Module Title: Child Adolescent Learner and Learning Principles Module

Course Title: Child Adolescent Learner and Learning Principles

Course Number: Ed. 101

Course Description: The course 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 development level

Total Learning Time: 3 hours per week /54 hours per semester.

Overview

“Child development”, or “child and adolescent development” refer to the process

of growth and maturation of the human individual from conception to adulthood. The term
“adolescence” has particular connotations in particular cultural and social contexts.
(UNHCR Foundation of Child & Adolescent Revision Edition, 2020). Moreover, child
development, or child and adolescent development are used to describe young people who
are in the stage of development that occurs between the beginning of puberty until
adulthood, without any implication that this period is characterized by any particular
behavior or attitudes. However, a distinction between children and adolescents is
sometimes necessary in order to highlight the particular issues facing older young people,
whose needs can be, and are frequently, overlooked in programming.
This module aims to introduce teacher-education students to human growth,
development and learning- principles and theories, concepts, stages, and processes- from
conception to old age. It focuses on the social, moral, emotional, and cognitive development
of the learners whom they will be handling and/or dealing with in exercise of their chosen
career. This aims to give them the knowledge and develop in them the values and skills to
effectively deal with the learners at different levels.
This is packed with interesting topics on the growth & development of a
child/adolescent that may capture their interests to read while embracing the new normal
class routine. Exercises and activities will be given after each lesson so to assess the
learning they gain. Portfolio will be submitted after the semester containing the compilation
of their requirements on the course.
Learning Outcomes:
During and upon the completion of the course, the students should have:
1. understood and discussed the salient points of the theories of human development;

2. identified the implications of these theories to teaching and learning;

3. . conducted simple survey research applying the theories on human development

CONTENTS:
Module 1. Concepts and Issues on Human Development and Learning
Lesson 1. Human Development and Developmental Tasks
Lesson 2. Overview of Learning Principles

Module 2. Theories on Human Development

A. Cognitive and Psycho- social Theories
Lesson 1. Freud’s Psychoanalytic Theory
Lesson 2. Piaget’s Cognitive Development Theory
Lesson 3. Erikson’s Psycho- Social Development Theory

B. Moral and Socio- cultural Theories

Lesson 4. Kohlberg’s Stages of Moral Development
Lesson 5. Vygotsky’s Socio- Cultural Theory
Lesson 6. Bronfenbrenner’s Ecological Theory

Module 3. Stages of Human Development

Lesson 1. Pre-Natal Period, Infancy and Toddlerhood (10)

1.1 Biological Development of Infants and Toddlers
1.2.Linguistic and Cognitive Development Infants and Toddlers
1.3.Socio-emotional Development Infants and Toddlers

Lesson 2. Early Childhood (11)

2.1 Biological Development of Preschoolers
2.2 Linguistic and Cognitive Development of Preschoolers
2.3 Socio-emotional Development of Preschoolers
Lesson 3. Middle Childhood (12-13)
3.1. Biological Development of Primary Pupils
3.2. Linguistic and Cognitive Development of Primary Pupils
3.3. Socio-emotional Development of Primary Pupils
Lesson 4. Late Childhood (14-15)
4.1.Biological Development of Intermediate Pupils
4.2 Linguistic and Cognitive Development of Intermediate Pupils
4.3 Socio-emotional Development of Intermediate Pupils
Lesson 5. Adolescence (16-17)
5.1. Biological Development of High School Learners
5.2 Linguistic and Cognitive Development of High School Learners
5.2.Socio-emotional Development of High School Learners
 Module 2

Theories on Human Development

 A. Cognitive and Psycho-
social Theories

Lesson 3
Erikson’s psycho- Social Development
Theory
MODULE 2. Theories on Human Development

LESSON 3. ERIKSON’S PSYCHO- SOCIAL DEVELOPMENT THEORY

Learning Topic Resource Materials Assessment
Outcomes Tasks

During and Corpuz, B., et al (2010).

