EDUC.

103_MODULE 1 Page 1 of 28
 Module Contents

Pages
Course Overview 3

Module Guide 4

Pre-Test 5-9

Child development theories 10

A. Biological Perspective 11

B. Cognitive Theory 14

C. Socio-cultural Perspective 16

D. Psychodynamic Theory 17

E. Learning Perspective: Behavioral

20
and Social Cognitive Theories
F. Ecological Perspective 22

Enabling Activities 23-27

References 28

EDUC. 103_MODULE 1 Page 2 of 28

Course No. Educ 103
Course Code EEd-1-1-4
Descriptive Title The Child and Adolescent Learner & Learning Principles
Credit Units 3
School Year/Term 2020-2021
Mode of Delivery Module, Moodle
Name of Instructor/ Claire B. Goda
Professor Jennifer S. Ollodo
Cheryliza P. Luzon
Course Description This course focuses on child and adolescent development with emphasis
on current research and theories on biological, linguistic, cognitive,
social, and emotional dimensions of development. Furthermore, it
includes the factors affecting the development of the learners and the
learning pedagogical principles which are responsive and inclusive of the
learners’ characteristics at each level of development.
Course Outcomes Demonstrate an understanding of research-based knowledge of the (a)
different development theories, (b) the factors affecting the learners’
development, and (c) the learning pedagogical principles which are most
relevant and applicable to learners’ characteristics at each level of
development.
SLSU Vision A high-quality corporate University of Science, Technology, and
Innovation.
SLSU Mission SLSU will develop Science, Technology, and Innovation leaders and
professionals; produce high-impact technologies from research and
innovations; contribute to sustainable development through responsive
community engagement programs; and generate revenues to be self-
sufficient and financially viable.

EDUC. 103_MODULE 1 Page 3 of 28

 Module Guide
This module contains several parts which include Pre-test, Topic Objectives,
Keywords, Activating Prior Knowledge, Active Reading, Enabling Activities, Main
Activities, and Post-test. To establish an active interaction with this module, you are encouraged to
observe and perform the task for each part.

Pre-test. On this section, you will answer a multiple choice type of test to determine
your pre-existing knowledge of the topic.

Topic Objectives. On this section, you willl provided wtih the learning
outcomes--what you will be able to do at the end of the module as a result of the
teaching-learning activities.

Keywords. On this section, you are encouraged to write the key terms which
you found in the module..

Activating Prior Knowledge. On this section, you will answer a short

activity to build your knowledge about the topic.

Active Reading. On this section, you are encouraged highlight important

words or texts; or write your thoughts or questions to a concept or word; or
take notes!

Enabling Activities. On this section, you will answer practice exercises in

preparation for completing the main task.

Main Task. On this section, you will perform the activity as directed to demonstrate
your understanding or skill in diverse topics.

Post Test. On this section, you will answer a multiple choice test to determine what you have
l learned after completing this module.

EDUC. 103_MODULE 1 Page 4 of 28

Name: ____________________________________________ Course: Educ 103 Term/Semester: 2020-2021

Pre-test
Instruction/s:
Read the stem/s carefully. Write the letter of the correct answer on the space provided for.

_____ 1. The processes involved in development include the

i. biological ii. cognive iii. socio-emotional
a. i, ii, iii b. i, iii c. i, ii d. ii, iii

_____2. A teacher recognizes that a child is nested within a multitude of systems. Which theory
influences his or her perspective?
a. Psychosocial Theory c. Psychosexual Theory
b. Cognitive Development d. Ecological Systems Theory

_____3. Freud proposed a theory of development which focuses on

i. emotional development iii. origins of psychological traits
ii. social development iv. Cognitive development

a. i, ii, iii, iv b. i, ii, iii c. i, ii d. ii, iii

_____4. Generalizations and framing of rules by operating in abstract terms become quite possible at
this stage.
a. Formal Operation Stage c. Sensorimotor Stage
b. Pre-operational Stage d. Concrete Operational Stage

_____5. Mariella enjoys being outdoors; recognizes plants and its scientific names; and has a special
ability to grow plants, fruits, and vegetable.
a. Musical Intelligence c. Logical Intelligence
b. Explorer Intelligence d. Naturalistic Inteligence

_____6. During which cognitive development stage do children acquire object permanence?
a. sensorimotor b. preoperational
c. concrete operational stage c. formal operational

_____7. In which way does heredity affect the development of the learner?
a. By placing limits beyond which the learner cannot develop
b. By making acquired traits hereditary
c. By compensating for what environment fails to develop
d. By providing equal potential to all

_____8. Which of the following theorists would MOST agree with the belief that knowledge is
socially constructed?
a. a social constructivist c. an information processing theorist
b. a behaviourist d. a geologist

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_____9. The first- and fifth-grade teachers enjoy teaming up their classes for reading activities. They
are certain that the first graders gain greatly from the one-on-one reading assistance they
receive from the older students. What view of knowledge do teachers best illustrate?
a. Social Constructivism c. Information Processing
b. Connectionism d. Stimulus-Response

_____10. Social learning theory asserts that learning occurs through

a. stimulus-response. c. scaffolding.
b. reinforcement. d. observation.

