Module Ed. 1 Finals 2

UNIT 3: Early Childhood
Module 15
PHYSICAL DEVELOPMENT
IN EARLY CHILDHOOD
“A child reminds us that playtime is an essential part of our daily

routines” Anonymous
I. Introduction:
“The years before formal schooling begins” is commonly known
as the preschooler years. It covers 3-5 years of age. Although it is known as
the years before formal school. The preschool years is very important as it
lays foundations to later development. At this stage, preschoolers achieve
many developmental milestones.
The physical development of the preschoolers focuses on the
acquisition of gross and fine motor skills, artistic expression, proper nutrition
and sleep, and what teachers and caregivers should do to maximize the
preschoolers’ development.
ISAT U MIAGAO CAMPUS ED. 1 - IST SEM. AY 2020-2021 -DR. MYLA N. CONEJAR 1
II. Learning Outcomes:
1. Discussed the preschoolers’ physical growth
2. Identified the different gross and fine motor skills
3. Drawn implications of the different concepts on physical
development on teaching preschoolers.
III. Motivation: (Be Active!)
Examine the pictures below. Think about the physical
of preschoolers. Put a caption for the pictures.
Picture 1 and 2
parenting.firstcry.com healthfounder.5sco.uk
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Picture 3 and 4
facebook.com littlewonderslearningcenter.net
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Analysis:
From the captions you wrote for the pictures, what physical
characteristics of preschoolers came out? Write them below.
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Physical Development of Preschoolers
 There are significant changes in physical growth of preschoolers
 The preschoolers’ physical development is marked by the acquisition
of gross and fine motor skills
 Preschoolers can express themselves artistically at a very early age
 Proper nutrition and the right amount of sleep are very important for
the preschoolers
 Caregivers and teachers can do a lot in maximizing the growth and
development of preschoolers
 Preschoolers with special needs in inclusive classrooms can thrive
well with the appropriate adaptations made in the classroom, materials
and activities.
Significant Changes in Physical Growth
Physical growth increase in the preschool years, although it is
much slower in pace than in infancy and toddlerhood. At around 3
years of age, preschoolers move, from the remaining baby-like features
of the toddler, toward a more slender appearance of the child. The
trunk, arms, and legs become longer. The center of gravity refers to
the point at which body-weight is evenly distributed. Toddlers have
their center of gravity as a high level, about the chest level.
The preschoolers at around 5 or 6 is the best time to begin
learning skills that require balance like riding a bike or skating.
By the time the child reaches three years old, all primary or
deciduous or “baby or milk” teeth are already in the place. The
permanent teeth which will begin to come out by age six are also
developing. The preschooler years are therefore a time to instill habits
of good dental hygiene.
Gross and Fine Motor Development
Gross motor development - refers to acquiring skills that involve the
large muscles. The Gross Motor Skills is categorized into three:
 Locomotor skills – are those that involve going from one place to
another like walking, running, climbing, skipping, hopping, creeping,
galloping, and dodging
 Non-locomotor skills – are those where the child stays in place like
bending, stretching, turning and swaying
 Manipulative skills – are those that involve projecting and receiving
objects, like throwing, striking, bouncing, catching, and dribbling
Preschoolers are generally physically active. Level of activity is
Highest around three and becomes a little less as the preschooler gets older.
Fine Motor Development – refers to acquiring the ability to use the
smaller muscles in the arm, hands and fingers purposely. Some of the skills
included here are picking, squeezing, pounding and opening things, holding
and using a writing implement. It also involves self-help skills like using the
spoon and fork when eating, buttoning, zipping, combing and brushing.
Preschoolers’ Artistic Development
The heart of the preschooler year is their interest to draw and
make other forms of artistic expressions.
Stages of Drawing in the Early Childhood – (Victor Lowenfeld)
Stage 1 – Scribbling stage – this stage begins with a large zig-zag
lines which later become circular markings. Soon, discrete shapes are
drawn. The child may start to name his/her drawing towards the end of
this stage.
Stage 2 – Preschematic stage – may already include early
representations. At this point, adults may be able to recognize the
drawings. Children at this stage tend to give the same names to their
drawings several times. Drawing usually comprise of a prominent head
with basic elements. Later, arms, legs, hands and even facial features
are included.
Stage 3 – Schematic stage – more elaborate scenes are depicted.
Children usually draw from experience and exposure. Drawings may
include houses, trees, the sun and sky and people. Initially, they may
appear floating in air but eventually drawings appear to follow a ground
line.
 Preschoolers’ representations or drawings does not only involve fine
motor skills, but also cognitive skills. Children’s drawings allow us to
have a glimpse of how they understand themselves and the world
around them.
Preschooler’s Nutrition and Sleep
The kind of nutrition a preschooler gets has far-reaching effect
on his physical growth and development. The preschoolers’ nutritional
status is the result of what nutrients he or she actually takes in
checked against the nutritional requirements.
It is important for the preschoolers to get sufficient amount of
rest and sleep. Preschoolers benefit from about 10-12 hours of sleep
each day. It is then when they are asleep that vital biological process
that affect physical and cognitive development take place. During
sleep especially in the dream state, growth hormones are released.
Blood supply to the muscles are likewise increased helping
preschoolers regain energy. At this state while dreaming, increased
brain activity is also attained.
A quick look at what preschoolers can do:
(physical skills)
Gross Motor: 36 to 48 months
 Hops 1-3 steps on preferred foot
 Skips (with alternating feet)
 Jumps and turns
 Stands on one leg without falling for at least 5 seconds
 Throws a ball over a head with control of directions
 Throws a ball over a head with control of speed
 Kicks a ball with control of speed
Fine Motor Skills:

