PCED101 The Child and Adolescent Learner and Learning Principles.pdf

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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

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)

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

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
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
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
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
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

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
abstraction on Piaget’s Stages
of Cognitive Development
 Reflecting about Piaget’s
Stages of Cognitive
Development
 Recitation and quiz on
Piaget’s Theory of
 Piagetian Task Interview
and the Analysis of the
interview
 Learning activities and a
scoring rubric
 Research abstraction on
Piaget’s Stages of
 Reflection paper on
Piaget’s Stages of
 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

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
abstraction on Erikson’s
Psychosocial Theory of
Development
Erikson’s Psychosocial
Theory of Development
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
abstraction on Kohlberg’s
stages of moral development
 Quiz on Kohlberg’s Stages
of Moral Development
 Analysis of moral dilemmas
Kohlberg’s stages of moral
development
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
abstraction on Vygotsky’s
Socio-cultural Theory
 Reflecting on Vygotsky’s
 Quiz about Vygotsky’s
Vygotsky’s Socio-cultural
Theory
Vygotsky’s Socio-cultural

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
Bronfenbrenner’s
Ecological Theory
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

Allotment
Assessment
to abort you.
 Creating an anti-abortion
advocacy poster
 Reflecting on pre-natal
development
on pre-natal development
 Anti-abortion advocacy
poster and a scoring rubric
 Reflection paper on pre-
natal development
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
on the physical development of
 Reflecting on the physical
toddlers
6 hours  Quiz on the physical
toddlers
 Pictograph of the physical
toddlers
 Accomplished
questionnaire on Philippine
Early Learning and
Development Standards
the physical development
of infants and toddlers
physical development of
 trace the cognitive development of infants and
toddlers
cognitive development of infants and toddlers
5.2. Cognitive
Development of
Infants and
Toddlers
 Discussing the cognitive
toddlers
 Analyzing the excerpts of the
 Quiz on the cognitive
toddlers
 Analysis of the excerpts of

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
on the cognitive development
 Reflecting on the cognitive
toddlers
the biography of Piaget’s
children
the cognitive development
cognitive development of
 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
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
on the socio-emotional
toddlers
 Reflecting on the socio-
emotional development of
 Quiz on the socio-
 Poetry/ Song composition
toddlers
the socio-emotional
toddlers
socio-emotional
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
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

Allotment
Assessment
on infants and toddlers
development
ticklers
 describe the physical development of pre-
schoolers
 identify the physical skills that Filipino pre-
schoolers can do
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
pre-schoolers
 Creating a picture analysis of
the physical development and
factors that affect the physical
pre-schoolers
 Writing a reflection paper on
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
pre-schoolers
 Research abstraction of the
pre-schoolers
 Reflection paper of the
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
• 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
of the pre-schoolers
development of the pre-
schoolers
 Observation and analysis
report
 Matrix showing the
behaviors that illustrate the
following: animism,
egocentrism, centration,
and lack of conservation
of pre-schoolers

Allotment
Assessment
• Writing a reflection paper on
the cognitive development of
the pre-schoolers
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.
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
appropriate for preschoolers
Synthesis of the
Physical, Cognitive
and Socio-emotional
Development of Pre-
schoolers
characteristics of Pre-
schoolers development
learning process of Pre-
schoolers
on pre-schoolers development
 Summary of the
characteristics of Pre-
ticklers
 describe the physical development of primary
school pupils
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

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
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
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
development of primary
schoolers
 Creating graphic organizers
related to the cognitive
schoolers
of primary schoolers
primary schoolers
schoolers
 Graphic organizers related
to the cognitive
schoolers
of primary schoolers
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.
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
Development of
Primary Schoolers
schoolers
 Observing children or doing a
video analysis on films related
to the socio-emotional
schoolers
 Making a research abstracted
schoolers
the socio-emotional
primary schoolers
 Observation report or video
analysis
the socio-emotional
schoolers
socio-emotional

Allotment
Assessment
schoolers schoolers
appropriate for primary school children
Synthesis of the
Physical, Cognitive
and Socio-emotional
Development of
Primary Schoolers
characteristics of primary
learning process of primary
schoolers
on primary schoolers
development
 Summary of the
characteristics of primary
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
development of intermediate
school children
 Observing the cognitive
characteristics of intermediate
school children
 Researching ways on how
teachers can promote
development of
intermediate school
children
 Observation report
 List of ways on how
teachers can promote

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
schoolers
creativity in the learning
environment, learning
activities and instructional
materials
 learning activities and
instructional materials
appropriate for the
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.
Development of
the Intermediate
Schoolers
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
intermediate schoolers
 Participation in the
interactive discussion
 Report on the interview on
a parent about the socio-
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
characteristics of intermediate
learning process of
 Summary of the
characteristics of
development

Allotment
Assessment
on intermediate schoolers
development
ticklers
 describe the physical and sexual changes
accompanying puberty.
 identify the psychological consequences of early
and late physical maturation in adolescence.
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
adolescents
 Viewing of films related to the
causes of possible habit
disorders and ways of coping
with them
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
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
learners
 Researching about
overachievement and
 Quiz about the cognitive
learners
 Presentation about
overachievement and

Allotment
Assessment
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
underachievement in high
school learners and list of
proposed solutions for
underachievement
 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
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
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)
learners
the socio-emotional
 Presentation of
experiences related to the
socio-emotional
learners
 Simulation Activity and a
scoring rubric
the socio-emotional
learners
socio-emotional

Allotment
Assessment
–learning and parenting development of high school
learners
learners
appropriate for high school learners
Synthesis of the
Physical, Cognitive
and Socio-emotional
Development of High
School Learners
characteristics of adolescents’
development
learning process of
adolescents
on adolescents’ development
 Summary of the
characteristics of
adolescents’ development
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

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

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

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