12

PERSONAL DEVELOPMENT
Quarter–1Module 3
Developmental Stages in Middle and
Late
Adolescence
PERSONAL DEVELOPMENT – Grade 12 Alternative Delivery Mode Quarter 1 –
Module 3: Developmental Stages in Middle and Late Adolescence First Edition,
2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government
agency or office wherein the work is created shall be necessary for exploitation of
such work for profit. Such agency or office may, among other things, impose as a
condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright
holders. Every effort has been exerted to locate and seek permission to use these
materials from their respective copyright owners. The publisher and authors do not
represent nor claim ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Melba M. Toledo

Editors: Mary Rose G. Acupanda Laurice Kathe T. Inso
Leonida S. Wu, Ed.D. Mayflor Olarte-Abuso Jomar
S. Quibot
Reviewer: Mayflor Olarte-Abuso
Management Team: Senen Priscillo P. Paulin, CESO V Jenith C. Cabajon
Fay C. Luarez, TM, Ed.D., Ph.D. Rosela R. Abiera
Nilita L. Ragay, Ed. D. Maricel S. Rasid
Adolf P. Aguilar, CESE Elmar L. Cabrera

Printed in the Philippines by ________________________

Department of Education –Region VII Schools Division of Negros Oriental

Office Address: Kagawasan, Ave., Daro, Dumaguete City, Negros Oriental

Tele #: (035) 225 2376 / 541 1117
E-mail Address: [email protected]
 12

PERSONAL
DEVELOPMENT
Quarter 1 – Module 3:
Developmental Stages in
Middle and Late
Adolescences

Introductory Message For the facilitator:

Welcome to the Personal Development Alternative Delivery Mode (ADM)
Module on Developmental Stages in Middle and Late Adolescence!
This module was collaboratively designed, developed and reviewed by
educators both from public and private institutions to assist you, the
teacher or facilitator in helping the learners meet the standards set by the
K to 12 Curriculum while overcoming their personal, social, and economic
constraints in schooling.
This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore,
this also aims to help learners acquire the needed 21st century skills while
taking into consideration their needs and circumstances.
In addition to the material in the main text, you will also see this box in
the body of the module:

Notes to the Teacher

This contain
s helpful tips or strategies
that will help you in guiding the
learners.

As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while
allowing them to manage their own learning. Furthermore, you are
expected to encourage and assist the learners as they do the tasks
included in the module.

For the learner:

Welcome to the Personal Development Alternative Delivery Mode (ADM)

Module on Developmental Stages in Middle and Late Adolescence!

ii
This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and
time. You will be enabled to process the contents of the learning resource
while being an active learner.
This module has the following parts and corresponding icons:
Begin This will give you an idea of the skills or
competencies you are expected to learn in
the module.
Try This This part includes an activity that aims to
check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.
Do This This is a brief drill or review to help you link
the current lesson with the previous one.
Explore In this portion, the new lesson will be
introduced to you in various ways; a story, a
song, a poem, a problem opener, an activity
or a situation.
Keep this in Mind This section provides a brief discussion of
the lesson. This aims to help you discover
and understand new concepts and skills.
Apply What You Have Learned This section provides an activity which will
help you transfer your new knowledge or skill
into real life situations or concerns.
Reflect This includes questions or blank
sentence/paragraph to be filled into process
what you learned from the lesson.
Assess What You Have Learned This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.
Additional Activity In this portion, another activity will be given to
you to enrich your knowledge or skill of the
lesson learned.
Answer Key This contains answers to all activities in the
module.
At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

iii
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other
activities included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.

If you encounter any difficulty in answering the tasks in this module, do

not hesitate to consult your teacher or facilitator. Always bear in mind
that you are not alone.
We hope that through this material, you will experience meaningful
learning and gain deep understanding of the relevant competencies.
You can do it!

