The document outlines learning outcomes related to developmental stages in middle and late adolescence, encouraging students to classify developmental tasks and reflect on their personal timelines. It highlights the importance of understanding physical, cognitive, and social changes during adolescence, along with the developmental tasks outlined by Robert J. Havighurst. Additionally, it provides activities for students to creatively express their experiences and thoughts about their growth and identity during these critical years.

1. DEVELOPMENTALSTAGESINMIDDLEAND
LATEADOLESCENCE
WEEK 3

2. LEARNING OUTCOMES:
At the end of the lesson, the students should be
able to
1. Classify various developmental tasks
according to developmental stage.
2. Evaluate one’s development in comparison
with persons of the same age group.
3. List ways to become a responsible adolescent
prepared for adult life.

3. Activity #1: MY PERSONAL TIMELINE
Instruction: A personal timeline portrays the influential events and
happening of person’s life so that they can understand where he/she gone
wrong and right in the past. It helps to plan the future in a better constructive
way.
Using bond paper, write the major events in your life and the significant
people in your life. You may add your age, specific dates and places. You may
draw depending on your imagination. Be creative in your representations. You
may also use symbols, figures and drawings. Think of a title for your personal
timeline. You may use crayons or art materials depending on the available
resources or just a simple paper and pen may be fine.

4. Rubrics for Personal Timeline:
CRITERIA DESCRIPTION POINTS
Content The student was able to show his/her personal
experiences in different momentous event in
their life.
7
Clarity The student presents the activity in a clear,
organized and effective illustrations.
4
Creativity The student was created the given task
artistically using his/her own design.
3
Cleanlines
s
The student well-presented the activity 1
TOTAL 15

5. JOURNAL OUTPUT:
Write about your personal timeline you made in class. Answer the ff.
questions;
1. Is there a ‘center’ or central theme in your timeline and life? If you give a
title for your timeline, what would it be and why?
2. Identify the turning points in your timeline. What were the thoughts,
feelings and actions that you experienced?
3. Who are/were the most significant people in your life? How did they
influence you?
4. What would you change or add, if you could? How would each of these
changes or additions affect your life, or even changes its present
course?

6. Activity 2: Recount of Your Metamorphosis.
Briefly share your experience, thoughts, and feelings when you encountered the
given situations below. Write an explanation on how you dealt with these
circumstances to become a sensible adolescent.
Situations Share your experience,
thoughts, and feelings
How did you deal with the
changes?
Noticing your physical
transformation
Unfolding of your new role in
the society
Starting to get along with
both sexes.

7. Age Definitions of Adolescence
Republic Act (RA) 10354, the Responsible Parenthood and
Reproductive Health (RPRH) Act of 2012 uses the term adolescents
for people aged 10-19 years. This distinguishes the term from youth for
those aged 15–24 years and young people, aged 10-24 years.
The Department of Health (DOH) and the Philippine Pediatric Society
(PPS) divides the adolescence period into:
• Early adolescence (10-13 years old),
• Middle adolescence (14-16 years old), and
• Late adolescence (17-19 years old).

8. Adolescence
Adolescence stage is one of the most rapid and formative phases of human
development. Adolescence is rooted in the Latin verb “adolescere” which
denotes “To grow” or “to grow to maturity”. This stage signifies the period of
growth: from childhood to adulthood. Apparently, there are distinctive physical,
cognitive, social, emotional, and sexual developmental changes that take place
during adolescence. Adolescents experience hormonal changes and puberty, new
and complex sensations and emotions, and burst of emotional and physiological
brain development. They also experience sexual awareness and gender identity.
Gender identity refers to a person’s internal sense of gender, which may or may
not match with the sex assigned at birth. They also experience evolving cognitive
ability and context-influenced emotional impulse control. Cognitive ability enables
adolescents to perform mental activities such problem solving and learning.

9. Adolescents are also concerned about their
physical identity. Physical identity refers to an
individual’s awareness of his/her own
appearance. Based on Erikson’s Psychosocial
Development Stages, adolescents face the
challenge as identity versus role confusion. They
work at enhancing a sense of self by testing roles,
then combining them to create a single identity.

10. Adolescence stage is a milestone to all individuals
since it serves as the metamorphosis in becoming
an adult. In this stage, adolescents started to grasp
various information, engage themselves to different
groups and community, as well as explore the ways
of life. These haps, however, pose some challenges
to every adolescent such as striving to find an
answer to the question “Who am I?”

11. Three Stages of Adolescence
1. Early adolescence (10-13 years old) is the beginning stages of puberty
where both sexes experience significant physical growth and increased
sexual interest.
2. Middle adolescence (14-16 years old) is a stage where puberty is
already completed. In this stage, both sexes continue to experience
growing capacity for abstract ideas. This is also where numerous social
and emotional changes occur.
3. Late adolescence (17-19 years old) is a mark of the final preparations
for adult roles. The developmental demands of the late adolescence
extend up to the period of young adulthood.

