An online portfolio about the Stages of Human Development

1. SUBMITTED BY: CRISTINE JOY M.
SUBMITTED BY: CRISTINE JOY M.
DEGAMO
DEGAMO
BSED ENGLISH 1
BSED ENGLISH 1
THE CHILD AND
THE CHILD AND
ADOLESCENT LEARNERS &
ADOLESCENT LEARNERS &
LEARNING
LEARNING
ONLINE PORTFOLIO
ONLINE PORTFOLIO

2. THE DIFFERENT
STAGES OF HUMAN
DEVELOPMENT
The first year
after birth is
called infancy,
after which
childhood begins.
An individual
grows quickly and
develops new
abilities during
infancy and
childhood.
Prenatal Stage
Prenatal development
includes the
development of the
embryo and of the
fetus during a
viviparous animal's
gestation. Prenatal
development starts
with fertilization, in
the germinal stage of
embryonic
development, and
continues in fetal
development until
birth.
Infancy &
Toddlerhood
Early Childhood
Early childhood
development refers
to how a child
grows and develops
physically,
emotionally and
socially in the first
years of life. It also
refers to how their
communication and
cognitive skills
develop over time.
All of these areas of
development are
intricately linked,
and are important
in a child's early
years.

3. The first year after
birth is called
infancy, after which
childhood begins.
An individual grows
quickly and
develops new
abilities during
infancy and
childhood.
Middle childhood
A child's
developmental path
in their middle
childhood years
(between 6 and 12
years of age)
contributes
substantially to the
adolescent, and adult
they will become.
Middle childhood is a
stage where children
move into expanding
roles and
environments.
Intermediate
Adolescence
Early childhood
development refers
to how a child
grows and develops
physically,
emotionally and
socially in the first
years of life. It also
refers to how their
communication and
cognitive skills
develop over time.
All of these areas of
development are
intricately linked,
and are important
in a child's early
years.

4. PHYSICAL
DEVELOPMENT OF
PRE-NATAL PERIOD
EMBRYONIC
Starting in the second week
after fertilization, the
embryo starts to develop
distinct cell layers, form
the nervous system, make
blood cells, and form
many organs. By the end
of the embryonic stage,
most organs have started
to form, although they will
continue to develop and
grow in the next stage (that
of the fetus).
FETAL
The fetus will continue to
develop organs,
including the brain and
spinal cord. Between
weeks nine and 12, the
fetus will begin to make
movements with their
arms and legs. It's also
during this stage that sex
organs will begin to
differentiate.
GERMINAL
The GERMINAL stage of pregnancy
starts at the time of conception,
when the sperm and the egg
combine to form a zygote. During
the germinal stage, the zygote
begins to divide in order to implant
into the uterine wall. Once
implantation is complete, the
embryonic stage begins.

5. COGNITIVE
DEVELOPMENT OF
PRE-NATAL PERIOD
2ND TRIMESTER
The second trimester is
the fourth, fifth, and sixth
months of a pregnancy.
During the course of the
second trimester, the
brain becomes fully
developed. Even though
the brain has not
reached its full size, most
of the neurons within the
central nervous system
are present.
3RD TRIMESTER
The fetus will continue to
develop organs,
including the brain and
spinal cord. Between
weeks nine and 12, the
fetus will begin to make
movements with their
arms and legs. It's also
during this stage that sex
organs will begin to
differentiate.
1ST TRIMESTER
the neuronal connections in
the brain and the neural tube
begin to form 25 days after
conception. The baby's brain
and spinal cord will develop
from the neural tube. The
cerebral cortex is also formed
from the neural tube.

6. SOCIO-EMOTIONAL
DEVELOPMENT OF
PRE-NATAL PERIOD
The mother's
thoughts about the
child and/or
pregnancy – love or
rejection or
disinterest – directly
affect the child's
subsequent sense of
self, security, and
esteem.
An unborn child can
sense and react to
emotions such as love
and rejection but also to
more complex emotions
such as ambivalence and
ambiguity. The mother’s
thoughts about the child
and/or pregnancy – love
or rejection or
disinterest – directly
affect the child’s
subsequent sense of self,
security, and esteem.
An unborn child can
sense and react to
emotions such as love
and rejection but also
to more complex
emotions such as
ambivalence and
ambiguity.

