CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES

LESSON 1: Basic Concepts and Issues on Human Development

Your Learning Process

1. Human development is a process of gradual change in a person's physical, mental, and

emotional aspects.

2. A. Development is lifelong. In teaching-learning process, development does not start as

soon as you start studying in pre-school and it does not it after you graduate in college.
As long as you are learning, development always follows. Development also takes its
own pace in the learning process. Some students might develop faster compare to
others that develop in their own time.

B. Development is multidimensional. Students grow intellectually, physically, and

emotionally. These factors may not develop simultaneously, but they do so gradually
and at their own pace.

C. Development is plastic. As long as the learner is still alive and willing to learn,
development is possible. Some students may progress more quickly than others, and
some may require more time for all of their aspects to come into focus.

D. Development is contextual. The only constant in this world is change. The same goes
for our students, who will change throughout their lives.

E. Development involves growth, maintenance, and regulation. Whatever changes take

place must be maintained and controlled. Whatever knowledge and abilities the
students acquired must be applied, improved upon, and further developed for their
development.

3. As a teacher, these principles will be my guide to understand the developmental pace of

my students. That not everyone will develop at the same time. These will serve as a
daily reminder for me to adapt my teaching style and employ various techniques that can
aid my students' development.

4. The cephalocaudal and proximodistal patterns of development will serve as a standard

in my teaching knowing where to start, what to do next and where to follow-up. Although
individual development differs, this pattern of development can be of help in imparting
learnings to students.

5. The lifespan approach is much more accurate than the conventional method because it
assumes that human development is a continuous process. While in the traditional
 approach, there are significant changes from infancy to adolescence, minimal or no
changes throughout life, and decline as people age.

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PRINCIPLES EDUCATIONAL IMPLICATIONS

1. Lifelong Learning is a lifelong process. Students can learn everyday
even after they graduated. Everyone can learn from
someone, from their own experience and choices and even
from their environment.
2. Multidimensional Learners’ development should be holistic. Teaching-learning
process should also be diverse so that every aspect of
learners will develop.
3. Contextual Teachers should always be flexible and should always think
of variety of teaching strategies because every learner
differs. They are changing as time also changes. Moreso,
the methods and strategies of teachers should also change.
4. Involves growth, Aside from imparting knowledge to learners, teachers
maintenance and regulation should also make sure that the knowledge that they gave to
students is maintained and regulated through different types
of assessments given to learners.

LESSON 2: Physical Development

Your Learning Process

1. Child and Adolescent Development is the developmental processes that take place from
infancy through adulthood. It is a lifelong process where physical, motor, cognitive,
social, and emotional development are important areas to consider. These personal
characteristics of a person greatly influence how a person develops as a whole.

2. The cognitive domain encompasses both intellectual growth and creative expression. As
children's cognitive abilities advance, they are better able to process information, pay
attention, form memories, comprehend their environment, express creativity, and design,
carry out, and achieve goals.

The physical domain comprises the growth of physical traits, such as increasing size and
strength, as well as the development of both gross motor and fine motor skills. During
childhood, we are learning how to use their fingers in conjunction with their eyes to do a
variety of tasks, including gripping, releasing, reaching, pinching, and turning their wrist.
 These muscle movements may not come naturally at first since they require time to
develop.

The socioemotional domain of development includes a child's increasing awareness and

control of their emotions1. They also start to recognize the feelings of others, learn how
to work with others, demonstrate empathy, and utilize moral reasoning.

This domain covers forming relationships with other people and learning social skills.
Children gain skills including sharing, taking turns, and accepting others' differences.
They also form a variety of relationships, including ones with their parents, siblings,
peers, teachers, coaches, and members of the community.

3. The processes of development that occur from infancy through adulthood are referred to
as child and adolescent development. Physical, motor, cognitive, social, and emotional
development are crucial areas to take into account in this lifetime process. These
individual traits of a person have a significant impact on how that person grows overall.

4. It is important for us future educators to understand the stages of children’s development

because it is our responsibility to guide our students in every step of the development
that they will go through. For us to know also how we can help them achieve the fullness
of their well-being.

