Diffun Campus: "Molding Minds, Shaping Future"
Diffun Campus: "Molding Minds, Shaping Future"
Diffun Campus: "Molding Minds, Shaping Future"
DIFFUN CAMPUS
Diffun, 3401 Quirino
VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.
VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.
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.
Subconscious. The last part is the preconscious or subconscious. This is the part of
us that we can reach if prompted, but it is not in our active conscious. Its 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 this analogy of the iceberg to illustrate it. A big
part of the iceberg in 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.
Enrichment Make a reflection.
Activities Relate your development from Psychoanalytic Theory of Sigmund Freud.
Rubrics
5- complete, factual, and reflective discussion, English construct is outstanding
4 – complete, factual, and reflective discussion, English construct is average
3 – complete and reflective discussion, English construct is average
2 – reflective discussion but fair English construct
1 – answer is slightly reflective and English construct is poor
Note: If you wish to submit e-file (pdf format) of your output, you may send it to
[email protected] using this file name format:
LAST NAME-FIRST NAME-SUBJECT- COURSE-YEAR-SECTION-LESSON#
Example: DELA CRUZ-JUAN-EDUC11-BSED1B-LESSON1
Comprehension Write TRUE on the blank if the statement is TRUE and write FALSE if it is False.
Check ________1. The superego is the realistic part of our personality.
________2. The proponent of psychosocial theory is Sigmund Freud.
________3. There are four components of mind.
________4. Boys see their father as a rival for his mother’s affection is Electra Complex.
________5. Electra complex happens during genital stage.
Answers
1. -5. False
References Corpuz, Brenda B. et. al., The Child and Adolescent Learners and Learning Principles (2018) Lorimar Publishing,
Inc. Cubao, Quezon City, Metro Manila
Rungduin, Teresita T. et. al., Child and Adolescent Learners and Learning Principles (2019) Adriana Publishing,
Cubao, Quezon City
https://www.sagepub.com/sites/default/files/upm-assets/66092_book_item_66092.pdf
VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.
VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.
Symbolic Function. 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.
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.
Centration. This refers to the tendency of the child to only focus on one aspect of a thing
or event and exclude other aspects.
Irreversibility. Pre-operational children still have the inability to reverse their thinking.
Animism. This is the tendency of children to attribute human like traits or characteristics
to inanimate objects.
Transductive reasoning. This refers to the preoperational child’s type of reasoning that is
neither inductive nor deductive. Reasoning appears to be from particular to particular.
Stage 3. Concrete Operational Stage (7 – 12 yrs)
Children can think logically (only in terms of concrete objects) and empathetically
but still learn best through experience. Children begin to understand patterns, other
people’s feelings and points of view. 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.
Reversibility. During the stage of concrete operations, the child can now follow that
certain operations can be done in reverse.
Conservation. This is the ability to know certain properties of objects like number, mass,
volume, or area do not change even if there is a change in appearance.
Seriation. This refers to the ability to order or arrange things in a series based on one
dimension.
Stage 4. Formal Operational Stage (13 – adult)
In this final stage, 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 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 in one instance and then use that relationship to narrow down
possible answers in another similar situation or problem.
Deductive Reasoning. This is the ability to think logically by applying a general rule to a
particular instance or situation.
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 (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 are actively involve students and present challenges.
VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.
Note: If you wish to submit e-file (pdf format) of your output, you may send it to
[email protected] using this file name format:
LAST NAME-FIRST NAME-SUBJECT- COURSE-YEAR-SECTION-LESSON#
Example: DELA CRUZ-JUAN-EDUC11-BSED1B-LESSON1
Comprehension Write TRUE on the blank if the statement is TRUE and write FALSE if it is False.
Check ________1. Jean Piaget’s Cognitive Development focuses only to children.
________2. Piaget’s cognitive development theory has 4 stages.
________3. Seriation happens during concrete operational stage.
________4. The tendency of children to attribute human like to inanimate objects is
animism.
________5. Assimilation is the process of fitting a nw experience into an existing cognitive
experience.