7. PHYSICAL
DEVELOPMENT OF
INFANTS AND
TODDLERS
Rolls from tummy
to back and may
roll from back to
tummy
Pushes arms
straight when on
tummy
Uses hands to
support when
sitting
Grasp adult's finger
Primitive reflexes
are present
Kicks both arms
and legs while on
back
2 Months
4 Months
Holds head steady
without support
Swings arm at
objects
Brings hands to
mouth
6 Months
9 Months
Moves into the sitting
position without
support
Transfers items from
one hand to the other
Uses fingers as a
“rake” to pull food
and objects towards
self
12 Months
15 Months
Pulls up to stand
Walks or “cruises”
along furniture for
support
Drinks from a cup
without a lid with
adult support
Uses thumb and
finger “pincer
grasp” to pick up
small items
Takes a few steps
independently
Feeds themself finger
foods
Squats to pick up an
object from the floor
and then stands up
without support
Makes marks on
paper using crayon

8. PHYSICAL
DEVELOPMENT OF
INFANTS AND
TODDLERS
Uses hands to
twist and
unscrew objects
Takes off loose
clothing alone
Can turn book
pages one at a
time
Walks independently
Drinks from a cup
Tries to use a spoon
Climbs on and off
furniture independently
Tries to kick a ball after
observing an adult
18 Months
24 Months
Kicks a ball
Runs
Walks up and down
the stairs while
holding on for
support
Eats with a spoon
Turns doorknobs
30 Months
36 Months
Strings items onto
a string such as
large beads or
macaroni
Dresses self in
loose clothing
Uses a fork
Pedals a tricycle
As parents or
caregivers, we can
support the physical
development of
infants/toddlers by
giving them
different activities
that would be
helpful in
establishing their
physical skills. We
should also be
engaged in these
activities so that we
can observe and
guide the child that
we are taking care
of

9. COGNITIVE
DEVELOPMENT OF
INFANTS AND
TODDLERS
Brings things to
mouth to explore
them
Reaches to grab
objects
Closes lips to
show disinterest
in more food
Plays by banging
objects on the
tables or ground
Follows objects with
eyes and recognizes
people at a distance as
they move
Looks at objects for
several seconds
Waves arms at dangling
objects dangled in front
of them
2 Months
4 Months
Opens mouth at the
sight of breast or
bottle
Looks at hands with
interest
Looks at objects
placed in hand or in
front of them
6 Months
9 Months
Looks for objects
when places out of
sight
Bangs two objects
together
Picks up toys one
in each hand
Piaget describes intelligence in
infancy as sensorimotor or
based on direct, physical
contact. Infants taste, feel,
pound, push, hear, and move
in order to experience the
world. During this period,
infants are busy discovering
relationships betweentheir
bodies and the environment.
The child relies on
seeing,touching, sucking,
feeling, and using their senses
to learn things
aboutthemselves and the
environment. Piaget calls this
the sensorimotor stagebecause
the early manifestations of
intelligence appear from
sensory perceptionsand motor
activities.

10. COGNITIVE
DEVELOPMENT OF
INFANTS AND
TODDLERS
Plays make believe with
dolls, animals, and
people
Shows skills in simple
problem-solving skills
like standing on a small
stool to reach something
Follows two step
directions like, “Pick up
your shoes and put them
in the closet”
Shows interest in copying
simple chores like sweeping
or wiping the table
Plays with toys in a simple
way (playing in their
intended way, pushing a toy
car)
Points to show something of
interest
18 Months
24 Months
Holds something in one
hand while using the
other hand
Attempts to use
switches knobs and
buttons on a toy
Plays with more than
one toy at the same
time
30 Months
36 Months
Copies a circle with a
pencil or crayon
Avoids touching hot
objects after a
warning
Can work toys with
buttons, levers, and
moving parts
Builds towers of more
than 6 blocks
15 Months
Starts to use things correctly
(like cups, phones, books)
Stack at least small two
objects
Scribbles back and forth on
paper
Dumps objects out by
turning containers upside
down
12 Months
Puts objects inside a
container
Looks for objects they
see you hide
Uses index (pointer)
finger to poke and try to
get objects out
15 months

