POLANGUI COMMUNITY COLLEGE

Polangui, Albay

SUMMATIVE ASSESSMENT TASK

SUBMITTED BY:

MARY GRACE M. ENRIQUEZ

1. Present research findings on recent studies on child development and their implication
to the teaching learning process, teacher learner centered relationship and child care.

A STUDY ON CHILDHOOD DEVELOPMENT IN EARLY STAGE by Gouri Manik Manas, Ph.D

Abstract:
Early Childhood Development refers to the physical, cognitive, linguistic, and socio-
emotional development of a child from the prenatal stage up to age eight. This
development happens in a variety of settings (homes, schools, health facilities,
community-based centers); and involves a wide range of activities from child care to
nutrition to parent education. Providers of services can include public, private, and
non-governmental agencies. Early Childhood Development encompasses a number
of distinct sub-stages, each of which presents particular needs Pregnancy and pre-
natal: prenatal care, attended births, registration, postnatal care 0 to 3 parent
education, early stimulation and nutrition interventions, home-based care, crèches 3
to 6 parent education, preschool 6 to 8 transition to formal education, improved early
primary school from a development point of view, children who come from the most
vulnerable and disadvantaged backgrounds need good-quality services and care
the most, including children with special needs for early childhood development.To
ensure a nation’s children develop well, adequate investment in early childhood
development is essential. However, a study by the Child and Family Policy Center
(CFPC) shows that although brain growth and general child development is most
important during the initial stages of life up to three to five years of age, the amount
of public spending for that period in 12 states of the United States was vastly inferior
to investment in later years.35 These results mirror those in many other nations where
far greater emphasis is placed on investing in formal education from ages five or six
forward. It is instructive to compare national investments in children from zero to five
years with fundingfor children from six to 14 or up to 18 years.

Education in early childhood development (teaching learning process and teacher

learner centered relationship)

• The terminology of Pedagogy

Different approaches to early childhood practice are informed by different
educational philosophies, values and theories about how young children learn
and develop. Consequently, early childhood practice is informed by a variety of
approaches to curriculum. It is not surprising then to learn that there are a variety
of approaches to pedagogical or teaching practice as well. Differences in
pedagogical practice mainly refer to the degree of influence that adults should
have over the early childhood curriculum. Although most early childhood
settings offer a play based curriculum, this does not mean that there is
pedagogical uniformity in the balance of involvement between children and
educators.

What is Pedagogy?
Pedagogy refers to that set of instructional techniques and strategies which
enable learning to take place and provide opportunities for the acquisition of
knowledge, skills, attitudes and dispositions within a particular social and material
context‟. In other words, Pedagogy (or teaching) is the interactive process that
takes place between the educator and thechild to enable learning to take
 place. Pedagogy is distinct from and complementary to curriculum. In other
words, curriculum describes the ‘what’, that is, the learning opportunities on offer
and pedagogy describes the ‘how’, that is, how the educator can assist the child
to learn. The pedagogical interactions between the educator and the child
will be greatly influenced by the early childhood curriculummodel in place within
the early childhood service. Pedagogical practice can be defined through three
main types:
- Structured Approach
- Open Framework Approach
- Child-led Approach

All children deserve excellent teaching. Teaching in early childhood is a highly

skilled process where there is no single correct way to respond to children in order
to optimize learning. It is the teaching skills and practices of the early childhood
educator that make interactions educational. Skilful educators draw on a wide
repertoire of pedagogical techniques and strategies during their interactions with
children. This section will explore some of the common techniques by explaining
what the technique is and how it enhances children‟s learning and development,
how the technique is used and what the technique looks like in practice. The
following eight techniques are discussed:

• Positioning
• Empowering
• Scaffolding
• Co-constructing
• Modeling
• Questioning
• Encouraging and Praising
• Problem Solving
• Document
• Well-being as a Cornerstone for Learning and Development

When the early childhood curriculum pays attention to the development of

positive dispositions towards learning, a solid emotional foundation for all future
academic, skills and knowledge based learning will have been created. Children
who have successfully developed positive dispositions have conquered the most
fundamental component of learning for life – they have learned how to learn.
Social competence and emotional well-being are central to children‟s
educational achievements. Regardless of the learning opportunities presented, a
child who feels emotionally insecure, afraid or anxious will struggle to reach their
optimal stage of learning and development. Children develop social
competence through stable, caring and responsive relationships with adults.
These relationships form the foundation for learning and development. It is
essential that the early childhood educator has a highly developed awareness of
the following five emotional building blocks, how to support the child in these
areas and their importance for the development of positive dispositions towards
lifelong learn.

