Per

sonal
Development
Quarter 1 – Module 3:
Developmental Stages in Middle
and Late Adolescence

Personal Development– Grade 11

Alternative Delivery Mode
Quarter 1 – Module 3: Developmental Stages in Middle and Late
Adolescence First Edition, 2020

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Published by the Department of Education

Nicolas T. Capulong, PhD, CESO V
Ronilo AJ K. Firmo, PhD, CESO V
Librada M. Rubio, PhD

Development Team of the Module

Writer: Czarina Y. Reyes
Editors: Fernebert L. Ganiban
Ann Christian A. Francisco
Reviewers: Angelica M. Burayag, PhD
Nelie D. Sacman, PhD
Annie P. Francisco
Layout Artists: Agnes P. Baluyot
Jonathan Paranada
Ryan Pastor
Management Team:
Nicolas T. Capulong, PhD, CESO V
Librada M. Rubio, PhD
Angelica M. Burayag, PhD
Ma. Editha R. Caparas, PhD
Nestor P. Nuesca, EdD
Ramil G. Ilustre, PhD
Larry B. Espiritu, PhD
Rodolfo A. Dizon, PhD
Nelie D. Sacman, PhD

Printed in the Philippines by Department of Education – Region III Office Address:

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E-mail Address:region3@deped.gov.ph
 Personal
Developmet
Quarter 1 – Module 3:
Developmental Stages in Middle
and Late Adolescence

Introductory Message

For the facilitator:

Welcome to the Personal Development Alternative Delivery Mode (ADM)

Module on Developmental Stages in Middle and Late Adolescence!

This module was collaboratively designed, developed and reviewed by

educators both from public and private institutions to assist you, the teacher or
facilitator in helping learners meet the standards set by the K to 12 Curriculum
while overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace. Furthermore, this also aims to
help learners acquire the needed 21st century skills while taking into consideration
their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you guide the learners.

As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them
to manage their own learning. Furthermore, you are expected to encourage and
assist the learners as they do the tasks included in the module.

For the learner:

Welcome to the Personal Development Alternative Delivery Mode (ADM)

Module on Developmental Stages in Middle and Late Adolescence!

The hand is one of the most symbolized parts of the human body. It is often
used to depict skill, action, and purpose. Through our hands, we may learn, create
and accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in
your own hands!

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This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace. You will be
enabled to process the contents of the learning resource while being an active
learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.
What I Know This part includes an activity that aims to
 check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.
What’s InThis is a brief drill or review to help you link the current
lesson with the previous one.

What’s NewIn this portion, the new lesson will be

introduced to you in various ways such as in
a story, a song, a poem, a problem opener,
an activity or a situation.
What is ItThis section provides a brief discussion of the
lesson. This aims to help you discover and
understand new concepts and skills.
What’s MoreThis comprises activities for independent
practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
What I Have LearnedThis includes questions or blank
sentences/paragraphs to be filled in to
determine what you have learned from the
lesson.
What I Can DoThis section provides an activity which will
help you transfer your new knowledge or skill
into real life situations or concerns.
AssessmentThis is a task which aims to evaluate your
level of mastery in achieving the learning
competency.
Additional ActivitiesIn this portion, another activity will be given
to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.
Answer KeyThis contains answers to all activities in the module.

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At the end of this module, you will also find:

References This is a list of all sources used in developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises. 2. Don’t forget
 to answer What I Know before moving on to the other activities included in the
module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.

If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are not
alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!iv

What I Need to Know

Lesson 1 – Understanding Development Process, Stages and Task

∙ Developmental Stages
∙ Havighurst’s Developmental Task During The Life Span

After going through this module, you are expected to:

1. classify various developmental tasks according to developmental stage; 2.

evaluate their development in comparison with people of the same age, group;
and
3. list ways to become responsible adolescents prepared for adult life.
 What I Know

Direction: Write T if the statement is TRUE and F if the statement is

FALSE. ________1. Ideal self is how one aspire to be.

________2. Self-knowledge refers to awareness of oneself.

________3. There is negotiation that exists between the two selves which is complex
because there are numerous exchanges between the ideal and actual
self.

________4. The actual self is built on self-knowledge.

________5. Knowing yourself makes you accept your strengths and limitations and
helps you deal with others better.

________6. Knowledge is required for setting goals which means creating an action
plan to achieve them and which includes risk assessment.

________7. Persistence makes you keep moving forward regardless of emerging

obstacles.

________8. Determination allows you to focus only on achieving a specific goal

without being distracted by less important things or spontaneous
desires.

________9. It increases efficiency by adopting new ways of achieving goals when

obtaining a new experience.

________10.Most failures emanate from strengths that are recognized.

 What’s In

PERSONAL EFFECTIVENESS

Personal effectiveness means making use all the personal resources–talents,

skills, energy and time, to enable you to achieve life goals. Your knowledge of
yourself and how you manage yourself impact directly your personal effectiveness.
(Casel 2014)

Experience includes knowledge and skills that we acquire in the process of

cognitive and practical activities.

