PCED101 The Child and Adolescent Learner and Learning Principles.pdf
1. PCED101 The Child and Adolescent Learner and Learning Principles Page 1 of 19
CENTRO ESCOLAR UNIVERSITY
Manila * Makati * Malolos
SYLLABUS ONTHE CHILD AND ADOLESCENT LEARNER AND LEARNING PRINCIPLES
Course No. PCED101 Course Descriptive Title : The Child and Adolescent Learner and Learning Principles
No. of Units: 3 Units No of Hours : 54 hours
Pre-requisites:None
Course Description:Focuses on child and adolescent development with emphasis on current research and theory on biological, linguistic, cognitive, social and
emotional dimensions of development. Further, this includes factors that affect the progress of development of the learners and shall include appropriate
pedagogical principles applicable for each developmental level.
CILO Course Intended Learning Outcomes :
1 Demonstrate an understanding of research-based knowledge in child and adolecent development and principles of teaching and learning. PPST 1.2.1
2 Articulate the rootedness of education in psychological theories and principles CMO PSG
3 Demonstrate understanding of supportive learning environments that nurture and inspire learners at each developmental level PPST 2.4.1
4 Demonstrate knowledge and understanding of differentiated teaching to suit the learners’ gender, needs, strengths, interests and experiences PPST 3.1.1
5 Apply pedagogies of learning and teaching appropriate for each developmental level.
6 Choose activities and strategies that are responsive to the learners’ linguistic, cultural, socio-economic and religious backgrounds PPST 3.2.1
7 Choose activities and strategies that are responsive to learners with disabilities, giftedness and talents. PPST 3.3.1
8 Demonstrate understanding of the special educational needs of learners in difficult circumstances, including: geographic isolation; chronic illness; displacement due
to armed conflict, urban resettlement or disasters; child abuse and child labor practices PPST 3.4.1
CEU VISION – MISSION STATEMENT
UNIVERSITY PHILOSPHY
Ciencia y Virtud (Science and Virtue)
UNIVERSITY VISION
To be the University of First choice
UNIVERSITYMISSION
To promote a brighter future for our
students, for the Philippines and for the
world.
CENTRO ESCOLAR EXPECTED
GRADUATE ATTRIBUTES (CEEGA)
LIFELONG LEARNER
Learns and works independently as well as collaboratively.
Translates knowledge generated from research and other sources to
improve quality of life.
Creates new ideas to better understand society
Evaluates own thinking, behavior and spirituality for self-growth
REFLECTIVE AND CREATIVE THINKER
Thinks critically and creatively.
Open-minded.
Solves problems systematically.
Loves art and shows artistic sensibility.
EDUCATION PROGRAM OBJECTIVES
The education graduates are expected to
become:
E – Excellent teachers with high regard for
Science and Virtue (PPST Domain 1)
D – Dynamic designers of appropriate
learning environments (PPST Domain 2)
U – Understanding educator of diverse
learners (PPST Domain 3)
C – Creative and critical implementers of
relevant and responsive curriculum
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CEU CORE VALUES
V - Valuing others, caring for them and
empowering them
A - Accountability, integrity and trust
worthiness
L - Lifelong learning as individuals and as
an organization
U - Unity, teamwork and loyalty
E - Excellence in all endeavors
S - Social responsibility as citizens of the
Filipino nation and of the world
CARING AND TRUSTWORTHY CITIZEN
Values people and acts in unity with others.
Commits to social justice and principles of sustainability and respect
for diversity.
Practices good stewardship and accountability.
Manifests social responsibility by helping improve conditions of those
who have less in life or circumstance.
PROFICIENT COMMUNICATOR
Articulates ideas clearly for varied purposes and audiences of
diverse culture.
Listens attentively, engages in meaningful exchange and shares
knowledge, values, attitudes and intentions.
Utilizes effectively appropriate media and information technologies.
COMPETENT AND PRODUCTIVE PROFESSIONAL
Initiates, innovates better ways of doing things and accountability.
Promotes quality and productivity.
