Module Outcomes

At the end of the module, you must have:

• define human development in your own words;
• draw some principles of human development; and
• distinguish two approaches to human development.

Introduction

As you read this module and do the activity, you are undergoing the
process of development. What principles govern this module proven? What do
experts say about development? These are the concerns of this Module.

Activate

Activity 1

 Describe what they were before

birth and who they will possibly be
after birth into adulthood.
 What will they possibly become?

child-encyclopedia.com sos-childrensvillages.org

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 1

Analysis
1. What is development?
2. Will there be anything common in the pattern of development of boy and
girl? If yes, what?
3. Will there be differences in their development, e.g. pace of rate of
development? What and why?
4. Will the process of development take place very fast or gradually?
5. Do you believe that boy and girl will continue to develop even in
adulthood? Or will they stop developing in adulthood?

Acquire

Pattern of movement or change that begins in conception and

continues through the life span

institutolavoro.com.br
Can be positive or negative Includes growth and decline

MAJOR PRINCIPLES OF GROWTH AND DEVELOPMENT

1. Development is relatively orderly. (i.e., proximodistal pattern vs.

cephalo-caudal pattern)

2. While the pattern of development is likely to be similar, the outcomes of

developmental processes and the rate of development are likely to vary
among individuals.
3. Development takes place gradually.

4. Development as a process is complex because it is the product of

biological, cognitive and socioemotional processes.

APPROACHES TO HUMAN DEVELOPMENT

LIFE-SPAN
TRADITIONAL

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 2

 1. Development is lifelong.
2. Development is multidimensional.
LIFE-SPAN 3. Development is plastic.
4. Development is contextual.
5. Development involves growth,
maintenance and regulation.

1. Development is lifelong. It does not end in adulthood. No developmental

stage dominates development.
2. Development is multidimensional. Development consists of biological,
cognitive, and socio-emotional dimension.
3. Development is plastic. Development is possible throughout the life-
span.
4. Development is contextual. Individuals are changing beings in a
changing world.
5. Development involves growth, maintenance and regulation. Growth,
maintenance and regulation are three goals of human development. The
goals of individuals vary among developmental stages. For instance, as
individuals reach middle and late adulthood, concern with growth gets into
the back stage while maintenance and regulation take the center stage.

PRINCIPLES OF CHILD DEVELOPMENT AND LEARNING THAT INFORM

PRACTICE

Bases of developmentally appropriate practice (DAP) in early childhood

program for children and birth through age 8, which were stated in the position
paper of the National Association for the Education of Young Children (2009).

All the domains of development and learning-physical, social and

emotional, and cognitive are important and they are closely interrelated.
Children‟s development and learning in one domain influence and are
influenced by what takes place in other domains.
Many aspects of children‟s learning and development follow well
documented sequences, with later abilities, skills, and knowledge building
on those already acquired.
Development and learning proceed at varying rates from child to child, as
well as to uneven rates across different areas of a child‟s individual
functioning.
Development and learning result from a dynamic and continuous
interaction of biological maturation and experience.
Early experiences have profound effects, both cumulative and delayed, on
a child‟s development and learning; and optimal periods exist for certain
types of development and learning to occur.

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 3

 Development proceeds toward greater complexity, self-regulation, and
symbolic or representational capacities.
Children develop best when they have a secure, consistent relationships
with responsive adults and opportunities for positive relationships with
peers.
Development and learning occur in and are influenced by multiple social
and cultural contexts.
Always mentally active in seeking to understand the world and around
them, children learn in a variety of ways; a wide range of teaching
strategies and interactions are effective in supporting all these kinds of
learning.
Play is an important vehicle for developing self-regulation as well as for
promoting language, cognition, and social competence.
Development and learning advance when children are challenged to
achieve at a level just beyond their current mastery, and also when they
have many opportunities to practice newly acquired skills.
Children‟s experiences shape their motivation and approaches to learning,
such as persistence, initiative, and flexibility; in turn, these dispositions
and behaviours affect their learning and development.

Apply

Instruction
 Work about the following questions.
 Provide your output on one whole sheet of clean bond paper

1. “Growth is an evidence of life.” What does this mean?

2. Define development in your own words. Translate the meaning of
development in Filipino and in your local dialect.
3. State the 5 major principles of human development from a life-span
perspective. Give at least one application in the teaching-learning process.
What have these principles to do with you as you teach learners?

4. . Research further on the cephalocaudal and proximodistal patterns of

development.
a. Illustrate both patterns by a drawing or diagram.
b. How do you apply your knowledge of cephalocaudal and proximodistal
patterns of development in your teaching?
5. Interpret the following quotations in relation to human development:
a. “Every man is in certain respects like all other men, like some other
men, and no other man.” (Murray, H. A. & C. Kluckhohn)
b. “Man is an unfinished project. He is always in the process of
becoming.”
6. In the light of researches on human development, which of the two
approaches is closer to the truth traditional or lifespan? Why?

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 4

Name: ______________________________ Date: _______________

Year & Section: _______________________ Score: ______________

Directions: Do the following to ensure mastery of the big ideas presented in

this module. Write your answer on the space provided.

1. Meaning of human development.

2. Four principles of human development and their educational implications.

Principle Educational Implication

3. Patterns of development
a. The direction of growth following the cephalocaudal pattern is from
________ to the ______________.
b. The direction of growth following the proximodistal pattern is from
_____________ to the ___________.

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 5

 4. Two approaches to human development

Traditional vs. Life-span Approach

Approach
Concept
Traditional Life-span

Development during
childhood

Development during
adulthood

Developmental stage/s
as focus of study

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 6

5. Characteristics of human development from a life-span perspective.

Characteristics
of human
development

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 7

Module Outcomes

At the end of the unit, you must have:

 define developmental tasks in your own words;
 identify developmental stages of learners in different curriculum
year levels;
 describe the developmental tasks in each stage; and
 state for yourself how these developmental tasks affect your
role as a facilitator of learning.

Introduction

For every developmental stage, there is an expected developmental

task. What happens when the expected developmental tasks are not achieved at
the corresponding developmental stage? How can you help children achieve
these developmental tasks?

Activate

Activity 1
1. At what age do you really understand what life is, and
2. Make a poem or poster on how you perceive life.

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 8

 Acquire

Stages of Human Development

1. Pre-natal Period
2. Infancy (birth – 2 years)
3. Early Childhood (3 – 5 years)
4. Middle and Late Childhood (6 to 12 years)
5. Adolescence (13 – 18 years)
6. Early Adulthood (19 – 29 years)
7. Middle Adulthood (30 – 60 years)
8. Late Adulthood (61 years and above)

1. Prenatal Development
3 phases
 germinal stage = first 2 weeks conception, implantation, formation
of placenta
 embryonic stage = 2 weeks – 2 months formation of vital organs
and systems
 fetal stage = 2 months – birth bodily growth continues, movement
capability begins, brain cells multiply age of viability

Slideshare.com
Overview of Fetal Development

It involves tremendous growth – from a single cell to an organism

complete with brain and behavioural capabilities

2. Infancy (Birth to 2 years)

extreme dependence on adults
beginning psychological activities:
• language, symbolic thought,
sensorimotor coordination and social
learning
language of newborn is the cry flexbooks.ck12.org

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 9

 usually eats every 2 to 3 hours
uncoordinated movements
toothless • poor vision (focusing range 8 to 12 inches) • usually
doubles weight by 9 months
responds to human voice & touch

Infancy: 1 year
change from plump baby to leaner more muscular
toddler
begins to walk & talk
ability for passive language (better understanding of
what‟s being said)
tentative sense of independence
determined explorer
Slideshare.com
Infancy: 2 year
Begins to communicate verbally (name, etc.)
can usually speak in 3 to 4 word sentences
famous for negative behaviour “NO!” to everything!
temper tantrums
will play side by side other children, but does not
actively play with them
great imitators stanfordchildrens.org

