NAME: PRINCESS MAE GESOLGON DATE:

COURSE/YEAR/SECTION: BSED SCIENCE 1 C SCORE:

MODULE 1

Activate

Analysis

1. What is development?

Development is a process that creates growth, progress, positive change or addition of physical,
economic, environmental, social, and demographic components.

2. Will there be anything common in the pattern of development of boy and girl? If yes, what?

Yes, there is a swift increase in body size, a change in shape and composition of the body and
rapid development of the gonads, or sex glands. The reproductive organs and the characters signaling
sexual maturity.

3. Will there be differences in their development, e.g. pace of rate of development? What and why?

Yes, there is a difference in their development because boys have slower rate of maturation in
the respiratory and immune system before birth making them more susceptible to illness in the early
years. Boy’s brain is about 9% larger than female brains, but girls mature at a physiologically faster rate
up to puberty.

4. Will the process of development take place very fast or gradually?

Continues development sees our development as a cumulative process: Changes are gradual. On
the other hand, discontinuous development sees our development as taking place in specific steps or
stages: Changes are sudden and children develop at different stage.

5. Do you believe that boy and girl will continue to develop even in adulthood? Or will they stop
developing in adulthood?

I believe that even in adulthood we are still continued in to develop because are physical and
emotional appearance is changing gradually as we age.
NAME: PRINCESS MAE GESOLGON DATE:
COURSE/YEAR/SECTION: BSED SCIENCE 1 C SCORE:

Apply

1. “Growth is an evidence of life.” What does this mean?

Growth shows that we are alive and we should be thankful about growing.

2. Define development in your own words. Translate the meaning of development in Filipino and in
your local dialect.

3. State the 5 major principles of human development from a life-span perspective. Give at least one
application in the teaching-learning process. What have these principles to do with you as you teach
learners?

1. Development is lifelong.

2. Development is multidimensional.

3. Development is plastic.

4. Development is contextual.

5. Development involves growth, maintenance and regulation.

 Development and learning proceed at varying rates from child to child, as well as to uneven
rates across different areas of a child‟s individual functioning.
 These principle shows that growing is a long term process.

Directions: Do the following to ensure mastery of the big ideas presented in this module. Write your
answer on the space provided.

1. Meaning of human development.

Human development is defined as the process of enlarging people’s freedoms and opportunities
and improving their well being. Human development is about the real freedom or ordinary people have
decided who to be, what to do, and how to live.
NAME: PRINCESS MAE GESOLGON DATE:
COURSE/YEAR/SECTION: BSED SCIENCE 1 C SCORE:

2. Four principles of human development and their educational implications.

PRINCIPLE EDUCATINAL IMLICATION

 1. Development is relatively orderly. (i.e.,
proximodistal pattern vs. cephalo-caudal
pattern)
 2. While the pattern of development is
likely to be similar, the outcomes of
developmental processes and the rate of
development are likely to vary among
individuals.
 3. Development takes place gradually.
 4. Development as a process is complex
because it is the product of biological,
cognitive and socioemotional processes
 All the domains of development and
learning-physical, social and emotional,
and cognitive are important and they are
closely interrelated.
 Children‟s development and learning in
one domain influence and are influenced
by what takes place in other domains.
 Many aspects of children‟s learning and
development follow well documented
sequences, with later abilities, skills, and
knowledge building on those already
acquired.
 Development and learning proceed at
varying rates from child to child, as well as
to uneven rates across different areas of a
child‟s individual functioning.
 Development and learning result from a
dynamic and continuous interaction of
biological maturation and experience.

3. Patterns of development

a. The direction of growth following the cephalocaudal pattern is from HEAD to the TRUNK REGION.

b. The direction of growth following the proximodistal pattern is from CENTER OF THE BODY
OUTWARDS to the EXTREMITIES.
NAME: PRINCESS MAE GESOLGON DATE:
COURSE/YEAR/SECTION: BSED SCIENCE 1 C SCORE:

Growth Wellness

Characteristic
s of human
development

Learning Development

SKILSS

MODUELE 2

Activate

Activity 1

1. At what age do you really understand what life is, and

At the age of 18 I finally understand what life really is, and I feel more pressure thinking that I
have to comply in everyday’s situation. That we don’t take life for granted and every wake up is a
blessing we should thank for.

2. Make a poem or poster on how you perceive life.

Each day we wake is such a gift;

No moment’s guaranteed.
Tomorrow isn’t promised,
But to fate we must concede
NAME: PRINCESS MAE GESOLGON DATE:
COURSE/YEAR/SECTION: BSED SCIENCE 1 C SCORE:

re mastery of the big ideas presented in this module. Write your answer on the space provided.

I. Put an A beside those statements that are correct and a B beside those that are wrong. If your
answer is a B. Explain why.