(PPST Domain 4)
A – Adept in various types of assessment
(PPST Domain)
R – Responsible partners of different
stakeholders in the community
(PPST Domain 6)
E – Enthusiastic and engaged lifelong-
Learners (PPST Domain 7)
Curriculum Mapping:ALIGNMENT OF PROGRAM OUTCOMES AND COURSE INTENDED LEARNING OUTCOMES
PROGRAM OUTCOMES
CILO
1
CILO
2
CILO
3
CILO
4
CILO
5
CILO
6
CILO
7
CILO
8
1
Apply the rootedness of education in philosophical , socio, cultural , historical, psychological
and political contexts(PPST 1)
/ /
/ /
2 Demonstrate mastery of subject matter/ discipline ( PPST 01) / / / / / / / /
3
Facilitate learning using a wide range of teaching methodologies and delivery modes
appropriate to specific learners and their environments (PPST 3)
/ /
4
Develop innovative curricula, instructional plans, teaching approaches and resources for
diverse learners(PPST 4)
/ /
/ / / /
5
Apply skills in the development and utilization of ICT to promote quality , relevant and
sustainable educational practices (PPST 4)
/
6
Demonstrate a variety of thinking skills in planning, monitoring assessing and reporting
learning processes and outcomes(PPST 5)
/
7
Practice professional and ethical teaching standards sensitive to local, national and global
realities(PPST 7)
/ / /
8
Pursue lifelong learning for personal and professional growth through varied experiential
and field based opportunities(PPST 7)
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Intended Learning Outcomes Content Teaching Learning Activities Time
Allotment
Assessment
The students can:
explain the 14 Learner-centered principles
(LCP).
advocate for the use of the 14 principles in the
teaching-learning process.
identify ways on how to apply the 14 principles in
instruction as a future teacher.
1. Learner-Centered
Psychological
Principles (LCP)
Discussing on LCP
Conversing on the words,
“Learner-Centered,” and the
word “Principles
Researching about learner-
centered principles
Reflecting on ways to apply
the 14 learner-centered
principles
3 hours
Quiz on Learner-centered
principles
Research abstracts on LCP
Reflection paper on the 14
learner-centered principles
define human development in your own words.
distinguish between the traditional and life-span
approach of development.
2. Basic Concepts and
Issues on Human
Development
2.1. Human
Development:
Meaning, Concepts
and Approaches
Discussing about human
development and approaches
of development
Viewing videos related to
human development and
creating a video analysis
Creating a picture analysis of
learners in different
developmental stages
Reflecting on human
development
9 hours Quiz on human
development
Graphic organizers on
approaches of development
Video analysis and scoring
rubrics
Picture analysis and
scoring rubric
Reflection paper
define developmental tasks in your own words.
describe the developmental tasks in each
developmental stage.
come up with research abstracts / summaries of
researches on developmental tasks.
2.2. The Stages of
Development
and Developmental
Tasks
Discussingabout the stages of
development and
developmental tasks
Creating symbols for the
stages of development
Creating research summaries
on developmental tasks
Reflecting on the stages of
development and
developmental tasks
Quiz on the stages of
development and
developmental tasks
Symbols for the stages of
development
Research abstracts on
developmental tasks
Reflection paper on the
stages of development and
developmental tasks
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Intended Learning Outcomes Content Teaching Learning Activities Time
Allotment
Assessment
take a research-based position on the three (3)
issues on development.
to come up with research abstracts/summaries
of researches on child and adolescent
development
2.3. Issues on Human
Development
Exploring on research-based
position statements of issues
on human development
Creating an advocacy poster
based on the resolution or
analysis of the issues on
human development
Creating research summaries
on researches about child and
adolescent development
Reflecting on the issues on
human development
Analysis on the research-
based position statements
of issues on human
development
Advocacy poster on issues
of human development and
a scoring rubric
Research abstract on child
and adolescent
development
Reflection paper on the
issues on human
development
explain the basic principles of research.
demonstrate appreciation of the role of teachers
as consumers and producers of developmental
research.
present researches on child and adolescent
development and make simple research
abstracts out of researches read.
2.4.Research in Child
and Adolescent
Development
Doing an interactive discussion
on the basic principles of
research
Creating graphic organizers on
the role of teachers as
consumers and producers of
developmental research
Creating research summaries
from researches read about
child and adolescent
development
Reflecting about research and
the role of teachers in research
Recitation and quiz about
basic principles of research
Graphic organizers
presentation of research
summaries/ abstracts
Reflection paper on the
research in child and
adolescent development
explain Freud’s views about child and
adolescent development.
3. Developmental
Theories and other
Relevant Theories
3.1. Freud’s
Psychoanalytic
Theory
Discussing about Freud’s
Psychoanalytic Theory and
recollection of life experiences
9 hours
Quiz on Freud’s
Psychoanalytic Theory
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Intended Learning Outcomes Content Teaching Learning Activities Time
Allotment
Assessment
draw implications of Freud’s theory to education.
Doing a case study using
Freud’s psychoanalytic Theory
Creating a research
abstraction on Freud’s Theory
Reflecting about Freud’s
Theory and its implication to
education
Case study and a scoring
rubric
Research abstraction
Reflection paper on Freud’s
Psychoanalytic Theory
describe Piaget’s stages in your own words
conduct a simple Piagetian Task interview with
children
match learning activities to the learners’
cognitive stage.