3. Early Childhood (3 to 5 years)

Early Childhood 3 Years

wants to be just like parents
vocabulary and pronunciation continue to
expand
climbs stairs with alternating feet
can briefly stand on one foot clintonfoundation.org

Early Childhood 4 Years

sentences are more complex; speaks well
enough for strangers to understand
imagination is vivid; line between what is real &
imaginary is often indistinct
develops fears (common fears: fear of dark, fear
of animals, & fear of death) legacypediatrics.com

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 10

 Early Childhood 5 Years
can hop on one foot & skip
can accurately copy figures
may begin to read
socialize with other children their age
care.com

4. Middle and Late Childhood (6 to 12 years)

both large & small muscles well-developed
developed complex motor skills
from independent activities to same sex
group activities
acceptance by peers very important
quizizz.com
parental approval still important

5. Adolescence (13 to 18 years)

traumatic life stage for child & parent
puberty occurs
extremely concerned with appearance
trying to establish self-identity
confrontations with authority
teens.lovetoknow.com

6. Early Adulthood/ Young Adult (19 to 29 years)

physical development complete
emotional maturation continues to develop
usually learned to accept responsibility for actions &
accept criticism
usually knows how to profit from errors
socially progress from age-related peer groups to
people with similar interests
courses.lumenlearning.com

7. Middle Adulthood (30 to 60 years)

physical changes begin to occur:
 hair begins to thin & gray
 wrinkles appear
 hearing & vision decrease
 muscles lose tone
main concerns: children, health, job
security, aging parents, & fear of aging
sites.google.com
love & acceptance still take a major role

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 11

8. Late Adulthood (61 years and above)
fastest growing age bracket of society
physical deterioration (brittle bones, poor
coordination)
some memory problems
coping with retirement & forms of
entertainment
very concerned with health & finances
significant number become depressed;
2012books.lardbucket.org
suicide rate is high

Developmental Tasks

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.” by Robert Havighurst , 1972
What is an outstanding trait or behavior of each stage?
What task/s is/are expected of each development stage?
Does a developmental task in a higher level require accomplishment of
the lower level of developmental tasks?

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 12

 Apply

1. Answer this question. What are the implications of these developmental

tasks to your role as a facilitator of learning? Let‟s play particular attention
to the stages that correspond to schooling-early childhood, middle and late
childhood adolescence.

Let‟s do #1. Early Childhood- what are preschool teachers

supposed to do with pre-schoolers? Help them develop readiness
for school and not to be too academic in teaching approach. They
ought to give much time for pre-schoolers to play. Or perhaps help
pre-schoolers develop school readiness by integrating children‟s
games in school activities.

#2- Middle and Late childhood

Elementary school teacher‟s ought to help their pupils by

_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________

#3- Adolescence

High school teachers ought to help their students by

_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________

2. Complete the unfinished sentence.

Developmental tasks are

___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

3. Show the developmental stages by means of a diagram inclusive of the

stages. Write also the outstanding characteristic trait and developmental
task of each developmental stage.

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 13

 Name: ______________________________ Date: _______________

Year & Section: _______________________ Score: ______________

Directions: Do the following to ensure mastery of the big ideas presented in

this module. Write your answer on the space provided.

I. Put an A beside those statements that are correct and a B beside those
that are wrong. If your answer is a B. Explain why.

_____1. Developmental tasks are only for the first 3 stages of human
development.

_____2. Failure of achieving developmental tasks in an earlier stage also

means failure for the learner to master the developmental task in the next
stage.

_____3. Preschool age corresponds to early childhood stage.

_____4. Adolescence is middle and late childhood stage.

_____5. Teenage is middle childhood.

_____6. Mastery of fundamental skills is a major concern during early

childhood.

_____7. Play is a great need of children in middle childhood.

_____8. Preparing children for school readiness is the major concern of

middle childhood.

II. Reflection

1. Reflect on your early childhood, middle and late childhood days. Were
you able to acquire the developmental tasks expected of early, middle,
late childhood and adolescence? What facilitated your acquisition of the
ability to perform such tasks? Write your reflection.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 14

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

2. Having mastered the developmental tasks of early childhood middle and

late childhood and adolescence, reflect on what you should do as a
teacher to facilitate your students‟‟ acquisition of these developmental
tasks. Write down your reflection
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 15

Module Outcomes

At the end of the unit, you must have:

 explain Freud‟s views about child and adolescent development;
and
 draw implications of Freud‟s theory to education.

Introduction

Freud‟s views about human development are more

than a century old. He can be considered the most well-
known psychologist because of his very interesting theory
about the unconscious and also about sexual development.
Although a lot of his views were criticized and some
considered them debunked, (he himself recanted some of his
earlier views). Freud‟s theory remains to be one of the most
influential in psychology. His theory sparked the ideas in the
brilliant minds of other theorists and thus became the starting en.wikipedia.
point of many other theories org

Activate

1. 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 arrives at your decision

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 16

 ___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

2. What factors influences you in making your decision? Which of the

following did you consider most in making your decision: what will make
you feel satisfied? What is most beneficial or practical, or what you
believed was the most moral thing to do? Elaborate on your answer.
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

Acquire

Psychoanalytic Theory according to Sigmund Freud

Personality is defined as follows:
 Our characteristic pattern of thinking, feeling, and acting.

 Freud‟s psychoanalytic perspective proposed that childhood sexuality and

unconscious motivations influence personality.

 Freud called his theory and associated techniques psychoanalysis.

 Unconscious-large below the surface area which contains thoughts,

wishes, feelings and memories, of which we are unaware.

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 17

  Free association-the patient is asked to relax and say whatever comes to
mind, no matter how embarrassing or trivial.

Personality Structure according to Freud

A reservoir of unconscious The largely conscious, Represents

psychic energy constantly “executive” part of internalized ideals and
striving to satisfy basic drives personality that, provides standards for
to survive, reproduce, and according to Freud, judgment (the
aggress. mediates the demands conscious) and for
of the id, superego, future aspirations.
and reality.

Freud’s Conception of the Human Psyche

brooklynresearchproject.blogspot.com

Stages in Psychosexual Development

Oral Stage

Infant obtains satisfaction from biting,

chewing and nursing

timetoast.com

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 18

 Anal Stage

Pleasure is obtained through expelling feces

healthplus.vn

Phallic Stage

Child discover the differences between male

and female

psychologywizard.net

Latency Period

The Libido interest is suppressed

exchanges.state.gov

Genital Stage

Individual develops strong sexual interest in

the opposite sex.

fonye2k.wordpress.com

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 19

 Apply

1. Freud used the case study method to gather the data he used to formulate
his theories. Among the many case studies, five really stood out as bases
of his concepts and ideas. Do further reading of these case studies and
write a reaction paper on one of these case studies focusing on how he
explained the personality development of the individuals in the case
studies.

From your internet search engine, just type Freud‟s case studies. It will be
easy to find a PDF file which you can readily download.

2. Note Freud‟s ideas about hypnosis, free association and interpretation of

dreams. Do you think his ideas are still useful today? Explain your views.

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 20

Name: ______________________________ Date: _______________

Year & Section: _______________________ Score: ______________

Directions: Do the following to ensure mastery of the big ideas presented in

this module. Write your answer on the space provided.

I. Research Connection

Read a research that is related to Freud‟s theory. Fill out the matrix
below.

Problem Research Methodology

Source: (bibliographical
entry format)
___________________
___________________
Findings __________- Conclusions

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 21

II. Reflection

From the Module on Freud‟s Psychoanalytic Theory, I learned that …..

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 22

Module Outcomes

At the end of the unit, you must have:

 describe Piaget‟s stages in your own words;
 conduct a simple Piagetian Task interview with children; and
 match learning activities to the learner‟s cognitive stage.

Introduction

Jean Piaget‟s Cognitive Theory of Development is truly a classic in the

field of educational psychology. This theory fueled other researches and theories
of development and learning. Its focus on how individuals construct knowledge.