5. The development during the renaissance period were controlled by the children’s
parents. As they believed that a child’s mind is a blank slate (tabula rasa) where they
could write on it since it’s empty. So parents and families could shape the personalities
of the children.
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CONCEPT MAP OF CHILD DEVELOPMENT

COGNITIVE
Cognitive skills and
concept knowledge
shared across subjects
and distint to specific
subject
Overlap and Interaction Overlap and Interaction

Child
Development

SOCIOEMOTIONAL
PHYSICAL Emotion regulation,
relation of security,
safety, nutrition,
capacacities for
growth, sensory and
empathy and
motor development,
relatedness,
fitness
socioemotional well-
being, mental health

Overlap and Interaction

LESSON 3: Theories and Perspectives in Child Development

Your Learning Process

1. Genes versus the environment. The nature refers to the biological heredity and genetic
predispositions inherited by individuals from their parents at birth. While nurture is the
environmental factors that influence an individual’s development.

2. The physical and mental maturation of children was the emphasis of Gesell's Maturation
Theory. According to his theory, children will experience the same developmental phases
in the same order, but they will all progress through them at different rates. He
suggested that patterns of development are determined by the individual’s heredity.

3. The second system – mesosystem. It is the interactions between the child's

microsystems, such as those between parents and teachers or between classmates and
siblings. It occurs when a person's various microsystems are interrelated and exert
influence over one another rather than functioning independently.

4. Biological forces are group of physiological developments leading to maturity. These

includes genes, hormones and nutrition. These include one's physical health, genetic
predispositions, level of impairment, and IQ, all of which can be impacted by factors like
nutrition, which has an impact on how the brain develops, as well as a child's
environment, including how many books their parents read to them.
Psychological forces are all about cognition, emotion, and motivation. These comprise a
person's coping mechanisms, social abilities, self-worth, way of thinking, and method of
concept development.
Social forces include a person's family, community and society, as well as their school,
friends, and workplace, among other things.

5. The biopsychosocial model is one of the trans-disciplinary models advocated by George

L. Engel in 1977. The model examines the connections between socio-environmental,
psychological, and biological aspects. These models focus on how these factors are
involved in issues including conflict, information processing, health and disease, and
human development. With this model, we can investigate the relationships between
numerous occurrences at various periods of a person's life. Proving that every person is
unique and no one has exactly the same social influence.
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LESSON 4: Freud’s Psychoanalytical Theory

Your Learning Process

1. According to Sigmund Freud's idea, unconscious urges, memories, and thoughts have
an impact on people's conduct. The id, ego, and superego are said to be the three
components of the psyche, according to this theory. The ego functions in the conscious
mind, but the id is completely unconscious.

2. The first stage is the Oral Stage where its erogenous zone is the mouth. On this stage,
the child focused on oral pleasures like sucking. Fixation on this stage is having the
stronger tendency to smoke, drink alcohol and overeat.

The second stage is the Anal stage where its erogenous zone is the anus. On this stage,
the child’s satisfaction is by eliminating and retaining feces. The stage’s fixation can
result to anal retentive, cleanliness obsession, perfection and control.

The third stage is the Phallic Stage where its erogenous zone is the genitals. Fixations at
this point could lead to adult personalities that are overly vain, exhibitionistic, and
sexually aggressive.

The fourth stage is the Latency Stage where Freud did not identify its erogenous zone.
The child’s focus is the acquisition of physical and academic skills. The module did not
give any examples of fixation but some researches stated that fixations at this point
could lead to adult personalities that are overly vain, exhibitionistic, and sexually
aggressive.

The last stage is the Genital Stage where its erogenous zone centered on the genitals.
During this stage, the individual develops a strong sexual interest in the opposite sex.

3. The main difference between Oedipus complex and Electra complex is that Oedipus
complex is relevant to both girls and boys while Electra complex is specifically relevant
to girls. The Oedipus Complex is a psychological term coined by Sigmund Freud to
describe a child's sexual yearning for the parent of the opposite sex and sense of
competition with the parent of the same sex. The feminine counterpart of the Oedipus
complex, the Electra complex, was later described by Carl Jung. But we frequently refer
to both the Oedipus and the Electra complexes as the "Oedipus complex" in general.