3.2. Piaget’s Stages of
Cognitive
Development
Discussing Piaget’s Stages of
Cognitive Development
Conducting a Piagetian task
interview with children and
analysingthe scenarios
showing how children of
different ages think and
demonstrate reasoning
Planning and creating learning
activities that are matched to
the different learners’ cognitive
stages
Creating a research
abstraction on Piaget’s Stages
of Cognitive Development
Reflecting about Piaget’s
Stages of Cognitive
Development
Recitation and quiz on
Piaget’s Theory of
Cognitive Development
Piagetian Task Interview
and the Analysis of the
interview
Learning activities and a
scoring rubric
Research abstraction on
Piaget’s Stages of
Cognitive Development
Reflection paper on
Piaget’s Stages of
Cognitive Development
explain the 8 Stages of Life to someone you
care about.
write a short story of your life using Erikson’s
stages as framework.
3.3. Erikson’s Psycho-
Social Theory of
Development
Discussing Erikson’s
Psychosocial theory of
development and usingtheErik
Erikson’s Theory of
Development Questionnaire
Creating an E-book of one’s
life story
Accomplished
Questionnaire on Erikson’s
Theory of Development and
quiz about the psychosocial
theory of development
Accomplished E-book of
one’s life story and scoring
rubric
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Intended Learning Outcomes Content Teaching Learning Activities Time
Allotment
Assessment
suggest at least 6 ways on how Erikson’s theory
can be useful for you as a future teacher.
Reflecting and suggesting
ways on how Erikson’s Theory
can be useful for future
teachers
Creating a research
abstraction on Erikson’s
Psychosocial Theory of
Development
Reflection paper on
Erikson’s Psychosocial
Theory of Development
Research abstraction on
Erikson’s Psychosocial
Theory of Development
explain the stages of moral development.
analyze a person’s level of moral reasoning
based on his responses to moral dilemmas.
cite how the theory of moral development can be
applied to your work as teacher
3.4. Kohlberg’s Stages
of Moral
Development
Discussing Kohlberg’s Stages
of Moral Development
Analyzing one’s level of moral
reasoning through the use of
moral dilemmas
Making a reflection paper
about the stages of moral
development of Kohlberg
Creating a research
abstraction on Kohlberg’s
stages of moral development
Quiz on Kohlberg’s Stages
of Moral Development
Analysis of moral dilemmas
Reflection paper on
Kohlberg’s stages of moral
development
Research abstraction on
Kohlberg’s stages of moral
development
explain why Vygotsky’s theory is called “socio-
cultural” theory
differentiate Piaget and Vygotsky’s views on
cognitive development.
explain how scaffolding is useful in teaching a
skill
3.5. Vygotsky’s Socio-
Cultural Theory
Discussing Vygotsky’s Socio-
Cultural Theory
Recalling and sharing of
experiences of students on
how in the past they
themselves have experienced
scaffolding in learning a new
skill
Creating a research
abstraction on Vygotsky’s
Socio-cultural Theory
Reflecting on Vygotsky’s
Socio-cultural Theory
Quiz about Vygotsky’s
Socio-cultural Theory
Research abstraction on
Vygotsky’s Socio-cultural
Theory
Reflection paper on
Vygotsky’s Socio-cultural
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Intended Learning Outcomes Content Teaching Learning Activities Time
Allotment
Assessment
Theory
identify factors in one’s own life that exerted
influence on one’s development.
use the bioecological theory as a framework to
describe the factors that affect child and
adolescent development.
explain how the learners’ linguistic, cultural,
socio-economic and religious backgrounds are
considered in planning instruction
determine the special educational needs of
learners in difficult circumstances, including:
geographic isolation; chronic illness;
displacement due to armed conflict, urban
resettlement or disasters; child abuse and child
labor practices
3.6. Bronfenbrenner’s
Ecological Theory
Recalling people, places and
times that has influenced one’s
life and creating a graphic
organizer showing factors that
influenced one’s development
Discussing Bronfenbrenner’s
Ecological Theory
Reviewing news
articles/documentaries and
making an analysis of what
was read
Reflecting on Bronfenbrenner’s
Ecological Theory
Making a research abstraction
on Bronfenbrenner’s
Ecological Theory
Research
abstracts;Reflection paper;
paper on
article/documentary
analysis
Quiz on Bronfenbrenner’s
Ecological Theory
Analysis on the news
articles/ documentaries
read or viewed
Reflection paper on
Bronfenbrenner’s
Ecological Theory
Research abstraction on
Bronfenbrenner’s
Ecological Theory
trace the course of prenatal development
explain the most common hazards to prenatal
development
become more appreciative of the gift of life as
manifested in an anti-abortion stand
4. Pre-natal
Development
Discussing the pre-natal
development
Viewing of films related to pre-
natal development and writing
a reflection paper on what was
watched
Simulating activity - write a
letter as a 4-month old fetus
describing how you are
developing in your mother’s
womb and convincing her not
3 hours Quiz about the pre-natal
development
Reflection paper about the
watched films on pre-natal
development
Presentation of the
accomplished letter
8. PCED101 The Child and Adolescent Learner and Learning Principles Page 8 of 19
Intended Learning Outcomes Content Teaching Learning Activities Time
Allotment
Assessment
to abort you.