_____11. Learning styles fall under which domains of learner-centered principles?

a. Affective and Motivational c. Individual Differences
b. Developmental and Social d. Cognitive and Metacognitive

_____12. Higher order strategies for selecting and monitoring mental operations facilitate
creative and critical thinking. Which of the four domains of learner-centered principle is
exemplified by the given statement?
a. Affective and Motivational c. Individual Differences
b. Developmental and Social d. Cognitive and Metacognitive

_____13. Under which domains does this statement of George Evans fall?
a. Affective and Motivational
b. Individual Differences
c. Developmental and Social
d. Cognitive and Metacognitive

_____14. Which practice-does NOT fit in a classroom that recognizes individual differences?
a. Various modes of assessing learning
b. Accommodating student’s learning styles
c. Sharing from multiple perspectives
d. Uniform requirements

_____15. In his book, Teaching with Poverty in Mind: What Being Poor Does to Kids' Brains and What
Schools Can Do About It, Jensen (2013) said, “In impoverished families there tends to be a
higher prevalence of such adverse factors as teen motherhood, depression, and inadequate
health care, all of which lead to decreased sensitivity toward the infant (van Ijzendoorn et al.,
2004) and, later, poor school performance and behavior on the child's part.” What factor of
student diversity does he refer?
a. Learning Styles c. Multiple Intelligences
c. IQ d. Socio-economic Status

_____16. Which of the following is NOT an environmental factor that may impact growth and
development?
a. hormones c. nutrition
b. culture d. media

_____17. Which of the following is a hereditary factor that can influence growth and development?

EDUC. 103_MODULE 1 Page 6 of 28

 a. intelligence c. socio-economic status
b. malnourishment d. negative habits

_____18. A sixth-grade twelve-year old boy comes from a dysfunctional family and has been abused
and neglected. He has been to two orphanages and three different elementary schools. The
student can decide on the second-grade level, but he can comprehend orally material at the
fourth or fifth grade level. The student, in this situation, will have a problem on his __________
domain.
i. psycho-emotional ii. cognitive iii. physical iv. moral

a. i, ii, iii, iv b. i, iii c. iii, iv d. i, ii

_____19. According to Vygotsky’s sociocultural theory, a child’s cognitive development is mostly

facilitated by
a. genetically programmed characteristics that unfold thru the process of maturation.
b. the strong connection between stimulus and response.
c. the frequency of positive reinforcements from significant people.
d. conversations and interactions with More Knowledge Others (MKO).

_____20. At what age do parents expect children to read a three-letter word? – Which factor would best
address the given question?
a. Affective and Motivational c. Developmental and Social
b. Individual Differences d. Cognitive and Meta-cognitive

_____21. A teacher is planning to discuss Ang Panahon ng Pananakop ng mga Katsila sa Pilipinas.
Based on the principle of the intentional process of constructing meaning from experiences,
which of the following would she likely use to make learning effective?
i. Giving students hands-on activities
ii. Designating a pair take turns asking and answering questions
iii. Designating one student as an expert on the subject
iv. Having students work in groups to research and present a controversial topic in class

a. i, ii, iii, iv b. ii, iii c. iii, iv d. i, iv

_____22. Mommy Jean notices that Gian often leaves his toys unkept. She then tells Gian that he will
lose 10 minutes of his TV viewing time every time he leaves his toys unkept. Consequently,
the number of times he breaks a rule lessened. Mommy Jean’s approach is guided by which
learning principle?
a. Humans are primed to learn when they understand their goals.
b. Behaviors are learned through conditioning.
c. Learning takes place when basic needs are met.
d. All of these

_____23. How can principles of stimulus generalization be used to aid learning in the classroom?
a. By using many examples from different contexts
b. By using it in conjunction with punishment
c. By using it to satisfy one’s needs
d. By rehearsing the same material over and over again

EDUC. 103_MODULE 1 Page 7 of 28

_____24. Recognizing that learners have schemas and prior knowledge means that they
a. have no existing knowledge before meeting new information.
b. have existing knowledge before meeting new information.
c. come to school with a limited range of backgrounds and experiences.
d. have different strengths and weaknesses.

_____25. In which of the following situations does the teacher use student’s prior knowledge to aid
learning?
i. Teacher A presents vocabulary words and their objects within students’ cultural context.
ii. Teacher B begins with phenomena outside the students’ range of perception.
iii. Teacher C begins the class by asking students to crowd-source their knowledge about the
topic.
iv. Teacher D conducts a post-test to determine what the students learn.

a. i, ii, iii, iv b. i, iii c. ii, iv d. i

_____26. Which of the following learner-centered principles would a teacher consider if one of
his or her students had a learning disability?
a. construction of knowledge c. strategic thinking
b. individual differences in learning d. learning and diversity

_____27. Which of the following component is NOT a component of motivation?

a. what the students want to do c. how strongly students want to do it
b. physiological arousal d. goals students want to pursue

_____28. As the school year begins, Teacher Mae solicits from the Officers of the Parents and
Guardian’s Association (PGTA) and the Local Government Unit on the measures where the
school and community can address children’s malnutrition which greatly affects their
performance in school. Which principle of learning is taken into consideration by the
teacher? Learning is effective when
a. children are motivated to learn.
b. rewards are provided for acceptable behavior.
c. within and across developmental domains are considered.
d. lessons are presented using a variety of methods.

