Bicol University

College of Education
Daraga Albay

Educ 1 (Child and Adolescent Learners and Learning Principles)

Course Guide

Good day my dear students!

Welcome to Educ 1 course (The child and adolescent Learners and Learning Principles). First, let me
congratulate you for passing the BUCET exam and making it to the College of Education. This material is
your guide in successfully navigating and finishing this course. Read and understand this material before
starting any lesson because this outlines all the information as well as all the requirements that you
need to complete the course. Rest assured that I will be with you throughout your learning journey as
Pre-service Teacher.

Course Introduction

This course will help you acquire an in-depth understanding of the various theories on biological,
linguistic, cognitive, social and emotional development of children and adolescents. Also, it will provide
you various pedagogical principles that will help you towards effective teaching practices. Additionally,
you will also be exposed to current researches that underlies effective teaching practices that exist in
the classroom and beyond. And lastly, this course will help you understand how laws, policies, guidelines
and procedures help address issues such as how to provide safe learning environment and the use of
positive and non-violent discipline in the management of students’ behavior.

Course Learning Objectives

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

1. Demonstrate 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. Demonstrate understanding of pedagogical principles suited to diverse learners’ needs and

experiences at different developmental levels; and

4. Demonstrate knowledge of laws, policies, guidelines and procedures that provide safe and secure
learning environments.
Target Learners

This course is intended for you 1st year students across programs and fields of specialization in the
college of Education. You are divided into blocks by the registrar when you enrolled. Make sure you join
the google classroom/messenger chat room of your block.

Mode of Delivery

Ideally, we should all do our class online. However, I understand that not all of you have internet access
thus, for this semester the University identified three (3) types of learners, namely, students with:
a. Good internet connection ( able to access and participate in synchronous or real-time activity)
b. Poor connection ( able to access and participate in asynchronous activity)
c. No internet connection

For those in Group A and B, you probably downloaded this course guide as an email attachment/ in
messenger. Those in Group C may have been contacted via their mobile phones and receive this course
guide via mail.

Throughout the semester, those in groups A and B will have no problems accessing our learning
materials and participate in our discussion board at least once a week in our google
classroom/messenger room. For those in group C, you can send your outputs and assignment via mail.
You can also send your comments thru SMS.

Since, our class will be asynchronous, so no face to face interaction will happen. Hence, we can still have
discussions/exchanging ideas through discussion boards using google classroom/messenger room.

The table below shows the mode of deliveries for each type of learners:

Type of Mode of Access to Learning Materials Submission of Activities and

Learner Outputs
A All learning resources will be accessed through LMS Outputs will be submitted via
( google classroom) LMS

You can avail of the synchronous sessions when we

are done finalizing our schedule.
B All learning resources will be accessed through LMS Outputs will be submitted via
( google classroom) LMS ( google
classroom/messenger/email
You can avail of the synchronous sessions when we whichever is most accessible to
are done finalizing our schedule. you.
C Hard copies of the learning materials will be sent to You can send your outputs via
you via mail. mail or whatever mode of
delivery is most comfortable to
you.
Note: Please notify me of your preferred mode of delivery a week or during the actual first week of
classes.
Course Structure and Schedule

Week Topic Activities

Week 1 I. Orientation, Introduction and BUCE VMGO 1. Read the VMGO and get acquainted
Aug 10-14  BUCE VMGO, Overview of the course with the vision, mission goals and
content objectives of the University. For those who
 Course requirements have access to internet you may watch the
 Grading system promotional video of BU via youtube.
 Leveling of expectation 2. Read our course guide and familiarize
our course.
3. Introduction of oneself.
4. Participate in the discussion forum
Week 2 II. Basic Concepts 1.Read the module
Aug 17-21 A. Definitions of Child and Adolescent 2. Participate in the discussion forum
Learners 3. Answer questions in the module
1. Definitions from UNESCO, UNICEF 4. Submit expected output via LMS/mail
and WHO
B. Growth and Development: Nature or
Nurture?
C. Periods of Development
D. Developmental Tasks and Education
(Havighurst)
Week 3 Domains of Development 1. Read the module
Aug 24-28 1. Biological 2. Participate in the discussion forum
2. Cognitive 3. Answer questions in the module
4. Submit expected output via LMS/mail
3. Socio-emotional
Context and Development
Development and Pedagogy: Theory and
Research
4. Theories and hypotheses
5. Methodology
Integrating theory and practice
Week 4 Unit 2 – Biological Development 1. Read the module
Sept 1-4 A. Biological Beginnings 2. Participate in the discussion forum
B. Physical and Motor Development 3. Answer questions in the module
C. Neuroscience and Brain development 4. Submit expected output via LMS/mail
D. Factors Affecting Biological/ Physical
Development

