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1st Semester 2020-2021

Table of Contents
Page

I. Module 1 – A Close Look at Human Development 4

Activity 1 – Basic Concepts 5
Activity 2 – Principles of Development 10
Activity 3 – Basic Issues in Human Development 12

Activity 4 – Principles of Human Development and Life-Span

Perspective 13
Activity 5 – Process and Periods 15
Activity 6 – Stages of Human Development 17
II. Module 2 – Theories for Human Learning and Development 22
Activity 1 – Different developmental theories of learning 23

Freud’s Psychoanalytic Theory

Erickson’s Psycho-Social Theory of Development

• Havighurst’s Developmental Stage and Task

• Sullivan’s Interpersonal Model of Personality

Development

Activity 2 – Cognitive Approach to Development 29

Piaget’s Stages of Cognitive Development

Activity 3 – Perspective on Moral Development 33

• Kohlberg’s Stages of Moral Development

• Gilligan’s Theory of Moral Development

• Fowler’s Stages of Faith

Activity 4 – Other Theories 36

• Vygotsky’s Theory of Cognitive Development

• Bronfenbrenner’s Ecological Theory

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III. Module 3 – Research on Child and Adolescent Learning
Activity 1- Research Abstract Matrix and Concept Paper 41
IV. References 43
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1st Semester 2020-2021

PED – 01 Child and Adolescent Learners and Learning

Principles
Course Description
This course focuses on child and adolescent development with emphasis on
current research and theory on biological, linguistic, cognitive, social and emotional
dimensions of development. Further, this includes factors that affect the progress of
development of the learners and shall include appropriate pedagogical principles
applicable for each development level.

Learning Objectives
Upon completion of this course, participants will be able to:
• Reflect and understand the different concepts of teaching strategies that are
appropriate for each developmental stage.
• Apply different theories that could help in teaching and learning of various types
of learners.
• Read researches on child and adolescent development and make a simple
research abstract matrix out of research read
Materials
All materials will be provided by the professor. Readings will be sent to have access
electronically.
Course Schedule
Session dates are scheduled during enrollment. Final discussions, journals and task
activities are due by Thursday at midnight unless otherwise noted.
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1st Semester 2020-2021

Overview
A Closer Look at Human Development
Do you still remember when you are still a young and trying to learn to do things. Now
that you are an adolescent, you might realize that you have gain physical, mental and
other skills that may help in you in your everyday task.

In this module 1, you will learn the principles of development, basic issues in human
development, principles of human development and life-span perspective, process &
periods and stages of human development.

At the end of the activity, you will reflect and understand the different concepts of
teaching strategies that are appropriate for each developmental stage.
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1st Semester 2020-2021

Activity 1
Basic Concepts on Human Development

Objective
After this activity you will be able to:
Reflect on the influence of a teacher on the life of a child

Take – Off:

There is a story many years ago of an elementary teacher. Her name was Mrs.
Thompson. And as she stood in front of her 5th grade class on the very first day of
school, she told the children a lie. Like most teachers, she looked at her students and
said that she loved them all the same. But that was impossible, because there in the
front row, slumped in his seat, was a little boy named Teddy Stoddard.

Mrs. Thompson had watched Teddy the year before and noticed that he didn’t
play well with the other children, that his clothes were messy and that he constantly
needed a bath. And Teddy could be unpleasant.

It got to the point where Mrs. Thompson would actually take delight in marking his papers
with a broad red pen, making bold X’s and then putting a big F at the top of his papers.

At the school where Mrs. Thompson taught, she was required to review each child’s
past records and she put Teddy’s off until last.

However, when she reviewed his file, she was in for a surprise.

Teddy’s first grade teacher wrote, “Teddy is a bright child with a ready laugh. He
does his work neatly and has good manners…he is a joy to be around.”
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His second grade teacher wrote, “Teddy is an excellent student, well-liked by his
classmates, but he is troubled because his mother has a terminal illness and life at home
must be a struggle.”

His third grade teacher wrote, “His mother’s death has been hard on him. He tries
to do his best but his father doesn’t show much interest and his home life will soon affect
him if some steps aren’t taken.”

Teddy’s fourth grade teacher wrote, “Teddy is withdrawn and doesn’t show much
interest in school. He doesn’t have many friends and sometimes sleeps in class.”

By now, Mrs. Thompson realized the problem and she was ashamed of herself. She
felt even worse when her students brought her Christmas presents, wrapped in beautiful
ribbons and bright paper, except for Teddy’s.

His present was clumsily wrapped in the heavy, brown paper that he got from a
grocery bag. Mrs. Thompson took pains to open it in the middle of the other presents.
Some of the children started to laugh when she found a rhinestone bracelet with some
of the stones missing and a bottle that was one quarter full of perfume.

But she stifled the children’s laughter when she exclaimed how pretty the bracelet was,
putting it on, and dabbing some of the perfume on her wrist.

Teddy Stoddard stayed after school that day just long enough to say, “Mrs.
Thompson, today you smelled just like my Mom used to.”

After the children left she cried for at least an hour. On that very day, she quit
teaching reading, and writing, and arithmetic. Instead, she began to teach children.
Mrs. Thompson paid particular attention to Teddy.

As she worked with him, his mind seemed to come alive. The more she encouraged
him, the faster he responded. By the end of the year, Teddy had become one of the
smartest children in the class and, despite her lie that she would love all the children the
same, Teddy became one of her “teacher’s pets.”

A year later, she found a note under her door, from Teddy, telling her that she was
still the best teacher he ever had in his whole life.
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Six years went by before she got another note from Teddy. He then wrote that he
had finished high school, third in his class, and she was still the best teacher he ever had
in his whole life.

Four years after that, she got another letter, saying that while things had been
tough at times, he’d stayed in school, had stuck with it, and would soon graduate from
college with the highest of honors. He assured Mrs. Thompson that she was still the best
and favorite teacher he ever had in his whole life.

Then four more years passed and yet another letter came. This time he explained
that after he got his bachelor’s degree, he decided to go a little further. The letter
explained that she was still the best and favorite teacher he ever had. But now his
name was a little longer. The letter was signed, Theodore F. Stoddard, M.D.

The story doesn’t end there. You see, there was yet another letter that spring.
Teddy said he’d met this girl and was going to be married. He explained that his father
had died a couple of years ago and he was wondering if Mrs. Thompson might agree
to sit in the place at the wedding that was usually reserved for the mother of the groom.

Of course, Mrs. Thompson did. And guess what? She wore that bracelet, the one
with several rhinestones missing. And she made sure she was wearing the perfume that
Teddy remembered his mother wearing on their last Christmas together.

They hugged each other, and Dr. Stoddard whispered in Mrs. Thompson’s ear,
“Thank you, Mrs. Thompson, for believing in me. Thank you so much for making me feel
important and showing me that I could make a difference.”

Mrs. Thompson, with tears in her eyes, whispered back. She said, “Teddy, you have
it all wrong. You were the one who taught me that I could make a difference. I didn’t
know how to teach until I met you.”
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1st Semester 2019-2020

(For you that don’t know, Teddy Stoddard is the Doctor at Iowa Methodist in Des Moines
that has the Stoddard Cancer Wing.)

Self-Reflection

Reflect on the story above. As a future teacher, how can you greatly influence the life
and development of your student? Write your answer 7-10 sentences only.
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Learning Task

There many questions that may arise in order to understand our growth and
development. Now, let us try to answer these questions in order to suffice our curiosity…..