_____29. How does motivation affect learning?

a. High levels of motivation increase persistence and willingness to exert effort and enhance
cognitive processes, thereby resulting in improved academic performance.
b. High levels of motivation increase persistence and willingness to exert effort and enhance
cognitive processes, thereby resulting to lower academic performance.
c. High levels of motivation increase competition among students, thereby resulting in lower
academic performance.
d. High levels of motivation increase competition among students, thereby resulting in
improved academic performance.

EDUC. 103_MODULE 1 Page 8 of 28

_____30. Which principle of learning contradicts to the one-size-fits-all approach to instruction?
a. Learning is effective when it is an intentional process of constructing meaning.
b. A successful learning allows students to set reasonable performance goals.
c. Learners have different strategies, approaches, and capabilities of learning.
d. Learning is influenced by social interactions, interpersonal relations, and communication
with others.

EDUC. 103_MODULE 1 Page 9 of 28

Module 1: Child Development Theories

Topic Objective/s:
• identify and explain the different child development perspectives and theories.

Keywords
List the keywords in Module 1.

Activating Prior Knowledge

True or False. Please check.
______ _______ Thoughts as observable behaviors are the focus of behaviorism.
______ _______ All children develop their cognitive skills at the same time.
______ _______ Intelligence can only be equated to intelligent quotient.
______ _______ Culture affects development.
______ _______ Play is a free-flowing activity which develops a child’s sense of initiative.
______ _______ The interaction between the child and the settings in which he lives affect his
development.

EDUC. 103_MODULE 1 Page 10 of 28

 Active Reading

Child Development Perspective and Theories

A. BIOLOGICAL PERSPECTIVE
It is directly related to physical development to gains in height, brain development,
and other developments associated with hormones, reproduction, and heredity.
A.1 Evolutionary Psychology and Ethology
This theory emphasizes that physical traits, patterns of behavior, and social behavior
that make an individual survive and reproduce are transmitted from generation to
generation. While evolutionary psychology believes that physical traits and behaviors are
inherited, ethology contends that behavioral patterns are inborn and instinctive. These
behavioral patterns are called instinctive or specifies-specific because they are evident in a
certain specifies. For example, human beings are prewired to learn a language. Under normal
conditions and development, they are capable of speaking a language.
A.1.1 Implication/s in Working with Children
Ethological perspective suggests that instincts play an essential role in human
behavior.
A.2 Maturation Theory
Arnold Gesell establishes the norms for several areas of development. According to
Gordon & Brownie (2004), Gesell’s theory asserts that much growth is genetically
determined from conception. Is maturation similar to growth? To answer this question, they
maintained that it is maturation that determines the sequence of development. This
sequence is universal to all children, but the rate at which children move from one state to
another varies tremendously from one child to the other. Growth as described by Ruther
(2008) implies changes in size and quantity. Although some literature treat maturation and
growth differently, they are interrelated and occur together. Maturation is qualitative, while
growth is quantitative. “Growth is what happens; maturation is how it happens” (Gordon &
Brownie, 2004). For example, maturation is how the baby walks rather than the age at which
he learns to walk or the many steps he makes before he walks on his own.
A.2.1 Implication/s in Working with Children
Gesell’s norms for several areas of development serve as a guide to parents and
teachers as to the characteristics of children’s growth and development at different stages
EDUC. 103_MODULE 1 Page 11 of 28
 from birth to puberty. Equally important, it will enable them to understand children’s
behavior; thus, enabling them to what and when to begin training.
A.3 Multiple Intelligences Theory
Howard Gardner posits that cognitive competence of human beings is composed of a
set of abilities, talents, or mental skills which he calls intelligences. He believes that all normal
individuals are equipped with each of these skills. They, however, differ in the degree and
nature of their combination.
The following are the eight intelligences which Gardner describes in his book,
Multiple Intelligences (Gordon & Brownie, 2004).
• Musical Intelligence. It is the capacity to think in music, to be able to hear patterns,
recognize, and then remember them.
• Bodily-Kinesthetic Intelligence. It is the capacity to use or all of your body to solve
a problem or make something.
• Logical-Mathematical Intelligence. It is the capacity to think in a logical, often
linear pattern to understand the principles of a system.
• Linguistic Intelligence. It is the capacity to use language to express your thoughts,
ideas, feelings, and the ability to understand other people and their words.
• Spatial Intelligence. It is the capacity to represent the world internally in spatial
terms.
• Interpersonal Intelligence. It is the capacity to understand other people.
• Intrapersonal Intelligence. It is the capacity to understand other people.
• Naturalist Intelligence. It is the capacity to discriminate among living things as well
as sensitivity to other features of the natural world.