Week 5 E. Theories 1. Read the module

Sept 7-11 1. Developmental Milestones (Gesell) 2. Participate in the discussion forum
2. Ecological Systems Theory 3. Answer questions in the module
(Bronfenbrenner) 4. Submit expected output via LMS/mail
F. Current Research and Pedagogical
Applications
Week 6 Unit 3 – Cognitive Development 1. Read the module
Sept 14-18 2. Participate in the discussion forum
A. Cognitive Development Theories 3. Answer questions in the module
1. Piaget 4. Submit expected output via LMS/mail
2. Vygotsky

Week 7 B. Intelligence and Individual Differences 1. Read the module

Sept 21-25 1. Concept of Intelligence (Binet)
2. General Intelligence (Spearman)
3. Primary Mental Abilities (Thurstone)
Week 8 4. Multiple Intelligences (Gardner)
Sept 28- Oct 2 5. Triarchic Theory of Intelligence
(Sternberg)
2. Participate in the discussion forum
3. Answer questions in the module
4. Submit expected output via LMS/mail
1. Read the module
2. Participate in the discussion forum
3. Answer questions in the module
 6.Cognitive Information Processing Theory 4. Submit expected output via LMS/mail
(Atkinson and Shiffrin)

Week 9 Factors Affecting Cognitive Development 1. Read the module

Oct 5-9 D. Language Development 2. Participate in the discussion forum
E. Factors Affecting Cognitive and 3. Answer questions in the module
Language Development 4. Submit expected output via LMS/mail
F. Current Research and Pedagogical
Applications
Week 10 Unit 4 – Social and Emotional Development 1. Read the module
Oct 12- 16 A. Socio-emotional Development 2. Participate in the discussion forum
B. Development of Self and Social 3. Answer questions in the module
Understandings 4. Submit expected output via LMS/mail
1. Psychoanalytic Theory (Freud)
2. Psychosocial Theory (Erikson)
3. Social Learning Theory (Bandura)

Week 11 C. Development of Motivation and Self- 1. Read the module

Oct 19-23 Regulation 2. Participate in the discussion forum
1. Content Theories 3. Answer questions in the module
- Hierarchy of Needs (Maslow) 4. Submit expected output via LMS/mail
- ERG Theory (Alderfer)
- Theory of Needs (McClelland)
- Two Factors Theory (Herzberg)
Week 12 2. Process Theories 1. Read the module
Oct 26-30 - Reinforcement Theory (Skinner) 2. Participate in the discussion forum
- Expectancy Theory (Vroom) 3. Answer questions in the module
- Goal Setting Theory (Locke) 4. Submit expected output via LMS/mail
- Self-determination Theory (Deci &
Ryan)
Week 13 D. Moral Development Theories 1. Read the module
Nov 3-6 1. Piaget 2. Participate in the discussion forum
2. Kohlberg 3. Answer questions in the module
3. Turiel 4. Submit expected output via LMS/mail
4. Gilligan
E. Current Research and Pedagogical
Applications
Week 14 Unit 5 – Behavioral Learning Theories and 1. Read the module
Nov 9- 13 Approaches to Learning 2. Participate in the discussion forum
3. Answer questions in the module
A. What is Learning? 4. Submit expected output via LMS/mail