Human Development’s Great Debates

1. Nature Is our development due to our biological make-up?

Nurture Is our development due to the influence of the

environment?

2. Stage Is our development immediate or abrupt?

Continuous Is our development slow and steady?

3. Universal Is our development the same way everywhere?

Culture Is our development differs with culture?

4. Trait Are the behavior of children consistent from one condition

to another?

Situations Are the behavior of children depends on the currents

situations?

5. Active Do children have a significant part in their own

development?
Passive Do children have no significant part in their own
development?

6. Lasting Effect Do children’s early experiences have a long-term effect on

their development?

7. Transient Effects Do children’s early experiences have only short-term effects

upon development?
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A. Basic Concepts

At this time, let us learn the concepts needed in learning the development of human
beings.

Age

• In a biological sense, is the deterioration of organisms (including human beings)

that leads inevitably to their death? Development does involve growth in early life,
stability in early adulthood, and the declines associated with aging in later life.

Attachment

• Refers to the emotional bond children normally form with those who care for them
early on – a mother and/or other caregivers. An innate human survival
mechanism. A control system that achieves these specific goals:
1. Helps the infant maintain proximity (closeness to the caretaker)
2. Provides the young child with security as base from which to explore the
world.
3. Helps the child regulate his/her emotions
• John Bowlby focused on how attachment difficulties were transmitted from one
generation to the next.
Child
• Everyone under the age of 18, unless other applicable law, maturity is attained
earlier.

Child Development
• Concerns the process of growth and maturation of the human individual from
conception to adulthood.
• Development is best understood within a lifespan perspective, with growth and
change beginning at conception and throughout childhood and adolescent
and, in some respects, during adulthood and old age.

Child and Adolescent Development

• Refer to the process of growth and maturation of the human individual from
conception to adulthood.
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Development
• The pattern of biological, cognitive, and socioemotional changes that begins at
conception and continues throughout the lifespan.
• Most development involves growth, although it eventually involves decay
(dying).
• A progressive series of orderly, coherent changes (Hurlock, 1972)
• The integration of constitutional and learned changes, which make up an
individual’s ever developing personality (Maier, 1969)
• Subjective interpretation of one’s change

Ecological Systems Theory

• Urie Bronfrenbrenner’s theory of development in which the process is a joint

function of the person and all levels of the environment.

Environment

• Refers to the surrounding conditions that influences growth and development

• All the external physical and social conditions an events that can affect us from
crowded living quarters to stimulating social interactions

Growth

• Physical changes that occur from conception to maturity like shape, form,
structure, size of the body. Stops maturation. Can be measured accurately.

Heredity

• The process of transmitting biological traits from parents to offspring through

genes, the basic units of heredity

Learning

• The process through which experience brings about relatively permanent

changes in thoughts, feelings or behavior.

Maturation

• Consists of changes that occur relatively independent of the environment

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• Usually considered to be genetically programmed – the result of heredity

• The biological unfolding of an individual according to a plan contained in the
genes (the hereditary material passed from parents to child at conception)

Sociohistoric-Cognitive/Linguistic Theory

• Lev SemanovichVygotsky’s belief that the child is socially dependent at the

beginning of his cognitive life. Development is concerned as dependent on social
interaction.

Theory

• Ideas based on observations and other kinds of evidences which are organized in
a systematic manner
• Used to explain and predict the behaviors and development of children and
adults

ZPD

• Zone of proximal development wherein the child acquires new skills and
information with the help or assistance of an adult or an adult peer.

Practice Test

Match column A with Column B. Write the letter of your answer before
the number.
A B
_____ 1. Learning a. Physical changes that occur from
conception to maturity.
_____ 2. Growth b. A process in which the biological
traits of parents are transmit to the
offspring.
_____ 3. Heredity c. Its changes is relatively independent
to the environment
_____ 4. Maturation d. a process wherein the experience
may bring changes permanently in
thoughts, feelings and behavior
_____ 5. Development e. A progressive series of orderly,
coherent changes
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Activity 2
Principles of Development

Objective
After this activity you will be able to:
Reflect on the different principles of human development

Learning Task

As a future teacher, you may wonder the child’s growth and development. This
may be influenced by the different factors as stated below. These principles are
important in understanding the changes that may happen physically, mentally
and even emotionally.

1. Growth and development are the result of both nature and nurture. They are
influenced by a combination of genetic, biological, environmental, and
experiential factors. An individual child’s progression through the developmental
stages is the result of a unique mix of physical and mental predispositions and
attributes, as well as environmental conditions, such as poverty, prenatal drug
exposure, or empathic parenting.
2. Development occurs across a number of interconnected domains. Development
in each domain is closely interwoven with development in the others, though it
may not proceed evenly across domains in a parallel fashion (e.g., language
development may at times outstrip physical development or vice versa.)
3. Development is progressive over time. It unfolds in a series of stages in a consistent
sequence. Though each individual develops in a unique way, the sequence of
development is consistent for all individuals. For example, in general
children gain control over their bodies from head to toe and from the center out
(Fahlberg, 1991.)
4. Individual’s development does not always proceed evenly or at the same rate.
Some degree of variation around what is considered the normal time for an
individual to complete a developmental task should still be considered within the
normal range. These normal variations would be smaller in the case of an infant in
a period of rapid growth and development, but might be as much as six months
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for an adolescent. For example, rapid brain and body growth before age two
makes infants highly susceptible to malnutrition, which, if not corrected, can lead
to brain damage, intellectual disability, and/or growth retardation.
5. For most individuals, growth and development occur within a family or family-like
context. Thus, the parent figures are the ones who are primarily responsible for
seeing that the child has needed supports for development and is protected from
conditions that would impede development. To do this, caregivers need to
understand the development process.
6. Abuse, neglect, and poor parenting can severely undermine development, not
just in the psychosocial domain, but also in the moral, physical (e.g., failure to
thrive,) linguistic, and cognitive domains. The effects of maltreatment on
development are the result of a complex interaction of factors, including nature,
duration, and severity of maltreatment; development stage of the child; need;
physical and psychological constitution of the child; and environmental and
interpersonal conditions that act to increase or mitigate risk. For individuals who
are who are victims of maltreatment, or who have conditions that may handicap
normal development, it is important to understand optimum developmental
possibilities within each domain at each stage and what can support or impede
optimum development.
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Self-Reflection

It is stated that parents have a great influence in the growth and development of a child,
in your observation or even in life experiences, what are the instances that they
undermined and support this processes. State 2 examples and put a short explanation
for each.

Instances that Undermined Development:

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Instances that Supports Development:

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019-2020
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Activity 3
Basic Issues in Human Development

Objective
After this activity you will be able to:
Understand the concept on the basic issues in human development

Learning Task

You may wonder that these issues in human development may be rooted to some
ideas. Listed below are terms you might want to know in order to understand them
better.

1. Assumptions about Human Nature

a. Original Sin: children as inherently selfish and bad, believing that it was
society’s task to control their selfish and aggressive impulses and to teach them
to behave in positive ways.
b. Inherently Good: argued that children were innately good, that they were
born with an intuitive understanding of right and wrong, and that would
develop in positive directions as long as society did not interfere with their
natural tendencies.
c. Tabula Rasa: maintained that an infant is a tabula rasa, or a blank slate waiting
to be written on by his or her own experiences.

