COURSE DESCRIPTION

This course focuses on child and adolescent developments with emphasis on current
research-based knowledge through content knowledge and its application within and/or
across curriculum teaching areas to develop critical and creative thinking and theory on
biological, linguistic, cognitive, social, and emotional dimensions of development. This
would also promote fairness, respect, and care to encourage learning. Further, this includes
factors that affect the progress of development of the learners to suit their gender, needs,
strengths, interests and experiences and build relationships with parents/guardians and shall
include appropriate pedagogical principles applicable for each development level with the aid
of verbal and non-verbal classroom communication strategies and positive use of ICT.

At the end of the course, the learners are able to: 1.) Analyze content knowledge and its
application within and/or across curriculum teaching areas; 2.) Demonstrate an understanding
of the different research-based theories related to the broad dimensions of child and
adolescent development and their application to each particular developmental level of the
learners; 3.) Respond to the pedagogical principles suited to diverse learners’ needs and
experiences at different developmental levels; 4.) Contextualize knowledge of laws, policies,
guidelines and procedures that provide safe and secure learning environments; 5.) Embody
positive and non-violent discipline in the management of learner behavior; and 6.)
Internalize teaching strategies that develop critical and creative thinking, and/or other higher-
order thinking skills

Welcome to ED101- The Child and Adolescent Learners and Learning

Principles! This module will discuss about the cognitive development. You will be
presented with the theories, Intelligence and Individual Differences, Factors Affecting
Cognitive Development, Language Development, Factors Affecting Cognitive and Language
Development and Current Research and Pedagogical Applications. The discussion of the
substantial ideas related to child and adolescent development will provide you with a
motivating and thought-provoking module rich in informative lesson from scholarly works.
Sources will be cited in this module to enrich the discussion. We hope that you will be
engaged to know more about this course.

Directions on How to Use this Module Properly

Each module contains the following parts:

✓ Behavioral Objectives
These are the general goals in each module. Read them carefully. They are the
objectives that you are going to meet at the end of the module.
✓ Specific Objectives
These are the learning objectives for the particular lesson targeting the cognitive
(knowledge), affective (attitude) and psychomotor (skills).
✓ Motivation
These are questions or activities that will stimulate you before you begin with your
journey to the lesson that you are going to learn.
✓ Discussion
This contains new information for you to learn. In this part, a thorough discussion
will be given in or order for you to properly grasp the lesson.

2 I ED101 THE CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES

 ✓ Suggested Learning Activity
This is an activity that can enrich your learning since you will be given tasks or
activities based on the discussion which you are going to answer.
✓ Practice Task/Assessment
This is another test in line with the objectives in each lesson. Varied methods of
assessment will be given.
✓ Assignment
This part serves as enrichment of the topic being discussed or as a sort of reflection or
insights
✓ Feedback
This is an evaluation whether you fully understand the lesson at the end of the
session. You are going to rate yourself at the end of the lesson. You can write your
questions and clarifications in this part.

Behavioral Objectives

1. Respond to the connections, using knowledge on current research literature, between

cognitive development theories and developmentally appropriate teaching approaches suited
to learners' gender, needs, strengths, interests and experiences

2. Apply the principles of cognitive processing in developing learning activities intended for
young and adolescent learners

3. Analyze the concepts and theories related to the cognitive development of children and
adolescents

Contents of this Module

This module contains the following lessons:

Lesson 1.Cognitive Development Theories

A.Piaget
B.Vygotsky

Lesson 2. Intelligence and Individual Differences

A. Concept of Intelligence (Binet)
B. General Intelligence (Spearman)
C.Primary Mental Abilities (Thurstone)
D. Multiple Intelligences (Gardner)
E. Triarchic Theory of Intelligence (Sternberg)
F.Cognitive Information Processing Theory (Atkinson and Shiffrin)

Lesson 3. Factors Affecting Cognitive Development

Lesson 4. Language Development

Lesson 5. Current Research and Pedagogical Applications

Lesson 1
Cognitive Development Theories
Piaget and Vygotsky

3 I ED101 THE CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES

 1. Evaluate how the theories can be applied in the field as a teacher
2. Compare Piaget and Vygotsky’s theory
3. Identify the theories of cognitive development

It’s Harley 5th birthday. Everyone is giving her

presents but she was sad when she received
P100 paper bill. She wants to have twenty 5-
peso coins instead of the one hundred bill.
Why did Harley prefer the twenty 5-peso
coins?
Harley is only five years old, so why does he prefer
25 pesos that are all coins to 100 pesos? First of
all, he is only five years old and has no idea what
the bigger value is. Second, he prefers to have
more coins than a piece of paper, but for them,
more has a bigger value.

