PART 3 MODULE 32:

SYNTHESIS OF THE
PHYSICAL, COGNITIVE
AND SOCIO-EMOTIONAL
DEVELOPMENT OF HIGH
SCHOOL LEARNERS
PHYSICAL DEVELOPMENT

Adolescence Factors Affecting

• Period of transition in terms of
physical, cognitive, and socio- Development
emotional changes.
1. Hormones
• The series of hormonal changes
Puberty Changes accompanying puberty is complex.
•
2. Sexual Identity
Hormone flooding during adolescence causes an acceleration
growth known as growth spurts. As seen in the picture • Involves sexual orientation,
• Growth spurts are the changes in body dimensions (leg length, activities, interests, and styles
shoulder width, trunk length) of behaviour
3. Self-esteem
• One’s thoughts and feelings about
one’s self-concept and identity.
COGNITIVE DEVELOPMENT
Piaget’s Formal Operational Thinker
• Propositional Thinking • Combinational Analysis
• Relativistic Thinking • Hypothetical-Deductive Reasoning
• Real Vs. Possible • Problem Solving Thinker

Siegler’s Information Processing Skills

• Metacognition • Behavior and Adolescent Cognitive Growth
• Overachievement a) Egocentrism
b) Idealism
c) Increased
• Underachievement argumentativeness
SOCIO-EMOTIONAL DEVELOPMENT

Human Emotions
• A feeling that is common
to all human being.
• depends on person to person

Social Emotions
• feelings which involves other people or
our relationship with others.
• envy, embarrassment, shame, guilt, and pride.
 LEARNER-CENTERED PRINCIPLE
CLUSTER 1- PRINCIPLE REFERRING TO COGNITIVE AND METACOGNITIVE
FACTORS
Thinking about Thinking- Higher order strategies for selecting and monitoring mental
operations facilitate creative and critical thinking. – The students need to assess themselves
as to whether their learning strategies are still effective or not.
CLUSTER 2- PRINCIPLE REFERRING TO MOTIVATIONAL AND AFFECTIVE FACTORS
Effects of motivation on effort- Acquisition of complex knowledge and skills requires
extended learner effort and guided practice. Without learners’ motivation to learn, the willingness
to exert this effort is unlikely without coercion.– The child’s motivation to learn greatly affects
his efforts to learn.
CLUSTER 3- PRINCIPLE REFERRING TO DEVELOPMENTAL AND SOCIAL FACTORS
Social influences on learning- Learning is influenced by social interactions, interpersonal
relations, and communication with others.– Most preschoolers are very much into being with
their peers. Thus, learning strategies that involves interaction with others helps them
sustain their interest in the learning process
CLUSTER 4- PRINCIPLE REFERRING TO INDIVIDUAL DIFFERENCES FACTORS
Individual Differences in Learning- Learners have different strategies, approaches, and
capabilities for learning that are a function of prior experience and heredity.– Learners have their
different learning strategies and they learn in their own paces.
APPLICATION OF THE PRINCIPLE IN THE TEACHING-LEARNING
PROCESS OF TODDLERS
HOW IS THIS PRINCIPLE APPLIED IN THE TEACHING-LEARNING PROCESS
OF TODDLERS?
The teacher must test the students in different learning domains so to test if their learning
strategies are still effective and look for alternatives if not.
HOW IS THIS PRINCIPLE APPLIED IN THE TEACHING-LEARNING PROCESS OF
TODDLERS?
The teachers should consider fostering the motivation of the child by providing instructional
materials that meets each child’s interests so that they will be more focused and drawn in the
learning process. Their motivation to learn will have a major influence on their efforts to learn.
HOW IS THIS PRINCIPLE APPLIED IN THE TEACHING-LEARNING PROCESS OF
TODDLERS?
The teachers should consider the teaching strategies that is not purely discussions, but also
something that makes the learners participate, such as group works, role playing, and even
letting them speak about what they think and what their insights are about a certain topic.
HOW IS THIS PRINCIPLE APPLIED IN THE TEACHING-LEARNING PROCESS OF
TODDLERS?
The teachers should consider these different learning strategies of students and not impose
“one size fits all” principle in learning.