upon Child and adolescent
development. Quezon City: Worksheet 3:
completion of Topic. Theories on Lorimar Publishing
the course the Graphic
Human Development
students should Berger, K. (1994). The Organizer
developing person through
have: (Matching/ relating
the life span. New York:
Lesson 2. Worth Publishers a family member’s
2.2.1. described Erikson’s Psycho-
Piaget’s stages in character or behavior
Social Development
your own words. Corpuz B., et al.(2013). to Piagetian stage of
Theory
Facilitating Learning a
Metacognitive Process development. )
Quezon City: Lorimar
2.2.2. matched Publishing Inc.
learning activities to
the learners’
cognitive stage.
Learning Outcomes:

During and upon completion of the course the students should have:

1. Explained the 8 Stages of life;

2. Written a short story of your life using Ericson’s stage’s as framework .

3. Suggested at keast 6 ways on how Ericson’s theory can be useful for you as a
future teacher.

THEORIES AND HUMAN DEVELOPMENT

“Healthy children will not fear life if their elders have integrity enough not to fear
death.”
.
(Erik Ericson)

Introduction

Ericson’s stages of psychosocial development is a very relevant, highly regarded

and meaningful theory. Life is a continuous process involving learning and trials which
help us to grow. Erickson’s enlightening theory guides us and helps to tell us why.

2.3. ERIKSON’S PSYCHO- SOCIAL DEVELOPMENT THEORY

Erikson’s “psychosocial” term is derived from the two source words-namely

psychological ( or the root, “psycho” relating to the mind, brain personality, etc.) and social
( external relationships and environment), both at the heart of Erikson’s theory.

Erickson’s theory was largely influenced by Sigmund Freud. But Erickson extended
the theory and incorporated cultural and social aspects into Freud’s biological and sexually-
oriented theory. His eight stages theory is tremendously powerful model. It is very
accessible and obviously relevant to modern life, from several different perspectives for
understanding and explaining how personality and behaviour develops in people. As such,
Erickson’s theory is useful for teaching, parenting, self-awareness, managing and coaching,
dealing with conflict, and generally for understanding self and others.
 Each stage involves a Psychosocial Crisis of two opposing emotional forces.
(contrary dispositions). Each crisis stage relates to corresponding life stage and its
inherent challenges. Erickson used “syntonic” for the first listed positive disposition in
each crisis ( e.g. trust) and “dystonic”, for the second listed negative disposition (e.g.
Mistrust) and “ versus” for the opposing and conflicting relationship btween each pair o
forces or dispositions.

If the stage is not managed well, it will develop Maladaptations or Malignancy.

Malignancy - is the worst of the two. It involves too little of the positive and too much of
the negative aspect of the task.

Maladaptation - is not quite as bad and involves too much of the positive and too little of
the negative.

If the stage is managed well, we carry a way a certain Virtue or Psychosocial

strength.
Maladaptation

Sensory maladjustment overly trusting, even gullible, this person cannot believe
anyone would mean them harm.

Malignancy

Withdrawal, depression, paranoia and possibly psychosis.

Virtue

The child will develop a virtue of HOPE, the strong belief even the things are not
going well, they will work out well in the end.
Maladaptation
Impulsiveness, a sort of shameless willfulness that leads you , in later childhood and
even adulthood, to jump into things without proper consideration of your abilities.

Malignancy
Compulsiveness, too much shame and doubt. The compulsive person feels as if their
entire being rides on everything they do, and so everything must be done perfectly.

Virtue
Develop the virtue of Willpower or Determination. Most admirable and frustrating
this about two or 3 year olds kid is their determination.
Maladaptation
Ruthlessness too much initiative and too little guilt. To be ruthless is to be heartless
or unfeeling or be “without mercy”. Ruthless person takes the initiative alright.

Malignancy
Inhibition, too much guilt. The person will not try things out because “nothing
ventured, nothing lost” and particularly nothing to be guilty about.

Virtue
Leads to psychosocial strength of courage, the capacity for action despite a clear
understanding of your limitations and past failings.
Maladaptation
Overextension, some people try to be so generative that they no longer allow time
for themselves, for rest and relaxation.

Malignancy
Rejectivity, too little generativity and too much stagnation and you’re no longer
participating in or contributing to society.

Virtue
Caring, proper balance is achieved and successful at this stage that will serve you
through the rest of your life.
Worksheet 3. (Write your answer on a separate sheet.)
1. Give six ways how Erickson’s theory can be beneficial for you as a future
teacher. Explain each one.