Made in Storyboardthat by Jonah Mavel Velez

______________________________________
______________________________________
______________________________________
Until recently, little was known for certain about how the brain changes as children
age and grow. Discussion about cognitive development will start with the theories in
cognitive development. The scenario above was an example of Jean Piaget’s work on
children’s reasoning about a many subjects. He believed that children of different ages have
apparent differences in the way they think.

Jean Piaget’s Stages of Cognitive Development

Jean Piaget was a Swiss psychologist famous for his studies of

the intellectual growth of children and his influential theories of
cognitive development. For over 60 years, he conducted research
on cognitive development. His research method involved
observing a group of individuals as they responded to cognitive
tasks that he called as Piagetian tasks.

https://www.britannica
.com/biography/Jean-
Piaget

Basic Cognitive Concepts

1. Schema – It refers to cognitive structure by which individuals intellectually adapt to

organize their environment. It is a way to understand or create a meaning about a thing or
experience. Simply put it this way. A schema is like a filing cabinet with drawers in it. For
example, a kid saw a cat for the first time. Her schema of a cat is that it is small, has four
legs, a tail and has white furs. When she sees another cat, she pulls out the file (her schema of
a cat) in her mind, looks at the animal and says, “small, four legs, a tail and furry. That is a
cat!”

4 I ED101 THE CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES

2. Assimilation – This is adding a new experience into an existing schema. If the kid sees
another cat, this time with brown furs, she would make sense of what she saw by adding this
new information (cats have different colors/shades of fur) into her schema of a cat.

3. Accommodation –This is the process of creating a new schema. If the kid sees another
animal that look a little bit of a cat but somehow different, she might try to add it into her
schema of a cat. She might get confused and say, “Look, ate! What a big cat! Why does it
bark?” The sister would explain that it’s not a cat but it’s a dog. With her sister’s explanation,
the kid will now create another schema, that of a dog.

4. Equilibration – This is achieving proper balance between assimilation and

accommodation. When our experiences do not match our schema, just like the kid calling
the dog a cat, we experience cognitive disequilibrium. This means there is an inconsistency
between what is perceived and what is understood. We need to exert effort through
assimilation and accommodation to establish equilibrium once more.

Piaget’s Stages of Cognitive Development

Stage 1. Sensori-motor Stage. The first stage corresponds frombirth to infancy. This is the
stage when a child who is initially reflexive in grasping, sucking and reaching becomes more
organized in his movement and activity. The term sensori-motor focuses on the prominence
of the senses and muscle movement through which the infant comes to learn about himself
and the world. In working with children in the sensori-motor stage, teachers should aim to
provide a rich and stimulating environment with appropriate objects to play with.

Object permanence. This is the ability of the child to know that an object still exists even
when out of sight. This ability is attained in the sensory motor stage.

Stage 2. Pre-Operational Stage. The preoperational stage covers from about two to seven
years old, roughly corresponding to the preschool years. Intelligence at this stage is intuitive
in nature. At this stage, the child can now make mental representations and is able to pretend,
the child is now ever closer to the use of symbols. This stage is highlighted by
the following:

Symbolic Function. This is the ability to represent objects and events. A symbol is a thing
that represents something else. A drawing, a written word, or a spoken word comes to be
understood as representing a real object like a real train. Symbolic function gradually
develops in the period between 2 to 7 years. Lie l, a two-year old may pretend she is drinking
from a glass which is really empty. Though she already pretends the presence of water, the
glass remains to be a glass. At around four years of age, however, Nico, may, after
pretending to drink from an empty glass, turn the glass into a rocket ship or a telephone. By
the age of 6 or 7 the child can pretend play with objects that exist only in his mind. Enzo,
who is six, can do a whole ninja turtle routine without any costume nor "props." Tria, who is
seven can pretend to host an elaborate princess ball only in her mind.

Egocentrism. This is the tendency of the child to only see his point of view and to assume
that everyone also has his same point of view. The child cannot take the perspective of
others. You see this in five year-old boy who buys a toy truck for his mother's birthday or a
three year old girl who cannot understand why her cousins call her daddy uncle and not
daddy.

