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PERSONAL DEVELOPMENT
Quarter 1 – Module 3
Developmental Stages in Middle and
Late Adolescence
PERSONAL DEVELOPMENT – Grade 12
Alternative Delivery Mode
Quarter 1 – Module 3: Developmental Stages in Middle and Late Adolescence
First Edition, 2020

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represent nor claim ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Melba M. Toledo

Editors: Mary Rose G. Acupanda Laurice Kathe T. Inso
Leonida S. Wu, Ed.D. Mayflor Olarte-Abuso
Jomar S. Quibot
Reviewer: Mayflor Olarte-Abuso
Management Team: Senen Priscillo P. Paulin, CESO V Jenith C. Cabajon
Fay C. Luarez, TM, Ed.D., Ph.D. Rosela R. Abiera
Nilita L. Ragay, Ed. D. Maricel S. Rasid
Adolf P. Aguilar, CESE Elmar L. Cabrera

Printed in the Philippines by

Department of Education –Region VII Schools Division of Negros Oriental

Office Address: Kagawasan, Ave., Daro, Dumaguete City, Negros Oriental

Tele #: (035) 225 2376 / 541 1117
E-mail Address: negros.oriental@deped.gov.ph
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PERSONAL
DEVELOPMENT
Quarter 1 – Module 3:
Developmental Stages in Middle
and Late Adolescences
Introductory Message
For the facilitator:

Welcome to the Personal Development Alternative Delivery Mode (ADM)

Module on Developmental Stages in Middle and Late Adolescence!
This module was collaboratively designed, developed and reviewed by
educators both from public and private institutions to assist you, the
teacher or facilitator in helping the learners meet the standards set by the K
to 12 Curriculum while overcoming their personal, social, and economic
constraints in schooling.
This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore,
this also aims to help learners acquire the needed 21st century skills while
taking into consideration their needs and circumstances.
In addition to the material in the main text, you will also see this box in the
body of the module:

As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing
them to manage their own learning. Furthermore, you are expected to
encourage and assist the learners as they do the tasks included in the
module.

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For the learner:

Welcome to the Personal Development Alternative Delivery Mode (ADM)

Module on Developmental Stages in Middle and Late Adolescence!
This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and
time. You will be enabled to process the contents of the learning resource
while being an active learner.
This module has the following parts and corresponding icons:
Begin This will give you an idea of the skills or
competencies you are expected to learn in
the module.
Try This This part includes an activity that aims to
check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.
Do This This is a brief drill or review to help you link
the current lesson with the previous one.
Explore In this portion, the new lesson will be
introduced to you in various ways; a story, a
song, a poem, a problem opener, an activity
or a situation.
Keep this in Mind This section provides a brief discussion of
the lesson. This aims to help you discover
and understand new concepts and skills.
Apply What You Have Learned This section provides an activity which will
help you transfer your new knowledge or skill
into real life situations or concerns.
Reflect This includes questions or blank
sentence/paragraph to be filled into process
what you learned from the lesson.
Assess What You Have Learned This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.
Additional Activity In this portion, another activity will be given to
you to enrich your knowledge or skill of the
lesson learned.
Answer Key This contains answers to all activities in the
module.

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At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do
not hesitate to consult your teacher or facilitator. Always bear in mind
that you are not alone.
We hope that through this material, you will experience meaningful
learning and gain deep understanding of the relevant competencies. You
can do it!

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 TABLE OF CONTENTS

CONTENT PAGES

INTRODUCTORY MESSAGE
For the Facilitator --------------------------------- ii
For the learner --------------------------------- iii

Learning Competency --------------------------------- 1

Your Target --------------------------------- 1

BEGIN --------------------------------- 2

TRY THIS --------------------------------- 3

DO THIS
Task 1 --------------------------------- 4
Task 2 --------------------------------- 4

EXPLORE --------------------------------- 5

KEEP THIS IN MIND ---------------------------------- 5

APPLY WHAT YOU HAVE LEARNED

Task 3 ---------------------------------- 6

REFLECT ---------------------------------- 6

ASSESS WHAT YOU HAVE LEARNED ------------------------ 9

GLOSSARY --------------------------------- 10

ANSWER KEY ---------------------------------- 10

REFERENCE LIST ---------------------------------- 11

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LEARNING COMPETENCY:

Discuss developmental tasks and challenges being

experienced during adolescence.
EsP-PD11/12DS-Ic-3.1

Evaluate one’s development through the help of significant

people around him/her (peer, parents, siblings, friends,
teachers, community leaders)
EsP-PD11/12DS-Id-3.2

At the end of the module, you should be able to:

⚫ determine various developmental tasks according to

developmental stage,
⚫ evaluate your development based on various
developmental tasks according to developmental
stage, and
⚫ Create a personal timeline that portrays the influential
events that happened in your life.