Activate

Read the situations below. Be able to answer the follow-up 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 it‟s better to get the one hundred bill, but they failed to
convince her.
Question: Why do you think did Karen prefer the 20 peso bill?

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 23

 2. Siblings, Tria, 10; Enzo, 8; and Riel, 4 were sorting out their stuffed
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.” Reil says, “Bears”.
Question: Why do you think Riel answered Bears?

3. While eating on her higher chair, seven-month old Liza accidentally

dropped her spoon on the floor. She saw mommy pick it up. Liza again
drops her new spoon, and she does this several times more on purpose.
Mommy didn‟t like it all but Liza appeared to enjoy dropping the spoons
the whole time.
Question: Why do you think baby Liza appeared to enjoy dropping
the spoons?

Acquire

• Jean Piaget was a Swiss clinical psychologist

known for his pioneering work in child
development.
• Piaget's theory of cognitive development and
epistemological view are together called "genetic
epistemology".

charlieuribe97.wixsite.com

Basic Cognitive Concepts

• SCHEMA. This refers to the cognitive structures by which individuals

intellectually adapt to and organize their environment.

thoughtco.com

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 24

 How schema works?

Characteristics of Dogs
- Four legs
- A tail
- It barks
- It‟s furry

alamy.it

adjunctassistance.com

ASSIMILATION

This is the process of fitting a new experience into an existing or previously

created cognitive structure or schema.

Example:

cartoonstock.com

Making sense of what one is seeing by adding new information to existing

knowledge.

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 25

ACCOMODATION

The process of creating a new Schema

Prior knowledge New knowledge

Characteristics of Dogs
- Four legs
- A tail
- It barks
- It‟s furry
realworldsurvivor.com

This is a goat not a dog.

New knowledge

realworldsurvivor.com

pngjoy.com

EQUILIBRATION

-is achieving proper balance

between assimilation and
accommodation.
-However, sometimes cognitive
disequilibrium occurs. This
means discrepancy between
what is perceived and what is
understood.
libguides.daltonstate.edu

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 26

 PIAGET’S STAGES OF COGNITIVE DEVELOPMENT

Stage 1: Sensori-motor Stage

 corresponds from birth to infancy

 A child becomes more organized in his
movement and activity.
 this focuses on the prominence of the senses
and muscle movement
Therefore, teachers must aim to provide a rich and
stimulating environment with appropriate objects to
play with. healthline.com

Object Permanence
This is the ability of the child to know that an object still exists even when out of
sight.

Stage 2: Pre-Operational Stage

 The pre-operational stage covers from about two to seven years old,
roughly corresponding to the preschool years.
 Intelligence is intuitive in nature
 stage of making mental representations
 The child is now ever closer to the use of symbols.

Pre-Operational Stage is highlighted by the following:

SYMBOLIC FUNCTION
This is the ability to represent
objects and events.
Wherein a symbol is a thing that
represents something else.
satujam.com

EGOCENTRISM
 This is the tendency of the child to only
see his point of view and to assume that
everyone also has his same point of view.
 The child cannot take the perspective of
study.com others.

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 27

CENTRATION
 This refers to the
tendency of the child to
only focus on one
aspect of a thing or
event and exclude other
aspects.
pinterest.ph shutterstock.com

IRREVERSIBILITY
Pre-operational children still have the
inability to reverse thinking.

thoughtcatalog.com momtropy.wordpress.com

ANIMISM
 This is the tendency of
children to attribute
human like characteristics
to inanimate objects.
kinderinfo.ru znanje.org

TRANSDUCTIVE REASONING
 This refers to the pre-operational child‟s type of reasoning that is neither
inductive nor deductive .
 If A causes B, then B causes A.

Stage 3: Concrete Operational Stage

This stage is characterized by the ability of

the child to think logically but only in terms of
concrete objects, they still struggle with abstract
ideas.
Covers the ages of 8- 11 years (elementary
school years)
healthline.com

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 28

Concrete Operational Stage is highlighted by the following

DECENTERING
 This refers to the ability of the chid to perceive the different features of
objects and situations.
 This allows the child to be more logical when dealing with concrete objects
and situations.

Reversibility
 The ability of the child to follow or solve certain operations in reverse.

psychologytoday.com

Conservation
 This is the ability to know that certain
properties of objects like number, mass,
volume or area do not change even if
there is a change in appearance.
timetoast.com

Seriation
 This refers to the ability to order or arrange things
in a series based on one dimension such as height,
weight, volume or size.
childdev05.blogspot.com

Stage 4: Formal Operational Stage

 Covers ages between 12 and 15 years

 Thinking becomes more logical
 Can solve abstract problems and can hypothesize

ceventa.com
CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 29
Formal Operational Stage is highlighted by the following

Hypothetical Reasoning
 This is the ability to come up with different hypothesis and to gather and
weigh data.
 This can be done with the absence of concrete objects.
 The individual can deal with “what if” questions.

Analogical Reasoning
 This is the ability to perceive the
relationship in one instance and then use
that relationship to narrow down possible
answers in another similar situation
nanopdf.com

Deductive Reasoning.
 This is the ability to think logically by
applying a general rule to a particular Instance or
situation.
webstockreview.net

Apply

This activity focuses on a story involving the interaction of family members.

Choose a story you want to use for this activity. It can be form a story you have
read or a movie or “telenovela” that you watched or plan to watch. Use the matrix
below to relate the characters to Piaget‟s stages of cognitive development.

Title of Story/ Movie______________________

Write a brief summary of the story:

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 30

Character Description Piagetian Connection
What is his stage of cognitive development?

Father
Example: Cite instances why you say he is in this stage.
(what he thought of, how he thought, his reactions and
attitudes)
Mother What is her stage of cognitive development?

Example: cite instances why you say she is in this stage.

(what he thought of, how he thought, his reactions and
attitudes)
Children What is his/her stage of cognitive development?

Example: cite instances why you say she is in this stage.

(what he thought of, how he thought, his reactions and
attitudes)
Other Characters What is her stage of cognitive development?

Example: cite instances why you say she is in this stage.

(what he thought of, how he thought, his reactions and
attitudes)

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 31

Name: ______________________________ Date: _______________

Year & Section: _______________________ Score: ______________

Directions: Do the following to ensure mastery of the big ideas presented in this
module. Write your answer on the space provided.

Read a research that is related to Piaget‟s theory. Fill out the matrix
below.

Problem Research Methodology

Source:
(bibliographical entry
format):
Findings __________________ Conclusions
__________________
__________________
______________

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 32

Module Outcomes

At the end of the unit, you must have:

 explain the 8 Stages of Life to someone you care about;
 write a short story of your life using Erickson‟s stages as
framework; and
 suggest at least 6 ways on how Erikson‟s theory can be useful
for you as a future teacher.

Introduction

Erikson‟s stages of psychosocial development are very relevant,

highly regarded and meaningful theory. Life is a continuous process involving
learning and trials which help us to grow. Erikson‟s enlightening theory guides us
and helps to tell us why.