Centration. This refers to the tendency of the child to only focus on one aspect of a thing or
event and exclude other aspects. For example, when a child is presented with two identical
glasses with the same amount of water, the child will say they have the same amount of
water. However, once water from one of the glasses is transferred to an obviously taller but
narrower glass, the child might say that there is more water in the taller glass. The child only

5 I ED101 THE CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES

focused or "centered'" only one aspect of the new glass, that it is a taller glass. The child was
not able to perceive that the new glass is also narrower. The child only centered on the height
of the glass and excluded the width in determining the amount of water in the glass.

Irreversibility. Pre-operational children still have the inability to reverse their thinking.
They can understand that 2 + 3 is 5, but cannot understand that 5-3 is 2.

Animism. This is the tendency of children to attribute human like traits or characteristics to
inanimate objects. When at night, the child is asked, where the sun is, she will reply, "Mr.
Sun is asleep."

Transductive reasoning. This refers to the pre-operational child's type of reasoning that is
neither inductive nor deductive. Reasoning appears to be from particular to particular ie., if A
causes B, then B causes A. For example, since her mommy comes home everyday around six
o' clock in the evening, when asked why it is already night, the child will say, "because my
mom is already home."

Stage 3. Concrete-Operational Stage. This stage is characterized by the ability of the child
to think logically but only in terms of concrete objects. This covers approximately the ages
between 8-11 years or the elementary school years. The concrete operational stage is marked
by the following:

Decentering. This refers to the ability of the child to perceive the different features of
objects and situations. No longer is the child focused or limited to one aspect or dimension.
This allows the child to be more logical when dealing with concrete objects and situations.

Reversibility. During the stage of concrete operations, the child can now follow that certain
operations can be done in reverse. For example, they can already comprehend the
commutative property of addition, and that subtraction is the reverse of addition. They can
also understand that a ball of clay shaped into a dinosaur can again be rolled back into to a
ball of clay.

Conservation. This is the ability to know that certain properties of objects like number,
mass, volume, or area do not change even if there is a change in appearance. Because. of the
development of the child's ability of decentring and also reversibility, the concrete
operational child can now judge rightly that the amount of water in a taller but narrower
container is still the same as when the water was in the shorter but wider glass. The children
progress to attain conservation abilities gradually being a pre-conserver, a transitional thinker
and then a conserver.

Seriation. This refers to the ability to order or arrange things in a series based on one
dimension such as weight, volume or size.

Stage 4. Formal Operational Stage. In the final stage of formal operations covering ages
between 12 and 15 years, thinking becomes more logical. They can now solve abstract
problems and can hypothesize. This stage is characterized by the following:

Hypothetical Reasoning. This is the ability to come up with different hypothesis about a
problem and to gather and nd weigh data in order to make a final decision or judgment. This
can be done in the absence of concrete objects. Individuals can now deal with “What if"
questions.

Analogical reasoning. This is the ability to perceive the relationship in one instance and then
use that relationship to narrow down possible answers in another similar situation or
problem. The individual in the formal operations stage can make an analogy. If United
Kingdom is to Europe, then Philippines is to ________. The individual will reason that since
the UK is found in the continent of Europe then the Philippines is found in what continent?

6 I ED101 THE CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES

Then Asia is his answer. Through reflective thought and even in the absence of concrete
objects, the individual can now understand relationships and do analogical reasoning,.

Deductive Reasoning. This is the ability to think logically by applying a general rule to a
particular instance or situation. For example, all countries near the North Pole have cold
temperatures. Greenland is near the North Pole. Therefore, Greenland has cold temperatures.

Lev Vygotsky’s Theory of Cognitive Development

Lev Vygotsky was born into a middle-class Jewish family. In his

early years, he was educated by a private tutor and went to a
combination of public and private schools for his secondary
education. He aimed to reconstruct the fields of psychology and
education in ways consistent with the social and cultural changes
taking place around him.

Vygotsky's Theory Assumptions

1. Learning precedes development.
2 Development involves the internalization of signs acquired by an individual from others so
that he can think and solve problems by himself or herself.
3. The zone of proximal development is the level of development immediately above a
persons present level. Learning takes place when a child is working within his or her zone of
proximal development.
4. Scaffolding is the support for learning and problem solving which can be clues,
reminders, encouragement from other people (older or peer), breaking the problem down into
stages, providing an example, or anything else that allows the student to grow in
independence as a learner.