2. Nature and Nurture

a. Nature refers to heredity and biologically based dispositions

b. Nurture includes learning, experiences, child-rearing methods, societal
changes on culture

3. Activity and Passivity

a. Active – orchestrate their own development by exploring the world

b. Passive – beings who are largely products or forces beyond their control usually
environmental influences.
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4. Continuity and Discontinuity

a. Continuity theorists view human development as a process that occurs in small

steps, without sudden changes.
b. Discontinuity theorist picture the course of development as more like a series
of stair steps, each of which elevates the individual to a new level of
functioning.

5. Universality and Context-Specificity

The extent to which developmental changes are common to everyone

(universal) or different from person to person (context specific)

Practice Test

True or False.
_____ 1. Nurture may be given by parents and significant others that may include
learning, experiences, child-rearing methods and changes brought by the culture.

_____ 2. Tabula rasa is a blank slate.

_____ 3. Discontinuity is a process of development that occurs in small steps, without
sudden changes.
_____ 4. Universal means development different from person to person.
_____ 5. Active is orchestrate their own development by exploring the world.
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Activity 4

Principles of Human Development and Life-Span Perspective

Objective
After this activity you will be able to:
To know the different educational implication of different principles
Reflect on the influence of a teacher on the life of a child

Learning Task

In this part of the module, you will be able to connect our development and its
implication to teaching and learning. This will help you understand children’s cognitive,
behavioral and emotional development. I hope that this may help you in your planning,
assessing and implementing your lesson plans in the near future.

Life-Span Perspective

1. Development is a lifelong process

2. Development is multidirectional
3. Development always involves both gain and loss
4. Development is characterized by lifelong plasticity
5. Development is shaped by its historical/cultural context
6. Development is multiply influenced
7. Understanding development requires multiple discipline
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Principles and its Educational Implications

Principle Description Educational Implications

Normative sequence Physical, motor, mental, and Children must acquire skills
social emotional development necessary for the development
takes place in certain orders of other skills
even through speed varies from
one individual to another.

Differentiation and Global patterns of behavior are Not all our children in the
integration broken to smaller ones can put classroom have the same rate of
together. development.
Developmental Growth and size and The directions of human
direction development of motor control development must be
take place in a cephalocaudal considered in planning activities
or head-to-tail direction, motor for the children to assure
control also taking a satisfaction
proximodistal or midline to
extremities direction.

Optimal tendency The organism grows as though The children should be given a
seeking a target to be reached target or goal to be reached to
by using any available sustain enthusiasms and
resources. interest.
Critical periods At certain limited time in this The early development is more
development, the organism is critical than later development.
most able to make use of Teachers should
certain environment or always remember this.
experiences and most
vulnerable to certain other
environments and experiences.

Epigenesis Growth builds upon the Develop more the potentials

organism that is already there, and keep them and continue
transforming it, but preserving building other traits
some continuity
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Dynamic Different measures of growth Some skills are needed in the

interrelations correlate imperfectly with each development of more complex
other, suggesting some general sequence activities in the
overall controlling factors and classroom.
some independent controls.

Variations of rates Completed growth are shown The rate of development is

and terminals by different issues, by unique to each individual.
individuals, and by the two Teacher should refrain from
sexes. comparing children.

Practice Test

Identify the following.

__________ 1. The growth and development starts from the midline to extremities direction.
__________ 2. The growth and size and development of motor control take place in a
head-to-tail direction.
__________ 3. Growth builds upon the organism that is already there, transforming it, but
preserving some continuity.
__________ 4. This is the more critical stage of development.
__________ 5. The organism grows as though seeking a target to be reached by using any
available resources.

Self-Reflection

Teacher sometimes compare students with one another. This is an act that may have an
effect to students. There are instances that they unintentionally set a situation such as
completion that highlighted the weakness or the strength of a student. As a future
teacher, what will you do to prevent from happening? Answer 7- 10 sentences only.

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Activity 5
Process and Period

Objective
After this activity you will be able to:
• Identify periods of development
• Reflect on the individual acquired processes.

Learning Task

The pattern of child development is complex because it is the product of several

processes: biological, cognitive and socio-emotional.

The Processes
Biological processes involve changes in the child’s body. Genetic inheritance plays
a large part. Biological processes underlie the development of the brain, gains in
height, changes in motor skills, and puberty’s hormonal changes.

Cognitive processes involve the child’s thinking, intelligence, and language.

Cognitive developmental processes enable a growing child to memorize a poem, o
imagine how to solve a math problem, come up with a creative strategy, or speak
meaningfully connected sentences.

Socio-emotional processes involve changes in the child’s relationships with other

people, changes in emotion, and changes in personality. Parents’ nurturance
toward a child, a boy’s aggressive attack on a peer, a girl’s development of
assertiveness, and an adolescent’s feelings of joy after getting good grades all
reflect socio-emotional processes in development.
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The Periods
Principle Description Educational Implications
Prenatal Conception to birth Physical Development
Infancy Birth at full term to about 18 Locomotion established;
months rudimentary language; social
attachment
Early Childhood About 18 months to about 6 Language well established, sex
years typing; group play; ends with
readiness for schooling
Late Childhood About 6 to about 13 years Many cognitive processes become
adult except in speed of operation;
and team play.
Adolescent About 13 to about 20 years Begins with puberty, ends at maturity,
attainment of highest level of
cognition; independence from
parents; sexual relationships
Young About 20 to about 45 years Career and family development
Adulthood
Midlife About 45 to about 65 years Career reaches highest level;
selfassessment; “empty nest” crisis;
retirement
Latelife About 65 years to death Enjoys family achievements;
dependency; widowhood; poor
health
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Practice Test

Match the life periods with their corresponding educational implication.

1. Midlife * * Enjoys family achievement

2. Adolescent * * Empty nest crisis

3. Infancy * * Begins with puberty, ends at maturity

4. Early Childhood * * Locomotion established

5. Latelife * * Ends with readiness for schooling

Self-Reflection

In what life period are you now? Compare when you are in elementary grades, what
biological, cognitive and socio-emotional changes occurs? Answer 10-12 sentences
only.

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Activity 6
Stages of Human Development

Objective
After this activity you will be able to:
Identify the different periods in a man’s life cycle.

Learning Task

These pertain to the number of period in a man’s life cycle. Although the focus of
discussion is on individuals of school age, a brief description of those in other stages of
development is also given.

1. Prenatal Stage (conception-birth)

The prenatal period in many aspects in many aspects is considered as one of the
most- if not the most important period of all in the life span of a person. This 1st Se
person begins at conception and ends at birth and approximately 270 to 280 days
in length or nine calendar months. Prenatal period is divided into three major
phases:
29-020 a. Germinal Stage (fertilization to 2 weeks)

• This is also known as the period of the zygote.