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 Words to ponder

“To exist is to change, to change is to

mature, to mature is to go on creating
oneself endlessly.”

-Henri Bergson

Life is a series of natural and spontaneous changes called Human

Development. It focuses on human growth and changes across the lifespan,
including physical, cognitive, social, intellectual, perceptual, personality and
emotional growth.

The study of human developmental stages is essential in understanding how

humans learn, mature and adapt. Moreover, by understanding these changes, you
can better respond and plan ahead effectively. In this module, you will learn
Developmental Stages in Middle and Late Adolescence that help your maturity.

Take a deep breath and

enjoy as this module unfolds
the path of changes, Let’s
start!

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Important note to remember: This module will be collected every week so
you are directed not to put any marks in here. All answers and the exact date
must be written in your JOURNAL/ACTIVITY notebook, or prescribed on every
given activity.

Instructions: Identify what is asked or described in each item. Write the letter of
the correct answer in your journal.

Items 1 to 5. Match the description in column A to the correct Developmental stages

in column B.

COLUMN A COLUMN B

1. 40 years to retirement A. Prenatal

2. Conception to birth B. Infancy
3. Retirement to death C. Adolescence
4. puberty to 18 years D. Early Adulthood
5. 18 to 40 years E. Middle Age
F. Old Age

Items 6 to 10.
Which of the following are developmental tasks for Adolescence? There are five
(5) correct answers.

A. Achieving emotional independence of adults

B. Preparing for marriage and family life
C. Achieving personal independence
D. Developing acceptable attitudes toward society
E. Preparing for an economic career
F. Acquiring values and an ethical system to guide behavior
G. Desiring and achieving socially responsible behavior

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MY PERSONAL TIMELINE

A personal timeline portrays the influential events and happenings of a

person’s life so that he can understand where he has gone wrong and right in the
past. It helps to plan the future in a better and constructive way.

Using a bond paper, write the major events in your life and the significant
people in your life. You may add your age, specific dates and places. You may draw
the timeline horizontally, vertically, diagonally or even using arrows depending on
your imagination. Be creative in your representations. You may also use symbols,
figures and drawings. Think of a title for your personal timeline.

You may use crayons or art materials depending on the available resources
or just a simple paper and pen may be fine. You can also go for the personal
timeline website template samples available online
(https://www.template.net/business/timeline-templates/personal-timeline template/)
or you can use the sample below:

Source:
http://blogs.psychcentral.com/relationships/2012/08/the-timeline-of-your-life
storyprobing-to-create-shift-to-life-liberating-meanings-2-of-2/

Guide Questions:

After making your Personal Timeline, answer the following questions in your journal.

1. Is there a ‘center’ or a central theme in your timeline and life? If you will give
a title for your timeline what would it be and why?

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 2. Identify the turning points in your timeline. What were the thoughts, feelings
and actions that you experienced?
3. Who are/were the most significant people in your life? How did they influence
you?
4. What would you change or add, if you could? How would each of these
changes or additions affect your life, or even change its present course?
5. Where do you want to be in a year, 5 years, and 10 years? What do you
expect your future timeline will
be?

Source: http://blogs.psychcentral.com/relationships/2012/08/the-timeline-of-your-life-
storyprobing-to-create-shift-to-life-liberating-meanings-2-of-2/

Copy and answer the following in your journal.

1. Give one decision you made in past that has great impact in your present
situation.

2. Do you agree that life is a domino effect, a chain of good and bad decisions?
Why or why not?

The past defines your present,

the present define your future. So, don’t
take things lightly, don’t make rush
decisions that could ruin your future.

DEVELOPMENTAL STAGES

Which stage of life is the most important? Some might claim that infancy is
the key stage, when a baby’s brain is wide open to new experiences that will
influence all the rest of its later life. Others might argue that it’s adolescence or
young adulthood, when physical health is at its peak. Many cultures around the
world value late adulthood more than any other, arguing that it is at this stage that
the human being has finally acquired the wisdom necessary to guide others. Who is
right? The truth of the matter is that every stage of life is equally significant and
necessary for the welfare of humanity.

