LEARNER’S DEVELOPMENT MATRIX

Record the data you gathered about the learner’s characteristics and needs in
the matrix. This will allow you to compare the characteristic and needs of learners at
different levels. The items under each domain are by no means exhaustive. These are
just sample indicators. You may add other aspects which you may have observed.

Preschooler
Development Indicate age range of children observed: 4 to 6 yrs.
Domain old
Physical

 Preschool students move, walking, running

Gross-motor skills
backwards, forwards, and sideways like they’re
not in school; They move like they’re still simply
playing. They can also be sloppy and clumsy at
times.
Fine -motor skills  They just draw and write whatever they want, no
matter how bad they are at it. Some students
are still learning how to write and draw.
Self-help skills  The students need to be guided. At this stage,
they always require help or assistance in all
activities designed by their teacher.
Others
 When it comes to activities, the teacher needs to
provide them with more assistance, and they
also need some rules to keep them balance.
Social

Interaction with Teachers
 They are keen to answer their teacher’s inquiry.
They don’t care if it’s correct or incorrect while
answering the question. They communicate with
the teacher as though they at the same age.
During class discussions and recitations, the
children are actively engaged and extremely
participative. Others are still adapting to try new
environments.
 They interact with their classmates through
Interaction with Classmates/ friends playing with each other. There are some
students who are shy, friendly, and quarrel with
Interests their classmates or friends.
 They really interested in playing, that is why the
Others lecture should be like a playtime always.

Emotional

Moods and temperament. Expression
of feelings
 Kindergarten students are happy pupils, but they
can easily change moods from time to time.
They constantly covey their emotions and highly
express with their peers and they can
communicate easily with the teacher easily.

Emotional Independence  They are non-self-conscious they cry if

something that really need them to cry. They
others show what they feel by saying it to their moms.
They still can’t control their emotions. And they
usually inform their teacher if they do not care
about the people around them.

Cognitive

Communication Skills  They communicate with teacher and classmates

in their mother tongue. They trying to
communicate well with their peers, and they can
communicate easily with the teacher easily.

 Kindergarten pupils really don’t things, but they

Thinking Skills can answer questions based on their previous
experiences.

 And at this stage, they can’t comprehend easily

Problem-solving and have a hard time doing problem solving
because they don’t have any problem-solving
Others skills, maybe they have but it is usually on what
they believe what is right, they just easily utter
solution without thinking if it’s correct, and
usually they say solution based on what they
had experience because they focus on writing
and drawing.

My Analysis
 Write the most salient development characteristics of the learners you observed.
Based on these characteristics, think of implications for the teacher.

Level Salient Implications to the Teaching-Learning

Characteristics Process
observed

 The  Therefore, teachers should answer

kindergarten
pupils are their questions as long as they can
curious, or
they always because that is additional learnings on
Preschool asking
Age range of learners questions their students.
Observed: 4 to 5 yrs. old and always
want to play.  Therefore, teacher should answer it

also in simplest form so that they can

understand it easily.

 Therefore, the teacher should not only

focus on teaching academically but

also, they must give time for playing.

 Therefore, teacher should train

kindergarten to have confidence in the

class.

My Reflections/ Insights
 1. While you were observing the learners, did you recall your own experiences
when you were their age? What similarities or differences do you have with the
learners you observed?
I did think back to a few situations from when I was their age while I
observed the learners at all three levels. I had nostalgic feelings as I sat in
the room and watched the students, even though some of my recollections
are a little hazy. I recalled picture books, clay, swings, and milk as I
observed the childcare facility near our home. Yep, those were the good ol'
days in kindergarten. The challenges with self-help techniques were one of
the parallels I found. Although I was unable to write my name at the time, I
knew how to spell it using scrabble pieces. I had a tremendously difficult
time mastering fine motor skills because I am left-handed.
2. Think of a teacher you cannot forget for positive or negative reactions. How did
she/ he help or not help you with your needs (physical, emotional, social, and
cognitive)? How did it affect you?
In senior high I had a teacher. She didn't treat us like we were simply
her students, therefore she was like a second mother to us. As if we were
her own child, she cared for us. She constantly offers us advice on various
subjects as well as life in general. Since not all her students are quick
learners, she taught us in steps while we were having a discussion. She
also cautions us not to be reluctant to help a classmate who is having
academic difficulty. In my time in high school, she has been the best
instructor I've ever had.
3. Share your other insights here.
When it comes to educating, keep in mind that children are still
growing and building their knowledge. We ought to talk about subjects that
are acceptable or pertinent to their level of intelligence. Students should
not be forced to do things that are above their current level of cognitive
ability. When I eventually start teaching, I'll use what I've learned to support
the learning of the young students.

My Learning Portfolio
Which is your favorite development. How can this guide you as a future teacher?
Clip some reading about this theory and paste them here.

As a future educator, this theory will enable me to improve my students'

education. That will assist me in directing my students' learning. I'll make them

adapt it to their actual situation rather than just giving them a lecture. I'll offer

them extra freedom to explore while still guiding them.