TABLE OF CONTENTS

CONTENT PAGES

INTRODUCTORY MESSAGE
For the Facilitator --------------------------------- ii
For the learner --------------------------------- iii

Learning Competency --------------------------------- 1

Your Target --------------------------------- 1

BEGIN --------------------------------- 2

TRY THIS --------------------------------- 3

iv
DO THIS
Task 1 --------------------------------- 4
Task 2 --------------------------------- 4

EXPLORE --------------------------------- 5

KEEP THIS IN MIND ---------------------------------- 5

APPLY WHAT YOU HAVE LEARNED

Task 3 ---------------------------------- 6

REFLECT ---------------------------------- 6

ASSESS WHAT YOU HAVE LEARNED ------------------------ 9

GLOSSARY --------------------------------- 10

ANSWER KEY ---------------------------------- 10

REFERENCE LIST ---------------------------------- 11

v
LEARNING COMPETENCY:

Discuss developmental tasks and challenges being

experienced during adolescence.
EsP-PD11/12DS-Ic-3.1

Evaluate one’s development through the help of significant

peoplearound him/her (peer, parents, siblings, friends,
teachers, community leaders)
EsP-PD11/12DS-Id-3.2

YOUR TARGETS

At the end of the module, you should be able to:

 determine various developmental tasks according to

developmental stage,
 evaluate your development based on various
developmental tasks according to developmental
stage, and
 Create a personal timeline that portrays the influential
events that happened in your life.

1
 Developmental Stages in Middle and Late
Adolescence

Words to ponder

“To exist is to change, to change is to

mature, to mature is to go on creating
oneself endlessly.”
-Henri Bergson

BEGIN!

Life is a series of natural and spontaneous changes called Human

Development. It focuses on human growth and changes across the lifespan,
including physical, cognitive, social, intellectual, perceptual, personality and
emotional growth.

The study of human developmental stages is essential in understanding how

humans learn, mature and adapt. Moreover, by understanding these changes, you
can better respond and plan ahead effectively. In this module, you will learn
Developmental Stages in Middle and Late Adolescence that help your maturity.

Take a deep breath and

enjoy as this module unfolds
the path of changes, Let’s
start!

2
 TRY THIS!

Important note to remember: This module will be collected every week so

you are directed not to put any marks in here. All answers and the exact date
must be written in your JOURNAL/ACTIVITY notebook, or prescribed on every
given activity.

Instructions: Identify what is asked or described in each item. Write the letter of
the correct answer in your journal.

Items 1 to 5. Match the description in column A to the correct Developmental stages

in column B.

COLUMN A COLUMN B

1. 40 years to retirement A. Prenatal

2. Conception to birth B. Infancy
3. Retirement to death C. Adolescence
4. puberty to 18 years D. Early Adulthood
5. 18 to 40 years E. Middle Age
F. Old Age

Items 6 to 10.
Which of the following are developmental tasks for Adolescence? There are five (5)
correct answers.

A. Achieving emotional independence of adults

B. Preparing for marriage and family life
C. Achieving personal independence
D. Developing acceptable attitudes toward society
E. Preparing for an economic career
F. Acquiring values and an ethical system to guide behavior
G. Desiring and achieving socially responsible behavior

Note: Please check your answers at the answer key

section. If you got a perfect score of 10, you may skip the
module but if you got 9 or lower, I suggest that you take
the learning module seriously.

3
 DO THIS!

MY PERSONAL TIMELINE

A personal timeline portrays the influential events and happenings of a

person’s life so that he can understand where he has gone wrong and right in the
past. It helps to plan the future in a better and constructive way.

Using a bond paper, write the major events in your life and the significant
people in your life. You may add your age, specific dates and places. You may draw
the timeline horizontally, vertically, diagonally or even using arrows depending on
your imagination. Be creative in your representations. You may also use symbols,
figures and drawings. Think of a title for your personal timeline.

You may use crayons or art materials depending on the available resources
or just a simple paper and pen may be fine. You can also go for the personal
timeline website template samples available online
(https://www.template.net/business/timeline-templates/personal-timeline template/)
or you can use the sample below:

Source:
http://blogs.psychcentral.com/relationships/2012/08/the-timeline-of-your-life
storyprobing-to-create-shift-to-life-liberating-meanings-2-of-2/

Guide Questions:

After making your Personal Timeline, answer the following questions in your journal.

1. Is there a ‘center’ or a central theme in your timeline and life? If you will give
a title for your timeline what would it be and why? ________________
4
 2. Identify the turning points in your timeline. What were the thoughts, feelings
and actions that you experienced?___________________________
3. Who are/were the most significant people in your life? How did they influence
you?_______________________________________________________
4. What would you change or add, if you could? How would each of these
changes or additions affect your life, or even change its present course?
5. Where do you want to be in a year, 5 years, and 10 years? What do you
expect your future timeline will
be?____________________________________

Source: http://blogs.psychcentral.com/relationships/2012/08/the-timeline-of-your-
lifestoryprobing-to-create-shift-to-life-liberating-meanings-2-of-2/

EXPLORE

Copy and answer the following in your journal.

