11

PERSONAL
DEVELOPMENT
Guided Learning Activity Kit
Developmental Tasks and Challenges
During Adolescence
Quarter 3- Week 3

GOVERNMENT PROPERTY

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Personal Development – Grade 11
Guided Learning Activity Kit
Developmental Tasks and Challenges During Adolescence
Quarter 3- Week 3

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Such agency or office may, among other things, impose as a condition the payment of
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Every effort has been exerted to locate and seek permission to use these materials from
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ownership over them.

Development Team of the Activity Sheet

Writers: Brigette K. Legaspi
Editors: Name
Reviewers: Name
Illustrator: Name
Layout Artist: Name
Management Team: Leonardo D. Zapanta EdD, CESO V
Michelle Ablian-Mejica EdD
Manolito B. Basilio EdD
Gina R. Borje
Garry M. Achacoso
Rechelle C. Diviva

Printed in the Philippines by Department of Education

Region III
Schools Division of Zambales
Zone 6, Iba, Zambales
Tel./Fax No. (047) 602 1391
E-mail Address: zambales@deped.gov.ph
Website: www.depedzambales .ph
 DEVELOPMENTAL TASKS AND
CHALLENGES DURING ADOLESCENCCE

Introduction

Have you asked yourself why at your age there are lots of changes you are
experiencing physically, mentally, emotionally and socially? These changes are just
manifestations that you are an adolescent.
Adolescence is a period of significant changes in your growth and
development as it is the transition phase of a human being from childhood to
adulthood where abrupt physical, emotional and mental changes usually occur.
Also, during this stage adolescent will encounter much broader social
responsibilities towards his/her family and society. Therefore, help and support of
significant people around him/her are very much necessary and essential in this
developmental stage.

Learning Competency

1. Discuss developmental tasks and challenges being experienced during

adolescence (EsP-PD11/12DS-Ic-3.1)
2. Evaluate one’s development through the help of significant people around
him/her ( peers, parents, siblings, friends, teachers, community leaders)
(EsP-PD11/12DS-Id-3.2)

Objectives

At the end of this Guided Learning Kit, you are expected to:
1. identify developmental tasks and challenges of an adolescent;
2. describe how family and community play a significant role in one’s growth
and development;
3. create an encouragement bookmark that will remind you to keep moving.

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 Review

Let us check your learning from our previous lesson.

Directions: Identify five (5) words that develop a whole person. Write inside
the figure below.

Discussion

Every human undergoes developmental stages that focus on human growth

and changes across lifespan. These include physical, cognitive, social, intellectual,
perceptual, personality and emotional growth.
A well-known educator and behavioral scientist, Robert J. Havighurst (1900
– 1991) identified developmental tasks for every developmental stage of a human.
According to his Developmental Tasks Theory, human development is continuous
throughout the entire lifespan, where the individual moves from one stage to the
next by means of successful performance of developmental tasks. Thus, success in
every tasks leads to happiness, satisfaction and eventually success in other
developmental task they will perform later in life while failure leads to
unhappiness, disapproval by society and difficulty with later developmental tasks.

SUMMARY DIAGRAM OF DEVELOPMENTAL TASKS

 Learning to walk
 Learning to take solid foods
 Learning to talk
 Learning to control the elimination of
body wastes
Infancy and Early
 Learning sex differences and sexual
Childhood (0-5 years old)
modesty
 Acquiring concepts and language
 Readiness for reading
 Learning to distinguish right from
wrong and developing conscience

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  Learning to physical skills necessary
for ordinary games
 Building a wholesome attitude toward
oneself
 Learning to get along with age-mates
 Learning an appropriate sex role
Middle Childhood
 Developing fundamental skills in
(6-12 years old)
reading, writing and calculating
 Developing a conscience, morality and
a scale of values
 Achieving personal independence
 Developing acceptable attitudes toward
society

 Achieving mature relations with both

sexes
 Achieving a masculine or feminine
social role
 Accepting one’s physique
Adolescence
 Achieving emotional independence of
(13-18 years old)
adults
 Preparing for marriage and family life
 Preparing for an economic career
 Acquiring values and an ethical system
to guide behaviour
 Desiring and achieving socially
responsibility behavior

 Selecting a mate
 Learning to live with a partner
Early Adulthood  Starting a family
(19-30 years old)  Rearing children
 Managing a home
 Starting an occupation
 Assuming civic responsibility

