Module in ED 101-Child and Adolescent Learners and Learning Principles

College of Teacher Education- Undergraduate Program
Module in ED 101- Child and Adolescent

Learners and Learning Principles
Dr. Leonora M. Rodriguez
Faculty, CTE
Batangas State University
What this module is about?

This module is intended for the course, ED 101- The Child and Adolescent Learners and
Learning Principles which focuses on child and adolescent learners development with emphasis
on current research and theory 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. The module will help one develop identity as a future teacher and
understand the role of the students’ identities in the classroom.
In this module, you will learn how theories and principles of development, learning and
motivation were given importance as they relate to the educational process. You will study
these ten lessons, namely:
Lesson 1 - Human Development: Meaning, Concepts, and Approaches
Lesson 2 - The Stages of Development and Developmental Tasks
Lesson 3 - Issues on Human Development
Lesson 4 - Research in Child and Adolescent Development
Lesson 5 - Freud’s Psychoanalytic Theory
Lesson 6 - Piaget’s Stages of Cognitive Development
Lesson 7 - Erikson’s Psycho-Social Theory of Development
Lesson 8 - Kohlberg’s Stages of Moral Development
Lesson 9 - Vygotsky’s Socio- Cultural Theory
Lesson 10 - Bronfenbrenner’s Ecological Theory
Lesson 11 - Development of the Learners at Various Sages
Ed 101- Child and Adolescent Learners and Learning Principles

Lesson 12 - Learners Centered Learning principles
TARGET SCHEDULE:
WEEK 1 - Lesson 1
WEEK 2 - Lesson 2 and Lesson 4
WEEK 4 -Lesson 7 and Lesson 8
WEEK 6-12 - Lesson 11
Week 13-18 - Lesson 12
What are the intended learning outcomes of this

module?
INTENDED LEARNING OUTCOMES
1. Determine and acquire better understanding on child and adolescent development.
2. Understand the role that teachers, school and the family in the crucial development stages of
the individual child and adolescent.
3. Make critical analysis of recurring problems that affect the development of the child and
adolescent.
4. Apply various theories of development relative to the different learning principles.
LESSON 1
Human Development: Meaning, Concepts and Approaches
What are the objectives of this lesson?
At the end of this lesson, you are expected to be able to:

• define human development in your own words;
• draw some principles of human development; and
• distinguish two approaches to human development.
Overview of the topic
Human development refers to the biological and psychological development of

the human being throughout the lifespan. It consists of the development from infancy,
childhood, and adolescence to adulthood.
It is a pattern of movement that begins at conception and continues through the life span of
a well human being. Also it includes growth and decline. The human development can be
positive or negative. Growth deals with quantitative changes while development deals with
qualitative changes. Development is relatively orderly. Development has proximodistal pattern
that deals with the development from inward to upward. Another pattern is the cephalocaudal
pattern in which the development is from head to toe and from top to bottom. Development
also takes place gradually. The pattern of development is more likely be similar, the outcome
of development process and the rate of development are vary among individuals.
Development as a process is complex because it is the product of biological, cognitive and
socio-emotional process. The biological process is a physical change. The cognitive process is
about knowledge, thoughts, and language. The socio-emotional is a process that focuses on
dealing with people. The human development has five (5) different approaches. It includes life-
long, multi-dimensional, plastic, contextual and involves growth, maintenance and regulation.
The life-span of a human development occurs throughout the life-span of an individual. The
development never stops until death. The traditional occurs human development that shows
extensive change from birth to adolescence, little or no change in adulthood and decline in the
late old age. The life-long development does not end by adulthood and no development stage
dominates the development. The multi-dimensional consists of biological, cognitive and socio-
emotional dimensions. The plastic development is possible throughout the life-span. The
contextual development, are individuals that can adopt changing beings in a changing world.
Development and learning result from a dynamic and continuous interaction of biological
maturation and experience.

Principles of Human Growth and Development:

1. Development is continuous.
2. Development is gradual.
3. Development is sequential.
4. Rate of development varies person to person.
5. Development proceeds from general to specific.
6. Most traits are correlated in development.
7. Growth and development is a product of both heredity and environment.
8. Development is predictable.
9. Development brings about both structural and functional changes.
10. There is a constant interaction between all factors of development.
Note: Please see the attached power point presentation for additional lecture.
Test your knowledge

Application No. 1
1. Define development in your own words.
2. Describe your own development. In what ways have you changed over your lifetime?
What characteristics have remained the same?
3. What are the principles of human development and their educational implications?
Principles Educational Implication

a.
b.
c.
d.
4. What are the two approaches to human development?
Traditional vs Life-Span Approach

Traditional Lifepspan
LESSON 2

The Stages of Development and Development Tasks

• define developmental tasks in your own words ;
• identify developmental stages of learners in different curriculum levels;
• describe the developmental tasks in each stage; and
• state for yourself how these developmental tasks affect your role as a facilitator of
learning.
A developmental task is a task that arises at or about a certain period in life, unsuccessful
achievement of which leads to inability to perform tasks associated with the next period or
stage in life.
The Stages of Development and Developmental tasks

Prenatal period
(from conception to birth)
- it involves tremendous growth from a single
cell to an organism complete with brain and
behavioral capabilities.
Infancy
(from birth to 18 – 24 months) - a time extreme dependence on adults. Many psychological
activities are just to beginning – Language, symbolic thought, sensorimotor coordination
capabilities.
Early childhood
(end of infancy to 5-6 years (grade 1) -these are the preschool years. Young children learn to
become more self sufficient and to care for themselves, develop school readiness skills and
spend many hours in play with peers.

Concept of developmental tasks

In each stage of development a certain task or tasks are expected of every each individual.
Robert Havighurst defines developmental task as one that “arises at a certain period in our life,
the successful achievement of which leads to happiness and success with later tasks while
failure leads to unhappiness, social disapproval, and difficulty with later tasks.” (Havighurst,
1972)
The developmental tasks (Santrock, 2002)
(6-11 years of age, the elementary school years) – The fundamental skills of reading, writing
and arithmetic are mastered.
 Prenatal period
 Infancy
 Early childhood
 Middle and late childhood
 Adolescence
 Early adulthood
 Middle adulthood
 Late adulthood
Early adulthood
(from late teens or early 20’s lasting through the 30’s) – It is a time of establishing personal and
economic independence, career development, selecting a mate, learning to live with someone
in an intimate way, starting a family and rearing children.
Late adulthood
(60’s and above) It is a time for adjustment to decreasing strength and health, life review,
retirement, and adjustment to new social rules.
Adolescence
Middle adulthood
– (10 – 12 years of age ending up to 18 – 22 years of age) Begins with rapid physical changes.
Middle and late childhood
(40 to 60 years of age ) – it is a time of expanding personal and social involvement and
responsibility; of assisting the next generation in becoming a competent and mature
individuals.
Test your knowledge

Application No. 2
Assessment Tasks:
Photo Essay and Reflections
Input for the Task:
What is a Photo Essay?
A photographic essay is a form of visual storytelling, a way to present a narrative

through a series of images. A great photo essay is powerful, able to evoke emotion and
understanding without using words. A photo essay delivers a story using a series of
photographs and brings the viewer along your narrative journey.
A photo essay tell a story in pictures, and there are many different ways to style your
own photo essay. With wide range of topics to explore, a photo essay can be thought-
provoking, emotional, funny, unsettling, or all of the above, but mostly, they should be
unforgettable.
Task Design:
This activity intends to determine the students' knowledge on child and adolescent
development as well as the factors that affect the progress of development of the learners
and shall include appropriate pedagogical principles applicable for each developmental level
through photo essay and reflection. The students are guided by the given rubrics below.
Task Objectives:
1. Make a photo essay of Human Stages of Development.
2. Write your reflection.
Materials Needed:
 Laptop and Android phone with internet connection

 Any kind of camera or cellphone with camera
 Reference book: Child and Adolescent Development by: Brenda B. Corpuz et,al
Task Procedure:
1. Research about the topic. Conduct online searches, read website or the course reference
book to find out more about the topic about Human Stages of Development .

