1. PSED2
DEVELOPMENTAL MILESTONES TIMELINE
PREPARED BY: JESSA B. ARLALEJO
STAGES/AGE INDICATORS/OBSERVABLE MILESTONES
INFANT:
0-6 MONTHS
First mile Bubbles
Chain of sounds
Begins to bubble Brings bond to
mouth
INFANT/TODDLER
7-11 MONTHS
Says dada and
mama
Respond to own
name
Respond to no Can tell emotion by
tone of voice
Crawls forward on
belly
TODDLER
12 MONTHS-2 YEARS
Cries when
parents leave
Develop full color
vision
Begins to run Begins to show
defiant behavior
 2 YEARS
 AGES APPROX.
Expresses
affectionate
openly
Walks alone Walks up and down
stairs holding on to
support
Walks holding on
the furniture
Walks the up and
down stairs without
support
3 YEARS Cooperate with
other children
Can ride a tricycle Transfer object from
band to band
Uses scissors Begins to sort by
shapes and colors
4-5 YEARS
 AGE APPROX.
Uses fork,
spoons and
[sometimes a
knife to eat]
Turns over container
to pour out content
Finger feed him or
himself
Dresses and
undresses without
help
Sort object by
shape and color

2. PSED2
Name: Jessa B. Arlalejo Section: Date: 02/09/14
Worksheet 1.4 Charting the Theorists of Human development
Theorist Description of Theory Model Key terms used in
understanding
Development
Stage theorist? Time Period Viewed as
most important
Ivan Pavlov Is where behavior become a
reflex response to a stimulus
Classical Conditioning  Uncondition stimulus
 Uncondition response
None 1904
Sigmund Freud Approach to understanding
and treating psychological
problems on which
psychodynamic theory is
based.
Psychoanalytic theory  Personality
Development
 Id, ego, super ego
Psychosexual theory of
development
1856-1939
Albert Bandura Believed that a child’s
environment shapes learning
and behavior, and a child
learns best by given direction
and by rote activities.
Social learning theory  Observational,
imitation, modeling
1925
Erik Erikson The internal psychological
factors and external
Psychosocial theory of
development
 Psychosexual crisis Psychosocial stages and
development processes
1902-1994
Jean Piaget Attempts to explain human
behavior by understanding the
thought processes.
Cognitive development  Sensorimotor period
 Pre- operational
period
 Concrete operational
stage
 Formal operational
period
Stages of cognitive development 1896-1990
B.F Skinner Analyzed reinforcing stimuli
based on the law of effect.
Skinner also emphasized the
effects of the subject’s action
among the causes of behavior.
Operant Conditioning Types of reinforcement:
 Positive
reinforcement
 Negative
reinforcement
 Primary
reinforcement
 Secondary
reinforcement
None

3. Robert Kegan He explores human life
problems from the perspective
of a single process which he
calls meaning –making, the
activity of making sense of
experience through discovering
and resolving problems.
Constructive Developmental
Theory
 Evolutionary balances 1982
NancyChodorow Sees gender differences as
compromise formations of the
oedipal complex. She begins
with the Freud’s assertion that
the individual is born bisexual
and that the child’s mothers its
first sexual object.
 Dyadic
 Triadic
1978,1989,1999
Lev Vigotsky Concerns the inter-relationship
language development and
thought. And the development
of mental concepts and
cognitive awareness.
Socio-cultural Theory  Zone of proximal
development
 Role play
 Language
1896-1934
Carol Gilligan Her theory is divided into three
stages of moral development
beginning form “selfish, to
social or conventional morality
and finally to post conventional
or principled morality
Psychological Theory  Preconventional
 Concentional
 postconventional
1970
Barbara rogolt