Good to Know:
Can anyone think of a friend who has a dominant intelligence/s?
Below are some of the famous personalities who identify with Gardner’s Multiple
Intelligences.
Musical Intelligence.
Jose Mari L. Chan is a famous singer and songwriter in the
Philippines.
Source:https://www.google.com/search?q=jose+marichan&sxsrf=ALeKk01vkjfg0b-WJEeyuW7klZx8Fi-
G7g:1599459250907&source=lnms&tbm=isch&sa=X&ved=2ahUKEwikmu6DstbrAhWzwosBHRzaDhsQ_AUoAnoE
CBkQBA&biw=1366&bih=657#imgrc=OuIz5jgUUSZhNM

EDUC. 103_MODULE 1 Page 12 of 28

 Bodily Kinesthetic Intelligence.
Lisa Teresita Pacheco Macuja-Elizalde is a Filipino prima ballerina.
Source:https://www.google.com/search?q=lisa+macuja&source=lnms&tbm=isch&sa
=X&ved=2ahUKEwiCpsaa9K3sAhXEOnAKHdWmB6oQ_AUoAXoECCIQAw&biw=1366
&bih=657#imgrc=wJpUwWI3_C4LQM

Mathematical-Logical Intelligence.
Casimiro del Rosario was conferred the National Scientist Award in
1982.
Source:
https://www.google.com/search?q=casimiro+del+rosario&tbm=isch&ved=2ahUKEwjbo-
mb9K3sAhVN7JQKHVCVBuEQ2-
cCegQIABAA&oq=casimiro+de&gs_lcp=CgNpbWcQARgAMgIIADICCAAyAggAMgIIADICCAAy
AggAMgIIADICCAAyAggAOgQIABBDOggIABCxAxCDAToFCAAQsQNQz5cGWLKmBmC2tQZo
AHAAeACAAdkBiAGNDZIBBTAuOS4ymAEAoAEBqgELZ3dzLXdpei1pbWfAAQE&sclient=img
&ei=C7KDX5vyB83Y0wTQqpqIDg&bih=657&biw=1366#imgrc=xAcYIS828jgAKM

Linguistic Intelligence.
Nicomedes Joaquin, known as Nick Joaquin, is one of the country’s
greatest writers who was conferred the National Artist for Literature.
Source:
https://www.google.com/search?q=nicodemes+joaquin&tbm=isch&ved=2ahUKEwjfjubO9K
3sAhWJAKYKHakMCy8Q2-
cCegQIABAA&oq=nicodemes+joaquin&gs_lcp=CgNpbWcQAzoICAAQsQMQgwE6BQgAELEDO
gIIADoECAAQQzoHCAAQsQMQQzoGCAAQBRAeOgQIABAeOgYIABAKEBhQrcwJWK2iCmDap
ApoA3AAeACAAbwBiAHHFpIBBDAuMjCYAQCgAQGqAQtnd3Mtd2l6LWltZ8ABAQ&sclient=i
mg&ei=drKDX9_7AYmBmAWpmaz4Ag&bih=657&biw=1366#imgrc=1U658ndSBcAfLM&im
gdii=D254_1ylZORO0M

Spatial Intelligence.
Ildefonso P. Santos Jr., simply known as IP Santos, is the “Father of
Philippine Landscape Architecture who was conferred the National
Artist of the Philippines in the field of architecture in 2006.
https://www.google.com/search?q=ildefonso+santos&tbm=isch&ved=2ahUKEwjpo9yf9a3s
AhUC25QKHenECB4Q2-
cCegQIABAA&oq=ilde&gs_lcp=CgNpbWcQARgAMgIIADICCAAyAggAMgIIADICCAAyAggAMgI
IADICCAAyAggAMgIIADoFCAAQsQM6CAgAELEDEIMBUNyXDFiTmwxguLEMaABwAHgAgAG
rAogB7wWSAQUwLjMuMZgBAKABAaoBC2d3cy13aXotaW1nwAEB&sclient=img&ei=H7ODX
6mYLYK20wTpiaPwAQ&bih=657&biw=1366#imgrc=4_vYPlI1xWOtkM

EDUC. 103_MODULE 1 Page 13 of 28

 Interpersonal Intelligence. Endowed with interpersonal skills,
Mother Teresa of Calcutta, was known for caring for the destitute
and dying in the slums of Kolkata. She was a nun and a missionary
who devoted her life to caring for the sick and the poor.

Intrapersonal Intelligence.
People with interpersonal intelligence are more likely to become
philosophers, counselors, etc. They are adept at looking inward and
figuring out their feelings, motivation, and goals.
Source:https://www.google.com/search?q=intrapersonal%20intelligence%20clipart&tbm=i
sch&hl=en&sa=X&ved=0CB4QtI8BKABqFwoTCJCu5s32rewCFQAAAAAdAAAAABAH&biw=1
349&bih=657#imgrc=XuaJvIgTKrN0-M

Naturalist Intelligence.
People with naturalist intelligence have the ability to understand the
environment. They are more likely to become landscapers, marine
biologists, farmers, geologists, animal trainers, etc.
https://www.google.com/search?q=naturalist+intelligence,+image&sxsrf=ALe Kk03TI9-llJ-
6fHvLTcGBnLWs3gudA:1603073495698&tbm=isch&source=iu&ictx=1&fir=EkVeOHoNENsnqM%
252ClC-BSxBlDD0IPM%252C_&vet=1&usg=AI4_-
kSTxEwlbYUxRJij_VfVxoSsHMVcSA&sa=X&ved=2ahUKEwjF5YmSyr_sAhVR62 EKHUFTD-
4Q9QF6BAgCEEk&biw=1366&bih=609#imgrc=EkVeOHoNENsnqM

A.3.1 Implications to Working with Children

Gardner’s theory influences the paradigm shift in education. With the schools
embracing the perspective of multiple intelligences, it begins to restructure its environments,
curriculum, and approaches to address the individualities of its learners.