11. SOCIO-EMOTIONAL
DEVELOPMENT OF
INFANTS AND
TODDLERS
Brings things to
mouth to explore
them
Reaches to grab
objects
Closes lips to
show disinterest
in more food
Plays by banging
objects on the
tables or ground
Follows objects with
eyes and recognizes
people at a distance as
they move
Looks at objects for
several seconds
Waves arms at dangling
objects dangled in front
of them
2 Months
4 Months
Opens mouth at the
sight of breast or
bottle
Looks at hands with
interest
Looks at objects
placed in hand or in
front of them
6 Months
9 Months
Looks for objects
when places out of
sight
Bangs two objects
together
Picks up toys one
in each hand
Early relationships
shape their emotional
and social
development and
these begin during
pregnancy, when a
baby's brain is
developing rapidly
and can be influenced
by the physical
environment of the
womb, as well as the
wider environment
and relationships.

12. The impact of the environment
on a child’s development,
including the physical setting
in which they are raised,
cannot be overstated.
Individual and environmental
factors interact to influence
the outcome of talent and
performance in children.
The immediate physical
environment is a powerful
influence on children’s physical
development. The physical
environment, play materials,
and play themes can all be
skillfully designed to promote
active play. Both indoor and
outdoor play environments
should encourage fun and
enjoyable learning.
PHYSICAL
DEVELOPMENT OF
EARLY CHILDHOOD
Effects of
Environment
DEVELOPMENTAL
MILESTONE
Walking
Climbing
Skipping
Running
Early childhood is the time
period when most children
acquire the basic skills for
locomotion, such as
running, jumping, and
skipping, and object
control skills, such as
throwing, catching, and
kicking (Clark, 1994).
Children continue to
improve their gross motor
skills as they run and jump.
Fine motor skills are also
being refined in activities,
such as pouring water into
a container, drawing,
coloring, and buttoning
coats and using scissors.
Locomotor
Skills:

13. •Throwing
•Bouncing
•Dribbling
NON-LOCOMOTOR
SKILLS:
MANIPULATIVE
SKILLS:
ROLE OF
NUTRITION
•Bending
•Turning
•Swaying
Healthy and proper
amount of foods play a
vital role in the physical
development of a child.
Good nutrition is
essential during
childhood, as it is a time
of rapid growth,
development and
activity. This is also a
vital time for healthy
tooth development and
prevention of decay.
General eating habits
and patterns are formed
in the first few years of
life.

14. Cognitive development in
early childhood means
how children think,
explore and figure things
out. It is the development
of knowledge, skills,
problem solving and
dispositions, which help
children to think about
and understand the world
around them. Brain
development is part of
cognitive development.
COGNITIVE
DEVELOPMENT OF
EARLY CHILDHOOD
LIMITATIONS IN
PRESCHOOLER'S
THINKING:
Early childhood
generally refers to
the period from birth
through age 5. A
child's cognitive
development during
early childhood,
which includes
building skills such as
pre-reading,
language, vocabulary,
and numeracy,
begins from the
moment a child is
born.
Egocentrism:
A child struggles to
differentiate between
their perspective and
others perspective.
Animism:
The attribute life-like
qualities to inanimate
objects.
Centration &
Conservation:
Children focus on one
aspect, ignoring others

15. Emergency of
Reasoning:
Children in this
stage become more
curious about things
around them and
keep asking "Why"
questions
Attention and
Irreversibility:
A preschooler struggles
with reversible
thinking, not
comprehending that an
operation can work in
multiple directions
Transductive
Reasoning:
Children associates
unrelated events
casually without
deductive or inductive
reasoning.
Advancement in
Symbolic Thought:
It allows preschooler to
mentally represent
objects not present.

16. Information
Processing Theory
-Attention &
Memory
This expanding
information processing
capacity allows young
children to make
connections between old
and new information. For
example, children can use
their knowledge of the
alphabet and letter
sounds (phonics) to start
sounding out and reading
words.
Role of Environment in
Brain Development
Our environment has a
significant influence on
our cognitive
development. This
influence can be
positive and negative.
In general,
environmental factors
affect cognitive
development by
providing stimuli that
influence the organs
responsible for our
cognition
LANGUAGE
ACQUISITION
Preschoolers can tell
simple stories, put words
to emotions, and use
words as part of their
play with others.
Sentences are often
longer and more
complicated, but
preschoolers might still
make grammatical
mistakes. Preschoolers
can understand slightly
complicated instructions
and explanations.