Answers
1-5. TRUE
References Corpuz, Brenda B. et. al., The Child and Adolescent Learners and Learning Principles
(2018) Lorimar Publishing, Inc. Cubao, Quezon City, Metro Manila
Rungduin, Teresita T. et. al., Child and Adolescent Learners and Learning Principles
(2019) Adriana Publishing, Cubao, Quezon City
https://www.sagepub.com/sites/default/files/upm-assets/66092_book_item_66092.pdf
VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.
VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.
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 two opposing
dispositions that represent each 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 the task, such as a person who can’t trust others. A maladaptation is not
quite 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
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 relationships 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.
VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.
https://www.sagepub.com/sites/default/files/upm-assets/66092_book_item_66092.pdf
VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.
VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.
Note: If you wish to submit e-file (pdf format) of your output, you may send it to
[email protected] using this file name format:
LAST NAME-FIRST NAME-SUBJECT- COURSE-YEAR-SECTION-LESSON#
Example: DELA CRUZ-JUAN-EDUC11-BSED1B-LESSON1
Comprehension Put a check () beside those statements that are correct and an ( ) beside those that are
Check wrong.
______1. Piaget believed there were 6 identifiable stages in moral/ethical reasoning.
______2. From item number 1, each stages is said to be classified into 3 levels.
______3. Level 3 is also known as Post-Conventional level.
______4. Stage 6 is when you are motivated by fear of punishment. You will act in order to
avoid punishments.
______5. Social contract is classified in level 1 of moral reasoning.
______6. The second stage of moral reasoning is the law and order.
______7. Kohlberg believes that moral development is not influenced by social interaction.
______8. Individual starts their moral development with mutual benfit.
Answers:
1. () 2. () 3. () 4. () 5. () 6. () 7. () 8. ()
Answers:
References Corpuz, Brenda B. et. al., The Child and Adolescent Learners and Learning Principles (2018) Lorimar Publishing,
Inc. Cubao, Quezon City, Metro Manila
Rungduin, Teresita T. et. al., Child and Adolescent Learners and Learning Principles (2019) Adriana Publishing,
Cubao, Quezon City
https://www.sagepub.com/sites/default/files/upm-assets/66092_book_item_66092.pdf
VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.
When Vygotsky was a young boy, he was educated under a teacher who used the
Socratic Method. This method was a systematic question and answer approach that
allowed Vygotsky to examine current thinking and practice higher levels of understanding.
This experience, together with his interest in literature and his work as a teacher, led him
to recognize social interaction and language as two central factors in cognitive development.
His theory became known as the Socio-Cultural Theory of Development.
In the nature vs. nurture debate, Vygotsky believed that nurture influenced
development more than nature. Vygotsky's basic premise was that social interaction is an
essential role in learning.
The child's development appears twice – first on the social level, then on an individual
level. He believed skills develop to a higher level with social interactions of adult guidance
or peer collaboration. Vygotsky saw adults as a tool that children used to solve "knowledge
problems", to learn how their culture worked and how they fit in. He believed that thinking
skills and language skills reinforce each other.
VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.
Cultural factors. Vygotsky believed in the crucial role that culture played on the cognitive
development of children. Piaget believed that as the child develops and matures, he goes
through universal stages of cognitive development that allows him to move from simple
explorations with senses and muscles to complex reasoning. Vygotsky, on the other hand,
looked into the wide range of experiences that a culture would give to a child. For instance,
one culture’s view about education, how children are trained early in life all can contribute
to the cognitive development of the child.
Language. Language opens the door for learners to acquire knowledge that others already
have. Learners can use language to know and understand the world and solve problems.
Language serves a social function but it also has an important individual function. It helps
the learner regulate and reflect on his own thinking. Children talk to themselves. Observe
preschoolers play and you may hear “Gagawin ko itong airplane (holding a rectangular
block), tapos ito and airport (holding two blocks).” For Vygotsky, this “talking-to-oneself” is
an indication of thinking that goes on in the mind of the child. This will eventually lead to
private speech.