Knowledge is required for setting goals, defining an action plan to achieve

them and risk assessment.

Skills also determine whether real actions are performed in accordance with
the plan. If the same ability is used many times in the same situation, then it
becomes a habit that runs automatically, subconsciously. Here are some skills that
will greatly increase the efficiency of any person who owns them:

1. Determination. It allows you to focus only on achieving a specific goal without

being distracted by less important things or spontaneous desires. It may be
developed with the help of self-discipline exercise.

2. Self-confidence. It appears in the process of personal development, as a result

of getting aware of yourself, your actions and their consequences. Self-confidence is
manifested in speech, appearance, dressing, gait, and physical condition. To
develop it, you need to learn yourself and your capabilities, gain positive attitude
and believe that by performing right actions and achieving right goals you will
certainly reach success.

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3. Persistence. It makes you keep moving forward regardless of emerging obstacles
– problems, laziness, bad emotional state, etc. It reduces the costs of overcoming
obstacles. It can also be developed with the help of self-discipline exercise.

4. Managing stress. It helps combat stress that arises in daily life from the
environment and other people. Stress arises from the uncertainty in an unknown
situation when a lack of information creates the risk of negative consequences of
your actions. It increases efficiency in the actively changing environment.

5. Problem-solving skills. They help cope with the problems encountered with a
lack of experience. It increases efficiency by adopting new ways of achieving goals
when obtaining a new experience.

6. Creativity. It allows you to find extraordinary ways to carry out a specific action
that no one has tried to use. It can lead to a decrease or an increase of costs, but
usually the speed of action is greatly increased when using creative tools.

7. Generating ideas. It helps you achieve goals using new, original, unconventional
ideas. Idea is a mental image of an object formed by the human mind, which can be
changed before being implemented in the real world. For generating ideas you can
use a method of mental maps, which allows you to materialize, visualize and
scrutinize all your ideas, which in turn contributes to the emergence of new ideas.
These are just some, but the most important personal effectiveness skills which
make the achievement of any goal easier and less costly.

What’s New
Big Question? How can you as an adolescent be prepared for adult life by
accomplishing various developmental tasks according to developmental stages?

“Maturity is achieved when a person postpones immediate pleasures for

long-term values.” ~Joshua L. Liebman
Lesson 1 Development
Process, Stages,
Understanding and Task

DEVELOPMENTAL STAGES

In an article entitled Development Psychology Studies Humans Across the

Lifespan Human (n.d) Development focuses on human growth and changes across
the lifespan, including physical, cognitive, social, intellectual, perceptual,
personality and emotional growth.
The study of human development is essential to understanding how humans
learn, mature and adapt. Throughout their lives, humans go through various
stages of development.
The human being is either in a state of growth or decline, but either
condition imparts change. Some aspects of our life change very little over time, are
consistent. Other aspects change dramatically. By understanding these changes,
we can better respond and plan ahead effectively.

What is It
Table 1: Developmental Stages and Its Characteristics

Developmental Stage Characteristics

1. Pre-natal (Conception to birth) 3. Early Childhood (2 to 6 years)

2. Infancy (Birth to 2 years) 2. Late Childhood (6 to 12 years)

3. Adolescence (puberty to 18 years) Gang and creativity age when self-help
skills, social skills, school skills, and play
are developed.
4. Early Adulthood (18 to 40 years) Transition age from childhood to
adulthood when sex maturation and
rapid physical development occur
5. Middle Age (40 years to retirement)
resulting to changes in ways of feeling,
thinking and acting.
6. Old Age (Retirement to death) Age of adjustment to new patterns of life
Age when hereditary endowments and sex and roles such as spouse, parent and
are fixed and all body features, both bread winner.
external and internal are developed.
Transition age when adjustments to
Foundation age when basic behavior is
initial physical and mental decline are
organized and many ontogenetic
experienced.
maturation skills are developed.
Pre-gang age, exploratory, and Retirement age when increasingly rapid
questioning. Language and elementary physical and mental decline are
reasoning are acquired and initial experienced.
socialization is experienced.

What’s More
Reading:
HAVIGHURST`S DEVELOPMENTAL TASKS DURING THE LIFE SPAN

Robert J. Havighurst elaborated the Developmental Tasks 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 to
accomplish tasks to be encountered at later stages. Conversely, if 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.

Havighurst proposed a bio-psychosocial model of development, wherein the

developmental tasks at each stage are influenced by the individual’s biology
(physiological maturation and genetic makeup), his psychology (personal values
and goals) and sociology (specific culture to which the individual belongs).

