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Professional Education
LET Competencies:
1. Interpret theories and findings related to child and adolescent development along the biological,
linguistic, cognitive, social and psychological dimension
Basic Concepts:
Growth - physical and physiological changes that occur throughout life (quantitative changes)
Heredity (nature) – the totality of characteristics, transmitted from the parents to the offspring.
Environment (nurture) – the totality of any aspect of physical and social phenomena which or affects an
individual organism.
2 Kinds of Environment
- period of gestation
Maturation – gradual unfolding of the innate characteristics that result from the aging process; “internal
ripening”
ASPECTS OF DEVELOPMENT
Cognitive – changes in mental abilities such as learning, memory, reasoning, thinking and language
Life Span
Human Development
It refers to the scientific study of the qualitative and quantitative ways by which people change over
time.
Developmental Task
It refers to behavior that is expected to be manifested at or about a certain period in the life of an
individual; social expectations
Developmental Stage
It is a distinct period of the life cycle characterized by a particular sets of abilities, motives, behavior and
emotion that occur together and form a coherent pattern
PRE-NATAL
1.Zygotic/Germinal
2. Embryonic
3. Fetal Zygote
Embryo
Fetus Fertilization
Fertilization – 2 weeks
POST-NATAL
CLASSROOM SITUATION
1. The development of an organism is the result of the interaction between heredity (nature) and
environment (nurture). The process of heredity and environment are interdependent and
complimentary. Neither appears to be dominant.
Height while largely determined by heredity is also affected to an extent by nutrition. Teachers to take
note or consider the family background of the child as well as the environment where he/she was born
or grew up to better understand him/her especially his/her behavior.
2. Growth is sequential Growth follows an orderly sequence which in general is the same for all
individuals.
All aspects of development be it in language, motor, social, occur sequentially. Teachers to know in what
stage in a particular aspect of growth the child is so he/she would know what to expect and also what to
do to prepare the child for the next stage of development
Each child has his/her own characteristic rate. Children should never be compared unless their rate and
pattern of growth have been taken into account.
Each part of the body has its own particular rate of growth.
Children tend to inherit the physique of their parents. Teacher to understand that girls mature earlier
than boys. Growth rate may be retarded by illness and certain types of deprivation such as prolonged
poor nutrition.
5. Each stage of development has characteristic traits. Characteristic traits vary at each stage of
development
Traits become more complex as the child gets older. Knowledge of characteristic traits at different
stages can be of considerable value for teachers in choosing he appropriate activities as well as the
methods of teaching.
6. Maturation or readiness should precede certain types of learning Definite degrees of maturity are
prerequisite to various kinds of learning Teacher to consider the maturity level of the child in asking
him/her to do something. Forcing a child who is not mature or ready may lead to personality
disturbance.
7. The body tends to maintain a state of equilibrium called homeostasis. There is a wisdom of the body.
Strives to preserve a constant internal environment despite changing conditions, whether internal or
external Teacher to be a keen observer so he/she can do something when signs of uneasiness or
boredom on the part of the students is shown or exhibited, while he/she is teaching or observing the
students do something.
INFANCY
Two Divisions:
1. Period of Partunate – from birth to cutting and tying of the umbilical cord
2. Period of Neonate – from cutting and tying of the umbilical cord to the end of second week
Characteristics
1. shortest period
2. hazardous
3. radical adjustment
2. Proximodistal trend – parts of the body nearestto the center are the earliest to develop
BABYHOOD
1. Lap baby
2. Toddler
Characteristics
1. Socialization starts
2. True foundation
3. Creativity
4. Appealing
5. Decreased dependence
EARLY CHILDHOOD
1. Problem/Troublesome/Toy age
2. Preschool age
3. Pre-gang/Exploratory/Questioning age
4. punishment/praise
PHYSICAL
Extremely active; good control of oneself;
Clumsy because tiny /small muscles are not yet fully developed
Difficulty focusing on small objects Provide plenty of opportunities for running, climbing, and jumping
but these should be under control
Avoid too many small motor activities such as pasting paper chains; provide big tools and supplies
As much as possible, minimize the need for children to look at small things
Intervene immediately when blows to the head in games or fights between children occur, and explain
why
SOCIAL
Sex role typing is evident Provide assistance to those who like to be with others but lack the confidence
or ability to join them
Determine what type of social behaviours each child exhibits and provide appropriate activities,
especially free play and experimentation
Give attention to the variety of play activities to know what play patterns most children prefer or should
be provided to them
As much as possible, let the children settle their differences and intervene only quarrels get out of hand.