Activate

Indicate how often each of these statements applies to you by using the following
scale:
0= never applies to you
1= occasionally or seldom applies to you
2= fairly often PPLIES TO YOU
3= very often applies to you

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 33

 Read the
instructions at the
end before putting
scores here
Stage 1: Trust Versus Mistrust Score
( Infancy and Early Childhood)
_____1. I feel pessimistic about the future of humankind
_____2. I feel the world‟s major problems can be solved
_____3. I am filled with admiration for humankind
_____4. People can be trusted
_____5. I feel optimistic about my future
Total Score Stage 1

Stage 2: Autonomy Versus Shame and Doubt Score

( Infancy and Childhood)
_____6. When people try to persuade me to do something I
don‟t want to, I refuse
_____7. After I have made a decision, I feel I have made a
mistake
_____8. I am unnecessarily apologetic
_____9. I worry that my friends will find fault with me
_____10. When I disagree with someone, I felt them
Total Score Stage 2

Stage 3: Initiative Versus Guilt Score

( Infancy and Childhood)
_____11. I am prepared to take a risk to get what I want
_____12. I feel hesitant to try out a new way of doing
something
_____13. I am confident in carrying out my plans to a
successful conclusion
_____14. I feel what happens to me is the result of what I
have done
_____15. When I have difficulty in getting something right, I
give up
Total Score Stage 3

Stage 4: Industry Versus Inferiority Score

( Infancy and Childhood)
_____16. When people look at something I have done, I feel
embarrassed
_____17. I get a great deal of pleasure from working
_____18. I feel too incompetent to do what I would really like
to do in life
_____19. I avoid doing something difficult because I feel I

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 34

would fail
_____20. I feel competent
Total Score Stage 4

Stage 5: Identity Versus Identity Diffusion Score

( Adolescence)
_____21. I wonder what sort of person I really am
_____22. I feel certain about what should I do with my life
_____23. My worth is recognized by others
_____24. I feel proud to be the sort of person I am
_____25. I am unsure as to how people feel about me
Total Score Stage 5

Stage 6: Intimacy Versus Isolation Score

( Early Adulthood)
_____26. I feel that no one has ever known the real me
_____27. I have a feeling of complete “togetherness” with
someone
_____28. I feel it is better to remain free than to become
committed to marriage for life
_____29. I share my private thoughts with someone
_____30. I feel as though I am alone in the world
Total Score Stage 5

Scoring: Scores for each subscale range from 0 to 15, with high scores
reflecting greater strength on a particular personality dimension.

1. The response to item 1 should be reversed (0= 3, 1= 2, 2= 1, 3= 0) and

then added to the numbers given in response to items 2, 3, 4, and 5 to
obtain a trust score.
2. Responses to items 7, 8, and 9 should be reversed and added to items 6
and 10 to assess autonomy.
3. Answers to 12 and 15 should be reversed and added to itemsb11, 13,
and 14 to measure initiative.
4. Answers to 16, 18, and 19 should be reversed and then added to 17 and
20 to calculate industry
5. Responses to 21 and 25 must be reversed and added to 22, 24, and 25
to obtain a measure of identity.
6. Answers to 26, 28, and 30 are reversed and added to 27 and 29 to give
intimacy.
Source: Ochse, r., & Plug, C. (1986) Cross-cultural investigation of the validity of Erikson‟s
theory of personality development. Journal of Personality and Social Psychology, 50, 1240-
1252. Copyright 1986 by the American Psychology Association,)

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 35

 Acquire

Psychosocial

- "psycho" relating to the mind, brain, personality, etc

- "social" external relationships and environment

Psychosocial Crisis
TRUST versus MISTRUST
Positive disposition Negative disposition
or or
SYNTONIC DYSTONIC
A malignancy is the worse of the two. It involves too little of the positive
and too much of the negative aspect of the task, such as a person who can't trust
others.
A maladaptation is not quite as bad and involves too much of the positive
and too little of the negative, such as a person who trusts too much.
If a stage is managed well, we carry away a certain virtue or
psychosocial strength which will help us through the rest of the stages of our
lives.
Successfully passing through each crisis involves "achieving" a healthy
ratio or balance between the two opposing dispositions that represent each
crisis.

The theory is a basis for broad or complex discussion and analysis of

personality and behaviour, and also for understanding and for facilitating
personal development - of self and others.
It can help the teacher in becoming more knowledgeable and at the same
time understanding of the various environmental factors that affect his own and
his students' personality and behaviour.
This theory is useful for teaching, parenting, self-awareness, managing
and coaching, dealing with conflict, and generally
for understanding self and others.

Erik Erikson first published his eight stage theory

of human development in his 1950 book,
Childhood and Society. The stages were included
in the chapter entitled "The Eight Ages of Man".

He expanded and refined his theory in later books

and revisions, mainly:
 identity and the Life Cycle (1959)
 Insight and Responsibility (1964) psicognitivagbs.blogspot.com

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 36

  The Life Cycle Completed: A Review (1982,revised 1996) by Joan
Erickson and vital Involvement in Old Age 1998

Joan Erickson expounded on a ninth stage after Erick's death. This is found in
her 1996 revisions to The Life Cycle Completed; A Review.

-the feeling that the world is a -apprehensive and

safe place to be, that the people suspicious around people.
are reliable and loving.

balanceology.blog balanceology.blog

MALADAPTIVE TENDENCY MALIGNANT TENDENCY

-Overly trusting even gullible, this -characterized by

person cannot believe anyone would depression, paranoia,
mean them harm and possibly psychosis.

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 37

 alteristic.org

- Independence or - to be uncertain about; consider

freedom, as of the will questionable or unlikely;
or one's actions hesitate to believe
- ability to feel guilt, regret, or
embarrassment

slideshare.net slideshare.net

MALADAPTIVE TENDENCY MALIGNANT TENDENCY

- a sort of shameless willfulness that - A person feels as if their entire being

leads you to jump into things without rides on everything they do, and so
proper considerations of your abilities everything must be done perfectly.

willblakey.co.uk highfaculty.com

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 38

 -a positive response to the world‟s -the fact or state of having committed
challenges, taking on an offense, crime, violation, or
responsibilities, learning new skills, wrong, especially against moral or
feeling purposeful penal law; culpability

slideshare.net slideshare.net

MALADAPTIVE TENDENCY MALIGNANT TENDENCY

-is to be heartless or having -afraid to start and take a lead

no mercy on a project.
Sociopathy is the extreme Fear to that if fails, they will be
form of ruthlessness. blamed

amazon.com

-is the quality of being worse

-the habit of working hard than other things or people

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 39

 slideshare.net slideshare.net

MALADAPTIVE TENDENCY MALIGNANT TENDENCY

– who aren‟t allowed to be – never go out in public

children

medium.com

-means knowing who you - meaning an uncertainly

are and how you fit in to about one‟s place in
the rest of society society and the world

slideshare.net slideshare.net

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 40

 MALADAPTIVE TENDENCY MALIGNANT TENDENCY

– believing that this way is – to repudiate to reject

the only way

adamlevy.com

-the ability to be close to -the state of being in a

others, as a lover, a friend place or situation that is
and as a participant in the separate from others
society

slideshare.net slideshare.net

MALADAPTIVE TENDENCY MALIGNANT TENDENCY

– tendency to be intimate too – tendency to isolate oneself from love,

freely, too easily, and without friendship and community and to
any depth to your intimacy develop a certain hatefulness in
compensations for one‟s loneliness

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 41

 theshubhsterdiaries.com

-is an extension of love in the future -self abortion, caring for no one

slideshare.net slideshare.net

MALADAPTIVE TENDENCY MALIGNANT TENDENCY

– trying to be generative that – too little generativity and

they don‟t have time for too much stagnation and you
themselves are no longer participating in
or contributing in the society

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 42

 justgiving.com

-means coming to terms -to no longer have any

with your life and thereby hope or belief that a
coming to terms with the situation will improve or
end of life change

slideshare.net slideshare.net

MALADAPTIVE TENDENCY MALIGNANT TENDENCY

– this happens when a – a contempt of life, one‟s

person presumes ego own or anyone‟s; The person
integrity without actually becomes very negative and
facing the difficulties of old appears to hate life
age

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 43

 zoldeletmod.cafeblog.hu

“Healthy children will not fear life if their elders have integrity enough not
to fear death.”
--Erik Erikson

Apply

Write your own life story using the stages of psychosocial development as
framework. Go through each of the stages that apply to you (most probably,
stages 1-5 or 6). Ask information from your parents and other significant persons
in your life. Look at old baby books and photo albums. Also, include the results of
your questionnaire in the activity section. Write a narrative for each stage.

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 44

Name: ______________________________ Date: _______________

Year & Section: _______________________ Score: ______________

Directions: Do the following to ensure mastery of the big ideas presented in

this module. Write your answer on the space provided.