The Key lnfluences

Three characteristics marked Vygotsky's work:
1. A sincere dedication to Marxist social philosophy and conviction that psychological
development was intimately linked to the tenets of that philosophy.
2. A thorough acquaintance with the work of leading European and American psychologists
of his day and earlier decades.
3. Great ingenuity in devising methods for studying children and for interpreting the data his
methods produced.

7 I ED101 THE CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES

How did you find the lesson? Draw a checkmark on one of the smileys.

https://medium.com/@mdonath/red-and-green-when-paired-with-smiley-faces-7b065dd9d38f

Are you having a difficulty in learning the lesson? If yes, write your questions below.

as of now ,it is not realy hard I made it!

1st Year
BEEd/BSEd student
of NORSU Main I

Lesson 2

Periods of Development and Developmental Tasks

1. Justify implications of the developmental tasks as a teacher and as a future parent.

2. Distinguish critical development milestones in each stage

3. Describe the developmental task in each developmental stage

If you have to stay the same age forever, how old would you choose to be?
Why?
___________________________________________________________
8 I ED101 THE CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES
For me, I would prefer the age of 17. Why? because in order for people to have an idea about the
world we belong to, there must be understanding and knowledge at the age of 17, so that we can
have an idea of what to do and what we should do because we already know what is right and
wrong. ___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

Developmental Tasks (Santrock, 2002)

1. Prenatal period (from conception to

birth)
The period from conception to birth is known as the
prenatal period. Typically, it lasts for about 40
weeks. It involves tremendous growth – from a
single cell to an organism complete with brain and
behavioral capabilities. Prenatal development is also
affected by maternal characteristics, which include https://www.verywellmind.com/stages-of-prenatal-development-2795073
mother’s age, nutrition, and emotional state. Thorough discussion about the features of each
developmental stage will be tackled in the next chapters.

2. Infancy (from birth to 18-24 months)

The newborn is not as helpless as you might think.
The activities needed to sustain life functions are
present in the infancy stage — he/she breathes,
sucks, swallows, and discharges the bodily wastes.
The infants in their first week of life are able to
indicate what direction a sound is coming from, can
distinguish their mother’s voice from the voices of
other women, and can imitate simple gestures like https://www.verywellmind.com/stages-of-prenatal-development-2795073

tongue protrusion and mouth opening. This stage is a time of extreme dependence on adults.
Psychological activities such as language, symbolic thought, sensorimotor and social learning
are just beginning.

3. Early Childhood (About 18 months to 5-6

years)
The child’s growth slows down during early childhood as
compared to infancy. The child develops physically,
gains height and weight, learns to walk, runs, jumps, and
plays. Socially, the child’s world expands from the
parents to the family and adults near home and at school.
They become more self-sufficient, take care of https://medium.com/@unicefphils/the-benefits-of-preschool-for-
young-children-f666041bfd9d
themselves and develop school readiness skills.

4. Middle and Late Childhood ( 6-11 years)

In this stage, a more gradual growth rate enables the
child to develop skills of coordination and balance.
Language develops and the child can reason logically.
Socially the child has become more involved in social
systems, such as family and peer group. The https://mindanaogoldstardaily.com/monsanto-ph-harvestsecognition-
at-51st-anvil-awards/
fundamental skills of reading, writing and arithmetic are

9 I ED101 THE CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES

mastered. Achievement becomes a more central theme of the child’s world and self-control
increases.

5. Adolescence (12 years up to 18-22 years old)

It is the transitional period in a person’s life between childhood and adulthood. Adolescence
is commonly defined as the stage of life that begins at
the onset of puberty, when sexual maturity, or the ability
to reproduce is attained. It has been regarded as a period
of rapid change in height, weight, changes in body
contour, and the development of sexual characteristics.
Pursuit of independence and identity is prominent in this
stage that is why it is also labeled as problematic and
confusing stage. Thought is more logical, abstract and
idealistic. In this stage, more time Image by Jonah Mavel M. Velez
is spent with peers/barkada than the family.
How about you? What challenges did you encounter as you entered adolescence stage?

6. Early Adulthood (Early 20’s to 30’s)

It is a time of establishing personal and economic
independence, career development, selecting a mate
and rearing children. The assumption of adult roles is
directed by an individual’s social context. It is the best
time for some of the most important life events i.e.
marriage, job, having children. In early adulthood,
https://metro.style/people/celebrities/sarah-geronimo-matteo-
two major tasks are, exploring the possibilities for guidicelli-intimate-wedding/24016
adult living and developing a stable life structure.
The twenties represent the novice phase of adult development.

