Educ 211 W1 5

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
National Highway, Crossing Rubber, Tupi, South Cotabato
COLLEGE OF TEACHER EDUCATION

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LEARNING MODULE
FOR
EDUC 211: CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES
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Week 1
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EDUC 211: Child and Adolescent Learners & Learning Principles

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC. Page 1 of 30
COURSE OUTLINE
COURSE CODE : EDUC 211

TITLE : Child and adolescent Learners and Learning Principles
TARGET POPULATION: All Education Students
INSTRUCTOR :
Overview:
This course focuses on child and adolescent development with emphasis on current research and
theory on biological, linguistic, cognitive, social and emotional dimensions of development, further,
this includes factors that affect the progress of development of the learners and shall include
appropriate pedagogical principles applicable for each developmental stage.
Objectives:
a. validate knowledge of positive and non-violent discipline in the management of learner
behavior;
b. demonstrate understanding of pedagogical principles suited to diverse learners’ needs and
experiences at different developmental levels;
c. exhibit understanding of the different research-based theories related to the broad
dimensions of child and adolescent development;
d. apply pedagogies of learning and teaching appropriate for each developmental level;
e. show appreciation of the teaching and learning process and its developmental tasks.
The following are the topics to be discussed
Week 1 VISION, MISSION, COREVALUES, CLASSROOM POLICIES LEARNER-

CENTERED PSYCHOLOGICAL PRINCIPLES
Week 2 HUMAN DEVELOPMENT, THE STAGES OF DEVELOPMENT AND

DEVELOPMENTAL TASKS
Week 3 RESEARCH IN CHILD AND ADOLESCENT DEVELOPMENT
Week 4 DEVELOPMENTAL AND COGNITIVE THEORIES: FREUD AND PIAGET
Week 5 ERIKSON’S PSYCHO-SOCIAL THEORY OF DEVELOPMENT
Instruction to the Learners
Each chapter in this module contains a major lesson involving the Child and Adolescent Learners
and Learning Principles. The units are characterized by continuity and are arranged in such a manner
that the present unit is related to the next unit. For this reason, you are advised to read this module.
After each unit, there are exercises to be given. Submission of task given will be every Tuesday
during your scheduled class hour.

WEEK 1
VISION, MISSION, CORE VALUES, CLASSROOM POLICIES AND LEARNER-CENTERED
PSYCHOLOGICAL PRINCIPLES
VISION
A premier institution that provides quality education and globally empowered individuals.
MISSION
To produce competent, community-oriented and globally competitive individuals through holistic

education.
Core Values
Service
Excellence
Accountability
Innovation
Teamwork
SEAIT HISTORICAL BACKGROUND

The South East Asian Institute of Technology, Inc. located at National Highway, Crossing Rubber,
Tupi, South Cotabato, was founded by Engr. Reynaldo S. Tamayo, Jr. and co-founded by Rochelle P.
Tamayo, his wife, in 2006. Mr. and Mrs. Reynaldo S. Tamayo, Jr. were Department of Science and
Technology (DOST) scholars in Bachelor of Information Technology at Cebu Institute of Technology.
They wish to help the youth in Tupi to earn their college degree so they can become productive
citizens of the country.
Strongly driven by deep commitment to contribute to nation-building by creating a landmark of

social development through education in Tupi, the couple planned to realize this particular dream with
the all-out support of the entire Tamayo family. With the Tamayo family as the couple’s stronghold,
they thought of opening a higher education institution in 2006. However, they decided to open first a
technical-vocational school in the said year.
The school was named SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC. or SEAIT.
The name was anchored in the vision offering quality education to impact not only in the region but
also in the South East Asian countries. At first, the school offered Computer Programming NC-IV and
Computer Hardware Servicing NC II. With respective certificates from the TESDA XII, SEAIT offered
Computer Programming NC-IV and Computer Hardware Servicing NC-I in 2006. After a year, Hotel
and Restaurant Management was added to its program offerings.
The couple manage to upgrade SEAIT in 2008. They added BSIT with very affordable tuition and
other fees per semester. As the year past, SEAIT continue to grow and offered more courses until
today. It also provided assistance and scholarship grants from Tulong-Dunong and CHED to help the
youth in the municipality value affordable and quality education. And in 2016, the Universal Financial
Assistance for Tertiary Education (UNIFAST) became an “amazing come on among higher education
institutions, including SEAIT, in the region.
As an educational institution, SEAIT has existed for 15 years. It has graduated 12 batches in
college. It is known for its Information Technology niche as this is the field of specialization of the
founder and co-founder. It is also known for its Civil Engineering program as this is the field of
specialization of the parents of the founder and the current president.
ACADEMIC POLICIES
A. Academic Rights: Every students has the right to receive competent instruction and relevant
quality education.
B. General Enrolment Procedures: All prospective students with their necessary credentials
must enroll during the prescribed registration period. To facilitate registration, students should

read guidelines posted online via SEAIT official page or on the bulletin board and be guided by
the registration procedures.
C. Class Attendance: Every student is required prompt and regular attendance. Tardiness and
absences are recorded from the first day of classes. There is a corresponding sanction with a
multiple absences or tardiness.
D. Examination and Grading System: There are 3 major examinations administered every
semester, namely Prelim, Midterm, and Final Examination. The registrar determines the
schedule of the major examination. Grading System: 40% Quizzes; 20% Class Standing; 40%
Examination.
E. Graduating with Latin Honors: The office of the Registrar in close coordination with the
Office of the Vice President for Academics shall determine and recommend to the
administrator a student who completes his baccalaureate degree with honors provided with
standard qualifications.
F. Student Fees: Includes the registration and other fees.
G. Scholarship Programs: The school recognizes excellence in academic achievement. This is
manifested in its scholarship programs given to deserving students. Other scholarships funded
by the Government and private benefactors are acknowledged provided that a Memorandum
of Agreement has been duly processed and approved by the School President.
NON-ACADEMIC POLICIES
A. Code of Discipline for Students: The rules and regulations of the institution are intended to
maintain the order necessary for an academic environment and to ensure an atmosphere
conducive to the formation of values for men and women and for others.
B. School Identification Card (SID): SID cards will be issued and validated by the SAO upon
enrolment. Student is required to wear his SID card at all times while he is within the school
premises.
C. Uniforms/Dress Code: The school uniform must be worn with respect and dignity. Only
students wearing the prescribed uniform will be allowed to enter the school premises and the
classroom.
D. Prescribed haircut for Criminology students: Female- 2/3 (hairnet shall be used to those
who don’t want to cut their hair; Male- 2/0
Classroom Policies
1. Awareness of intended audience
(e.g., classes are meant for students currently enrolled in the course and you must not enter or
share a class meeting with someone.
2. General
(e.g., mute microphones when not speaking, raised hand virtually to ask a question, turn, off
camera if you’re stepping away)
3. Discussion
(e.g., you can disagree with others but should do respectfully and constructively)
4. Privacy
(e.g., students should consult with the instructor to receive permission to)
5. Communicate instances of disruptive behaviors to the proper instructor, faculty member or

escalate the complaint when necessary.

WEEK 2
HUMAN DEVELOPMENT, THE STAGES OF DEVELOPMENT AND DEVELOPMENTAL TASKS
Two Approaches to Human Development

If you believe that Nikki and Kenn will show extensive change from birth to adolescence, little or
no change in adulthood and decline in late old age, your approach to development is traditional. In
contrast, if you believe that even in adulthood developmental change takes place as it does during
childhood, your approach is termed life-span approach.
What are the characteristics of human development from a life-span perspective? Paul Baltes
(Santrock, 2002), an expert in life-span development, gives the following characteristics:
1. Development is lifelong. It does not end in adulthood. Ken and Naschielle will continue
developing even in adulthood.
2. Development is plastic. Plasticity refers to the potential for change. Development is possible
throughout the life-span. No one is too old to learn. There is no such thing as "I am too old for that...”
Neither Kenn nor Naschielle will be too old to learn something.
Aging is associated with declines in certain intellectual abilities. These declines can be prevented
or reduced. In one research study, the reasoning abilities of older adults were improved through
retraining (Willies & Schose, 1994 cited by Santrock J. 2005)
3. Development is multidimensional. Development consists of biological, cognitive, and socio-

emotional dimensions. Development as a process is complex because it is the product of
biological, cognitive and socioemotional processes (Santrock, 2002).
Biological processes involve changes in the individual's physical nature. The brains of Naschielle
and Kenn develop. They will gain height and weight. They will experience hormonal changes when
they reach the period of puberty, and cardiovascular decline as they approach late adulthood. All
these show the common biological processes in development.
Development is relatively orderly. (http://www.cdipage.com/development.htm) Naschielle and

Kenn will learn to sit, crawl then walk before they can run. The muscular control of the trunk and the
arms comes earlier as compared to the hands and fingers. This is the proximodistal pattern. During
infancy, the greatest growth always occurs at the top - the head - with physical growth in size, weight
and future differentiation gradually working its way down from top to bottom (for example, neck,
shoulders, middle trunk and so on). This is the cephalo-caudal pattern. These development patterns
are common to Naschielle and Kenn.
Development takes place gradually. (http://www.cdipage.com/development.htm) Naschielle and

Kenn won't develop into pimply teenagers overnight. It takes years before they become one. In fact,
that's the way of nature. The bud does not blossom suddenly. The seed does not germinate
overnight. While some changes occur in a flash of insight, more often it takes weeks, months, or
years for a person to undergo changes that result in the display of developmental characteristics
Cognitive processes involve changes in the individual's thought, intelligence, and language.
Naschielle and Kenn develop from mere sounds to a word becoming two words, the two words
becoming a sentence. They would move on to memorizing their first prayer, singing Bayang Magiliw
in every flag ceremony to imagining what it would be like to be a teacher or a pilot, playing chess and
solving a complex math problem. All these reflect the role of cognitive processes in development.
Socioemotional processes include changes in the individual s relationships with other people,
changes in emotions, and changes in personality. As babies, Naschielle and Kenn responded with a
sweet smile when affectionately touched and frowned when displeased and even showed temper
tantrum when they could not get or do what they wanted. From aggressive children, they may
develop into a fine lady and a gentleman or otherwise, depending on a myriad of factors. They may
fall in love and get inspired for life or may end up betrayed, deserted and desperate afterwards. All
these reflect the role of socioemotional processes in development.