B. COGNITIVE THEORY
It focuses on the structure and the development of human thought processes and how
these processes affect how a person understands and perceives the world.
B.1 Cognitive Development Theory
Jean Piaget contends that the thought processes of human beings follow a certain
general pattern. He identified four stages of thinking: sensorimotor, preoperational,
concrete operation, and formal operational. These are psychological structures that enable
the child to adapt to the environment as s/he moves to the next stage.
EDUC. 103_MODULE 1 Page 14 of 28
Stages of Cognitive Development
Below is a summary of Piaget’s Stages of Cognitive Development adapted from
Presley & McCormick (2007).
Table 1. Stages of Cognitive Development
Stage Characteristic Characteristic Characteristic
Schemes Accomplishments Limitations
Sensorimotor Motor Object permanence Thinking only by
doing
Preoperational Motor Deferred Imitation Thinking dominated
Stage Symbolic Symbolic Play by perceptions
Language Lack of awareness of
others’ perspectives
Lack of reversibility
Lack of compensation
Concrete Motor Class Inclusion Thinking only in
Operational Stage Symbolic Seriation concrete terms
Operational-concrete Conversation Thinking about only
two attributes at once
Formal Operational Motor Thinking in
Stage Symbolic possibilities
Operational-Concrete Thinking ahead
and Formal Thinking in
hypotheses

B.1.1 Implication/s in Working with Children

The following are the suggested ideas to apply Piaget’s theory in educational contexts.
• Children think differently in each stage. The characteristic accomplishments of
children guide teachers and parents to carefully plan appropriate questions,
materials, and activities specific to a particular stage.
• Teachers can capitalize on the modality which the child uses to enhance his or her
understanding of the world. For instance, parents can provide babies with a variety

EDUC. 103_MODULE 1 Page 15 of 28

 of activities using many objects to enable them to use their senses in exploring the
world so that they can incorporate many schemas into their thinking.
• Children explore the world by moving around and asking questions. To encourage
thinking and learning, they need sufficient opportunities for exploration.

B.2 Information Processing Theory

This theory uses the analogy of the processes between a computer and the human
brain. Similar to a computer, the brain processes information from the environment. It is
hypothesized that involves three processes: (a) encoding which is the process of collecting
and representing information; (b) storage which is the process of holding information either
in the short-term or long-term memory; and (c) retrieval which refers to the process of
obtaining information when necessary).
B.2.1 Implication/s in Working with Children
The steps involved in how teachers can use the human brain processes information
as a guide in using strategies to enable the students to acquire information, commit it to
memory, and retrieve it when it is necessary.

C. SOCIOCULTURAL PERSPECTIVE
C. 1 Socio-cultural Theory
Vygotsky establishes the connection of development and culture especially the
relationship between the child and other important people. He accentuates the role of the
family, social interaction, and play as primary influences in the children’s lives. Hence, his
theory is labelled sociocultural. It emphasizes how values, beliefs, skills, and traditions are
transferred to the next generation.
Vygotsky believes in the role of guided interaction in a child’s learning. A child can
learn a new task in the Zone of Proximal Development (ZPD) or zone of potential
development when provided with assistance by a More Knowledgeable Others (MKO). ZPD
is the range of learning that is above the level of what a child can do by himself but capable of
learning with the assistance of MKOs. By providing a scaffold or assistance, adults, older
children, and peers can be a part of a child’s learning in sociocultural theory. Similar to
cognitive theory, sociocultural theory adheres that learning is active and constructed. But
while maturation is a critical aspect of cognitive development in the cognitive theory,
interaction is essential to a child’s cognitive development in the sociocultural theory.

EDUC. 103_MODULE 1 Page 16 of 28

 C.1.1. Implications in Working with Children
Gordon & Brownie (2004) lists four implications of this theory to classroom teachers.
• Inclusion of a Child’s Family and Culture into their Teaching;
• Learning as Dynamic and Interpersonal;
• Use of Psychological Tools in The Classroom;
• Recognition of Individual Differences

D. PSYCHODYNAMIC THEORY
The Psychodynamic theory finds internal drives or motives as the underlying force
which influences human thinking, behavior and provides the foundation for universal stages
of development.
D.1 Psychosexual Theory
Freud outlines development in terms of
psychosexual five stages where each stage is
associated with erogenous zones or part of a child’s
body that gives pleasure or satisfaction. Moreover, he
asserts that a child can become fixated in a particular
stage if he receives too little or too much gratification.
The stages of psychosexual development are
adopted from Rathus (2017).
Oral Stage. Gratification is derived from oral activities such as sucking. Fixation leads to the
development of oral traits such as dependence, depression, and gullibility.
Anal Stage. Gratification is derived from anal activities particularly elimination of waste.
Fixation leads to the development of anal-retentive traits (excessive neatness)
or anal-expulsive traits (sloppiness).
Phallic Stage. Gratification is derived stimulation of genitals. Fixation leads to the
development of phallic traits such as vanity.
Latency Stage. Sexual impulses are latent or dormant. It is suppressed allowing the child to
focus on the development of social or technological skills.
Genital Stage. Sexual impulses reappear. Gratification is derived from sexual relations with
the opposite sex.