4. Name: Jessa B. Arlalejo Section: Date: 02/02/14
PSED2
Worksheet 1.2 Theoretical Observations
1. After reading Chapter1. Think about development then state which approach discussed in the chapter seems to offer the “best fit “for understanding development.
Explain your reasons.
Ans: Erikson’s psychosocial theory of development, gives wide explanation on the processes of child’s development where there is a given approximate age with
regard to the psychosocial stagea child belongs. For an instance trust vs. mistrust stage focuses on the oral sensory activity of a one year old child. This means that a
child has to be more connected to its caregivers as well as hope for the child to gain trust. When this expected actions of gaining trust cannot be sustain by the
caregiver, then it will result to mistrust. Psychosocial stages of Erikson showed us the effect of situation why there are people who does inappropriate or immoral
practices which could be based on his/her childhood experiences on the conflict of not gaining the positive side of Erikson’s theory, most especially the trust.
2. Spend an hour observing children and or adolescents. Write a description of the behaviors you observed. (do not explain behavior, just describe it)
Ans:I did a comparable observation of my two year old nephew from a two year old malnourished child of one of our neighbor. My nephew is more active, sociable and
can easily adapt to different situation. My neighbor’s child is less sociable and is afraid to walk by his own, cries more often. And of course, teenagers are more
observable to night parties, more active, and adventurous.
3. Based on the behaviors you observed state which approach you now believe best explains development.
Ans. Erikson’s Psychosocial Stages and Developmental Processes.
4. Is this the same approach you stated in your answer to Question 1?
Yes no
5. Explain how this approach best explains development, providing examples from your observation.
Ans: I could relate my observations to Erikson’s Psychosocial stages and developmental processes. For a two year old child, my nephew exhibits autonomy on
his muscular activity while my neighbor’s child experiences shame and doubt since he can’t still control his bodily functions or the willingness to stand his control over
his body. For teenagers, they are experiencing identity versus role confusion. They are more sociable which formed their identity of who they are and the self-concept
and self-esteem formation. All of this idea is fueled by Erikson’s stages of psychosocial and developmental processes.


5. Name: Jessa B. Arlalejo Section: Date: 02/02/14
PSED2
Worksheet 1.3 Charting the Developmental Theories
Nature
Nurture
Continuity
Discontinuity
Reductionism
Epigenesist
Gender
Issues
Organism is
active/passive
Research based
on:
Classical
Conditioning
nature discontinuity epigenesis Women
perform
Increasing
implicit self-
esteem
through
classical
conditioning
Active Ivan Pavlov
Operant
Conditioning
nature discontinuity epigenesis Female
performers
better than
male in
operant
conditioning,
such as active
and
avoidance
task
Active B.F Skinner

6. Observational
Development
nurture continuity epigenesis An organism
plays a passive
role
Albert Bandura
Piaget Both nature
and nurture
discontinuity epigenesis An organism
plays an active
role.
Childs cognitive
thinking

7. PSED7
Jess A. Patoc
QUESTIONS
1. How do we teach science?
We teach science through “learning by experiencing” as we have known that science is mostly on facts. It is best to indulge the learner to feel, touch, see and experience the
manipulative way scientifically. For an instance, when a topic is on the environment, we want our learner to see and experience it through visiting a site, or in a zoo. It’s really
not about the four side of the room learning when the subject is science. The actual view or even a “realia” could amazed the learner since the curiosity and surprises at their
age are very active. They will become active learners as they can relate it once they have seen it. As we know that there are terms in science that are difficult to understand but
they will improve their idea on a certain thing when they see it. Science also focuses on the cognitive approach of teaching since it is more on fact. Memorization is also
advisable.
2. How important music to science?
‘Music makes the people come together’- a song from an artist which is very interesting and understandable. Thats how music works in our lives and in our students lives. As
elementary teachers, we incorporate music as we start our classes to let the child feel that he belongs in the group. . Music is called the universal language, because even
without words all types of music touch children’s ears, head, heart, and body, and leaves them more alert for having responded. That is why it is very important in teaching
science. Action is a nonverbal response for children who do not yet have the language ability. Through music children use body actions to communicate image on a feeling.
Music helps grow children physically. As children listen and move to music they develop gross and fine motor skills. Music helps grow children socially. As children participate in
music they learn social skills like teamwork, tolerance and respect for others. Music helps grow emotionally. Music helps grow creatively. As children listen to music they form
images in their minds. They use their bodies to express or visualize some images. Music helps grow children cognitively. As the children engage in music activities, they learn how
to solve problems, improve their reasoning skills, and hone their communication skills.