2. Choose your subject. It could be you or any members of the family.
3. Create an outline. Once you have your subject and permission to shoot, take a few
moments to sketch out an idea of what photos you will need. Most essays need a variety
of images to showcase the various aspects of the topic.
4. Take many shots but only include the key photos necessary.
5. Choose your 8-10 images. Make your final selections.
6. Your final images can be captioned to help enhance your visual narrative, but if you feel
like your images could use some text, add it. However, if you think the images can stand
on their own, then you can present them as they are.
Reflections:
A. If you were given a chance, which developmental stage would you like to be in? Why?
______________________________________________________________________________
________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
B. Reflect on your stages of development. Were you able to acquire the developmental
tasks expected for each stage. What facilitated your acquisitions of the ability to perform such
tasks? Write your reflections.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
________________________________________________________________________
Photo Essay: Criteria Set ( Point System)

Visual Text (photographs/images) 20

Typography & Semantics ( the meaning, 10
arrangement and apperance)
Organization (how the various elements 10
are organized)
Theme ( the universal insight that is 5
communicated by the essay)
Overall Impression/Aesthetic Effect 5
( the overall psychological response
to the photo essay as a work of
artistic rhetoric) _______
TOTAL 50
Scoring Rubric for the Reflection
Criteria 4 points 3 points 2 points 1 point 0 point
Content and The answer The answer The answer is not very The answer is
Accuracy demonstrates great demonstrates a good, comprehensive. Key incomplete and the
understanding of general understanding of points are addressed key ideas are not
the topic by the topic. Some key but not clearly addressed and
providing accurate points are supported and supported. There are supported. The
and relevant explained. some inaccurate and answer
supports. All key irrelevant statements. demonstrates very
ideas are clearly little or no
presented and understanding of the
explained. topic. Did not
answer the
question.
The answer is highly The answer is Improper
Organization and organized and ideas are generally organization and
Fluency well-presented using comprehensible but structure distracts
appropriate sentences. the ideas are the reader and
The response is natural sometimes makes the answer
and easy to follow. disorganized. The difficult to
reader needs to exert comprehend. The
some effort to answer uses unusual
understand the flow of and confusing word
ideas. patterns.
Conventions
The answer has very There are a few glaring The errors in
minimal errors in errors in spelling, spelling,
spelling, punctuation, punctuation, capitalization,
capitalization and capitalization and punctuation and
grammar. These errors grammar. These grammar are
do not disrupt the flow of sometimes interfere frequent and were a
thought and the general with the reader’s severe distraction to
comprehensibility of the ability to understand the reader’s ability
answer. the answer. to comprehend the
answer.
TOTAL – 10 POINTS
LESSON 3
Issues on Human Development
What is the objective of this lesson?

• take an informed stand/position on the three issues on development.
There are three theoretical issues in human development; nature versus nurture,
continuity versus stages and stability versus change.
The first issue is nature versus nurture. This controversy goes back to the ancient Greeks. Early
philosophers believed that at birth our minds are a 'blank state' and that one's environment
determines the messages that will be written on the slate. Naturists believe that human
behavior and development are governed by automatic, genetically predetermined signals in
maturation. There is a favorable period after birth called a critical period when the organism's
exposure to stimuli or experiences produce proper development. Nurturists argue that
development occurs by learning through observation and experience. For example, a child
would learn behaviors by watching his or her parents or other close family members.
The second issue is continuity versus discontinuity. Continuity proposes that development is
continuous, with new abilities, skills and knowledge gradually added at a relatively uniform
rate. It also suggests that adult thinking and intelligence differ from a child's. For example,
adults have more verbal skills than children. Stage theorists suggest that development occurs at
different rates that vary from little change to rapid, abrupt change. Stage theories include:
Piaget's theory of cognitive development, Erikson's psychosocial theory of development, and
Kohlberg's theory of moral development.
The third and final issue is stability versus change. Stability proposes that individuals maintain
their personal characteristics from childhood to adulthood. They emphasize that one can tell
what kind of character an individual will have by the characteristics they display during
childhood. Psychologists who emphasize change disagree entirely. They believe that a child's
personality and characteristics bear little resemblance to the characteristics present in
adulthood.

Test your knowledge

Application No. 3
Complete the sentence.
With regard to the nurture-nature, continuity-discontinuity and change-stability

controversies, the wiser stand is _____________________________________________
________________________________________________________________________.
LESSON 4

Research in Child and Adolescent Development

• demonstrate appreciation of the role of teachers as consumers and producers of
developmental research; and
• read researches on child and adolescent development.
Impact of Teachers’ Research Involvement on Teachers
Research itself has proven that teachers have everything to gain and nothing to lose
when they get involved in the research process. Evidence suggest that:
1. teachers who have been involved in research may become more reflective, more critical
and analytical in their teaching, and more open and committed to professional
development.
2. participating in teacher research also helps teachers become more deliberate in their
decision-making and actions in the classroom.
3. teacher research develops the professional dispositions of lifelong learning, reflective,
and mindful teaching, and self-transformation.
4. engaging in teacher research at any level may lead to rethinking and reconstructing what
it means to be a teacher or teacher educator and consequently, the way teachers relate
to children and students.
5. teacher research has the potential to demonstrate to teachers and prospective teachers
that learning to teach is inherently connected to learning to inquire.
Teacher involvement in the conduct of teacher research shows a shift from thinking
about teacher research as something done to teachers to something done by teachers.
Test your knowledge

Application No. 4
Assessment Task:
Research Proposal
Input for the Task:
In times like this pandemic due to COVID 19, people have different experiences and
strategies on how they answered and responded on the challenges caused as well as its effects
on human development. It is important that people share their best practices to others for the
purpose of helping them respond as well to these problems more than surviving for a day only.
A research work starts with a novel topic focusing on recent events or phenomena. Usually a
research deals with providing answers to problems and queries about life. With your knowledge
in research, you are now on a task to conduct a survey to determine how people addressed the
problems.
Task Design:
This is an individualized activity that requires ability to analyze critically and decide for
suitable concepts and ideas related to the topic given. Students are provided with guide
questions and tip that would help them generate and come up with relevant thoughts needed
to complete the task.
Task Objective:
1. To form a concept of research title and other essential components considering the
basic principles of research.
Materials
Laptop/Smartphone
Online references about research
Task Procedure
1. The students will be required to complete the essential components of the survey to
be conducted related COVID 19 pandemic problems and its effects to human development.
2. Each portion is provided with guide question/ tip that will serve as students guide in
answering. You do not need to answer the guide questions.
3. Do not create the instrument. Just list them down.

Proposed Survey
A. Provide a title for the survey focusing on how selected families cope with or address the
problems, difficulties and its effects on human development in relation to COVID19 pandemic.
Tip: This survey seeks to determine how families provided solutions to the difficulties
and its effects to human development caused by COVID 19 pandemic. This must be reflected in
the title.
Proposed Title: ______________________________________________________________ 1-4
B. Complete the set of statements of the problem for the research work.
Tip/Guide Questions:
 Look at SOP No. 1. In what other aspects do you think families can be
described aside from the two given?
 Go back to the aim. Is there any question that would answer already
what you would like to know?
1. How may the families be described in terms of:

1.1. number of members
1.2. head of the family
1.3. _____________________________5-6
1.4. _____________________________7-8
2. To what extent do the families encounter the following problems and difficulties?
3. _________________________________________________________________9-10.
4. Is there a significant difference on the techniques to cope with the problems when
grouped according to profile variable?
C. Cite at least three topics that can be discussed in the Literature Review and provide 1
sentence explanation why you prefer to include that in your Literature Review for Chapter II.
11-16.
Tip: For you to gather more facts and information for your problem statements, you
need to provide discussions lifted from other sources.
1.
2.