I. Synapse Strengtheners

1. Read the book, Healing the Eight Stages of Life by Dennis Linn, Mathew
Linn and Sheila Fabricant- Linn. This is a classic book that uses the
Eriksonian stages of personal healing. A lot of people have been changed
by this book. Have a reflection diary to write your thoughts and insights
about each stage.

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 45

 2. Read on Erikson‟s idea about the work he did with the Sioux Indians and
his research on Gandhi

II. Research Connection

Problem Research Methodology

Source: (bibliographical entry

format)
________________________
Findings ________________________ Conclusions
________________________

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 46

Module Outcomes

At the end of the unit, you must have:

 explained the stages of moral development;
 analyzed a person‟s level of moral reasoning based on his
responses to moral dilemmas; and
 cite how the theory of moral development can be applied to your
work as teacher later on.

Introduction

Individuals, when confronted by situations where they

need to make moral decisions, exercise their own ability to use
moral reasoning. Lawrence Kohlberg was interested in
studying the development of moral reasoning. He based his
theory on the findings of Piaget in studying cognitive
development. Our ability to choose right from wrong is tied
with our ability to understand and reason logically.
totallyhistory.com

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 47

 Activate

Read the moral dilemma below.

Ryan, 17, has been saving up money to buy a ticket for this concert of rock
band. His parents have discouraged him from going as the concert will surely be
with a rowdy crowd. The band is notorious for having out of control audience who
somehow manages to get drunk and stoned during the concert. Ryan agreed not
to watch anymore. But a day before the concert, Nic, 15 years old brother of
Ryan, saw a corner of what appeared to be a concert ticket showing in the pocket
of Ryan‟s bag. Nic examined it and confirmed it was indeed a ticket. Looking at
Ryan‟s bag. Nic also found an extra shirt and 2 sticks of marijuana. So he figured
Ryan will go to the concert after all. That night, Ryan told his parent that he was
spending tomorrow night at a classmate‟s house for a school requirement. Then
later that evening, he told Nic of his plan to go to the concert. Nic didn‟t say
anything, but he found it difficult to sleep that night, thinking whether to tell their
parents or not.

1. If you were Nic, what would you do?

___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

2. Why would you choose to do that? What were the things you considered in
deciding what to do?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
__________________________________________________________

Acquire

Lawrence Kohlberg born in 1927

Grew up in Bronxville, New York
Died on January 17th, 1987 at the age of 59
Kohlberg became a professor of education and social psychology at
Harvard in 1968
His book on moral development is used by teachers around the world to
promote moral reasoning.

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 48

 Three of Kohlberg’s Theory of Development

Preconventional Conventional Post- conventional

sites.wp.odu.edu
mindbendersgroup.weebly.com sites.wp.odu.edu

LEVEL STAGE CHARACTERISTICS OF STAGE/LEVEL

STAGE 1 PUNISHMENT-OBEDIENCE ORIENTATION

PRECONVENTIONAL
STAGE 2 INTRUMENTAL RELATIVIST ORIENTATION

STAGE 3 INTERPERSONAL CONCORDANCE

ORIENTATION
CONVENTIONAL
STAGE 4 AUTHORITY SOCIALORDER MAINTAINING
ORIENTATION

SOCIAL-CONTRACT LEGALISTIC
POST CONVENTIONAL STAGE 5
ORIENTATION
AUTONOMOUS OR
PRINCIPLED UNIVERSAL ETHICAL PRINCIPLE
STAGE 6
ORIENTATION

Level 1: Preconventional (0-9 years)

Self-interest usually occurs in childhood development

Stage 1: Obedience and Punishment

• EARLIEST STAGE OF MORAL DEVELOPMENT

• COMMON IN YOUNG CHILDREN
– They see rules as fixed and absolute.
it3psychproject.wordpress.com

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 49

 • MORALITY IS EXTERNAL
– At this stage, children see rules as fixed and absolute.
– Obeying the rules is important because it is a means to avoid
punishment.

Stage 2: Individualism and Exchange

• At this stage of moral development, children account for individual points

of view and judge actions based on how they serve individual needs.
• In the Heinz dilemma, children argued that the
best course of action was the choice that best-
served Heinz‟s needs.
• Reciprocity is possible at this point in moral
development, but only if it serves one's own
interests.
sites.google.com

Level 2: Conventional (10-15 years)

Teens learn to conform to others usually occurs around middle school
rules or laws are upheld.

Stage 3: Interpersonal Relationships

 Often referred to as the "good boy-good girl" orientation.

 At this stage children who are by now usually
entering their teens, see morality as more
than simple deals.
 Stage of moral development is focused on
living up to social expectations and roles (of
the family and community). There is an
emphasis on conformity, being "nice," and eqpower.ch
behave in "good" ways.
 Good behaviour means having good motives and interpersonal feelings
such as love, empathy, trust, and concern for others.

Stage 4: Maintaining Social Order

• People begin to consider society as a whole

when making judgment.
• Law and order
– focus on maintaining law and order and
obeying laws
– Heinz‟s motives
– Consequences of breaking the law sites.google.com
• Stage 1 and stage 4 are giving the same response
– Similarity is they both agree that breaking the law is wrong

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 50

 • Differences is for Stage 1 the child can‟t explain why it is wrong, while
Stage 4 the adults are able to deliberate
• Education
– Follow rules and guide lines
• It is compulsory for all school-age students to attend school
• Respect property of others
• Wear appropriate uniform, appropriate shoes to be worn

Level 3: Post-conventional Morality (16+ years)

Young adults develop their own idea
Alternatives are considered
Ideas are based on principles
Usually occurs around the college years

Stage 5: Social Contract and Individual Rights

• At this stage, people begin to account for the
differing values, opinions and beliefs of other
people.
• Rules of law are important for maintaining a
society, but members of the society should agree
upon these standards.
slideshare.net

Stage 6: Universal Principles

• Based upon universal ethical principles and abstract reasoning.
• Based on respect for universal principle and
the demands of individual conscience
• Takes an idealized look at how people might
coordinate their interests
• At this stage, people follow these internalized
principles of justice, even if they conflict with
laws and rules.
• Define the principles by which agreement will
be most just.
• If children are to reorganize their thinking, they
must be more active. www.meetup.com
• Principled conscience

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 51

 Apply

Identify the stage of moral development shown in the following:

_____1. Joy allows her classmates to copy her homework so that they will think
she is kind and will like her to be their friend.

_____2. Ricky does everything to get passing grades because his Mom will take
his station away if he gets bad grades.

_____3. A civic action group protests the use of pills for family planning, saying
that although the government allows this, it is actually murder because the pills
are abortifacient (causes abortion).

_____4. Jinky lets Hannah copy during their math test because Hannah agreed
to let her copy during their sibika test.

_____5. Karen decides to return the wallet she found in the canteen so that
people will praise her honesty and think she‟s such a nice girl.

_____6. John decides to return the wallet he found in the canteen because he
believes it‟s the right thing to do.

_____7. Lyka wears her ID inside the campus because she likes to follow the
school rules and regulations

_____8. A jeepney driver looks if there‟s a policeman around before he u- turn

spot.

_____9. Liza volunteers to tutor children at risk children in her community for fre
so they will learn to love school and stay in school.

_____10. Little Riel behaves so well to get a star stamp from her teacher.

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 52

Name: ______________________________ Date: _______________

Year & Section: _______________________ Score: ______________

Directions: Do the following to ensure mastery of the big ideas presented in this
module. Write your answer on the space provided.

I. Read a research that is related to Kohlberg‟s theory. Fill out the matrix
below.

Problem Research methodology

Source: (bibliographical
entry format)
_____________________
_____________________
Findings _____________________ Conclusions
_____________________

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 53

II. Reflection

From this module of Kohlberg‟s Stages of Moral development, I learned…

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 54

Module Outcomes

At the end of the module, you must have:

 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.