36 to 48 months
 Consistently turns pages of a picture or story book one page at a time,
looking at pictures with interest
 Purposefully copies diagonal lines
 Purposefully bisects a cross
 Purposefully copies a square
 Purposefully copies a triangle
 Cuts with scissors following a line
54-60 months
 Copies a simple pattern of different basic shapes
 Draws a human figure (head, eyes, mouth, trunk, arms, leg, etc.)
without prompts
 Draws a house without prompts using geometric forms
 Colors with strokes within the lines
 Personal care and Hygiene ( Self Help Skills)
36-48 months
 Pours from pitcher without spillage
 Feeds self using spoon without spillage
 Dresses without assistance except for buttons and tying laces
 Puts on socks independently
49-60 months
 Feeds self using fingers without spillage
 Prepares own food
 Dresses without assistance, including buttoning and tying
 Wipes/cleans him/herself after a bowel movement
 Brushes teeth after meals without having to be told
 Washes and dries face independently without having to be told
 Takes a bath independently without having to be told
Name____________________________________Course/Yr./Sec_____________________Date________
Learning Activities:
 Make your own photo essay about the physical development of
preschoolers. Cut pictures or print images in the internet about the
preschoolers in action and describe their gross and fine motor skills.
 Proposed suggested activities based on the preschoolers’ physical domain
skill.
Physical Domain Skill Proposed Activity
Module 16
COGNITIVE DEVELOPMENT OF
PRESCHOOLERS
Boosts Cognitive Development Nearsay.com
“There are children playing in the street who could solve some of
my top problems in physics, because they have modes of sensory perception
that I lost long ago “ . -J. Robert Oppentheirmar
I. Introduction:
Childhood is a world of miracle and wonder, it is a stage of
childhood that brings happiness to everyone!
 Explained the cognitive development that takes place
among preschoolers
 Applied concepts on preschoolers’ cognitive development
in pre-school teaching and in child care
 Shown value on the current preschool practices
III. Motivation/Be Active!
Write your insights or reactions in this quote
which you think would influence the cognitive
development of the preschoolers.
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IV. Content:
Preschoolers’ Symbolic and Intuitive Thinking
Jean Piaget formulated the two substages of Piaget’s preoperational
thought namely:
 Symbolic substage – preschooler children shows
In their cognitive abilities by being able to draw objects that are not present,
by their dramatic increase in their language and make-believe play.
 Intuitive substage – preschool children begin to use
primitive reasoning and ask a library of questions.
The development in their language ability facilitates their
endless asking of questions. The preschool children exhibit considerable
cognitive development, their improved cognitive processes still show some
aspects of immaturity or limitations.
Brain Connections in the Preschool Years
Brain is composed of numerous cells called neurons that
connects to each other to functions. Cell connections are what we call
synapses sometimes also referred to as synaptic connections.
 The human brain contains 50 billion neurons at birth
 By age 2, children have developed half of the brain cell
connections that will be made during one’s lifetime
 Around 6 years of age brain develops for more
sophisticated thinking patterns
Language Development
Young children’s understanding sometimes gets ahead of
their speech. Fast mapping – a process by which children absorb the
meaning of a new word after hearing it once or twice in conversation.
Preschool children combine syllable into words and words into sentences in
an increasingly sophisticated manner
Language and Social Interaction
Vygotsky believed that young children use language both to
communicate socially and to plan, guide, and monitor their behavior in a self-
regulatory fashion – called inner speech or private speech (Santrock, 2002)
For Piaget, private speech is egocentric and immature, but for
Vygotsky it is an important tool of thought during early childhood. Full
cognitive development requires social interaction and language.
Vygotsky introduced the term Zone of Proximal Development
(ZPD) – refers to tasks too difficult for a child to master alone but can be
mastered with the guidance and assistance of adults or more skilled children
(Santrock, 2002). In short, ZPD captures the preschool children’s cognitive
skills that are in the process of maturing. ZPD consists of the following:
a. lower limit of ZPD – the level of cognitive development reached
by the preschool child independently.
b. Upper limit of ZPD – is the level of additional responsibility the
child can accept with assistance of an able instructor
(Santrock,2002)
Closely linked to the data of ZPD in cognitive and language
development is the concept of scaffolding - refers to the changing support
over the course of a teaching session with the more skilled person adjusting
guidance to fit the child’s current performance level (Santrock, 2017).
The more skilled person is also called More Knowledgeable Order (MKO)
Information Processing Theory – Attention and Memory
The information processing model is another way of examining
and understanding how children develop cognitively. This model
conceptualizes children’s mental processes through the metaphor of a
computer processing, encoding, storing, and decoding data.
The preschoolers’ attention span lasts longer than of toddlers.
The child’s ability to pay attention changes significantly during the preschool
years. Differences in memory span occur across the ages due to:
 Rehearsal and Speed and efficiency of processing information.
Preschool children may have shorter memory span than primary and
intermediate pupils. The speed with which a child processes
information is an important aspect of the child’s cognitive abilities.
 Between the ages of 2 and 5, long term memory also begins to form,
which is why most people cannot remember anything in the childhood
prior to age 2 and 3.
 Part of long term memory involves storing information about the
sequence of events during familiar situations as “scripts”. Scripts help
children understand, interpret, and predict what will happen in future
scenarios.
 Children ages 2 through 5 also start to recognize that are often
multiple ways to solve a problem and can brainstorm different
solutions.
 Between ages of 5 and 7, children learn how to focus and use their
cognitive abilities for specific purposes. Children of this age have also
developed a larger overall capacity to process information. This
expanding information processing capacity allows young children to
make connections between old and new information.
 In the early childhood, as information-processing increases in speed,
memory becomes increasing longer. Rehearsal and organizing
information are deliberate mental activities that can be employed to
improve the processing of information.
The Young Children’s Theory of Mind
Theory of Mind – refers to individuals’ thoughts about how mental
work (Santrock, 2002). By the age of 2 or 3, children become aware that the
mind exists. They refer to needs, emotions and mental states.
- A theory of mind or a set of ideas about mental activities
(Preschoolers Cognitive Development, 2007). This develops markedly
between the ages of three and five. It includes awareness of one’s own
thought processes, social cognition, understanding that people can hold
false beliefs, ability to deceive, ability to distinguish appearance from reality
and ability to distinguish fantasy from reality (Preschoolers Cognitive
Development, 2007).
A QUICK LOOK AT WHAT A PRESCHOOLERS CAN DO
Below are the list of preschoolers cognitive skills lifted from the
Philippine Early Learning and Development Standards(PELDS)
 Receptive language
 Domain: Cognitive Development
 Memory: episodic memory
RECEPTIVE LANGUAGE STANDARD
1. the child is able to understand both verbal and non-verbal forms of
communication. 31-36 months: 3-4years old. *speaks in a simple sentence
*talks about an event and is understood. 37-48 months
*uses some prepositions
*uses plurals
*uses past tense
*uses newly learned words appropriately on sentences
*uses newly learned words appropriately when in group conversations.
49-60 months-4-5 years old
*draws and tells a story about his drawing.
PRE-READING AND PRE MATH(MATCHING) STANDARDS
1.1 The child is able to match identical objects, colors, shapes, symbols.
31-36 months:2-1/2 to 3 years old
*matches identical objects with 2 attributes( e.g…color & shape)
*matches identical upper case letters *matches identical lower case
letters. 37-48 months: 3-4 years old *copies simple patterns with 2 or
more attributes(e.g, color, shape, sequence) and continues this
without guidance.
*recognizes familiar logos (e.g, McDonald’s, Coke, etc.)
*recognizes signs (e.g, male & female restrooms: stop and go;
danger/poison, etc)
*matches identical 2-to-4 letter words
*matches identical single-digit numbers
*matches identical 2-digit numbers
PRE-READING AND PRE-MATH ( Copying letters and numbers) STANDARDS
1.2: The child is able to recite the alphabet and numbers in sequence.
37-48 months: 3-4 years old
*prints upper-case letters with some reversals 46-60 months: 4-5 years
old
*prints complete name without model with no reversal
*prints upper case letters a model with no reversal
*prints lower case letters a model with some reversals
*prints number 1-5 with a model with some reversals 61-67 months: 5-6
years old
*prints upper case letters without a model and with no reversals
*prints lower case letters without a model and with no reversal
*prints numbers 1-5 without a model and with no reversals
DOMAIN: COGNITIVE DEVELOPMENTS ATTENTION AND ACTIVITY
STANDARDS
1. The child is able to sustain attention and modulate his activity at
age-expected levels. 31-36 months:2-1/2 to 3 years old
*completes simple task without prodding. 37-48 months: 3-4 years old
*may be distracted but re-focuses on her/his own
*remains settled while leafing through a picture book for 5 minutes
*remains settled while listening to a story using picture books for 5
minutes
*sustains attention and concentration on a tabletop activity for 10
minutes
*can work on a school assignment with a minimal supervision. 49-60
months: 4-5 years old
*sustains attention and concentration on a tabletop activity for 15-20
minutes
*can work on a school assignment with minimal supervision. 61-70
months: 5-6 years old *can work on a school assignment
independently.
HIGHER- ORDERED MENTAL ABILITIES (CONCEPT FORMATION) STANDARDS
1.The child develops basic concepts pertaining to object constancy,
space, time, quantity, seriation, etc. and uses these as the basis for
understanding how materials are categorized in his/her environment
31-36 months: 2-1/2 to 3 years old *knows the difference between a
recent event and one that happened a long time ago
*counts with one-to- one correspondence. *understands the concept of
number-quantity relations from 1 through 5(e.g, hands over 5 objects
when asked)
*groups objects by shapes
*arranges objects by length
*arranges objects according to size
*can tell in what way 2 things are the same
*can tell in what way 2 things are different. 37-48 months: 4-5 years
old
*can tell which is prettier/nicer of 2 items based on his/her criteria
*groups pictured objects according to category
*can tell which is left and right on him/herself
*understands “more” and “ less” *understands the concept of
conversation of matter at a rudimentary level
49-60 months: 4-5 years old *can tell which is the left and right of
people facing him/her
*knows the difference between yesterday, today, and tomorrow
*understands the concept of number-quantity relations for 1-10
*demonstrates concept of addition using fingers and objects
*demonstrates concept of subtraction using fingers or objects.
HIGHER-ORDERED MENTAL ABILITIES (CAUSE AND EFFECT
RELATIONSHIPS) STANDARDS
1.The child is be able to understand the cause-effect relationships. 31-
36 months: 2-1/2 to 3 years old
*can complete a simple pattern(e.g, beads, pictures, shapes) with
occasional guidance. 37-48 months : 3-4 years old
*understands reasons behind rules and practices in the community,
like those pertaining to sanitation, environment preservation, etc.
MEMORY:(EPISODIC MEMORY) STANDARDS
1. The child is able to recall people he has met, events, and places he has
been to. 31-36 months: 2-1/2to 3 years old
*talks about things that happened during a particular event that occurred
some time back.
MEMORY: (MEMORY FOR CONCEPT-BASED KNOWLEDGE-SEMANTIC
MEMORY) STANDARDS
1.The child is able to store verbal information in short and long term
memory.
37-48 months: 3-4 years old *repeats 5-to-7 word sentences correctly
*memorize the lyrics of a short song
*memorizes a short rhymes
*remember the gist and many details of short stories told or read. 49-60
*can recite the days of the week with some errors
*remember lesson learned in school after several days have passed. 61-71
*can recite the days of the week with no errors
*can recite the months of the year with some errors.
IV. ASSESSMENT
1. Describe behaviors to illustrate the preschooler’s
a. Animism
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b. Egocentrism
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c. Centration
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d. Lack of conservation
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e. Irreversibility
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f. Transductive reasoning
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2. Make a creative illustration on the following concepts:
a. Preschoolers engage in symbolic and intuitive thinking.
b. Brain connections are made when preschoolers interact with the
environment.
c. Language and interactions are very important to cognitive
development.
Module 17
SOCIO-EMOTIONAL DEVELOPMENT
OF THE PRESCHOOLERS
Blog.brookespublishing.com
I. Introduction:
The most crucial development in the preschoolers is the
socio-emotional development. The preschoolers tend to discover their new
roles outside their home. They developed interest to assert themselves as
they relate with other people. What they could learned of their social skills
during preschool years will help them throughout life as adults. These skills
will determine their social adjustment and the quality of relationships in their
adult life.
 Compared and contrast the Erikson’s “crisis” of early
childhood, initiative versus guilt.
 Discussed the stages of play and its impacts on preschoolers’
socio-emotional development
 Explained the development of the preschoolers’ sense of self
and self-esteem
 Showed value on the significant relationships of preschoolers
with their parents, siblings and peers.
III. Be Active!
Based on your observations of preschoolers’ playing in the
playground or outside the house. Kindly look for pictures or videos that will
prove your observations.
Note the following/Analysis:
 Was there a conversation going on among the preschoolers?
What are they talking about?
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 Described what were they usually play and what is this all about
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 Discussed the children’s interactions. Indicate if they were in
their own, working together or if there was conflict.
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IV. Content:
Big Ideas on Preschoolers’ Socio-emotional Development
 The development of initiative is crucial to the preschooler
 A healthy self-concept is needed for preschoolers to interact
with others
 Environmental factors influence gender identity in young children
 Preschoolers’ social development is shown through the stages of
play
 The care-giving styles of parents and teachers affect the
preschoolers’ socio-emotional development
 Preschoolers are interested in building friendships
Preschoolers’ Initiative
Erikson’s view of initiative aptly portrays the emotional and social
changes that happens during the preschool years.
Initiative versus guilt – Erikson believed that healthy
preschoolers developed initiative, the tendency of the preschoolers
to take action and assert themselves. They will yearn to create,
pretend, take risks and engaged in lively and imaginative activities
with peers.
One will hear a preschooler say
“Kaya ko na, (I can do it ) “ako lang nag suot ng shoes ko.” ( I wore my shoes
all by myself.) An important aspect of self concept is self esteem,
Which specifically refers to one’s judgements about one’s worth.
Preschoolers are naturally positive.
Environmental Factors and Gender in the Preschoolers’ Socio-
emotional Development
As the preschoolers ability to create schemas develop, they become capable
of gender typing , the process of forming gender roles, gender –based
preferences and behaviors accepted by society. They come to form gender
stereotypes.
Gender typing and gender identity are influenced by environmental factors
such as the family, peers, and the mass . This is where Bronfenbrenner’s
model comes into play. Difference spheres of influence determine the
preschooler’s development of a gender schema
Parents expect their children to play with toys that are “right” for their
gender. The expectations of other people in preschoolers lives also influence
their gender schema. This includes their relatives, teachers, classmates and
other playmates.
Parten’s Stages of Play
Play is the main agenda of the preschool years. Play has a social
dimension. As preschooler develops, social interaction with playmates
increases. Mildred Parten 1930’s did a study on children’s play behavior
which led to Parten’s stage of play. Since then, numerous studies have
followed using these stages as framework.
1.Unoccupied- The child appears not to be playing but directs his attention
on anything that interests him.
2.Onlooker- The child spends time watching others play. He may talk to them
but does not enter into play with them.
3.Solitary Play- The child spends time watching others play. He may talk to
them but does not enter into play with them.
4.Parallel Play-The child plays with toys similar to those near him, but only
plays beside and not with them. No interaction takes place.
5.Associative Play-The child plays with others. There is interaction among
them, but no task assignment, rules and organization are agreed upon.
6.Cooperative- The child plays with others bound by some agreed upon rules
and roles. The goal is maybe to make something, play a game, or act out
something.
Caregiving Styles
Caregiving styles affect the socio-emotional development of the
children. Caregivers here refer to both parents and teachers and even other
adults that care for the child. Baumrind gave a model that describes the
different types of caregiving styles.
• Responsiveness refers to caregiver behaviors that pertain to
expression or affection and communication and the willingness to
explain things in ways that the child will understand. Demandingness
refer to the level of control and expectations. This involves discipline
and confrontation strategies.
The Role of Caregivers in the Socio-emotional