• Zygote refers to the newly formed cell after the union of the egg cell and the
sperm cell, a process, which is also known as fertilization
• Cell division begins in a time no longer than 36 hours after fertilization.
• Subsequently, for 3 to 4 days the zygote from the oviduct travels down to the
fallopian tube and then to the uterus where the implantation begins.
b. Embryonic Period (2 weeks to 2 months or 8 weeks)
• Also known as the period of the embryo. The cell known as zygote before is
now known as embryo.
• By the 14th day of fertilization, the blastocyst is already implanted in the uterus
• The umbilical cord attaches the placenta functionally to the mother
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• This period is considered as the most critical period for the reason that the
embryo is most vulnerable to damage and defect
c. Fetal Period (8 weeks to birth)
• Also called as the period of the fetus. The embryo before is now known as fetus
in this stage. The fetal stage begins with the formation of the first bone cells.
• Various organs grow functionally and take the appearance of the human
body.
• The fetus can now kick and can manipulate its extremities (upper and lower)
and can open its mouth, frown, and turn its head, as well as take a few
“breaths” by the end of the third month.
2. Infancy Stage (birth-two weeks of life)
Infancy is the transition period intervening between birth and two weeks of life
and identified as the shortest of all developmental period.
• The word “infant” suggest extreme helplessness.
• Subdivisions of infancy include the a) period of the partunate or from the time
the fetal body has emerged from the mother’s body and last until the umbilical
cord has been cut and tied; and the b) period of the neonate or from the
cutting and tying of the umbilical cord to the end of the second week of post
natal life.
• Most often, he is asleep, drowsy, cries, and gets excited easily.
• The neonate is sensitive to brightness as indicated by his papillary response to
change in illumination, his visual images are likely to be blurred because of
failure of the lens to focus on the object.
• The roots of language are crying, cooing and babbling.
3. Babyhood Stage (2nd week to second year of life)
Compare to infancy, babyhood stage is characterized by decreasing
dependency for the reason that is the time when babies achieve enough body
control to become independent.
• Developmental tasks includes: learning to walk, learning to take solid foods,
having organs of elimination under partial control, achieving reasonable
psychological stability especially in hunger rhythm and sleep, relating
emotionally to parents and siblings and learning the foundations of speech
• Babyhood skills fall under two categories: hand skills and leg skills. Crying,
cooing, babbling, gesturing and emotional expressions are examples of
prespeech forms of communicaton.
• Common emotional patterns involve anger, fear, curiosity, joy and affection
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• Considered non-moral due to their lack of a scale of values and conscience

and they demonstrate obedience to rules without questions
4. Early Childhood Stage (two to six years of life)
Names given to describe the stage are: problem or troublesome age, toy age,
preschool age, pre-gang age, exploratory and questioning age.
• Developmental task include: control of elimination, self-feeding, self-dressing
and doing some things without much help, development of motor skills that
allow him to explore and do things to satisfy his curiosity and acquisition of
adequate vocabulary to communicate his thoughts and feelings with those
around him
• Early childhood is also characterized by heightened emotionality.
• The presence of the significant others or the primary group is also given
importance because they serve as models for the child who usually identifies
with them and patterns his behavior after them.
• The preschool child should be given as much as physical experience as
possible and play activities to learn by doing and to develop his intellectual
capacity.
• This stage is also regarded as the teachable moment for acquiring skills
because children enjoy the repetition essential to learning skills; they are
adventuresome and like to try new things and have already learned skills to
interfere with the acquisition of the new ones.
• Because speech development advances rapidly this time, as seen in the
improvement in comprehension as well as in the different speech skills, talking
to young children will leave a strong impact.
• The concept of morality emerges as a result of interactions with adults and
peers.
5. Early Childhood Stage (two to six years of life)
Late childhood is the period for learning the basic skills in life.
• It coincides with the child’s elementary school years, entering Grade 1 at six
years and graduating at age 12
• Names used to describe the stage are: troublesome age, sloppy age,
quarrelsome age, elementary school age, critical period in the achievement
drive, gang age and age of conformity.
• Physical growth is at slow and relatively even rate because of the influence of
health, nutrition, immunization, sex and intelligence
• Children in this stage win recognition by being able to do things.
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• Developmental tasks include: learning physical skills necessary for group and
organized games; learning to get along with age-mates and members of his
family and community; learning fundamental skills in reading, writing and
numeracy; develop appropriate masculine or feminine social roles; develop
healthy self-concept and conscience; achieve personal independence by
being able to perform life skills; learn to perform the different roles expected of
him and think rationally to adjust to situations; make decisions and solve
problems.
• There is a rapid increase in understanding and in the accuracy of concepts
during this stage as a result of increased intelligence and partly as a result of
increased learning opportunities.
• The child’s social development is enhanced by his interaction with his peers in
work or in play. Most children develop moral codes influenced by moral
standards of the groups with which they are identified, and a conscience,
which guides their behavior in a place of the external controls needed when
they were younger.
6. Preadolescence or puberty Stage (ten or twelve or thirteen or fourteen years of
life)
Delivered from the Latin word pubertas which means age of manhood
• The word growth spurt refers to the rapid acceleration in height and weight
that marks the beginning of adolescence.
• Manifested in both internal and external changes in the body with both the
primary and secondary sex characteristics
• Primary sex characteristics include the menarche for the girls or the first
menstrual flow and the nocturnal emissions for the boys.
• Secondary sex characteristics on the other hand include the physical features
which distinguish males from females and may be the source of appeal
among the members of the opposite sex.
• Puberty is divided into three stages: (a) prepubescent – secondary sex
characteristics begin their development but their reproductive organs are not
yet fully developed, (b) pubescent – characterized by menarche for girls and
nocturnal emissions in boys, (c) post pubescent – secondary sex characteristics
become well developed and the sex organs begin to function in a mature
manner.
7. Adolescent Stage (thirteen or fourteen to eighteen years of life)
Adolescence is the age when the individual becomes integrated into society of
adults; the age when the child no longer feels that he is below the level of his
elders but equal, at least in rights.
 29

• Came from the Latin word adolescere, meaning to grow or to grow to maturity
• Early adolescence extends roughly from thirteen to sixteen or seventeen years,
and late adolescence covers the period then until eighteen, the age of legal
maturity.
• The developmental tasks of adolescence are focused on the developing
independence in preparation for adulthood and in establishing a sense of
identity.
• Adolescence is a period of heightened emotionality, a time of “storm and
stress”.
• The important social changes in adolescence include increased peer-group
influence, more mature patterns of social behavior, new social groupings and
new values in the selection of friends and leaders and social acceptance.
• Relationships between adolescents and members of their families tend to
deteriorate in early adolescence though these relationships often improve as
adolescence grows to close, especially among adolescent girls and their
family members
• Have increased ability to engage in mental manipulations and test
hypotheses; thinking becomes more abstract, liberal and knowledge
8. Adulthood Stage (twenty to sixty-five years of life)
• The need to love and intimacy are met in adult life, becomes more fulfilling in
marriage, with the involvement of commitment The need for generativity is
through achievement
• Burn out and alienation becomes a problem at work.
• Moral development possesses responsibility for the welfare of others.
• Changes in the primary senses and the organ reserve decline upon growing
older.
• Menopause for women and climacteric for men signify the decline of sex and
reproduction.
9. Old Age (sixty-five years of life)
• Most individuals in these late years begin to show, physical, intellectual and
social activities.
• While there is a gradual decline of cognition in older life, older people see art
and nature in deeper, more appreciative way.
• Symptoms of senility, which include severe memory loss, rambling
conversation, disorientation, and personality change occurs because of
dementia, a pathological loss of intellectual functioning. In late adulthood,
affiliation needs are more important than achievement needs.
 30

____________________ 1. Fetal Period

____________________ 2. Old Age
____________________ 3. Adolescent Stage
____________________ 4. Early Childhood Stage
____________________ 5. Babyhood Stage

Interlocking Concepts
Now that you had learned the different concepts and teaching strategies in each
developmental stage, reflect on your own experiences in each milestone. Create a life
journal containing experiences when you were in a particular stage of development.
You can start at early childhood and may end at adulthood stage.
You need to write changes that you have experiences physically, cognitively and socio-
emotionally. Write an important event or experiences at home or at school that you have
achieved at this stage. Paste your picture that corresponds to each development stage.
Be creative as possible. Also, answer this question:

“If you will go back in time and act as your own teacher, how will you help your younger
self to improve your skills and learning?”