4. As s future teacher, if I teach with awareness of functioning of id, ego and superego, I
will understand why my students behave the way they do. For example, the
psychosexual stages of phallic, latency, or genital development may be applied to our
students. Therefore, as teachers, it is our responsibility to help our students or pupils
work through or resolve their internal conflicts during these stages. If we offer them
enough attention to meet their specific requirements, we can genuinely assist.
 5. Education has greatly benefited from the psychological contributions of Sigmund Freud.
In education, Freud's theories have been used to develop strategies for meeting
students' emotional and psychological needs. Freud believed that human behavior is the
result of unconscious desires and conflicts, and that these unconscious processes can
affect how we learn and interact with the world around us. For me, it is still useful today.
For instance, educators can employ Freudian ideas like defense mechanisms,
developmental phases, and the unconscious mind to better understand students'
behavior and provide nurturing and supportive learning environments. Freud's work has
also had an impact on educational psychology, a subject that aims to examine teaching
and learning by using psychological ideas and concepts.

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LESSON 5: Piaget’s Stages of Cognitive Development

Your Learning Process

1. The process by which people acquire, organize, and learn to use knowledge is known as
cognitive development. It is the development of the ability to think and reason. It is the
process by which people's thoughts evolve over the course of their lives.

2. In his theory of cognitive development, Piaget identified four main stages: sensorimotor
intelligence, preoperational thinking, concrete operational thinking, and formal
operational thinking. The age range of childhood is roughly associated with each stage.

3. In simple terms, Schema is described as the basic building block of intelligent behavior.
Thus, Schema is a way of organising knowledge in units that are readily accessible to
us. Piaget explained the importance of Schema and how it is defined as a set of mental
representations of the world. Therefore, allows us to both understand and respond to
stimuli.

4. First, the Sensory Stage (infancy) where the child’s knowledge is limited to sensory
perceptions and simple motor activities like looking, sucking and grasping.

Second, the Pre-operational Stage (toddler or early childhood) where the child is
capable of more complex representations like words and images but still unable to use
operations like logical mental rules such as arithmetic.

Third, the Concrete Operation Stage (childhood and early adolescence) where the child
is able to use logic.

Fourth, the Formal Operational Stage (adolescence and adulthood) or the complete
stage of development. Where an individual’s thoughts become increasingly flexible and
abstract, can carry out systematic experiments, can solve problem logically and
methodically, can understand that nothing is absolute and everything is relative.

5. The stage of cognitive growth of a person differs from another. As a future teacher, I can
assess my students’ differences using Piaget’s theory in various ways that can support my
learners’ growth. I can give different type of activities depending on the level that my
students are in, according to this theory.
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Piaget’s Stages of Cognitive Development: Practical ways to teach children at every stage:
1. Sensory Motor Stage  By providing exploratory play experiences
using authentic, real-world objects.
 By providing play provocations which
stimulate the five senses.
2. Pre-operational Stage  By giving short instructions, using actions
and words
 By providing plenty of dramatic play
experiences.
 By relate lessons and topics to local
environment and the personal experiences
and interests of the children in the class.

3. Concrete Operational Stage  By giving procedural activities like cooking

are excellent for encouraging their cognitive
development.
 By using brain teasers and riddles to foster
analytical thinking.
 By using analogies to show children the
relationship between new ideas and their
already acquired knowledge.

4. Formal Operational Stage  By allowing the learners to give step-by-

step explanations of concepts and by using
charts and other visual aids to demonstrate
desired learning.
 By classifying and grouping information
using graphic organisers so learners can
assimilate new information with their prior
knowledge.
 By explore hypothetical situations related to
current events or social issues.
 By giving activities that will allow learners
develop their higher order thinking skills

LESSON 6: Erikson’s Psychological Theories

 Your Learning Process

1. The most important stage amongst the eight stages of Erikson’s Psychosocial Stages
the first stage, Trust vs. Mistrust, which takes place between birth and one year of age.
Because a baby is completely dependent, the dependability and caliber of the child's
carers are the foundation for building trust.

2. The Industry vs. Inferiority stage is most important to students to understand. This stage
is crucial because this is the stage where children build their self-confidence. If students
always fail on this stage it might lead to inferiority and unwillingness to continue further
studies.

3. Erikson’s theory is broken into eight stages of human development, from birth to late
adulthood. Each stage occurs during a specific time in life, and it includes a crucial
psychological "crisis" that every person experiences throughout that time. It provides a
framework for understanding how humans grow. It also provides insights into possible
areas in life where things may have gone well or poorly. Keep in mind that each level
leads into the next. The result of the previous step greatly affects your ability to resolve
the "crisis" in the following stage.

4. These crises, according to Erikson, are psychosocial because they entail a conflict
between an individual's psychological demands and societal needs. The theory holds
that after each stage is successfully completed, a healthy personality and the attainment
of fundamental virtues result.