3.
D. Cite the instruments/tools that you would use and why? 17-20.
1.
2.
LESSON 5
Freud’s Psychoanalytic Theory


• explain Freud’s views about child and adolescent development ; and
• draw implications of Freud’s theory to education.
Sigmund Freud
(1856-1939)
 He is a popular psychologist whose theory of human development.
 Freud's theory remains to be one of the influential in psychology. This theory sparked the
ideas in the brilliant minds of other theorists and thus became the starting point of many
other theories, notable of which is Erickson's Psychosocial theory.
 According to Freud, a person goes through the sequence of these five stages and along way
here are needs to be met. Whether these needs are met or not, determines whether the
person will develop a healthy personality or not.
 The theory is quite interesting for many because Freud identified erogenous zones for each
stage of development. These are specific “pleasure areas” that become focal points for the
particular stage.
 If needs are not met along the area, a fixation occurs. As an adult. The person will now
manifest behaviours related to this erogenous zone.
• Human beings, from birth, possess an instinctual libido (sexual energy) that develops in five
stages;
 Oral
 Anal
 Phallic
 Latent
 Genital
Each stage is characterized by the erogenous zone that is the source of the libidinal
drive.

PERSONALITY STRUCTURE
ID This is known as the biological drives with which the infant is born. It is
said to be the earliest and most primitive personality structure and
refers to the unconscious and usually operates with the goal of
seeking pleasure.
EGO This structure is the rational, logical, problem-solving component of
the personality.
SUPEREGO This is the structure based on the child’s internalization of the adults
attributes, beliefs and standards.
Test your knowledge

Application No. 5
A. 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
arrived at your decision.
B. What are the implications of Freud’s theory to education?
LESSON 6

Piaget’s Stages of Cognitive Development

• describe Piaget’s stages in your own words ; and
• match learning activities to the learners’ cognitive stage.
JEAN PIAGET
• A Swiss psychologist and genetic epistemologist
• First psychologist to make a systematic study of children’s cognitive development
• Interest: Biology + Philosophy = genetic epistemology
• He was 10 years old when he published his FIRST ARTICLE about Albino Sparrow
• 21 years old when he got his PhD.
The Adaptation Processes
ASSIMILATION- an adaptation process which uses an existing schema to deal with a new object
or situation.
ACCOMMODATION- happens when existing schema (knowledge) does not work and needs to
be changed to deal with a new object situation.
EQUILIBRATION- a force which drives learning process by mastering the new challenge
(accommodation).
Four Stages of Cognitive Development

Test your knowledge

Application No. 6
A. Read the situations below then answer the questions.
1. It’s Christmas and Uncle Bob is giving “aguinaldo” to the children. Three year-old Karen
did not want to receive the one hundred peso bill and instead preferred to receive four
20 peso bills. Her ten year-old cousins were telling her its better to get the one hundred
bill, but they failed convince her.
Why do you think did Karen prefer the 20-peso bills? ____________________________
________________________________________________________________________.
2. Siblings, Tria, 10; Enzo, 8; and Riel, 4 were sorting out their stuff animals. They had 7
bears, 3 dogs, 2 cows and 1 dolphin. Mommy, a psychology teacher, enters and says, “
Good thing you’re sorting those. Do you have more stuffed animals or more bears?” Tria
and Enzo says, “stuffed animals.” Riel says “Bears.”
Why do you think Riel answered “Bears?” What does this say about how she thought to
answer the question? ______________________________________________________

3. While eating on her high chair, seventh-month old Liza accidentally dropped her spoon
on the floor. She saw mommy pick it up. Liza again her new spoon, and she does this
several times more on purpose. Mommy didn’t like it at all but Liza appeared to enjoy
dropping the spoons the whole time.
Why do you think baby Liza appeared to enjoy dropping the spoons? _______________
________________________________________________________________________
B. Design one Piagetian task along with your area of specialization that is localized and
contextualized for target learner.
C. Answer the following questions.
1. As a future teacher in the elementary or secondary school, how will you apply your
knowledge of the process of equilibration and Piaget's stages of development in your
classroom? How does this knowledge influence your selection of what to teach and how to
teach it?
2. Why does a teacher prefer the use of more concrete instructional methods in teaching to
encourage students to think more formally?
LESSON 7

Erikson’s Psycho-Social Theory of Development

• explain the 8 stages of life to someone you care about ; and
• suggest at least 6 ways on how Erikson’s theory can be useful for you as a future
teacher.
 Erikson’s “psychosocial” term is derived from the two source words namely psychological
(or the root, ‘psycho’ relating to the mind, brain, personality, etc) and social (external
relationships and environment), both at the heart of Erikson's theory. Occasionally, you'll
see the term extend to biopsychosocial, in which “bio” refers to the life, as in biological.
 Erikson's theory was largely influenced by Sigmund Freud. But Erikson extended the theory
and incorporated cultural and social aspect intro Freud's biological and sexually oriented
theory
 Its also interesting to see how his ideas developed over time, perhaps aided by his own
journey through the ‘psychosocial crisis’ stages model that underpinned his work
 Like other influential theories, Erikson’s model is simple and well designated . The theory is
a basis for broad complex discussion and analysis of personality and behavior , and also for
understanding and facilitating personal development- of self and others.
 It can help the teacher in becoming more knowledgeable at the same time understanding of
the various environmental factors that affect his own and his students’ personality and
behavior
 Each stages involves psychosocial crisis of two opposing emotional forces is contrary
dispositions . Each crisis stage relates to a corresponding life stage and its inherent
challenges.
 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).
 If the stage is manage well, we carry away a certain virtue or psychosocial strength which
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 crisis.

 On the other hand if don’t do so well, we may develop maladaptations and malignancies, as
well as endanger all future development.
 A malignancy is the worse of the two. It involves too little of positive and to much of the
negative aspect of the task, such as a person who cant trust others.
 A maladaptation is not quite as bad and involves too much of the positive and too little of
the negative such as a person who trusts too much.
Erikson emphasized the significance of ‘mutuality ‘ and generativity in this theory. The
term is linked. Mutuality reflects the effect of generation on each other , especially among
families, and particularly between parents and children and grand children. Everyone
potentially affects everyone else’s experience as they pass through the different crisis stages .
Generativity, actually a named disposition within of the stages ( Generativity vs. stagnation,
stage seven), reflects the significant relationship between adults and the best interest of
children – one’s growth children, and in a way everyone else’s children – the next generation,
and all following generations.
THE PSYCHOSOCIAL STAGES OF DEVELOPMENT

Test your knowledge

Application No. 7
A. Fill out the following table to show the comparison and contrast of Erikson’s and Freud’s
salient features of their theories.
Erickson’s psychosocial Freudian Life stage/ Basic virtue and second named
crisis stage (syntonic and psychosexual relationship/ strength (potential positive
dystonic) stages issues outcomes from each crisis)
B. Answer the following questions.

1. You heard that some of your students watch adult/pornographic movies. As a classroom
adviser of grade 7 students, how would you react to this and what would be your advice to
your students? Give three concrete ways on how you would deal in that situation.

2. Your grade 8 student is being verbally bullied because he openly admits that he is a gay.
How can you explain the liberty to choose identity to your bully students?