Creating an anti-abortion
advocacy poster
Reflecting on pre-natal
development
Making a research abstraction
on pre-natal development
Anti-abortion advocacy
poster and a scoring rubric
Reflection paper on pre-
natal development
Research abstraction on
pre-natal development
apply pedagogical principles in the development
process during the pre-natal period
Synthesis of the
Physical, Cognitive
and Socio-emotional
Development of Pre-
natal Period
Summarizing the key
characteristics of pre-natal
development
Answering board exam ticklers
on pre-natal development
Summary of the
characteristics of pre-natal
development
Accomplished board exam
ticklers
trace the physical development of infants and
toddlers
identify factors that enhance / impede the
physical development of infants and toddlers
present your own or others’ research on the
physical development of infants and toddlers
draw implications of these physical
developmental concepts to child care, education
and parenting
5. Infancy and
Toddlerhood
5.1. Physical
Development of
Infants and
Toddlers
Discussing the physical
development of infants and
toddlers
Creating a pictograph showing
the physical development of
infants and toddlers
Reviewing and using of the
questionnaire on learning and
development standards for
Filipino children from
Philippine Early Learning and
Development Standards
Making a research abstraction
on the physical development of
infants and toddlers
Reflecting on the physical
development of infants and
toddlers
6 hours Quiz on the physical
development of infants and
toddlers
Pictograph of the physical
development of infants and
toddlers
Accomplished
questionnaire on Philippine
Early Learning and
Development Standards
Research abstraction on
the physical development
of infants and toddlers
Reflection paper on the
physical development of
infants and toddlers
trace the cognitive development of infants and
toddlers
identify factors that enhance / impede the
cognitive development of infants and toddlers
5.2. Cognitive
Development of
Infants and
Toddlers
Discussing the cognitive
development of infants and
toddlers
Analyzing the excerpts of the
Quiz on the cognitive
development of infants and
toddlers
Analysis of the excerpts of
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Intended Learning Outcomes Content Teaching Learning Activities Time
Allotment
Assessment
present an abstract of others’ or your own
research related to the cognitive development of
infants and the toddlers
draw implications of these cognitive
developmental concepts to child, education and
parenting
biography of Piaget’s children:
Laurent, Lucienne and
Jacqueline
Making a research abstraction
on the cognitive development
of infants and toddlers
Reflecting on the cognitive
development of infants and
toddlers
the biography of Piaget’s
children
Research abstraction on
the cognitive development
of infants and toddlers
Reflection paper on the
cognitive development of
infants and toddlers
trace the socio-emotional development of infants
and toddlers
identify factors that enhance / impede the socio-
emotional development of infants and toddlers
present an abstract of others’ or your own
research related to the socio-emotional
development of infants and the toddlers
draw implications of these socio-emotional
developmental concepts to child care, education
and parenting
5.3. Socio-emotional
Development of
Infants and
Toddlers
Discussing the socio-emotional
development of infants and
toddlers
Doing a group discussion on
Nolte’s poem, “Children Learn
What They Live” and creating
a poem or song composition
on infants and toddlers socio-
emotional development
Making a research abstraction
on the socio-emotional
development of infants and
toddlers
Reflecting on the socio-
emotional development of
infants and toddlers
Quiz on the socio-
emotional development of
infants and toddlers
Poetry/ Song composition
on the socio-emotional
development of infants and
toddlers
Research abstraction on
the socio-emotional
development of infants and
toddlers
Reflection paper on the
socio-emotional
development of infants and
toddlers
apply pedagogies of learning and teaching
appropriate for infants and toddlers
Synthesis of the
Physical, Cognitive
and Socio-emotional
Development of
Infants and Toddlers
Summarizing the key
characteristics of infants and
toddlers development
Citing and explaining at least
one pedagogical principle that
applies to the teaching-
learning process of
TODDLERS
Summary of the
characteristics of infants
and toddlers development
Accomplished activity
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Intended Learning Outcomes Content Teaching Learning Activities Time
Allotment
Assessment
Answering board exam ticklers
on infants and toddlers
development
Accomplished board exam
ticklers
describe the physical development of pre-
schoolers
identify the physical skills that Filipino pre-
schoolers can do
identify factors that enhance / impede the
physical development of pre-schoolers
present an abstract of a recent research or
conduct a research related to the physical
development of pre-schoolers
draw implications of these physical
developmental concepts to preschool teaching –
learning, child care and parenting
6. Early Childhood (The
Preschooler)
6.1. Preschoolers’
Physical
Development
Doing an interactive discussion
on the physical development of
pre-schoolers
Creating a picture analysis of
the physical development and