Introduction

The key theme of Vygotsky‟s theory is that social interaction plays a very
important role in cognitive development. He believed that individual development
could not be understood without looking into the social and cultural context which
development happens. Scaffolding is Vygotsky‟s term for the appropriate
assistance given by the teacher to assist the learner accomplish a task. Learn
more about it as you do the activity. Read on!

Activate

Activity 1:
1. As a child, recall a skill that you wanted to learn and eventually learned
well, through the help of another person. (like swimming, riding a bike,
playing the piano, skating etc.)

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 55

 ___________________________________________________________
___________________________________________________________
___________________________________________________________

2. What made you interested to learn the skill?

___________________________________________________________
___________________________________________________________
___________________________________________________________

3. Who taught or assisted you?

___________________________________________________________
___________________________________________________________
___________________________________________________________

4. Describe how you went about learning the skill. Describe what steps or
actions the person did in order to help you learn.

___________________________________________________________
___________________________________________________________
___________________________________________________________

Acquire
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
Vygotsky current thinking and practice
higher levels of understanding.
This experience, together with his
interest in literature and his work
SOCIO- as teacher, led him to recognize
social interaction and language
CULTURAL as two central factors in cognitive
THEORY development. His theory became
known as the Socio-Cultural
Theory of Development

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 56

 Social Interaction plays a vital Role in Cognitive Development

He sees child as a product of social interaction not an individual

Child‟s development is not a part of universal features, but it is

related to the culture, he belongs to

A person’s Cultural
Development has
two stages

According to Vygotsky…………

slideshare.net

slideshare.net slideshare.net

Inter Psychological Intra Psychological

Occurs outside of the child Usually happens after

 Interactions with adults interpersonal exposure.Occurs
 Interactions with peers within the child
 Interactions with other  Questioning ones decision
things in his/her  Questioning ones
environment capabilities
 Learning about ones culture
 Other experiences

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 57

 Vygotsky Introduce the Concept…

Anyone who keeps MKO

better understanding More
level than the child Knowledge
Others
Maybe

slideshare.net
An Elder Student An MK Peer The Teacher The Parent

Vygotsky the Introduce the Concept…

He feels there are three ZPD

different zones related to Zone
the ability of child of
Proximal
Development
They are

slideshare.net
Child can do alone ZPD (Child can do only Child cannot do.
(Unaided) with assistance) Impossible for him

Child can
do alone or
(Unaided)

safetyrisk.net

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 58

Vygotsky’s Social Constructivism
 According to Vygotsky, learner constructs new knowledge, information,
skills, etc., but through SOCIAL INTERACTION

So the teacher

Should be a scaffold who would realize the ZPD of

his learner and world assist him construct him own
knowledge and skills

And Teacher should choose in classroom

Group
Activities

Group
Projects

Pair Works

Senior-Junior Contact
Sessions
slideshare.net

And Teacher should choose out in classroom

Field Trips

Community
Contact

Interview Projects

Consultation Hours

slideshare.net
CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 59
GROUPING

Ant the teacher should Group the students not randomly, but with care
that he/she should try to include Students of different understanding
level in each group so that to Ensure MKOs in each group.

During Group Activity

The teacher should give opportunity for clarifying their doubts by

consulting him, as he/she is the “best” MKO inside the classroom..

Apply

An exercise in scaffolding

1. Choose a skill you are good in.

2. Identify an individual to whom you can teach this skill. Somebody who will
benefit from scaffolding.

3. Break down the steps you will take in teaching the skills.

4. Determine how you will use scaffolding. Describe the specific actions you
will do to scaffold.

5. Teach the skill to the individual.

6. Describe how the learning activity went.

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 60

Name: ______________________________ Date: _______________

Year & Section: _______________________ Score: ______________

Directions: Do the following to ensure mastery of the big ideas presented in this
module. Write your answer on the space provided.

Read a research that is related to Vygotsky‟s Theory. Fill out the matrix below.

Problem Research Methodology

Source: (bibliographical
entry format)
_____________________
__________________
Findings Conclusions

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 61

From the Module on Vygotsky‟s Socio- cultural theory, I learned that…

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 62

Module Outcomes

At the end of the unit, you must have:

 describe each of the layers of Brofenbrenner‟s Biological Model;
 identify factors in one‟s own life that exerted influence on one‟s
development; and
 use the Bio ecological theory as a framework to describe the
factors that affect a child and adolescent development.

Introduction

Brofenbrenner came up with a simple yet useful paradigm showing the

different factors that exert influence on an individual‟s development. Its point out
the ever widening spheres of influence that shape every individual, from his/her
immediate family to the neighbourhood, the country even the world!

Activate

Activity : “Looking Back”

Read the following questions. Recall your childhood. You may also ask your
parents for some information.

1. When I was 5 years old, my parents

___________________________________________________________
___________________________________________________________

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 63

 2. As a child, my unforgettable playmates were
___________________________________________________________
___________________________________________________________
3. When I was in elementary, I regularly watched the television show
___________________________________________________________
__________________________________________________________
4. When I was growing up, we went to church in
___________________________________________________________
___________________________________________________________
5. I cannot forget my teacher who
___________________________________________________________
___________________________________________________________
6. When I was growing up, I was away from
___________________________________________________________
___________________________________________________________
7. When I was in high school, I was closed to
___________________________________________________________
___________________________________________________________
8. As a child, I can recall this big news about
___________________________________________________________
___________________________________________________________
9. The most serious challenge our family experienced was
___________________________________________________________
___________________________________________________________
10. The most important thing that I learned from my elementary school was
___________________________________________________________
___________________________________________________________

Acquire

Urie Bronfenbrenner was a Russian born American

developmental psychologist who is most known for his
ecological systems theory of child development

timetoast.com

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 64

 “CHILDREN NEED PEOPLE IN ORDER TO BECOME A HUMAN”

readyrosie.com

LAYERS OF BRONFENBRENNER’S BIOECOLOGICAL MODEL

edu.glogster.com
edu.glogster.com

BRONFENBRENNER’S MODEL IS ALSOKNOWN

AS BIOECOLOGICAL SYSTEM

This theory presents the child development within the context of

relationship system that comprises the child environment.

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 65

The Microsystems
Is the layer nearest the child. It comprises structure which the child directly
interacts with.
They are called immediate environment
Example: one’s family, school and neighborhood
Question: Does the child have strong and nurturing relationships with the parents
and the family?
Question: Are his/her needs met?

The Mesosystem
This layer serve as the relationships between two or more microsystems
such as what is learned at home culturally.
They are called connections.
Example: Interactions between the parents and teachers
The parents and health services
The community and the church

The Exosystem
Environment that effect how one develops that is out of their control.
They are called indirect environment.
Example: workplace, mass media, city government

The Macrosystem
Is a large cultural and social structural elements of the environment that
shape human development.
They are called social and cultural values.
Example: marriage ceremonies, outbreak of Mers-Cov or Aids

The Chronosystem
Big events in the world that help psychologist understand the affect it will
impact in a person’s development through time.
They are called Changes Over Time.
Example: A family through a divorce
A nation going to war

THE ROLE OF SCHOOLS AND TEACHERS

“The instability and unpredictability of family life is the most destructive force to a
child’s development”
Researchers tell us that the absence or lack of children constant mutual
interaction with important adults has negative effects on their development.
Bronfenbrenner’s Theory reminds the school and teachers of their very important
role.

WHAT IF….
- If there is lack of support, care and affection from the home?

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 66

 - If there is a serious breakdown of the basic’s relationships in a child’s life?
- What can the school, the teachers in particular do?

THIS THEORY HELPS…

This theory helps teacher look into a very child’s environmental systems in order
to understand more about the characteristics and needs of each child, each
learner. The school and the teachers can contribute stability and long term
relationships in the home.

toondoo.com

toondoo.com

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 67

A REMARKABLE QUOTE……..