Help children resist forms of sex typing and begin to acquire traits of both sexes (andragogy)
EMOTIONAL
Jealousy occurs – seek attention Let children express their feelings within broad limits so they can
recognize and face their emotions
COGNITIVE
Limit any attempts at grammar instruction to modelling (delay formal grammar instruction until 2nd and
3rd grade)
Interact with children often, showing interest in what they do appreciating their achievement and
allowing them to investigate and experience many things independently to certain limits.
MORAL
Morality is influenced by adults surrounding them Interact with children often, showing interest in what
they do appreciating their achievement and allowing them to investigate and experience many things
independently to certain limits.
MIDDLE CHILDHOOD
1. Still extremely active, hence, when restricted, their energy is released through nervous habits
(e.g.fidgeting)
PHYSICAL
Can’t stand on heavy pressure Avoid rules that require them to stay quite for long periods; have
frequent breaks; provide active class work
Try not to require too much reading at one stretch. Prepare materials with large prints
SOCIAL
Words are used more than physical aggression when in trouble Sociograms may be used to gain insight
into friendships, give some assistance to children who have difficulty in making friends
Promote the idea that games should be fun and not excessively competitive
Try to give children a chance to work out their own situation to disagreements as social conflict is
effective in spurring cognitive growth
EMOTIONAL
Sensitive to criticism/ridicule;
Pleases teachers
Becomes sensitive to the feelings of others Give frequent praise and recognition and other positive
reinforcement especially for academic behavior
Be alert about the group pastime of increased teasing particular child so much that it may make a
tremendous effect on the attitude towards school of the victim.
COGNITIVE
Eager to learn;
MORAL
Complaints are easily told maybe out of jealousy or simply to get the attention of the teacher Let them
be aware that you know the situation already and that you will do something about it.
LATE CHILDHOOD
3. Gang/Conformity/creativity
PHYSICAL
Has good grasp of small objects Conflicts between physical attributes and sex roles might arise, try to
explain that things will eventually even out and to persuade pupils that being male or female should not
in itself determine what a person does
SOCIAL
Increase development of interpersonal reasoning that leads to greater understanding of other’s feelings
Keep in mind the pupils’ growing independence and their need for understanding and limit setting
rather than punishment, provide cooperative activities
EMOTIONAL
Behavioral disorder: ADHD, anxiety, withdrawal, antisocial, excessive fears, eating disorder May need
provisions for counselling, parent training and mastery of basic academic skills
Report unusual and repeated episodes of disorder to parents and school counsellor
COGNITIVE
Abstract thinking develops Provide opportunities to learn for both sexes to further lessen differences
MORAL
Queries on justice;
PUBERTY
Spermache - males
Menarche – females
3 Stages
3. Postpubescent
Contemplation
PHYSICAL
Conscious of appearances;
Poor sleeping habits and diet but have good health Give students extra opportunities to gain status and
self-confidence by succeeding in school work or other non-athletic activities and recognizing their
achievements
Establish a class routine that includes completion of activities about two-three minutes before end of
period to give students time for grooming and social interaction
Provide frequent changes of pace and breaks to address drowsiness to some extent
SOCIAL
Great concern on what others might think of them Involve students in establishing class rules and
routine
Encourage information of personal values through technique such as values classification or voice their
opinions in writing
Be a sympathetic listener especially to those who often show depression and preoccupation
EMOTIONAL
Increased academic responsibility Provide activities on self-awareness and acceptance and opportunities
for more academic work, accompanied by incentives and rewards and involvement of decision- making
COGNITIVE
Have increased ability to engage in mental manipulation/ test hypotheses; liberal and abstract thoughts
Give more opportunities to make personal regarding academic work and to express own views
MORAL
Conflict resolution Allow them to resolve conflicts but with minimal supervision
Child Development Theories are organized set of principles that are designed to predict and explain
something – observations and discoveries about child development.
- early experiences and unconscious emotional conflicts can have a dramatic effect on the developing
personality.