12. HAVIGHURST’S DEVELOPMENTAL TASK DURING THE LIFE SPAN
Robert J. Havighurst elaborated on the developmental task theory in the most
systematic and extensive manner. His main assertion is that development is continuous
throughout the entire lifespan. Occurring in stages, where the individual moves from one
stage to the next by means of successful resolution of problems or performance of
developmental tasks. These tasks are those that are typically encountered by most people
in the culture where the individual belongs. If the person successfully accomplishes and
masters the developmental task, he feels pride and satisfaction, and consequently earns
his community or society’s approval. This success provides a sound foundation which
allows the individual is not successful at accomplishing a task, he is unhappy and is not
accorded the desired approval by society, resulting in the subsequent experience of
difficulty when faced with succeeding developmental tasks. This theory presents the
individual as an active learner who continually interacts with a similarly active social
environment.

13. DEVELOPMENTAL TASK
INFANCY AND EARLY CHILDHOOD (0-5 y/o)
Learning to walk.
Learning to take solid foods.
Learning to talk.
Learning to control the elimination of body wastes.
Learning sex differences and sexual modesty.
Acquiring concepts and language to describe social and physical real
Readiness for reading
Learning to distinguish right from wrong and developing conscience

14. DEVELOPMENTAL TASK
MIDDLE CHILDHOOD (6-12 y/o)
Learning physical skills necessary for ordinary games
Building a wholesome attitude toward oneself
Learning to get along with age mates
Learning an appropriate sex role
Fundamental skills in reading, writing, and calculating.
Developing concepts necessary for everyday living
Developing conscience, morality and a scale of values.
Achieving personal independence.
Developing acceptance attitudes toward society.

15. DEVELOPMENTAL TASK
ADOLESCENCE (13-18 y/o)
 Achieving mature relations with both sexes.
 Achieving a masculine or feminine social role.
 Accepting one’s physique.
 Achieving emotional independence of adults.
 Preparing for marriage and family life.
 Preparing for an economic career.
 Acquiring values and an ethical system to guide behavior
 Desiring and achieving socially responsibility behavior.

16. DEVELOPMENTAL TASK
EARLY ADULTHOOD (19-30 y/o)
Selecting a mate
Learning to live with a partner
Rearing children.
Managing home
Starting an occupation
Assuming civic responsibility

17. DEVELOPMENTAL TASK
MIDDLE ADULTHOOD (30-60 y/o)
 Helping teenage children to become happy and responsible adults.
 Achieving adult social civic responsibility.
 Satisfactory career achievement
 Developing adult leisure time activities
 Relating to one’s spouse as a person
 Accepting the physiological changes of middle age
 Adjusting to aging parent

18. DEVELOPMENTAL TASK
LATE MATURITY (61-above y/o)
Adjusting to decreasing strength and health
Adjusting to death or spouse
Establishing relations with one’s own age group
Meeting social and civic obligations
Establishing satisfactory living quarters

19. Stage with Age Range
(Approx)
Middle Adolescence
(Ages 15 – 17 years)
Late Adolescence
(Ages 18 -21 years)
Physical Growth Secondary sexual
characteristics advanced
95% adult height reached
Physical maturity and
reproductive off and ending
Intellectual/ Cognition Growth in abstract thought;
reverts to concrete thought
under stress Cause –effect
relationships better
understood Very self-
absorbed
Abstract thought established
Future oriented; able to
understand, plan and
pursue long range goals
Philosophical and idealistic
Autonomy Conflict with family
predominates due to
ambivalence about
emerging independence
Emancipation:
 vocational/ technical/
college and/or work
 adult lifestyle
STAGES OF HEALTHY ADOLESCENT DEVELOPMENT

20. STAGES OF HEALTHY ADOLESCENT DEVELOPMENT
Stage with Age Range
(Approx)
Middle Adolescence
(Ages 15 – 17 years)
Late Adolescence
(Ages 18 -21 years)
Body Image Less concern about physical
changes but increased
interest in personal
attractiveness
Excessive physical activity
alternating with lethargy
Usually comfortable with
body image
Peer Group Strong peer alliances – fad
behaviours
Sexual drives emerge and
teens begin to explore ability
to date and attract a partner
Decision values less
influenced by peers
Relates to individuals more
than to peer group
Selection of partner based on
individual preference

21. STAGES OF HEALTHY ADOLESCENT DEVELOPMENT
Stage with Age Range
(Approx)
Middle Adolescence
(Ages 15 – 17 years)
Late Adolescence
(Ages 18 -21 years)
Identity Development Experimentation – sex,
drugs, friends, jobs, risk-
taking behaviour
Pursue realistic vocational goals
with
training or career employment
Relate to family as adult
Realizations of own limitations
and mortality
Establishment of sexual identity,
sexual activity is more common
Establishment of ethical and
moral value system
More capable of intimate,
complex relationship

22. I Know…
I Learned…
I Discovered…

23. Activity #3: MY LIFE AFFIRMATIONS
Instruction: Write 5 affirmations about your life. Use your
journal for your answers.
Affirmation
a statement of proposition that is declared to be true.
statements that can help people to keep focus on self-
improvements and goals in life.
Example: I believe in my ability to pursue my career
advancement in the teaching profession.