These biological, cognitive and socioemotional processes are inextricably intertwined. While
these processes are studied separately, the effect of one process or factor on a person's
development is not isolated from the other processes. If Kenn and Naschielle were undernourished
and troubled by the thought of father and mother about to separate, they could not concentrate on
their studies and consequently would fail and repeat. As a consequence, they may lose face and drop
out of school, revert to illiteracy, become unskilled, unemployed and so on and so forth. See how a
biological process, affects the cognitive process which in turn, affects the socioemotional process.
4. Development is contextual. Individuals are changing beings in a changing world. Individuals

respond to and act on contexts. These contexts include the individual's biological make up, physical
environment, cognitive processes, historical, social and cultural contexts. (Santrock, 2002)
Naschiclle's and Kenn's biological make up, social and cultural contexts may vary and therefore make
them develop differently from each other.
5. Development involves growth, maintenance and regulation.

Growth, maintenance and regulation are three (3) goals of human development. The goals of
individuals vary among developmental stages. For instance, as individuals reach middle and late
adulthood, concern with growth gets into the backstage while maintenance and regulation take the
center stage.
THE STAGES OF DEVELOPMENT AND DEVELOPMENTAL TASKS
Pre-natal period
Referring to pre-natal development, Santrock (2002) asked the following questions succinctly:
"How from so simple a beginning do endless forms develop and grow and mature? What was this
organism, what is it now and what will it become? Birth's fragile moment arrives, when the newborn is
on a threshold between two worlds."
Infancy (from birth to 2 years)

As newborns, we were not empty-headed organisms. We cried, kicked, coughed, sucked, saw
heard and tasted. We slept a lot and occasionally we smiled, although the meaning of our smiles was
not entirely clear. We crawled and then we walked, a journey of a thousand miles beginning with a
single step. Sometimes we conformed, sometimes others conformed to us. Our development was a
continuous creation of complex forms, and our helpless kind was demanded the meeting eyes of
love. We split the universe into two halves: "me and not me." And we juggled the need to curb our
own will with becoming what we could freely (Santrock, 2002)
Early Childhood (3 to 5 years)

In early childhood, our greatest untold poem was being only four years old. We skipped, played,
and ran all day long, never in our lives so busy, busy becoming something we had not quite grasped
yet. Who knew our thoughts, which worked up into small mythologies all our own. Our thoughts and
images and drawings took wings. The blossoms of our heart, no wind could touch. Our small world
widened as we discovered new refuges and new people. When we said I" we meant something
totally unique, not to be confused with any other." (Santrock, 2002)
Middle and Late Childhood (6-12 years)

"In middle and late childhood, we were on a different plane, belonging to a generation and a
feeling properly our own. It is the wisdom of human development that at no other time we are more
ready to learn than at the end of early childhood’s period of expansive imagination. Our thirst was to
know and to understand. Our parents continued to cradle our lives, but our growth was also being
shaped by successive choirs of friends. We did not think much about the future or the past but
enjoyed the present." (Except for a few words, the paragraph is taken from Santrock, 2002)
Adolescence (13-18 years)

"In no order of things was adolescence, the simple time of life for us. We clothed ourselves with
rainbows and went brave as the zodiac, flashing from one end of the world to the other. We tried on
one face after another searching for a face of our own. We wanted our parents to understand us and
hoped they would give up the privilege of understanding them. We wanted to fly but found that first
we had to learn to stand and walk and climb and dance. In our most pimply and awkward moments
we became acquainted with sex. We played furiously at adult games but were confined to a society of

our own peers. Our generation was the fragile cable by which the best and the worst of our parents'
generation was transmitted to the present. In the end, there were two but lasting bequests our
parents could leave us one being roots, the other wings. (Santrock, 2002)
Early adulthood (19-29 years)

Early adulthood is a time for work and a time for love, sometimes leaving little time for anything
else. For some of us, finding our place in adult society and committing to a more stable life take
longer than we imagine. We still ask ourselves who we are and wonder if it isn't enough just to be.
Our dreams continue and our thoughts are bold but at some point, we become more pragmatic. Sex
and love are powerful passions in our lives - at times. Angels of light, at other times of torment. And
we possibly will never know the love of our parents until we become parents ourselves. (Santrock,
2002).
Middle adulthood (30-60 years)

In middle adulthood what we have been forms what we will be. For some of us, middle age is
such a foggy place, a time when we need to discover what we are running from and to and why. We
compare our life with what we vowed to make it. In middle age, more time stretches before us and
some evaluations have to be made, however reluctantly. As the young/old polarity greets us with a
special force, we need to join the daring of youth with the discipline of age in a way that does justice
to both. As middle-aged adults we come to sense that the generations of living things pas n a short
while and like runners’ hand on the torch of life. (Santrock, 2002)
Late adulthood (61 years and above)

"The rhythm and meaning of human development eventually wend their way to late adulthood,
when each of us stands alone at leaves of youth and are stripped by the winds of time down to the
heart of the earth and "suddenly it is evening." We shed the truth. We learn that life is lived forward
but understood backward. We trace the connection between the end and the beginning of life and try
to figure out what this whole show is about before it is over. Ultimately, we come to know that we are
what survives of us. (Santrock, 2002).
Developmental Tasks
Infancy and Early Middle Childhood (6-12) Adolescence (13-18)

Childhood (0-5)
1. Learning to walk. 1. Learning physical skills necessary 1. Achieving mature relations with
2. Learning to take solid for ordinary games. both sexes.
foods. 2. Building a whole-some attitude 2. Achieving a masculine or
3. Learning to talk. toward oneself. feminine social role.
4. Learning to control the 3. Learning to get along with age- 3. Accepting one's physique.
elimination of body wastes. mates 4. Achieving emotional
5. Learning sex differences 4. Learning an appropriate sex role. independence of adults.
and sexual modesty. 5. Developing fundamental skills in 5. Preparing for marriage and
6. Acquiring concepts and reading, writing, and calculating. family life.
language to describe social 6. Developing concepts necessary for 6. Preparing for an economic
and physical reality. everyday living. career.
7. Readiness for reading. 7. Developing conscience, morality, 7 Acquiring values and an ethical
8. Learning to distinguish and a scale of values. system to guide behavior.
right from wrong and 8. Achieving personal independence. 8. Desiring and achieving socially
developing a conscience. 9. Developing acceptable attitudes responsible behavior.
toward society.
Early Adulthood (19-29) Middle Adulthood (30-60) Later Maturity (61-and over)
1. Selecting a mate. 1. Helping teenage children to 1. Adjusting to decreasing

2. Learning to live with a become happy and responsible strength and health.
partner. adults. 2. Adjusting to retirement and

reduced income.
3. Starting a family. 2 Achieving adult social and civic 3. Adjusting to death of spouse.
4. Rearing children. Responsibility. 4. Establishing relations with
5. Managing a home. 3. Satisfactory career achievement. one's own age group.
6. Starting an occupation. 4. Developing adult leisure time 5. Meeting social and civic
7. Assuming civic activities. obligations.
responsibility. 5. Relating to one's spouse as a 6. Establishing satisfactory living
person. quarters.
6. Accepting the physiological
changes of middle age.
7. Adjusting to aging parent.
ACTIVITY # 2
Discussion Points and Collage Making
Direction: Read and understand this module. Provide what is being asked.
TASKS:
Instruction: Complete the table below by giving the characteristics of human development from a
life-span perspective and its educational implications to childcare, education and parenting. (30
points)
Characteristic of human development from a Educational Implication to Child Care,

life-span perspective Education and Parenting
1.
2.
3.
4.
5.
Instruction: Create a collage of outstanding characteristics of the developmental stages and

developmental tasks. (40 points)
Rubric for a Collage

Criteria Level 1 Level 2 Level 2 Level 4
Variety of limited variety of Adequate variety Good variety of Excellent variety of
pictures used to pictures used to of pictures used to pictures used to pictures used to
develop main develop the main develop the main develop the main develop the main
idea idea idea idea idea
Ideas Few original ideas Some original Several original Many original
-originality in material or ideas in material ideas in material ideas in material
-interest display are evident or display are or display are and display are
to stimulate evident to evident to evident and
interest stimulated some stimulate much stimulate a great
interest interest deal of interest
Relevance of Little material Some material Material selected Materials selected
material selected is selected is is mostly relevant is all relevant and
-connected to relevant and rarely relevant and and connected to clearly connected
main idea connected to the somewhat the main idea to the main idea
main idea connected to the
main idea
Visual impact Overall visual Overall visual Overall visual Overall visual
-effectiveness of impact is limited impact is impact is effective impact is very
overall somewhat effective
presentation effective
End of Week 2

