Stephanie N.

Bongolan
MODULE 2
1.Short quiz on human development: meaning, concepts and approaches. (Objective and essay type)

The definition of human development fundamentally addresses the human being in development, all
those elements that make a person human not only in terms of what he or she needs for basic
survival, such as food, clothing, shelter or health, but a sense of dignity, what Adam Smith called the
capacity to mix with others without being ashamed of appearing in public. The word human
development here denotes both the process of expanding the options of people and the extent of
their well-being achieved. HDR,1990, has the following to say:It also helps to clearly differentiate
between the two sides of human development. One is the production of human abilities, such as
enhanced health or knowledge; the other is the use of their gained abilities by individuals. In contrast
to previous theories and models, the approach to human development extends the definition not
only to include topics such as basic needs and income, but also the choices of people without ending
up as mere beneficiaries, what people should be able to ensure their own livelihood. All three
important stages of growth are for individuals to lead a long and safe life, to gain knowledge and to
have access to the services required for a decent standard of living. There are two sides to human
growth. Capacity building, such as enhanced health, knowledge and skills, and people's use of their
acquired capacities for recreation, constructive purposes, or cultural, social and political events. If the
scales of human development do not balance finely between the two sides, considerable human
grievances can result. Income is obviously just one of the options that people would like to have,
although a significant one, according to this notion of human development.

2.“Growth is an evidence of life” or “development is an evidence of life.” What does this mean?
What does this imply to a person’s development? Briefly discuss it.

It's not easy to grow up, each of us develop in a specific and different way. In order to live, we must
respect and trust ourselves, and cope with environmental changes. To grow and live, development
requires changes and changes include pain, we must consider ourselves. Growing up has a different
dimension, which called the evidence of life because it has been part of our life with every experience,
memory and decision we made. That is why we need to learn how to cope with our everyday situations
and survive by positive behaviour. We're in the 21st century. By adjusting to changes, we continue to live
and evolve. But increasing is very complicated, not only physically, but mentally as well. But without our
eventual relationship with God, growth is sometimes incomplete. These are the aspects that explain how
growth is an evidence of life. The life in which we actually live, and the life in which we continue to
beautify.
MODULE 3
1. Read a research related to developmental stages and developmental task
PROBLEM :
Research on Adolescence in the Twenty-First Century
METHODOLOGY:
Organized by a life course framework, this review covers the state of contemporary research on
adolescents' physical, psychological, interpersonal, and institutional pathways; how these pathways
connect within primary ecological contexts; and how they relate to broader patterns of societal
stratification and historical change. Looking forward, it also emphasizes three future
challenges/opportunities, including efforts to illuminate biosocial processes, link adolescence to other
life stages, and account for the influence of major social changes
CONCLUSION:
As is evident from this review, the rich sociological tradition of research on adolescence has continued
into the new century. Still, the sociology of adolescence may be at something of a crossroads. The
mapping of the human genome and the increasing sophistication of brain imaging are reshaping the
scientific agenda in ways that, at first glance, do not tap into the traditional strengths of sociologists.
At the same time, the renewed interest in childhood as a critical period—generated by findings that
early interventions bring greater long-term returns to investments than those targeting adolescence has
shifted attention to earlier stages. Another way of looking at these developments, however, is that they
are opportunities.
FINDINGS:
Interestingly, the benefits of such moves were limited to girls, including improvements in mental
health and decreases in delinquency. The qualitative components of the experiment suggested several
mechanisms underlying these gendered effects, including girls' greater freedom from sexual fears, boys'
(especially minority boys') greater difficulty integrating into new peer networks, and boys' continued
strong ties to peers from their former communities. Girls must live up to feminized social expectations
of them while trying to survive often violent conditions, and boys must develop fearsome personal that
protect them on the streets but may disadvantage them in other contexts .
SOURCES:
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5695926/
https://www.tandfonline.com/doi/full/10.1080/00313831.2020.1754901
HOW ARE THE FINDINGS USEFUL TO TEACHERS ?
The teacher’s role in raising awareness of social issues, encouraging students to participate and initiate
discussions themselves, is likely to stimulate societal interest.
1. Reflect on your early childhood, middle and late childhood dat. ys. Were you able to acquire
the developmental tasks expected of these stages? What facilitated your acquisitions of the ability
to perform such tasks?
Yes, the individuals around me are one of the reasons why I became this .I always embrace my
environment and what I see in my colleagues.My unique experiences in our environment influence
whether and how specific traits are expressed and, at the same time, how we interact with our
environment is affected .I always think about what just makes me happy when I'm a child, I don't think
what other people feel, I do what I want to do.But now, I always think about what the consequences or
outcomes of my actions and activities are.If it is pleasing to others or acceptable.I always think about
what people are going to tell me or what their judgement is going to be, and I think it's negative or not
good, because I always rely on it.I always think about what people are going to tell me or what their
judgment is going to be, because I always rely on other people and I fear negative comments.That why
right now I have a low self confidence and I wish that I overcome someday
2.Having mastered the developmental tasks are early childhood, middle and late childhood and
adolescence,reflect on what you should do as a teacher to facilitate your students acquisition of
these developmental tasks. Write down your reflections.
By making the instructional process easier for students, teachers may promote learning.Teachers can
offer students problems to solve and opportunities to make decisions to practice their critical thinking
skills. Once students offer solutions and make decisions, they should have a chance to reflect on what
made them successful or not. Establishing a regular routine of observation, analysis, interpretation,
conclusion, and reflection in each academic discipline improves students' critical thinking skills, which
they will need in the real world.
MODULE 4
1.Read a research related to issues on human development. Fill out the matrix below. Strongly
suggested topic is fetal origins.
PROBLEM:
The Role of School in Adolescents Identify Development
METHODOLOGY
Identity development is an important task in adolescence. Adolescents are supposed to be concerned
with developing educational and professional goals while shaping an image of who they are and want
to be.School a place where adolescents spend a lot of time is an important context where adolescents’
identity development can be supported.
CONCLUSION:
The aim of this literature review is threefold: to present an overview of what insights articles, in which
different perspectives on identity development are employed, provide us into the role of school in
adolescents’ identity development; to derive practical implications from the literature to help schools
and teachers support adolescents’ identity development; and to identify research gaps while outlining
future research directions to further examine the role of school in adolescents’ identity development.
FINDINGS
In this process, we discovered that the articles could be allocated to at least one of the following
three categories: (1) studies that provide insights into the educational processes through which
schools, teachers, and peers may unintentionally (and often negatively) shape adolescents’ identity
development; (2) studies that provide insights into the educational processes through which schools
and teachers may intentionally foster adolescents’ identity development; and (3) studies that provide
insights into the preconditions to intentionally support adolescents’ identity development in school.
SOURCE:
https://link.springer.com/article/10.1007/s10648-018-9457-3
How are the findings of this research useful to teachers?
Teachers can help adolescents to explore the identity implications of the new ideas, activities, or
possibilities they are introduced to at school,teachers are in a unique position to support adolescents
hopes and dreams for the future and help them to understand the impact of their school
performance on their educational possible selves.
2.Watch “The battle between nature and nurture”, by Irene Gallego Romero on
https://www.youtube.com/watch?v=uXIW_m0lo0U. what conclusions can you derive from the battle
between nature and nurture?
what conclusions can you derive from the battle between nature and nurture?
Nature refers to all the genes and genetic influences that affect who we are, from our physical
appearance to the traits of our personality.Nurture applies to all environmental factors that influence
who we are, including our experiences in early childhood, how we were educated, our social
relationships, and our society around us.
MODULE 5:
Read each statement below. Do you agree/disagree with each statement? Put a check mark √ to
indicate your answer.