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D.2 Psychosocial Theory
Erikson agrees that biological unfolding influences development but he also contends
that social, cultural, and historical environment are also of utmost importance.
He outlined eight (8) stages of development where a child experiences a central
conflict or life crisis based on social relationships, opportunities, and social expectations.
Successful resolution of the life crisis in each stage leads to the development of virtue. For
purposes of achieving the outcomes of this course, only the first five stages are described and
presented in Table 2.

Table 2. Stages of Psychosocial Development

Conflict Defining Approximate

What Happens Virtue
Stage Age
Trust vs. 1st year During infancy, children either form a Hope
Mistrust trusting relationship with an adult of they
do not. The inability of the significant
people surrounding the child to meet a
child’s needs results to long-term mistrust.
Autonomy vs. 2nd year Children with developing abilities and skills Will
Shame & Doubt gain a sense of personal over the world. Part
of this autonomy is the control and
regulation of their actions. They make
choices that should be actualized. When
adults allow children to explore the limits of
their abilities within an environment
tolerant of failure, they develop a sense of
self-reliance or independence. Over
controlling or restrictive parents, however,
make the child realize the inadequacy of
their abilities; hence, they feel shame and
doubt.
Initiative vs. 3-6 years old At this stage, children assert their power Purpose
Guilt and control over the world through their

EDUC. 103_MODULE 1 Page 18 of 28

 self-initiated efforts especially during play
and social interaction. When adults criticize
and punish them for their trivial, irritating,
or embarrassing behaviors, they develop
feelings of guilt.
Industry vs. 6-12 years old It is the school-aged period where children Competence
Inferiority are expected to master the skills of the
culture. They gain a sense of competence or
industry by winning recognition of their
achievements. Failure often leads to a sense
of inferiority because they feel that they
don’t measure up with the group.
Identity vs. Role Adolescence During this period, people start to establish Fidelity
Confusion their identity. They try to determine their
sense of self by exploring who they are,
what they believe, and what they want to
become. Identity achievement requires
trying out different identities, values,
beliefs, and social roles before committing.
Those who are deprived of opportunities for
personal exploration results in role
confusion.

D.2.1 Implications in Working with Children

According to Brownie and Gordon (2004), Erikson’s eight development stages on the
role of the adults in children’s life. Furthermore, he underscores the importance of play
where a child’s sense of autonomy and initiative is developed. In his words, “play is the most
natural self-healing measure childhood affords” (Erikson, 1964).
D. 3. Theory of Human Needs
People's needs, goals, and successes are the focal points of the humanistic theory. One
of its core theories is Maslow’s Theory of Human Needs which maintains that every human
being is driven by several basic needs regardless of age, gender, race, culture, or geographic
location. In his book, Motivation and Personality, Maslow (1954) describes basic needs as

EDUC. 103_MODULE 1 Page 19 of 28

 something whose absence breeds illnesses; presence prevents illnesses; and restoration
cures illnesses. It is also something that is desired by the deprived person over other
satisfactions and is inactive or functionally absent in the healthy person. Those basic needs
are presented in a hierarchy to illustrate the connection and establish the idea that the
bottom serves as the foundation in which the other needs can be met.
D.3.1 Implications in Working with Children
This theory advocates the idea that the basic needs of children must be met whether
they are in school or at home. Otherwise, no other significant growth can take place.
Henceforth, meeting their needs requires a collective effort of the teachers and parents.
When their basic needs are met, only then that they will be ready to develop or master new
skills or competencies.

E. LEARNING PERSPECTIVE: BEHAVIORAL AND SOCIAL COGNITIVE THEORIES

The graphic organizer below presents the different behaviorism theories.

Behaviorism

Classical Operant
Connectionism
Conditioning Conditioning

Laws of Effect Law of Exercise

Law of Readiness

E.1 Classical Conditioning Theory

Pavlov asserts that learning can be achieved through association. The cornerstone of
his theory is the pairing of two stimuli to produce a new learned response in a person or
animal.

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E.2 Connectionism Theory

Thorndike became famous in his stimulus-response technique where a stimulus

generates a response in a person. In effect, this will form learned habits.