7. Middle Adulthood ( 40 to 60 years of age)

It is a time of expanding personal and social involvement
and responsibility; of assisting the next generation in
becoming competent and mature individuals; and of reaching and
maintaining satisfaction in a career.

https://kami.com.ph/98701-albert-martinez-bio-

8. Late Adulthood ( 60s and above)

It is a time for adjustment to decreasing strength and
health, life review, retirement, and adjustment to new
social roles. In old age feeling of loss of energy, and
dwindling of health and financial assets, lead to
insecurity and dependency. The elderly tend to look
towards others to lean on and to care for them.
Image by Jonah Mavel M. Velez

Robert Havighurst identified only six developmental stages since he did not include the pre-
natal stage and combined infancy and early childhood.

Developmental Tasks
(Robert Havighurst, Developmental Tasks and Education, 3rd ed. NewYork:David McKay Co.,)

Infancy and Early Childhood (0-5)

1. Learning to walk
10 I ED101 THE CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES
2. Learning to take solid foods
3. Learning to talk
4. Learning to control the elimination of body wastes
5.Learning sex differences and sexual modesty
 Middle Childhood (6-12)
1. Learning physical skills for ordinary games
2. Building a wholesome attitude toward oneself
3. Learning to get along with age mates.
4. Learning an appropriate sex role
5. Developing fundamental skills in reading, writing, and calculating
6. Developing concepts for everyday living
7. Developing conscience, morality and scale of values
8. Achieving personal independence
9. Developing acceptable attitudes toward society

Adolescence (13-18)
1. Achieving mature relations with both sexes
2. Achieving a masculine or feminine social role
3. Accepting one’s physique
4. Achieving emotional independence of adults
5. Preparing for marriage and family life
6. Preparing for an economic career
7. Acquiring values to guide behavior
8. Desiring socially responsible behavior

Early Adulthood (19-29)

1. Selecting a mate
2. Learning to live with a partner
3. Starting a family
4. Rearing children
5. Managing a home
6. Starting an occupation
7. Assuming civic responsibility

Middle Adulthood (30-60)

1. Helping the youth to be happy and responsible adults
2. Achieving adult social and civic responsibility
3. Satisfactory career achievement
4. Developing adult leisure time activities
5. Relating to one’s spouse as a person
6. Accepting the physiological changes
7. Adjusting to aging parent

Later Maturity (61 and above)

1. Adjusting to decreasing strength and health
11 I ED101
2. Adjusting THE CHILDand
to retirement ANDreduced
ADOLESCENT LEARNERS AND LEARNING PRINCIPLES
income
3. Adjusting to death of spouse
4. Establishing relations with one’s own age group
5. Meeting social and civic obligations
Complete the following phrases

1. Middle and Late Childhood

Elementary teachers should help their pupils by
_____To guarantee that kids learn and keep the peace, teachers encourage and set up behavio
ral guidelines. They provide guardians or parents with updates on their children's developme
nt, specific requirements, or advancements. Students in elementary school are motivated and
encouraged to overcome obstacles to learning by their teachers.________________________
_________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

Parents should help their children by

__Provide the youngster with undying love, care, and attention.For the child, try to establish
a daily schedule.By assigning the child defined duties and responsibilities, you can keep the
m busy all day.____________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

2. Adolescence
High school teachers should help their students by ___________________________
_Create lessons and teach their students the material they teach. Determine the skills, assets,
and weaknesses of the students. Changes in class size should be accounted for in lessons. Exa
ms and homework are graded for students.________________________________________
_________________________________
__________________________________________________________________________
__________________________________________________________________________

Parents should help their teenage offspring by _______________________________

__actively motivating them to excel in their studies, hobbies, and interests striving to compre
hend their issues and struggles while listening without passing judgment. praising their acco
mplishments and standing by them while they face difficulties and faults________________
________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

I. Put a check (/) beside the statement that is correct and X if it is wrong.
____x__ 1. Developmental tasks are only for the first 2 stages of development.
____/___ 2. Preschool age refers to early childhood stage.
__x__ 3. Adolescence is middle adulthood stage.
____x___ 4. Mastery of fundamental skills is a concern of early childhood.
___/____ 5. Preparing children for school readiness is the major concern of late childhood.
12 I ED101 THE CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES
II. Multiple Choice. Encircle the letter of the correct answer.