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WEEK 3
RESEARCH IN CHILD AND ADOLESCENT DEVELOPMENT
Teachers as Consumers/End Users of Research

Research gives teachers and also policy-makers important knowledge to use in decision-making
for the benefit of learners and their families. Well-informed teachers are able to use and integrate the
most authoritative research findings. Research enables teachers to come up with informed decision
on what to teach and how to teach. This involves decisions related to educational policies, curriculum,
effective teaching-learning processes, and even those involving research, too. It can help us,
teachers, to be more knowledgeable about how to fit our teaching with the developmental levels of
our learners.
Teachers as Researchers
The conduct of research does not only belong to thesis and dissertation writers. It is for students
and teachers, too. Let us learn how to conduct research by finding out the different research
principles and the research methods and designs with focus on child and adolescent development.
The Scientific Method

One important principle in research is adherence to the scientific method, since research is a
systematic and a logical process. As such, researchers basically follow the scientific method. Dewey
gave us 5 steps of the scientific method. They are as follows:
1. identify and define the problem

2. determine the hypothesis
3. collect and analyze data
4. formulate conclusions
5. apply conclusions to the original hypothesis
Simply explained, identifying the research problem is the first step. This is followed by stating a
tentative answer to the research problem called the hypothesis. The hypothesis is also referred to as
an "educated guess." How correct is your "educated guess" or "hypothesis?" If your research problem
is concerned with determining the cause of an effect or a phenomenon you have to gather and
analyze data derived from an experiment. This is true with experimental research. However, if your
research problem is concerned with describing data and characteristics about the subjects or
phenomenon you are studying, you do not need to perform an experiment. This is descriptive
research. After analyzing the data, you formulate your conclusions.
Compare your conclusions to your original hypothesis to find out if your original hypothesis is
correct or not. If your original hypothesis jibes with your finding and conclusion, affirm your
hypothesis. If your original hypothesis does not jibe with your finding and conclusions, reject your
original hypothesis.
Research Designs
Researches that are done with high level of quality and integrity provide us with valuable
information about child and adolescent development. To be able to conduct quality research, it is
important that you know various research designs and different data-gathering techniques used by
developmental researchers. Some are given and described below:
Research Description Strengths Weaknesses

Design
1. Case Study An in-depth look at an It provides information Need to exercise caution
individual about an individual's when generalizing from them
fears, hopes, fantasies, information; the subject of a
traumatic experiences, case study is unique, with a
upbringing, family genetic make-up and
relationships, health, experiences no one else shares
and anything that helps involves judgements
a psychologist understand of unknown reliability, in that
that person's usually no check is made to see
development if other psychologists agree with
(Santrock,2002) other observations (Santrock,
2002)
Research Description Strengths Weaknesses

Design
2. Correlational A research design that Useful because the more Because Correlational research
Study determines strongly two events are does not involve the
associations correlated, the manipulation of factors, it is not
a dependable way to isolate
cause (Kantowitz, et al, 2001
cited by Santrock, 2002).
3. Experimental A research design that The only true reliable Experimental research is
determines cause-and- method of establishing limited to what is observable,
effect relationships. cause and effect testable and manipulable.
The experimental
method involves Failure to achieve
manipulating one randomization may limit the
variable to determine extent to which the study
if changes in one sample is representative of the
variable cause changes parent population and, with it,
in another variable. generalizability of the findings
This method relies on of the study.
Controlled methods,
random assignment Experimentation with humans is
and the manipulation subject to a number of external
of variables to test a influences that may dilute the
hypothesis. study results (Donnan, 2000).
A further limitation of
experimental research is that
subjects may change their
behavior or respond in a
specific manner simply
because of awareness of being
observed – Hawthorne effect
(Haughey 1994; Clifford, 1997)
4. Naturalistic A research design that One of the advantages The disadvantages of

Observation focuses on children’s of this type of research is naturalistic observation
experiences in natural that it allows the include the fact that it can be
settings. researcher to directly difficult to determine the exact
observe the subject in a cause of a behavior and the
This does not involve natural setting. experimenter cannot control
any intervention or outside variables.
manipulation on the
part of the researcher.
This technique involves

observing subjects in
their natural
environment.
This type of research

is often utilized in
situations where
conducting lab
research is unrealistic,
cost prohibitive or
would unduly affect the
subject's behavior.
5. Longitudinal This research design Allow them to record and They are expensive and time-
studies and follows monitor developmental consuming.
through a single trends
group over a period of The longer the study lasts, the
time. The same more subjects drop out they
individuals are studied move, get sick, lose interest,
over a period of time, etc. Subjects can bias the
usually several years or Outcome of a study, because
more. those who remain may be
dissimilar to those who drop
out.
6. Cross- A research strategy in Allows them to record It gives no information about
sectional which individuals of and monitor how individuals change or
different ages are developmental trends. about the stability of their
compared at one time. The researcher does not characteristics (Santrock, 2002)
have to wait for the
individuals to grow up or
become older.
7. Sequential This is the combined Allows them to record It is complex, expensive, and
cross-sectional and and monitor time consuming.
longitudinal developmental trends. It
approaches to learn provides information that
about life-span is impossible to obtain
development from cross-sectional or
(Schaie, 1993 cited longitudinal approaches
by Satrock, 2002). alone (Santrock, 2002).
This starts with

a cross-sectional
study that includes
individuals of different
ages A number of
months or years after
the initial' assessment,
the same individuals
are tested again-this
is the longitudinal
aspect of the design.
At this later time,
a new group of
subjects is assessed
at each grade level.
8. Action Action research is a Appropriate in a Typically takes place in one
Research reflective process of particular setting when organization only at a particular
progressive problem- the purpose of study is time and could not be
solving led by "to create changes & interpreted within different
individuals Working gain information on organizations in the same way.
with others in teams or processes and outcome Therefore, research findings
as part of a "community of the strategies used" are hard (impossible) to
of practice" to improve (Hunt 1987). generalize.
the way they address
issues and solve Uses different methods, If research participants do not
problems (Wikipedia, can get the best out of feel they understand and 'own'
the free encyclopedia). the different methods the research project, this could
employed, if done well. lead to a potential conflict of
In the context of Stakeholders are interest between the researcher
teaching, action included throughout and and those participating in the
researches of teachers so researchers are more organization, but also between
stem from their own likely to make a the researcher with some
questions about and "difference. participants, on the other one
reflections on their hand and other members of the
everyday classroom organization, on the other.
practice.
Data-Gathering Techniques
Data-Gathering Definition/Description
Technique
1. Observation Observations can be made in either laboratories or natural settings. In naturalistic
observation, behavior is observed in the real world like classrooms, home in
neighborhood.
2. Physiological Certain indicators of children's development such as, among others, heart rate,
Measures hormonal levels, bone growth, body weight, and brain activity are measured.
3. Standardized These are prepared tests that assess individuals' performance in different domains.
These tests are administered in a consistent manner.
4. Interviews and Involve asking the participants to provide information about themselves based on
Questionnaires the interview or questionnaire given by the researcher.
Gathering of data may be conducted through a printed questionnaire, over the

telephone, by mail, in person, or on-line.
Information is obtained by utilizing standardized procedures so that every participant

is asked the same questions in the same manner. It entails asking
participants for information in some structured format.
5. Life-History These are records of information about a lifetime chronology of events and
Records activities. They often involve a combination of data records on education, work,
family, and residence. These include public records or historical documents or
interviews with respondent.
ACTIVITY # 3
Research and Written Exercises
Direction: Read and understand this module. Provide what is being asked. Write your answer in a
long bond paper (Handwritten).
TASKS:
1. Research Abstract (40 points)
Problem Research Methodology
Source: (bibliographical entry format)

Findings Conclusions
Instruction: Surf the internet for samples of research abstracts/research on the child and adolescent
development. Select one research abstract then using the matrix given below, write the problem, the
research methodology, findings and conclusions.
How are the findings of this research useful to teachers?

________________________________________________________________________________
________________________________________________________________________________
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End of Week 3
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WEEK 4
DEVELOPMENTAL AND COGNITIVE THEORIES: FREUD AND PIAGET
Freud's Stages of Psychosexual Development

Freud is the most popular psychologist that studied the development of personality, also probably
the most controversial. His theory of psychosexual development includes five distinct stages.
According to Freud, a person goes through the sequence of these five stages and along the way
there are needs to be met. Whether these needs are met or not, determines whether the person will
develop a healthy personality or not. The theory is quite interesting for many because Freud identified
specific erogenous zones for each stage of development. These are specific "pleasure areas" that
become focal points for the particular stage. If needs are not met along the area, a fixation occurs. As
an adult, the person will now manifest behaviors related to this erogenous zone
Oral Stage (birth to 18 months). The erogenous zone is the mouth. During the oral stage, the
child is focused on oral pleasures (sucking). Too much or too little satisfaction can lead to an Oral
Fixation or Oral Personality which is shown in an increased focus on oral activities. This type of
personality may be oral receptive, that is, have a stronger tendency to smoke, drink alcohol, overeat,
or oral aggressive, that is, with a tendency to bite his or her nails, or use curse words or even
gossip. As a result, these persons may become too dependent on others, easily fooled, and lack
leadership traits. On the other hand, they may also fight these tendencies and become pessimistic
and aggressive in relating with people.