Development of the Preschoolers
1. Greet each child with his or her names each day. Be sincere and
respectful to each child.
2. Read storybooks that deal about friendships and different feelings.
3. Develops routines in the home or school that encourage working together
and getting along.
4. Help children learn to make rules and play simple games by providing
opportunities for them to play in small groups.
5. Play games that involve social interaction and team work.
6. Observe how a child plays with other children. Teach him to request,
bargain, negotiate, and apologize.
7. Help children understand and cope with strong feelings by giving them
words that they can use to express how they feel. “ I can see you are SAD
about your pet, ANGRY at your sister.
8. Use dolls, puppets or pictures to demonstrate to children how to express
feelings appropriately.
9. Acknowledge how the child feels.
10. Catch children doing good. Affirm efforts they make to accomplish
something. Be specific in your praise.
11. Read storybooks that deals about friendships.
12. For teachers, develop routines that encourage working together and
getting along.
APPLICATION
1. Choose a big idea from the Module and expand it through internet
searches/downloads/magazines or any other related reading materials.
Prepare a pamphlet intended for use of parents of preschoolers.
2.The best caregiving style is the authoritative style. From all you have
learned from this Module, make a list of 9 qualities that an authoritative
preschool teacher should have.
REFLECTION
From the module on Socio-Emotional Development of Preschoolers, I
learned that….
UNIT 4: THE PRIMARY SCHOOLER
Module 18
PHYSICAL DEVELOPMENT OF THE
PRIMARY PUPIL
“There is always one moment in childhood when the door
opens and lets the future in.”
Deepak Chopia, Indian Physician and Autho
slideshare.net
I. Introduction:
Middle childhood is the stage when children undergo so many
changes –physically, emotionally, socially and cognitively. This is the stage
between 6 to 12 years old. Children in this stage receive less attention than
children in infancy or early childhood. The support of the family and friends of
the child is very important during this phase of development.
A. Physical Development of the Primary Pupil
II. Learning Objectives:
1. Described the different physical characteristics of early school-aged
children in their own words
2. Enumerated ideas on how the concepts of the primary schooler are
applied in this module in the teaching-learning process
3. Appreciated the characteristics of the primary schooler in the stage
of development
III. Focus Questions:
1. What are the physical characteristics of early school-aged children?
2. What are the different changes in the developmental stage of the
middle childhood?
IV. Motivation:
ACTIVITY
Observe at least three (3) primary school children (Grade 1 to 3). Describe the
physical characteristics of these children and write them down below.
Height
Weight
Balance
Speed
Coordination of
Movements
Analysis:
1. Based on the observations you have made, what can you conclude
about the general physical characteristics of children in their primary
school years?
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2. What are the necessary skills that will help them to be physically ready
for primary schooling?
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V. Content:
Physical Growth during the primary school years is slow but

steady. During this stage, physical development involves:
 Having good muscle control and coordination