Statement Yes No
1. Research is only for those who plan to take master’s degree √
or doctorate degrees.
2. Research is easy to do. √
3. Research is all about giving questionnaires and tallying the √
responses.
4. Research with one or two respondents is not a valid √
research.
5. Teachers, because they are busy in their classrooms, are √
expected to use existing research rather than conduct their
own research in the classroom.
6. There is no need to go into research because a lot of √
researches have already been conducted.
7. Students are mere users of knowledge arrived at by research. It is √
not their task to conduct research.
8. Students do not possess the qualifications to conduct √
research.
9. It is not worth conducting research considering the time and √
money it requires.

A. Write T if the statement is Correct and F if the statement is Wrong.

T 1.Quality research adheres to the scientific method.
_T__2. For research on child and adolescent development to serve its ultimate purpose,
researchers must be governed by ethical principles.
T 3.Which research design and data-gathering technique to use has nothing to do with the
nature of the research problem and objective/s of the research.
T 4.Teachers are both producers of knowledge when they conduct research and are
consumers or end users of knowledge when they utilize research findings to improve instruction.
 T 5.Research has a transformative effect on teachers’ self-understanding and on their
classroom practice. It enables teachers to develop a better understanding of themselves, their
classrooms, and their practice through the act of reflective inquiry.
B.Surf the internet for samples of research abstracts/researches on child and adolescent
development. Select one research abstract then using the matrix given below, write the problem, the
research methodology, the findings and conclusions.
Problem:
THE RELATIONSHIP OF CHILDREN’S HOUSEHOLD WORK TO MEASURES OF CHILDREN’S PROSOCIAL
BEHAVIORS AND POSITIVE SELF-PERCEPTIONS
Research Methodology:
For the purpose of this review, children’s positive self-perceptions are examined. Positive self-
perceptions are often referred to in the literature as self-esteem. Here the definition of positive self-
perceptions is the same definition used by Smith (1999) to define self-esteem as “confidence and
belief in oneself”.
Findings:
The results of this study can be used to support parent education efforts to encourage parents to
continue to involve their children in household work that benefits the family. In contrast to earlier
research about the effects of household work for children which did not distinguish between
children’s self-care work and children’s household work that benefits the family
Conclusions
This research is basic pattern of parents assigning household chores to children to promote their
socialization and skills has been found replicated in every human culture. Parents around the world
assign children family household work for much the same reasons: to assist the family, to channel the
energy of children, to train them in age appropriate skills, and to teach children the skills they will
need in adult life
Source:
https://drum.lib.umd.edu/bitstream/handle/1903/1665/umi-umd-1408.pdf?
sequence=1&isAllowed=y
How are the findings of this research useful to teachers?
The study may help the teachers in constructing and developing new strategies to help the students
in their performance.