There will be a rubric to guide you in your task. Send your finish output at my email
address with the subject PED-01 Creative Integration (Year and Section). The deadline of
submission is on ___________.
 31

1st Semester 2020- 2021

Theories of Human Learning and

Development

Overview

As a teacher, you need theories to guide you in your chosen profession. It is not enough
that your draw your strategies and techniques based from your own experiences. Sound
theories will help you understand and design future lesson plans that will be appropriate
with your students. When things go rough inside the classroom, you can refer to a theory
that could back you up in selecting an appropriate strategy that may help you improve
your student’s behavior and learning.

Module 2 contains different theories of human learning and development. The

developmental theories of learning contains theories of Freud, Erickson, Havighurst and
Sullivan. It also contains Piaget’s Stages of Cognitive Development. As moral
development is also important in holistically development of an individual, the different
perspective on moral development of Kohlberg, Gilligan, and Fowler is also included.
Moreover, Vygotsky’s Theory of Cognitive Development and Bronfenbrenner’s
Ecological Theory will be given emphasis.

It is expected at the end of the activity, you will able to apply the different theories that
could help in teaching and learning of various types of learners.
 32

1st Semester 2020-2021

Activity 1
Different Developmental Theories of Learning

Objective
After this activity you will be able to:
• Identify periods of development
• Reflect on the individual acquired processes.

Take – Off

Your Growth and Development

Humans grow and develop following different life stages. Do you remember how you look
as a baby? Draw your baby self in the first circle. In circle number 2, draw how you look
today. What are the features that differs when you are still young? Now in circle number 3,
draw your future self-wearing your future profession uniform.

111

1 2

3
 33

Learning Task

A. Freud’s Psychosexual Development Theory / Psychoanalytical Theory

In Freud’s view, human behaviour and psychological functioning were

motivated by two basic drives: sexuality and aggression.

Principle Description Educational Implication

Center of pleasure: mouth (major source of
Birth to 1 ½ gratification and exploration)
1. Oral
y/o Primary need: security
Major conflict: weaning
Source of pleasure: anus and bladder (sensual
2. Anal 1 ½ to 3 y/o satisfaction and self-control) Major conflict:
toilet training
Center of pleasure: Child’s genital
3. Phallic 4 to 6 y/o
(masturbation)
Energy directed to physical and intellectual
activities
4. Latency 6 y/o
Sexual impulses repressed
Relationship between peers of same sex
Energy directed towards full sexual maturity and
Puberty
5. Genital function and development of skills to cope with
onwards
the environment.

Freud also conceptualized the personality as having three parts:

• The id, which exists from birth and is most prominent in the newborn baby,
is the subconscious part. It is related to the individual’s most basic needs
and wants, such as the desire for food.
• The egois the rational, conscious part. It begins to emerge later in infancy
and helps the child relate to the realities of the environment and the
constraints imposed by others, without losing a healthy concept of self. For
example, a young child cannot always be fed exactly when hunger strikes,
 34

but older toddlers who are well cared for will learn to wait a reasonable
time for food, without losing trust that their hunger will be satisfied.
• The superego can be thought of as a something like the conscience.
Ideally, it acts as guide behaviour. It is associated with morality. It is the
ego’s job to mediate between the demands of the id, which can ruthless if
allowed free rein, and those of the superego, which can overly harsh and
restraining.

B. Erikson’s Stages of Psychosocial Development Theory

In his work on what came to be called psychosocial theory, Erikson not only put
sexual and aggressive impulses into a larger context, but also added adult stages
to the course of development, thus becoming one of the first to view character
formation as lifelong work.
In each development stage, Erikson said, a central conflict, or psychosocial crisis,
must be faced and new skills acquired in the process. The more able an individual
is to resolve the crisis successfully; the more likely he or she is to experience healthy
development in the future. His stages follow the epigenetic principle, according
to which a biologically ordered plan must be followed systematically for an
individual to develop fully.

Stage AGE CENTRAL TASK (+)RESOLUTION (-)RESOLUTION

Birth to Learn to trust Mistrust,
1. Infancy 18 Trust vs. Mistrust others withdrawal,
months estrangement
Self-control Compulsive,
w/o loss of self self-restraint or
Autonomy vs. esteem
1 ½ to 3 compliance
2. Early Child-hood Shame and
y/o Ability to wilfulness and
Doubt
cooperate and defiance
express oneself

Learns to Lack of
become selfconfidence
assertive Ability Pessimism, fear
3 to 5 to evaluate of
3. Late Child-Hood Initiative vs. Guilt
y/o one’s own wrongdoing
behaviour Over-control
and over-
 35

restriction

Learns to Loss of hope,

create, sense of being
develop and mediocre
manipulate Withdrawal
Develops sense from school
of and peers
*Those who
competence
ignore, rebuff,
and
deride their
perseverance
effort are
6 to 12 Industry vs. *Parents,
4. School age strengthening
y/o Inferiority teachers who
feeling of
support, reward
inferiority
and praise
children are
encouraging
and helping
children
develop their
sense of
industry.

Coherent Feelings of
12 to 20 Identity vs. Role
5. Adolescence sense of self confusion,
y/o Confusion
Plans to indecisiveness
 36

actualize one’s and possible

abilities anti-social
*Seeking to behaviour
*When the
find an
adolescents
identity,
fail to develop
adolescents try
a sense of
on many new
identity,
roles. If they he/she
experience experiences
continuity in role confusion
their or a “negative
perception of identity”.
self, identity
develops.
Intimate Impersonal
relationships relationships
with another Avoidance
person
relationship,
Commitment career of
to work and
lifestyle
18 to 25 Intimacy vs. relationships
6. Young Adulthood commitments
y/o Isolation *Center to
intimacy is the *Failure to
ability to share establish close
with and care and intimate
for others. relationship
results to a
feeling of
isolation
Creativity, Self-
productivity, indulgence,
25 to 65 Generativity vs. concern for self-concern,
7. Adult-hood
y/o Stagnation others lack of
interests and
commitments
 37

Acceptance
of worth and
65 y/o to Integrity vs. uniqueness of Sense of loss,
8. Maturity
death Despair one’s own life contempt for
Acceptance others
of death

C. Havighurts’s Developmental Stage and Tasks

DEVELOPMENTAL STAGE DEVELOPMENTAL TASK
• Eat solid foods
Walk
1. Infancy vs. Early • Talk
Childhood Control elimination wastes
Relate emotionally to others
Distinguish right from wrong through development
of conscience
Learn sex differences and sexual modesty
Achieve personal independence
Form simple concepts of social and physical reality
• Learn physical skills required for games
• Build healthy attitudes towards oneself
• Learn to socialize with peers
• Learn appropriate masculine or feminine role
• Gain basic reading, writing and mathematical skills
2. Middle Childhood • Develop concepts necessary for everyday living
Formulate a conscience based on a value system
Achieve personal independence
Develop attitudes toward social groups and
institutions
• Establish a more mature relationships with sameage
• individuals of both sexes
• Achieve a masculine or feminine social role
Accept own body
Establish emotional independence from parents
3. Adolescence Achieve assurance or economic independence
Prepare for an occupation
Prepare for marriage and building of family
Acquire skills necessary to fulfil civic responsibilities
 38