1. Give one decision you made in past that has great impact in your present
situation.___________________________________________________

2. Do you agree that life is a domino effect, a chain of good and bad decisions?
Why or why not?_____________________________________________

KEEP THIS IN MIND

The past defines your present,

the present define your future. So, don’t
take things lightly, don’t make rush
decisions that could ruin your future.

DEVELOPMENTAL STAGES

Which stage of life is the most important? Some might claim that infancy is
the key stage, when a baby’s brain is wide open to new experiences that will
influence all the rest of its later life. Others might argue that it’s adolescence or
young adulthood, when physical health is at its peak. Many cultures around the
world value late adulthood more than any other, arguing that it is at this stage that
the human being has finally acquired the wisdom necessary to guide others. Who is
right? The truth of the matter is that every stage of life is equally significant and
necessary for the welfare of humanity.

Source: https://www.institute4learning.com/resources/articles/the-12-stages-of-life/

5
Developmental Stage Characteristics
Age when hereditary endowments and sex are fixed
1. Prenatal
and all body features, both external and internal are
(Conception to birth)
developed.
2. Infancy Foundation age when basic behavior is organized and
(Birth to 2 years) many onto-genetic maturation skills are developed.
Pre-gang age, exploratory, and questioning. Language
3. Early Childhood
and Elementary reasoning are acquired and initial
(2 to 6 years)
socialization is experienced.
4. Late Childhood Gang and creativity age when self-help skills, social
(6 to 12 years) skills, school skills, and play are developed.
Transition age from childhood to adulthood when sex
5. Adolescence (puberty maturation and rapid physical development occur
to 18 years) resulting to changes in ways of feeling, thinking and
acting.
6. Early Adulthood Age of adjustment to new patterns of life and roles
(18 to 40 years) such as spouse, parent and bread winner.
7. Middle Age Transition age when adjustments to initial physical
(40 years to retirement) and mental decline are experienced.
8. Old Age Retirement age when increasingly rapid physical and
(Retirement to death) mental decline are experienced

HAVIGHURST`S DEVELOPMENTAL TASKS DURING THE LIFE SPAN

Robert J. Havighurst elaborated on the Developmental Tasks Theory in the

most systematic and extensive manner. His main assertion is that development is
continuous throughout the entire lifespan, occurring in stages, where the individual
moves from one stage to the next by means of successful resolution of problems or
performance of developmental tasks. These tasks are those that are typically
encountered by most people in the culture where the individual belongs. If the
person successfully accomplishes and masters the developmental task, he feels
pride and satisfaction, and consequently earns his community or society’s approval.
This success provides a sound foundation which allows the individual to accomplish
tasks to be encountered at later stages. Conversely, if the individual is not
successful at accomplishing a task, he is unhappy and is not accorded the desired
approval by society, resulting in the subsequent experience of difficulty when faced
with succeeding developmental tasks. This theory presents the individual as an
active learner who continually interacts with a similarly active social environment.
Havighurst proposed a bio psychosocial model of development, wherein the
developmental tasks at each stage are influenced by the individual’s biology
(physiological maturation and genetic makeup), his psychology (personal values and
goals) and sociology (specific culture to which the individual belongs).

4
 THE DEVELOPMENTAL TASKS SUMMARY TABLE

Infancy and Early

Middle Childhood (6-12) Adolescence (13-18)
Childhood (0-5)
• Learning to walk  • Learning physical • Achieving mature
Learning to take solid skills necessary for ordinary relations with both sexes
foods games • Achieving a
• Learning to talk • Building a masculine or feminine
• Learning to control wholesome attitude toward social role  Accepting
the elimination of body oneself one’s physique
wastes • Learning to get along • Achieving
• Learning sex with age-mates emotional independence
differences and sexual • Learning an of adults  Preparing for
modesty  Acquiring appropriate sex role marriage
concepts and language to • Developing and family life 
describe social and fundamental skills in Preparing for an
reading, writing, and economic career 
physical reality 
calculating Acquiring values and
Readiness for reading  an ethical system to
Learning to distinguish • Developing concepts
guide behavior
right from wrong and necessary for everyday
living • Desiring and
developing a conscience achieving socially
• Developing
conscience, morality, and a responsible
scale of values behavior
• Achieving personal
independence
• Developing
acceptable attitudes toward
society