Id – pleasure principle
Gratifying activities: nursing, eating,mouth movement – sucking, gumming, biting, and swallowing
Oral fixation:
• Smoking
• Nail biting
• Over eating
• Drinking
toilet training
Gratifying activities: bowel movement
Anal fixation:
Anal-expulsive personality
Anal-retentive personality
Phallic fixation:
For men: anxiety and guilty feelings about sex, fear of castration
A time for:
learning, adjusting, absorbing the culture, forming beliefs and values, developing friendships, engaging
in sports, sex instincts are calm
Classroom Application
Help the child to overcome fixation like diverting his/her attention/energy into positive action
“conflict or crisis” that the individual must successfully resolve in order to develop in a healthy direction.
Stages of Psychosocial Theory:
Trust and security – visual contact and touch, secure environment, meet basic needs
Am I good or am I bad?
Broaden his skills, cooperate and lead as well as to follow; if he is fearful , he will continue to be
dependent on adults.
Experiment with a variety of behaviors and activities ( working, affiliating in political/religious groups)
“Am I loved and wanted?” or “Shall I share my life with someone or live alone?”
Significant relationships:
unproductive life – dissatisfied and develop despair leading to depression and hopelessness
Ego Integrity vs. Despair
Classroom Application
Allow children to explore in order to develop independence and work harmoniously with peers and with
himself/herself
Curious active explorers who respond to the environment according to their own understanding
Object permanence
Collective monologue
Imaginary friends
Life-like objects
Egocentric
To see is to believe
Logical thinking
Reversibility
Deductive reasoning
Classroom Application
The human mind gains inputs through the senses, processes them through cognitive abilities and
produces outputs employing language and creative expression
Involves 3 stages:
Child is guided by his mental imagery. He is to form his own mental images
Classroom application
Teacher should utilize the internal imagery of the child. This mental imagery of the child would enable
him in the conversation of his experiences and forge ahead of new experiences.
1. Young child does not really understand the conventions or rules of a society.
2. Avoids punishment
3. Receives benefits in return
Stages Description
1.OBEDIENCE PUNISHMENT
(9-20 yrs.)
1. Conform to the convention of society because they are the rules of a society
2. Respecting authorities
Stages Description
4. LAW & ORDER Rules are conformed to in order to avoid disappointment and gain approval
Social conventions blindly accepted to avoid criticism from those in the authority
The moral principles that underlie the conventions of a society are understood
Stages Description
5.SOCIAL CONTRACT
6.UNIVERSAL ETHICAL PRINCIPLE Morality is based on agreement with others to serve the common
good and protect the rights of others
Classroom Application
Zone of Proximal Development (ZPD) - gap between actual and potential development
Scaffolding –
Competent assistance or support through mediation of the environment (significant others) in which
cognitive, socio - emotional and behavioral development can occur.
GINZBERG THEORY
it states that the process of making vocational choices in the life of an adult is composed of major
psychological crisis.
It explains the connection between relationships that occur early in our lives and those that happen
later.
1. Rodge is very aloof and cold in his relationships with classmates. Which basic goal must have not been
attained by Rodge during his developmental years according to Erikson’s psychosocial development?
A. Industry
B. Initiative
C. Identity
D. Trust
2. Studies in the area of neurosciences disclosed that the human brain has limitless capacity. What does
this imply?
A. Children can possibly reach appoint a where they have learned everything
B. Every child has his own native ability and his learning is limited to this native ability
3. When the individual is said to be in the integrity rather than despair stage in Erikson’s theory, what
does this mean?
C. Satisfied with his status among his / her peers in work skills.
D. Developed a self-concept that s/he can accept and is pleased with his/her role in life and what s/he
produces.
4. Identical twins were orphaned and raised separately by their relatives who belong to different socio-
economic status. After 10 years, there was a difference in their academic performance. What explains
this difference?
A. Difference in nature.
B. Difference in nurture.
C. Difference in heredity.
D. Difference in intelligence.
5. Mr. and Mrs. Miranda believed that their daughter inherited from them and how they brought her up
contributed greatly to her total development. Therefore, Mr. and Mrs. Miranda are likely to support
which of the following principles of development?
A. Growth is sequential.
6. Mothers who demand their children ages 3 to 5 to spend their time in serious academic study forget
that early childhood is the
7. Based on Freud’s theory, which operate/s when a student strikes a classmate at the height of anger?
B. Id D. Super-ego
9. Which of the following statements will not support the concept of individual differences?
10. Why should a teacher do a series of observations, not just one, to be able to make a conclusion
regarding an individual’s behavior?
11. Mrs. Tiglao observed that her seven year old pupil plays with his penis while she was explaining the
lesson for the day. What should Mrs. Tiglao do?