17. Family, teachers,
peers, and mass
media, play a
significant roles
im the
development of a
preschooler's
gender schema.
SOCIO-EMOTIONAL
DEVELOPMENT OF
EARLY CHILDHOOD PARTEN'S 6
STAGES OF PLAY:
The loving
relationships that a
preschooler has
developed with
caregivers and family
will help them feel
more secure when they
are in groups of other
children. From ages 3 –
5, children are starting
to be more aware of
the feelings of other
people, want to have
friendships, and
practice being more
independent.
1. Unoccupied
2. Onlooker
3. Solitary
4. Parallel
5. Associative
6. Cooperative

18. FRIENDSHIPS IN
PRESCHOOLER
Developing friendships
in preschool helps
teach children to
connect with others,
learn to share, and
grow emotionally.
While they're playing
together, children are
also learning about
negotiation,
compassion, and
respect. These are
skills that will serve
them well beyond
preschool.
CAREGIVING
STYLES
Authoritative:
Encourages warmth,
guidance and
communication
Permissive:
Lack boundaries and
discipline
Authoritarian
Involves strict rules
without wamr
Negligence
Low on
demandingness and
responsiveness

19. During middle
childhood, children's
muscle strength, motor
skills, and stamina
increase. Children
acquire the motor skills
necessary to perform
complex movements,
allowing them to
participate in a variety
of physical activities.
PHYSICAL
DEVELOPMENT OF
MIDDLE CHILDHOOD
WEIGHT
Middle childhood's slow,
steady growth occurs until
the onset of puberty,
which occurs late in middle
childhood or in early
adolescence. Children gain
an average of 7 pounds in
weight, and 2 1/2 inches in
height, per year. They have
growth spurts, which are
usually accompanied by an
increase in appetite and
food intake. Conversely, a
child's appetite and food
intake decrease during
periods of slower growth.
Most children will have
slimmer appearance
compared to their
preschool year because
of the shifts in
Accumulation and
Location of their body
fats.
HEIGHT
In middle childhood, children
grow 2 to 3 inches and gain
5 to 8 pounds per year, so
that the average 10-year-old
child weighs about 70
pounds and is about 4½ feet
tall. In late childhood, at
about age 9, girls begin a
period of rapid growth that
will continue into
adolescence.

20. Typically, a child will
gain about 5-7 pounds
a year and grow about
2 inches per year. They
also tend to slim down
and gain muscle
strength. As bones
lengthen and broaden
and muscles
strengthen, many
children want to
engage in strenuous
physical activity and
can participate for
longer periods of time.
FACTORS THAT
COULD INDICATE
HOW A CHILD
Factors affecting
Physical
Development
BONES AND
MUSCLES
Both biological factors
and environmental
factors influence
development during
middle childhood (6-11
years of age). Some
biological factors
might include the
child's health, birth
experience, and
eating/sleeping habits.
Environmental factors,
such as safety, loving
parents, and access to
educational materials,
influence growth.

21. They can now
understand that events
do not always relate to
them and that others
have different points
of view. Children also
become able to apply
logical, concrete rules
to physical objects.
However, they cannot
yet do the same thing
for abstract concepts.
COGNITIVE
DEVELOPMENT OF
MIDDLE CHILDHOOD
LOGICAL THINKING
It is during middle
childhood when
neurons responsible for
cognition, language
and social skills are
being consolidated.
From seven to 11 years
of age, children gain
cognitive control, with
an increasing ability to
respond selectively to
stimuli and begin to
process and
understand material
effectively.
Cognitive skills
continue to expand
in middle and late
childhood as thought
processes become
more logical and
organized when
dealing with
concrete
information.
Children at this age
understand concepts
such as past, present,
and future, giving
them the ability to
plan and work
toward goals.
CONCRETE
OPERATIONAL STAGE

22. During middle and
late childhood
children make strides
in several areas of
cognitive function
including the capacity
of working memory,
their ability to pay
attention, and their
use of memory
strategies.
COGNITIVE
MILESTONES
Inductive Logic
They understand
concepts of space,
time, and
dimension.
They understand
concepts like
yesterday, today,
and tomorrow.
They know left
and right.
They begin to
develop a sense of
self-confidence
and mastery of
their learning.
The child uses inductive
reasoning, which means
thinking that the world
reflects one's own
personal experience.
INFORMATION
PROCESSING SKILL
Inductive Logic
Reversibility
Deductive reasoning is
the ability to draw
specific conclusions
from general
information.
Reversibility is the idea
that things can be
changed and then
changed back.