5. In a classroom setting, I can apply Erikson’s Theory at the very first day of the school
year. I will give activities to my students that will develop their trust on me. Their trust
and belief that I can impart knowledge on them. Because I believe that once my
students trust me, everything follows.

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I was born in Infanta but raised by my lolo and lola in Panukulan. As far as I can
remember and what they told me also, it was my grandparents who taught me the things that a
toddler should know. I can say that I trust them because up until elementary days, I used to go
there every vacation to spend my time with them.
I can still remember that my grand mother taught me to wash the dishes. I still have a
picture of me while washing the dishes. As someone who were raised by their grandparents, I
can say that I’m a bit spoiled by them. I used to play for hours on sea shore because our house
there is only 10 meters away from the sea port. My curiosity was developed because of the
things that I play with in the sea.
I was a consistent honor student from kinder to high school but not for one grade level. I
was in grade three when I did not make it to the honor list. I felt inferior that time but my teacher
in grade four encouraged me to do more and to do my best in every subjects. And because of
her, I managed to improve my grades and my confidence.
It was in high school when I felt intimacy. I started having a crush and started treasuring
friends. I gained more friends and best friend whom I can say that they are now part of my life
like my true brothers and sisters.

LESSON 7: Kohlberg’s Stages of Moral Development

Your Learning Process

1. It is not possible for a person to reach all stages of moral development because
according to Kohlberg’s Post Conventional Stage Theory of Moral Development, if
people could reach this last stage, we could get away with all laws and rules. And yet,
everywhere we go and everything we do, all is governed by laws and rules that we have
to follow.
2. Cognitive development and moral development are intertwined. Both involve the
methodical accumulation of information and the capacity for judgment and decision-
making. The process of gaining information and awareness about the outside world is
referred to as cognitive growth. It encompasses the enhancement of one's abilities in
perception, memory, language, and reasoning. On the other hand, moral growth refers
to the procedure of comprehending and internalizing moral concepts and principles. It
encompasses the maturation of a sense of good and wrong as well as the capacity for
moral assessment and decision-making. These two processes are interdependent and
intimately tied to one another.
3. Moral reasoning is the mental process of thinking about and analyzing ethical dilemmas,
while moral decisions are the actual choices or actions taken as a result of that
reasoning. Moral reasoning serves as the foundation for moral decisions, as it guides
individuals in determining what they believe to be the right course of action in a given
moral or ethical situation. However, the alignment between moral reasoning and moral
decisions can vary among individuals, as people may arrive at different conclusions or
make different choices based on their unique perspectives and values.

4. The stage one of Kohlberg’s Stages of Moral Development is the pre-conventional level
where individual is looking to experience only what is good or pleasant and avoid the
painful or bad but now merely understanding the rules.

The second stage of pre-conventional level is where individual has no internalization of

values, knowing only what is right or wrong.

The stage three is the conventional level where individual wants to be good or nice. This
is when individual begins to internalize societal values.

The stage four of conventional level is when individual obeys laws because they want to
maintain social order.
 The fifth stage is the post conventional level where individual thinks in terms of the rights
of others and the general welfare of the community, on the greater good.

Lastly, stage six of the post conventional level where individual’s behavior is directed by
self-chosen ethical principles that tend to be universal where high value is placed on
justice, dignity and equality.

Moral reasoning is a dynamic and ongoing process that evolves over the course of a
person's life. It is influenced by a combination of innate cognitive development,
socialization, cultural factors, personal experiences, and ongoing reflection on ethical
issues. As individuals move through various stages of development, they tend to
demonstrate greater complexity and nuance in their moral reasoning.

5. Incorporating Kohlberg's theory into teaching practices can help future educators foster
moral development in their students, promote ethical behavior, and create a positive and
inclusive learning environment that encourages critical thinking and moral reflection. As
a future educator, this provides insight into how students' moral reasoning evolves and
how educators can support their moral development.

