CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES

Module 02. Unit I – Periods Development and Developmental Tasks, and

Introduction to Educational Research
(Week 3: Sept. 14- 18, 2020)

I. INTENDED LEARNING OUTCOMES

1. Demonstrated understanding of the periods of development and developmental tasks,
and basic concepts about educational research.
2. Assessed developmental tasks of a child and adolescence.
3. Organized information from internet about researches on human development.

II. LEARNING CONTENTS/SUBJECT MATTER

A. Periods of Development
Stages Age Period Major Features
1. Prenatal Conception to birth Rapid physical development in the
mother’s womb.
1. Infancy Birth to 2 years old Locomotor skills are established,
beginning to learn language of the
mother (mother tongue), and caregiver
attachment.
2. Early Childhood 3 to 5 years old Language is well established, mastery
of self-help skills, and readiness for
school tasks (Preschool and
Kindergarten levels).
3. Late Childhood 6 to 12 years old Mastery of the basic academic
knowledge, skills, and values
(Elementary level). Playmates stage,
and conformity stage.
4. Adolescence 13 to 18 years Begins with puberty characterized by
growth spurt in physical features at age
13, and ends at maturity at age 18.
Completion of major growth and
development in all aspects of a human
being.
5. Young 19-29 years old Finishing higher education, career and
Adulthood family oriented individuals.
6. Middle 30- 60 years old Period of achievements in career,
Adulthood family, and social involvements.
7. Late Adulthood 61 and above Retirement and enjoyment stage in life.
Feeling of joy, peace, satisfaction and
contentment vs. regret, despair, and
loneliness. Decrease of physical
strength and illness.

B. Developmental Tasks by Havighurst

Robert Havighurst emphasized that learning is basic and that it continues throughout life
span. Growth and Development occurs in six stages.
1. Developmental Tasks of Infancy and Early Childhood
1. Learning to walk.
2. Learning to take solid foods
3. Learning to talk
4. Learning to control the elimination of body wastes
5. Learning sex differences and sexual modesty
6. Forming concepts and learning language to describe social and physical reality.
7. Getting ready to read
2. Middle Childhood
1. Learning physical skills necessary for ordinary games.
2. Building wholesome attitudes toward oneself as a growing organism
3. Learning to get along with age-mates

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 4. Learning an appropriate masculine or feminine social role
5. Developing fundamental skills in reading, writing, and calculating
6. Developing concepts necessary for everyday living.
7. Developing conscience, morality, and a scale of values
8. Achieving personal independence
9. Developing attitudes toward social groups and institution
3. Developmental Tasks of Adolescence
1. Achieving new and more mature relations with age-mates of both sexes
2. Achieving a masculine or feminine social role
3. Accepting one's physique and using the body effectively
4. Achieving emotional independence of parents and other adults
5. Preparing for marriage and family life Preparing for an economic career
6. Acquiring a set of values and an ethical system as a guide to behavior; developing
an ideology
7. Desiring and achieving socially responsible behavior
4. Developmental Tasks of Early Adulthood
1. Selecting a mate
2. Achieving a masculine or feminine social role
3. Learning to live with a marriage partner
4. Starting a family
5. Rearing children
6. Managing a home
7. Getting started in an occupation
8. Taking on civic responsibility
9. Finding a congenial social group

5. Developmental Tasks of Middle Age

1. Achieving adult civic and social responsibility
2. Establishing and maintaining an economic standard of living
3. Assisting teenage children to become responsible and happy adults
4. Developing adult leisure-time activities
5. Relating oneself to one’s spouse as a person
6. Accepting and adjusting to the physiologic changes or middle age
7. Adjusting to aging parents.
6. Developmental Tasks of Later Maturity
1. Adjusting to decreasing physical strength and health
2. Adjusting to retirement and reduced income
3. Adjusting to death of a spouse
4. Establishing an explicit affiliation with one’s age group
5. Meeting social and civil obligations
6. Establishing satisfactory physical living arrangement

RESEARCH AND THEORIES

●Research is a scientific study used in the different fields of discipline such as education,
social sciences (psychology, sociology, economics, politics), biology, zoology, medicine
and the like.
● Research means “to search again” existing knowledge, theories and practices of a given
population, condition, and area or locality.
●Research results are used for the advancement of knowledge and practices in the different
fields. Also, results are used to accept, support or reject existing theories, ideas, and
practices.
●Theories are general principles or ideas that pertains to a particular subject.
●Theories derived from series of researches.
●Hypotheses are statements based on research problems that require testing. Test results
will determine to accept or reject the null hypothesis.

