Republic of the Philippines

Leyte Normal University

COLLEGE OF EDUCATION
Tacloban City

S.Y. 2022-2023

VISION

A leading university of education and diverse disciplines attuned to local and global development needs

MISSION

To produce top performing professionals equipped to engage on knowledge and technology production so necessary to develop a sustainable society

COLLEGE OF EDUCATION GOAL

To produce world class educators and educational leaders imbued with ideals, aspirations, values, and
traditions of Philippine life who can adapt to the challenges of the world

PROGRAM OBJECTIVES

The College of Education (COE) offers programs designed to produce teachers who possess:

1. general and specialized knowledge, skills, expertise, and advanced studies in education and allied courses;
2. strong commitment to the attainment of personal, professional, and ethical attributes of an educator;
3. full understanding in the application of varied instructional processes, methodologies, and in the production of learning support materials in contextualized and localized
settings;
4. the ability to produce innovations and other alternative delivery modes to improve instruction and learning; and
5. the skill and capability to undertake research findings of which can be used as inputs to policy formulation and improvement of instructional practices.
 Institutional Outcomes
Critical Thinkers
Effective Communicators
ICT Competent
Professionally Competent
Value-Laden Leaders
College Outcomes
The college of education intends to
produce teachers who possess:
 general and specialized knowledge,
skills, expertise, and advanced studies in
education and allied courses
 the skill and capacity to undertake
research and findings of which can be
used as inputs to policy formulation and
improvement of instructional practices
 demonstrate proficiency in oral and
written communication
 the ability to produce learning support
materials in contextualized and localized
settings
 full understanding in the application of
varied instructional processes,
methodologies, and in the production of
learning support materials in
contextualized and localize settings
 strong commitment to the attainment of
personal, professional, and ethical
attributes of an educator
 excellent leadership performance in the
field
Program Outcomes
The BSED program endeavors to produce
graduates who can:
 articulate the rootedness of education in
philosophical, socio-cultural, historical,
psychological, and political contexts
 effectively communicate in English and
Filipino, both orally and in writing
 apply skills in the development and
utilization of ICT to promote quality,
relevant, and sustainable educational
practices
 demonstrate mastery of subject matter or 
discipline
 pursue lifelong learning for personal and
professional growth through varied
experiential and field-based opportunities 
Course Outcomes
At the end of the course, the pre-service
teachers can:
 Demonstrate content knowledge on child
and adolescent development and its
application within and across curriculum
teaching and learning areas (BTI 1.1.1.)
co4
 Demonstrate an understanding of the
different research-based knowledge and
theories related to the broad dimensions
of child and adolescent development and
their application to each particular
developmental level of the learners.
(BTI 1.2.1.) co1
Show skills in the positive use of ICT to
facilitate the learning process
(BTI 1.3.1.)
Use Filipino and English in demonstrating
content knowledge of child and
adolescent development (BTI 1.6.1.)
 Demonstrate understanding of
pedagogical principles suited to diverse
learners’ needs and experiences at
different developmental levels (BTI
3.1.1)
Program: Bachelor of Secondary Education
Course Code: PROF ED-101
Course Title: The Child and Adolescent Learners and Learning Principles
Course Credit: 3 Units
Prerequisite: None
Course Description: The 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 developmental level.

Course Plan
Course Study Teaching and Learning
Learning Outcomes Content Assessment
Outcomes Schedule Learning Experiences Resources
Course Orientation
A. LNU Vision and Mission, College Goals, and Program Reading of Course Individual Course
Objectives 2 hours Module Overview Recitation Syllabus
B. Course Syllabus Interactive Get-to-know Pre-Assessment
CO2
C. Classroom Policies and Routines Expectation-building
D. Overview of the Course Module Pre-Assessment
E. Introduction to Module 1

