Kohlberg's Stages of Moral Development
Assessment Task #1. Let’s Analyse! (40 points)
Instruction: Read and analyze the moral dilemma below and answer the following question.
Ryan, 17, has been saving up money to buy a ticket for this concert of rock band. His parents have discouraged him from
going as the concert will surely be with a rowdy crowd. The band is notorious for having out-of-control audience who somehow
manages to get drunk and stoned during the concert. Ryan agreed not to watch anymore. But a day before the concert, Nie, 15-year-
old brother of Ryan, saw a comer of what appeared to be a concert ticket showing in the pocket of Ryan's bag. Nie examined it and
confirmed it was indeed a ticket. Looking at Ryan's bag, Nic also found an extra shirt and 2 sticks of marijuana. So, he figured Ryan
will go to the concert after all. That night, Ryan told his parents that he was spending tomorrow night at a classmate's house for a
school requirement. Then later that evening, he told Nie of his plan to go to the concert. Nie didn't say anything, but he found it
difficult to sleep that night, thinking whether to tell their parents or not.
1. If you were Nic, what would you do?- If I were Nic, I am going to immediately tell our parents that Ryan will go to the said rock
band concert because it is not good for him being with rowdy crowd and may result him as being drunkard, marijuana taker and
a person who couldn’t have future because the said event could put his life into danger as those rock bands being stoned and
could end his life. So whether we experience this sitauiton, it’s better to report someone to parents so that it can prevent them to
risk or destroy their own lives.

2. Why would you choose to do that? What were the things you considered in deciding what to do?
-I would choose to do it because it is for the safety of my brother. The thins that Iconsidered im deciding what tto do is smart
and beneficial decision plan. Will the party be beneficial to the life of a student? Will it be safe? Will it be a good influence or
26
teaching to a student’s life or not? And when we intelligently know the answer, the respond or integration will follow which is
to intelligently and boldly inform or speak the things which are not good and beneficial for my borther.

27
Assessment Task #2. Research Connection! (40 points)
Instruction: Read a research that is related to Kholberg’s theory. Fill out the matrix below.
Title:
Researcher/s:
Date of Research:

Problem Research Methodology

Source: (Bibliographical Entry)

Findings Conclusions

28
 DAVAO VISION COLLEGES INC.
STONE ROCK VILLAGE, CATALUNAN GRANDE, DAVAO CITY

MIDTERM EXAMINATION
EDUC 1- CHILD AND ADOLSCENT LEARNERS AND LEARNING PRINCIPLES
Name: Date: March 22, 2022
Course & Year: OR #:
General Instruction: Write your full name, course and year, and the date you took the examination. Read carefully the
instruction each test. NO EXAMINATION PERMIT, TEST SCORES WILL NOT BE VALIDATED. Send a picture of
your proof of payment or permit to your teacher.
Write your answers clearly!
Test I. True/False (15 points)
Instruction: Write T id the statement is CORRECT and F if the statement is WRONG. Write your answer on the space provided before
the number.
1. Quality research adheres to the scientific method.
2. For research on child and adolescent development to serve its ultimate purpose, researches must be governed by the
ethical principles.
3. Which research design and data gathering technique to use has nothing to do with the nature of the research problem
and objectives of the research.
4. Teachers are both producers of knowledge when they conduct research and are consumers or end users of
knowledge when they utilize research findings to improve instructions.
5. Research has a transformative effect on teachers’ self-understanding and on their classroom practice. It enables
teachers to develop a better understanding of themselves, their classrooms, and their practice through the act of
reflective inquiry.
6. Freud’s views about human development are more than a century old.
7. As a person grows, the personality is also formed.
8. Kholberg believed that sexual urges remain repressed at latency stage of human psychosexual development.
9. Jean Piaget’s theory is truly a classic in the field of educational psychology.
10. Piaget was initially into biology and he also had a background in philosophy.
11. Piaget’s examined only the implication of his theory the aspects of cognition.
12. Freud believed that individual’s mind has a filing cabinet and each drawer has folders that contains files of thigs he
had an experience with.
13. Kholberg based his theory on the findings of Piaget in studying cognitive development.
14. According to Kholberg, moral development occurs in 5 stages.
15. Piaget believed that children form ways of thinking through their experience which include understanding of moral
concepts such as justice, rights, equality and human welfare.
Test II. Identification (35 points)
Instruction: Identify the words or group of words that correspond to the statement. Write your answers on the space provided before
the number.