 Helping teenage children to become

happy and responsible adults
 Achieving adult social and civic
responsibility
Middle Adulthood  Satisfactory career achievement
(31-60 years old)  Developing adult leisure time activities
 Relating to one’s spouse as a person
 Accepting the physiological changes of
middle age
 Adjusting to
Adjusting todecreasing strength and
aging parent
health
 Adjusting to retirement and reduced
income 3|Pag e
 Adjusting to death of spouse
 Establishing relations with one'’ own
age group
 Later Maturity
(61 years old onwards)

During late adolescence, there are challenges that adolescents may

encounter as they passage to adulthood.

Physical Development
 Most girls have completed the physical changes related to puberty by
age 15.
 Boys are still maturing and gaining strength, muscle mass, and
height and are completing the development of sexual traits
Emotional Development
 May stress over school and test scores
 Is self-involves (may have high expectations and low self-concept)
 Seeks privacy and time alone
 Is concerned about physical and sexual attractiveness
 May complain that parents prevent him or her from doing things
independently
 Starts to want physical and emotional intimacy in relationships
 The experience of intimate partnerships
Social Development
 Shifts in relationship with parents from dependency and
subordination to one that reflects the adolescents’ increasing
maturity and responsibility and responsibilities in the family and the
community
 Is more and more aware of social behaviors of friends
 Seeks friends that share the same beliefs, values and interests
 Friends become more important
 Starts to have more intellectual interests
 Explores romantic and sexual behaviors with others
 May be influences by peers to try risky behaviors (alcohol, tobacco,
sex
Mental Development
 Becomes better able to set goals and think in terms of the future
 Has a better understanding of complex problems and issues
 Starts to develop moral ideals and to select role models

In this phase of development, parents, adults and other significant others

play an important role in the growth of the adolescents. Their help, guidance,
encouragement and support are very much essential for these adolescents to go

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through these behavioral tasks and challenges that will soon enable them to
become responsible adults in future.

Activities

Guided Practice 1: My Top Influential People!

As an adolescent, you recognize that there are individuals that play as

influential figure or significant people in your life. Complete the table by identifying
these people and explain how they influence and encourage you in your journey as
an adolescent.

Influential Figure/
Role
Significant People
Ex. Parent

Guided Practice 2: My Say!

Analyze the poster below. Based on what have you learned today, share your
thoughts using the guide questions. Consider the rubric before doing the task.

Guide Questions:
1. What is the message of the poster?
2. Do you agree with message? Explain your answer.
RUBRIC:
CRITERIA RATING
The answers clearly convey the message
of the poster.
(10 points)
The output conveys ideas and views
relevant to the topic.
(10 points)
The answers are original and do not
contain any plagiarized content.
(10 points)
TOTAL (30 pts)
Independent Practice: My To-Do List!
In every success there are tasks and challenges that were surpassed. Create
your own “TO DO LIST” that will guide you to become a happy responsible
adolescent. Give at least ten (10) answers. Consider the rubric in doing the task.

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RUBRIC:

CRITERIA RATING
The output clearly conveys information and message
(10 points)
The output conveys ideas and views relevant to the
topic.
(10 points)
The work is creative and artistic.
(10 points)
TOTAL (30 pts)

Assessment

Directions: Choose the letter of the correct answer. Write your answer on a
separate paper.

1. Which of the following statements explain the MOST the Developmental

Tasks Theory of Robert J. Havighurst?
a. Developmental Tasks Theory deals with different developmental stages
with similar behavioral tasks.
b. Human development is continuous throughout the entire lifespan, where
the individual moves from one stage to the next by means of successful
performance of developmental tasks.
c. According to this theory, successful resolution of these tasks can cause
distress in life.
d. This theory explains that stages of human development are fixed and
definite.
2. Based on this theory, what will happen if developmental tasks from one
developmental stage were not successfully performed?
a. Nothing will happen since it can be performed to the next developmental
stage.
b. Happiness and success even later in life.
c. Achieve mature role in the family and the community.
d. Unhappiness, disapproval by society and difficulty with later
developmental tasks
3. The following are developmental tasks of an adolescent according to
Havighurst EXCEPT:
a. Achieving mature relations with both sexes
b. Learning to live with a partner
c. Achieving emotional independence of adults
d. Preparing for an economic career
4. Adolescence in Havighurst’s theory is within the bracket of:
a. 6 – 12 years old c. 13 – 18 years old
b. 19 – 30 years old d. 30 – 60 years old
5. Physical, mental and emotional changes during adolescence are:
a. Normal as these are expected process during adolescence.