At the end of Module 1, the Module 1: Basic Concepts and Issues on Human Development Introduction
pre-service teachers can: to Module 1 Periods of Library listings
(30 minutes) Development E-books
Timeline
Pre-test Argument Essay
(30 minutes) Comparative Matrix
CO1, CO2, Post-Assessment
1. draw some educational CO3, CO4, Lesson 1: Human Development: Meaning, Concepts, and Lesson 1 Picture analysis
applications of the CO5 Approaches (3 hours) Facilitated Discussion
major developmental Reflect & Relate
principles;

2. take an informed stand Lesson 2: Core Issue on Human Development: Nature or Lesson 2 Venn Diagram Completion
on the nature-nurture Nurture? (3 hours) Facilitated Discussion
controversy through an Quote Interpretation
 argumentative essay; Argumentative Essay
and

3. compare and contrast

the stages and Lesson 3: Periods of Development and Developmental Lesson 3 Growing Up: My Timeline
developmental tasks by Tasks (3 hours) Facilitated Discussion
Havighurst and Comparative Matrix
Santrock using a
comparative matrix.
CO1, CO4 Post-Assessment (30 minutes)
At the end of Module 2, the Dimensions of Child and Adolescent Development Introduction Library listings
pre-service teachers can: Module 2: First Dimension: Biological Development to Module 2 Persuasive Letter E-books
(30 minutes) Physical Philippine
Development Early Learning
Pre-test Observation and
(30 minutes) Checklist (Infants & Development
Toddlers) Standards
1. describe the stages of Lesson 1:Pre-natal Development Lesson 1 Small Group Discussion Physical (ELDS)
prenatal development (3 hours) Facilitated Discussion Development Checklist
and appreciate the Persuasive Letter Writing Observation
significance of pre-natal Checklist
care; (Preschoolers)
Post-Assessment
CO1, CO2,
2. accomplish a physical Lesson 2: Physical Development in Infants and Toddlers Lesson 2 Picture Analysis
CO3, CO4,
development (3 hours) Facilitated Discussion
CO5
observation checklist Observation Checklist
based on your Accomplishment
observation of an infant
and toddler;

3. accomplish a physical Lesson 3: Physical Development in Early Childhood Lesson 3 Picture Analysis
development (Preschooler) (3 hours) Facilitated Discussion
observation checklist Observation Checklist
based on your Accomplishment
observation of a
preschooler;
4. enumerate ways and
practices on how Lesson 4 Observation
 teachers can aid Lesson 4: Physical Development in Middle & Late (3 hours) Facilitated Discussion
school-age children in Childhood (School-Ager)
successfully developing
physically; and

5. describe physical and

sexual changes Lesson 5 Think-Pair-Share
accompanying puberty. Lesson 5: Physical Development in Adolescents (High (3 hours) Facilitated Discussion
School Learner) Matrix Completion

CO1, CO4 Post-Assessment 30 minutes

At the end of Module 3, the Module 3: Second Dimension: Cognitive Development Introduction Library listings
pre-service teachers can: to Module 3 Piagetian Task E-books
(30 minutes) Interview Results
Scaffolding
Pre-test Exercise
(30 minutes) Comparative Matrix
Post-Assessment
1. conduct a simple Lesson 1: Jean Piaget’s Theory of Cognitive Development Lesson 1 Situation analysis
Piagetian task interview (3 hours) Facilitated Discussion
with children; Piagetian Task Interview
CO1, CO2,
CO3, CO4,
2. differentiate Piaget and Lesson 2: Lev Vygotsky’s Socio-Cultural Theory on Lesson 2 Recall-Reflect-Write
CO5
Vygotsky’s view on Cognitive Development (3 hours) Facilitated Discussion
cognitive development Scaffolding Exercise
by using a comparative Comparative Matrix
matrix; and