2. Write your own life story considering each stage of psycho-social development
as framework. Ask information from your parents and other significant
persons in your life. Write this in a separate sheet or you prepare a PowerPoint
presentation. You may include your picture each stage and significant pictures
in your life as you tell your story.
 Scoring Rubrics for Essay Questions

Level of General Presentation Reasoning, Argumentation

Achievement
Exemplary (10  Provides a clear and thorough introduction and  Demonstrates an accurate and complete
pts) background understanding of the question
 Addresses the question  Uses several arguments and backs arguments with
 Addresses the question examples, data that support the conclusion
 Presents arguments in a logical order
 Uses acceptable style and grammar (no errors)

Quality (8 pts)  Combination of above traits, but less consistently  Uses only one argument and example that supports
represented (1-2 errors) conclusion
 Same as above but less thorough, still accurate
Adequate (6 pts)  Does not address the question explicitly, though  Demonstrates minimal understanding of question,
does so tangentially still accurate
 States a somewhat relevant argument  Uses a small subset of possible ideas for support of
 Presents some arguments in a logical order the argument.
 Uses adequate style and grammar (more than 2
errors)
Needs  Does not address the question  Does not demonstrate understanding of the
improvement (4  States no relevant arguments question, inaccurate
pts)  Is not clearly or logically organized  Does not provide evidence to support response to
 Fails to use acceptable style and grammar the question

No Answer (0
pts)

Comments:________________________________________________________________________________
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Course Facilitator

C
 Rubrics for Student’s Reflections

4 – Above 3 – Meets 2– 1 – Below

Expectations Expectations Approaching Expectations
Expectations

Reflective The reflection The reflection The reflection The

Thinking explains the explains the attempts to reflection
student’s own student’s demonstrate does not
thinking and thinking about thinking about address the
learning his/her own learning but is student’s
processes, as learning vague and/or thinking
well as processes. unclear about and/or
implications for the personal learning.
future learning. learning
process.

Analysis The reflection is The reflection The reflection The

an in-depth is an analysis attempts to reflection
analysis of the of the learning analyze the does not
learning experience and learning move beyond
experience, the the value of experience but a description
value of the the derived the value of the of the
derived learning learning to self learning to the learning
to self or others, or others. student or experience.
and the others is vague
enhancement of and/or unclear.
the student’s
appreciation for
the discipline.

Making The reflection The reflection The reflection The

Connections articulates articulates attempts to reflection
multiple connections articulate does not
connections between this connections articulate
between this learning between this any
learning experience and learning connection
experience and content from experience and to other
content from other courses, content from learning or
other courses, past learning other courses, experiences.
past learning, experiences, past learning
life experiences and/or future experiences, or
and/or future goals. personal goals,
goals. but the
connection is
vague and/or
unclear.

Comments:________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

_______________________
Course Facilitator
 Rubrics for Concept Mapping

Presentation & Organization Content & Discussion Making Connections

of Ideas
Exemplary (10  Illustrate a clear concept  Demonstrates an accurate It articulates multiple
pts)  Addresses the question and complete connections between
 Presents arguments in a logical understanding of the learning experience and
order question content from other courses,
 Uses acceptable style and  Uses several arguments past learning, life
grammar (no errors) and backs arguments experiences and/or future
with examples, data that goals.
support the conclusion
Quality (8 pts)  Combination of above traits, but  Uses only one argument It articulates connections
less consistently represented (1-2 and example that between this learning
errors) supports conclusion experience and content from
 Same as above but less thorough, other courses, past learning
still accurate experiences, and/or future
goals.

Adequate (6 pts)  Does not address the question  Demonstrates minimal It attempts to articulate
explicitly, though does so understanding of connections between this
tangentially question, still accurate learning experience and
 States a somewhat relevant  Uses a small subset of content from other courses,
argument possible ideas for support past learning experiences,
 Presents some arguments in a of the argument. or personal goals, but the
logical order connection is vague and/or
 Uses adequate style and grammar unclear.
(more than 2 errors)
Needs  Does not address the question  Does not demonstrate It does not articulate any
improvement (4  States no relevant arguments understanding of the connection to other
pts)  Is not clearly or logically question, inaccurate learning or experiences
organized  Does not provide
 Fails to use acceptable style and evidence to support
grammar response to the question
No Answer (0 pts)

Comments:________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

____________________________
Course Facilitator