6. It is the time of establishing career development.

(A.) Early adulthood B. Middle adulthood C. Late adulthood

7. This is the time where individuals extremely rely to adults.

A. Prenatal period B. Infancy (C.) Early childhood

8. It is the period where we adjust to our aging parents.

A. Early adulthood (B.) Middle adulthood C.Late adulthood

9. Individuals accept one’s physique during this stage.

A. Infancy B. Middle childhood (C.) Adolescence

10. Language, symbolic thought and social learning are beginning at this period.
(A). Infancy B .Middle childhood C. Adolescence

Reflect on your elementary years. Were you able to acquire the developmental tasks expected
in this stage? Write your reflections.

How did you find the lesson? Draw a checkmark on one of the smileys.

https://medium.com/@mdonath/red-and-green-when-paired-with-smiley-faces-7b065dd9d38f

13 I ED101 THE CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES

Are you having a difficulty in learning the lesson? If yes, write your questions below.

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Lesson 3

Domains of Development

A. Biological B. Cognitive C. Socio-emotional

14 I ED101 THE CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES

 1. Evaluate the importance of each domain in relation to teaching and
learning

2. Compare and contrast the domains of development

3. Make a poster on the domains of the development

This is Jad. When he was still a little boy, he was

Made in Storyboardthat by Jonah Mavel M. Velez
deeply loved by his parents. He goes to an
International school together with his friends. He
can get whatever he wants since he is the only
child. He is also a consistent honor student since
he excels in his class. Aside from his academic
life, he is also an athletic pupil. In the present
time, his parents got into an accident, leaving him
to be alone for the rest of his life. What should he
do now?

1. If you were Jad, how are you going to cope with this challenge?

___if I compare myself to Jad, for me my life will be more difficult,

because I am more used to having my family there, but in order for me to

better resist these challenges, maybe what I will do is strengthen my heart

and pray for it I hope everything will be okay.

________________________________________________________
for me it is not because he is suffering from his situation
____________________________________________________________
____________________________________________________________
yes, not even now because he is going through something but a few days
have passed and he has been able to cope with the trials, he can continue
being an athlete
____________________________________________________________

2. Do you think he can still be able to perform well in his class? Why?
____________________________________________________________
____________________________________________________________
____________________________________________________________
Based on the scenario above, Jad may or may not have his life back knowing that he
____________________________________________________________
lost his parents who supported him in all aspects. He cannot excel in his studies because no
one can support him financially
3. Can andtoemotionally.
he continue He cannot
become a physically be an
active active
athlete player
given may be
the present
because of poor nutrition.
situation? These
How? are some of the consequences because of his parent’s
accident. ____________________________________________________________
The pattern____________________________________________________________
of an individual development is complex because it is the product of
several developments: biological, cognitive and socio-emotional.
____________________________________________________________
____________________________________________________________
1. Biological development – involves changes in an individual’s physical body. It causes the
development of the brain, gains in height and changes in motor skills. Your brain will

15 I ED101 THE CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES

develop. You gained height and weight. You have experienced hormonal changes when you
reached puberty. All these show biological development.

2. Cognitive development – involves changes in individual’s thinking, intelligence and

language. Can you still remember the first word that you uttered? Is it Mama? You develop
from mere sounds to a word becoming sentences. You memorized “Angel of God” which is
your first prayer, reciting Panatang Makabayan to imagining becoming a teacher or an
engineer. All these reflect the role of cognitive development.

3. Socio-emotional development – includes changes in the individual’s relationship with

other people, emotions, feelings and personality. As a baby, you smiled when someone you
likes affectionately touch you and frowned when displeased. A boy’s aggressive attack on a
friend, girl’s development of assertiveness and a teenager’s feeling of delight after receiving
a good grade reflect socio-emotional development. You may fall in love and get inspired or
betrayed and desperate afterwards.

Biological, cognitive and socio-emotional processes are entangled. One process could
greatly affect the other processes. If Jad was not eating properly since no one can support
him financially, he cannot focus on his studies and extra-curricular activities. In that case, he
may lose face to his friends, become depressed and drop out of school, become unskilled and
unemployed with no ambitions in life. See how biological process affects cognitive process
which have an effect on the socio-emotional development.

Cite the importance of each domain of development in relation to teaching.