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 A. Major Parts of Research
1. Title of the Study
2. Introduction and Related Literature
3. Statements of the Problem
4. Methodology
5. Results and Discussion
6. Conclusions
B. Basic Parts of Research for Journal Writing and Publication (1,000 words)
Introduction Methodology Result And Discussion (IMRA
Role of Research in Education

●Educational research refers to the systematic collection and analysis of data related to the
field of education. Research may involve a variety of methods and various aspects of education
including student learning, teaching methods, teacher training, and classroom dynamics.
(https://www.bing.com/search?q=role+of+research+in+education&form)
● All theories of development and learning derived from established researches.

III. SOURCES/REFERENCES
1. Rungduin, T. and Rungduin D. (2019). Child and adolescent learners and learning
principles Cubao, Quezon City: Adriana Publising Co., Inc.
2. Corpuz, B. and et al. (2015). Child and adolescent development. Cubao, Quezon City:
Lorimar Publising Co., Inc.
3. https://www.bing.com/search?q=role+of+research+in+education&form)
IV. GRADED LEARNING ACTIVITIES

INSTRUCTIONS/RULES FOR STRICT COMPLIANCE

1. All activities will be done by group of 3s or 2s, except for other instruction in the
learning activity. Your group mates will be your co-learners throughout the semester.
Change on group members or reshuffle is allowed if there are valid reasons.
2. Accomplish the learning tasks according to your own pace every week.
3. Write your complete names on top of your paper (Surname, First name), and the
Course Code and Course No. (Example: D0022-EED 303)
4. In cases there are unfavourable situations along the way in making the learning
activities, just make remarks beside the name of your group mate like: ( sick), and
(did not participate).
5. All written works are computerized on a single file on Word Document. Submit on
the date of submission. Do not submit per learning activity. Delays of submission is
accepted for those with valid reasons.
6. All the learning activities are labelled by number with the title indicated in the
module.
7. Submit all the learning activities ONCE ONLY via Yahoo Mail on Word Document,
NOT on Google Drive, Filemail, etc. Avoid submitting the same document. If you
made a mistake, delete the document sent.
8. Every violation of the RULES is equivalent to minus one (1) point to your graded
learning activities. But, any of the violation on Rules # 1, 3, 5, 6, or 7 is equivalent to
minus 5 points per learning activity.

Learning Activity 6. Assessment of the Developmental Tasks (15pts)

1. Observe three (3) individuals in the different stages of development and rate the
Developmental Tasks that are evident in Infancy and Early Childhood, Middle
Childhood, and Adolescence.
2. Indicate their names, age, and brief family background.
3. Assessment of Developmental Tasks.

Direction: Rate each Developmental Task according to your observation. Write the number

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 in the rating column that correspond to your observation.
Rating Scale: ( 1) Unattained ( 2 ) Partly Attained (3 ) Fully Attained
Developmental Tasks Rating
Name: Age:
Brief Family Background:

I. Infancy and Early Childhood

1. Learning to walk.
2. Learning to take solid foods
3. Learning to talk
4. Learning to control the elimination of body wastes
5. Learning sex differences and sexual modesty
6. Forming concepts and learning language to describe social and physical reality.
7. Getting ready to read
Average rating
II. Middle Childhood
Name: Age:
Brief Family Background:

1. Learning physical skills necessary for ordinary games.

2. Building wholesome attitudes toward oneself as a growing organism
3. Learning to get along with age-mates
4. Learning an appropriate masculine or feminine social role
5. Developing fundamental skills in reading, writing, and calculating
6. Developing concepts necessary for everyday living.
7. Developing conscience, morality, and a scale of values
8. Achieving personal independence
9. Developing attitudes toward social groups and institutions
Average rating
III. Adolescence
Name: Age:
Brief Family Background:

1. Achieving new and more mature relations with age-mates of both sexes
2. Achieving a masculine or feminine social role
3. Accepting one's physique and using the body effectively
4. Achieving emotional independence of parents and other adults
5. Preparing for marriage and family life Preparing for an economic career
6. Acquiring a set of values and an ethical system as a guide to behavior; developing an
Ideology.
7. Desiring and achieving socially responsible behaviour.
Average rating

4. In getting the desired average rating, get the sum total of your ratings, divided by
the number of items.
5. Write two to three paragraphs about your reaction and reflection about your
observation.
6. Submission: September 23, 2020

Learning Activity 7. Research Activity (20pts)

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1. Read one research of any topic about human growth and development from the
internet. Copy the abstract of the study and state the following:

Title of the study Methodology

Problem or content focus of the study

Significant Findings Conclusions

Formulate in your own words Formulate in your own words three (3)
two (2) Educational Implications. Specific Learning Situations in the
Classroom or School.

2. Specify the author or researcher and the website.

3. Submission: September 23, 2020

Prepared:

LAINE T. TUMAMANG, PH.D.

Professor, Professional Education Courses