Develop a set of values that guides behaviour

• Select a partner
• Learn to live with a partner
• Start a family
4. Early Adulthood • Manage a home
Establish self in a career/occupation
Assume civic responsibilities
Become part of a social group
• Fulfill civic and social responsibilities
• Maintain an economic standard of living
• Assist adolescent children to become responsible,
5. Middle Adulthood happy adults
Relate one’s partner
Adjust to physiological changes
Adjust to aging parents
• Adjust to physiological changes and alterations in
health status
• Adjust to retirement and altered income
6. Later Maturity • Adjust to death of spouse
Develop affiliation with one’s age group
Meet civic and social responsibilities
Establish satisfactory living arrangements
D. Sullivan’s Interpersonal Model of Personality Development

STAGE AGE DESCRIPTION

1. Infancy Infant learns to rely on caregivers to meet
Birth to ½ yrs
needs &desires.
2. Childhood Child begins to learn and to delay
1 ½ to 6 yrs
immediate gratification of needs & desires
3. Juvenile 6 to 9 yrs Child forms fulfilling peer relationship
4. Preadolescence 9 to 12 yrs Child relates successfully to same-sex peers
Adolescent learns to be independent &
5. Early Adolescence 12 to 14 yrs forms relationship with members of the
opposite sex.
6. Late Adolescence Person establishes an intimate, long lasting
14 to 21 yrs relationships with someone of the opposite
sex.
 39

Practice Test

Put a check (/) on the right column.

Correct Wrong
In anal, stage the major conflict is weaning.
The central pleasure is the mouth in oral stage.
The child’s genital is the central pleasure in phallic stage.
Genital stage is from 4 to 6 years old.
Sexual impulses were repressed during latency stage

Self-Reflection

Reflect on one central task on Erikson’s Stages of Psychosocial Development Theory.

Write your experiences that could indicate a positive or negative resolution. Did it have
an effect on your life today? Write your answer in 10 sentences only.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
1st Semester 2019-2020
 40

Activity 2
Cognitive Approach to Development

Objective
After this activity you will be able to:
• Identify the different cognitive processes
• Make a sample examination targeting one of the cognitive
processes of a student in particular age range.

Take – Off

Let us play! See how you can name the big shape and small shape images. Say
first, the big shape in the first row until you reach the last image in the last row. Note your
time and try to beat your score. Do this again with the small shapes. Do not forget to
take down your time!

Please record your time here:

Big shapes
1st time: __________ Date: __________
2nd time:__________ Date: __________
3rd time: __________ Date: __________
4th time: __________ Date: __________
5th time: __________ Date: __________
Small shapes
1st time: __________ Date: __________
2nd time:__________ Date: __________
3rd time: __________ Date: __________
4th time: __________ Date: __________
5th time: __________ Date: __________
 41

Learning Task

A. Piaget’s Phases of Cognitive Development

Jean Piaget, a Swiss researcher who was trained as a biologist, and naturalist, became
interested first in children’s reasoning processes and late in their moral development,
judgement about ordinary happening, and language. For his work with the children, he
is associated with cognitive developmental theory, which describes a universal pattern
of learning to think logically.

Cognitive Processes

Cognitive development involves changes in cognitive process and abilities. In Piaget’s

view, early cognitive development involves processes based upon actions and later
progresses into changes in mental operations.

Key Concepts
Schema- A schema describes both the mental and physical actions involved in
understanding and knowing.
Assimilation- The process of taking in new information or new experiences.
Organization- Piaget’s concept of grouping isolated behaviours into a higher-order,
more smoothly functioning cognitive system; the grouping or arranging of items into
categories.
Equlibration- As children progress through the stages of cognitive development, it is
important to maintain a balance between applying previous knowledge (assimilation)
and changing behaviour to account for new knowledge (accommodation).

Birth to 2 Sensory organs & muscles become more

Sensorimotor
years functional
Stage 1: Use of reflexes Birth to 1 Movement are primarily reflexive
month
Stage 2: Primary circular 1-4 Perception center around one’s body. Objects
reaction months are perceived as extension of the self.
Stage 3: Secondary circular 4-8 Becomes aware of external environment
reaction months Initiates acts to change the movement.
Stage 4: Coordination of 8-12 Differentiates goals and goal-
secondary schemata months directed activities
 42

Stage 5: Tertiary circular 12-18 Experiments with methods to reach goals

reaction months Develops rituals that become significant
Stage 6: Invention of new Uses mental imagery to understand the
18-24
means environment Uses fantasy
months

Refers to a child’s understanding that objects continue to

exist whether or not the child can see or tough them. Before
this acquisition, children act as if objects that are out of
their sight no longer exist. Once children acquire object
Object permanence permanence, however, they understand that objects have
an existence independent of their perception of them.

Emerging ability to think

Preoperational *Children use symbolism (images and
2-7 years
language) to represent and understand various
aspects of environment
Pre-conceptual Thinking tends to be egocentric, Exhibits use of
2-7 years
symbolism
Intuitive stage Unable to breakdown a whole into separate
2-7 years parts
Able to classify objects according to one trait
Symbolic scheme Allow children to represent objects or events by means of
symbols such as language, mental images, and gestures
Refers to children’s ability to imitate behaviour long after
Deferred imitation
witnessing it.
Egocentrism Unawareness of the perspective of others
 43

Learns to reason about events between

hereand-now
*Can understand the basic properties of and
7-11
Concrete operations relations among objects and events in the
years
everyday world
*Able to solve concrete (handle-on) problem
in logical fashion
In these problems, children view sets of objects, some of
Class inclusion which are subsets of each other, and they answer
questions about the subset relation-ships.
Can order objects on some dimension, such as shortest to
Seriate items (Seriation)
tallest or lightest to heaviest.
Refers to the understanding that changes in appearance
Conservation
do not equal changes in amount.
Able to see relationships and to reason in the
11 + abstract
Formal Operations
years *Becomes more scientific in thinking
*Capable of systematic, deductive reasoning

Practice Test

Identification:
__________ 1. Can order objects on some dimension, such as shortest to tallest or lightest
to heaviest.

__________2. The process of taking in new information or new experiences.

__________ 3. Refers to a child’s understanding that objects continue to exist whether or

not the child can see or tough them.

__________ 4. Unable to breakdown a whole into separate parts

__________ 5. Refers to the understanding that changes in appearance do not equal

changes in amount.
 44

Think Tank
As a future teacher, you need to develop your students’ cognitive skills. Think of an
activity in Seriation that a 7-11 years old can do. Make sure that the material examples
are common and can be easily identified by the students. A template for the activity is
provided below. Write your direction in Tagalog or English. You may choose either primary
or intermediate level. If you choose primary grade level, draw 3 objects for each question
while if you choose intermediate grade level, draw 6 objects. Prepare 5 questions for this
activity.

Direction/Panuto:___________________________________________________________________
____________________________________________________________________________________
Grade/Baitang: ______________

1.

2.

3.

4.

5.
 45

Activity 3
Perspective on Moral Development

Objective
After this activity you will be able to:
• Identify periods of development
• Reflect on the individual acquired processes.

Take – Off

Heinz Dilemma

Heinz’s wife was dying from a particular type of cancer. Doctors said a new drug might
save her. The drug had been discovered by a local chemist, and the Heinz tried
desperately to buy some, but the chemist was charging ten times the money it cost to
make the drug, and this was much more than the Heinz could afford.

Heinz could only raise half the money, even after help from family and friends. He
explained to the chemist that his wife was dying and asked if he could have the drug
cheaper or pay the rest of the money later.

The chemist refused, saying that he had discovered the drug and was going to make
money from it. The husband was desperate to save his wife, so later that night he broke
into the chemist’s and stole the drug.

Self-Reflection

From the story above, reflect on the following questions.