12. According to Kohlberg, a person’s moral development is due to maturational factors and cognitive
growth. Which of the following statements best supports his claim?
A. The older the person is, the higher is his level of morality
C. As the person grows and develops, his moral reasoning also gets defined
D. The younger the person is, the higher is his level of morality
13. For most adolescents, peers play an even more important role in life than they had during childhood.
Thus, 15-year old Roy gets hair cut like other boys of his age but different from his father’s. Which of the
following justifies Roy’s behaviour?
A. The adolescents poses a big problem to his family and thus needs more attention and understanding
B. The adolescents join the “band-wagon” even if it is against his will so that he will be accepted by his
peers
D. The adolescents strengthens his own identity by being a member of a group that defines his
difference from his father
C. Tasks to be assigned should be those that will make them feel like adults
15. The process of internalizing values will depend upon the attitude we hold. Since this process takes
place gradually, how will you as a teacher go about it?
17. In which way does heredity affect the development of the learner?
20. Early childhood is regarded as teachable stage for the teaching of skills. It is because children in this
stage are ______________.
A. growing fast C. excited with whatever they undertake
21. Bruner’s theory on intellectual development moves from enactive to iconic and symbolic stages.
Applying Bruner’s theory, how wold you teach?
22. Research on Piagetian tasks indicates that thinking becomes more logical and abstract as children
reach the formal operational stage. What is an educational implication of this finding?
C. Engage children in analogical reasoning as eerily as preschool to train them for higher order thinking
skills (HOTS)
D. Learners who are not capable of logical reasoning from ages 8 to 12 lag behind in their cognitive
development
23. It is easy for children to learn language because each person has a Language Acquisition Devices
(LAC) that predisposes one to acquire language. This theory is espoused by _______
A. Chomsky C. Watson
B. Piaget D. Gardner
24. What is the advantage of knowing the developmental tasks for the stage of development that the
students are in?
B. The teacher will be able to determine whether or not the tasks he / she plans for the students are
appropriate
C. The students will be able to make adjustments with their learning styles and study habits
25. Julia was first asked to compare identical amount of liquid in two short glasses. The liquid from one
of the two short glasses was poured into taller, slimmer glass of the same capacity. Julia indicated that
the amount of liquid in the two different glasses is still the same. What is Julia capable of?
A. Reversibility C. Accommodation
B. Assimilation D. Conservation
D. An education student has gained knowledge on approaches and strategies for teaching different
subjects
27. While you are teaching your class, you noticed that your student asks permission to go to the
canteen to drink. You yourself feel like drinking a glass of cold water too, because of the warm weather.
Which of the following principles justifies the student’s behavior?
D. The need of one, like water, is the same for all individuals in order to grow and develop.
28. Lila and Mila are fraternal twins; Lila is an extrovert while Mila is an introvert. Lila likes to eat
spaghetti while Midmganism in its environment
29. Lito is very attached to his mother and Lita to her father. In what developmental stage are they
according to Freudian psychosexual theory?
A. Anal C. Phallic
B. Genital D. Latent
30. Christopher kept on sucking his thumb until his adolescence. His needs during his oral development
where not ecame fixated at this stage. Which of the following theories is generally applied to the early
experiences as an explanation for adult behavior?
31. In this moral level according to Kohlberg, individuals continue to regard conformity to social rules as
necessary but not for reasons of self-interest.
32. After playing Keisha, came home rushing and unmindful of her dirty looks, she immediately gave a
big hug to her mother who was waiting for her at the door. Children on this stage tend to be careless
and shoddy about their appearances. At what stage do children display this characteristic?
33. Young children have short attention span and interest. What kind of task should a teacher give
them?
A. Challenging and interesting activities
C. Varied activities
34. Kate comes to school on time because it is one of the school’s rules and regulations. Besides, she
does not like to disrupt their class by coming late. In this situation, which level of Kohlberg’s morality
does Kate belong?
A. Universal C. Pre-Conventional
B. Conventional D. Post-Conventional
35. The mother of Rose got angry with her because she disobeyed her. She joined the outing of her
“barkada” which the mother thought was dangerous. If Rose did not join their outing, she will be an
outcast in the group. What characteristics of adolescents did Rose exhibit in this case?
B. Adolescents did not mind other people as long as they are happy.
D. Adolescents know that their parents will ignore them even if they commit mistakes.
36. At puberty age, adolescents are always curious and experimenting many experiences. It happens
that you caught them smoking and you have a suspicion that it is marijuana. What would you do?