factors that affect the physical
development of pre-schoolers
Making a research abstraction
on the physical development of
pre-schoolers
Writing a reflection paper on
the physical development of
pre-schoolers
Observing of pre-schoolers
and using the Philippine Early
Learning Development
Standards’ (PELDS) Checklist
6 hours Quiz about the physical
development of pre-
schoolers
Picture analysis of the
physical development of
pre-schoolers
Research abstraction of the
physical development of
pre-schoolers
Reflection paper of the
physical development of
pre-schoolers
Observation report and the
accomplished PELDS
checklist
• describe the cognitive development that takes
place among pre-schooler.
apply concepts on pre-schoolers’ cognitive
development in preschool teaching and in child
care.
take an informed stand/position on current
preschool teaching practices.
6.2. Cognitive
Development of
the Preschoolers
• Discussing the cognitive
development of pre-schoolers
• Observing and analyzing of
children’s behaviors and
remarks.
• Describing behaviors to
illustrate the pre-schooler’s:
animism, egocentrism,
centration, and lack of
conservation
• Making a research abstraction
on the cognitive development
of the pre-schoolers
Quiz on the cognitive
development of the pre-
schoolers
Observation and analysis
report
Matrix showing the
behaviors that illustrate the
following: animism,
egocentrism, centration,
and lack of conservation
Research abstraction on
the cognitive development
of pre-schoolers
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Intended Learning Outcomes Content Teaching Learning Activities Time
Allotment
Assessment
• Writing a reflection paper on
the cognitive development of
the pre-schoolers
Reflection paper on the
cognitive development of
pre-schoolers
• describe the stages of play and how it impacts
socio-emotional development.
• discuss the different caregiving styles and their
effect on pre-schoolers.
describe how significant relationships with
parents, siblings and peers affect the pre-
schooler.
6.3. Socio-emotional
Development of
Preschooler
discussing the socio-emotional
development of preschoolers
and the stages of play
creating a photo essay
showing stages of play through
observing young children
discussing the different
caregiving styles and their
effect on the development of
preschoolers
observing preschoolers in
school or younger siblings at
home and describe how
significant relationships with
parents, siblings and peers
affect them
Quiz on socio-emotional
development of
preschoolers and stages of
play
Photo essay and
observation report
Quiz on caregiving styles
and its effects on the
development of
preschoolers
Observation report with a
scoring rubric
apply pedagogies of learning and teaching
appropriate for preschoolers
Synthesis of the
Physical, Cognitive
and Socio-emotional
Development of Pre-
schoolers
Summarizing the key
characteristics of Pre-
schoolers development
Citing and explaining at least
one pedagogical principle that
applies to the teaching-
learning process of Pre-
schoolers
Answering board exam ticklers
on pre-schoolers development
Summary of the
characteristics of Pre-
schoolers development
Accomplished activity
Accomplished board exam
ticklers
describe the physical development of primary
school pupils
identify factors that enhance / impede the
physical development of primary school children
7. Middle Childhood
(The Primary
Schooler)
7.1. Physical
Discussing the physical
development of a primary
schooler
6 hours Quiz on the physical
development of a primary
schooler
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Intended Learning Outcomes Content Teaching Learning Activities Time
Allotment
Assessment
present an abstract of a recent research related
to the physical development of primary school
pupils
draw implications of the physical developmental
concepts to primary school teaching –learning,
child care and parenting
Development of
Primary Pupil
Making a research abstraction
of the physical development of
a primary schooler
Writing a reflection paper of
the physical development of a
primary schooler
Research abstraction of the
physical development of a
primary schooler
Reflection paper of the
physical development of a
primary schooler
describe the characteristics of children in the
concrete operational stage
explain the importance of information-processing
skills and how they affect the child’s cognitive
development
state the different cognitive milestones in primary
schoolers
present an abstract of a recent research related
to the cognitive development of primary school
pupils
draw implications of the cognitive developmental
concepts to primary school teaching –learning,
child care and parenting
7.2. Cognitive
Development of
Primary Schoolers
Discussing the cognitive
development of primary
schoolers
Creating graphic organizers
related to the cognitive
development of primary
schoolers
Making a research abstraction
on the cognitive development
of primary schoolers
Writing a reflection paper on
the cognitive development of
primary schoolers
Quiz on the cognitive
development of primary
schoolers
Graphic organizers related
to the cognitive
development of primary
schoolers
Research abstraction on
the cognitive development
of primary schoolers
Reflection paper on the
cognitive development of
primary schoolers
identify the different characteristics of primary
school-aged children in this stage of
development.