Biological Cognitive Socio-

emotional
Conclusion

Three
Domains of
Development

Identify the following if it refers to biological process, cognitive process, or socioemotional

process.

__biological________ 1. Maria began menstruating at the age of 11.

___socioemotional_process___ 2.She chose to be single after being betrayed by her friend.

16 I ED101 THE CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES

_cognitive process_________________ 3.Andy can construct different types of sentences.

_biological_________________ 4. He gained a lot of weight.

_biological_________________ 5. She is a people person

_cognitive process_________________ 6. Taylor likes to write poems about other people.

__cognitive process________________ 7. Rev mastered the multiplication table at the age of

6.

_biological__________________8. His height increased during the summer.

_socioemotional process__________________ 9. Bo doesn’t trust anyone since his

bestfriend betrayed him.

_biological__________________10. The baby began to walk on her own.

Create a poster about the three domains of development. Make it creative and interesting.
You can utilize the back portion of this page for your output.

Rubrics:
Content – 50%
Organization- 20%
Layout/design – 30%
100%

17 I ED101 THE CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES

How did you find the lesson? Draw a checkmark on one of the smileys.

https://medium.com/@mdonath/red-and-green-when-paired-with-smiley-faces-7b065dd9d38f

Are you having a difficulty in learning the lesson? If yes, write your questions below.

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

18 I ED101 THE CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES

 Lesson 4

Development and Pedagogy: Research in Child

and Adolescent Development

1. Demonstrate appreciation of the role of teachers as researchers

2. Read researches on child and adolescent development

3. Explain the basic principles of research

Read the following statements. Put a check mark to indicate your answer in
each statement.

Statement Yes No
1. Research is only for those who plan to take master’s degree or doctorate
degree.
2. Research is easy to do.
3. Research is all about giving questionnaires and tallying the responses
4. Research with one or two respondents is not a valid research.
5. Teachers, because they are busy in their classrooms, are expected to use
existing research than conduct their own research in the classroom.
6. There is no need to go into research because a lot of researches have
already been conducted.
7. Students are mere users of knowledge arrived at by research.
8. Students do not possess the qualifications to conduct research
9. It is not worth conducting research considering the time and money it
requires.

19 I ED101 THE CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES

How did you find the questions? Your answer to these questions shows your attitude towards
conducting a research. As a future teacher, it is important to have a positive attitude for
research.

❖ Teachers as Consumers/end Users of Research

Research gives teachers and also policy-makers important knowledge to use in
decision-making for the benefit of learners and their families. Well-informed teachers
are able to use and integrate the most authoritative research findings. Research
enables teachers to come up with informed decision on what to teach and how to
teach. This involves decisions related to educational policies, curriculum, effective
teaching-learning processes, and even those involving research, too. It can help us,
teachers, to be more knowledgeable about how to fit our teaching with the
developmental levels of our learners.

❖ Teachers as Researchers
The conduct of research does not only belong to thesis and dissertation writers. It is
for the students and teachers, too. Good teachers are good researchers. In fact, any
teacher who has asked a question deemed essential to practice and used a systematic
method to find an answer has engaged in a form of research. Attentive teachers
observe their students and, through systematic and embedded study, come to
understand the culture of their learning environment (© 2020 The Alberta Teachers’
Association)

The Scientific Method by John Dewey (1859-1962)

1. Identify and define the problem

2. Determine the hypothesis
3. Collect and analyze data
4. Formulate conclusions
5. Apply conclusions to the original hypothesis

According to Dewey in his Scientific Method, defining the problem is the first step in
conducting a research. The next one is to give a tentative answer to the research problem
called the hypothesis. The hypothesis is also called as an educated guess. If your research
problem is concerned with determining the cause of an effect or a phenomenon you have to
gather and analyze data from an experiment which is called as an experimental research. But,
if your problem focuses with describing data and characteristics about the subjects or
phenomenon, there is no need to conduct an experiment. This is called as descriptive
research. After analyzing data, you need to formulate conclusion then compare your
conclusions to your original hypothesis to see if it is correct or not. If it is the same with your
findings and conclusions, affirm your hypothesis. If not, reject the original hypothesis.

Ethical Principles

20 I ED101 THE CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES

 Code of Ethics for Researchers
by World Economic Forum Young Scientists Community
(http://www3.weforum.org/docs/WEF_Code_of_Ethics.pdf)

Principle 1. Engage with the public

It is having an open two-way communication about science and the implications of research,
as well as its need for society. Such communication involves active listening, discussion and
questioning by both parties to enable the transfer of scientific knowledge into public wisdom.