37. In a class, there are children who usually get out of the social circle. How do you describe these
children?
38. Which is the most practical means of helping a shy, withdrawing child?
D. Make activities too easy, simple and for a short period overtime
41. It is a fact that very young children have a very short attention span. Which of the following is best
suited to them?
D. Prepare interesting and different activities but for short period of time.
42. In the Grade I class of Ms. Panta, she requires her pupils, aged six to seven years old to use big
pencils in writing. She discourages the use of small pencils and ball pens. What does this practice imply?
B. Small pencils and ball pens make small prints which are difficult to read.
C. Big pencils are easy to hold because fine muscles at this age are not yet fully developed.
D. Small pencils and ball pens, because these are thin, have pointed writing ends, might be dangerous to
very young children
43. Maturation should precede certain types of learning. How is this principle applied in the classroom?
44. Ms. Pinto is a Grade VI adviser. How can she promote moral development in her classroom?
B. Disregard the powerful influence as a role model as she interacts with students.
C. Discourage discussions of topics like honesty and respect for others in the classroom.
D. Emphasize individual responsibility and the practical nature of rules designed to protect the rights of
others.
45. When a student displays aggressive behaviour in the class, what should the teacher do?
46. Generally, we observe that children first crawl, stand before they walk. They scribble, draw lines,
circles before squares. What developmental pattern is implied?
47. Ruth was able to walk without support at age 12 months because of the “internal ripening” that
occurred in her muscles, bones, nervous system development. This change in Ruth is attributed to the
concept called
A. Growth C. Maturation
B. Learning D. Development
48. Who asserted that children must be given the opportunity to explore and work on different
materials so that they will develop the sense of initiative instead of guilt?
A. Gardner C. Kohlberg
B. Maslow D. Erikson
49. It is not wise to laugh at a two-year child when he utters bad words because in this stage he is
learning to _________________
50. “Train up a child in ways he should be; when he grows he will not depart from it.” Which principle
supports this?
51. Bruner’s theory on intellectual development moves from enactive to iconic and symbolic stages. In
which stage(s) is/are diagram/s helpful to accompany verbal information?
C. Symbolic
D. iconic
52. Research on Piagetian’s tasks indicates that thinking becomes more logical and abstract as children
reach the formal operations stage. What is the educational implication of this finding?
A. Engage children in analogical reasoning as early as pre-school to train them for higher order thinking
skills (HOTS)
B. Learners who are not capable of logical reasoning from ages 8 to 11 lag behind in their cognitive
development
53. If a student is encouraged to develop himself to the fullest in satisfying his hierarchy of needs, then
trying to help others without counting the cost, what is displayed in the Maslow’s hierarchy of needs is?
A. Safety need
B. Transcendence
C. Self-actualization
D. Belongingness
54. John B. Watson relates that a particular behaviour is determined by environmental factors. Which of
the following situations can help the students develop a positive attitude towards mathematics?
I. The child gets emotionally attached to the parent of the opposite sex
A. I, II, III
B. II only
C. I, III
D. I, II
56. Which educational issue can be clarified by understanding Maslow’s Hierarchy of Needs theory?
57. Julius is very attached to his mother and Janel to her father. In what development stage are they
according to Freudian psychosexual theory?
A. Anal stage
B. Phallic stage
C. Latency stage
D. Genital stage
58. According to Kohlberg, a person’s moral development is due to maturational factors and cognitive
growth. Which of the following statements best supports his claim?
A. As the person grows and develops, his moral reasoning also gets defined
B. The older the person is, the higher is his level of morality
C. The younger the person is, the higher is his level of morality
59. According to Kohlberg, a person’s moral development is due to maturational factors and cognitive
growth. Which of the following statements best supports his claim?
A. As the person grows and develops, his moral reasoning also gets defined
B. The older the person is, the higher is his level of morality
C. The younger the person is, the higher is his level of morality
A. Adaptation
B. Adjustment
C. Assimilation
D. Accommodation
A. Adaptation
B. Adjustment
C. Assimilation
D. Accommodation
62. “What I hear, I forget. What I see, I remember. What I do, I understand.” What does this mean?
A. Learn independently
64. When small children call four-legged animals “dog”, what process is illustrated on Piaget’s cognitive
development theory?
A. Adaptation
B. Adjustment
C. Assimilation
D. Accommodation