LEARNER’S DEVELOPMENT MATRIX

 Record the data you gathered about the learner’s characteristics and needs in
the matrix. This will allow you to compare the characteristic and needs of learners at
different levels. The items under each domain are by no means exhaustive. These are
just sample indicators. You may add other aspects which you may have observed.

Preschooler
Development Indicate age range of children observed: 4 to 6 yrs.
Domain old
Physical

 Preschoolers move as if they aren't in school;

Gross-motor skills
they walk, run, and run in all directions as if they
are still only playing. They occasionally exhibit
sloppiness and awkwardness.
 No matter how terrible they are at it, they just
Fine -motor skills draw and write whatever they want. Several
students are still picking up writing and drawing
skills.
Self-help skills  The students require direction. At this point, they
always need guidance or assistance with
whatever activity that their teacher has planned.
Others
 The instructor needs to help them more when it
comes to the activities, and they also need
some guidelines to keep them in check.
Social

Interaction with Teachers  They are eager to respond to their teacher's

Interaction with Classmates/ friends
questions. When responding to a question, they
don't care much if their response is right or
wrong. They speak to the teacher as though
they are of the same age. The kids participate
enthusiastically and actively throughout class
discussions and recitations. Others continue to
adapt as they explore new environments.
 In playing with one another, they interact with
their classmates. Some kids argue with their
Interests peers or friends while being shy and outgoing.
 Children are genuinely engaged in playing; thus,
Others lectures should always be like playtimes.

Emotional

Moods and temperament. Expression  Although kindergarten kids are generally

pleasant, their emotions might shift at any time.
of feelings They can readily communicate with the teacher
and frequently convey their emotions and
feelings to their peers.

Emotional Independence  They don't feel self-conscious when they cry,

but only when it's necessary. By speaking it to
others their mothers, kids communicate their feelings.
They still struggle with emotional control. If they
don't care about the people around them, they
usually let their teacher know.
Cognitive

Communication Skills
 They use their mother tongue to speak with the
teacher and other students. They try to
communicate well with their classmates, and
they have no trouble doing the same with the
teacher.

Thinking Skills  Although kindergarten kids don't truly know

much, they can respond to questions based on
their prior experiences.

Problem-solving
 And at this stage, they struggle to understand
Others concepts and solve problems because they lack
problem-solving abilities. If they do, their
solutions are typically based on what they
believe to be correct; they readily offer solutions
without considering whether they are accurate
because they place so much emphasis on
writing and drawing.

My Analysis
 Write the most salient development characteristics of the learners you observed.
Based on these characteristics, think of implications for the teacher.

Level Salient Characteristics Implications to the Teaching-

observed Learning Process

 Therefore, the teacher

should answer the

questions of the kids with

Preschool
Age range of learners  They are always curious
relation to their question
Observed: 4 to 5 yrs. old
about the things that
and should in a simplest
surrounds on them. So,
form for the pupils to
they tend to always ask
understand.
questions on their
 Therefore, the teacher
teacher.
should not expect that

question raised by the

kindergarten pupils are

always related to the topic

the teacher is discussing.

My Reflections/ Insights
1. While you were observing the learners, did you recall your own experiences
when you were their age? What similarities or differences do you have with
the learners you observed?
I thought back to the times when I was their age as I watched the
students. I can think of many parallels and differences. Playing with my
classmates, occasionally not listening to the teacher, rushing around the
classroom, etc. are parallels. The distinction is that I was forewarned when
I was a child. Unlike other modern children who are defiant and pay
attention to what their teachers say, I immediately behave when told to do
so by them.

2. Think of a teacher you cannot forget for positive or negative reactions. How
did she/ he help or not help you with your needs (physical, emotional, social,
and cognitive)? How did it affect you?
My philosophy teacher, Mr. Atok, stands out as the most memorable
teacher I had in high school. He was a huge assistance to me as I was
growing up socially and emotionally. He offered me suggestions on how to
boost my self-esteem and shared many other life lessons with me, such as
the importance of working hard to achieve your dreams in order to reach
your star. He commended me for my efforts and made me feel more certain.
He also predicted that I would visit places in the future that I had never
even dared to imagine. And he has always been correct.
3. Share your other insights here.
Basically, most of my observations was contrasting the traits of each
level (preschool). There are many distinctions between these stages,
necessitating various approaches, tactics, and teaching strategies. I’ve
discovered how crucial it is to recognize and value work. In the classroom,
equality or fairness must prevail. The teacher must care for every one of
his or her students, not just a select handful. At all times, there must be
encouragement.
My Learning Portfolio
Which is your favorite development. How can this guide you as a future teacher?
Clip some reading about this theory and paste them here.

L,
The Theory of Cognitive Development by Jean Piaget can aid me in my

future direction as a teacher. Since according to this hypothesis, each person has

a different level of learning depending on their age. You will thus be directed by

this idea and come to grasp that each level has a unique understanding and level

of development when it comes to its physical and cognitive characteristics. This

theory also describes how children develop from conception until they are fully

grown, with each age group having a different stage of physical and cognitive

maturation.