23. In middle childhood,
self-understanding
expands to reflect
other people's
perceptions. A key
feature of this period is
an increasing
sensitivity to the needs
and expectations of
others and to the
knowledge of the self
that comes from them.
SOCIO-EMOTIONAL
DEVELOPMENT OF
MIDDLE CHILDHOOD
UNDERSTANDING
THE SELF
Children at this stage start
to form stronger, more
complex friendships and
peer relationships. It
becomes more emotionally
important to have friends,
especially of the same sex.
Experience more peer
pressure. Become more
aware of his or her body as
puberty approaches.
Most children will have
slimmer appearance
compared to their
preschool year because
of the shifts in
Accumulation and
Location of their body
fats.
SCHOOL YEARS
ANTISOCIAL
BEHAVIOR
Antisocial behavior emerges
in childhood or adolescence,
and it is very rare for either
Oppositional Defiant
Disorder (ODD) or Conduct
Disorder (CD) to first
develop in adulthood. During
childhood more males than
females appear to suffer
from ODD.

24. Children of this age tend
to sharpen their abilities to
perform both gross motor
skills, such as riding a bike,
and fine motor skills, such
as cutting their fingernails.
In gross motor skills
(involving large muscles)
males typically outperform
females, while females
tend outperform males in
fine motor skills (small
muscles). These
improvements in motor
skills are related to brain
growth and experience
during this developmental
period.
PHYSICAL
DEVELOPMENT OF
LATE CHILDHOOD
OVERALL PHYSICAL
GROWTH
Rates of growth generally
slow during these years.
Typically, a child will gain
about 5-7 pounds a year
and grow about 2-3 inches
per year. They also tend to
slim down and gain muscle
strength and lung capacity
making it possible to
engage in strenuous
physical activity for long
periods of time.
Curiosity about adult
sexual behavior also
tends to increases—
particularly as puberty
approaches—and
children may begin to
seek out sexual content
in television, movies,
the internet, and printed
material. Children
approaching puberty
may also start displaying
romantic and sexual
interest in their peers.
SEXUAL
DEVELOPMENT

25. FACTORS OF
PHYSICAL
DEVELOPMENT
Early puberty
Height, Weight and
Muscle development
Motor Skills
Physical Insecurities
WEIGHT AND
HEIGHT
A child normally gains 5 to 7
pounds weight per year.
According to that, the height
also increases by 2 to 3 inches
per year.
VISUAL ACUITY
DEVELOPMENT
A child normally gains 5 to 7
pounds weight per year.
According to that, the height
also increases by 2 to 3 inches
per year.
TEETH
Most importantly, children lose
their milk teeth, and the
permanent teeth have come in
this stage.

26. COGNITIVE
DEVELOPMENT OF
LATE CHILDHOOD
FACTORS OF COGNITIVE
DEVELOPMENT
Cognitive skills continue to
expand in middle and late
childhood (6–11 years old).
Thought processes become
more logical and organized
when dealing with
concrete information.
Children at this age
understand concepts such
as the past, present, and
future, giving them the
ability to plan and work
toward goals.
CONCRETE
OPERATIONAL STAGE
Reading
Attention
Creativity
Impact of Media
From ages 7 to 11, children
are in what Piaget referred
to as the Concrete
Operational Stage of
cognitive development
(Crain, 2005). This involves
mastering the use of logic
in concrete ways. The word
concrete refers to that
which is tangible; that
which can be seen,
touched, or experienced
directly.

27. SOCIO-EMOTIONAL
DEVELOPMENT OF
LATE CHILDHOOD
BUILDING
FRIENDSHIPS
At this stage, children are
spending less time in the
home. Most of their time
is spent outside the home,
either alone or with other
children, rather than with
adults.
ROLE OF FAMILY
As children go through
their late childhood, the
time they spend in peer
interaction increases. For
the, good peer relationship
is important. The approval
and belongingness they
receive contribute to the
stability and security of
their emotional
development
Family support is crucial at
this stage which
characterized by failure
and success. If a child
doesn't have a supportive
family when they find their
interest, they can get easily
frustrated.
SCHOOL
Child development continues
in the late childhood period as
learning social rules,
respecting others, being a
respected individual,
improving social relationships,
and learning how to
collaborate. In this period,
children also learn competing,
protecting their rights, and
being responsible.