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THE DEVELOPMENTAL TASKS SUMMARY TABLE

Infancy and Early Childhood (0-5)

(6-12) Adolescence (13-18)
Middle Childhood
∙ Learning to walk ∙ distinguish right Rearing children ∙
Learning to take from wrong and Managing a home ∙
solid foods developing a Starting an
∙ Learning to talk ∙ conscience occupation
Learning to control ∙ ∙ Assuming civic
the elimination of responsibility
body wastes ∙ Learning physical
∙ Learning sex skills necessary for
differences and ordinary games
sexual modesty ∙ Building a
∙ Acquiring concepts wholesome attitude
and language to Early Adulthood toward oneself
describe social and (19-30) ∙ Learning to get
physical reality ∙ Selecting a mate ∙ along with age
∙ Readiness for Learning to live with a mates
reading partner ∙ Learning an
∙ Learning to ∙ Starting a family ∙ appropriate sex role
∙ Developing ∙ Achieving adult Later Maturity (61-)
fundamental skills social and civic
in reading, responsibility ∙ Adjusting to decreasing
∙ Writing, and ∙ Satisfactory career strength and health
calculating achievement ∙ Adjusting to retirement
∙ Developing concepts ∙ Developing adult and reduced income
necessary for leisure time ∙ Adjusting to death of
everyday living ∙ Achieving mature spouse
∙ Developing relations with both sexes ∙ ∙ Establishing relations
conscience, Achieving a masculine or with one’s own age group ∙
morality, and a scale feminine social role Meeting social and civic
of values ∙ Accepting one’s physique obligations
∙ Achieving personal ∙ Achieving emotional ∙ Establishing satisfactory
independence Independence of adults ∙
∙ Developing Preparing for marriage and
acceptable attitudes family life
toward society ∙ Preparing for an
Middle Adulthood economic career
(30-60) ∙ Acquiring values and an
∙ Helping teenage ethical system to guide
children to become behavior
happy and ∙ Desiring and achieving
responsible adults socially responsibility
behavior

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activities changes of middle age
∙ Accepting the physiological ∙ Adjusting to aging parent
living quarters

Source: Gazingan, Leslie B., Grancisco, Joseph C., Aglubat, linofe R., Parentela,
Ferdinand O., Tuason, Vevian T. (2013). Psychology: Dimensions of the Human Mind.
Mutya Publishing House, Inc.

What I Can Do
MY PERSONAL TIMELINE!

Direction: Using a bond paper, list down the major events that happened in your
life and the people who have played a significant role in your life. You may include
your age as to when those events happened, their specific dates and the places they
occurred.

It may be drawn vertically or horizontally depending on what you like.

Symbols, figures and drawings to make it more meaningful may also be used. You
may use crayons and other art materials depending on the available resources that
you have to make it more creative.

A personal timeline portrays the important events of a person’s life so that

s/he can understand where s/he has gone wrong and right in the past. It helps to
plan the future in a better constructive way.

At the end of it, think of a title for your personal timeline.

Rubrics:

Organization 50 points
Creativity 30 points
Neatness 20 points
TOTAL 100 points

What I Have Learned

Direction: After writing your Personal Timeline, make a reflection about it and
answer the following questions. Write it on a separate sheet of paper.

Rubrics:

Relevance 50 points
Organization / Flow 30 points
Neatness 20 points
TOTAL 100 points

1. Is there a ‘center’ or a central theme in your timeline and life? If you will give a
title for your timeline what would it be and why?

__________________________________________________________________________________

__________________________________________________________________________________
__________________________________________________________________________________

__________________________________________________________________________________

______________________________________________________________

2. Identify the turning points in your timeline. What are the thoughts, feelings
and actions that you have experienced

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

____________________________________________________________

3. Who are/were the most significant people in your life? Why?

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__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

______________________________________________________________

4. If you could change or add something or someone in your timeline, what/who

would that be? If there is, how would each of these changes or additions affect
your life, or even change its present course?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

______________________________________________________________

5. Continue to your future, where do you want to be 10 years from now? What do
you expect for your future timeline?

__________________________________________________________________________________
__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

______________________________________________________________

Assessment
Direction: Using the Developmental Tasks Summary Table above, list down your
own level of development as a Grade 11 student. Write it on a separate sheet of
paper.

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What are the expected What are the expected What are the expected
tasks you have tasks you have partially tasks you have not
successfully accomplished? accomplished?
accomplished?

Additional Activities
Direction: Answer the following questions after reflecting, understanding and
loving yourself. Write it on a separate sheet of paper.

Rubrics:
 Relevance 50 points
Organization / Flow 30 points
Neatness 20 points
TOTAL 100 points

1. As a Grade 11 student, what are the developmental tasks expected of you? Rate
yourself from 1-10 (10 as the highest) whether you have accomplished those
expected tasks?

___________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

_____________________________________________________________________

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2. Do you think you are ready for this transition which would mean additional
responsibilities and greater accountability? If yes, what are the ways you can
think of to better plan your future? If no, what are the expected tasks you need
to work on to prepare you?

___________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

_____________________________________________________________________
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A
nswer
Key

10. F
9. T
8. T
7. T
6. T
5. T
4. F
3. T
2. F
1. T
What I know:
 13
References

Source: Gazzingan, Leslie B., Francisco, Joseph C., Aglubat, Linofe R., Parentela,
Ferdinand O., Tuason, Vevian T Psychology: Dimensions of the Human mind.
Mutya Publishing House Inc., 2013.

Source: Psychology Notes Headquarters-

https//www.PsychologyNotesHQ.com Source: Personal Development- Reader

First Edition 2016

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