 Developing eye-hand coordination
 Having good personal hygiene
 Being aware of good safety habits
Height and Weight
This period is of gradual and steady growth will give children

time to get used of the changes in their bodies. An average increase
height of little over two inches a year in both boys and girls will
introduce them to many different activities that they can now do with
greater accuracy.
Weight gain average about 6.5 pounds a year. Most children will
have slimmer appearance compared to their preschool years because
of the shifts in accumulation and location of their body fats. A child’s
legs are no longer and more proportioned to the body than they were
before.
A number of factors could indicate how much a child grows, or
how much changes in the body will take place:
genes •exercise
•medical
food
conditions
•
climate diseases/illn
esses
Bones and Muscles
Childhood years are the peak bone-producing years. This is the best
time to teach children of good dietary and exercise habits to help them have
strong , healthy bones throughout their lives.
Motor Development
Young school-aged children are gaining control over the major muscles
of their bodies. Most children have a good sense of balance. They like testing
their muscle strength and skills.
Unimanual – (require the use one hand)
Bi-manual – (require the use of two hands)
Different motor skills:
 COORDINATION – a series of movements organized and times to

occur in a particular way to bring about a particular result
(Strickland, 2000)
 BALANCE – is the child’s ability to maintain the equilibrium or
stability of his/her body in different positions.
- the basic skill needed especially in this stage.
 STATIC BALANCE – the ability to maintain equilibrium in a fixed
position, like balancing on one foot
 DYNAMIC BALANCE – the ability to maintain equilibrium while
moving (Owens, 2006)
 SPEED – the ability to cover a great distance in the shortest
possible time
 AGILITY – is one’s ability to quickly change or shift the direction
of the body.
 POWER – the ability to perform a maximum effort in the shortest
possible period.
ASSESSMENT:
1. Complete the graphic organizer below and share your output in class.
PHYSICAL DEVELOPMENT
(Basic Motor Skills)
(Factors Affecting Physical Development)
2. Read more on the Physical Development of primary schoolers. Focus

on the current issue on children about “obesity” and write a short
article about it.
Title:
References:
Module 19
COGNITIVE DEVELOPMENT OF THE
PRIMARY SCHOOLERS
“If you become a teacher, by your pupils you’ll be taught”
funderstanding.com
 O. Hammerstein
Introduction:
Jean Piaget is the foremost exponent of the theory on cognitive
development. According to him, intelligence is the basic mechanism of
ensuring balance in the relations between the person and environment.
Everything that a person experiences is a continuous process of
assimilations and accommodations. Piaget described four main periods in
cognitive development. For Piaget, intellectual ability is not the same as
different ages.
Learning Outcomes:
1. Described the characteristics of children in the concrete operational
stage
2. Explained the importance of information-processing skills and how
they affect the child’s cognitive development
3. Stated the different cognitive milestones in primary schoolers
Motivation:
Look at the semantic map below. Write down words which come to your mind
when COGNITIVE DEVELOPMENT is mentioned.
Find a pair on line or any person whom you can interact with at home and
compare your answers.
COGNITIVE
DEVELOPMENT
Discussion Questions:
1. What were the common ideas regarding cognitive development?
2. Are there new ideas regarding cognitive development which you found
intriguing?
3. With the advent of computer age, do you think cognitive development
is affected? Explain your answer?
Content:
Jean Piaget’s Concrete Operational Stage
Concrete operation – is the third stage of Piaget’s theory of cognitive
development. It spans from ages 7 to approximately 11 years. In this
developmental stage, children have better understanding of their thinking
skills. Children begin to think logically about concrete events, particularly
their own experiences, but have difficulty understanding abstract or
hypothetical concepts, this most of them still have the hard time ar
problem-solving.
 Logic
Concrete operational thinkers, according to Piaget, can
already make use of inductive logic. Inductive logic
involves thinking from specific experience to a general
principle. But at this stage, children have great difficulty in
using deductive logic or using a general principle to
determine the outcome of a specific event.
 Reversibility
One of the most important developments in this stage is an
understanding of reversibility, or awareness that actions
can be reversed. An example of this is being able to
reverse the order relationships between mental categories.
(For ex. In arithmetic, 3+4 = 7 and 7 - 4 = 3).
Cognitive Milestones
Elementary-aged children encounter developmental milestones.
They develop certain skills within a particular time frame.
Sequential manner – need to understand numbers before they
can perform a mathematical equation.
Each milestones that develops is dependent upon the previous
milestone they achieved. Up until age 8, a child learns new skills at a rapid
pace.
Specifically, young primary school-aged children can tell left from right.
They are able to speak and express themselves develops rapidly. During
play, they practice using the words and language they learn in school. They
learn to understand time and days of the week. They enjoy rhymes, riddles,
and jokes. Their attention span is longer. They can follow more involved
stories. They are learning letters and words. By six, most can read words or
combination of words.
Information Processing Skills
Several theories argue that like the computer, the human mind is
the system that can process information through the application of logical
rules and strategies. They also believe that the mind receives information,
performs operations to change its forms and content, stores nad locates it
and generates responses from it.
ACTIVITY/THINGS TO DO:
1. Study the diagram on information processing below. Write your insights
on how you can apply the Information-Processing. Theory in primary-
school children.
LONG-TERM
MEMORY
External Sensory Initial
Stimulus Memory Processing Retrieval Elaboration
and Coding
Repetition
SHORT-TERM
MEMORY
Response
Forgotten Forgotten
 ________________________________________________________________
________________________________________________________________
________________________________________________________________
2. Give 3 applications each of Piaget’s cognitive theory and that of
information processing theory in the teaching-learning process.
 ________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
3. Look for articles and studies, either online or printed, on the influences
of family on cognitive development. Share important points of your
research in class.
 ________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Reflection:
From the module on the Cognitive Development of Primary
School Children, I learned that…
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Module 20
SOCIO-EMOTIONAL DEVELOPMENT
OF THE PRIMARY SCHOOLERS
wisegeek.com
“The secret of education lies in respecting the pupil”
Ralph Waldo Emerson
I. Introduction:
Erik Erikson, the developmental theorist, formulated the
eight stages of man’s psychosocial development. Each stage is regarded as
a psychosocial crisis which arises and demands resolution before the next
stage can be achieved. Pre-school children belong to the fourth stage of
Erikson’s psychosocial stage, to which they have to resolve the issue on
“Industry vs. Inferiority”.
1. Identified the different characteristics of primary school-aged
children in the stage of development.
2. Discussed the different factors that affect the socio-emotional
growth of the primary schoolers.
III. Motivation:
1. Based on your observation on primary-schoolers during their
play time (recess or lunch break) What have you observed:
 Behavior during play
________________________________________________________________
________________________________________________________________
 Communication with peers
________________________________________________________________
________________________________________________________________
 Facial expressions, gestures and body language
________________________________________________________________
________________________________________________________________
2. Research images or pictures of children during playtime.
Paste them below and discuss points and observation in our
group chat (on line) or discuss it here in the module.
Analysis:
Discussion Questions:
1. What were the common observations among the children when it
comes to:
a. Behavior during play
b. Communication with their peers
c. Facial expressions, gestures and body language
2. During the observation, were three difficulties that the children
encountered while they were at play?
Content:
Erik Erikson’s Fourth Stage of Psychosocial Development
Industry vs. Inferiority – the psychosocial crisis that children will have
to resolve in this stage.
Industry – refers to a child’s involvement in situation where long,
patient work is demanded of them
Inferiority – the feeling created when a child gets a feeling of
failure when they cannot finish or master their school work.
In this stage, children, will most likely, begun going to school. School
experiences become the priority, which children are so busy doing school
work. The encouragement of parents and caring educators helps to build a
child’s sense of self-esteem, strengthening their confidence and ability to
interact positively in the world.
 Understanding the Self
Self-concept – beliefs regarding personality traits, physical
characteristics, abilities, values, goals and roles. It is also involves a
sense of belonging and acceptance, a sense of good and a sense of
being capable of doing good.
Having a healthy self-concepts means that the child likes
himself, accepted by his family and friends and believes that he can do
well.
Primary school children’s self-concept is influenced not only by their
parents, but also by the growing number of people they begin to interact
with, including teachers and classmates. Children have a growing
understanding of their place in the world. They already know that they can
please their parents and teachers. They are comfortable and show
confidence in doing things they are good at, but also show frustration in
things that they find difficult.
 School Years
Primary school children become increasingly self-confident
and able to cope well with social interactions. They are not focused on
themselves anymore but are also aware of the needs and desires of others.
The issues of fairness and equality become important to them as they learn
to care for people who are not part of their families. Characteristics like
loyalty and dependability are being considered as well responsibility and
kindness.
 Building Friendships
“ What is a Friend? A single soul dwelling in two bodies”
-Aristotle
Making friends is a crucial but very important part of children’s social
and emotional growth. Children, during this stage, most likely belong to a
peer group.
Peer groups – are characterized by children who belong approximately
to the same age group and same social economic status. It is found along
the stages of childhood through adolescence.
Primary school children prefer to belong to peer groups of the same
gender. Many children will use their surroundings to observe and mingle with
other children. Some will see this as an opportunity to make friends while
others remain a bit of a loner.
 Antisocial Behavior
Parents and teachers can help children make friends. Consider the following:
Expose the children to kid-rich environment (e.g. playgrounds,
park)
Create a play group in your class and let the children mingle
with their classmates
When your children hit other children, remind them that their
behavior hurts others
Coordinate with the parents and other teachers so that the
children will have greater opportunity to interact with other
children.
 Self-control
Once children reach school age, they begin to take pride in their ability
to do things and their capacity to exert effort. They like receiving positive
feedback from their parents and teachers. This becomes a great opportunity
for parents and teachers to encourage positive emotional responses from
children by acknowledging their mature, compassionate behaviors.
Activity/Things to do:
Study the situation given below. If you were the teacher, how will you
help this learner cope with her socioemotional difficulties?
Dear Teacher,
I am really heart broken. My 8-year old daughter is feeling lonely, isolated and friendless. It seems that she
has felt this way for quite a while. She says that she mostly spends time alone- that she has no friends
because no one wants to play with her.
She tags along, but is usually left out eventually. She can become angry if things don’t always go her way
and also teary. I don’t know where to turn to help her – the thought that she finds school painful is
heartbreaking.
Sincerely,
WorWoWorri
Worried Mother
Worried Mother
Worr
Wor
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________________________________________________
ASSESSMENT:
Read more on the Socioemotional Development of primary school children.
Analyzed the perspective of teachers on this stage by reading the research
paper on http://www.aare.edu.au/07pap/bru07322.pdf.
Or for those who has a problem of internet connectivity, kindly share your
own personal experienced with your Socioemotional Development during
your primary school.
Write down points for discussion and your personal insights.
Points for Discussion:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________________________________________
UNIT 5: LATE CHILDHOOD
Module 21
INTERMEDIATE PUPIL
“The period of late childhood is the period of calm before the
growth spurt of adolescence”
-Anonymous
Virtuallabschool.org
Introduction:
The steady and gradual changes happening in children at this age,
especially with their increasing familiarity with school work and other
possible activities provide them with a greater opportunity to develop their
motor skill functioning.
Learning Outcomes:
 Identified the different physical characteristics of intermediate
schoolers
 Discussed ways and practices which will aid children in
successfully developing physically
 Designed a simple exercise program appropriate for intermediate
school children
Motivation: (BE ACTIVE!)
Research images or pictures of children in their late childhood (ages 9
to 12). Make a collage and discuss the common characteristics that you have
observed.
MY OBSERVATIONS
Analysis:
 What initial characteristics of children ages 9 to 12 did you observe?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
 What activities were commonly done by these children which help
them to develop physically?
 ______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
 Based on your observations and readings, do boys follow a different
growth pattern compared to the girls? Explain your answer.
 ______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Content:
Physical Changes
On the average, girls are generally as much as two (2) years
ahead of boys in terms of physical maturity. Puberty may become early.
Budding breasts for girls- which is the initial sign of puberty. Some girls
may also start with their menstrual period as early as 8 and some as late
13.
Many of the bodily structures like the liver, muscles, skeletons,
kidneys and face follow a normal curve of development for both girls and
boys. Other structures like the brain, intestines, and other organs and
bodily systems mature at their own time, thus, affecting growth patterns.
Children gain an average of 7 pounds in weight, and average of
21/2 inches in height and an average of an inch in head circumference
each year. Children at this stage have growth spurts – sudden boost in
height and weight, which are usually accompanied by increase in appetite
and food intake. Increase in body fats also occurs in preparation for the
growth that occurs during adolescence. The body fat increase occurs
earlier in girls and is greater in quantity.
Girls appear to be “chubby” while boys tend to have more lean body
mass per inch of height than girls. These are all normal part of
development. These differences in body composition become very
significant during adolescence.
Since this stage can bring out insecurities, parents and teachers must
be very conscious about their dealings with these children. Appropriate
activities must be designed so the children will be guided into the right
direction. Children must be given opportunities to engage themselves in
worthwhile activities that:
• Promote healthy growth
• Give them a feeling of accomplishment
• Reduce the risk of certain diseases
This stage is also characterized by advance development of their fine
and gross motor skill.
APPLICATION:
As a teacher, what ideas can you give in order to help intermediate
school children develop physically?
REFLECTION
From the module on the Physical Development of Intermediate School
Children, I learned that….
Module 22
INTERMEDIATE SCHOOLERS
Virtuallabschool.org
I. INTRODUCTION:
The intermediate schoolers reasoning and logical thinking are
still very limited. But with proper guidance and nurturance from parents,
teachers and the rest of the community, these children can easily succeed in
their intellectual endeavors.
II. LEARNING OUTCOMES:
 Examined the cognitive characteristics of intermediate school
children.
 Discussed important factors that affect the cognitive
development of intermediate school children.
 Enumerated ways on how teachers can promote creativity in
the learning environment, learning activities and instructional
materials.
III. MOTIVATION:
Write your understanding on the statement below:
INTELLIGENCE is….
 the ability to create an effective product or offer a service that is