1. Should Heinz have stolen the drug?

____________________________________________________________________________________

2. Would it change anything if Heinz did not love his wife?

____________________________________________________________________________________

3. What if the person dying was a stranger, would it make any difference?
 46

____________________________________________________________________________________

4. Should the police arrest the chemist for murder if the woman died?

____________________________________________________________________________________

Learning Task

Morality has been seen in different perspectives, however, morality has been defined as
the ability (1) to distinguish right from wrong, (2) to act on this distinction, and (3) to
experience pride when one does the right thing and guilt or shame when one does not.
Accordingly, three basic components of morality have been identified:
1. An effective or emotional component, consisting of feelings (guilt, concern for others’
feelings, and so on)
2. A cognitive component, centering on how we think about right or wrong and go about
deciding how to behave
3. A behavioural component, reflecting how we actually behave

A. Kohlberg’s Stages of Moral Development

His theory of moral development builds on the work of Jean Piaget. Piaget believed that
children are born without a moral consciousness, but from the ages of four to seven;
roughly, develop the first stage of morality, in which they see justice and rules of
behaviour as fixed in the grand scheme of things, beyond any human control. In the
second stage, which many children have reached by ten or so, they see rules and laws
as made by humans and somewhat flexible, depending on the intent of those who may
break them.

LEVEL AND STAGE DESCRIPTION

Level I: Pre-conventional
(Birth to 9 years)
Stage 1: Punishment and Obedience
Orientation
Stage 2: Instrumental-Relativist
Orientation
Level II: Conventional
Authority figures are obeyed.
Misbehaviour is viewed in terms of damage done.
A deed is perceived as “wrong” if one is punished;
the activity is right if one is not punished.
“Right” is defined as that which is acceptable to
and approved by the self. When actions satisfy
one’s needs, they are “right”.
Cordial interpersonal relationships are maintained

(9-13 years)
Stage 3: Interpersonal Concordance
Stage 4: Law and Order Orientation
Level III: Post-Conventional
(13+ years)
Stage 5: Social Contract Orientation
Stage 6: Universal Ethics Orientation
B. Gilligan’s Theory of Moral Development
LEVEL AND STAGE
I. Orientation of Individual Survival Transition
Transition 1: From Selfishness to Responsibility
II. Goodness and Self-sacrifice
Transition 2: From Goodness to Truth
47
Approval of others is sought through one’s actions.
Authority is respected
Individual feels “duty bound” to maintain social
order.
Behaviour is “right” when it conforms to the rules.
Individual understands the morality of having
democratically established laws
It is “wrong” to violate others’ rights.
The person understands the principles of human
rights and personal conscience. The person
believes that trust is a basis for relationship.
DESCRIPTION
Concentrates on what is best for self,
Selfish
Dependent on others
Recognizes connections to others
Makes responsible choices in terms of
self and others
Puts needs of others ahead of own
Feels responsible for others, IS
independent
May use guilt to manipulate others
when attempting to help
Decision based on intentions and
consequences, not on others’
responses
Considers needs of self and others
Wants to help others while being
responsible to self

III. Morality of Nonviolence
C. Fowler’s Stages of Faith
STAGE
Pre- Stage Undifferentiated Faith
Stage 1: Intuitive-Projective Faith
Stage 2: Mythical-Literal Faith
Stage 3 Synthetic-Conventional
Faith
Stage 4: Individuative-Reflective
Faith
Stage 5: Conjunctive Faith
Stage 6: Universalizing Faith
48
Sees self and others as morally equal
Assumes responsibilities for own
decisions
Basic tenet to hurt no one including self
Conflict between selfishness and
selflessness
Self-judgement is not dependent on
others’ perceptions but rather on
consequence and intentions of
actions.
AGE DESCRIPTION
Infant Trust, hope and love
compete with environmental
inconsistencies or threats
abandonment
Toddler- Preschooler Imitates parental behaviour
and attitudes about religion
and spirituality
Has no real understanding of
spiritual concepts
School-Aged Child Accepts existence of a deity
Religious and moral beliefs
are symbolized by stories
Appreciate others’ viewpoints
Accepts concepts of
reciprocal fairness
Adolescent Questions values and religious
beliefs in an attempt to form
own identity
Late Adolescent Assumes responsibility for own
and Young Adult attitudes and beliefs
Adult Integrates others perspectives
about faith into own definition
of truth
Adult Makes concepts of “I”
 49

Practice Test

Match Column A with B. Write the letter of your answer of the first column.

1. Synthetic-Conventional a. Adult
Faith
2. Intuitive-Projective Faith b. Toddler- Preschooler
3. Mythical-Literal Faith c. Adolescent
4. Undifferentiated Faith d. School-Aged Child
e. Late Adolescent and
5. Conjunctive Faith Faith
Young Adult
6. Individuative-Reflective f. Infant
 50

Activity 4 Other
Theories

Objective
After this activity you will be able to:
• Identify periods of development
• Reflect on the individual acquired processes.

Learning Task

A. Vygotsky’s Theory of Cognitive Development

What I can’t do

What I can do
with help
(ZPD)

What I can do
(ZAD)

Assumptions:
1. Learning precedes development.
2. Self-regulation- development involves internalization of signs acquired by an
individual from others so that he can think and solve problems by himself.
3. Zone of Proximal Development (ZPD)- level of development immediately above a
person’s present level. Learning takes place when a child is working within his zone
of proximal development.
4. Zone of Achieved Development (ZAD) – the level of development where the
learner is right now.
 51

5. Scaffolding- support for learning and problem solving which can be clues,
reminders, encouragement, breaking the problem down into stages, providing an
example, or anything else that allows the student to grow in independence as a
learner
B. UrieBronfenbrenner: Ecological Approach to Development

Bronfenbrenner has formulated his own ecological approach to development; to leave no

doubt about his emphasis on nature and nurture. According to this model, the developing
person is embedded in a series of environmental systems that interact with one another
and with the individual to influence development. In Bronfenbrenner’s view, people are not
just lumps of clay molded by outside forces. They shape their physical and social
environments and are, in turn, shaped by the environment they have helped create.
 52

1. Microsystem- This involves the interactions of the child and other people in the
immediate setting, such as the home, school, or peer group
2. Mesosystem- This involves the interactions of the various settings within the
microsystem.
3. Exosystem- This involves the institutions in which the child does not directly
participate, but which have an indirect influence on the child.
4. Macrosystem- This involves the interaction of children with the beliefs, values,
expectations and lifestyles of their cultural settings.
5. Chronosystem- the patterning of environmental events and transitions over one’s
lifespan includes sociohistorical circumstances.

Practice Test

Identification:

__________1. Learning takes place when a child is working within this area.

__________2. It precedes development.

__________ 3. Development involves internalization of signs acquired by an individual from

others so that he can think and solve problems by himself.

__________ 4. Support for learning

__________ 5. Proponent of Socio-cultural theory

Self-Reflection

Read the following questions. Recall your childhood. You may also ask your parents for
some information. Answer the following sentence completion items. Write before the
number if the people or the situation involved were part of the microsystem, mesosystem,
exosytem, macrosystem, chronosystem.