Health and physical activity in early childhood development (Child Care)

Immunization protects people against harmful infections before they come into
contact with them in the community. Immunization uses the body‟s natural
defense mechanism the immune response to build resistance to specific infections
and helps children (and adults) stay healthy by preventing serious infections. It
copies the body‟s protective response to diseases, helping the immune system
detect and destroy the infection when it is encountered in the future before
significant symptoms or complications can occur. This booklet focuses on the
vaccines for young children funded under the National Immunization Program.
The routine childhood immunizations given through this program currently provide
protection against13 diseases:

• Diphtheria;

• Haemophilus influenza type b (Hib);

• Hepatitis B;

• Measles;

• Meningococcal C;

• Mumps;

• Whooping cough (pertussis);

• Pneumococcal;

• Polio (poliomyelitis);

• Rotavirus;

• Rubella (German measles);

• Tetanus; and

• Chickenpox (varicella).

Physical activity is important to many aspects of child health and development.

In young children, lack of physical activity is a risk factor for many health problems
such as high blood pressure, weight gain, excess body fat, bad cholesterol,
respiratory difficulties, cardiovascular ular diseases and bone health problems.
Moreover, the health benefits of physical activity extend well beyond physical
health, having a positive impact on the domains of motor skills, psychological well-
being, cognitive development, social competence and emotional maturity 1-7.
Early childhood that is, 0 to 5 years is also a critical time for establishing healthy
behaviors and patterns that will carry over into later childhood, adolescence and
adulthood1-4. Until recently; it was generally assumed that young children were
naturally physically active. In the last 10 years or so, it has become evident that
many young children do not participate in sufficient physical activity to remain
healthy4. According to the Canadian National Longitudinal Survey of Children
and Youth (NLSCY), only 36% of 2 to 3-year-olds and 44% of 4 to 5-year-olds
engage in unorganized sport and physical activity each week8. Alarming trends
in childhood obesity among preschool children have refocused attention on the
importance of physical activity in this age group9. In Canada, national data show
that 15% of 2 to 5-year-olds are overweight and 6.3% are obese8. In this context,
various initiatives are underway to develop guidelines for physical activity in the
early years.

Physical activity is typically categorized into different intensities2. Light intensity

physical activities for young children include dressing up in costumes, standing
And painting, and slow walking. Moderate to- vigorous physical activities include
running, jumping and playing ball games. These activities happen through
structured physical activities, which include any planned programs like gymnastics
or swimming lessons, or through Unstructured physical activities like playing at a
playground, dancing or going to the park. Guidelines for physical activity in the
early years focus particularly on facilitated unstructured play and the importance
of April 2011 • Parenting Series • Physical Activity.
2. Present different models and designs of pedagogies of learning and teaching, that
are supportive of learners at each development level.

Child-centred pedagogy has the potential for promoting children's creativity,

problem-solving skills, critical thinking skills, learning dispositions as well as socio-
emotional/behavioural development skills.

Pedagogy models and design:

• Engage
Teachers know their students well and engage them in building supportive,
inclusive and stimulating learning environments. Teachers motivate and
empower students to manage their own learning and develop agency.
• Explore
Teachers present challenging tasks to support students in generating and
investigating questions, gathering relevant information and developing ideas.
They help students expand their perspectives and preconceptions, understand
learning tasks and prepare to navigate their own learning.
• Explain
Teachers explicitly teach relevant knowledge, concepts and skills in multiple
ways to connect new and existing knowledge. They monitor student progress in
learning and provide structured opportunities for practising new skills and
developing agency.
• Elaborate
Teachers challenge students to move from surface to deep learning, building
student ability to transfer and generalise their learning. They support students to
be reflective, questioning and self-monitoring learners.
• Evaluate
Teachers use multiple forms of assessment and feedback to help students
improve their learning and develop agency. They monitor student progress and
analyse data to draw conclusions about the effectiveness of their teaching
practices, identify areas for improvement, and address student individual needs.