Every KID needs at least one ADULT who is CRAZY about him
-Urie Brofebrenner

Apply

Looking at your answer on Activity: “Looking Back” phase of this

Module describe how these people or circumstances have influenced your
attitudes, behaviour and habits.

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 68

Name: ______________________________ Date: _______________

Year & Section: _______________________ Score: ______________

Directions: Do the following to ensure mastery of the big ideas presented in this
module. Write your answer on the space provided.

Read a research or study related to Brofenbrenner‟s theory. Fill out the matrix
below.

Problem Research Methodology

Source: (bibliographical
entry format)
_______________________
Findings _______________________ Conclusions

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 69

Module Outcomes

At the end of the unit, you must have:

 trace the course of the pre-natal development process that you
went through;
 explain the most common hazards to prenatal development; and
 become more appreciative of the gift of life manifested in an
anti-abortion stand.

Introduction

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 before birth. To make the description of human
development complete, it may be good to understand the beginnings of the child
and the adolescent. In Unit 1, Module 1 you met the 2 persons. You asked what
they were before what and who they are at present. This is the concern of this
module- pre-natal or antenatal development.

Activate

Read the article “Life Before Birth” then answer the following
1. What are your feelings and reactions about what you read
2. Do you agree that which is developing in the womb is a mere „blob of
tissue‟ or „uterine contents‟ as abortionists claim? Share your explanation.

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 70

 Acquire

Stages of Prenatal Development

 Zygotic (or Germinal) Stage 0-2 weeks
 Embryonic Stage 2-8 weeks
 Fetal Stage 9-40 weeks

Conception
 Conception occurs when a sperm cell penetrates and fertilizes an egg cell
 Successful conception depends on
 ovaries releasing one healthy egg cell
 egg cell migrates most of the way down the fallopian tube
 One sperm must penetrate the ovum to form a zygote.

Germinal Period
 Begins when egg is fertilized in the fallopian tube.
 Period of rapid cell division
 Ends 2 weeks later when the zygote is implanted in the wall of the uterus

Germinal Period

slideshare.net
Embryonic Period
 From 2 to 8 weeks after conception
 Cell differentiation intensifies
 Life support systems for the embryo develop
 Organs Appear

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 71

Prenatal Structures

slideplayer.com

At 2 weeks, the embryonic disk as 3 layers:

 Entoderm: from which develops pharynx, tonsils, thyroid, trachea, lungs,
digestive system, bladder, urethra
 Mesoderm: from which develops muscles, bones, circulatory system,
lymph system, kidneys, gonads
 Ectoderm: from which develops skin, hair, nails, sense organs, nervous
tissue

Fetal Period
 From 9 weeks after conception to birth
 Increase in size and systems begin to function
 Age of viability: 22 to 28 weeks

First Month
 By the end of the first month, the embryo is about 1/10 of an inch long.
The heart, which is no larger than a poppy seed, has begun beating.

nanopdf.com pratclif.com

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 72

Two Months
 The embryo is about 1 inch long and has distinct, slightly webbed
fingers. Veins are clearly visible. The heart has divided into right and left
chambers.

studyres.com media.timetoast.com

Three Months
 By now the fetus is 2 1/2 to 3 inches long
and is fully formed. He has begun
swallowing and kicking. All organs and
muscles have formed and are beginning to
function. Genitals can be now identified as
male or female.

old.hisbranches.org

Four Months
 Fetus is about 6 inches long and weighs 4 to 7 ounces. His heartbeat
can be heard clearly. This is when you may feel your baby's first kick.

tantasalute.it pratclif.com

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 73

Five Months
 A protective coating called vernix caseosa
begins to form on baby's skin. By the end of
this month, your baby will be nearly 12
inches long and weigh almost a pound.
Fetus is more active.

slideplayer.com

Six Months
 Eyebrows and eyelids are visible. Your baby's lungs are filled with
amniotic fluid, and he has started breathing motions. If you talk or sing,
he can hear you.

pratclif.com
slideplayer.com

Seven Months
 By the end of the seventh month, your baby weighs about 3 1/2 pounds
and is about 12 inches long. His body is well-formed. Fingernails cover
his fingertips

slideshare.net pratclif.com

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 74

Eight Months
 Your baby is gaining about half a pound per week, and layers of fat are
piling on. He has probably turned head-down in preparation for birth. He
weighs between 4 and 6 pounds.

pratclif.com
slideplayer.com

Nine Months
 Your baby is a hefty 6 to 9 pounds and
measures between 19 and 22 inches. As he
becomes more crowded, you may feel him
move around less.

pratclif.com

Factors Affecting to Prenatal Development

1. General Risk Factors
2. Teratogens: Diseases, Drugs, and Environmental Hazards
3. How Teratogens Influence Prenatal Development
4. Prenatal Diagnosis and Treatment

General Risk Factors

 Nutrition: adequate amount
of food, protein, vitamins, &
minerals
 Stress: decreases oxygen to
fetus and weakens mother‟s
immune system
 Mother‟s Age: neither too
young, nor too old meinbezirk.at

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 75

 Prescription and Nonprescription Drugs – Several drugs used by the
mother that have negative effects on the embryos and fetuses.
Psychoactive drugs are used to alter states of consciousness, modify
perceptions, and change moods. The effects of alcohol, nicotine, and
illegal drugs on the fetus are well-documented.
Incompatibility of blood types where the fetus‟s blood is RH positive ad
the mother‟s is RH negative cause antibodies to attack the fetus,
resulting in serious, often life-threatening damage.
Environmental hazards of the modern world can cause chromosomal
abnormalities. Exposure to toxins, radiation, pollutants, and excess heat
can all contribute to a negative impact on the fetus.
Other maternal factors such as infectious diseases (Rubella, Syphilis,
AIDS), all have varying degrees of impact on the fetus. Also considered
are emotional stress, age, and nutrition of the mother.
Paternal factors can impact fetal growth such as pesticides at the
workplace, smoking and diet.

Teratogens: Diseases, Drugs, and Environmental Hazards

• Many diseases pass through the placenta directly and attack the fetus
• Potentially dangerous drugs not limited to cocaine but include alcohol
and caffeine
• Environmental hazards are treacherous because we‟re often unaware of
their presence

How Teratogens Influence Prenatal Development

 Not universally harmful
 Harm particular structures at a particular point in development in
particular animals

Effects of Teratogens

slideplayer.com
CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 76
Prenatal Diagnosis and Treatment
 Diagnosis: ultrasound, amniocentesis, and chorionic villus sampling can
detect physical deformities and genetic disorders
 Treatment: fetal medicine and genetic engineering are experimental

Amniocentesis Chorionic Villus Sampling

en.wikipedia.org
en.wikipedia.org

Labor and Delivery

 Stage 1: starts when the muscles of the uterus contract and ends when
the cervix is fully enlarged (about 10 cm)
 Stage 2: baby is pushed down the birth canal
 Stage 3: placenta is expelled

Three Stages of Labor

mennenfacs.weebly.com

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 77

 Apply

1. Here are the three (3) stages of pre-natal development. Label them.

2. Give some hazards of pre-natal development. Use the given graphic

organizer.

Prenatal
Developmen
t- Zygote,
Embrayo,
Fetus
organizer

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 78

Name: ______________________________ Date: _______________

Year & Section: _______________________ Score: ______________

Directions: Do the following to ensure mastery of the big ideas presented in this
module. Write your answer on the space provided.

1. Read at least 2 researches on causes of birth defects. Summarize each

research by stating the:
a. Problem

b. Research Method

c. Findings

d. Conclusions

e. Recommendation

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 79

 f. Reference

Read and reflect on these lines:

The heartbeat is observed three weeks and one day after

fertilization, and the heart will beat 54 million times before birth!

At 6 weeks the embryo begins making spontaneous movements.

Touch his mouth and he will withdraw his head.

At eight weeks, 90% of the anatomical structures found in adults

are present- that’s 4000 distinct anatomical structures!