LESSON 8
Kohlberg’s Stages of Moral Development

• explain the stages of moral development ;
• analyse a person’s level of moral reasoning based on his response to moral dilemmas;
and
• cite how the theory of moral development can be applied to your work as teacher later
on.
Lawrence Kohlberg
(October 25, 1927 – January 19, 1987)
• He was a Jewish American psychologist born in Bronxville, New York, who served as a
professor at the University of Chicago, as well as Harvard University.
• Having specialized in research on moral education and reasoning, he is best known for
his theory of stages of moral development.
• A close follower of Jean Piaget’s theory of cognitive development, Kohlberg's work
reflected and extended his predecessor's ideas, at the same time creating a new field
within psychology: "moral development".
• Kohlberg was one of the most eminent psychologists of the 20th century.

Kohlberg’s Moral Development Theory

Level Stage Description
Level Stage Description

Post-conventional, 5 Social-Contract, Legalistic. There is a
Autonomous, or Principled. clear awareness of the relativism of
Moral reasoning isThis
Preconventional. based on
is the 1 personal
Punishment values
andand opinions and
Obedience. One ais
enduring or
level where moral consistent
reasoning corresponding
motivated by fear of emphasis
punishment.uponThus,
concept
is of
based moral values
on and
the procedural rules for reaching
he will act to avoid punishment or for
principles
consequence/result of the just
and not act consensus.
the sake of following an authority.
following the law.
(reward and punishment) or Moral 62 Universal-ethical Principle.A The
Instrumental-Relativist. moralis
person
values and consequences
the physical principles are of values
motivatedandto act
principles are defined
by the benefit that one
clearly
the action, notonon
defined thiswhether
level. through
may obtain later or the self-chosen
the conscience by concept of
the act itself is good or bad. ethical
mutual principles.
benefit This also refers to
the universal principles of justice,
Conventional. Moral 3 Interpersonal
equality, respectConcordance.
for the dignity One ofis
reasoning is based on the mootivated
human beings. by what others expect in
conventions or norms of behavior. The person usually acts
society; these may include because he values how he will appear
approval of others, law, and to others; he gives importance to what
order, and expectations from people will think or say about him.
a person’s family, group, or Law and Order Orientation. One is
nation are perceived as 4 motivated to act to uphold law and
valuable. The attitude is not order. It refers to doing one’s duty,
only one of conformity to showing respect to authority, and
personal expectations and maintaining the given social order for
social order, but of loyalty, of it’s own sake.
actively maintaining,
supporting, and justifying the
order, and of identifying with
the persons or group involved
in it.
Test your knowledge

Application No. 8
A. Answer the following questions.
1. Explain why moral education must be a part of the school curriculum even until tertiary
level. What do you think are the probable challenges that the school might face once moral
education is given emphasis in the curriculum?
2. New reports show that there are students who have suicidal tendencies or have committed
suicide. Suggest two concrete activities that would help students to realize the value of life.
3. If you were to critic the application of Kohlberg’s theory to education, what maybe its
weakness or loopholes? Explain your answer.
B. Using the Exit Ticket graphic organizer, reflect on your learning from this lesson by filling up
the boxes to reflect your metacognitive thinking.
Today, my learning was Today, I considered a new idea Today I’m certain that I
disrupted because or concept learned
LESSON 9

Vygotsky’s Socio- Cultural Theory

• explain why Vygotsky’s theory is called “Socio-cultural” theory ;
• differentiate Piaget and Vygotsky’s views on cognitive development; and
• explain how scaffolding is useful in teaching a skill.
 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 Social Interaction Piaget's theory was more on individual while Vygotsky is more social.
Piaget's work is focused heavily on how individual's cognitive development while Vygotsky
gave more weight on the social interactions that contributed to the cognitive development
of individuals.
 For him, the social environment or the community takes on a major role in one's
development. Vygotsky emphasized that effective learning happens through participation in
social activities that parents, teachers, peers and other adults in the learner's development
contribute to the process.
 Vygotsky believed in the crucial role that culture played on the cognitive development of
children. Piaget believed that child develops as he goes through the universal stages of
cognitive development. While Vygotsky looked into the wide rage of experiences that a
culture would give a child.
 Language opens the door for learners to acquire knowledge that others already have. For
Vygotsky, "talking to oneself" is an indication of the 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.
THREE STAGES OF SPEECH DEVELOPMENT

ZONE OF PROXIMAL DEVELOPMENT (ZPD)
• Its goal is to help the child move from the level of current independent performance (the
competence demonstrated to do a task alone) to the level of potential performance (the
competence achieved with the guidance of others).
SCAFFOLDING

• Vygotsky defined scaffolding instruction as the role of teachers and others in supporting
the learners development and providing support structures to get to that next stage or
level.
• It serves as intervention to reach the zone of proximal development.
Test your knowledge

Application No. 9
A. Tell whether the statements depict practices supportive of cognitive development according
to the sociocultural theory of Vygotsky. Write S (supportive) if the stated action supports
cognitive development, NS if (not supportive).
1. Father models to his son how to saw wood.
2. Mrs. Reyes permits the learners to use trial and error to solve a difficult task.
3. Mr. Cruz requests Jose’s parents to tutor their son.
4. Kenneth seeks the help of his friend, Mario, the Math wizard, to teach him to divide.
5. Ann wants to know why Mom has to peel the carrot, her mom has no time to explain.
6. After one example of adding binomial, Mr. Andres gives board exercises.
7. Instead of confiscating cell phones, Mr. Cruz uses them to test spelling among learners.
8. Expensive toys bought by the Mother are just for display, not for her child’s play.
9. Miss Melad groups the class by two’s, with members critiquing each other’s work.
10. Mr. Rivad mainly relies on peer tutors in enhancing poor learners' achievement.
B. Answer the following questions:
1. “Playing house” is part of kids' childhood experiences. How beneficial is it in cognitive

development?
2. Research has shown that learners from low-income groups are at a disadvantage because
parents cannot provide educational toys and entertainment media. How important are
these technological tools at an early age?
3. Recall one difficult lesson you were taught in the past. If you were the teacher then, what
scaffolds should you have used to facilitate learning?

LESSON 10
Bronfenbrenner’s Ecological Theory

• describe each of the layers of Bronfenbrenner’s Bioecological Model ;
• identify factors in one’s own life that exerted influence in one’s development; and
• use the bioecological theory as a framework to describe the factors that affect a child
and adolescent development.
 Urie Bronfenbrenner was a Russian-born American psychologist who is most known

for his ecological systems theory. His work with the United States government helped
in the formation of the Head start program in 1965
 Bronfenbrenner’s also known as the Bioecological systems theory presents child
development within the context of relationship system that comprise the child’s
environment.
 It describes multipart layers of the environment that has an effect on the
development of the child.
 Each layer is further made up of different structures.
 The term “bioecological” points out that a child’s own biological make-up impacts as
the key factor in one’s development.

 Microsystem – is the layer nearest the child. It comprises structures such which the
child directly interacts with. It includes structures such as one’s family, school, and
neighborhood.
 Mesosystem – this layer provides the connection between the structures of the child’s
microsystem.