_____1. Developmental tasks are only for the first 3 stages of human development.

_____2. Failure of achieving deve lopmental tasks in an earlier stage also means failure for the learner to
master the developmental task in the next stage.

_____3. Preschool age corresponds to early childhood stage.

_____4. Adolescence is middle and late childhood stage.

_____5. Teenage is middle childhood.

_____6. Mastery of fundamental skills is a major concern during early childhood.

_____7. Play is a great need of children in middle childhood.

_____8. Preparing children for school readiness is the major concern of middle childhood.

II. Reflection

1. Reflect on your early childhood, middle and late childhood days. Were you able to acquire the
developmental tasks expected of early, middle, late childhood and adolescence? What facilitated your
acquisition of the ability to perform such tasks? Write your reflection.

 I have pass to many stages that were important to my learning and understanding. My
parents used to share some happening when i was an infant that i can’t sleep when i
can’t feel my mom. And at the age of 2 I started saying my first words, and along with
that i started to walk on my own. When i was five i started to go to school. I started to
have more friends and i got more talkative. At the age of 12 i graduated in elementary i
started to become more conscious about myself. When i reached high school i started
to loss my confidence because of new classmate and environments. But high school life
teaches me many lessons as i encounter many challenges and difficulties. When i
turned 18 i become more responsible on my actions because I’m already on the legal
age. And today as i reach college i started to paln my future and become stronger
to face more challenges on the way.
NAME: PRINCESS MAE GESOLGON DATE:
COURSE/YEAR/SECTION: BSED SCIENCE 1 C SCORE:

MODULE 3
Activate

1. Recall a recent incident in your life when you had to make a decision. Narrate the situation below.
Indicate what the decision was about, the factors that were involved and how you arrives at your
decision

 Choosing my course in college is one of the most difficult decision I ever made because
that decision is lifelong. Whenever my parents ask me what course I would take in
college I always answer with “ I don’t know” but since I’m already on the legal age I
should make decisions for my own good. The factor that was involved on choosing my
Course is my loved for children and my admirations for teachers.

Directions: Do the following to ensure mastery of the big ideas presented in this module.
Write your answer on the space provided.
I. Research Connection
Read a research that is related to Freud‟s theory. Fill out the matrix below.
Problem Research Methodology

Explanation of Freud’s Psychoanalysis Theories on
the lives and works of some Western Artist; An
African Perspective.
Findings
Based on the analysis of the works, evidence
however shows that the method used in
assessing these art works reveals that in some
Western European art forms, the sub-
conscious mind is constantly at work. And that
the psychological aspect of some of their
works depicts a great deal of their lives
including the positive and negative sides of
their personalities. From an African
perspective, there is a lot of emotion an
expression in their works. The works not only
speak to the audience but tell us what the
artist went through or felt whilst producing
the art piece. Spirituality also plays a
prominent role in their works as it reflects the
state of their minds and hearts.
Data for the study was derived from four
selected works of artist of Western European
origin. Works showing evidence of
psychoanalytical tendencies were specifically
choosen. The following subtheme shows the
analysis of the artist and their works.
Conclusions
In this survey, we can see how psychoanalysis
shows the inert properties contained in the
minds of individuals. Through dreams, tongue
slips or historical records certain artistic styles
and concepts are born. The conception of
these traits is not accidental or intentional but
tied to the artist origins and foundations. Since
art is expressive in nature, it tends to find its
way out, either through paintings, sculpture or
any other artistic form of expression. As such,
certain differences are emotionally solved.
Such as the “Oedipal conflict” where some
artist struggle to overcome its rippling effects.
Not only that is the understanding and
interpretation of dreams in the unconscious,
which are not always cohesive. The knowledge
of psychoanalysis has in no small way, aided in
NAME: PRINCESS MAE GESOLGON DATE:
COURSE/YEAR/SECTION: BSED SCIENCE 1 C SCORE:

its near comprehension and transfer of these

dreams elements into conscious depictions,
not only that it has richly influenced the
content of western art as regards the various
styles and movements depicted in their
society.

II. Reflection

From the Module on Freud‟s Psychoanalytic Theory, I learned that …..

I learned that Freud’s theories make a lot of sense if combined with the Marxist
Theory of power. In this case, one can understand a great deal about oneself and others, using
both theories combined together. But, if, on the other hand, one wants to conserve only an
individualistic theory of psychological dynamics, or universalize one’s theory once and for all,
one can no longer make much sense of anything.