Private speech is a form of self-talk that guides the child’s thinking and action.
Vygotsky believed in the essential role of activities in learning. Children learn best through
hands-on activities than when listening passively. Learning by doing is even made more
fruitful when children interact with knowledgeable adults and peers.
Zone of Proximal Development
When a child attempts to perform a skill alone, she may not be immediately
proficient at it. So, alone she may perform at a certain level of competency. We refer to this
as the zone of actual development. However, with the guidance of a More Knowledge Other
(MKO), competent adult or a more advanced peer, the child can perform at a higher level of
competency. The difference between what the child can accomplish alone and what she can
accomplish with the guidance of another is what Vygotsky referred to as zone of proximal
development. The zone represents a learning opportunity where a knowledgeable adult
such as a teacher or parent or a more advanced peer can assist the child’s development.
The support or assistance that lets the child accomplish a task he cannot
accomplish independently is called scaffolding. Scaffolding is not about doing task for the
child while he watches. It is not about doing shortcuts for the child. Unzipping the lunch
bag, opening the food container and putting straw in the child’s tetra pack juice for him is
not scaffolding. Scaffolding should involve the judicious assistance given by the adult or
peer so that the child can move from the zone of actual to the zone of proximal
development. When the adult unzips the zipper an inch or two, and then holds the lunch
bag still so that the child can continue to unzip the lunch bag is scaffolding. Loosening the
food container lid just a bit and letting the child open the lid himself is scaffolding. Leading
the straw to the hole and letting the child put the straw through the tetra pack hole is
scaffolding.
The examples given above shows how right amount of assistance can allow the child
to accomplish the task. The instructor should scaffold in such a way that the gap is bridged
between the learner’s current skill levels and the desired skill level. As learners become
more proficient, able to complete tasks on their own that they could not initially do without
assistance, the guidance can be withdrawn. This is called scaffold and fade-away
technique. Scaffolding, when done appropriately can make a learner confident and
eventually he can accomplish the task without any need for assistance.
Why are Vygotsky's ideas significant?
Vygotsky's theory attempts to explain consciousness as the end product of socialization –
i.e. the learning of language is first for communication, it then becomes internalized and
allows "inner speech".
Makes us realize that social contacts are essential for children's learning.
Caregivers who are able to provide plenty of opportunities for social contact for children will
encourage good language and thinking skills development.
Enrichment In 1 whole short bond paper accomplish the following statements.
VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.
4. Determine how you will use scaffolding. Describe the specific actions you will do to
scaffold.
_______________________________________________________________________________________
_________________________________________________________________________________________
5. Teach the skill to the individual. ______________________________________________________
_________________________________________________________________________________________
6. Describe how the learning activity went. _______________________________________________
__________________________________________________________________________________________
Note: If you wish to submit e-file (pdf format) of your output, you may send it to
[email protected] using this file name format:
LAST NAME-FIRST NAME-SUBJECT- COURSE-YEAR-SECTION-LESSON#
Example: DELA CRUZ-JUAN-EDUC11-BSED1B-LESSON1
Comprehension Write TRUE on the blank if the statement is TRUE and write FALSE if it is False.
Check ________ 1. Speech delivery is a form of self-talk that guides the child’s thinking and action.
________2. The key theme of Vygotsky’s theory is that social interaction plays a very
important role in cognitive development
________ 3. Zone of proximal development is also known as ZPD.
________ 4. Learners can use language to know and understand the world and solve
problems.
________ 5. Lev Vygotsy is the proponent of Social-Interaction Theory
Answers:
1-5. True
References Corpuz, Brenda B. et. al., The Child and Adolescent Learners and Learning Principles (2018) Lorimar Publishing, Inc.
Cubao, Quezon City, Metro Manila
Rungduin, Teresita T. et. al., Child and Adolescent Learners and Learning Principles (2019) Adriana Publishing,
Cubao, Quezon City
https://www.sagepub.com/sites/default/files/upm-assets/66092_book_item_66092.pdf
VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.