Examples: The connection between the child’s teacher and his parents, between his
church and his neighborhood, etc.
 Exosystem – this layer defines the larger social system in which the child does not
function directly. The structures in this layer impact the child’s development by
interacting with some structure in her microsystem.
Examples: Parent workplace schedules or community-based family resources are
examples. The child may not be directly involved at this level, but he does feel the
positive or negative force involved with the interaction with his own system.
 Macrosystem – this layer may be considered the outermost layer in the child’s
environment. While not being a specific framework, this layer is comprised of cultural
values, customs, and laws.
Example: if it is the belief of the culture that parents should be solely responsible for
raising their children, that culture is less likely to provide resources to help parents. This,
in turn, affects the structures in which the parents function. The parents’ ability or
inability to carry out that responsibility toward their child within the context of the
child’s microsystem is likewise affected.
 Chronosystem – this system encompasses the dimension of time as it relates to a child’s

environments. Elements within this system can be either external, such as the timing of
a parent’s death, or internal, such as the physiological changes that occur with the aging
of a child. As children get older, they may react differently to environmental changes
and may be more able to determine more how that change will influence them.
Test your knowledge

Application No. 10
Answer the sentence completion item.
From the lesson on Bronfenbrenner’s Ecological Theory, I learned that …________________
__________________________________________________________________________________

LESSON 11
Development of the Learners at Various Stages

Pre-Natal Development

• Trace the course of prenatal developmental process that you went through ;
All the developmental theories which we lengthily discussed dwelt on the

developmental process after birth. None of them was concerned with what development went
on birth. To make the description of human development complete, it may good to understand
the beginnings of he child and the adolescent. The development takes place in three (3) stages
proves that the developing embryo in a mother’s womb is truly a human being. It is divided
into: germinal period, embryonic period and fetal period.
1. Germinal period- (first 2 weeks after conception). This includes the creation of the
zygote, continued cell division, and the attachment of the zygote to the uterine wall. The
following are the details of development during this period.
a. 24 to 30 hours after fertilization the male (sperm) and female (egg) chromosome
unite.
b. 36 hours the fertilized ovum zygote, divides into two (2) cells
c. 48 hours (2days) – 2 cells become 4 cells
d. 72 hours (3 days) 4 cells become a small compact ball of 16 to 32 cells
e. 96 hours (4 days) – hallow ball of 64-128 cells
f. 4 to 5 days – inner cell mass (blastocyst) still free in the uterus
g. 6-7 days – blastocyst attaches to the wall of the uterus
h. 11 to 15 days – blastocyst invades into uterine wall and becomes implanted in it
(implantation)
2. Embryonic Period (2 -8 weeks after conception) – In this stage, the name of the mass
cells, zygote become embryo. The following developments take place:
a. Cell differentiation intensifies
b. Life support systems for the embryo develop and organ appear

As the zygote gets attached to the wall of the uterus, two layers of cells are formed. The
embryo’s endoderm, the inner layer cells, develops into the digestive and respiratory
systems. The outer layer of cells is divided into two parts the ectoderms and the mesoderm.
The ectoderm is the outermost layer which becomes the nervous system, sensory receptors
(eye skin and nose) and the skin parts such as nails and hair. The mesoderm is the middle
layer which becomes the circulatory, skeletal, muscular, excretory and reproductive system
this process during the first two months called organogenesis.
As the three layers of the embryo form, the support systems for the embryo develop
rapidly. These life-support systems are the placenta, the umbilical cord and the amnion. The
placenta is a life-support system that consists of disk-shaped group of tissues in which small
blood vessels from the mother and the offspring intertwine but do not join. The umbilical
cord contains two arteries and one vein that connects the baby to the placenta. The amnion
is a bag or an envelope that contains a clear fluid in which the developing embryo floats. All
these embryo life-support systems develop from the fertilized egg and not from the
mother’s body.
3. Fetal Period (2 months to 7 months after conception) – Growth and development

continue dramatically during this period. The delails of the developmental process are as
follows:
a. 3 months after conception- fetus is about 3 inches long and weighs about 1
ounce; fetus has become active moves it arms and legs, open and closes its
mouth and moves its head, the face, forehead, eyelids, nose, chin can now be
distinguished and also the upper arms, lower arms, hands and lower limbs, the
genital areas can now be identified as male or female.
b. 4 months after conception- fetus is about 6 inches long and weighs 4 to 7 ounces,
growth spurt occurs in the body’s lower parts, pre-natal reflexes are stronger,
mother feels arm and legs movements for the first time.
c. 5 months after conception – fetus is about 12 inches long, weighs close to a
pound structures of the skin have formed for the first time.
d. 6 months after conception- fetus is about 14 inches long and weighs one and half
pound, eye lids are completely formed, fine layer or head covers the head,
grasping reflex is present and irregular movement occur.
e. 7 months after conception - fetus is about 16 inches long and weighs of 3 pound.
f. 8 to 9 months after conception- fetus grows longer and gains substantial weight
about 4 pounds.
Infancy and Toddlerhood
The 14 principles are divided into those referring to:

– Cognitive and metacognitive
– Motivational and affective
– Developmental and social
– Individual difference factors

COGNITIVE AND METACOGNITIVE FACTOR

1. Nature of Learning Process
the learning of complex subject matter is most effective when it is an international process of
constructing meaning from information and experience.
2. Goals of the Learning Process
the successful learner, over time and with support and instructional guidance, can create
meaningful, coherent representations of knowledge.
3. Construction of Knowledge
the successful learner can link new information with existing knowledge in meaningful ways.
Knowledge widens and deepens as students continue to build links between new information
and experiences and their existing knowledge base.
4. Strategic Thinking
the successful learner can create and use a repertoire of thinking and reasoning strategies to
achieve complex learning goals.
Successful learners use in their approach to learning reasoning, problem solving, and concept
learning.
5. Thinking about thinking
Successful learners can reflect on how they think and learn, set reasonable learning or
performances goals, select potentially appropriate learning strategies or methods, and monitor
their progress towards these goals.
6. Context of Learning
Learning is influenced by environmental factors, including culture, technology and instructional
practices.
MOTIVATIONAL AND AFFECTIVE FACTOR
7. Motivational and emotional influences on learning
the rich internal world of thoughts, beliefs, goals, and expectation for success or failure can
enhance or interfere with the learner’s quality of thinking and information processing.
8. Intrinsic motivation to learn
Intrinsic motivation is stimulated by tasks of optimal novelty and difficulty, relevant to personal
interests, and providing for personal choice and control.
9. Effects of motivation on effort
Effort is another major indicator of motivation to learn. The acquisition of complex knowledge
and skills demands the investment of considerable learner energy and strategic effort, along
with persistence over time.
DRVELOPMENTAL AND SOCIAL FACTOR
10. Developmental influences on learning
learning is most effective when differential developmental within and across physical,
intellectual, emotional, and social domains is taken into account.
Individuals learn best when material is appropriate to their developmental level and is
presented in an enjoyable and interesting way.
11. Social influences on learning
Learning can be enhanced when the learner has an opportunity to interact and to collaborate
with others on instructional tasks.

INDIVIDUAL DIFFERENCES FACTOR

12. Individual differences in learning
Individuals are born with and develop their own capabilities and talents.
Educators need to help students examine their learning preferences and expand or modify
them, if necessary.
13. Learning and diversity
the same basic principles of learning, motivation, and effective instruction apply to all learners.
14. Standards and assessment
Assessment provides important information to both the learner and teacher at all stages of the
learning process.
Alexander and Murphy gave a summary of the 14 principles and distilled them into five areas:
1. The knowledge base
One’s knowledge serves as the foundation of all future learning.
2. Strategic processing and control
Learners can develop skills to reflect and regulate their thoughts and behaviors in order to learn
more effectively.
3. Motivation and affect
Factors such as intrinsic motivation, reasons for wanting to learn, personal goals and enjoyment
of learning tasks all have a crucial role in the learning process.
4. Development and Individual Differences
Learning is a unique journey for each person because each learner has his own unique
combination of genetic and environmental factors that influence him.
5. Situation or context
Learning happens in the context of a society as well as within an individual.
SUMMATIVE TEST

Multiple Choice. Select the best answer. Write only the letter of your answer.
1. The passing of genetic traits from the parents to the offspring is:
A. Fertilization
B. Heredity
C. Conception
D. Birth
2. Mr. and Mrs. Dela Cruz provide a loving and supportive environment. Which of the
following characteristics can be observed among their children?
A. Independent
B. Defiant
C. Aware
D. Happy
3. In question no. 2, what aspect of development is describes?