28. PHYSICAL
DEVELOPMENT OF
ADOLESCENCE
Rapid Rate of
Growth
For both boys and girls,
these changes include a
growth spurt in height,
growth of pubic and
underarm hair, and skin
changes (e.g., pimples).
Boys also experience
growth in facial hair and a
deepening of their voice.
Girls experience breast
development and begin
menstruating.
SLEEPING HABITS
During early adolescence
growth is rapid due to the
hormonal changes of
puberty, but it decreases in
middle and late
adolescence. Girls and
boys experience changes
not only in size, but also in
appearance.
Sleep is essential for
teenagers because it plays
an important role in their
physical and mental
development. Most teens
should get between 8 and
10 hours of sleep per night.
Unfortunately, research
indicates that many teens
get far less sleep than they
need.
Teens face numerous
challenges to getting
consistent, restorative sleep.
Recognizing those
challenges helps teens and
their caregivers make a plan
so that teens get the sleep
they need.
Physical
Appearance

29. Adolescents are more
aware of their own
thought processes and can
use mnemonic devices and
other strategies to think
and remember information
more efficiently.
Metacognition.
Adolescents can think
about thinking itself. This
often involves monitoring
one's own cognitive
activity during the thinking
process.
COGNITIVE
DEVELOPMENT OF
ADOLESCENCE
For both boys and girls,
these changes include
a growth spurt in
height, growth of
pubic and underarm
hair, and skin changes
(e.g., pimples). Boys
also experience growth
in facial hair and a
deepening of their
voice. Girls experience
breast development
and begin
menstruating.
DECREASE IN
EGOCENTRIC
THOUGHT
METACOGNITION
Adolescents begin to
realise that the world is
not centred round them
and they begin to think
about things in more
depth. Adolescents
understand what is implied
– even if it is not said, or
even not there, therefore
you are reading between
the lines.
ABSTRACT
THINKING

30. SOCIO-EMOTIONAL
DEVELOPMENT OF
ADOLESCENCE
Positive Emotion
a.) Event that is so strong
and important
b.) Physiological changes
in heart pulse rate, brain
activity, hormone levels
and body temperature.
c.) Readiness for action
often described as "fight or
flight"
d.) Dependence of the
emotion on how the
stimulus is appraised
Like interest and joy
motivate the individual to
continue his/her behavior
Unique Patterns
of Emotions
Negative Emotion
May cause withdrawal
from what may be
perceived as bad or
dangerous
PEER
RELATIONSHIP
In addition, peers also
serve as an important
source of social support
and companionship during
adolescence. As children
become adolescents, they
usually begin spending
more time with their peers
and less time with their
families, and these peer
interactions are
increasingly unsupervised
by adults.

31. Upon understanding the
developmental milestones
of different development
stages, I have realized that
every child go through
different processes in
order to develop their
physical, cognitive, socio-
emotional development. I
learned that each
development stage has its
own unique milestones and
how it affect the overall
development of a child.
What could your
knowledge and
understanding of the
developmental
milestones do to you
as future educator?
With the use of my
knowledge in these
lessons, as a future
educator it would help us
to better understand the
behavior of our students.
It will also help us to find
out if our students need
extra help and assistance.
Most importantly, we will
be able to give lessons
and activities that will be
suitable and appropriate
for them that would help
them to grow and
develop not just as
students but as an
individual.
Because aside from the
parents and caregivers,
an educator/teacher
also plays a vital role in
the development of a
child since a school will
serve as the second
home of a child.
Having a better
understanding of their
developmental
milestones would help
educators to determine
and assess if a child's
development has
progress along the
typical track.