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As a future educator, Kohlberg's theory of moral development can be valuable to my

profession. The theory played an important role in understanding how individual decides.
Understanding these stages offers helpful insights into the ways how learners make moral
choices and how moral thinking may influence decisions and behaviors. Knowing these, I can
create strategies that can support student’s moral growth and ethical reasoning.
By being familiar with Kohlberg's stages of moral development, from pre-conventional to
post-conventional, being aware of this, I can recognize where my students might be in their
moral reasoning.
I can initiate open and respectful class discussions about moral and ethical issues. I
would encourage my students to express their viewpoints, share their reasoning, and listen to
others. Create a safe space where diverse perspectives are valued.
I will also assign reflective writing exercises where students can articulate their thoughts,
values, and moral beliefs. These assignments can help students clarify their moral reasoning
and develop their ability to express their ideas in writing especially those who are not fond of
verbally expressing themselves.
I will engage my students in activities that will help them identify and clarify their own
values and ethical principles. This can include ranking values, discussing moral dilemmas, and
exploring personal ethical codes using real-life issues and experiences. Connecting classroom
discussions and activities to real-world situations and current events by analyzing news stories
or case studies that involve moral and ethical issues and allowing them apply their moral
reasoning to practical scenarios.
By incorporating these strategies into my teaching practices, I can create a classroom
environment that not only promotes academic learning but also supports students in their moral
development.

LESSON 8: Vygotsky’s Socio-Cultural Theory

Your Learning Process

1. When I was a child, the first skill that I wanted to learn was to ride a bicycle. My friends
taught me how to do so. I even remember that we rented a bike from the shop just to
practice learning how to ride a bicycle.

2. I became interested in learning that skill because my friends already know how and I can
see that they were happy every time that they roam around the town on their bicycle.

3. I started learning to ride a bicycle by renting bicycle with training wheels. My friends
guided me by holding the back of the bicycle seat while I practice my balance. Once I
gain my balance and started pedaling slowly, my friend let go of the chair until I made it
by myself. Of course, there were many times that I stumbled but continuously trying
made me learn how to ride the bicycle properly.

4. My friends influenced me to learn how to ride a bike. The happiness that I saw on their
face while riding a bicycle made me want to also learn so that I can join them.\

5. Scaffolding is a teaching technique that involves providing structured support to students

as they learn new concepts or skills. The term "scaffolding" comes from the idea that just
as a scaffold provides temporary support for a building under construction, teachers
provide temporary support to help students build their understanding and competence.
This is important in teaching in a way that this is a pedagogical approach that recognizes
the importance of meeting students where they are in their learning journey and
providing the necessary support to help them progress. It is a dynamic and adaptable
method that can be employed across various subjects and educational settings to
facilitate meaningful learning experiences.

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Scaffolding is a highly effective instructional technique when teaching a skill, as it

provides structured support to learners as they acquire and practice that skill. Scaffolding
involves breaking the skill down into smaller, manageable steps or sub-skills. This step-by-step
breakdown makes the skill more approachable for learners. In a classroom set-up, before
teaching a new lesson or a new skill to learners, teacher starts by assessing the learners' prior
knowledge and current skill level. This assessment helps determine the appropriate starting
point and the level of support needed. Teaching a new skill often begins with the teacher
demonstrating the skill. The teacher's demonstration serves as a clear and accurate model for
learners to observe and understand how the skill should be performed. After the initial
demonstration, the teacher guides the learners through the skill step by step. This may involve
providing verbal instructions, cues, or prompts to help learners perform each part of the skill
correctly. During guided practice, the teacher offers immediate feedback, correcting any errors
and reinforcing correct techniques. This helps prevent the development of bad habits and
ensures learners are on the right track. As learners become more proficient, the teacher
gradually reduces the level of support provided. Learners are encouraged to practice the skill
with less assistance until they can perform it independently. Scaffolding can be customized to
meet the needs of individual learners. Some learners may require more support and practice
than others, and scaffolding allows teachers to provide that support as needed. In some cases,
scaffolding can involve peer collaboration. Learners can work together, with one learner
providing support and guidance to another. This peer teaching approach reinforces
understanding and skill acquisition. Teachers can employ various scaffolding tools, such as
checklists, graphic organizers, or step-by-step guides, to help learners remember and apply the
key components of the skill. Throughout the teaching process, teachers continuously monitor
learners' progress. If learners encounter challenges or misconceptions, the teacher can provide
additional support or reteach specific aspects of the skill. Scaffolding is most effective when
learners have opportunities to apply the skill in real-world contexts. Teachers should create
scenarios or tasks that allow learners to transfer their newly acquired skill to practical situations.
This pedagogical approach that recognizes the importance of meeting students where they are
in their learning journey and providing the necessary support to help them progress. It is a
dynamic and adaptable method that can be employed across various subjects and educational
settings to facilitate meaningful learning experiences.