B. Approaches to Learning
1. Behavioral
2. Social cognitive
3. Information processing
4. Cognitive constructivist
5. Social constructivist
Week 15 C. Connectionism 1. Read the module
Nov 16-20 D. Conditioning 2. Participate in the discussion forum
1. Classical 3. Answer questions in the module
4. Submit expected output via LMS/mail
2. Contiguous
3. Operant
Week 16 C. Behavior Analysis in Education 1. Read the module
Nov 23- 27 D. Gestalt-Insight Learning 2. Participate in the discussion forum
E. Experiential Learning Theory 3. Answer questions in the module
4. Submit expected output via LMS/mail
Current Research and Pedagogical
Applications
 Week 17 Unit 7 – Safety and Security in the Learning 1. Read the module
Dec 1-4 Environment 2. Participate in the discussion forum
3. Answer questions in the module
A. UN Convention on the Rights of the 4. Submit expected output via LMS/mail
Child and PD 603
B. Anti-Bullying Act of 2013 (Republic
Act 10627)
Week 18 A. Child Protection Policy 1. Read the module
Dec 7-11 B. Positive Discipline 2. Participate in the discussion forum
3. Answer questions in the module
4. Submit expected output via LMS/mail

Course Requirements/Assessment Activities

The following are the expected course requirements that you need to comply with in this course with
flexible options for submission.

Written Examinations ( Midterm and Final)

There are two (2) types of exams: chapter/unit exam and term examinations. Chapter/Unit exam will be
submitted after each unit is done via LMS. The term examinations are midterm and final exams. Details
of these examinations are found in the module. For those who belong to group C, e-copy will sent to
your bu-email account and to be sent as soon as you finished answering the test.

Worksheets/Outputs

Worksheets will be given after each topic and this may require you to accomplish each worksheet. You
may use a separate sheet of paper for your responses or you may directly write your responses on the
given copy and submit it on the specified date via LMS or whichever mode of delivery is most accessible
for you.

Class Participation

Class participation will be observed through responses in the discussion questions to be posted on
google classroom or via sms/ messenger. Responses in class participation may be facilitated through
synchronous/asynchronous mode of delivery depending on specific instructions given by the teacher.
Offline participation may be made possible through sms or call.

System of Grading

Your grades will be computed as follows:

Midterm/ Final = 30%

Chapter Exams = 30%
Output/worksheets= 20%
Class Participation = 20%
100 %

Final Grade = 1/3 (Midterm Grade) + 2/3 (Tentative Grade

Learning Resources

To help you in learning the topics in this course and in accomplishing the outputs and tasks the following
will be provided:

Module ( Handout and Worksheets)

The module consists of worksheets and handouts for your independent study. Softcopies can be
accessed via LMS or can be provided via special offline arrangements if necessary.

Additional Reading Materials and Web Resources

You will be provided with supplementary reading and web resources to help you acquire the essential
knowledge and skills you will need as you go through your learning journey in our course Educ 1 Child
and Adolescent Learner and Learning Principles.

References

The following are the references/ required readings and websites for you easy access of the topics.

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. Corpuz, B.B., Lucas, M.R.D., Borabo, H.G.L., & Lucido, P.I. (2015) Child and Adolescent
Development. Lorimar Publishing, Inc, Quezon City, Philippines.

Lucas, Ma. Rita D. & Corpuz, Brenda B. (2014) Facilitating Learning: A metacognitive process. Lorimar
Publishing, Inc, Quezon City, Philippines. Cohen, L., Manion, L., Morrison,

K. & Wyse, D. (2010) A Guide to Teaching Practice, 5e. Routeledge, 270 Madison Ave., New York, NY.
Santrock, J.W. (2011) Educational Psychology, 5e. McGraw-Hill Companies, Inc. New York, NY.

Schunk, Dale H. (2012) Learning Theories: An educational perspective, 6e. Pearson Education, Inc.
Boston, MA

Higher Education Commission (2012) Child Development: Faculty Resource. Higher Education
Commission, Pakistan.
UN-OHCHR (n.d.) 1989 Convention on the Rights of the Child. UN Office of the High Commissioner for
Human Rights. Retrieved from https://www.ohchr.org/Documents/ProfessionalInterest/crc.pdf
Presidential Decree No. 603 (1974) The Child and Youth Welfare Code of the Philippines. Retrieved from
https://www.pcw.gov.ph/law/presidential-decree-no-603 Republic Act No. 7610 (1992) Special
Protection of Children Against Abuse, Exploitation and Discrimination Act. Available online:
https://www.pcw.gov.ph/sites/default/files/documents/laws/republic_act_7610.pdf