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 b. Not usual since not everyone is experiencing it.
c. Normal only for boys.
d. Normal only for girls.
6. Rearing children is a developmental task of:
a. Adolescence c. Middle Adulthood
b. Early Adulthood d. Later Maturity
7. Most girls have completed the physical changes related to puberty by age of:
a. 13 b. 14 c. 15 d. 16
8. Which among the following statements DOES NOT describe the emotional
development during late adolescence?
a. Adolescents may stress over school and test scores
b. They are self-involves (may have high expectations and low self-concept)
c. Boys are still maturing and gaining strength, muscle mass, and height
and are completing the development of sexual traits
d. Adolescents may complain that parents prevent him or her from doing
things independently
9. Mental development of the adolescents includes the following EXCEPT:
a. Becomes better able to set goals and think in terms of the future
b. Has a better understanding of complex problems and issues
c. Starts to develop moral ideals and to select role models
d. The experience of intimate partnerships
10.During adolescence, what is the participation of parents and significant
others in the development of adolescents?
a. They should let these young ones to do whatever they want since they
are turning adults soon.
b. They should not correct mistakes they made because they already know
right from wrong.
c. They should provide guide and support to the adolescents to develop
themselves and become better adults in the future.
d. They should allow them seek needs solely from their peers since they are
the ones that can understand the same problems and issues.

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 Reflection

Based from what you have learned today, give, 3- 5 sentences that will
explain your understanding of the lesson.

I have learned that ________________________________________________________

_________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

________________________________________________________________.

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 References

Department of Education, Republic of the Philippines.2016. Personal Development

Reader. 1st. ed. Quezon City: Sunshine Interlinks Publishing House, Inc.

https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.pinterest.com%2Fp
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woTCNDU4uu-m-4CFQAAAAAdAAAAABAD

https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.123rf.com%2Fphot
o_54187043_stock-vector-boy-generations-at-different-ages-infancy-
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7SswZvuAhXZAqYKHY44CygQr4kDegUIARCtAQ

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urce=images&cd=vfe&ved=2ahUKEwiB5dqQwpvuAhVKyZQKHWM5AG8Qr4k
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mage%2Fold- clipart%2F3049715.html&psig=AOvVaw0-fkd7K0EN-
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 Key to Corrections

Assessment Review
1. b - Answers may vary
2. d
3. b Guide Practice 1
4. c - Answers may vary
5. a
6. b Guide Practice 2
7. c - Answers may vary
8. c
9. d Independent Practice
10. c - Answers may vary

Refection
- Answers may vary

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 Acknowledgment

The Schools Division of Zambales would like to express its heartfelt

gratitude to the following, who in one way or the other, have contributed to the
successful preparation, development, quality assurance, printing, and distribution
of the Quarter 3 Guided Learning Activity Kits (GLAKs) in all learning areas across
grade levels as a response to providing the learners with developmentally-
appropriate, contextualized and simplified learning resources with most essential
learning competencies (MELCs)-based activities anchored on the principles of
guided learning and explicit instruction:

First, the Learning Resources (LR) Development Team composed of the

writers and graphic artists for devoting much of their time and exhausting their
best efforts to produce these indispensable learning kits used for the
implementation of learning delivery modalities.

Second, the content editors, language reviewers, and layout evaluators

making up the Division Quality Assurance Team (DQAT) for having carefully
evaluated all GLAKs to ensure quality and compliance to DepEd standards;

Third, the Provincial Government of Zambales, for unceasingly extending its

financial assistance to augment the funds for the printing of these learning
resources for use by learners and parents at home;

Fourth, the teacher-advisers and subject teachers, in close coordination

with the school heads, for their weekly distribution and retrieval of the GLAKs and
for their frequent monitoring of the learners’ progress through various means; and

Finally, the parents and other home learning facilitators for giving the
learners the needed guidance and support for them to possibly accomplish the
tasks and for gradually helping them become independent learners.

To deliver learning continuity in this challenging circumstance would not be

possible without your collective effort and strong commitment to serving our
Zambaleño learners.

Again, our sincerest thanks!

The Management Team

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