__________ 1. When I was 5 years old, my parents…..

__________ 2. As a child, my unforgettable playmates were…..

__________ 3. When I was in Elementary, I regularly watched the television show….

 53

__________ 4. When I was growing up, we went to church in…..

__________ 5. I cannot forget my teacher who is…..

__________ 6. When I was growing up. I was away from….

__________ 7. When I was in high school, I was close to….

__________ 8. As a child, I can recall this big news about….

__________ 9. The most serious challenge our family experienced was….

__________10. The most important thing that I learned from my elementary school was..

Interlocking Concepts
A group of 3 members shall be organized to:

1. Interview a mother/baby sitter or even an adolescent with the consent of his/her

guardian about his/her physical, cognitive and socio-emotional development. Use the
indicators suggested by different theorist. Secure also the demographic profile of the
student respondent. Make sure that you will follow the ethical protocol in conducting
and presenting data.

2. The research findings will be shown in a record presentation and be posted

afterwards in the PED 01 group page for peer evaluation. Scoring rubrics will be provided
to serve as a guide in scoring the presentation.
 54

Research in Child and Adolescentt

Development

Overview

Research has very important information that could help teachers in deciding particular
strategies and method that is proven and up-to-date. This will also guide us in advocating
theories that is applicable and true to our context.

In this module 3, you will explore different researches in child and adolescent
development. You will able to create a research matrix that could be used in your future
research.

At the end of the activity, you will able to read researches on child and adolescent
development and make simple research abstracts matrix out of researches read.
 55

Activity 1
Research Abstract Matrix and Concept Paper

Objective
After this activity you will be able to:
• Read researches on child and adolescent development
• Make simple research abstracts matrix and concept paper out of
researches read.

Learning Task

A research abstract is a brief summary that appears at the beginning of the article. It has
the following parts:
• Title – Heading or title of the research paper
• Researcher/s – name of author/s
• Date of Research – date of publication
• Introduction – introduces the problem or issues that is being studied. I t includes a
concise review of research relevant topic, theoretical ties, and one or more
hypotheses to be tested.
• Methods – consist of clear description of the subjects evaluated in the study, the
measures used and the procedures that were followed.
• Findings/Results of the Study – reports the analysis of the data collected.
• Conclusions and Recommendation – state the author/s’ answer to the specific
problems of the study and suggestions on the next steps based on the findings
and conclusions of the study
• References – includes the bibliographic information for each source cited in the
research report.

Application

A. Individual Task Instructions:

1. Think of an age group that you are interested at. (Ex. Early Childhood Stage) 2.
Select a behavior that you want to look at (Ex. Engagement to learning)
3. Look for researches with the topic you’ve chosen.
 56

4. Find 3 samples of research abstracts/researches on child and adolescent

development then using the table below, write the title, researcher/s, date of
publication, research problem, methodology, findings and conclusions.

Title Research 1 Research 2 Research 3

Researcher/s
Date of
Publication
Research
Problem

Methodology

Findings and
Conclusions

B. Collaboration Instructions:
1. Find class members that have the age group and research interest.
2. Discuss the different research findings and conclusions.
3. Present a diagram that shows your research commonalities and differences.
 57

Interlocking Concepts
You might be interested in replicating one of your researches that you have come across
upon gathering your research abstract. Or maybe a there is a research problem that you
want to look at. Find a partner and plan a research concept proposal. You will be
allowed to have a 15 minutes presentation. This will be presented in class with your
teacher as your evaluator and other research groups. For evaluation, you may use the
scoring rubric for the research paper and the research presentation rubric at the end of
this module.

References

Corpus, B., Lucas, M.R., Borabo, H.G. and Lucido, P. (2010). Child and
Adolescent Development, Looking at Learners at Different Stages.
LORI MAR Publishing

Feist, J. & Feist, G. (2013). Theories of Personality (8th Edition). New York:
McGraw-Hill.

Franken, E.R. (2007). Human Motivation 6th Edition, Thompson Wadsworth.

PNU Board Licensure Examination for Professional Teachers (BLEPT) Reviewer

2nd Edition (2019)

Rubric for Research Paper. Retrieved from

http://teach.ufl.edu/wpcontent/uploads/2016/07/Science-
Rubrics.pdf

Rubric for Undergraduate Research Presentation. Retrieved from

http://www.kon.org/urc/Presentation_Rubric2.pdf
58
Rubric for Research Concept Paper

http://teach.ufl.edu/wp-content/uploads/2016/07/Science-Rubrics.pdf
 Undergraduate Oral Presentation Rubric
Name: ______________________________________________________

Standards 5-4 Exemplary 3-2 1-0 Score

Satisfactory Unacceptable
Organization Has a clear opening statement that Has opening statement relevant to Has no opening statement or
catches audience’s interest; stays topic and gives outline of speech; is irrelevant statement; leaves listener
focused throughout; mostly organized; provides wondering where the presentation
summarizes main points adequate “road map” for the is headed.
listener.
Content Demonstrate substance and Fulfills topic; current; uses Does not give adequate
depth; is comprehensive; shows appropriate sources; is objective coverage of topic, lacks sources
mastery of the material
Quality of Conclusion Delivers a conclusion that is well Summarizes presentation’s main Has missing or poor conclusion; is
documented and persuasive points; draws conclusions based not tied to analysis; does not
upon these points summarizes points that support the
conclusion
Delivery Has a natural delivery; modulates Has a appropriate pace and has no I often hard to understand; has
voices; projects enthusiasm, distracting mannerism volume; is voice that is too soft or too loud;
interest, and confidence; uses easily understood; has a too quickly or too slow pace;
body language effectively demonstrates one or more
distracting mannerisms.
Use of Media Uses slides effortlessly to enhance Looks at slides to keep on track; uses Relies heavily on slides and notes;
presentation; has effective an appropriate number of slides makes little eye contact; uses slides
presentation without media with too much text
Response to Questions Demonstrate a full knowledge of Shows ease in answering questions Shows little grasp of information;
topic; explains and elaborates on but does not elaborate has underdeveloped or unclear
all questions answers to questions
Reviewer: _______________________________ Grand Total: __________________________ 1st Semester 2019-2020

Rubric for Reflection Activities

3 Exemplary 2 1
Satisfactory Unacceptable
Thesis Statement Clearly states the States the proper Incomplete or not
thesis statement in purpose of the in a focused
one sentence only single sentence
Strong Reasons The paragraph The paragraph The paragraph fails to
contains thoughtful contains reasons and give reasons and
reasons and explanation explanatios
substantive
explanation
Organization and Has logical and Logical organization No evidence of
Mechanics sequential flow of structure and
ideas organization

No errors in Almost no errors in Many errors in

Following instruction
Timeliness
punctuations, punctuations, punctuations,
capitalization and capitalization and capitalization and
spelling spelling spelling
Followed all the Almost all instructions Many instructions
instructions given. were followed were not followed
Submitted before Submitted on the Submitted after the
the deadline deadline deadline
 Rubric for Module 1 – Interlocking Activity

3 Exemplary 2 1
Satisfactory Unacceptable
Thesis Statement Clearly states the States the proper Incomplete or not
thesis statement in purpose of the in a focused
one sentence only single sentence
Content The paragraph The paragraph The paragraph fails to
contains thoughtful contains reasons and give reasons and
reasons and explanation explanatios
substantive
explanation
Task Has given Has given experiences Has given experiences
experiences for the 3 on 2 domains on 1 domain
domains
Organization and Has logical and Logical organization No evidence of
Mechanics sequential flow of structure and
ideas organization
No errors in Almost no errors in Many errors in
punctuations, punctuations, punctuations,
capitalization and capitalization and capitalization and
spelling spelling spelling
Following instruction Followed all the Almost all instructions Many instructions
instructions given. were followed were not followed
Timeliness Submitted before Submitted on the Submitted after the
the deadline deadline deadline