INFANCY
Engage - Parents should engage their child in building
supportive and build safe environment.
Explore - Establish routines which the child enjoy long
periods of free play.
TODDLERHOOD - PRESCHOOLER
Engage - Engage good communication
Explore - Let them explore their self to drive toward
independence
Explain - Explicitly teach new knowledge and skills
- Monitor childs’ or students’ understanding
Elaborate - Develop childs’ or students’ critical and
creative thinking skills
- Allow them to share their feelings and opinions
- Allow them to become more self-directed in
activities
Evaluate - continuously monitor student learning
- build new knowledge and skills through peer
observation and coaching.
EARLY – MIDDLE CHILDHOOD
Engage - Build safe learning environments that support
students’ wellbeing
- Set learning goals that explain what students
need to understand and what they must be
able to do
- Engage with individual students and respond to
their academic, social and emotional needs
Explore - Use guiding questions to assist students to select
relevant information
- Ask students to explain their understanding and
ideas
- Allow students to develop their strong interests
and hobbies.
Explain - Develop learning programs that support
students to connect their learning with real-
world contexts
Elaborate - Allow students to share and reflect on their
ideas with their peers
- Demonstrate knowledge and understanding of
effective questioning to engage students in
higher order thinking
Evaluate - Use explicit assessment criteria to assess student
progress
- Use student achievement data to guide their
own learning
3. Illustrate how teaching can be differentiated for diverse learners.

Humans have a tendency to fall into patterns of behavior. Students abilities came from
racially, ethnically, culturally, and linguistically diverse backgrounds. By embracing the
diversity, students can develop curiosity, self-awareness & respect. Differentiated
instruction casts a spell on educators as to how it meets all students’ needs. The
teacher’s responsibility is connecting content, process, and product. Students respond
to learning based on readiness, interests, and learning profile.

Content, process, and product are what teachers address all the time during lesson
planning and instruction.

DIFFERENTIATING CONTENT
Content comprises the knowledge, concepts, and skills that students need to learn
based on the curriculum. Differentiating content includes using various delivery
formats such as video, readings, lectures, or audio. Students may have opportunities
to choose their content focus based on interests.

DIFFERENTIATING PROCESS
Process is how students make sense of the content. They need time to reflect on and
digest the learning activities before moving on to the next segment of a lesson.
Processing helps students assess what they do and don’t understand. It’s also a
formative assessment opportunity for teachers to monitor students’ progress.
Reflection is a powerful skill that is developed during processing experiences. Some
strategies include: Think-pair-share, journaling, partner talk and literature circles.

DIFFERENTIATING PRODUCT
Product differentiation is probably the most common form of differentiation. Teachers
give choices where students pick from formats and students propose their own
designs. Products may range in complexity to align to a respectful level for each
student. When products are cleanly aligned to learning targets, student voice and
choice flourish, while ensuring that significant content is addressed.
4. Describe the developmental characteristics of learners

Developmental characteristics of learners:

INFANCY
Physical developmental • Enjoy long periods of free play
characteristics of learners • Developing eye-hand coordination
• Enjoy small group cooperative games
• May require rest after high energy play
• Improved body coordination; yet still can fall
easily
Social Emotional • Eager to receive adult praise
developmental • Enjoy dramatic play
characteristics of learners • Eager to engage in new activities/adventures
lead by involved adult
• Eager to identify with older children
• Enjoy exploring new materials and equipment
• Can be easily frightened by novel or strange
events
• Prefer play in small groups
• Like responsibilities they can handle
• Learning to cooperate with others, but may at
times display selfish behaviour
Cognitive developmental • Understand language better than they speak
characteristics of learners • Are interested in present; vague concepts of
past/future
• Eager to learn, ask many questions, define
things by their use
• Developing a sense of humour
• Communicate best within a small group of
peers
• May need assistance of adult when starting a
new task
TODDLERHOOD - PRESCHOOLER
Physical developmental • Enthusiastic about games
characteristics of learners • Experiencing improvement in both gross motor
and fine motor skills
• Possess a high activity level
• Practice to master variations of movement for
physical activities
• Enjoy games that allow for comparison of skills
• Enjoy games that allow for self-improvement
Social Emotional • Have a strong drive toward independence
developmental • Develop a strong sense of loyalty to friends
characteristics of learners • Need to belong to a group
• Play with and are friends with same-sex peers
• Like to take on responsibility
• Live in a world of games, rituals and humour
inhabited only be children
• Like to have a best friend
• Have a rigid sense of right and wrong
• Need help accepting peers who are different
or left out of a group