Principle 2. Pursue the truth

It means following the research where it leads, rather than confirming an already formed
opinion. The discovered truth must be confirmed and verified by peers, which requires
transparency and reproducibility in all steps of the research and publication, in the methods
used and by providing access to raw data.

Principle 3. Minimize harm

It means that research inevitably carries some risk and, while it may be impossible to
eliminate it, researchers can minimize harm to science, to others, to the environment, to
society and to themselves.

Principle 4. Engage with decision-makers

It means going beyond developing solutions, conducting experiments and publishing data.
Reasons to engage are many, but ultimately the involvement of decision-makers greatly
facilitates the probability that scientific outcomes will be translated into positive societal
change.

Principle 5. Support diversity

It means providing an environment in which the ideas of all are evaluated equally, regardless
of individual characteristics, on the basis of evidence. Diversity is not simply the
representation of individuals and ideas but is actual inclusion, which can only be achieved by
creating a culture of openness, and recognizing and addressing unconscious bias.

Principle 6. Be a mentor
It means trusting and empowering less experienced researchers, especially during the early
stages of their careers, to help them reach their professional goals and realize their full
potential.

Principle 7. Be accountable
It means taking responsibility for one’s actions when carrying out research. Researchers are
often trusted to guide and educate individuals, and youth in particular. This expectation
requires them to serve as examples of ethical behaviour for their students and broader
society.

The Data Privacy Act of 2012 (RA 10173)

The act states that the collection of personal data “must be a declared, specified, and
legitimate purpose” and provides that consent is required prior to the collection
of all personal data. It requires that when obtaining consent, the data subject be informed
about the extent and purpose of processing, and it specifically mentions the “automated
processing of his or her personal data for profiling, or processing for direct marketing, and
data sharing.” The law requires that when sharing data, the sharing be covered by an
agreement that provides adequate safeguards for the rights of data subjects, and that these
agreements are subject to review by the National Privacy Commission.

21 I ED101 THE CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES

Write TRUE if the statement is correct, if it is not, write FALSE. Put your answer on the
space provided.

_TRUE_________ 1. Quality research adheres to scientific method.

__TRUE________ 2. For research on child and adolescent development to serve its ultimate
purpose, researchers must be governed by ethical principles.
__TRUE________ 3. Teachers are both producers of knowledge when they conduct research
and are consumers or end user of knowledge when they utilize research findings to improve
instruction.
_TRUE_________ 4. Research enables teachers to develop a better understanding of
themselves through research.

Recall the research that you have conducted when you were still in Senior High School.
Using the matrix given below, write the problem, methodology, findings, and conclusions. If
you have not conducted a research, look for a study that suits in your Senior High track.

Problem

Findings
Methodology

Conclusions

22 I ED101 THE CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES

Examine the research article presented on the next page or you may visit the link provided if
you have internet connectivity at home. Reflect on the current problems that our teachers are
facing today. Write your reflections below.

Link: https://link.springer.com/content/pdf/10.1007/s12646-013-0234-6.pdf

INSERT THE ARTICLE HERE!!!

23 I ED101 THE CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES

References:
Corpuz, B.B., Lucas, M.R.D., Borabo, H.G.L., & Lucido, P.I. (2018) The Child and
Adolescent Learners and Learning Principles. Lorimar Publishing, Inc, Quezon City,
Philippines.
Rungduin, T.T.& Rungduin, D.C. (2019). Child and Adolescent Learners and Learning
Principles. Adriana Publishing Co., Inc.
Santrock, J.W. (2011) Educational Psychology, 5e. McGraw-Hill Companies, Inc. New
York, NY.
https://www.who.int/hiv/pub/guidelines/arv2013/intro/keyterms/en/#:~:text=A%20child%20i
s%20a%20person,than%20one%20year%20of%20age)
https://www.simplypsychology.org/naturevsnurture.html
http://www3.weforum.org/docs/WEF_Code_of_Ethics.pdf
https://link.springer.com/content/pdf/10.1007/s12646-013-0234-6.pdf
https://study.com/academy/lesson/what-is-development-growth-maturation-learning.html
https://ncert.nic.in/ncerts/l/kepy104.pdf

24 I ED101 THE CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES