FM-AA-CIA-13 Rev.

0 10-July-2020

PANGASINAN STATE UNIVERSITY

Bayambang, Pangasinan
Bachelor of Elementary Education

Prof Ed 101: Child andJ Adolescent Learners and Learning Principles

1st Semester, S.Y 2020 – 2021

COURSE SYLLABUS

COURSE INFORMATION
COURSE CODE PROF. ED. 101
COURSE TITLE CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES
COURSE CREDIT 3 UNITS
CLASS HOURS 54 HOURS
COURSE PREREQUISITE/
NONE
CO-REQUISITE
COURSE SCHEDULE M-W 9:00-10:00
UNIVERSITY VISION, MISSION, QUALITY POLICY, INSTITUTIONAL OUTCOMES AND PROGRAM OUTCOMES

UNIVERSITY VISION To become an ASEAN Premier State University by 2020.

The Pangasinan State University, through instruction, research, extension and production, commits to develop highly principled, morally
UNIVERSITY MISSION
upright, innovative and globally competent individuals capable of meeting the needs of industry, public service and civil society.
QUALITY POLICY The Pangasinan State University shall be recognized as an ASEAN premier state university that provides quality education and satisfactory
service delivery through instruction, research, extension and production.
We commit our expertise and resources to produce professionals who meet the expectations of the industry and other interested parties in
the national and international community.
We shall continuously improve our operations in response to changing environment and in support of the institution’s strategic direction.
INSTITUTIONAL The Pangasinan State University Institutional Learning Outcomes (PSU ILO) are the qualities that PSUniansmust possess. These outcomes
OUTCOMES are anchored on the following core values: Accountability and Transparency, Credibility and Integrity, Competence and Commitment to
Achieve, Excellence in Service Delivery, Social and Environmental Responsiveness, and Spirituality – (ACCESS).
Anchored on these core values, the PSU graduates are able to:
1. Demonstrate through institutional mechanisms, systems, policies, and processes which are reflective of transparency, equity,
participatory decision making, and accountability;

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2. Engage in relevant, comprehensive and sustainable development initiatives through multiple perspectives in decisions and actions
that build personal and professional credibility and integrity.
3. Set challenging goals and tasks with determination and sense of urgency which provide continuous improvement and producing
quality outputs leading to inclusive growth;
4. Exhibit life-long learning and global competency proficiency in communication skills, inter/interpersonal skills, entrepreneurial skills,
innovative mindset, research and production initiatives and capability in meeting the industry requirements of local, ASEAN and
international human capital market through relevant and comprehensive programs;
5. Display, socially and environmentally responsive organizational culture, which ensures higher productivity among the university
constituents and elevate the welfare of the multi-sectoral communities and;
6. Practice spiritual values and morally upright behavior which promote and inspire greater harmony to project a credible public image.

PROGRAM OUTCOMES GRADUATE

PROGRAM OUTCOMES
ATTRIBUTES
1. Apply and live up to the
Role Model expectations of a competent
and innovative teacher.
2. Express
eloquently/confidently both in
spoken and in written the
Confident latest trends in the field of
education by employing
effective strategies in
teaching.
3. Address the challenges and
Problem-Solver felt needs in the local and
global society.
4. Set priorities and work with
Goal Oriented strong determinations to
accomplish quality outputs.
5. Manifest innovativeness,
Creative and Self- competitiveness and
Directed competencies to grow
personally and professionally
6. Demonstrate in-depth
Knowledgeable knowledge and understanding
in education: Teaching
PERFORMANCE INDICATORS
Act as a role model and advocate for upholding the dignity of teaching as a
profession to build a positive teaching and learning culture within and beyond the
school.
Display proficiency in Mother Tongue, Filipino and English to facilitate the
teaching and learning process, as well as exhibit the needed skills in the use
of communication strategies, teaching strategies and technologies to
promote high-quality learning outcomes.
Encourage the celebration of diversity in the classroom and the need for
teaching practices that are differentiated to encourage all learners to be
successful citizens in a changing local and global environment.
▪ Interact with the national and local curriculum requirements.
▪ Apply their professional knowledge to plan and design, individually or in
collaboration with colleagues, well-structured and sequenced lessons that are
contextually relevant, responsive to learners’ needs and incorporate a range
of teaching and learning resources.
Communicate learning goals to support learner participation, understanding
and achievement.
▪ Value personal and professional reflection and learning to improve their
practice.
Assume responsibility for personal growth and professional development for
lifelong learning.
Recognize the importance of mastery of content knowledge and its
interconnectedness within and across curriculum areas, coupled with a

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Learning Cycle, The Teacher sound and critical understanding of the application of theories and principles
Preparation Process, Issues of teaching and learning.
in Education, Ethics and
Professionalism, Rewards
and Challenges, Self-growth,
and Self-responsibility.
7. Pursue life-long learning for Value personal growth and professional development and exhibit high
Lifelong Learner personal and professional personal regard for the profession by maintaining qualities that uphold the
growth. dignity of teaching such as caring attitude, respect and integrity.
8. Demonstrate 21st Century
▪ Facilitate and inspire student learning and creativity so that all students
skills (Communication,
achieve in the global society.
Competent and Creativity, Critical Thinking,
▪ Facilitate learning in multiple modalities.
Collaborative and Collaboration) required in
Use the full range of digital-age tools to improve student engagement and
the national and international
achievement.
market.
9. Practice socio-civic
responsibilities and Establish school-community partnerships aimed at enriching the learning
Socially Aware environmental awareness to environment, as well as the community’s engagement in the educative
promote the welfare of various process.
sectors of the community.
10. Demonstrate a strong
Demonstrate awareness of existing laws and regulations that apply to the
Ethical and Morally sense of spirituality and
teaching profession, and become familiar with the responsibilities specified
Upright morality to preserve a
in the Code of Ethics for Professional Teachers.
dignified public image.
COURSE DESCRIPTION

This course focuses on child and adolescent development with emphasis on current research and theories on biological, linguistic, cognitive, social and
emotional dimensions of development. Further this includes factors that affect the progress of development of the learners and shall include appropriate
pedagogical principles applicable for each developmental level of the learners . The course also addresses laws ,policies, guidelines and procedures that
provide safe and secure learning environments and the use of positive non-violent discipline in the management of learner behavior.
COURSE OUTCOMES

COURSE OUTCOMES (CO) PROGRAM OUTCOMES CODE (PO)

1.Demonstrate an understanding of research-based knowledge in each child and adolescent development PO 6, PO7, PO8
and principles of teaching and learning. ( PPST 1..2.1)
2.Articulate the rootedness of education in psychological contexts- (CMO PSG No 74-s.2017) PO5, PO6

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3.Demonstrate understanding of supportive learning environments that nurture and inspire learners at each PO8, PO9
developmental level. (PPST 2.4.1 )
4. Demonstrate knowledge and understanding of differentiated teaching to suit the learners’ gender, needs, PO3, PO4, PO6, PO8
strengths, interests and experiences. (PPST 3.1.1)
5.Apply pedagogies of learning and teaching appropriate for each developmental level. PO2, PO8
6.Choose activities and strategies that are responsive to the learners’ linguistic, cultural,socio-economic PO2, PO4, PO8
and religious background. (PPST 3.2.1)

COURSE LEARNING PLAN

Learning Activities
Course Hours Learning Materials and
Learning Outcomes Topics (Face-to-Face and Assessment
Outcome/s Platform
Remote Teaching)
CO1, CO3 At the end of the unit , the Part 1-Introduction 3
Pre-Service teachers ( PST)
can: Unit 1- Learner-Centered
Psychological Principles (LCP)
Power point presentation
Remote Teaching Learning log or
a) Explain the 14 learner- reflective
centered principles journal

b) Identify ways on how to

apply the 14 principles in
instruction as a future
teacher

CO1, Unit 2- Basic Concepts and Issues 6 Remote Teaching Books rresources Reflection
CO2,CO3, on Human Development
a) Define human development
1. Human Development , Meaning
in your own words
Concepts and Approaches
b) Distinguish between the
2. The stages of Development
traditional and life-span
and Developmental Tasks Modified Handouts
approach Take a research-
Book Presentation of
based position on issues on Research
Weblink
human development, 3. Issues on Human Development Social Media Abstract thru
Esources online
c. .Define developmental
tasks in your own words,

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4. Research in Child and

a) Describe the Adolescent Development
developmental tasks in each
stage
Come up with research
abstract/summaries of
research on developmental
tasks

a) Come up with research-

abstract/ summaries of
researches on child and
adolescent development
b) Take a research-based
position on the three (3)
issues on development

a)Explain the basic

principles of research

b)Present researches on child

and adolescent development
and make simple research
abstracts out of researches
read.
CO1, CO2, 6 Remote Teaching Readings/Researches Presentation of
CO5 a) Explain each Unit 3-Developmental Theories Modified Handouts Research
developmental theory and other Relevant Theories Weblink Abstract related
b) Draw principles of Social Media to issues on
Book human
teaching and learning from development
developmental theories

a) Explain Freud’s views on

child and adolescent 1. Freud’s Psychoanalytic Theory
development
b) Draw implications of
Freud’s theory to education
2. Piaget’s Stages of Cognitive
a) Describe Piaget’s stages in Development
your own words

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b) Match learning activities to

the learners’ cognitive
stage 3. Gardner’s Multiple Intelligence

a) Explain the different types

of intelligence
b) Match learning activities to
each type of intelligence 4. Erikson’s Psycho-social
Theory of Development
a) Explain the 8 stages of life
to someone you care about
b) Write a story of your life
using Erikson’s stages as
framework
c) Suggest at least 5 ways on
how Erikson’s theory can
be useful for you as a
future teacher. 5. Kholberg’s Stages of Moral
a) Explain the stages of Development
moral development
b) Analyze a person’s level of
moral reasoning based on his
responses to moral dilemmas
c) Cite how the theory of
moral development can be
applied to your work as a
teacher
6. Vygotsky’s Socio-cultural
a) Explain why Vygotsky’s Theory
theory is called “Socio-
cultural” theory
b) Differentiate Piaget and
Vygotsky’s views on cognitive
development
c) Explain how scaffolding is
useful in teaching a skill. 7. Bronfrenbrenner’s Ecological
a) Use the bioecological Theory
theory as a framework to
describe the factors that affect
child and adolescent
development.

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b) Explain how the learners’

linguistic, cultural, socio-
economic, and religious
backgrounds are considered
in planning instruction.
c) Determine the special
educational needs of
learners in difficult
circumstances, including
geographic isolation , chronic
illness, displacement, due to
armed conflict, urban
resettlement or disasters, child
abuse and child labor
practices.
CO1, CO2 a) Trace the course of pre- Part II Development of the 3 Remote Teaching Concept map,
natal development Learners at Various Stages Readings/Researches Homework( letter
b) Explain the most common Modified Handouts writing to mother)
hazards to pre-natal Unit 1-Pre-Natal Development Quiz
Weblink
Presentation
development Social Media
c) Become more appreciative Book
of the gift of life as manifested
in an anti-abortion stand
Synthesis of the physical, cognitive
a) Apply pedagogical
and socio-emotional development of
principles in the development
pre-natal period
process during the pre-natal
period.
CO1, CO2, 6 Remote Teaching Concept map, Concept map to
CO3, CO4, a) Trace the Unit 2-Infancy and Toddlerhood Readings/Researches illustrate the
CO5, CO6 physical,cognitive, and socio- Modified Handouts mental
emotional development of A. Physical Development of Weblink connections
Social Media they make
infants and toddlers Infants and Toddlers between major
Book
concepts or
b) Identify factors that other concepts
enhance/impede the physical, B. Cognitive Development of they have
cognitive,and socio-emotionall Infants and Toddlers learned about
development of infants and the topic.
toddlers
C. Socio-emotional Development
of Infants and Toddlers

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c) Draw implications of these Other organizers

physical, cognitive and socio- which are
emotional developmental D. Synthesis of the Physical, appropriate
concepts to child care , Cognitive and Socio-emotionsl
Reflection Paper
education and parenting Development of Toddlers

d) Present any research

abstract on infant and
toddler’s physical, cognitive or
socio-emotional development

a) Apply pedagogies of
learning and teaching
appropriate for infants and
toddlers

CO1, CO2, 6 Remote Teaching

CO3, CO4, a) Describe the physical, Unit 3- Early Childhood ( The Pre Readings/Researches Poetry writing
CO5, CO6 cognitive and socio-emotional schooler) Modified Handouts
development of preschoolers Research
Weblink
Presentation
A. Preschoolers’ Physical Social Media
b) Identify factors that Development Book
enhance/impede the physical,
cognitive and socio-emotional
development of preschoolers

c) Draw implications of these B. Cognitive Development of

physical, cognitive and socio- Preschoolers
emotional developmental
concepts to preschool
teaching-learning , child care
and parenting
a) Explain Erikson’s “crisis” of
early childhood , initiative
versus guilt.
C. Socio-emotional Development of
b) Explain the development of Preschoolers
the preschoolers’ sense of
self and self-esteem

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c) Discuss how children

develop gender identity

d) Discuss the stages of play

and how it impacts socio-
emotional development

e) Discuss the different care

giving styles and their effect
on preschoolers

f) Describe how significant

relationship with parents, D. Synthesis of the Physical,
siblings and peers affect the cognitive and Socio-emotional
preschooler. Development of Preschoolers

a) Apply pedagogies of
learning and teaching
approprite for preschoolers

CO1, CO2, Unit 4- Middle Childhood ( The 6 Remote Teaching

CO3, CO4, a) Describe the physical Primary Schooler) Infographics
CO5, CO6 development of primary Cocept map
school pupils A. Physical Development of
Primary Schoolers
b) Identify factors that Modified Handouts
enhance/impede the physical Book
development of primary Weblink
school children Social Media
c) Draw implications of these B. Cognitive Development of
physical developmental primary Schoolers
concepts to primary school
teaching -learning, child care
and parenting

a) Describe the characteristics

of children in the concrete
C. Socio-emotional Development of
operational stage Primary Schoolers

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b) Explain the importance of

information processing skills
and how they affect the child’s
cognitive development D. Synthesis of the Physical,
Cognitive and Socio-emotional
c) State the different cognitive Development of Primary
milestones in primary Schooler
schoolers

a) Identify the characteristics

of primary school- aged
children in this stage of
development

b) Discuss the different factors

that affect the socio-emotional
growth of the primary
schoolers

a) Apply pedagogies of
learning and teaching
appropriate for primary
schoolers

CO1, CO2, 6 Face to face Weblink

CO3, CO4, a) Identify the different Unit 5- Late Childhood ( The Social Media Presentation
CO5, CO6 physical characteristics of Intermediate Schooler) Modified Handouts
intermediate schoolers Photo essay on the Song
Book
development of preschoolers Composition
A. Physical Develoment of
b) Discuss ways and practices Intermediate Schoolers
which will aid children in
successfully developing
physically

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c) Design a simple exercise Remote Teaching Weblink

program appropriate for Social Media Presentation
intermediate school children Modified Handouts
Photo essay on the Song
Book
development of preschoolers Composition
a) Examine the cognitive
characteristics of intermediate B. Cognitive Development of the
school children Intermediate Schoolers

b) Discuss important factors

that affect the cognitive
development of the
intermediate school children
C. Socio-emotional Development
c) Enumerate ways on how
of Intermediate Schoolers
teachers can promote
creativity in the learning
environment, learning
activities and instructional
materials

a) Identify the socio-

emotional characteristics of
children in their late childhood
D. Synthesis of the Physical,
stage
Cognitive and Socio-emotional
Development of Intermediate
b) Determine the qualities of
Schoolers
family life that affect older
children’s development
including changes in family
interactions

a) Apply pedagogies of
learning- teaching appropriate
for intermediate school
children

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CO1, CO2, 6 Face to face Reflection

CO3, CO4, a) Describe the physical and Unit 6-Adolescence ( The High Quiz
CO5, CO6 sexual changes School Learners) Modified Hand outs Research Presentation
accompanying puberty Book
A. Physical Development of High Weblinks
b) Identify the psychological School Learners
consequences of early and
late physical maturation in
adolescence

c) Identify causes of possible

habit disorders and ways of
coping with them

d) Draw implications of these

physical development
concepts to high school
teaching-learning and B. Cognitive Development of
parenting High School Learners

a) Describe the cognitive

development of adolescents in
the light of Piaget’s and
Siegler’s cognitive
development theories

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Remote Teaching Quiz Reflection

b) Explain the consequences Research Presentation
of the adolescents’ cognitive C. Socio-emotional Modified Hand outs
development on their behavior Developmentof High School Book
Learners Weblinks
c) Draw implications of these
cognitive developmental
concepts to high school
teaching- learning and
parenting
D. Synthesis of the Physical,
Cognitive and Socio-emotional
a) Describe the socio- Development of High School
emotional changes in Learners
adolescents

b) Describe how self- image

develops among teens

c) Discuss causes and

solutions to socio-emotonal
problems of teen agers

d) Draw implications of these

socio-emotional
developmental concepts to
high school teaching- learning
and parenting

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CO3, CO4, e) Present any research
CO5, CO6 abstract related to socio-
emptional development of
high school learners
a) Apply pedaggies of learning
and teaching appropriate for
high school learners
6 Face to Face Researches Research Presentation
Part III- Safety and Security in the Video Presentations Reflective Journal
Learning Environment Quiz Poster
Handouts
A.UN Convention on the Rights Book
of the Child and PD 603
B.Anti- Bullying Act of 2013
(Republic Act 10627)

a) Discuss the laws, policies C.Child Protection Policy

guideline and procedures that Remote Teaching Researches Research Presentation
protect children’s rights and D.Positive Disciplines Video Presentations Reflective Journal
assure their safety and Quiz Poster
security in school , and Handouts
Explain and draw implications Book
on policies and procedures on
child protection and
positive/non-violent discipline
in the management of
behavior

COURSE REFERENCES AND SUPPLEMENTAL READINGS

Books and E-books A. Electronic Sources
Corpuz, Brenda B. et. al. (2018) The Child And Adolescent Learners and Learning Principles. OBE and http://www.cdipage.com/development.htm
PPST Based. Lorimar Publishing Inc., Cubao Quezon City, Metro Manila
Kostelnik, Marjorie Anne K, Soderman and Alice Whiren. (2010)Developmentally Appropriate http://www.yale.edu/ynhti/curriculum /units/1980/5/80.05.03.x.htm1#f
Curriculum, Best Practices in Early Childhood Education. USA: Pearson Education Inc.,
Ormrod, J,E,(2011), Educational Psychology:Developing Learners (7 th ed).Boston Pearson/Allyn &
Bacon
Lucas, Ma. Rita D. & Corpuz, Brenda B. (2014) Facilitating Learning: A Metacognitive Process. Lorimar
Publishing Co., Inc. Quezon City Phil.
Papalia, Diane E.Sally W.Olds and Ruth Feldman.(2006). A Child’s World: Infancy Through
Adolescence, 10th ed.
Santrock, ,John W. (2002) Life-Span Development,8th ed., New York:McGraw-Hill Companies
Santrock, John W. (2011) Educational Psychology, 5e. McGraw-Hill Companies, Inc.,New York, NY

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A. Journals/Magazines
Paul Anie Murphy. “ How the First nine Months Shape the Rest of Your Life”. Time Magazine . 4
October 2010, Vol.176 No 4

COURSE REQUIREMENTS

1. Pass all quizzes and Examinations.

2. Participate actively in class discussions and activities.
3. Research Abstracts.
4. Reaction Paper.
5. Paper-based Portfolio for specific Module or for the whole course that will keep all learning evidences
6. A complete posted reflection notes in the Class Blog or Wikispace/ ‘Teacher-made Classroom Twitter Wall’
Compilation of reflection.
ASSESSMENT AND GRADING

Final Grade = ½ Midterm Grade + ½ Final Grade

Midterm Grade=
Midterm Examination- 40%
Quizzes (in class and home-based)- 30%
Activities/ Outputs (in class and home-based) - 20%
Studentship( attendance, recitation, conduct) - 10%

Final Term Grade=

Final Examination- 40%
Quizzes (in class and home-based)- 30%
Activities/ Outputs (in class and home-based) - 20%
Studentship( attendance, recitation, conduct) - 10%

COURSE POLICIES AND EXPECTATIONS

Lecture Class Policies (Residential Class)
1. Students are to wear face masks at all times. Bring their own alcohol, soap, ball pen, paper and other materials. Strictly no borrowing of things.
2. Students are to stay at home if unwell.
3. Attendance in the class signifies readiness to participate in class discussions and activities.
4. Students must arrive for class on time.

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5. Students are expected to conduct themselves in a respectful manner during class which includes appropriate attire, language, behavior and attitude.
6. A student is responsible for his/her absence.
7. Dropping and changing of subjects must conform to university policies
8. A student will be automatically marked DRP (Dropped) after eight (8) consecutive absences.
9. Requirements must be submitted within the designated date of submission. Late work: Deductions will be given however, leniency will be observed.
10. Any form of cheating will not be allowed.
11. All school rules shall be strictly followed as stated in the student handbook.
12. Others ( as agreed upon by the class)

Lecture Class Policies (Online Class)

1. Wear a decent clothing (smart-casual) during web conferences.
2. No foul words during online discussions.
3. Observe punctuality and courtesy (group of 5 individuals per batch; usually group leaders)
4. Private conversations during web conferencing are not allowed.
5. Respect shall be observed at all times, for the teacher and students.
6. Cheating and plagiarism are not tolerated.
7. On-time submission of requirements as agreed upon during class orientation.

Additional Information:
1. A Messenger Group Chat will be created for the subject specifically which will be used for immediate answering of queries.
2. A closed Facebook group will be created for posting of announcements, syllabus, assignments, rubrics, directions, modules/manuals, videos or links of instructional
materials.
3. All assignments shall be submitted to the teacher’s email (perladelossantos071963@gmail.com) or messenger acct Perla Delos Santos or unless otherwise indicated by
the professor. The students must indicate their names and the activity in the subject of the email.
4. When students contact the professor, they must identify themselves as a member of a section and batch.
5. All documents and/or photos shall be renamed bearing their name and the activity for purposes of monitoring of submission and on-time passing.

FACULTY CONTACT INFORMATION

NAME LOVEJOY R. CAERLANG
DESIGNATION FACULTY, ECED
MOBILE PHONE NUMBER
E-MAIL ADDRESS lovejoy.caerlang8@gmail.com
CONSULTATION SCHEDULE TUESDAY, 10:00-11:00
OFFICE LOCATION MAIN BUILDING

Prepared by: Checked by: Recommended by: Approved:

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PERLA G. DELOS SANTOS, MA.Ed AMADO C. RAMOS, Ph.D. LUZVIMINDA Q. RAMOS, Ed.D. LIZA L. QUIMZON, Ed.D.
Faculty Department Chairperson College Dean Campus Executive Director

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