The child has unique fingerprints at 10 weeks- the same

fingerprints he or she keeps throughout life.

Source: http://www.priestsforlife.org/columns/document/aspxid=2go

2. Look at yourself. You are perfectly made. The cells of your lips are at your
lips; your mouth is close to your nose. You can breathe normally. Did it
ever occur to you that it could have been otherwise? Write down your
reflections here.

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 80

Module Outcomes

At the end of the unit, you must have:

 trace the physical development that you have gone through as
infants and toddlers; and
 draw implications of these principles and processes to parenting
and caregiving.

Introduction

We have just traced the developmental process before birth. We shall

continue to trace the developmental process by following the infant or the baby
who is just born up to when he reaches age 2. The period that comes after pre-
natal or antenatal stage is infancy which, in turn, is followed by toddlerhood.
Infancy and toddlerhood span the first two (2) years of life.

Activate

Study the figure below. Look closely at the changes in the sizes of the human
body parts as a person grows.

1. What do you notice about the size of the head in relation to the other parts
of the body as a person grows older?

2. Does physical development begin from the top of below from the side to
the center?
CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 81
Explain your answer

Santrock, Child Development, 8e. Copyright © 1998. McGraw-Hill Companies, Inc. All Rights
Reserved

Acquire

The Cephalocaudal Trend

Growth occurs in a top down manner i.e from the head downwards. This is
true especially of the first few months of life.
Motor development of the upper parts of the body precedes that of the
lower parts.

The Proximodistal Trend

Growth begins at the centre of the body and proceeds to the extremities.
E.g. shoulder, then elbow, then wrist and finally fingers.
Motor development too follows this trend.

Height and
Weight
It‟s normal for newborn babies to drop 5 to 10 percent of their body weight
within a couple of weeks of birth. That is due to the baby‟s adjustment to
neonatal feeding. Once they adjust to sucking, swallowing and digesting,
they grow rapidly.
Breastfeed babies are typically heavier than bottle-fed babies through the
first six months. After six months, breastfeed babies usually weigh less
than bottle-fed babies

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 82

 In general, an infant‟s length increases by about 30 percent in the first five
months.

Skull Growth
Skull growth is rapid because of the large increase in the brain size in the
first 2 years of life.
The bones of the skull are separated by six gaps called „soft spots‟ or
fontanels.
The skull bones fuse together by 12 to 18 months and the soft spots
disappear.
Neurons and Myelinization

Half the brain size is made of glial cells, which coat the neural fibers with
fatty cells in a process called myelinization. Myelinization improves the
efficiency of message transfer.
At birth the brain is 30% of adult size, at 2 years 70% and at 6 years 90%.

Brain Development
The brain is nearer to its adult shape and size at birth than any other part
of the body.
The largest area of the brain is called the cerebral cortex and is
responsible for receiving and processing sensory information, thinking,
language and so on.

Motor Development

Along this aspect of motor development, infants and toddlers begin from
reflexes, to gross motor skills and fine motor skills

parklandplayers.com

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 83

 The new born has some basic reflexes which are, of course automatic,
and serve as survival mechanisms before they have the opportunity to learn.
Many reflexes which are present at birth will generally subside within a few
months as the baby grows and matures.

There are many different reflexes. Some of the most common reflexes that
babies have are:

Sucking Reflex

• The sucking reflex is initiated when something

touches the roof of an infant's mouth.
• Infants have strong sucking reflex

youaremom.com

Rooting Reflex

• This reflex begins when the corner of the baby‟s

mouth is stroked or touched.

slideplayer.com

Gripping Reflex

• otherwise called "Grasping Reflex"

• Babies will grasp anything that is placed in their
palm.
• Lasts until about 5 to 6 months of age.
verywellfamily.com

Curling Reflex

• otherwise called Plantar/Babinski Reflex

• inner sole of the baby's foot is stroked - curling
of toes
• outer sole of the baby's foot is stroked -
spreading out of toes
pinterest.ph

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 84

 Stratle/ Moro Reflex

• Often called a startle reflex because it usually

occurs when a baby is startled by a loud sound or
movement.
• last up until 5 to 6 months
• In response to the sound, the baby throws back
his or her head, extends out the arms and legs,
youaremom.com
cries, then pulls the arms and legs back in.

Galant Reflex

• This is shown when an infant‟s middle or lower

back is stroked next to the spinal cord.
• Response: baby will curve his or her body
toward the side which is being stroked.
specialkids-specialcare.org

Tonic Motor Skills

• often called "the fencing position"
• When a baby's head is turned to one side, the arm
on that side stretches out and the opposite arm
bends up at the elbow.

docplayer.cz

Gross Motor Skill

Generally refer to movements involving larger muscles,
like those in the arms, legs, feet or the entire body.

carengrow.com

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 85

 Milestones in Gross Motor Development

slideplayer.com

Fine motor skills

Generally refer to movements
involving smaller muscles, like
those in hands, wrists and
fingers.

medium.com

Sensory and Perceptual

Characteristics
Development

- 10 to 30 times lower than

normal adult vision.
Vision - (6 mos.) vision becomes better
- (1 yr. old) vision approximates
that of an adult

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 86

 - develops much before the birth
Hearing - infants sensory thresholds are
somewhat higher than those of
- adult
they do feel pain
- newborn males show a higher
Touch and Pain level of cortisol (an indicator of
stress) after a circumcion than
prior to surgery
- babies respond to touch

- sensitivity taste might be

Taste
present before birth

Touch and Pain - it requires several days of

experience to recognize their
mother's breast pad odor.

- Definition: the ability to relate,

connect and integrate
information about two or more
sensory modalities such as
Intermodal Perception
vision and hearing.
- it gets sharpened through
experience

Apply

Come up with a graphic presentation of the milestones of the various

aspects of physical development (proximodistal and cephalocaudal patterns,
height and weight during infancy and toddlerhood). For details, refer to the
Questionnaire on the Philippine Early Learning and Development Standards in
the research phase of this Module. Cite implication/s of each milestone to
parenting.

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 87

Name: ______________________________ Date: _______________

Year & Section: _______________________ Score: ______________

Directions: Fill the table to ensure mastery of the big ideas presented in this
module. Write your answer on the space provided.
.

Physical Development in Infancy and Toddlerhood

Processes/ Related Characteristics/
Concept
Ideas Description

Cephalocauda

Cephalocaudal and
Proximodistal Patterns

Proximodistal

Height and Weight Nature of Change/s

Dendrites and
The Brain
Myelination

Motor Development Reflexes

Gross motor skills

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 88

 Fine motor skills

Sensory and Perceptual

Vision
Development

Hearing

Touch and Pain

Taste

Smell

Intermodal Perception

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 89

References:

 Corpuz, B. B., Lucas, M. R. D. , Borado, H. G. L., & Lucido, P. I. (2015).

Child and Adolescent Development: Looking at Learners at Different Life
Stages. Lorimar Publishing.
 Freud, S. (1920). Beyond the pleasure principle. SE, 18: 1-64.
 Freud, S. (1923). The ego and the id. SE, 19: 1-66.
 Kohlberg‟ Theory of Moral Development, About.com
 McLeod, S. A. (2019, September 25). Id, ego and superego. Simply
Psychology.
 Vygotsky, L.S. (1962). Thought and Language. Cambridge, MA: MIT
Press.
 Vygotsky, L.S. (1978). Mind in Society. Cambridge, MA: Harvard
University Press.
 Wertsch, J.V. (1985). Cultural, Communication, and Cognition: Vygotskian
Perspectives. Cambridge University Press.
 Berk, Laura. Infants, Children, and Adolescents, 6th edition USA: Allyn and
Bacon, 2007

Internet Sources:
 https://www.simplypsychology.org/psyche.html
 http://en.wikipedia.org/wiki/
 www.slideshare.com
 http://pdfslide.net

CHILD AND ADOLESCENT DEVELOPMENT by TOMOL, SUSIE HOPE 90