Cognitive developmental • Like to talk; use language to express

characteristics of learners feelings/tell stories
• Developing a sense of time
• Enjoy collecting things
• Enjoy problem solving games like treasure hunts
• Can plan and carry out projects with adult
support
• Becoming more self-directed in activities
 • Better able to understand and appreciate
difference of opinion
EARLY – MIDDLE CHILDHOOD
Physical developmental • Maybe careless about their clothes, room and
characteristics of learners body cleanliness
• Girls may have sudden growth spurt and
beginning sign of puberty
• Enjoy physical activities that master specific
skills’
• Enjoy competitive games
• Possess a high activity level
• Enjoy games that allow for comparison of skills
• Enjoy games that allow for self-improvement
Social Emotional • Enjoy small, peer dominated group discussions’
developmental • Like to join organised groups
characteristics of learners • Are anxious to grow up
• Are intensely loyal to their peer group
• Form a close one-on-one friendship
• Have a growing desire to assert individuality
and independence
• Can be daring and competitive’
• Can be critical of peers and adults’
• Are self-conscious of their abilities
Cognitive developmental • Ask many questions and want thoughtful
characteristics of learners answers
• Can often understand other points of view
• Developing strong interests, hobbies and
collections.
• Engage in daydreaming
• Enjoy problem solving games and puzzles etc.
• Enjoy rule based games
• Are beginning to develop view about
social/global issues
• Beginning to enjoy humour by telling jokes and
understanding sarcasm

Present diff models and designs of pedagogies of learning and teaching for each
developmental level:

INFANCY
Engage - Parents should engage their child in building
supportive and build safe environment.
Explore - Establish routines which the child enjoy long
periods of free play.
TODDLERHOOD - PRESCHOOLER
Engage - Engage good communication
Explore - Let them explore their self to drive toward
independence
Explain - Explicitly teach new knowledge and skills
- Monitor childs’ or students’ understanding
Elaborate - Develop childs’ or students’ critical and
creative thinking skills
- Allow them to share their feelings and opinions
- Allow them to become more self-directed in
activities
Evaluate - continuously monitor student learning
- build new knowledge and skills through peer
observation and coaching.
EARLY – MIDDLE CHILDHOOD
Engage - Build safe learning environments that support
students’ wellbeing
 - Set learning goals that explain what students
need to understand and what they must be
able to do
- Engage with individual students and respond to
their academic, social and emotional needs
Explore - Use guiding questions to assist students to select
relevant information
- Ask students to explain their understanding and
ideas
- Allow students to develop their strong interests
and hobbies.
Explain - Develop learning programs that support
students to connect their learning with real-
world contexts
Elaborate - Allow students to share and reflect on their
ideas with their peers
- Demonstrate knowledge and understanding of
effective questioning to engage students in
higher order thinking
Evaluate - Use explicit assessment criteria to assess student
progress
- use student achievement data to guide their
own learning

5. Present different models and designs of pedagogies of learning and teaching

responsive to diverse linguistic, cultural, socio economic and religious backgrounds...

Understanding learners’ background is instrumental in choosing and using strategies

that are responsive to their commonalities or diversities. There are two pedagogical
approaches that would be responsive to the diversity of learners’ linguistic, cultural,
socio economic and religious backgrounds. (1) Personalized Learner Approach and
(2) Differentiated Instructional Approach.

In personalized learning, it is an educational approach that aims to customize learning

for each student’s strengths, needs, skills, and interests. Students may learn some skills
at different paces. The teacher doesn’t lead all students through the same lessons.
Instead, the teacher guides each student on an individualized journey. Differentiated
instructional approach is a teaching approach that tailors instruction to all students’
learning needs. Instead of teaching the whole group in one way (like a lecture), a
teacher uses a bunch of different methods to utilized learners according to their
cultural, linguistic, socio economic and religious backgrounds.