Source: https://www.institute4learning.com/resources/articles/the-12-stages-of-life/

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Developmental Stage Characteristics
Age when hereditary endowments and sex are fixed
1. Prenatal
and all body features, both external and internal are
(Conception to birth)
developed.
2. Infancy Foundation age when basic behavior is organized and
(Birth to 2 years) many onto-genetic maturation skills are developed.
Pre-gang age, exploratory, and questioning.
3. Early Childhood
Language and Elementary reasoning are acquired
(2 to 6 years)
and initial socialization is experienced.
4. Late Childhood Gang and creativity age when self-help skills, social
(6 to 12 years) skills, school skills, and play are developed.
Transition age from childhood to adulthood when sex
5. Adolescence maturation and rapid physical development occur
(puberty to 18 years) resulting to changes in ways of feeling, thinking and
acting.
6. Early Adulthood Age of adjustment to new patterns of life and roles
(18 to 40 years) such as spouse, parent and bread winner.
7. Middle Age Transition age when adjustments to initial physical
(40 years to retirement) and mental decline are experienced.
8. Old Age Retirement age when increasingly rapid physical and
(Retirement to death) mental decline are experienced

HAVIGHURST`S DEVELOPMENTAL TASKS DURING THE LIFE SPAN

Robert J. Havighurst elaborated on the Developmental Tasks Theory in the

most systematic and extensive manner. His main assertion is that development is
continuous throughout the entire lifespan, occurring in stages, where the individual
moves from one stage to the next by means of successful resolution of problems or
performance of developmental tasks. These tasks are those that are typically
encountered by most people in the culture where the individual belongs. If the
person successfully accomplishes and masters the developmental task, he feels
pride and satisfaction, and consequently earns his community or society’s approval.
This success provides a sound foundation which allows the individual to accomplish
tasks to be encountered at later stages. Conversely, if the individual is not
successful at accomplishing a task, he is unhappy and is not accorded the desired
approval by society, resulting in the subsequent experience of difficulty when faced
with succeeding developmental tasks. This theory presents the individual as an
active learner who continually interacts with a similarly active social environment.
Havighurst proposed a bio psychosocial model of development, wherein the
developmental tasks at each stage are influenced by the individual’s biology
(physiological maturation and genetic makeup), his psychology (personal values
and goals) and sociology (specific culture to which the individual belongs).

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 THE DEVELOPMENTAL TASKS SUMMARY TABLE
Infancy and Early
Childhood (0-5)
• Learning to walk
• Learning to take solid
foods
• Learning to talk
• Learning to control the
elimination of body wastes
• Learning sex differences
and sexual modesty
• Acquiring concepts and
language to describe
social and physical reality
• Readiness for reading
• Learning to distinguish
right from wrong and
developing a conscience
Early Adulthood (19-30)
• Selecting a mate
• Learning to live with a
partner
• Starting a family
• Rearing children
• Managing a home
• Starting an occupation
• Assuming civic
responsibility
Source: Gazzingan, Leslie B., Francisco, Joseph C., Aglubat, Linofe R.,Parentela,Ferdinand O.,
Tuason, Vevian T. (2013). Psychology: Dimensions of the Human Mind. Mutya Publishing House,
Inc.
Middle Childhood (6-12)
• Learning physical skills
necessary for ordinary
games
• Building a wholesome
attitude toward oneself
• Learning to get along with
age-mates
• Learning an appropriate
sex role
• Developing fundamental
skills in reading, writing,
and calculating
• Developing concepts
necessary for everyday
living
• Developing conscience,
morality, and a scale of
values
• Achieving personal
independence
• Developing acceptable
attitudes toward society
Middle Adulthood (30-60)
• Helping teenage
children to become
happy and responsible
adults
• Achieving adult social
and civic responsibility
• Satisfactory career
achievement
• Developing adult leisure
time activities
• Relating to one’s spouse
as a person
• Accepting the
physiological changes of
middle age
• Adjusting to aging
parent
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Adolescence (13-18)
• Achieving mature
relations with both sexes
• Achieving a masculine
or feminine social role
• Accepting one’s
physique
• Achieving emotional
independence of adults
• Preparing for marriage
and family life
• Preparing for an
economic career
• Acquiring values and
an ethical system to
guide behavior
• Desiring and achieving
socially responsible
behavior
Later Maturity (61-)
• Adjusting to decreasing
strength and health
• Adjusting to retirement
and reduced income
• Adjusting to death of
spouse
• Establishing relations
with one’s own age
group
• Meeting social and civic
obligations
• Establishing satisfactory
living quarters
Copy and answer the activity in your journal.

Activity: WORKSHEET ON DEVELOPMENTAL TASKS OF BEING IN GRADE 11

Using the Developmental Tasks Summary Table above, assess your own
level of development as a Grade 11 student.

What are the expected What are the expected What are the expected
tasks you have tasks you have partially tasks you have not
successfully accomplished? accomplished?
accomplished?

Processing Questions:
1. Being in Grade 11, what are the developmental tasks expected of you? Rate
yourself from 1-10 (10 as the highest) on whether you have accomplished
those expected tasks.

2. As you are in Grade 11, you are in transition from high school to college, from
being an adolescent to young adult. How do you feel about this transition?