The Mesosytem. The mesosystem encompasses the interactions between the child’s
microsystems, such as the interactions between the child’s parents and teachers, or
between school peers and siblings. “The mesosystem is where a person's individual
microsystems do not function independently, but are interconnected and assert influence
upon one another.”
For instance, if a child’s parents communicate with the child’s teachers, this
interaction may influence the child’s development. Essentially, a mesosystem is a system of
microsystems. According to the ecological systems theory, if the child’s parents and
teachers get along and have a good relationship, this should have positive effects on the
child’s development, compared to negative effects on development if the teachers and
parents do not get along.
The Exosystem. It incorporates other formal and informal social structures, which do not
themselves contain the child, but indirectly influence them as they affect one of the
microsystems. Examples of exosystems include the neighborhood, parent’s workplaces,
parent’s friends and the mass media. These are environments in which the child is not
involved, and are external to their experience, but nonetheless affects them anyway.
VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.
The macrosystem differs from the previous ecosystems as is does not refer to the
specific environments of one developing child, but the already established society and
culture which the child is developing in. This can also include the socioeconomic status,
ethnicity, geographic location and ideologies of the culture.
For example, a child living in a third world country would experience a different
development than a child living in a wealthier country.
The Chronosystem. The fifth and final level of Bronfenbrenner's ecological systems theory
is known as the chronosystem. This system consists of all of the environmental changes
that occur over the lifetime which influence development, including major life transitions,
and historical events.
These can include normal life transitions such as starting school but can also
include non-normative life transitions such as parents getting a divorce or having to move
to a new house.
Bronfenbrenner’s theory reminds the school and their teachers of their very important
role. If there is a lack of support, care and affection from the home, if there is a serious
breakdown of the basic relationships in a child’s life, when can the school, the teachers in
particular do? This theory helps teachers look into every child’s environmental systems in
order. To understand more about the characteristics and needs of each child, each learner.
The schools and the teachers can contribute stability and long-term relationships, but only
to support and not replace the relationships in the homes. Bronfenbrenner believes that,
“the primary relationship needs to be with someone who can provide a sense of caring that
is meant to last a lifetime. This relationship must be fostered by a person or people within
the immediate sphere of the child’s influence.”
Schools and teachers’ crucial role is not to replace the lack in the home if such exists,
but to work so that the school becomes an environment that welcomes and nurtures
families. Bronfenbrenner also stressed that society should vale work done on behalf of
children at all levels, and consequently value parents, teachers, extended family, mentor,
VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.
Enrichment In 1 whole short bond paper be artistic in making your own life paradigm using the format
Activities given. You can put pictures corresponds to the layers. And describe how these people or
circumstances have influenced your attitudes, behavior and habits.
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
Note: If you wish to submit e-file (pdf format) of your output, you may send it to
[email protected] using this file name format:
LAST NAME-FIRST NAME-SUBJECT- COURSE-YEAR-SECTION-LESSON#
Example: DELA CRUZ-JUAN-EDUC11-BSED1B-LESSON1
Comprehension Encircle the letter of the correct answer.
Check
1. Which system says that the child can be influenced by other people in their
environment?
a) Exosystem b) Microsystem c) Macrosystem
2. Who is the proponent of ecological theory?
a) Bronfenbrenner b) Piaget c) Freud
3. Which system says that cultural element influences the development of a child?
a) Masosytem b) Chronosystem c) Macrosystem
4. There are _______ system in ecological theory.
a) 5 b) 6 c) 2
5. What is the last last system that were mention in ecological theory?
a) Macrosystem c. Mesosytem d. Chronosystem
Answers
VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.
1. B 2. A 3. C 4. A 5. D
References Corpuz, Brenda B. et. al., The Child and Adolescent Learners and Learning Principles (2018) Lorimar Publishing, Inc.
Cubao, Quezon City, Metro Manila
Rungduin, Teresita T. et. al., Child and Adolescent Learners and Learning Principles (2019) Adriana Publishing,
Cubao, Quezon City
https://www.sagepub.com/sites/default/files/upm-assets/66092_book_item_66092.pdf
VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.