A. Physical
B. Cognitive
C. Emotional
D. Social
4. After attending class in Korean language Nerisa uses the language in communicating
with her friends. What process in cognitive development was shown?
A. Motivation
B. Accomodation
C. Assimilation
D. Demonstration
5. Cain and Avel brothers who were separated when they were toddlers. They live with
different families of different socioeconomic status. It was observed that they differ in
several aspects of development. What could account for the difference?
A. Difference in relationship
B. Difference in nature
C. Difference in nurturing
D. Difference in feelings
6. A loving and supportive environment makes children to be:

A. Unhappy
B. Independent
C. Happy
D. Defiant
7. A child who can solve abstract problems in logical fashion is in what stage of cognitive
development?
A. Sensorimotor
B. Concrete Operations
C. Happy
D. Defiant

8. Mia joined outing with her “barkada” even her parents did not allow her. What
characteristics of adolescents are demonstrated by Mia?
A. Adolescents are independent
B. Adolescents make “peers” as a priority
C. Adolescents become disrespectful
D. Adolescents are carefree
9. When a child is often left crying for a long time, will soon develop-among people around
him.
A. Shame
B. Mistrust
C. Anxiety
D. Autonomy
10. Mr. Flores always gives clues; example and any form of encouragement tto make his
students to grow as independent learner. This is:
A. Motivation
B. Assimilation
C. Integration
D. Scaffolding
11. Based on Albert Bandura;s theory, which conditions must be present for a student to
learn from a model?
A. Acquisition, Transformation, Evaluation
B. Attention, Retention, Reproduction, Motivation
C. Preparation, Presentation, Application, Generalization
D. Interactive teaching, Questioning, inductive reasoning
12. Ivan Pavlov posited the theory on classical with his stimulus – response experiments. In
which situation is Pavlovian conditioning demonstrated?
A. A person imitates his peers in the way they dress themselves
B. A person who learned to solve basic math problems successfully in motivated to solve
higher math problems
C. A person who had painful experience at the dentist’s office is fearful at the mere sight of
the dentist uniform
D. A person who was
13. This type of learning involves consistent power and proficiency in performing certain
tasks.
A. Cognitive
B. Psychomotor
C. Affective
D. Creativity
14. Which one does not directly affect retention of learning?

A. Student’s learning style
B. Sense and meaning
C. Learner’s physical appearance
D. Practice provided

15. Has the view that learning consists of stimulus-response connections.

A. Behaviorist
B. Social
C. Cognitive
D. Gestalt
16. The learning theory that suggests that what individuals learn depends on the meaning
they give new knowledge acquired?
A. Behaviorist Theory
B. Constructivist
C. Insight Learning
D. Gestalt
17. Paula participates regularly in class because of the praises she receives from her
teacher. What theory of learning does the teacher used in her teaching?
A. Social Learning Theory
B. Operant Conditioning Theory
C. Classical Conditioning Theory
D. Cognitivist Theory
18. In which situation is learning likely to happen?

A. When students do research
B. When students are given the necessary feedback
C. When students have a hands on activity
D. When the teacher lectured the lesson in class.
19. Mr. Cruz asks several questions when a student is asked to recite until the student
arrived at the correct answer. What does Mr. Cruz is doing?
A. Making the student feel at home
B. Controlling the student’s answer
C. Discussing the lesson
D. Scaffolding
20. In question no. 19, what theory of learning was used by the teacher in order for his
students to be able to answer correctly?
A. Insight learning Theory
B. Social Development Theory
C. Self Regulation Theory
D. Classical Conditioning Theory
21. Writers, poets, and novelists belong to which tyoe of intelligence?

A. Spatial
B. Analytic
C. Verbal
D. Logical-mathematical
22. Which type of learners tends toward step by step and linear processing of information?

A. Verbal
B. Analytical
C. Spatial
D. Global
23. Punishment is less effective than reward in some cases because

A. Rewards are competitive, thus producing stronger behavior
B. Punishment leads to docility and deference to authority
C. Punishment establishes strong competitive responses, thus inhibiting learning
D. Punishment temporarily strong competitive reponses, thus inhibiting learning
24. Learning through action according to Bruner is called

A. Symbolic
B. Enactive
C. Iconic
D. Sensori-motor
25. The first step in observation learning is

A. Exposure
B. Acceptance
C. Acquisition
D. Transformation
26. Jeremy is almost 3 years old. When he accidentally wet his pants one day, his father
laughed and sarcastically suggested that the child was “mama’s boy”. Assuming such
behavior by the father is the norm whenever Jeremy makes mistake, the child will most
likely have trouble with a positive resolution of the crisis Erikson called
A. Trust versus mistrust
B. Industry versus inferiority
C. Autonomy versus shame and doubt
D. Identify versus identity confusion
27. Erikson differed from Freud by

A. Focusing in the psychosexual components of development
B. Recognizing the role of the environment in development
C. Ignoring early childhood
D. Diminishing the role of the Id but, emphasizing the role of the super-ego
28. The ability to classify objects

A. Is found in the sensorimotor stage
B. Is absent in the formal operations stage
C. Takes place during concrete operations stage
D. Develops during concrete operations, but disappears briefly, only to reaapear during
formal operations stage
29. Which of the following shows the correc sequence of Piaget’s stages of cognitive
development?

A. Sensorimotor, preoperational, concrete operational, formal operational

B. Preoperational, sensorimotor, concrete operational, formal operational
C. Sensorimotor, preoperational, formal operational, concrete operational
D. Preoperational, sensorimotor, formal operational, concrete operational
30. What the name for the abstract, idealistic and logical style of is through associated with
the fourth stage of Piaget’s theory of cognitive development?
A. Concrete operational thought
B. Formal operational thought
C. Adolescent egocentric period
D. Post conventional reasoning
31. Brian is 5 years old. Given he is developing normally, you would expect him to be in
which Piagetian stage?
A. Sensorimotor
B. Preoperational
C. Concrete operational
D. Formal operational
32. During the sensorimotor stage, the infant’s main tools for understanding the environment
are _____.
A. Sold at Home Depot
B. His hands
C. His ears
D. Sensory experiences
33. Erik Erikson saw psychological development as

A. Four periods: Childhood, adolescence, adulthood and old age
B. Three crises: puberty, attachment and bereavement
C. Eight turning points, each with two possible outcomes
D. Five stages, each focusing on an aspect of sexual identity
34. Little Jessica had known only small, short-haired dogs until she recently had the
experience of playing with her new friend’s large, long—haired dog. According to Piaget,
this experience most likely caused Jessica to expand her “doggie” concept. In order
words, she performed a cognitive process known as
A. Accommodation
B. Incorporation
C. Assimilation
D. Conservation
35. Which of the following are the three main processes involved in development?
A. Physical, cogntive and socio emotional
B. Adaptational, emotional and social
C. Biological, conceptual and adaptational
D. Continuous, discontinuous and adaptational
36. Children cannot learn with empty stomach. This highlights the importance of which
need?

A. Love and belonginess

B. Esteem
C. Belonginess
D. Physiological
37. Babies creep, crawl and stand before the walk. Which principle of development explains
this?
A. Each phase of development occurs at a definite age of an individual
B. Each phase of development is different in every person
C. Development follows a definite and predictable pattern
D. Behaviors will not take place without stimulation
38. Some children are more active than others. Hyperactivity may be a problem in the
classroom. How many teacher help a child which is hyperactive?
A. Make him a leader in the class
B. Allow him to play in the playground until he gets tired
C. Involve him in challenging activities that are appropriate to his ability and interest
D. Ignore him so long he is not hurting his classmates
39. According to Piaget’s theory, if children can arrange objects in a series, they can
A. Classify
B. Conserve
C. Seriate
D. Decenter
40. Industry vs inferiority stage and development of competence is associated with what
level?
A. Preschool
B. Elementary school
C. Secondary school
D. Tertiary
41. Artist and architects should be good at which type of intelligence?