valued in a culture;
 a set of skills that makes it possible for a person to solve problems
in life;
 the potential for finding or creating solutions for problems, which
involves gathering new knowledge.
Howard Gardner
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
IV. Analysis:
 What kind of intelligence is being referred to by Howard
Gardner?
 What intelligence do you think is the most evident in this
stage of development?
 Do these intelligences vary among children in terms of age
and gender?
V. CONTENT:
Initial Cognitive Characteristics
Intermediate school children used logic and reasoning give them
chances of thinking about what they want and how to get it. They now
become very interested in talking about the future or even their potential
career. They are even capable of understanding concepts without having
direct hands on experience.
Reading development
Children in this stage, is marked by a white application of word attack.
Because of the presence of previous knowledge, they now have a wide
vocabulary which enables them to understand the meanings of unknown
words through context clues (this is the “ reading to learn” stage in reading
development).
Attention
Older children have longer and more flexible attention span compared
to younger children. Their span of attention is dependent on how much is
required by the given task. In terms of school work, older children can
concentrate and focus more for longer period of hours especially if they are
highly interested in what they are doing.
Creativity
Children at this stage are open to explore new things. Creativity is
innate in children, they just need a little guidance and support from parents,
teachers and people around them. They are usually at their best when the
work is done in small pieces.
Creativity in children is encourage when the activities:
• Encourage different response from each child.
• Celebrate uniqueness
• Breaks stereotypes
• Value process over product
• Reduce stress and anxiety in children
• Support to share ideas, not only with the teacher/parent but also with
other children
• Minimize competition and external rewards
Media And Aggression
Violence and aggression are often dubbed as one of the results of media.
According to the public health summit in 2000, the following are some of the
negative results of media:
• Children will increase anti social and aggressive behavior.
• Children may become less sensitive to violence and those who suffer
from violence.
• Children may view the world as violent and mean, becoming more
fearful of being a victim of violence.
• Children will desire to see more violence in entertainment and real life.
• Children will view violence as an acceptable way to settle conflicts
APPLICATION:
1. Write the definitions of the following words based on how you
understood it.
a. Concrete Operational Thinkers
______________________________________________________________________________
_____________________________________________________________________________
b. “Reading to Learn” Stage (in Reading Development)
______________________________________________________________________________
_____________________________________________________________________________
c. Attention Span
______________________________________________________________________________
_____________________________________________________________________________
d. Creativity
______________________________________________________________________________
_____________________________________________________________________________
2. What can teachers do to help encourage creativity in children?
Consider the following areas in the teaching-learning process:
The Creative Teacher
The Learning The Planning of The Designing of