Early Adulthood (19-30) Middle Adulthood (30-60) Later Maturity (61-)

• Selecting a mate  • Helping teenage • Adjusting to
Learning to live with a children to become happy decreasing strength and
partner and responsible adults health  Adjusting to
• Starting a family • Achieving adult retirement and reduced
• Rearing children social and civic income  Adjusting to
• Managing a home responsibility death of spouse
• Starting an occupation • Satisfactory career • Establishing
• Assuming civic achievement relations with one’s own
responsibility • Developing adult age group
leisure time activities • Meeting social and
• Relating to one’s civic obligations
spouse as a person  • Establishing
Accepting the satisfactory living
physiological changes of quarters
middle age

5
 • Adjusting to aging
parent
Source: Gazzingan, Leslie B., Francisco, Joseph C., Aglubat, Linofe R.,Parentela,Ferdinand O.,
Tuason, Vevian T. (2013). Psychology: Dimensions of the Human Mind. Mutya Publishing House,
Inc.

APPLY WHAT YOU HAVE LEARNED

Copy and answer the activity in your journal.

Activity: WORKSHEET ON DEVELOPMENTAL TASKS OF BEING IN GRADE

11

Using the Developmental Tasks Summary Table above, assess your own
level of development as a Grade 11 student.

What are the expected What are the expected What are the expected
tasks you have tasks you have partially tasks you have not
successfully accomplished? accomplished?
accomplished?

Processing Questions:
1. Being in Grade 11, what are the developmental tasks expected of you? Rate
yourself from 1-10 (10 as the highest) on whether you have accomplished
those expected tasks.

2. As you are in Grade 11, you are in transition from high school to college, from
being an adolescent to young adult. How do you feel about this transition?

3. Do you think you are ready for this transition which may mean more
responsibilities and greater accountability? If no, what are the expected tasks
you need to work on? If yes, what are the ways to take so you can better plan
for the future?

6
 REFLECT!

Share your insights on the

following activity, answer this in
your journal notebook.

PORTFOLIO OUTPUT NO. 3 : HOW MINDFUL AM I?

For each of the following situations, decide whether you have followed these
guidelines for mindful speech:

Is what I want to say True?

Is what I want to say Helpful?
Am I the best one to say it?
Is it necessary to say it Now?
Is it Kind to this person and others?

[THINK definition from Mindfulness for Teen Anxiety by Dr. Christopher

Willard] In your journal, for each number, mark √ for yes, X for no, or ? if you’re not
sure. There could be more than one 'correct' answer.

The purpose of this activity is to reflect on the situations and whether you've
witnessed or experienced something similar in your own life.

1. I did really well on an exam. I said to my friends, “I got the top score. What did
you get?”
Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K

2. One of my friends was bragging about getting a good score on a test, and I didn't
want to tell him I failed. I said, "Congratulations!" then started talking about
something else.
Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K

3. People kept telling me about this strange color of Mrs. Jenkins dyed hair. When I
saw her, I didn't think it looked that bad, so I told her, “Your hair’s not as weird as
everyone says it is.”
Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K

4. A woman with a big belly was about to enter the building. I told my friend, “We
need to go open the door for that lady. She’s pregnant.”
Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K

7
5. A boy told his friend to hold the door open for me because I’m pregnant. I said,
“Hey, I’m not pregnant! You sayin’ I’m fat?”
Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K

6. A boy told his friend to hold the door open for me because I’m pregnant. I said,
“Thank you for holding the door, but I’m actually not pregnant.”
Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K

7. I saw a couple of kids cheating on a test. I went up to the teacher after class and
told him what I’d seen.
Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K

8. I saw a girl looking at her phone during a test. I went up to the teacher after class
and told him she was cheating.
Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K

9. I saw Maria’s boyfriend leaving the movie theater with another girl. I called Maria
and said her boyfriend was cheating on her.
Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K

10. I saw Maria’s boyfriend leaving the movie theater with another girl. I went up to
them and said hi, and asked “Where’s Maria tonight?”
Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K

Remember: T.H.I.N.K. Before You Speak. Have Mindful Speech.

Portfolio Output No. 3: Mindfulness with Reflection

Analyze each case on How Mindful Am I? Answer the following questions:

1. Has someone ever asked you a question that you really didn't want to answer?
How did you respond?

2. Have you ever gotten (or given) a “compliment” that really wasn’t a compliment?
How did you feel afterwards?

3. Did you ever do something to be helpful but turned out badly? What happened?
What do you wish had happened?

4. Have you ever caught someone cheating (either on a test or on a

boyfriend/girlfriend)? Did you say anything? Why or why not?