A. Verbal
B. Spatial
C. Interpersonal
D. Intrapersonal
42. What are the characteristics of global learners?

A. They respond more to emotion
B. They process information in varied order
C. Their left brain is more dominant
D. A and B
43. The information-processing approach deals primarily with:

A. The flow of information from input to output in computers
B. Information storage and retrieval mechanisms in the human memory
C. Long-term retention and transfer of learning
D. The mechanisms involved in intuitive thinking

44. At which developmental stage is growth most rapid/

A. Infancy
B. Early childhood
C. Middle childhood
D. Adolescence
45. Children are highly perceptual at this stage. They cannot decenter:
A. Sensori- motor
B. Pre-operational
C. Concrete operation
D. Formal operation
46. When does logical thinking begin?

A. Sensori-motor
B. Pre-operational
D. Formal operation
47. In which cognitive development stage is achild unable to distinguish between own
perspective and someone else?
A. Sensori-motor
B. Pre-operational
D. Formal operation
48. Identity crisis is typically associated with

A. Early childhood
B. Middle childhood
C. Late childhood
D. Adolescence
49. Which may help an adolescent discover his identity?

A. Decision to follow one path only
B. Parents pushing in to follow a specific path
C. Relating people
D. Exploring many different roles in a healthy manner
50. The following characterize a child-centered kindergarten, except:

A. Extreme orientation on academic
B. Importance of play in development
C. Emphasis on individual uniqueness
D. Focus on the development of the whole child
51. Which of the following pupils show the most serious problems of adjustment?
A. One who shows interest in sex
B. One who is habitually late
C. One who bullies his classmates
D. The quiet child who never participates in class activities

52. According to Piaget’s theory of cognitive development, a child during the sensory motor
period does not see things in abstract forms. Therefore, in teaching mathematics tp
young children, the
A. Concrete stage should precede the abstract stage
B. Use of pictures is not necessary
C. Use of concrete objects may not be necessary
D. Abstract stage should precede the concrete stage
53. Teacher Karen is careful in planning activities for her kindergarten pupils according to
their development characteristics. She thinks that teaching “too much too soon” is not
good for young learners. Which of the following principles is implied in this situation?
A. Principle of belongingness
B. Principle of Readiness
C. Principle of heredity
D. Principle of Maturation
54. Teacher Maggie believes that both environment and heredity interact in the development
of a child. Which of the following reflects her belief?
A. The IQ of a child is purely heredity
B. The IQ of a child is developed by 50% environment heredity
C. The IQ of the child more the function of the environment
D. The IQ of a child may be improved in a conducive environment
55. The growing attention on the significance of early childhood education is attributed to the
principle that
A. Early childhood experiences will be meaningful to them in the future
B. A young child has the capability to learn like adults
C. A young child is easier to mold than adults
D. The formative years of a child is his first six years
56. Psychomotor behaviors of a child depend on his perceptions and interpretation of his
sensory experiences. Which of the following activities best contributes to a child’s motor
development?
A. Sports competition
B. Dancing lessons
C. Guided play activities
D. Free lay activities
57. All human beings pass through levels of stages, such as that stage is marked by the
development of sensibility in erogenous spots in the body. This refers to
A. Kohlberg’s moral development
B. Piaget’s cognitive development
C. Freud’s psychosexual stage of development
D. Erikson’s psychological stages of development
58. Babies creep, crawl and stand before they walk. Which principle of development
explains this?

A. Each phase of development occurs at a definite age of an individual.

B. Each phase of development is different in very person.
C. Development follows a definite and predicatable pattern.
D. Behaviors will not take place without stimulation.
59. It refers to the understanding that even thins change in physical appearance, certain
characteristic remains.
A. Conservation
B. Centration
C. Reservation
D. Construction
60. Jean Piaget is known for proposing a widely influential theory of

A. Personality development
B. Social development
C. Cognitive development
D. Moral development
61. According to Erikson, age two of a child is describe as “terrible 2” because a child at that
age tends to become
A. Curious and daring in actions
B. Playful and friendly
C. Quarrelsome and stubborn
D. Passive and sickly
62. According to Freud’s psychoanalytic theory, which component(s) of personality is (are)

concerned with the sense of right and wrong?
A. Super-ego
B. ID
C. Ego
D. Ego and super-ego
63. According to Kohlberg, the early stages of normal development involve a desire to obtain
rewards and avoid punishment. Kohlberf describes this type of orientation as
A. Preconventional morality
B. Conventional morality
C. Postconventional morality
D. Moral autonomy
64. If the person’s right cerebral hemisphere is more dominant than the left cerebral
hemisphere, the person is more likely to be
A. Left-handed
B. Right-handed
C. Emotional
D. A and C
65. A child who can correctly reason through a problem only in the presence of actual
objects is best described as being in the
A. Concrete operational stage

B. Formal operational stage

C. Pre-operational stage
D. Sensori-motor stage
66. Freud proposed a series of psychosexual stages. The hief ones in sequence from the
birth are
A. Oral, anal, phallic, latent, genital
B. Latent, anal, oral, phallic, genital
C. Oral, latent, anal, genital, phallic
D. Latent, oral, anal, phallic, genital
67. No two individuals are alike. This means that development is

A. Unique
B. Integrated
C. Sequential
D. Continuous
68. The social need most desired by an adolescent is

A. Parental approval
B. Sibling approval
C. Peer acceptance
D. Adult approval
69. Which of the following statements best reflects the essence of Kohlberg’s conventional
morality?
A. “Don’t run that stop sign, it is against the law.”
B. “Don’t run that stop sign, you might dent the car”.
C. “Don’t run that stop sign we might get a ticket.”
D. “Don’t run that stop sign, we agree that it might hurt somebody.”
70. Which of the following classroom practices would be most appropriate for children at
Erikson’s stage of industry vs inferiority?
A. Awarding extra points to students who do extra work
B. Displaying charts listing the best student in various activities
C. Making frequent use spelling bees and similar “contest”
D. Placing individual’s assignment in each pupil’s successful work folder when completed
71. Evidence from studies of parental and societal treatment of boys and girls suggests that
A. Boys are encouraged to conform to rules and give comfort to others
B. Girls are encouraged to be competitive and boys to develop close interpersonal relations
C. Boys are encouraged to be competitive and to control expression of feelings
D. Girls are encouraged to give comfort to others and boys to be affectionate
72. Erikson’s concept of the psycho-social moratorium is most like

A. Avoiding social contacts for several months
B. Consulting with a counselor about social problems

C. Letting someone else decide

D. Sleeping on a problem or decision
73. A child who can correctly reason through a problem only in the presence of actual
objects is best described as being in the
A. Concrete operational stage
B. Sensori-motor stage
D. Formal operational stage
74. The ability of children to organize a number of objects according to a criterion such as
size, color or shape demonstrates.
A. Conservation
B. Object permanence
C. Classification
D. Seriation
75. When a bottle-fed baby responds to a new toy by sucking it, what is occurring?
A. Assimilation
B. Conservation
C. Accommodation
D. Concept formation
76. The process by which the individual maintain his identiy while trying to internalize
society’s rules is called
A. Individualization
B. Moral development
C. Socialization
D. Social development
77. “Scratch my back and I’ll scratch yours’ is reasoning typical of

A. Stage 1
B. Stage 2
C. Stage 3
D. Stage 4
78. A child who is poor in academics tries to excel in athletics. This illustratres the use of
defense mechanism called
A. Compensation
B. Projection
C. Sublimation
D. Rationalization
79. There is no learned behavior which is relatively permanent chiefly because

A. An individual outgrows most of what he earlier learned
B. The effect of one’s past learning is lost before the ;earning occurs
C. Past experiences are easily replaced by n e experience
D. Behavior changes brought about by learning are constantly modified by subsequent
experiences

80. Which of the following examples illustrates a teacher helping students improve memory
through the use of a mnemonic device?
A. A music teacher has students learn the lines of the staff-EGBDF -with the phrase “Every
good boy does fine”
B. A biology teacher first presents a written outline of a lecture, then fills in details orally
C. An English teacher stresses note-taking, paraphrasing, recitation and review
D. A history teacher has students learn the name and ordinal position each U.S President
by memorizing ten each week
81. Which of the following situations best illustrates the social learning theory approach to
motivation?
A. Arrange students in small groups for problem solving
B. Encourage positive interpersonal relations among students
C. Praise students whose behavior may be imitated by classmates
D. Present unique and challenging ideas that are discrepant withstudents current beliefs
82. Which of the following enhances retention?