discuss the different factors that affect the socio-
emotional growth of the primary-schoolers.
present an abstract of a recent research related
to the socio-emotional development of primary
school pupils
draw implications of the socio-emotional
developmental concepts to primary school
teaching –learning, child care and parenting
7.3. Socio-emotional
Development of
Primary Schoolers
Discussing the socio-emotional
development of primary
schoolers
Observing children or doing a
video analysis on films related
to the socio-emotional
development of primary
schoolers
Making a research abstracted
on the socio-emotional
development of primary
schoolers
Writing a reflection paper on
the socio-emotional
development of primary
Quiz on the socio-
emotional development of
primary schoolers
Observation report or video
analysis
Research abstraction on
the socio-emotional
development of primary
schoolers
Reflection paper on the
socio-emotional
development of primary
13. PCED101 The Child and Adolescent Learner and Learning Principles Page 13 of 19
Intended Learning Outcomes Content Teaching Learning Activities Time
Allotment
Assessment
schoolers schoolers
apply pedagogies of learning and teaching
appropriate for primary school children
Synthesis of the
Physical, Cognitive
and Socio-emotional
Development of
Primary Schoolers
Summarizing the key
characteristics of primary
schoolers development
Citing and explaining at least
one pedagogical principle that
applies to the teaching-
learning process of primary
schoolers
Answering board exam ticklers
on primary schoolers
development
Summary of the
characteristics of primary
schoolers development
Accomplished activity
Accomplished board exam
ticklers
identify the different physical characteristics of
intermediate schoolers.
discuss ways and practices which will aid
children in successfully developing physically.
design a simple exercise program appropriate for
intermediate school children.
8. Late Childhood (The
Intermediate
Schooler)
8.1.Physical
Development of
Intermediate
Schoolers
Conducting a natural
observation of intermediate
school children
Researching on ways and
practices to aid children in
successfully developing
physically
Designing a simple exercise
program for intermediate
children which consists of
warm up activities, exercise
proper, and cooling down or
quieting activity
6 hours Observation report
List of ways and practices
to aid children in
successfully developing
physically
Simple exercise program
for intermediate children
with a scoring rubric
examine the cognitive characteristics of
intermediate school children.
discuss important factors that affect the cognitive
development of intermediate school children.
enumerate ways on how teachers can promote
creativity in the learning environment, learning
8.2.Cognitive
Development of
the Intermediate
Schoolers
Discussing the cognitive
development of intermediate
school children
Observing the cognitive
characteristics of intermediate
school children
Researching ways on how
teachers can promote
Quiz on the cognitive
development of
intermediate school
children
Observation report
List of ways on how
teachers can promote
14. PCED101 The Child and Adolescent Learner and Learning Principles Page 14 of 19
Intended Learning Outcomes Content Teaching Learning Activities Time
Allotment
Assessment
activities and instructional materials. creativity in the learning
environment, learning activities
and instructional materials
Creating learning activities and
instructional materials
appropriate for the cognitive
development of intermediate
schoolers
creativity in the learning
environment, learning
activities and instructional
materials
learning activities and
instructional materials
appropriate for the
cognitive development of
intermediate schoolers and
a scoring rubric
• identify the socio-emotional characteristics of
children in their late childhood stage.
• determine the qualities of family life that affect
older children’s development including changes
in family interactions.
• interview a parent regarding their child’s socio-
emotional development.