3. Do you think you are ready for this transition which may mean more
responsibilities and greater accountability? If no, what are the expected tasks
you need to work on? If yes, what are the ways to take so you can better plan
for the future?

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PORTFOLIO OUTPUT NO. 3 : HOW MINDFUL AM I?

For each of the following situations, decide whether you have followed these
guidelines for mindful speech:

Is what I want to say True?

Is what I want to say Helpful?
Am I the best one to say it?
Is it necessary to say it Now?
Is it Kind to this person and others?

[THINK definition from Mindfulness for Teen Anxiety by Dr. Christopher

Willard] In your journal, for each number, mark √ for yes, X for no, or ? if you’re not
sure. There could be more than one 'correct' answer.

The purpose of this activity is to reflect on the situations and whether you've
witnessed or experienced something similar in your own life.

1. I did really well on an exam. I said to my friends, “I got the top score. What did
you get?”
Did I T.H.I.N.K. before I spoke? T H I N K

2. One of my friends was bragging about getting a good score on a test, and I didn't
want to tell him I failed. I said, "Congratulations!" then started talking about
something else.
Did I T.H.I.N.K. before I spoke? T H I N K

3. People kept telling me about this strange color of Mrs. Jenkins dyed hair. When I
saw her, I didn't think it looked that bad, so I told her, “Your hair’s not as weird as
everyone says it is.”
Did I T.H.I.N.K. before I spoke? T H I N K

4. A woman with a big belly was about to enter the building. I told my friend, “We
need to go open the door for that lady. She’s pregnant.”
Did I T.H.I.N.K. before I spoke? T H I N K

5. A boy told his friend to hold the door open for me because I’m pregnant. I said,
“Hey, I’m not pregnant! You sayin’ I’m fat?”
Did I T.H.I.N.K. before I spoke? T H I N K

6. A boy told his friend to hold the door open for me because I’m pregnant. I said,
“Thank you for holding the door, but I’m actually not pregnant.”
Did I T.H.I.N.K. before I spoke? T H I N K

7. I saw a couple of kids cheating on a test. I went up to the teacher after class and
told him what I’d seen.
Did I T.H.I.N.K. before I spoke? T H I N K

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8. I saw a girl looking at her phone during a test. I went up to the teacher after class
and told him she was cheating.
Did I T.H.I.N.K. before I spoke? T H I N K

9. I saw Maria’s boyfriend leaving the movie theater with another girl. I called Maria
and said her boyfriend was cheating on her.
Did I T.H.I.N.K. before I spoke? T H I N K

10. I saw Maria’s boyfriend leaving the movie theater with another girl. I went up to
them and said hi, and asked “Where’s Maria tonight?”
Did I T.H.I.N.K. before I spoke? T H I N K

Remember: T.H.I.N.K. Before You Speak. Have Mindful Speech.

Portfolio Output No. 3: Mindfulness with Reflection

Analyze each case on How Mindful Am I? Answer the following questions:

1. Has someone ever asked you a question that you really didn't want to answer?
How did you respond?

2. Have you ever gotten (or given) a “compliment” that really wasn’t a compliment?
How did you feel afterwards?

3. Did you ever do something to be helpful but turned out badly? What happened?
What do you wish had happened?

4. Have you ever caught someone cheating (either on a test or on a

boyfriend/girlfriend)? Did you say anything? Why or why not?

5. Have you ever gotten in trouble because someone caught you cheating (or
thought you were cheating)? What happened? What do you wish had
happened?

6. In what other situations have you seen someone T.H.I.N.K. (or not) before
speaking? What happened?

Source: http://www.mindfulteachers.org/2016/01/think-before-you-speak-2.htm

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Instructions: Identify what Developmental Stage is asked or described in each
item. Choose the letter of the correct answer in the box and write
it on your journal.

A. Infancy and Early Childhood B. Middle Childhood C. Adolescence

D. Early Adulthood E. Middle Adulthood F. Later Maturity

1. Joemar and Jean are starting a family.

2. Irish is attending the needs of her old parents.

3. My sister starts to eat solid food.

4. The old man is so sad, after he lost his wife.

5. High School Graduates wish to take STEM because they want to be a Nurse
in the future.

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The following terms used in this module are defined as follows:

Anxiety - an uncomfortable feeling of nervousness or worry about something that

is happening or might happen in the future.
Conscience - the part of you that judges how moral your own actions are and
makes you feel guilty about bad things that you have done or things you feel
responsible for.
Endowments - something that you have from birth, often a quality
Hereditary - (of a disease or characteristic) given to a child by its parents before it
is born
Maturation - the process of becoming completely developed mentally or
emotionally
Onto-genetic – based on visible morphological characters.
Physiological- connected with the scientific study of the normal functions of living
things.
Rearing - to care for young animals or children until they are able to care for
themselves

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