Environment Activities Instructional Materials
REFLECTION:
From the module on the Cognitive Development of Intermediate School
Children, I learned that…...
Module 23
SOCIO-EMOTIONAL DEVELOPMENT OF
THE INTERMEDIATE PUPIL
ychertfordshire.org
I. INTRODUCTION
This period of socio-emotional development, children are
spending less time in their home. The most of their time is spent
outside the home, either alone or with other children, rather than
with adult.
II. LEARNING OUTCOMES
 Identified the socio-emotional characteristics of children in
their late childhood stage.
 Determined the qualities of family life that affect older
children’s development including changes their family
interactions.
III. MOTIVATION
1. Paste a picture of you when you were in Grade 4, 5, or 6. Recall a
significant event that happened to you. Write a very brief story of what
happened.
Analysis:
1. Why was this event so significant?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
2.What do you think were the factors that made you react or feel that way?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
3.How do you think this event has affected you socially and emotionally?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
4.Thinking about it, do you think you could have acted or felt differently?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
IV. CONTENT
UNDERSTANDING SELF COMPETENCE, SELF IDENTITY AND SELF CONCEPT
Understanding Self Competence
One of the most widely recognized characteristics of this period of
development is the acquisition of feelings of self-competence. This is what
Erik Erikson referred to when he described the development task of middle
childhood – the social crisis industry versus inferiority. Industry refers to the
drive to acquire new skills and do meaningful work.
Self Identity and Self Concept
• Children can now describe themselves with internal and psychological
characteristics and traits
The child should have a growing sense of competence. The child’s
definitions of self and accomplishment vary greatly according to
interpretation in the surrounding environment. Varied opportunities
must be provided in order for children to develop a sense of
perseverance, they should be offered chances for both fail succeed
along with sincere feedback and support.
Emotional Development
• show, improved emotional understanding
• increased understanding that more than one emotion can be
experienced in a single experience.
• show greater ability to show conceal emotions
• utilize ways to redirect feelings and a capacity for genuine empathy.
Emotional Intelligence
 develop emotional self-awareness
• managing emotions (self-control)
• reading emotions (perspective taking)
• handling emotions (resolve problems)
Building Friendship
• As children go through their late childhood the time they spend in peer
interaction increases. For them, good peer relationships are very
important. The approval of belongingness they receive contribute to
the stability and security of their emotional development. Peer size
also increases and less supervision at adults is required. At this stage,
children prefer to belong to same sex peer groups.
• Five types of Peer Status:
POPULAR
- frequently nominated as the best-friend and one who is
rarely dislike by peers.
AVERAGE
- receives an average numbers of positive and negative
nominations from peers.
NEGLECTED
- very seldom nominated as best-friend but is not really
dislike.
REJECTED
- infrequently nominated as a best-friend but one who is
also dislike by peers.
CONTROVERSIALS
- frequently nominated as a best-friend but as the same
time is dislike by peers.
Family
• family support is crucial at this stage which characterized by success
and failure.
• if children do not find a supportive family when they find their interest
they can easily get frustrated.
• if families are seen as primary support system, failures and set back
become temporary and uncomfortable rather than something that is
attributed to personal flaws or deficits.
V. APPLICATION
1. Based on your readings, what are the factors which greatly affect the
socio-emotional development of children in their late childhood stage.
FACTORS THAT GREATLY AFFECT THE SOCIO-

EMOTIONAL DEVELOPMENT OF INTERMEDIATE
SCHOOLERS
2. Interview a parent or a teacher of an intermediate schooler. Use the
questions below as your guide. Write your conclusions and insights.
Name of Parent (Optional):
Age and Grade Level of a Child:
_____________________________________________________________________________________
Gender of the Child: _________________________________
Questions:
 What were some marked changes in your child as he/she reached the
intermediate level (Grade 4 to 6)?
 How can you describe his/her interactions with parents, sibling(s) – if
any teachers and peers?
 What can you say about your child’s self-confidence and self-esteem?
 What activities in the home, do you do to help your child interact with
people around you him/her?
My insights:
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________
REFLECTION:
From the module on the Socio-Emotional Development of Intermediate
School Children, I learned that…...
UNIT 5: ADOLESCENCE
(The High School Learner)
Module 24
HIGH SCHOOL LEARNERS
“Adolescence is just one big walking pimple”
-Carol Burnett
Ihtusa.com
LEARNING OUTCOMES:
 Described the adolescence stage
 Discussed the physical and sexual changes accompanying puberty
 Identified the psychological consequences of early and late maturation
in the period of adolescence
MOTIVATION:
Share your real experiences along the following aspects:
 Individual perceptions whether your growth was low or fast, smooth or
by spurts, etc. Any sense of curiosity or concern (especially as to such
incidences as menstruation for girls and wet dreams for boys).
 How your self-image (esteem) was affected by your physical growth
(possibly two thin or plump, lanky or short, homely-looking, etc.)
 Parental relationship during these years, as you may have sought more
independence, privacy, etc.
ANALYSIS
Was there anything common in the experiences shared?
Was there anything unique?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
CONTENT:
Defining Adolescence
ADOLESCENCE
Early adolescence  Middle adolescence  Late adolescence
Adolescence is a period of transition in terms of physical, cognitive and
socio-emotion changes, physical transition being particularly coupled with
sexual transformation,
In all cultures, biological changes comprise the major transition from
childhood to early adolescence.
This is manifested by a change in physical appearance, a more rapid
rate of development (next to the speed of growth of the fetus in the uterus)
known as growth spurt. The phenomenon commonly result in the feeling of
awkwardness and unfamiliarity with bodily changes.
In addition, alterations in sleeping habits and parent-adolescent
relationship may be experienced accompanying puberty changes.
The growth hormone conditions gradual increases in body size, and
weight, but hormones flooding occurs during adolescence causing an
acceleration known as the growth spurt. Body changes include change in
body dimensions (leg length, shoulder width, trunk growth rather than leg
growth.
In girls, the growth spurt generally begins at age 10 reaching its peak
at age 11 and-a-half, and decreasing at age 13, while slow continual growth
occurs for several more years. At age 16 and girls reach 98% of their adult
height,
HORMONES- are recognize to be powerful and highly specialized
chemical substances that interact with body cell. The triggering by the
hormones of the hypothalamus glands on hormones of the pituitary glands
signal the entire process of sexual maturation.
During the process, GONADOTROPIC HORMONES are secreted by the
anterior pituitary, which lies beneath the base of the brain and are situated
approximately at the geometric center of the human head.
GONADS are the ovaries in the female and the testis in the male, are
then stimulated by the gonadotropic hormones, in turn stimulating their own
hormones. When the male testis is stimulated by the gonadotropic hormones,
testosterone is secreted, while estrogen is secreted when the female is
stimulated.
SECONDARY MALE SEX CHARACTERISTICS are stimulated by
testosterone, comprised by the growth of the testis and scrotum
(recognized to be the first sign of puberty), penis and first pubic hair; the
capacity for ejaculation, the growth spurt, voice change, facial hair
development/ beard growth, and continuing growth of pubic hair.
The acceleration of the growth precedes the first the first appearance
of facial hair growth. Occurring late in puberty, the lowering of the voice,
cause by the enlargement of the larynx and double lengthening of the vocal
cords, is viewed to be the most obvious aspect of adolescent development.
In contrast with menarche, sperm ache signals the first sign of
puberty and sexual maturity in boys. At about age 12 or 13, boys experience
the enlargement of the testis and the manufacture of sperm in the scrotum,
most likely experiencing the first ejaculation of semen- a sticky fluid
produced by the prostate gland. The need to discharge semen occurs more
or less periodically following pressure caused by the production of seminal
fluid by the prostate gland. Nocturnal emissions or “wet dream” occur during
sleep often caused by sexual dreams.
 The striking tendency for children to become larger at all ages has
been perceived during the past 100 years. Known as the SECULAR TREND,
the phenomenon reflects a more rapid maturation compared with that
occurring in previous millennia. In 1880, for ex. The average age at which
girls and their first menstrual period in well-nourished industrial societies
was 15 and 17 years. This is not true, however, in depressed societies
wherein this period is a bit later at about 15.5.
One hundred years ago, boys reached their adult height at ages 23 and
25 and girls at ages 19 and 20. today, maximum height is reached between
18 and 20 years for boys and 13 and 14 for girls.
Teenagers are not getting enough sleep, and would want more sleep.
Actually, lack of sleep is likely caused by changes in adolescent behavioral
patterns. Teens often stay up late because they enjoy it, especially with the
advent of internet music listening, video watching. About 90% of teenager
high school student report going to bed later than midnight. Socializing with
peers add to the problem, causing difficulties in waking up early and causing
teenager to struggle to stay alert and function productively.
Adolescents become aware of changes in sexuality, thus undergoing a
period of exploration and adjustment. Learners from sectarian (religious and
gender exclusive ) schools are more likely to consider sexual opened to be
dangerous, if not sinful. The case is not perceived among non- sectarian or
gender mixed schools, although more dangers exist relating to heterosexual
relationship and early pregnancy among students in non- exclusive schools.
Early or late maturation deserves due consideration, as this can be a
factor for adolescent acceptance and comfort or satisfaction with his/her
body image. Among girls, physical changes are more dramatic, but
perceptions of not being well developed as compared with their peers can be
a cause for timidity or shyness, if not frustration.
Most adolescence desire an “ideal body”, which is the same as being
attractive or handsome in face (features of the eyes, nose, lips, hair, etc.)
and in body (tall and muscular for boys and tall and slender for girls).
In the developed countries like U.S. about 10% of adolescents have
been known to take anabolic steroids in tablet or in injectable form for
cosmetic and athletic performance purposes. It is important to forewarn
adolescents about the severe harmful effects of long term use of steroids:
liver dysfunction, cancer and damage to the productive system.
Short term effect such as hair loss, severe acne, high blood pressure,
shrunken testicles and low sperm production. Girl users develop irreversible
masculine characteristics, such as growth of facial hair. Steroids may also
foster aggressive and destructive behavior. Finally, giving up the drug may
lead to depression and suicide.
Necessary for adolescent years are sufficient amounts of vitamin B12
(found in animal proteins), calcium, zinc, iron, riboflavin and vitamin D. Magic
diet schemes suggested by advertising and magazines to lose weight, give a
radiant hair, whiten the skin, etc. should be met with caution.
The vegetarian fad can also be disastrous especially to adolescents
who need vitamin, minerals and protein which vegetable diets cannot
provide. Vegetable intake is good, but this should be balanced with food
intake to form high- quality nutrition including eating protein sources such as
milk, dairy products and eggs.
It is a recognized fact that teens are the poorest eaters among age
group, as they often skip meals, frequently take snack foods (hamburger,
fries, pizza, soft drinks, etc.) at fast- food eateries.
It’s important that adolescent feel confident about their body image.
The physical features of the human body (facial looks, body size, color of
skin, etc.) depend on genetic heritage witch must generally be respected.
However, with advancement in hair and skin technology, change in hair color
and skin are no longer impossible.
There is more to body image than physical looks and these concern
good habits in relation to:
 Cleanliness and grooming
 Proper wearing of clothes following current styles
 Erect bodily posture
 Eye contact while communicating
 Decorum (good form and confidence) and decency
VI. APPLICATION
 Cite at least 5 big ideas from this Module. Give a concrete application
of each in your personal life.
BIG IDEAS FROM THE MODULE CONCRETE APPLICATION