E.3 Operant Conditioning Theory

Skinner focuses more on the response rather than in the stimulus. According to him,
reinforcement is likely to influence the recurrence of the behavior. He calls the stimulus
which increases the likelihood of repeated behaviours as “reinforcer.” A reinforcer can either
be positive or negative. The former is one in which the child considers as desirable. The
latter refers to the removal of an unpleasant stimulus resulting in some specific behavior. An
example is provided below to enable you to differentiate between positive and negative
reinforcer,

Positive Reinforcer

Mom praises Gian or taps his shoulders each time he places his toys back in the storage
box. Positive reinforcers used in this example are praises (social reinforcerrs) and tapping
the shoulder (nonsocial reinforcers).

Negative Reinforcer

Gian’s favorite “Me Time” is watching Disney Junior for thirty minutes. There are
times in the day that he does not want to clean up his toys after playing. During conditioning,
he is praised for putting back his toys in the box. He is also told that five minutes will be taken
from his Me Time whenever he performs undesired behaviors. One day, he resists cleaning
up. But when his Mom reminds him of the five-minute deduction, he starts picking up the toys
and places it in the box.

In this case, reducing his “Me Time” is used as a negative reinforcer to refrain him
from performing an undesired behavior while increasing the likelihood of the desired
behavior. By controlling his behavior, Gian can either enjoy or minimize his “thirty-minute
Me Time”.

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E.4 Social Cognitive Theory

Bandura contends that learning is possible when children are given opportunities to
observe parents, teachers, and other children. They may need to practice their skills, but
learning the basic know-how requires observation. Hence, observational learning accounts
much for human learning.

E.4.1 Implications in Working with Children

Bandura’s theory underscores the importance of the mediating processes to
strengthen the connection between stimulus and response. These mediating
processes involve attention, remembering, reproduction, and motivation. These
processes may be observed by teachers especially when competencies require the
development of skills.

F. ECOLOGICAL PERSPECTIVE
F.1 Ecological Systems Theory
Development, according to Bronfenbrenner, is a
dual function of the child and his environment. In this
theory, the child is nested within the systems of the
environment as shown in Figure 1. These include
microsystem, mesosystem, exosystem, and
macrosystem. The microsystem refers to a child’s
activities and interactions in the home, school, and
neighborhood. Mesosystem refers to the entities
involved in the child’s microsystem. Exosystem is
comprised of elements such as the media and extended
family affecting the child but not within the direct Figure 1. The Contexts of Human
Development
experiences of the child. Macrosystem refers to a child’s
interaction with the beliefs, values, expectations, and lifestyles in his culture. An essential
feature of this theory is that it is not only the child that affects the environment but he also
affects the environment.
F.1.1 Implications in Working with Children
Bronfenbrenner's theory redirects parents and teachers to focus their
attention not only on a single system but multiple systems affecting a child’s
development.

EDUC. 103_MODULE 1 Page 22 of 28

Name: _______________________________________________________________________ Section___________________________________

Enabling Activities
I. Completion.
Fill in the table with the theories and its core concepts. A sample is provided. Add rows when
necessary.
Perspective Theory Core Concepts
Maturation -growth is genetically determined
-developmental milestones for
children
Biological Perspective Multiple Intelligences

Ethology and Evolution

Learning Perspective:
Behavioral and Social
Cognitive Theories

The Cognitive Perspective

The Sociocultural Perspective

The Ecological Perspective

Psychodynamic Perspective

EDUC. 103_MODULE 1 Page 23 of 28

II. Multiple Choice.
Read the stem/s carefully. Write the letter of the correct answer. On the space provided, write at
most five (5) sentences to explain your answer. Work with a partner.
_______ 1. Which of the individuals experiences an identity crisis?

a. b. c. d.
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________

_____ 2. Which theory would likely explain the identity experienced by the person in #1?
a. Psychosexual Theory c. Evolutionary Psychology and Ethology
b. Connectionism d. Psychosocial Theory

_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________

_____ 3. According to this theory, people and places that children may not directly interact with may
still have an impact on their lives. For example, a father who is continually passed up for
promotion by an indifferent boss at the workplace may take it out on his children and
mistreat them at home. With which theory the given perspective and example are based?

_________________________________________________________________________________________________________
_________________________________________________________________________________________________________

EDUC. 103_MODULE 1 Page 24 of 28

_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________

_____ 4. Operant conditioning theory states that a behavior that is reinforced will be
a. forgotten. c. repeated.
b. maintained d. repeated and minimized.

_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________

_____ 5. Operant conditioning theory is based on the idea that the recurrence of a behavior depends
on the reinforcement that
a. comes after the behaviour is performed.
b. is given when the behavior is performed.
c. comes before the behavior is performed.
d. exists in the past.

_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________

_____ 6. Teacher A notices that preschool children have a hard time remembering the correct steps of
proper handwashing. To enable them to master the steps, she posts a Handwashing Chart in
the sink and removes it when they can already do it on their own. Based on the given
situation, which theory would best support the use of the handwashing chart as a scaffold?
a. Association Theory c. Social Learning Theory
b. Socio-cultural Theory d. Psychosexual Theory

_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________

EDUC. 103_MODULE 1 Page 25 of 28

_____ 7. Different from the formal operational stage, children in the concrete operational stage are
most likely to
a. think only in concrete terms.
b. solve conservation tasks but can only think in concrete terms.
c. think only in concrete terms and seriate objects in several dimensions simultaneously.
d. formulate potential hypothetical outcomes of a situation.