A. Organizational of material
B. Making learning meaningful
C. Encourage mastery
D. All of the above
83. The greatest deterrent to the development of creativity is that, usually the pupil:
A. Is placed in an stimulating environment
B. Is made to conform to adult’s standards
C. Lack of artistic training
D. Conducted in the spirit of play
84. When choosing a pupil to be a leader in class, the teacher should consider as best to
train, the one who is
A. Obedient and submissive to superiors and classmates
B. Superior in intellectual ability
C. Hardworking and dependable
D. Socially acceptable to others
85. Which of the following is the best method to use when controlling the behavior of an
aggressive pupil in class?
A. Send him to be guidance counselor for discipline
B. Assign him to do routine task
C. Isolate him until he learns to behave properly with other pupils
D. Send a note to his parents to tell them of his behavior
86. Which of the following statements is not true of mentally retarted?

A. Short attention span
B. Limited learning ability
C. Delayed in development
D. Grasp things easily

87. Which of the following characteristics of individuals can be classified as seriously

emotionally disturbed?
A. Aggressive, erratic, unpredictable
B. Low grades (despite, ability), o friends depressed
C. Depressed, hostile, resentful
D. Negative, unmotivated, distractible
88. The class is most likely to keep alert and involved if you
A. Ask question then call on students to answer who could not predict being called upon
B. Call on students in alphabetical order
C. Call on students by going systematically around the room
D. Cal on student who could not predict being called upon, then ask questions
89. Which of the following is NOT a characteristic of slow learners?

A. Lack self-confidence
B. Unable to get along with other
C. Low self-esteem
D. Short attention span
90. Which characteristic in NOT true of children from 0-5 years?

A. Rapid development
B. Exhibit separation anxiety
C. Prefer to play with same sex
D. Imitate older children
91. The natural desire of individuals to be with other people is called

A. Competition
B. Imitation
C. Curiosity
D. Gregariousness
92. Who is the proponent of social constructivism?

A. Edward Lee Thorndike
B. Lev Vygotsky
C. Jean Piaget
D. John Dewey
93. Which of the following statements is NOT true of the multiple intelligence theory
A. Verbal and mathematical ability are the sole indicators of intelligence
B. It is proposed by Howard Gardner
C. There are 8 types of intelligence
D. Kinesthetic intelligence includes one’s ability for sports and dance
94. Which of the following statements is acceptable to Bruner?

A. Learning is a dynamic active process
B. Teaching should be done deductively
C. Teaching the prerequisites is important
D. All of the above

95. Bruner’s enactive representation is equivalent to which stage of Piaget?

A. Symbolic
B. Iconic
C. Preoperational
D. Sensori-motor
96. _______ is defines as a progressive and continuous change in an individual from

conception and continuous up to death
A. Human birth
B. Human development
C. Human action
D. Humanism
97. A stage on Cognitive Development Theory wherein an individual respond to environment

through symbols
A. Sensorimotor stage
B. Concrete operational stage
D. Formal operational stage
98. A stage on cognitive development theory where in individual respond to environment

through reflexes
A. Sensorimotor
B. Convention of operational
D. Concrete operational stage
99. There is a distance between child’s actual development levels as determined b

independent problem solving and higher level of potential development
A. Zone of proximity
B. Energy zero
C. Erogenous Zone
D. Zone of Proximal development
100. Level on Kohlberg’s Theory of moral development which states that pleasing
others is the “right thing to do”
A. Pre-conventional Level
B. Formal Conventional Level
C. Conventional level
D. Concrete conventional level
Note:

Send the file of all your answers in the application and summative parts to the link that the
professor will be giving on or before the scheduled submission to be given by the department.
References:
Bulusan, Ferdinand et.al (2019), Facilittaing learner-centered teaching, Rex Book Store Inc.
Nicanor Sr St., Sampaloc, Manila.
Corpuz, Brenda B. et.al (2015), Child and adolescent development, Lorimar Publishing House
Inc. Aurora Blvd. Boston St. Cubao, Quezon City.
PRC Review Material
Prepared by:
Dr. LEONORA M. RODRIGUEZ

Instructor
Reviewed by:
Asst. Prof. Marian S. Santos

Department Chair
Approved by:
Dr. ROWENA R. ABREA

Dean, CTE

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What is the purpose of this module?

What is the purpose of this module?

What are the intended learning outcomes of this module?

What are the intended learning outcomes of this module?

College of Teacher Education- Undergraduate Program

Module in ED 101- Child and Adolescent

What this module is about?

Lesson 1 - Human Development: Meaning, Concepts, and Approaches

Lesson 2 - The Stages of Development and Developmental Tasks

Lesson 3 - Issues on Human Development

Lesson 4 - Research in Child and Adolescent Development

Lesson 5 - Freud’s Psychoanalytic Theory

Lesson 6 - Piaget’s Stages of Cognitive Development

Lesson 7 - Erikson’s Psycho-Social Theory of Development

Lesson 8 - Kohlberg’s Stages of Moral Development

Lesson 9 - Vygotsky’s Socio- Cultural Theory

Lesson 10 - Bronfenbrenner’s Ecological Theory

Lesson 11 - Development of the Learners at Various Sages

Ed 101- Child and Adolescent Learners and Learning Principles

Lesson 12 - Learners Centered Learning principles

WEEK 2 - Lesson 2 and Lesson 4

WEEK 3 - Lesson 5 and Lesson 6

WEEK 4 -Lesson 7 and Lesson 8

WEEK 5 - Lesson 9 and Lesson 10

WEEK 6-12 - Lesson 11

Week 13-18 - Lesson 12

What are the intended learning outcomes of this

Human Development: Meaning, Concepts and Approaches

What are the objectives of this lesson?

At the end of this lesson, you are expected to be able to:

Overview of the topic

Human development refers to the biological and psychological development of

Ed 101- Child and Adolescent Learners and Learning Principles

Principles of Human Growth and Development:

Test your knowledge

1. Define development in your own words.

Principles Educational Implication

4. What are the two approaches to human development?

Traditional vs Life-Span Approach

Ed 101- Child and Adolescent Learners and Learning Principles

Ed 101- Child and Adolescent Learners and Learning Principles

The Stages of Development and Development Tasks

What are the objectives of this lesson?

At the end of this lesson, you are expected to be able to:

Overview of the topic

The Stages of Development and Developmental tasks

Ed 101- Child and Adolescent Learners and Learning Principles

Concept of developmental tasks

Test your knowledge

Photo Essay and Reflections

Input for the Task:

What is a Photo Essay?

A photographic essay is a form of visual storytelling, a way to present a narrative

1. Make a photo essay of Human Stages of Development.

2. Write your reflection.

 Laptop and Android phone with internet connection

Ed 101- Child and Adolescent Learners and Learning Principles

2. Choose your subject. It could be you or any members of the family.