MODULE 4
NAME: PRINCESS MAE GESOLGON
COURSE/YEAR/SECTION: BSED SCIENCE 1 C
Directions: Do the following to ensure mastery of the big ideas presented in this module.
Write your answer on the space provided.
Read a research that is related to Piaget‟s theory. Fill out the matrix below.
Problem
The goal of this paper is to examine whether
language development can be
understood epigenetically in the same manner
and based upon the same principles
with which Piaget has analyzed intellectual-
cognitive development generally.
Findings
Piaget wrote an entire book on the formation of
symbols (Piaget, 1951). He has also often touched
upon this topic in his description of the
development of intelligence generally (Piaget,
1952) and he has provided many behavioral
examples in both publications. The anticipatory
sucking movements of the infant (1-4 mos.),
recognition of sound. or other patterns (4-8 mos.),
and abbreviated motor acts (4-8 mos.) exemplify
the earliest behavioral evidence of representation.
These abbreviated movements are related to the
later appearing acts of 'pretending', which were
observed by Piaget around the beginning of the
second year of life. Pretending is, however,
intentional representation.
MODULE 5
DATE:
SCORE:
Research Methodology
The function of abstraction and the related
principle of classification are also viewed by Piaget
as universal and as having profound influences
upon cognition, including language. When the
infant applies his schemes to many new objects
and events in the process of generalizing
assimilation, he develops the first equivalents of
classes and relations. Since these schemes are
applied to a large variety of objects, often
encompassing several sensory modalities, their
general form becomes increasingly dissociated,
i.e., abstracted from the specific contents. By
means of the same process, actions are gradually
interiorized and become logical operations.
Conclusions
The most basic psychological functions of Piaget's
theory have been briefly summarized in their
relationship to both cognitive and linguistic
development. It has also been repeatedly pointed
out how these functions lead to structures or
schemes. Structures or schemes are important
paradigms both in Piaget's cognitive theory as well
as in the linguistic domain. Since much emphasis
has been justifiably placed upon structures, they
are discussed in more detail in the next section.
NAME: PRINCESS MAE GESOLGON
COURSE/YEAR/SECTION: BSED SCIENCE 1 C
Directions: Do the following to ensure mastery of the big ideas presented in this module. Write
your answer on the space provided.
1. Read on Erikson‟s idea about the work he did with the Sioux Indians and his research on
Gandhi
II. Research Connection
Problem
Study of the Sioux, and later the Yurok,
influenced Erikson's theory that all societies
develop systems to accommodate personality
and identity development but that the
solutions to similar problems arrived at by
different societies vary (Erikson, 1950). Learn
more about Erikson's Theory of Identity
Development here.
Findings
Unlike the Sioux, the Yurok had little in the
way of hierarchic organisation or community
spirit. Children were removed from the
mother at a young age and the male children
were under strict instructions to avoid both
her and her living quarters, thereafter. In their
mythology, their creator was trapped and
abducted by a woman. Erikson remarked that
they lived in a perpetual state of avoidance
and fear of being caught. They avoided conflict
with other tribes, outsiders and were unwilling
to expand their horizons beyond the village.
However, he also noted their readiness to take
advantage of any other human being, if the
opportunity presented itself (Erikson, 1950).
MODULE 6
DATE:
SCORE:
Research methodology
Erikson's study of Native American tribes
encouraged a lifelong interest in comparative
and historically grounded cultural studies. In
1939, he travelled to the Klamath river in
Requa, California with the anthropologist A. L.
Kroeber to study the salmon-fishing Yurok
tribe. He found that their culture was
fundamentally dissimilar to the Oglala Sioux,
remarking on their suspicious and stingy
nature. Erikson described the Yurok as being
locked into a 'tubular' personality structure,
functional yet deviant and infantile (Friedman,
1999).
Conclusions
Through his observations of the these Native
American tribes, Erikson became aware of the
influence that culture and external events
have on behaviour. As a result, he began to
place more emphasis on these factors in the
development of his theories (Friedman, 1999).
NAME: PRINCESS MAE GESOLGON DATE:
COURSE/YEAR/SECTION: BSED SCIENCE 1 C SCORE:

Directions: Do the following to ensure mastery of the big ideas presented in this module.
Write your answer on the space provided.

I. Read a research that is related to Kohlberg‟s theory. Fill out the matrix below.

Problem Research methodology

The purpose of this paper is to systematically

Moral development research has been largely
dominated by the cognitive-developmental
approach in the last two decades. Lawrence
Kohlberg has been at the forefront of this field.
review the empirical evidence on Kohlberg's
theory of moral development. Methodology used
in the assessment of moral development is the
initial consideration as it is an essential connection
between theory and the empirical literature.

Findings Conclusion

Kohlberg's stage theory of moral development is

The substantial empirical evidence does not
support Gilligan's theory of sex bias. However, the
gender hypothesis (differences on the
feminine/masculine dimension) based on
socialization factors apart from biological sex is
consistent with Gilligan's ideas and warrants
further research (Lifton, 1985)
difficult to evaluate due to several factors. First,
frequent revisions of the MJI scoring system
prevent direct comparisons of studies using
different versions of the scoring system. Each
revised method is asserted as more
adequate and accurate than its predecessor
rendering obsolete prior research employing
earlier systems. Although the most recent edition
exhibits good psychometric properties, it is difficult
to know whether to attribute these improvements
to better methodology or a
"bootstrapping" circularity that has refined the
scoring to fit the theory (Rest, 1979).