IN YOUR LIFE
REFLECTION:
Reflect as a future teacher, how can you foster the development of
adolescent high school learners …...
Module 25
HIGH SCHOOL LEARNERS
Slideshare.net
LEARNING OUTCOMES:
 Described the theories of cognitive thinking and relate these to the
phases of teaching-and-learning process
 Identified the avenues for the adolescent learner’s acquiring
metacognition, elevating thinking, and ability base
 Gave value on the adolescent’s thinking skills, inclusive of
egocentrism, idealism and increased argumentativeness.
MOTIVATION:
Share a real life experiences about the following and relate them to
your cognitive development:
 Your grades (possible awards, recognition) and how these affected
you.
 Special projects that gave you opportunities for higher thinking
(e.g. IT research, workshops, planning, discovering, organizing,
finishing a project) and what cognitive processes were demanded
of you.
 Field study and how this helped you developed cognitively.
CONTENT:
PIAGET’S FORMAL OPERATIONAL THINKER
• Demonstrates the cognitive capacity of the adolescent to go beyond
sensible and concrete on what is abstract, hypothetical,
multidimensional, and possible.
FORMAL OPERATIONAL THINKING
a. Propositional Thinking – making assertions outside visual evidence,
and stating what may be possible in things not seen by the eyes.
b. Relativistic Thinking – subjectively making an opinion on facts –
involving one’s own bias, prejudice of distortion of facts – which may
be either right or wrong
c. Real versus Possible – examining a situation and exploring the possible
in terms of situations or solutions
Combinational analysis – taking stock of the effects of several
variables in a situation, testing one variable at a time, and not
randomly
Hypothetico – Deductive Reasoning – emerges in adolescent
reasoning from general facts/situations to a particular conclusion
Problem – Solving Thinker – identify problems and seek new and
creative solutions for them
SIEGLER’S INFORMATION-PROCESSING SKILLS
• Sees cognitive growth as a sequential acquisition of specific
knowledge and strategies for problem solving.
• Adolescents may show
-speed
-complexity
-increased volume/longer memory span
• METACOGNITION
-ability to think above thinking, evidenced by awareness of and
capacity to identify one’s own thinking processes or strategies –
perception, comprehension, memory and problem solving
• OVERACHIEVERS
-Achievement and IQ tests are standard measurements of the
learner’s abilities, as well as potentials for success in given areas.
CHARACTERISTICS OF OVERACHIEVERS
1. Positive self value.
2. Openness to authority.
3. Positive interpersonal relations.
4. Less conflict on the issue of self – autonomy.
5. Academic orientation.
6. Goal – orientation
7. Control over anxiety
UNDERACHIEVERS
-Individuals whose performance are below the measured IQ levels
WITHDRAWN UNDERACHIEVER – having a more pronounced tendency
to be passive
AGGRESSIVE UNDERACHIEVER - tend to be talkative, if not disruptive
and rebellious
PARENTAL INVOLVEMENT
-the influence of parents appears to be the dominant influence on the
adolescent’s achievement level, more than peer group influence.
PARENTS OF HIGH ACHIEVER DEMONSTRATES:
 Positive attitudes about learning, school, teachers, and
intellectual activities, such as by exposing their children to
stimulating books, word games, wholesome sports, travel, etc.
 Harmonious and supportive relationship, inclusive of open, free
and enjoyable interaction with the family
 . Their own capabilities for success, conflict management,
independent choice with which children can identify.
 Encouragement and support for their children’s achievement
without undue pressure
 Active involvement in the school program and in parent – teacher
– community activities
PARENTS OF UNDERACHIEVERS
1. Indifference and disinterestedness in academic and extracurricular
activities of their children
2. Authoritarian, restrictive and rejecting attitudes or the opposite,
namely being excessively lax so as to leave their children on their own
without any involvement or support
3. Excessive indulgence, solicitousness, and protectiveness, thus stifling
their children’s self-initiative.
POSSIBLE ADOLESCENT BEHAVIOUR DURING COGNITIVE GROWTH
• EGOCENTRISM
-The tendency among adolescents to think too much of themselves
• IDEALISM
-Adolescent open thought on the possible, an avenue to possibly
imagining what is far – fetched and less ideal
DEVELOPING OCCUPATIONAL SKILLS
• Theorist John Holland has identified basic personality factors matched
with attitude and work preferences. These personality factors are as
follows:
-realistic -enterprising
-investigative -artistic
-social
-conventional
Attitudes and abilities needed for gainful occupation:
• Self –reliance
• Ability to manage money
• Social responsibility
• Mature work orientation
• Personal responsibility
• Positive attitudes about work
EXTRACURRICULAR ACTIVITIES
• Activities outside the subjects for classroom study are mechanisms for
further development of the adolescent students, allowing the
acquisition of new attitudes, knowledge, and skills.
APPLICATION:
Give one important concept that you learned, give each of which the
application in the teaching-learning process.
ONE CONCEPT LEARNED AN APPLICATION IN THE