8.3. Socio-emotional
Development of
the Intermediate
Schoolers
Discussing the socio-emotional
development of intermediate
schoolers
Conducting an interactive
discussion and sharing of
experiences related to qualities
of family life that affect older
children’s development
including changes in family
interactions
Conducting an interview on a
parentabout the socio-
emotional development of their
intermediate school children
Quiz on the socio-
emotional development of
intermediate schoolers
Participation in the
interactive discussion
Report on the interview on
a parent about the socio-
emotional development of
their intermediate school
children
apply pedagogies of learning and teaching
appropriate for intermediate school children
Synthesis of the
Physical, Cognitive
and Socio-emotional
Development of
Intermediate
Schoolers
Summarizing the key
characteristics of intermediate
schoolers development
Citing and explaining at least
one pedagogical principle that
applies to the teaching-
learning process of
intermediate schoolers
Summary of the
characteristics of
intermediate schoolers
development
Accomplished activity
15. PCED101 The Child and Adolescent Learner and Learning Principles Page 15 of 19
Intended Learning Outcomes Content Teaching Learning Activities Time
Allotment
Assessment
Answering board exam ticklers
on intermediate schoolers
development
Accomplished board exam
ticklers
describe the physical and sexual changes
accompanying puberty.
identify the psychological consequences of early
and late physical maturation in adolescence.
identify factors that enhance / impede the
physical development of adolescents.
identify causes of possible habit disorders and
ways of coping with them.
present an abstract of recent research related to
the physical development of adolescents.
draw implications of these physical development
concepts to high school teaching-learning, and
parenting.
9. Adolescence (The
High School Learner)
9.1.Physical
Development of
High School
Learners
Sharing with the small group of
past personal experiences on
physical and sexual
development
Conducting a simulation
activity (Students play the role
of a medical expert who
provides wholesome advice to
adolescents on puberty, wet
dreams, etc.)
Discussing about the factors
that enhance / impede the
physical development of
adolescents
Viewing of films related to the
causes of possible habit
disorders and ways of coping
with them
Making a research abstraction
on the physical development of
high school learners
Writing a reflection paper on
the physical development of
high school learners
6 hours Presentation of personal
experiences on physical
and sexual development
Simulation activity with a
scoring rubric
Quiz on the physical
development of high school
learner
Video analysis
Research abstraction on
the physical development
of high school learners
Reflection paper on the
physical development of
high school learners
describe the cognitive development of
adolescents in the light of piaget’s and siegler’s
cognitive developmental theories
explain the consequences of the adolescents’
cognitive development on their behavior
define overachievement and underachievement
and propose solutions to underachievement
9.2.Cognitive
Development of
High School
Learners
Discussing the cognitive
development of high school
learners
Researching about
overachievement and
Quiz about the cognitive
development of high school
learners
Presentation about
overachievement and
16. PCED101 The Child and Adolescent Learner and Learning Principles Page 16 of 19
Intended Learning Outcomes Content Teaching Learning Activities Time
Allotment
Assessment
present an abstract of a recent research related
to the cognitive development of adolescents
draw implications of these cognitive
developmental concepts to high school teaching
–learning, and parenting
underachievement in high
school learners and proposing
solutions for
underachievement
Making a research abstraction
on the cognitive development
of high school learners
Writing a reflection paper on
the cognitive development of
high school learners
underachievement in high
school learners and list of
proposed solutions for
underachievement
Research abstraction on
the cognitive development
of high school learners
Reflection paper on the
cognitive development of
high school learners
describe the socio-emotional changes in
adolescents
describe how self-image develops among teens
discuss causes and solutions to socio-emotional
problems of teenagers such as gender and
identity, autonomy and attachment, peer group,
friendships. dating, juvenile delinquency,
depression and suicide
present an abstract of a recent research related
to the socio-emotional development of
adolescents
draw implications of these socio-emotional
developmental concepts to high school teaching
9.3.Socio-emotional
Development of
High School
Learners
Discussing the socio-emotional
development of adolescents
Sharing of experiences on
friendship, self-esteem,
barkada, intimate same-sex
friends, intimate opposite sex