3. explain the salient Lesson 3: Information Processing Theory (IPT) Lesson 3 Facilitated Discussion
principles in Atkinson (1.5 hours) Online Research
and Shiffrin’s
Information Processing
Theory.
CO1, CO4 Post-Assessment 30 minutes
At the end of Module 4, the Module 4: Third Dimension: Socio-emotional Development Introduction Library listings
pre-service teachers can: to Module 4 Case Study on E-books
(30 minutes) Freud’s Heinz
Psychosexual Dilemma
Theory
Pre-test
Case Study on
(30 minutes) Erikson’s
Psychosocial
1. analyze a case study Lesson 1: Sigmund Freud’s Psychoanalytic Theory and Lesson 1 Situation Analysis Theory
related to Freud’s Psychosexual Stages of Development (3 hours) Facilitated Discussion Heinz Dilemma
psychosexual stages Case Study Analysis Worksheet
and psychoanalytic Reflection Journal
theory. Post-Assessment

CO1, CO2,
2. analyze case studies Lesson 2: Erik Erikson’s Psycho-Social Theory of Lesson 2 Questionnaire
CO3, CO4,
related to Erikson’s Development (3 hours) Accomplishment
CO5
psychosocial theory of Facilitated Discussion
development. Case Study Analysis

3. analyze a person’s Lesson 3: Lawrence Kohlberg’s Stages of Moral Lesson 3 Individualized Morality
level of moral reasoning Development (3 hours) Test
based on his responses Facilitated Discussion
to moral dilemmas; and Heinz Dilemma Interview

4. use the bio-ecological Lesson 4: Urie Bronfenbrenner’s Ecological Systems Lesson 4 Sentence Completion
theory as a framework Theory (3 hours) Facilitated Discussion
to write a journal entry Reflection Journal
about their childhood Making
experience.
CO1, CO4 Post-Assessment 30 minutes
VII. Revalida 1 hour Final examination Comprehensive
CO1, CO4 oral, practical, or
written examination
Total Number of Hours 54 hours
Grading System

30% Written Outputs

40% Post-Assessments
30% Revalida
100% Total (65% passing mark, transmutation of raw scores or cumulative related scores)

References

LIBRARY BOOKS

Acero, V., Javier, E., & Castro, H. (2016). Child and adolescent development. Sampaloc, Manila: Rex Book Store, Inc. ISBN: 978-971-23-5048-1
Corpuz, B., Lucas, M.R., Borabo, H., & Lucido, P. (2018). The child and adolescent learners and learning principles. Metro Manila: Lorimar Publishing. ISBN: 978-621-8035-48-5
Corpuz, B., Lucas, M.R., Borabo, H., & Lucido, P. (2015). Child and adolescent development: looking at learners at different life stages. Metro Manila: Lorimar Publishing, Inc.

ELECTRONIC BOOKS

Beckett, C & Taylor, H. (2016). Human growth and development (3rd ed.). SAGE Publications, Inc.
Broderick, P. & Blewitt, P. (2015). The life span: human development for helping professionals (4th ed.). Pearson Education, Inc.
Gillibrand, R., Lam, V., & O’Donnell, V. (2016). Developmental Psychology (2nd ed.). Pearson Education Limited.
Levine, L. & Munch, J. (2016). Child development from infancy to adolescence: an active learning approach. SAGE Publications, Inc.
Ormrod, J., Andermamn, E., & Anderman, L. (2017). Educational Psychology: developing learners (9th ed.). Pearson Education Limited.
Rathus, S. (2017). Childhood and adolescence: voyages in development (6th ed.). Cengage Learning.
Santrock, J. (2011). Educational Psychology (5th ed.). McGraw-Hill.
Prepared by:

RHONA MAY G. BALINTONG

Instructor

Date Submitted: September 15, 2022

Reviewed by:

LUIS LUIGI EUGENIO A. VALENCIA, Ph.D.

Academic Chair, Secondary Education Department

Recommending Approval:

LINA G. FABIAN, Ed.D.

Dean, College of Education

Approved by:

MA. ROCINI E. TENASAS, Ph.D.

Vice President for Academic Services