Department Order No. 40, series of 2012 – Child Protection Policy. Available online:
http://www.deped.gov.ph/wp-content/uploads/2012/05/ DO_s2012_40.pdf
Department of Education (2015) – Positive discipline in everyday teaching: A primer for Filipino teachers.
Available online: https://bulacandeped.com/wp-content/uploads/2016/08/POSITIVE- DISCIPLINE-IN-
EVERYDAY-TEACHING-A-Primer-for-Filipino-Teachers.pdf

Suman, Uma G. (2018) Cognitive Development. An Introduction to Educating Children who are
Deaf/Hard of Hearing. Preparing to teach, committing to learn. Ebook Chapter 3, pages 1-12.

Kral, A., & Sharma, A. (2012). Developmental neuroplasticity after cochlear implantation. Trends in
Neurosciences, 35(2), 111–122. https://doi.org/10.1016/j.tins.2011.09.004
Ruhee, Nahid. Teacher Training on Computer Assisted Self Learning Package on Child Psychology –
Diploma in Pre-Primary.

Zhou, Molly and Brown, David, "Educational Learning Theories: 2nd Edition " (2015). Education Open
Textbooks. 1. https://oer .galileo. usg.edu/education-textbooks/1

Kronenberger, W. G., Pisoni, D. B., Harris, M. S., Hoen, H. M., Xu, H., & Miyamoto, R. T. (2013). Profiles of
verbal working memory growth predict speech and language
development in children with cochlear implants. Journal of Speech, Language, and Hearing Research,
56(3), 805–825. https://doi.org/10.1044/1092-4388(2012/11-0356)

Huttenlocher, J., Vasilyeva, M., Cymerman, E., & Levine, S. (2002). Language input and child syntax.
Cognitive Psychology, 45(3), 337–374. https://doi.org/10.1016/S0010-0285(02)00500-5

Required Readings:

 UNHCR (2001) Child and Adolescent Development. UNHCR – Action for the Rights of Children
Programme. Retrieved from https://www.unhcr.org/protection/children/3bb81bad4/action-
rights-children-arc-foundations-child-adolescent-development.html
 David L (2019), "Summaries of Learning Theories and Models," in Learning Theories. Retrieved
from, https://www.learning-theories.com/ Verywell Mind (2019) Theories of Psychology.
Retrieved from https://www.verywellmind.com/theories-of-psychology-4157184

Suggested Websites:
https://www.ohchr.org/Documents/ProfessionalInterest/crc.pdf
https://www.pcw.gov.ph/law/presidential-decree-no-603
https://www.pcw.gov.ph/sites/default/files/documents/laws/republic_act_7610.pdf
http://www.deped.gov.ph/wp-content/uploads/2012/05/
https://bulacandeped.com/wp-content/uploads/2016/08/POSITIVE- DISCIPLINE-IN-EVERYDAY-
TEACHING-A-Primer-for-Filipino-Teachers.pdf
Theories of language and cognition, https://www.youtube.com/watch?v=RgvmKfvCwps
Piaget, https://www.youtube.com/watch?v=Jt3-PIC2nCs
Vygotsky, https://www.youtube.com/watch?v=-p_-0n2f35o

Policies on absences and Tardiness:

Your attendance will be checked based on the scheduled participation in your preferred modality. An
absence will be marked if you failed to follow given schedules of participation.
Language of Instruction

You are expected to use English as the formal medium of communication during interaction.
Filipino/local language may be used when necessary.

Use of the Learning Management System

Google classroom will be used in this course. As mentioned earlier all materials and learning resources
will be made available via this flatform. Make sure you have your BU gmail accounts. Otherwise please
contact or email BU=ICTO office at bu-icto@bicol-u.edu.ph.

I
Instructor’s Profile

Name: DR. SHERRY M. OROZCO

Office: MPE Department, Rm 106, BUCE DARAGA ALBAY
Contact Information:
CP No. 0923-1401585/09164923754
Email. smorozco@bicol-u.edu.ph/sherryorozco@yahoo.com
FB. Sherry Madelar Orozco
Consultation Schedule
Online: Wednesday 1:00 to 3:00 pm
Onsite:

*onsite consultation will be on appointment basis and will be subject to strict health and safety
protocols