friends; autonomy; depression
and suicide
Role playing on socio-
emotional development issues
(Students pretend to be a
psychologist to give a
PowerPoint presentation to
teenagers on teenage
problems and
recommendations for healthy
adolescent life)
Making a research abstraction
on the socio-emotional
development of high school
learners
Writing a reflection paper on
the socio-emotional
Quiz on the socio-
emotional development of
high school learners
Presentation of
experiences related to the
socio-emotional
development of high school
learners
Simulation Activity and a
scoring rubric
Research abstraction on
the socio-emotional
development of high school
learners
Reflection paper on the
socio-emotional
17. PCED101 The Child and Adolescent Learner and Learning Principles Page 17 of 19
Intended Learning Outcomes Content Teaching Learning Activities Time
Allotment
Assessment
–learning and parenting development of high school
learners
development of high school
learners
apply pedagogies of learning and teaching
appropriate for high school learners
Synthesis of the
Physical, Cognitive
and Socio-emotional
Development of High
School Learners
Summarizing the key
characteristics of adolescents’
development
Citing and explaining at least
one pedagogical principle that
applies to the teaching-
learning process of
adolescents
Answering board exam ticklers
on adolescents’ development
Summary of the
characteristics of
adolescents’ development
Accomplished activity
Accomplished board exam
ticklers
Course Requirements: Quizzes
Research abstractions
Reflection papers
Graphic organizers
Picture analysis
Scoring rubrics
Advocacy posters
Case studies
Interviews and interview reports
Designed learning activities
Designed instructional materials
E-book of one’s life
Analysis of moral dilemmas
Analysis of documentaries/ news
articles
Simulation activities
Accomplished board exam ticklers
Pictograph
Observations and observation report
Accomplished PELDS checklist
Designed exercise program
Video analysis
Grading Scheme: 2/3 Class Participation and 1/3 Periodic Exam
References:
Books:
Bergin, C. and Bergin D. (2018). Child and Adolescent Development in Your Classroom. (3rd ed.) USA: Cengage Learning
Bronfenbrenner, U. (1990). “Discovering What Families Do,” in Rebuilding the Nest: A New Commitment to the American Family, published by Family Service
America. Retrieved from: http://www.montana.edu/www4h/process.html.
Corpuz, B., Lucas M.R., Borabo H., Lucido, P. (2018). Child and Adolescent Development and Learning Principles. Philippines: Lorimar Publications
18. PCED101 The Child and Adolescent Learner and Learning Principles Page 18 of 19
Kandel, D.B., Parent-adolescent relationships and adolescent independence in the U.S. and Denmark, Journal of Marriage and the Family, 69, 348-358.
Kostelnik, M., Soderman, A. K., and Whiren, A. (2010).Developmentally Appropriate Curriculum Best Practices in Early Childhood Education. USA: Pearson
Education Inc.
Marion, M. (2007) Guidance of Young Children, USA: Pearson Merrill-Prentice Hall.
Omrod, J.E. (2011). Educational Psychology: Developing Learners. (7th ed.). Boston: Pearson/Allyn& Bacon
Papalia, D.E., Olds, S.W., and Feldman, R. (2006). A Child’s World: Infancy through Adolescence. (10th ed.).
Preschoolers Cognitive Development. USA: Magna Systems, 2007.
Preschoolers Physical Development. USA: Magna Systems, 2006.
Preschoolers Social and Emotional Development Guide. USA: Magna Systems, 2008.
Riley, D., San Juan R. R., Klinker, J. and Ramminger, A. Social and Emotional Development
Santrock, J. W. (2002). Life-Span Development.(8th ed.). New York: McGraw-Hill Companies.
Santrock, J.W., (2005). A Topical Approach to Life-Span Development. McGraw-Hi;; Co.: New York, USA.
Snowman, J. and McCown, R. (2012). Psychology Applied to Teaching. (14th ed.). USA: Cengage Learning.
Trawick-Smith, J. (2006). Early Childhood Development A Multicultural Perspective. USA: Prentice Hall. (4th ed.)
UNICEF. (July 9-10, 2009). Social and Emotional Learning: A Philippine Workshop. Facilitated by the American Institutes for Research.
USA: ReadLeaf. (2008)
Woolfolk, A. (2013). Educational Psychology. Pearson Education Inc.: New Jersey.
Magazine:
Paul, A. M., (October 4, 2010). “How the First Nine Months Shape the Rest of your Life”. Time Magazine. Vol. 176 No. 4
Sandler, L., (July 19, 2010). “The Only Child Myth”, Time Magazine. Vol. 176 No. 3
19. PCED101 The Child and Adolescent Learner and Learning Principles Page 19 of 19
Websites:
http://www.cdipage.com/development.htm
http://www.yale.edu/ynhti/curriculum/units/1980/5/80.05.03.x.html#f
http://www.squidoo.com/folicacidpregnant
http://en.wikipedia.org.wiki/Maternal_age_effect
http://www.mamashealth.com/child/inreflex.asp
http://en.wikipedia.org/wiki/Piaget%27s_theory_of_cognitive_development#Sensorimotor_satgee
http://psychology/jrank.org
Prepared by:
(Sgd.) Rose Aira Mae R. Tayag, LPT
Faculty Member, Education Program
Date:
July15, 2019
Approved by:
(Sgd.) Maria Rita D. Lucas, LPT, Ph.D.
Dean, SELAMS
Date:
July15, 2019