Anal Stage (18 months to 3 years). The child's focus of pleasure in this stage is the anus. The
child finds satisfaction in eliminating and retaining feces. Through society's expectations, particularly
the parents, the child needs to work on toilet training. Let us remember that between one year and a
half to three years the child's favorite word might be "No!” Therefore a struggle might exist in the toilet
training process when the child retains feces when asked to eliminate, or may choose to defecate
when asked to hold feces for some reason. In terms of personality, fixation during this stage can
result in being anal retentive, an obsession with cleanliness, perfection, and control; or anal
expulsive where the person may become messy and disorganized.
Phallic Stage (ages 3 to 6). The pleasure or erogenous zone is the genitals. During the
preschool age, children become interested in what makes boys and girls different. Preschoolers will
sometimes be seen fondling their genitals. Freud's studies led him to believe that during this stage
boys develop unconscious sexual desire for their mother. Boys then see their father as a rival for her
mother’s affection. Boys may fear that their father will punish them for these feelings, thus, the
castration anxiety. These feelings comprise what Freud called “Oedipus Complex”. In Greek
Mythology, Oedipus unintentionally killed his father and married his mother Jocasta. Psychoanalysts
also believed that girls may also have a similar experience, developing unconscious sexual attraction
towards their father. This is what is referred to as the “Electra Complex”.
According to Freud, out of fear of castration and due to the strong competition of their father, boys
eventually decide to identify with them rather than fight them. By identifying with their father, the boys
develop masculine characteristics and identify themselves as males and repress their sexual feelings
toward their mother. A fixation at this stage could result in sexual deviancies (both overindulging and
avoidance) and weak or confused sexual identity according to psychoanalysts.
Latency Stage (age 6 to puberty). It’s: during this stage that sexual urges remain repressed.
The children's focus is the acquisition of physical and academic skills. Boys usually relate more with
boys
and girls with girls during this stage.
Genital Stage (puberty onwards). The fifth stage of psychosexual development begins at the
start of puberty when sexual urges are once again awakened. In the earlier stages, adolescents focus
their
sexual urges towards the opposite sex peers, with the pleasure centered on the genitals.
Freud's Personality Components

Freud described the personality structures as having three components, the id, the ego and the
superego. For each person, the first to emerge is the id, followed by the ego, and last to develop is
the superego. While reading about the three components, use the graphic organizer below to put your
notes and questions about them.
s
Ego
Id Superego
One’s
Personality
The id. Freud says that a child is born with the id. The id plays a vital role in one's personality
because as a baby, it works so that the baby's essential needs are met. The id operates on the
pleasure principle. It focuses on immediate gratification or satisfaction of its needs. So, whatever
feels good now is what it will pursue with no consideration for the reality, logicality or practicality of the

situation. For example, a baby is hungry. Its id wants food or milk... so the baby will cry. When the
child needs to be changed, the id cries. When the child is uncomfortable, in pain, too hot, too cold, or
just wants attention, the id speaks up until his or her needs are met.
Nothing else matters to the id except the satisfaction 'of its own needs. It is not oriented towards
considering reality nor the needs of others. Just see how babies cry any time of day and night!
Absolutely no regard of whether mommy 1s tired or daddy is sleeping. When the id wants something,
it wants it now and it wants it fast!
The ego. As the baby turns into a toddler and then into a preschooler, he/she relates more with
the environment, the ego slowly begins to emerge. The ego operates using the reality principle. It is
aware that others also have needs to be met. It is practical because it knows that being impulsive or
selfish can result to negative consequences later, so it reasons and considers the best response to
situations. As such, it is the deciding agent of the personality. Although it functions to help the id meet
its needs, it always takes into account the reality of the situation.
The superego. Near the end of the preschool years, or the end of the phallic stage, the
superego develops. The superego embodies as moral aspect. This develops from what the parents,
teachers and other persons who exert influence impart to be good or moral. The superego is likened
to conscience because it exerts influence on what one considers right and wrong.
The Three Components and Personality Adjustment

Freud said that a well-adjusted person is one who has strong ego, who can help satisfy the needs
of the id without going against the superego while maintaining the person's sense of what is logical,
practical and real. Of course, it is not easy for the ego to do all that and strike a balance. If the id
exerts too much power over the ego, the person becomes too impulsive and pleasure-seeking
behavior takes over one's life. On the opposite direction, one may find the superego so strong that
the ego is overpowered. The person becomes so harsh and judgmental to himself and others'
actions. The person's best effort to be good may still fall short of the superego's expectations.
The ability of a learner to be well-adjusted is largely influenced by how the learner was brought
up. His experiences about how his parents met his needs, the extent to which he was allowed to do
the things he wanted to do, and also how he was taught about right and wrong, all figures to the type
of personality and consequent adjustment that a person will make. Freud believed that the personality
of an individual is formed early during the childhood years.
Topographical Model
The Unconscious. Freud said that most what we go through in our lives, emotions, beliefs,
feelings, and impulses deep within are not available to us at a conscious level. He believed that most
of what influence us is our unconscious. The Oedipus and Electra Complex mentioned earlier were
both buried down into the unconscious, out of our awareness due to the extreme anxiety they caused.
While these complexes are in our unconscious, they still influence our thinking, feeling and doing in
perhaps dramatic ways.
The Conscious. Freud also said that all that we are aware of is stored in our conscious mind.
Our conscious mind only comprises a very small part of who we .are so that, in our everyday life, we
are only aware of a very small part of what makes up our personality; most of what we are is hidden
and out of reach.
The Subconscious. The last part is the preconscious or subconscious. This is the part of us that
we can reach if prompted but is not in our active conscious. It’s right below the surface, but still
"hidden" somewhat unless we search for it. Information such as our telephone number, some
childhood memories, or the name of your best childhood friend is stored in the preconscious.
Because the unconscious is so huge, and because we are only aware of the very small conscious
at any given time, Freud used the analogy of the iceberg to illustrate it. A big part of the iceberg is
hidden beneath the water's surface. The water, may represent all that we are not aware of, have not
experienced, and that has not been made part of our personalities, referred to as the nonconscious.

Piaget’s Stages of Cognitive
Development
For sixty years, Jean Piaget
conducted research on cognitive
development. His research
method involved observing a
small number of individuals as
they responded to cognitive tasks
that he designed. These tasks
were later known as Piagetian
tasks.
Piaget called his general

theoretical framework "genetic
epistemo-logy" because he was
interested in how knowledge
developed in human organisms.
Piaget was initially into biology,
and he also had a background in philosophy. Knowledge from both these disciplines influenced his
theories and research of child development. Out of his researches, Piaget came up with the stages of
cognitive
development.
Piaget examined the implications of his theory not only to aspects of cognition but also to
intelligence and moral development. His theory has been applied widely to teaching and curriculum
design especially in the preschool and elementary curricula.
Basic Cognitive Concepts

Schema. Piaget used the term "schema" to refer to the cognitive structures by which individuals
intellectually adapt to and organize their environment. It is an individual's way to understand or create
meaning about a thing or experience. It is like the mind has a filing cabinet and each drawer has
folders that contain files of things he has had an experience with. For instance, if a child sees a dog
for the first time, he creates his own schema of what a dog is. It has four legs and a tail. It barks. It's
furry. The child then "puts this description of a dog 'on file' in his mind." When he sees another similar
dog, he "pulls" out the file (his schema of a dog) in his mind, looks at the animal, and says, "four legs,
tail, barks, furry....
That's a dog!"
Assimilation. This is the process of fitting a new experience into an existing or previously created
cognitive structure or schema. If the child sees another dog, this time a little smaller one, he would
make sense of what he is seeing by adding this new information (a different-looking dog) into his
schema of a dog.
Accommodation. This is the process of creating a new schema. If the same child now sees
another animal that looks a little bit like a dog, but somehow different. He might try to fit it into his
schema of a dog, and say, "Look mommy, what a funny looking dog. Its bark is funny too!" Then the
mommy explains, "That's not a funny looking dog. That's a goat!" With mommy's further descriptions,
the child will now create a new schema, that of a goat. He now adds a new file in his filing cabinet.
Equilibration. Piaget believed that people have the natural need to understand how the world
works and to find order, structure, and predictability in their life. Equilibration is achieving proper
balance
between assimilation and accommodation. When our experiences do not match our schemata (plural
of schema) or cognitive structures, we experience cognitive disequilibrium. This means there is a
discrepancy between what is perceived and what is understood. We then exert effort through
assimilation and accommodation to establish equilibrium once more.
Cognitive development involves a continuous effort to adapt to the environment in terms of

assimilation and accommodation. In this sense, Piaget's theory is similar in nature to other
constructivist
perspectives of learning like Bruner and Vygotsky.

Piaget's Stages of Cognitive Development
Stage 1. Sensori-motor Stage.

The first stage corresponds from birth to infancy. This is the stage when a child who is initially
reflexive in grasping, sucking and reaching becomes more organized in his movement and activity.
The term sensori-motor focuses on the prominence of the senses and muscle movement through
which the infant comes to learn about himself and the world. In working with children in the sensori-
motor stage, teachers should aim to provide a rich and stimulating environment with appropriate
objects to play with.
Object permanence. This is the ability of the child to know that an object still exists even when
out of sight. This ability is attained in the sensory motor stage. (Please refer to Unit 2, Module 13 for
more notes.)
Stage 2. Pre-Operational Stage.

The preoperational stage covers from about two to seven years old, roughly corresponding to the
preschool years. Intelligence at this stage is intuitive in nature. At this stage, the child can now make
mental representations and is able to pretend, the child is now ever closer to the use of symbols. This
stage is highlighted by the following:
Symbolic Function. This is the ability to represent objects and events. A symbol is a thing that
represents something else. A drawing, a written word, or a spoken word comes to be understood as
representing a real object like a real MRT train. Symbolic function gradually develops in the period
between 2 to 7 years. Riel, a two-year old may pretend that she is drinking from a glass which is
really empty. Though she already pretends the presence of water, the glass remains to be a glass. At
around four years of age, however, Nico, may, after pretending to drink from an empty glass, turn the
glass into a rocket ship or a telephone. By the age of 6 or 7 the child can pretend play with objects
that exist only in his mind. Enzo, who is six, can do a whole ninja turtle routine without any costume
nor "props." Tria, who is seven can pretend to host an elaborate princess ball only in her mind.
Egocentrism. This is the tendency of the child to only see his point of view and to assume that
everyone also has his same point of view. The child cannot take the perspective of others. You see
this in five year-old boy who buys a toy truck for his mother's birthday. Or a three year old girl who
cannot understand why her cousins call her daddy "uncle" and not daddy.
Centration. This refers to the tendency of the child to only focus on one aspect of a thing or event
and exclude other aspects. For example, when a child is presented with two identical glasses with the
same amount of water, the child will say they have the same amount of water. However, once water
from one of the glasses is transferred to an obviously taller but narrower glass, the child might say
that there is more water in the taller glass. The child only focused or "centered" only one aspect of the
new glass, that it is a taller glass. The child was not able to perceive that the new glass is also
narrower. The child only centered on the height of the glass and excluded the width in determining the
amount of water in the glass.
Irreversibility. Pre-operational children still have the inability to reverse their thinking. They can
understand that 2 + 3 is 5, but cannot understand that 5-3 is 2.
Animism. This is the tendency of children to attribute human like traits or characteristics to
inanimate objects. When at night, the child is asked, where the sun is, she will reply, "Mr. Sun is
asleep."
Transductive reasoning. This refers to the pre-operational child's type of reasoning that is
neither inductive nor deductive. Reasoning appears to be from particular to particular i.e., if A causes
B, then B causes A. For example, since her mommy comes home everyday around six o' clock in the
evening, when asked why it is already night, the child will say, "Because my mom is already home."
(For more notes on the cognitive development of the toddler, refer to Unit 2.)
Stage 3. Concrete-Operational Stage.

This stage is characterized by the ability of the child to think logically but only in terms of concrete

objects. This covers approximately the ages between 8-11 years or the elementary school years. The
concrete operational stage is marked by the following:
Decentering. This refers to the ability of the child to perceive the different features of objects and
situations. No longer is the child focused or limited to one aspect or dimension. This allows the child
to be more logical when dealing with concrete objects and situations.
Reversibility. During the stage of concrete operations, the child can now follow that certain
operations can be done in reverse. For example, they can already comprehend the commutative
property of addition, and that subtraction is the reverse of addition. They can also understand that a
ball of clay shaped into a dinosaur can again be rolled back into a ball of clay.
Conservation. This is the ability to know that certain properties of objects like number, mass,
volume, or area do not change even if there is a change in appearance. Because of the development
of the child's ability of decentering and also reversibility, the concrete operational child can now judge
rightly that the amount of water in a taller but narrower container is still the same as when the water
was in the shorter but wider glass. The children progress to attain conservation abilities gradually
being a pre-conserver, a transitional thinker and then a conserver.
Seriation. This refers to the ability to order or arrange things in a series based on one dimension
such as weight, volume or size.
Stage 4. Formal Operational Stage.

In the final stage of formal operations covering ages between 12 and 15 years, thinking becomes
more logical. They can now solve abstract problems and can hypothesize. This stage is characterized
by the following:
Hypothetical Reasoning. This is the ability to come up with different hypothesis about a problem
and to gather and weigh data in order to make a final decision or judgment. This can be done in the
absence of concrete objects. The individuals can now deal with "What if questions.
Analogical reasoning. This is the ability to perceive the relationship. In one instance and then
use that relationship to narrow down possible answers in another similar situation or problem. The
individual in the formal operations stage can make an analogy. If United Kingdom is to Europe, then
Philippines is to The individual will reason that since the UK is found in the continent of Europe then
the Philippines is found in what continent? Then Asia is his answer. Through reflective thought and
even in the absence
of concrete objects, the individual can now understand relationships and do analogical reasoning.
Deductive Reasoning. This is the ability to think logically by applying a general rule to a
particular instance or Situation. For example, all countries near the North Pole have cold
temperatures. Greenland is near the North Pole. Therefore, Greenland has cold temperature.
From Piaget's findings and comprehensive theory, we can derive the following principles:
1. Children will provide different explanations of reality at different stages of cognitive
development.
2. Cognitive development is facilitated by providing activities or situations that engage learners
and require adaptation (i.e., assimilation and accommodation).
3. Learning materials and activities should involve the appropriate level of motor or mental
operations for a child of given age; avoid asking students to perform tasks that are beyond their
current cognitive capabilities.
4. Use teaching methods that actively involve students and present challenges.
ACTIVITY # 4
Discussion Points and Exercise Questions
long bond paper (Handwritten) and attached to the last page of this module.

TASKS:
1. Concept mapping (50 points).
Instruction: In a form of concept map, cite Freud’s stages of psychosocial development and Piaget’s
stages of Cognitive development. State the erogenous zone, description of the stage and its fixation
for the psychosexual development and describe the highlights of every stage for the stages of
cognitive development. Read the rubrics below to be your guide.
Rubric for Concept Map
Performance Level 1 Level 2 Level 3 Level 4

Indicators
Knowledge and ●Insufficient number ●Minimal but ●Most concepts ●Most concepts
understanding of concepts selected acceptable number relating to the topic and all significant
relating to topic of concepts were selected concepts selected
selected, with some ●most relationships and they clearly
●Some basic relationships to the indicated with a relate to the topic
relationships topic connecting line and ●All relationships
indicated by ●straightforward labeled with linking indicated by a
connected lines relationships words connecting line
connected with and accurately
linking words labeled with
appropriate linking
words
Thinking ●Arrangement of ●arrangement of ●Arrangement of ●Arrangement of
concepts illustrates concepts concepts concepts
no conceptual demonstrating demonstrates an demonstrates
understanding of simple understanding of complete
conceptual understanding of subordinate understanding of
relationships subordinate conceptual subordinate
conceptual relationships conceptual
relationships relationships
Communication ●Concepts are ●Limited hierarchical ●Concepts ●Concepts
displayed in a linear structure used connected in a connected in a
sequence with little ●Linking words hierarchical structure hierarchical
or no sense of show variety ●Linking words are structure leading to
hierarchical structure accurate and varied more specific
concepts
●linking words are ●Linking words are
simple and repetitive expressive and
purposeful
Application ●Cross links not ●Few cross links are ●Cross links used to ●Cross links show
used used to illustrate reflect complex
minimal connections straightforward relationships
connections between two or
more distinct
segments of the
concept map
End of Week 4
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WEEK 5
ERIKSON’S PSYCHO-SOCIAL THEORY OF DEVELOPMENT
Introduction to the 8 Stages:
1. Erikson's ‘psychosocial' term is derived from the two source, words - namely psychological (or the
root, "psycho' relating to the mind, brain, personality, etc.) and social (external relationships and
environment), both at the heart of Erikson's theory. Occasionally you'll see the term extended to
biopsychosocial, in which “bio" refers to life, as in biological.
2. Erikson's theory was largely influenced by Sigmund Freud. But Erikson extended the theory and
incorporated cultural and social aspects into Freud's biological and sexually-oriented theory.
3. it’s also interesting to see how his ideas developed over time, perhaps aided by his own journey
through the "psychosocial crisis" stages model that underpinned his work.
4. Like other influential theories, Erikson's model is simple and well-designed. The theory is a basis
for broad or complex discussion and analysis of personality and behaviour, and also for
understanding and
for facilitating personal development - of self and others. It can help the teacher in becoming more
knowledgeable and at the same time understanding of the various environmental factors that affect
his own and his students' personality and behavior.

5. Erikson's eight stages theory is a tremendously powerful model. It is very accessible and obviously
relevant to modern life, from several different perspectives for understanding and explaining how
personality and behavior develops in people. As such Erikson's theory is useful for teaching,
parenting, self-awareness, managing and coaching, dealing with conflict, and generally for
understanding self
and others.
6. Various terms are used to describe Erikson's model, for example Erikson's biopsychosocial or bio-
psycho-social theory (bio refer to biological, which in this context means life); Erikson's human
development cycle or life cycle, and variations of these. All refer to the same eight stages
psychosocial theory, it being Erikson's most distinct work and remarkable model.
7. The epigenetic principle. As Boeree explains, "This principle says that we develop through a
predetermined unfolding our personalities in eight stages. Our progress through each stage is in part
determined by our success, or lack of success, in all the previous stages. A little like the unfolding of
a rose bud, each petal opens up at a certain time, in a certain order, which nature, through genetics,
has determined, If we interfere in the natural order development by pulling a petal forward
prematurely or out of order, we ruin development of the entire flower " Erikson's theory delved into
how personality was formed and believed that the earlier stages served as a foundation for the later
stages. The theory
highlighted the influence of one's environment, particularly on h earlier experiences gradually build
upon the next and result into one's personality.
8. Each stage involves a psychosocial crisis of two opposing emotional forces. A helpful term used
by Erikson for these opposing forces is "contrary dispositions". Each crisis stage relates to a
corresponding life stage and its inherent challenges. Erikson used the words "syntonic" for the first-
listed "positive" disposition in each crisis (e.g., Trust) and "dystonic" for the second-listed "negative"
disposition (e.g., Mistrust). To signify the opposing or conflicting relationship between each pair of
forces or dispositions, Erikson connected them with the word "versus".
9. If a stage is managed well, we carry away a certain virtue or psychosocial strength which will help
us through the rest of the stages of our lives. Successfully passing through each crisis involves
‘achieving" a healthy ratio or balance between the two opposing dispositions that represent each of
crisis.
10. On the other hand, if we don't do so well, we may develop maladaptation and malignancies, as
well as endanger all our future development. A malignancy is the worse of the two. It involves too'
little of the positive and too much of the negative aspect of a as a person who can't trust others. A
maladaptation is not quite as bad and involves too much of the positive and too little of the negative,
such as a person who trusts too much.
11. The crisis stages are not sharply defined steps. Elements tend to overlap and mingle from one
stage to the next and to the preceding stages. It's a broad framework and concept, not a
mathematical
formula which replicates precisely across all people and situations.
12. Erikson was keen to point out that the transition between stages is “overlapping". Crisis stages
connect with each other like inter-laced fingers, not like a series of neatly suddenly wake stacked
boxes. People don’t suddenly wake up one morning and be in a new life stage. Changes don’t’
happen in regimented clear-cut steps. Changes are graduated, mixed-together and organic.
13. Erikson also emphasized the significance of "mutuality" and generativity" in his theory. The terms
are linked. Mutuality reflects the effect of generations on each other, especially among families, and
particularly between parents and children and grandchildren. Everyone potentially affects everyone
else's experiences as they pass through the different crisis stages. Generativity, actually a named
disposition within one of the crisis stages (Generativity vs. Stagnation, stage seven), reflects the
significant relationship between adults and the best interests of children - one's own children, and in a
way everyone else's children - the next generation, and all following generations.
The Eight Psychosocial Stages of Development:

Stage 1
Too much Too much
Psychosocial
Maladaptation Malignancy
Crisis
Virtue
Stage One
Psychosocial Crisis
The first stage, infancy, is approximately the first year or year and a half of life. The crisis is trust
vs. mistrust. The goal is to develop trust without completely eliminating the capacity for mistrust. If the
primary caregivers, like the parents can give the baby a sense of familiarity, consistency, and
continuity, then the baby will develop the feeling that the world is a safe place to be, that people are
reliable and loving. If the parents are unreliable and inadequate, if they reject the infant or harm it, if
other interests cause both parents to turn away from the infant's needs to satisfy their own instead,
then the infant will develop mistrust. He or she will be apprehensive and suspicious around people.
Maladaptation/Malignancy
Please understand that this doesn't mean that the parents have to be perfect. In fact, parents who
are overly protective of the child, who are there the minute the first cry comes out, will lead that child
into the maladaptive tendency which Erikson calls sensory maladjustment: Overly trusting, even
gullible, this person cannot believe anyone would mean them harm, and will use all the defenses at
their command to find an explanation or excuse for the person who did him wrong. Worse, of course,
is the child whose balance is tipped way over on the mistrust side. They will develop the malignant
tendency of withdrawal, characterized by depression, paranoia, and possibly psychosis.
Virtue
If the proper balance is achieved, the child will develop the virtue of hope, the strong belief that,
even when things are not going well, they will work out well in the end. One of the signs that a child is
doing well in the first stage is when the child isn't overly upset by the need to wait a moment for the
satisfaction of his or her needs: Mom or Dad doesn't have to be perfect; I trust them enough to
believe that, if they can't be here immediately, they will be here soon; things may be tough now, but
they will work out. This is the same ability that, in later life, gets us through disappointments in love,
our careers, and many other domains of life.
Stage Two
Stage 2
Too much Too much
Psychosocial
Crisis
Virtue

Psychosocial Crisis
The second stage is early childhood, from about eighteen months to three or four years old. The
task is to achieve a degree of autonomy while minimizing shame and doubt. If mom and dad, or
caregiver permits the child, now a toddler, to explore and manipulate his or her environment, the child
will develop a sense of autonomy or independence. The parents should not discourage the child, but
neither should they push. A balance is required. People often advise new parents to be "firm but
tolerant" at this stage, and the advice is good. This way, the child will develop both self-control and
self-esteem. On the other hand, it is rather easy for the child to develop instead a sense of shame
and doubt. If the parents come down hard on any attempt to explore and be independent, the child
will soon
give up with the belief that he/she cannot and should not act on his/her own. We should keep in mind
that even something as innocent as laughing at the toddler's efforts can lead the child to feel deeply
ashamed and to doubt his or her abilities.
There are other ways to lead children to shame and doubt. If you give children unrestricted
freedom and no sense of limits, or if you try to help children do what they should learn to do for
themselves, you will also give them the impression that they are not good for much. If you aren't
patient enough to wait for your child to tie his or her shoe-laces, your child will never learn to tie them,
and will assume that this is too difficult to learn!
Maldaptation/Malignancy
Nevertheless, a little "shame and doubt" is not only inevitable, but beneficial. Without it, you will
develop the maladaptive tendency Erikson calls impulsiveness, a sort of shameless willfulness that
leads you, in later childhood and even adulthood, to jump into things without proper consideration of
your abilities. Worse, of course, is too much shame and doubt, which leads to the malignancy Erikson
calls compulsiveness. The compulsive person feels as if their entire being rides on everything they
do, and so everything must be done perfectly. Following all the rules precisely keeps you from
mistakes, and mistakes must be avoided at all costs. Many of you know how it feels to always be
ashamed and always doubt yourself. A little more patience and tolerance with your own children may
help them avoid your path. And give yourself a little slack, too!
Virtue
If you get the proper, positive balance of autonomy and shame and doubt, you will develop the
virtue of willpower or determination. One of the most admirable - and frustrating things about two-
and three-year olds is their determination. "Can do" is their motto. If we can preserve that "can do"
attitude (with appropriate modesty to balance it) we are much better off as adults.
Stage Three
Stage 3
Too much Too much
Psychosocial
Crisis
Virtue

Psychosocial Crisis
Stage three is the early childhood stage, from three or four to five or six. The task is to learn
initiative without too much guilt. Initiative means a positive response to the world's challenges, taking
on responsibilities, learning new skills, feeling purposeful. Parents can encourage initiative by
encouraging children to try out their ideas. We should accept and encourage fantasy and curiosity
and imagination. This is a time for play, not for formal education. The child is now capable, as never
before, of imagining a future situation, one that isn't a reality right now. Initiative is the attempt to
make that non-reality a reality.
But if children can imagine the future, if they can plan, then they can be responsible as well, and
guilty. If my two-year-old flushes my watch down the toilet, I can safely assume that there were no
"evil
intentions." It was just a matter of a shiny object going round and round and down. What fun! But if
my five year old does the same thing... well, she should know what's going, to happen to the watch,
what's going to happen to daddy's temper, and what's going to happen to her! She can be guilty of the
act and she can begin to feel guilty as well. The capacity for moral judgment has arrived.
Erikson is, of course, a Freudian, and as such, he includes the oedipal experience in this stage.
From his perspective, the Oedipal crisis involves the reluctance a child feels in relinquishing his or her
closeness to the opposite sex parent, A parent has the responsibility, socially, to encourage the child
to "grow up -- you're not a baby anymore!" But if this process is done too harshly and too abruptly, the
child learns to feel guilty about his or her feelings.
Too much initiative and too little guilt means a maladaptive tendency Erikson calls ruthlessness.
To be ruthless is to be heartless or unfeeling or be "without mercy." The ruthless person takes the
initiative alright. They have their plans, whether it's a matter of school or romance or politics or career.
It's just that they don't care who they step on to achieve their goals. The goals are the only things that'
matter,
and guilty feelings and mercy are only signs of weakness. The extreme form of ruthlessness is
sociopathy.
Ruthlessness is bad for others, but actually relatively easy on the ruthless person. Harder on the
person is the malignancy of too much things because "nothing ventured, nothing lost" and,
particularly, nothing guilt, which Erikson calls inhibition. The inhibited person will not try to feel guilty
about. They are so afraid to start and take a lead on a project. They fear that if it fails, they will be
blamed.
Virtue
A good balance leads to the psychosocial strength of purpose. A sense of purpose is something
many people crave for in their lives, yet many do not realize that they themselves make their
purposes,
many through imagination and initiative. I think an even better word for this virtue would have been
courage, the capacity for action despite a clear understanding of your limitations and past failings.
Stage Four
Stage 4
Too much Too much
Psychosocial
Crisis
Virtue
Psychosocial Crisis
Stage four is the school-age stage when the child is from about six to twelve. The task is to
develop a capacity for industry while avoiding an excessive sense of inferiority. Children must "tame
the imagination" and dedicate themselves to education and to learning the social skills their society
requires of them. There is a much broader social sphere at work now: The parents and other family
members are joined by teachers and peers and other members of the community at large. They all
contribute. Parents must encourage, teachers must care, peers must accept. Children must lean that
there is pleasure not only in conceiving a plan, but in carrying it out. They must learn the feeling of
success, whether it is in school or on the playground, academic or social.
A good way to tell the difference between a child in the third' stage and one in the fourth stage is
to look at the way they play games. Four-year-olds may love games, but they will have only a vague
understanding of the rules, may change them several times during the course of the game, and be
very unlikely to actually finish the game, unless it is by throwing the pieces at their opponents. A
seven-year-old, on the other hand, is dedicated to the rules, considers them pretty much sacred, and
is more likely to get upset if the game is not allowed to come to its required conclusion.
If the child is allowed too little success, because of harsh teachers or rejecting peers, for example,
then he or she will develop instead a sense of inferiority or incompetence. Additional sources of
inferiority, Erikson mentions, are racism, sexism, and other forms of discrimination. If a child believes
that success is related to who you are rather than to how hard you try, then why try?
Too much industry leads to the maladaptive tendency called narrow virtuosity. We see this in
children who aren't allowed to "be children," the ones that parents or teachers push into one area of
competence, without allowing the development of broader interests. These are the kids without a life:
child actors, child athletes, child musicians, child prodigies of all sorts. We all admire their industry,
but if we look a little closer, it's all that stands in the way of an empty life.
Much more common is the malignancy called inertia. This includes all of us who suffer from the
"inferiority complexes" Alfred Adler talked about. If at first you don't succeed, don't ever try again!
Many of us didn't do well in mathematics, for example, so we'd die before we took another math
class. Others were humiliated instead in the gym class, so we never try out for a sport or play a game
of basketball. Others never developed social skills -- the most important skills of all -- and so we
never go out in public. We become inert.
Virtue
A happier thing is to develop the right balance of industry and inferiority - that is, mostly industry
with just a touch of inferiority to keep us sensibly humble. Then we have the virtue called
competency.
Stage Five
Stage 5
Too much Too much
Psychosocial
Crisis
Virtue
Psychosocial Crisis
Stage five is adolescence, beginning with puberty and ending around 18 or 20 years old. The task
during adolescence is to achieve ego identity and avoid role confusion. It was adolescence that
interested Erikson first and most, and the patterns he saw here were the bases for his thinking about
all the other stages.
Ego identity means knowing who you are and how you fit in to the rest of society. It requires that
you take all you've learned about life and yourself and mold it into a unified self-image, one that your
community finds meaningful.
There are a number of things that make things easier: First, we should have a mainstream adult
culture that is worthy of the adolescent's respect, one with good adult role models and open lines of
communication.
Further, society should provide clear rites of passage, certain accomplishments and rituals that
help to distinguish the adult from the child. In primitive and traditional societies, an adolescent boy
may be asked to leave the village for a period of time to live on his own, hunt some symbolic animal,
or seek an inspirational vision. Boys and girls may be required to go through certain tests of
endurance, symbolic ceremonies, or educational events. In one way or another, the distinction
between the powerless, but irresponsible, time of childhood and the powerful and responsible time of
adulthood, is made clear.
Without these things, we are likely to see role confusion, meaning an uncertainty about one's
place in society and the world. When an adolescent is confronted by role confusion, Erikson says, he
or she is suffering from an identity crisis. In fact, a common question adolescents our society ask is a
straight-forward question of identity: "Who am I?
One of Erikson's suggestions for adolescence in our society is the psychosocial moratorium.
He suggests you take a little "time out." If you have money, go to Europe. If you don't, bum around the
Philippines. Quit school and get a job, quit your job and go to school. Take a break, smell the roses,
get to know yourself. We tend to want to get to "success" as fast as possible, and yet few of us have
ever taken the time to figure out what success means to us. A little like the young Oglala Lakota,
perhaps we need to dream a little.
There is such a thing as too much "ego identity," where a person is so involved in a particular role
in a particular society or subculture that there is no room left for tolerance. Erikson calls this
maladaptive
tendency fanaticism. A fanatic believes that his way is the only way. Adolescents are, of course,
known for their idealism, and for their tendency to see things in black-and-white. These people will
gather others around them and promote their beliefs and life-styles without regard to others' rights to
disagree.
The lack of identity is perhaps more difficult still, and Erikson refers to the malignant tendency
here as repudiation. To repudiate is to reject. They reject their membership in the world of adults and,
even
more, they reject their need for an identity. Some adolescents prefer to go to groups that go against
the norms to form their identity: religious cults, militaristic organizations, groups founded on hatred,
groups that have divorced themselves from the painful demands of mainstream society. They may
become involved in destructive activities drugs, or alcohol or they may withdraw into their own
psychotic fantasies. After all, being "bad" or being "nobody" is better than not knowing who are!
If you successfully negotiate this stage, you will have the virtue Erikson called fidelity. Fidelity
means loyalty, the ability to live by societies standards despite their imperfections and
incompleteness and inconsistencies. We are not talking about blind loyalty, and we are not talking
about accepting the imperfections. After all, if you love your community, you will want to see it
become the best it can be. But fidelity means that you' have found a place in that community, a place
that will allow you to contribute.

Stage Six
Stage 6
Too much Too much
Psychosocial
Crisis
Virtue
Psychosocial Crisis
If you have made it this far, you are in the stage of young adulthood, which lasts from about 18 to
about 30. The ages in the adult stages are much fuzzier than in the childhood stages, and people
may
differ dramatically. The task is to achieve some degree of intimacy, as opposed to remaining in
isolation.
Intimacy is the ability to be close to others, as a lover, a friend, and as a participant in society.
Because you have a clear sense of who you are, you no longer need to fear "losing" yourself, as
many adolescents do. The fear of commitment" some people seem to exhibit is an example of
immaturity in this stage. This fear isn't always obvious. Many people today are always putting off the
progress of their relationships: I'll get married (or have a family, or get involved in important social
issues) as soon as I finish school, as soon as I have a job, as soon as I have a house, as soon as.. If
you've been engaged for the last ten years, what's holding you back?
Neither should the young adult need to prove him- or herself anymore. A teenage relationship is
often a matter of trying to establish identity through couple-hood" Who am I? I'm her boyfriend. The
young adult relationship should be a matter of two independent egos wanting to create something
larger than themselves. We intuitively recognize this when we frown on a relationship between a
young adult and a teenager: We see the potential for manipulation of the younger member of the
party by the older.
Erikson calls the maladaptive form promiscuity, referring particularly to the tendency to become
intimate too freely, too easily, and without any depth to your intimacy. This can be true of your
relationships with friends and neighbors and your whole community as well as with lovers.
The malignancy he calls exclusion, which refers to the tendency to isolate oneself from love,
friendship, and community, and to develop a certain hatefulness in compensation for one's loneliness.
Virtue
If you successfully negotiate this stage, you will instead carry with you for the rest of your life the
virtue or psychosocial strength Erikson you calls love. Love, in the context of his theory, means being
able to put aside differences and antagonisms through "mutuality of devotion." It includes not only the
love we find in a good marriage, but the love between friends and the love of one's neighbor, co-
worker, and compatriot as well.
Stage Seven
Stage 7
Too much Too much
Psychosocial
Crisis
Virtue
Psychosocial Crisis
The seventh stage is that of middle adulthood. It is hard to pin a time to it, but it would include the
period during which we are actively involved in raising children. For most people in our society, this
would put it somewhere between the middle twenties and the late fifties. The task here is to cultivate
the proper balance of generativity and stagnation.
Generativity is an extension of love into the future. It is a concern for the next generation and all
future generations. As such, it is considerably less selfish" than the intimacy of the previous stage:
Intimacy, the love between lovers or friends, is a love between equals, and it is necessarily mutual.
With
generativity, the individual, like a parent, does not expect to be repaid for the love he gives to his
children, at least not as strongly. Few parents expect a return on their investment" from their children;
If they do, we don't think of them as very good parents!
Although the majority of people practice generativity by having and raising children, there are
many other ways as well. Erikson considers teaching, writing, invention, the arts and sciences, social
activism, and generally contributing to the welfare of future generations to be generativity as well-
anything, in fact, that satisfies that old "need to be needed." Stagnation, on the other hand, is self-
absorption, caring for no-one. "The stagnant person stops to be a productive member of society.
It is perhaps hard to imagine that we should have any "stagnation" in our lives, but the
maladaptive tendency Erikson calls overextension illustrates the problem: Some people try to be so
generative that they no longer allow time for themselves, for rest and relaxation. The person who is
overextended no longer contributes well. I'm sure we all know someone who belongs to so many
clubs, or is devoted to so many causes, or tries to take so many classes or hold so many jobs that
they no longer have time for any of them!
More obvious, of course, is the malignant tendency of rejectivity. Too little generativity and too
much stagnation and you are no longer participating in or contributing to society. And much of what
we call "the meaning of life" is a matter of how we participate and what we contribute.
This is the stage of the "midlife crisis." Sometimes men and women take a look at their lives and
ask that big, bad question "what am I doing all this for?" Notice the question carefully: Because their
focus is on themselves, they ask what, rather than whom, they are doing it for. In their panic at getting
older and not having experienced or accomplished what they imagined they would when they were
younger, they try to recapture their youth. Men are often the most flamboyant examples: They leave
their long-suffering wives, quit their humdrum jobs, buy some hip" new clothes, and start hanging
around singles bars. Of course, they seldom find what they are looking for, because they are looking
for the wrong thing!
Virtue
But if you are successful at this stage, you will have a capacity for caring that will serve you
through the rest of your life.
Stage Eight

Stage 8
Too much Too much
Psychosocial
Crisis
Virtue
Psychosocial Crisis
This last stage, referred to delicately as late adulthood or maturity, or less delicately as old age,
begins sometime around retirement, after the kids have gone, say somewhere around 60. Some older
folks will protest and say it only starts when you feel old and so on, but that's an effect of our youth-
worshipping culture, which has even old people avoiding any acknowledgement of age. In Erikson's
theory, reaching this stage is a good thing, and not reaching it suggests that earlier problems
retarded your development!
The task is to develop ego integrity with a minimal amount of despair. This stage, seems like the
most difficult of all. First comes a detachment from society, from a sense of usefulness, for most
people in our culture. Some retire from jobs they've held for years; others find their duties as parents
coming to a close; most find that their input is no longer requested or required.
Then there is a sense of biological uselessness, as the body no longer does everything it used to.
Women go through a sometimes dramatic menopause. Men often find they can no longer "rise to the
occasion." Then there are the illnesses of old age, such as arthritis, diabetes, heart problems,
concerns about breast and ovarian and prostate cancers. There come fears about things that one
was never afraid of before - the flu, for example, or just falling down. Along with the illnesses come
concerns of death. Friends die. Relatives die. One's spouse dies. It is, of course, certain that you, too,
will have your turn. Faced with all this, it might seem like everyone would feel despair.
In response to this despair, some older people become preoccupied with the past. After all, that's
where things were better. Some become preoccupied with their failures, the bad decisions they made,
and regret that (unlike some in the previous stage) they really don't have the time or energy to
reverse them. We find some older people become depressed, spiteful, paranoid, hypochondriacally,
or developing the patterns of senility with or without physical bases.
Ego integrity means coming to terms with your life, and thereby coming to terms with the end of
life. If you are able to look back and accept the course of events, the choices made, your life as you
lived it, as being necessary, then you needn't fear death. Although most of you are not yet at this point
in life, perhaps you can still sympathize by considering your life up to now. We've all made mistakes,
some of
them pretty nasty ones; yet, if you hadn't made these mistakes, you wouldn't be who you are. If you
had been very fortunate, or if you had played it safe and made very few mistakes, your life would not
have been as rich as is.
The maladaptive tendency in stage eight is called presumption. This is what happens when a
person "presumes" ego integrity without actually facing the difficulties of old age. The person in old
age believes that he alone is right. He does not respect the ideas and views of the young. The
malignant tendency is called disdain, by which Erikson means a contempt of life, one's own or
anyone's. The person becomes very negative and appears to hate life.
Virtue

Someone who approaches death without fear has the strength Erikson calls wisdom. He calls it a
gift to children, because "healthy children will not fear life if their elders have integrity enough not to
fear death." He suggests that a person must be somewhat gifted to be truly wise, but I would like to
suggest that you understand gifted" in as broad a fashion as possible. I have found that there are
people of very modest gifts who have taught me a great deal, not by their wise words, but by their
simple and gentle approach to life and death, by their "generosity of spirit."
ACTIVITY # 5
Written Exercises and Multimedia Presentation
long bond paper (Handwritten).
TASKS:
1. Multimedia video presentation: (60 points).
Instruction: Write your own life story using the eight stages of psychosocial development as
framework. Go through each of the stages that apply to you. Ask information from your parents and
other significant persons in your life. Write a narrative for each stage. Present this through a
multimedia video presentation.
Rubric for a Powerpoint Presentation
Criteria Level 4 Level 3 Level 2 Level 1

Content Content is accurate Content is accurate Content is accurate Content is
and all required but some required but some required questionable.
information is information is missing information is missing Information is not
presented in a and/or not presented and/or not presented presented in a logical
logical order. in a logical order, but in a logical order, order, making it
is still generally easy making it difficult to difficult to follow.
to follow. follow.
Slide Presentation flows Presentation flows Presentation flows Presentation is
Creation well and logically. well. Tools are used well. Some tools are unorganized. Tools
Presentation correctly. used to show are not used in a
reflects extensive Overall presentation is acceptable relevant manner.
use of tools in a interesting. understanding.
creative way.
Pictures, Images are Images are Most images are Images are
Clip Art appropriate. appropriate. Layout is appropriate inappropriate.
Background Layout is pleasing cluttered.
to the eye.
Mechanics No Few spelling errors. Some spelling errors. Some spelling errors.
spelling/grammar Few grammar errors. Some grammar Some grammar
errors. Text is in Text is in authors’ own errors. errors. Most of text is
authors’ own words. Text is in authors’ own in authors’ own words.
words. words.
Presentation Well-rehearsed. General level of Acceptable level of Low level of
Skills No pronunciation rehearsal. Few rehearsal. Some rehearsal. Numerous
errors or other pronunciation errors pronunciation errors pronunciation errors
mistakes. or other mistakes. or other mistakes. or other mistakes.
End of Week 5
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SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.

National Highway, Crossing Rubber, Tupi, South Cotabato

COLLEGE OF TEACHER EDUCATION

EDUC 211: Child and Adolescent Learners & Learning Principles

COURSE CODE : EDUC 211

The following are the topics to be discussed

Week 1 VISION, MISSION, COREVALUES, CLASSROOM POLICIES LEARNER-

Week 2 HUMAN DEVELOPMENT, THE STAGES OF DEVELOPMENT AND

Week 3 RESEARCH IN CHILD AND ADOLESCENT DEVELOPMENT

Week 4 DEVELOPMENTAL AND COGNITIVE THEORIES: FREUD AND PIAGET

Week 5 ERIKSON’S PSYCHO-SOCIAL THEORY OF DEVELOPMENT

Instruction to the Learners

EDUC 211: Child and Adolescent Learners & Learning Principles

To produce competent, community-oriented and globally competitive individuals through holistic

SEAIT HISTORICAL BACKGROUND

Strongly driven by deep commitment to contribute to nation-building by creating a landmark of

EDUC 211: Child and Adolescent Learners & Learning Principles

5. Communicate instances of disruptive behaviors to the proper instructor, faculty member or

EDUC 211: Child and Adolescent Learners & Learning Principles

Two Approaches to Human Development

3. Development is multidimensional. Development consists of biological, cognitive, and socio-

Development is relatively orderly. (http://www.cdipage.com/development.htm) Naschielle and

Development takes place gradually. (http://www.cdipage.com/development.htm) Naschielle and

EDUC 211: Child and Adolescent Learners & Learning Principles

4. Development is contextual. Individuals are changing beings in a changing world. Individuals

5. Development involves growth, maintenance and regulation.

THE STAGES OF DEVELOPMENT AND DEVELOPMENTAL TASKS

Infancy (from birth to 2 years)

Early Childhood (3 to 5 years)

Middle and Late Childhood (6-12 years)

Adolescence (13-18 years)

EDUC 211: Child and Adolescent Learners & Learning Principles

Early adulthood (19-29 years)

Middle adulthood (30-60 years)

Late adulthood (61 years and above)

Infancy and Early Middle Childhood (6-12) Adolescence (13-18)

1. Selecting a mate. 1. Helping teenage children to 1. Adjusting to decreasing

EDUC 211: Child and Adolescent Learners & Learning Principles

Characteristic of human development from a Educational Implication to Child Care,

Instruction: Create a collage of outstanding characteristics of the developmental stages and

Rubric for a Collage

EDUC 211: Child and Adolescent Learners & Learning Principles

Teachers as Consumers/End Users of Research

The Scientific Method

1. identify and define the problem

Research Description Strengths Weaknesses

Research Description Strengths Weaknesses

4. Naturalistic A research design that One of the advantages The disadvantages of

This technique involves

This type of research

This starts with

Gathering of data may be conducted through a printed questionnaire, over the

Information is obtained by utilizing standardized procedures so that every participant

Source: (bibliographical entry format)

EDUC 211: Child and Adolescent Learners & Learning Principles

How are the findings of this research useful to teachers?

Freud's Stages of Psychosexual Development

EDUC 211: Child and Adolescent Learners & Learning Principles

Freud's Personality Components

EDUC 211: Child and Adolescent Learners & Learning Principles

The Three Components and Personality Adjustment

EDUC 211: Child and Adolescent Learners & Learning Principles

Piaget called his general