1. A research design that has an in-depth look at an individual.

2. Research design that is useful because the more strongly two events are correlated, the more we can predict
one from the other.
3. A research design that determines cause-and-effect relationships.
4. This research design is appropriate in a particular setting when the purpose of study is “to create changes &
gain information on processes and outcome of the strategies used.
5. Weaknesses of this research design are complex, expensive, and a time consuming.

29
6. Research design that follows through a single group over a period of time.
7. Advantage of this research is it allows the researcher to directly observe the subject in a natural setting.
8. A research strategy in which individuals of different ages are compared at one time.
9. Gathering of data may be conducted through a printed questionnaire, over the telephone, by email, in
person, or on-line.
10. These are records of information about a lifetime chronology of events and activities.
11. These are prepared tests that assess individual’s performance in different domains.
12. The law that protect the fundamental human right of privacy of communication while ensuring free flow of
information to promote innovation and growth.
13. He was considered the most well-known psychologist because of his very interesting theory about the
unconscious and sexual development.
14. What psychosexual stage of development of Freud in which child focus on oral pleasures (sucking)?
15. It refers to the cognitive structures by which individuals intellectually adapt to and organize their
environment.
16. This means there is a discrepancy between what is perceived and what is understood.
17. This is the process of fitting a new experience into an existing or previously created cognitive structure or
schema.
18. A process of creating a new schema.
19. This means achieving proper balance between assimilation and accommodation.
20. This gradually develops in the period between 2 to 7 years according to Piaget.
21. This is the tendency of the child to only see his point of view and to assume that everyone also has his
same point of view.
22. Refers to the tendency of the child to only focus on one aspect of a thing or event and exclude other aspects.
23. In Piaget’s stages of cognitive development, it is when an infant focus on prominence of senses and muscle
movement through which the infant comes to learn about himself and the world.
24. This is the ability of the child to know that an object still exists even when out of sight.
25. This stage of cognitive development, the child has the ability to think logically but only in terms of
concrete objects.
26. Referring to the ability of a child to perceive the different features of objects and situations.
27. It refers to the ability to order or arrange things in series based on one dimension such as weight, volume or
size.
28. The ability to perceive the relationship in one instance and then use that relationship to narrow down
possible answers in another similar situation or problem.
29. It refers to the ability to think logically by applying a general rule to a particular instance or situation.
30. Ability of a child to know that a certain property of objects like number, mass, volume, or area do not
change even if there is a change in appearance.
31. He was born wealthy but chose to be a sailor and began to be interested in moral reasoning.

30
 32. Level of moral development where moral reasoning is based on the consequences/result of the act, not on
the whether the act itself is good or bad.
33. Moral reasoning includes approval of others, law and order.
34. Refers to the inability of a child to reverse their thinking.
35. Considered as the final level of moral development where moral reasoning of a child is based on enduring
or consistent principles.
Test III. COMPARE AND CONTRAST (10 points)
Instruction: Using the table below, state the similarities and differences of the implication to human development of following theorist.

SIGMUND FREUD JEAN PIAGET LAWRENCE KHLBERG

SIGMUND
FREUD XXXXXXXXXXXXX

J
EAN PIAGET XXXXXXXXXXXXXX

LAWRENCE
KHLBERG XXXXXXXXXXXXXX

31
REFERENCES
Corpuz B. & Lucas M.R.D (2018). Child and Adolescent Learners and Learning Principles. LORIMAR
Publishing Inc. 776 Aurora Blvd., cor. Boston Street, Cubao, Quezon City, Metro Manila.
Acero V. (2015). Child and Adolescent Development. REX Book Store. C.M. Recto Avenue, Manila.
www.rexpublishing.com.ph
Corpuz B. & Lucas M.R.D (2015). Child and Adolescent Development. Looking at Learners at Different
Life Stages. LORIMAR Publishing Inc. 776 Aurora Blvd., cor. Boston Street, Cubao, Quezon City, Metro
Manila.

Others:
https://www.slideshare.net/facebookcom29/chapter-ii-who-are-the-child-and-adolescent-learner-child-adolescent-
development-educ-1-a
https://www.unhcr.org/3bb81bad4.pdf
https://quizlet.com/412248185/mod-1-child-adolescent-learners-learning-principles-flash-cards/
http://www.nzdl.org/gsdlmod?e=d-00000-00---off-0hdl--00-0----0-10-0---0---0direct-10---4-------0-1l--11-en-50---
20-about---00-0-1-00-0--4- - -0-0-11-10-0utfZz-8-
00&cl=CL1.17&d=HASHb9f615ec43596a18a63e4e.4.4&gt=1#:~:text=Child%20and%20adolescent%20learning
%20theory,movement)%2C%20taste%20and%20smell.

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