TEACHING-LEARNING PROCESS
Piaget’s Formal Operation stage
Siegler’s Information-processing
skills
Metacognition
Overachievement
Underachievement
REFLECTION:
Reflect on the practices of your past teachers. Which ones encouraged your
cognitive development as an adolescent and which ones did not. As a future
teacher, what lessons have you learned from your past teachers regarding
ways of enhancing adolescent’s cognitive development?
Module 26
SOCIO-EMOTIONAL DEVELOPMENT OF
THE HIGH SCHOOL LEARNERS
Slideshare.net
LEARNING OUTCOMES:
 Identified the socio-emotional changes in the adolescent
 Described how self-image develops among teens
 Determined the value of the adolescent’s wholesome attitudes
and values in teen-age friendship
MOTIVATION:
Student-teachers share real-life experiences on their personal
development as adolescents. Share your insights on the following socio-
emotional issues among adolescents:
 Developing self-esteem in the family
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
 Developing self-esteem in school
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
 Friendship during adolescence stage
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
CONTENT:
"Adolescence isn’t just about prom or wearing sparkly dresses."
-Jena Malone
SELF-UNDERSTANDING
The formation of a self-concept is of paramount significance since this
relates to enduring traits that make the person fully human.
-From self-image, there is the all-important value known as self-esteem.
STEREOTYPES IN GENDER DIFFERENCES
Boys have higher self-esteem in achievement and leadership, while
girls see themselves better in terms of congeniality and sociability. (Hattie &
Marsh , 1996)
Boys are more self-sufficient, while girls are help-seeking.
DEVELOPING SELF-ESTEEM
The high involvement and intrusion by mothers in the lives of their
daughter are observed to cause delay in the development of self-
individuation among girls.
SELF ESTEEM - appreciation of one's self or self-love, regardless
of genetic potential endowments.
POTENTIAL ENDOWMENT - can be developed to a great extent
through family formation, school education and social influence.
FRIENDSHIP AND INTIMACY
Teenage friendship is a social system which can be wholesome
in terms of sharing of thoughts and feelings, caring for one another,
and responding to one another's deeper psychological needs.
Several types of friendships can be distinguished:
• a. acquaintances who meet periodically;
• b. companions who share common interest through regular contacts,
and
• c. Intimates or best friends with depth of self-
disclosure/feelings/caring, romantic partners in intimate heterosexual
relationship.
IDENTITY ISSUES
• This process ushers in a sense of confusion as adolescents bring
together all the things they have learned as sons/daughters, students
and friends and try to make sense of their self image.
PHASES OF IDENTITY STATUS BY JOHN MARCIA
1. Identity foreclosure- this is the case of an adolescent who is a follower,
finding security in others not in his/her self.
2. Moratorium- this is the case of an adolescent searcher.
3. Identity achiever- this is the point where the adolescent fully finds his/her
self.
4. Identity diffusion- this is the case of the adolescent failing to find his/her
self.
PROMOTING A SENSE OF IDENTITY:
1. Inner confidence about self-competence and ability to learn and master
new tasks;
2. Ample opportunity to try out new roles either in one's fantasy or in
actual practice; and
3. Support from parents and adults.
ANTISOCIAL BEHAVIORS AMONG ADOLESCENTS
a. The importance of parental monitoring and discipline on the child in
early childhood
b. Involvement with peer and school work in middle childhood.
c. Commitment with peer group in late childhood and adolescence.
MORAL DEVELOPMENT BY LAWRENCE KHOLBERG
1. CONVENTIONAL LEVEL
- the adolescent is able to understand and conform social conventions
consider the motives of peers and adults engage in proper behavior to please
others, and follow the rules of the society.
2. POST-CONVENTIONAL LEVEL - the adolescent wishes to conform to:
a. Law and order
b. The social contract
c. Universal ethical principles
DEVELOPMENT OF GUILT
GUILT
- is a sense of feeling responsible for one's actions, particularly when harm
has been done to oneself or others.
NEGATIVE SIDE GUILT
- can threaten self-image such that if one is unable to thresh out guilt
feelings, there can be serious problems in adjusting to normal living.
POSITIVE SIDE GUILT- makes us aware of possible wrong doing, serving as a
regulator for individuals to be more responsible upholding esteemed social
values.
ANTICIPATORY GUILT- is felt when the child sees consequences that are
detrimental to oneself or others.
SURVIVOR GUILT- is experienced whom one feels blameworthy regardless of
involvement.
INFLUENCES IN MORAL BEHAVIOR
-Peers can encourage positive behaviors, although they can also encourage
misconduct or inappropriate behaviors.
-The quality of parent-child relationship is most positive when parents show
competence, non-oppressive level parental control, appropriate support and
direction.
APPLICATION:
Implications for Teaching-Learning
The socio-emotional world of the adolescent learner is complex and
needs to be approached with care and understanding. Give concrete
instances where you can show care and understanding.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
List down five activities (games included) and give its significance for
teen-agers to enhance their self-esteem.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Emotional crisis leads to depression and suicide which need to be
handled with care. Share your own insights on how to overcome
emotional crisis during the adolescent’s stage.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Reference:
Corpuz, B. et. al. (2015). Child and Adolescent Development: Looking at

Learners at Different Life Stages Lorimar Publishing Inc
GOOD LUCK AND GOD BLESS!

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UNIT 3: Early Childhood

“A child reminds us that playtime is an essential part of our daily

“The years before formal schooling begins” is commonly known

as the preschooler years. It covers 3-5 years of age. Although it is known as

lays foundations to later development. At this stage, preschoolers achieve

many developmental milestones.

The physical development of the preschoolers focuses on the

1. Discussed the preschoolers’ physical growth

2. Identified the different gross and fine motor skills

3. Drawn implications of the different concepts on physical

development on teaching preschoolers.

III. Motivation: (Be Active!)

Examine the pictures below. Think about the physical

of preschoolers. Put a caption for the pictures.

characteristics of preschoolers came out? Write them below.

Physical Development of Preschoolers

 There are significant changes in physical growth of preschoolers

of gross and fine motor skills

 Preschoolers can express themselves artistically at a very early age

 Caregivers and teachers can do a lot in maximizing the growth and

 Preschoolers with special needs in inclusive classrooms can thrive

well with the appropriate adaptations made in the classroom, materials

Significant Changes in Physical Growth

Physical growth increase in the preschool years, although it is

much slower in pace than in infancy and toddlerhood. At around 3

years of age, preschoolers move, from the remaining baby-like features

of the toddler, toward a more slender appearance of the child. The

the point at which body-weight is evenly distributed. Toddlers have

their center of gravity as a high level, about the chest level.

The preschoolers at around 5 or 6 is the best time to begin

learning skills that require balance like riding a bike or skating.

deciduous or “baby or milk” teeth are already in the place. The

developing. The preschooler years are therefore a time to instill habits

of good dental hygiene.

Gross and Fine Motor Development

Gross motor development - refers to acquiring skills that involve the

large muscles. The Gross Motor Skills is categorized into three:

another like walking, running, climbing, skipping, hopping, creeping,

galloping, and dodging

bending, stretching, turning and swaying

 Manipulative skills – are those that involve projecting and receiving

objects, like throwing, striking, bouncing, catching, and dribbling

Preschoolers are generally physically active. Level of activity is

Fine Motor Development – refers to acquiring the ability to use the

Preschoolers’ Artistic Development

The heart of the preschooler year is their interest to draw and

make other forms of artistic expressions.

Stages of Drawing in the Early Childhood – (Victor Lowenfeld)

Stage 1 – Scribbling stage – this stage begins with a large zig-zag

Stage 2 – Preschematic stage – may already include early

representations. At this point, adults may be able to recognize the

drawings several times. Drawing usually comprise of a prominent head

Stage 3 – Schematic stage – more elaborate scenes are depicted.

Children usually draw from experience and exposure. Drawings may

appear floating in air but eventually drawings appear to follow a ground

motor skills, but also cognitive skills. Children’s drawings allow us to

have a glimpse of how they understand themselves and the world

Preschooler’s Nutrition and Sleep

The kind of nutrition a preschooler gets has far-reaching effect

on his physical growth and development. The preschoolers’ nutritional

status is the result of what nutrients he or she actually takes in

checked against the nutritional requirements.