32. Upon understanding the
developmental
milestones of different
development stages, I
have realized that every
child go through different
processes in order to
develop their physical,
cognitive, socio-
emotional development. I
learned that each
development stage has
its own unique
milestones and how it
affect the overall
development of a child.
What could your
knowledge and
understanding of the
developmental
milestones do to you
as future educator?
With the use of my
knowledge in these
lessons, as a future
educator it would help us
to better understand the
behavior of our students.
It will also help us to find
out if our students need
extra help and assistance.
Most importantly, we will
be able to give lessons
and activities that will be
suitable and appropriate
for them that would help
them to grow and
develop not just as
students but as an
individual.
Because aside from the
parents and caregivers,
an educator/teacher
also plays a vital role in
the development of a
child since a school will
serve as the second
home of a child.
Having a better
understanding of their
developmental
milestones would help
educators to determine
and assess if a child's
development has
progress along the
typical track.

33. Since Preschool stage is
the foundation for the
later development of a
child, as an educator or
future educator we can
first, track a child's
learning to determine
what are the suitable and
appropriate activities/
lesson we can provide for
them so that they can
learn new and interesting
things suitable for their
age.
What would you do to support the
Development and Learning of
PRESCHOOLERS?
Provide a Safe
Emotional Space
As the future second
parents of our students,
we can provide tools to
help the student to
understand their own
emotions if their happy,
we can celebrate with
them, if they're frustrated,
we can encourage them to
find the words to express
themselves.
With the help of our
observation, we can work
with the parents to help
the development of their
child by telling them the
things that we observe
that has to be checked, in
a proper way. Through this
a parent could also track
the development of
his/her child with the help
of the teacher.

34. In this stage of
development, a teacher
can help a primary
learner by being the
Resource Center.
Providing students the
information that they
need and want to know
about umpteen things. To
add, supporting students
while they are acquiring
informations can help
them to better grasp
different ideas and
informations.
What would you do to support the
Development and Learning of PRIMARY
SCHOOLERS?
Furthermore, primary
school teachers are entirely
in charge of the class. They
have to control what
students do, including how
they speak and behave.
While imparting
knowledge in a student-
centric way, the teacher
must assume total control
for the proper
development of the
children. They must stay
friendly and supportive
while ensuring that
children abide by the
regulations.
Among the several
responsibilities of teachers,
coaching the students
takes priority. Tailoring the
courses and planning
learning materials
according to the individual
capabilities of students is
of paramount importance.
Teachers must ensure that
children are allowed to
learn at their own pace and
in tune with their attention
span.

35. What would you do to support the
Development and Learning of Intermediate
and High School?
Adolescence is one of the
most fascinating and
perhaps most complex stage
of life. Adolescence is a
period beginning with the
onset of puberty and ending
when individuals assume
adult roles and
responsibilities. And a
teacher can help a learner in
this stage of development in
this dynamic process
through which an individual
is helped to unfold his
potentialities and change for
better knowledge, enlighten
and self – realization.
It is the period of an
individual’s development as
the incidents of this period
greatly affect the whole
personality of the individual.
It is a spring of a human
being and an important era
in his total life span.
As a teacher, we can help
the intermediate school
learner by being eager
participant in child's
growth and development.
We must also know how to
use the children's curiosity
to help make the
appropriate developmental
leaps in their skills and
abilities. To add, we must
also create an atmosphere
where risks can be taken
and discoveries made while
children remain safe.

36. REFERENCES:
REFERENCES:
Lally, M. (2020, May 18). Middle and late childhood. Pressbooks.
https://iastate.pressbooks.pub/parentingfamilydiversity/chapter/middle-and-late-
childhood/#:~:text=Rates%20of%20growth%20generally%20slow,for%20long%20periods
%20of%20time.
Libretexts. (2023, April 21). 5.11: Socioemotional Development in middle and Late Childhood. Social Sci
LibreTexts.
https://socialsci.libretexts.org/Bookshelves/Psychology/Developmental_Psychology/Lifespan_Development_-
_A_Psychological_Perspective_2e_(Lally_and_Valentine-
French)/05%3A_Middle_and_Late_Childhood/5.11%3A_Socioemotional_Development_in_Middle_and_Late_Chi
ldhood
Lally, M. (2020, May 18). Middle and late childhood. Pressbooks.
https://iastate.pressbooks.pub/parentingfamilydiversity/chapter/middle-and-late-
childhood/#:~:text=Rates%20of%20growth%20generally%20slow,for%20long%20periods%20of%2
0time.
Lang, D. (2022, August 1). Physical development in early childhood. Pressbooks.
https://iastate.pressbooks.pub/individualfamilydevelopment/chapter/physical-
development-in-early-childhood/