8. PSED7
Lesson Plan in Science
For Grade-3 Rizal
Mrs. JessaArlalejoPatoc
Pundaguitan Elementary School
Pundaguitan, Governor Generoso, Davao Oriental
I. At the end of fifty minute period, the students will be able to,
a. name the parts of the human eye,
b. appreciate the presence of our eye, and
c. perform groupactivities on the parts and function, and the importance of the human eye.
II. Subject Matter
Topic: The Human Eye
Reference[s]: RBEC,
Book: You and the Natural World-Science 5 pp.215
Instructional
Materials: Projected Media and Non-projected Media like
puzzle
Skills: participation, cooperation, interaction
Values: the value of recognizing the parts and the presence of
our eyes
III. Procedure
Let the students stand for a prayer
An energizer will follow
A. Review
Ask the students on what was the previous topic
The students will answer the topic “The Human Ear”

9. A review about the Human Ear will follow through questions and answers.
B. Motivation
The students will be group into 4, they will have to solve the puzzle given by the teacher. The puzzle is a human eye image.
In 2 minutes allotted time, they will arrange the puzzle and it should be mounted on the board.
The leader of every group will be the one to report on the idea of the answered puzzle.
C. Presentation of the lesson
Reading of the lesson objectives
Start the lesson by letting them observe a 20 seconds video clip about the earth and an image of different shapes and colors.
Let them observe, and ask a student if he/she will be enjoying the movie without his/her eyes.
Show to the class an image of the human eye with its labeled parts.
Let them state their idea on what are the specific functions of the parts of the human eye, through their researched assignment on the
parts of the eyes.
Again,show to the students a PowerPoint presentation about the parts and functions of different parts of the eye.
The Human Eye

10. Let the students state their own ideas about how important our eyes as an organ of our body.
D. Activities
The students are grouped according to the cut-out pictures of their nametags. The activity is a game where every group will answer their tasks;
the task is either a question or an image. If it is an image, the student should utter a sentence about it.
Every group has 20 seconds to answer for their task, shown from a projector. The group with the highest count of answers and shortest in time
answering, will be the winner.
The winning group will receive 10 points, 2nd
will have 7 points, 3rd
owns a 4 points and the last group will receive 2 points.
E. Generalizations
The Human Eye
An eye is a round-shaped organ that works
with the brain to provide us with vision

11. Parts of the
Human Eye
sclera
Iris
Vitreous
Humor
Pupil
Lens
Retina
is the white, opaque portion of the
eye. It provides protection and serves
as an attachment for the extraocular
muscles which move the eye.
- a thick, transparent liquid that fills
the center of the eye
the innermost layer of the eye. It is
composed of nerve tissue which
senses the light entering the eye.
The pupil is the hole in the
center of the eye where light passes
through
The transparent crystalline
lens of the eye is located immediately
behind the iris.
is the colored part of the eye. It is a
thin diaphragm composed mostly of
connective tissue and smooth
muscle fibers

12. Generalization’s questions.
1. What is our topic for today?
2. What are the different parts of the human eye?
3. What are the different functions of the parts of the human eye?
4. How important is our eye in everyday life
IV. Evaluation
Direction:
I. Label the parts of the human eye.
II. Give at least two reasons why we need our eyes.
V. Assignment
Direction: In a bond paper, draw an object that you like to see in your school. Color it according to what you see in your eyes.