From this module of Kohlberg‟s Stages of Moral development, I learned

 I learned that people see rules as fixed and absolute. Obeying the rules is
important because it means to avoid punishments. At the individualism and
exchange stage of moral development, children account for individual points of
view and judge actions based on how they serve individual needs.

MODULE 7
NAME: PRINCESS MAE GESOLGON DATE:
COURSE/YEAR/SECTION: BSED SCIENCE 1 C SCORE:

Directions: Do the following to ensure mastery of the big ideas presented in this module.
Write your answer on the space provided.

Read a research that is related to Vygotsky‟s Theory. Fill out the matrix below.
Problem Research Methodology

Vygotsky is perhaps best known for his general
genetic law of cultural development. We can
formulate the general genetic law of cultural
development as follows: every function in the
cultural development of the child appears on the
stage twice, first on the social plane and then, on
the psychological plane i.e. first between people as
an inter-mental category and then within the child
as an intramental category. This pertains equally
to voluntary attention, to logical memory, to the
formation of concepts, and to the development of
will. (Vygotsky, 1997, p. 106)
The concept of zone of proximal development
(ZPD) was developed by Lev Semenovich Vygotsky
during the late 1920s and elaborated progressively
until his death in 1934. In Mind in Society: The
Development of Higher Psychological Processes,
Vygotsky defined the ZPD as “the distance
between the actual development level as
determined by independent problem solving and
the level of potential development as determined
through problem solving under adult guidance or
in collaboration with more capable peer” (p. 86).

Findings Conclusions

However, the lack or paucity of technology may
impede a successful teaching and this would result
in a poor learning on the part of students.
Teacher's smooth activities in the class depends on
the degree to which the technological logistics like
internet, laboratory, video, video projector,
computer, CDs, etc. are available
From the Module on Vygotsky‟s Socio- cultural theory, I learned that…
Throughout the article, an attempt was made to
provide some insights into the concept of Zone of
Proximal Development. Vygotsky developed the
concept of the zone as a critique and alternative to
static, individual testing, namely IQ testing. He
claimed that static measures assess mental
functioning which has already matured, fossilized,
to use Vygotsky's term (1978); developing mental
functions must be accessed through collaborative
not independent or isolated activities. He posited
that what learners can do collaboratively or with
help today, they can do independently and
competently tomorrow; as Cazden (1980) put it,
one goal of the zone is to facilitate “performance
before competence”.

 I learn the importance of social development. We can observe key skills develop.
We can observe key skills develop on the social level then again with an
individual as they internalize cultural influences. External influences are adopted
as intrapersonal characteristic throughout the internalization process.
NAME: PRINCESS MAE GESOLGON
COURSE/YEAR/SECTION: BSED SCIENCE 1 C
MODULE 8
Directions: Do the following to ensure mastery of the big ideas presented in this module.
Write your answer on the space provided.
Read a research or study related to Brofenbrenner‟s theory. Fill out the matrix below.
Problem
The challenge of sustainable, replicable reform in
urban high schools continues to defy our best
efforts, despite intense study and focused
contributions from big-city mayors, the US
Department of Education, several foundations,
and many scholars. In recent years, community
partners from the world of business, higher
education, philanthropy, health and social services
have increasingly assumed responsibility for the
education of youth in their cities.
Findings
The historical survey of Dunbar High revealed
three obvious peaks of relative prosperity with
intervening valleys (Leonard, 2002). The first was
in the early 1960s, when the school was slowly and
happily integrating Black students into the
traditional White, lower-middle-class population.
The graduation rate was higher at this point than
any other time from 1945 to 2003.
DATE:
SCORE:
Research Methodology
From 2002 to 2005, my colleague and I
conducted an historical mixed–methods case
study of one urban high school, hoping to learn
from the up-and-down pattern of school
improvement and deterioration over the previous
60 years (Gonsalves & Leonard, 2007). The high
school was a grade 10-12 school in the 1950s,
converted to a 9-12 in 1968, and served anywhere
from 850 to 2000 students depending on district
growth and needs. In our study, we looked back
far enough to predate the civil rights movement,
authorization of special education and bilingual
education, standards-based reform and high-
stakes assessments. At the time of the study, I was
an administrator in the high school and my
colleague taught at a partnering university.
Conclusions
5 Beginning in 1968, student assignment patterns
changed and the school was quickly filled to
overflowing with low-income minority families,
students with disabilities and English language
learners, and the school record and reputation
declined rapidly. Then, from 1983 to 1988, the
school recovered and made some notable gains in
attendance and promotion rates.