5. Have you ever gotten in trouble because someone caught you cheating (or
thought you were cheating)? What happened? What do you wish had
happened?

8
6. In what other situations have you seen someone T.H.I.N.K. (or not) before
speaking? What happened?

Source: http://www.mindfulteachers.org/2016/01/think-before-you-speak-2.htm

ASSESS WHAT YOU HAVE LEARNED

Instructions: Identify what Developmental Stage is asked or described in each

item. Choose the letter of the correct answer in the box and write
it on your journal.

A. Infancy and Early Childhood B. Middle Childhood C. Adolescence

D. Early Adulthood E. Middle Adulthood F. Later Maturity

1. Joemar and Jean are starting a family.

2. Irish is attending the needs of her old parents.

3. My sister starts to eat solid food.

4. The old man is so sad, after he lost his wife.

5. High School Graduates wish to take STEM because they want to be a Nurse
in the future.

9
 CongratulationsYou have just finishedthird
the module.
I! hope what you learned from this module will help you to
be more cautious in making decisions.

GLOSSARY

The following terms used in this module are defined as follows:

Anxiety - an uncomfortable feeling of nervousness or worry about something that

is happening or might happen in the future.
Conscience - the part of you that judges how moral your own actions are and
makes you feel guilty about bad things that you have done or things you feel
responsible for.
Endowments - something that you have from birth, often a quality
Hereditary - (of a disease or characteristic) given to a child by its parents before it
is born
Maturation - the process of becoming completely developed mentally or
emotionally
Onto-genetic – based on visible morphological characters.
Physiological- connected with the scientific study of the normal functions of living
things.
Rearing - to care for young animals or children until they are able to care for
themselves

10
PERSONAL TIMELINE: Answers may vary depending on the results of their
timeline.

EXPLORE

1. Give one decision in past that has great impact in your present situation. Talk
about how you see yourself. Answers may vary.

2. Do you agree that life is a domino effect, a chain of good and bad decisions?
Why or why not? Answers may vary. Personal opinion.

APPLY WHAT YOU HAVE LEARNED

Activity: WORKSHEET ON DEVELOPMENTAL TASKS OF BEING IN GRADE 11

Answer may vary, depending on the Students progress and development as
an individual.

ASSESS WHAT YOU HAVE LEARNED

.C 5
. F. 4
. A. 3
. E. 2
. D. 1

REFERENCES

BOOKS

Barbara Wong-Fernandez, Estesa Xaris Que-Legaspi, Carolyn C. Quiba, Mae R.

Refanan, Zisa Velasquez-Garcia, Personal Development Learner’s Guide
First Edition (Department of Education, 2016), iii-iv
Gazzingan, Leslie B., Francisco, Joseph C., Aglubat, Linofe R., Parentela,
Ferdinand O., Tuason, Vevian T. (2013). Psychology: Dimensions of the
Human Mind. Mutya Publishing House, Inc.

WEBSITES

11
Athena Stalk, Ph.D., “The Timeline Exercise: Creating Shifts & Healing Meanings in
Your Life Story, Part 2 of 2”,, accessed June 26, 2020,
http://blogs.psychcentral.com/relationships/2012/08/the-timeline-of-your-life
storyprobing-to-create-shift-to-life-liberating-meanings-2-of-2/
Thomas Armstrong, “The Twelve Stages of the Human Life Cycle”, accessed June
26, 2020, https://www.institute4learning.com/resources/articles/the-12stages-
of-life/
Catharine Hannay, “T.H.I.N.K. Before You Speak 2: Case Studies in Mindful
Speech”, accessed June 26, 2020,
http://www.mindfulteachers.org/2016/01/think-before-you-speak-2.htm
“Cambridge Dictionary”, Cambridge University Press, accessed June 29,2020,
https://dictionary.cambridge.org/us/
“Oxford Learner’s Dictionaries”, accessed June 29,2020,
https://www.oxfordlearnersdictionaries.com/us/

For inquiries or feedback, please write or call:

Departmen
t of Education
– Schools Division of Negros Oriental
Kagawasan, Avenue, Daro, Dumaguete City, Negros Oriental

Tel #: (035) 225 2376 / 541 1117

Email Address:[email protected]
Website:lrmds.depednodis.net

12