_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________

_____ 8. With which questions ethological perspective would likely address?

a. What areas of human behavior and development involve instincts?
b. Which domain is directly affected by a child’s malnutrition?
c. Which is more accountable to human development, nature or nurture?
d. Why is reward an essential element in disciplining children?

_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________

_____ 9. To remember the order in which to perform certain functions on an exam, Ursula writes the
word 'GRUMPY' on her paper. She smiles, knowing that this will help her reach the right
answers. Ursula is using
a. a graphic organizer. c. rhymes.
c. an acronym d. keyword method.

_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________

_____ 10. Which theory is likely to support Ursula’s approach in using GRUMPY to help her
remember the important information during the test?
a. Psychosexual Theory b. Cognitive Development Theory
c. Psychosocial Theory d. Information Processing Theory

EDUC. 103_MODULE 1 Page 26 of 28

_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________

III. Film Analysis

Instruction:
Watch the movie, Every Child is Special/ Taara Zameen Par/Like Stars on Earth directed by
Director: Aamir Khan, Amole Gupte in 2007. Then, produce a film analysis. The given template
below serves as your guide.
Film Analysis Template

Title:

Major Characters •
(Screen Names):
Year:

Producer:

I. Summary: (In this section, provide a one paragraph summary of the movie)

II. Analysis: In this section, use the inputs in Module 1 as well as the following prompts to
guide your analysis:

1st Paragraph: Human Development Identification

Which major character do you find most compelling/thought

provoking/captivating in the film?

2nd Paragraph: Theoretical Framework

Which theory/ies serve/s as theoretical framework of his/her

development? What is/are the basic premise/s of the theory? How do these
premises explain the film’s portrayal or representation of the character’s
development?

III. Reflection: Can you find features of the character’s development similar/different to yours?
What makes it similar or different to yours?
IV. Design If you were to suggest to the producer another child development theory to
enhance the character’s representation, what would it be? Based on the theory
that you suggested, how would have the producer portrayed the life of the
character/s to make it more lifelike?

EDUC. 103_MODULE 1 Page 27 of 28

REFERENCES

Books:

Ang, R. et.al. (2001). Elements of Student-Centered Learning. Manila: Office of Research and
Publications.
Gines, Adelaida et. al. (1998). Developmental Psychology. Manila: Rex Book Store.
Gordon, Ann M. & Brownie, Kathryn W. (2004). Beginnings Beyond. Foundation in Early Childhood
Education. Australia: Thomson Delmar Learning.
Jacobs, G. et.al. (2016). Simple, Powerful Strategies for Student Centered Learning. Switzerland:
Springer International Publishing.
Papalia, Diane E. et.al., (2006). A Child’s World: Infancy to Adolescence. New York: McGraw-Hill
Co.
Pressley, Michael & McCormick Christine B. (2007). Child and Adolescent Development for Educators.
New York: The Guilford Press
Rathus, Spencer A. (2018). CDEV2. Child and Adolescent Development. Boston: Engage Learning
Weimer, M. (2002). Learner-Centered Teaching. Five Key Changes to Practice. San Francisco:
Jossey-Bass.

Electronics:

Jenningh. (2007, February 10). Conservation Task. Retrieved from

https://www.youtube.com/watch?v=YtLEWVu815o.
Jenningh. (2007, June 3). Egocentrism. Retrieved from
https://www.youtube.com/watch?v=OinqFgsIbh0.
Mc Do Philippines. (2014, September 8). Playtime with Dad. Retrieved from
https://www.youtube.com/watch?v=D-613963Pz4.
Misssmith891. (2011, April 26). Piaget’s Stages of Cognitive Development. Retrieved from
https://www.youtube.com/watch?v=TRF27F2bn-A.
Nestle Philippines. (2015, July31). CHUCKIE Buddy | Nestlé PH. Retrieved from
https://www.youtube.com/watch?v=qmdEQ6eW39s.
Tedx Talks. Creative and active teaching and learning: Dr. John Zubizarreta at TEDxColumbiaSC.
Retrieved from https://www.youtube.com/watch?v=V3QfhMX5ESU
Tedx Talks. Teaching Methods for Inspiring the Students of the Future | Joe Ruhl | TEDxLafayette.
Retreived from https://www.youtube.com/watch?v=UCFg9bcW7Bk
Tedx Talks. Reimagining Classrooms: Teachers as Learners and Students as Leaders | Kayla Delzer
TEDxFargo. Retreived from https://www.youtube.com/watch?v=w6vVXmwYvgs
Tedx Talks. The Power of Potential: Student Centered Learning | Ayla Postelnek |
TEDxYeshivaUniversity. Retreived from
https://www.youtube.com/watch?v=pI1GtWRI55A

Movies:

Cohen, A., Lunder, K., and Webb, M. The Gifted. Georgia: TSG Entertainment.
Khan, A. Taare Zameen Par (Every Child is Special). India: Amir Khan Productions and PVR
Pictures.
Davis, J., Godrey, W., & Carr, S. Daddy Day Care. California: Revolution Studios

EDUC. 103_MODULE 1 Page 28 of 28