Republic of the Philippines

CAPIZ STATE UNIVERSITY

Fuentes Drive, Roxas City, Capiz, Philippines
Tel. No. (036) 6214-578 Fax No. (036) 6214-578
website: www.capsu.edu.ph email address:
roxas@capsu.edu.ph

Accredited: Accrediting Agency of Chartered Colleges and Universities of the Philippines (AACCUP)
Member: Philippine Association of State Universities and Colleges (PASUC)
Agricultural Colleges Association of the Philippines (ACAP)
 Republic of the Philippines

CAPIZ STATE UNIVERSITY

Fuentes Drive, Roxas City, Capiz, Philippines
Tel. No. (036) 6214-578 Fax No. (036) 6214-578
website: www.capsu.edu.ph email address:
roxas@capsu.edu.ph

Module 1: Learner – Centered Psychological Principles (LCP)

Overview:
The learner is the center of instruction. The world of instruction revolves around
the learner. The fourteen (14) learner-centered principles will serve as a guide in
determining appropriate pedagogy for learners at different stages.

Learning Outcomes:
At the end of this module, you must have:
1. explained the 14 principles.
2. identified ways on how to apply the 14 principles in instruction as a future
teacher.

Content:
 Learner-centered Psychological Principles

Discussion:
The following 14 psychological principles pertain to the learner and the learning
process that were put together by the American Psychological Association.

Cognitive and Metacognitive Factors

1. Nature of the learning process
The learning of complex subject matter is most effective when it is an intentional
process of constructing meaning from information and experience.
2. Goals of the learning process
The successful learner, over time and with support and instructional guidance, can
create meaningful, coherent representations of knowledge.
3. Construction of knowledge
The successful learner can link new information with existing knowledge in
meaningful ways.
4. Strategic thinking
The successful learner can create and use a repertoire of thinking and reasoning
strategies to achieve complex learning goals.
5. Thinking about thinking
Higher order strategies for selecting and monitoring mental operations facilitate
creative and critical thinking.
6. Context of learning
Learning is influenced by environmental factors, including culture, technology,
and instructional practices.

Motivational and Affective Factors

7. Motivational and emotional influences on learning
What and how much is learned is influenced by the learner’s motivation.
Motivation to learn, in turn, is influenced by the individual’s emotional states,
beliefs, interests and goals, and habits of thinking.

Accredited: Accrediting Agency of Chartered Colleges and Universities of the Philippines (AACCUP)
Member: Philippine Association of State Universities and Colleges (PASUC)
Agricultural Colleges Association of the Philippines (ACAP)
 Republic of the Philippines

CAPIZ STATE UNIVERSITY

Fuentes Drive, Roxas City, Capiz, Philippines
Tel. No. (036) 6214-578 Fax No. (036) 6214-578
website: www.capsu.edu.ph email address:
roxas@capsu.edu.ph

8. Intrinsic motivation to learn

The learner’s creativity, higher order thinking, and natural curiosity all contribute
to motivation to learn. Intrinsic motivation is stimulated by tasks of optimal
novelty and difficulty, relevant to personal interests, and providing for personal
choice and control.
9. Effects of motivation on effort
Acquisition of complex knowledge and skills requires extended learner effort and
guided principles. Without learners’ motivation to learn, the willingness to exert
this effort is unlikely without coercion.

Developmental and Social Factors

10. Developmental influences on learning
As individuals develop, there are different opportunities and constraints for
learning. Learning is most effective when differential development within and
across physical, intellectual, emotional, and social domains is taken into account.
11. Social influences on learning
Learning is influenced by social interactions, interpersonal relations, and
communication with others.

Individual Differences Factors

12. Individual differences in learning
Learners have different strategies, approaches, and capabilities for learning that are
a function of prior experience and heredity.
13. Learning and diversity
Learning is most effective when difference in learners’ linguistic, cultural, and
social backgrounds are taken into account.
14. Standards and assessment
Setting appropriately high and challenging standards and assessing the learner as
well as learning progress – including diagnostic, process, and outcome assessment
– are integral parts of the learning process.

Evaluation:
Directions:
1. Please go over all the categories of the 4 factors. Write applications to teaching
and learning for each category listed.

References:
Corpuz, B.B., Lucas, M.R.D., Borabo, H.G.L., & Lucido, P.I. (2018). The Child
and Adolescent Learners and Learning Principles. Metro Mania:Lorimar Publishing, Inc.
Corpuz, B.B., Lucas, M.R.D., Borabo, H.G.L., & Lucido, P.I. (2015). Child and
Adolescent Development: Looking at Learners at Different Life Stages. Metro
Manila:Lorimar Publishing, Inc.

Accredited: Accrediting Agency of Chartered Colleges and Universities of the Philippines (AACCUP)
Member: Philippine Association of State Universities and Colleges (PASUC)
Agricultural Colleges Association of the Philippines (ACAP)
 Republic of the Philippines

CAPIZ STATE UNIVERSITY

Fuentes Drive, Roxas City, Capiz, Philippines
Tel. No. (036) 6214-578 Fax No. (036) 6214-578
website: www.capsu.edu.ph email address:
roxas@capsu.edu.ph

Module 2: Basic Concepts and Issues on Human Development

Lesson 1 – Human Development: Meaning, Concepts and Approaches

Lesson 2 – The Stages of Development and Development Tasks
Lesson 3 – Issues on Human Development
Lesson 4 – Research in Child and Adolescent Development

Overview:
Human development is the pattern of movement or change that begins at
conception and continues through the life span. Development includes growth and decline.
This means that development can be positive or negative (Santrock, 2002).
For every developmental stage, there is an expected developmental task.
Each of us has his/her own informal way of looking at our own and other people’s
development. These paradigms of human development while obviously lacking in
scholastic vigor, provide us with a conceptual framework for understanding ourselves and
others. Scholars have come up with their own models of human development. Back up by
solid research, they take stand on issues on human development.

Learning Outcomes:
At the end of this module, you must have:
1. distinguished between the traditional and life-span approach of development
2. described the developmental tasks in each development stage
3. took a research-based position on the three (3) issues on development.

Content:
 Two approaches to human development
- Traditional Approach
- Life-span Approach
 Stages of Development
- Pre-natal period
- Infancy
- Early Childhood
- Middle and Late Childhood
- Adolescence
- Early Adulthood
- Middle Adulthood
- Late Adulthood
 Issues on Human Development
- Nature versus Nurture
- Continuity versus Discontinuity
- Stability versus Change

Accredited: Accrediting Agency of Chartered Colleges and Universities of the Philippines (AACCUP)
Member: Philippine Association of State Universities and Colleges (PASUC)
Agricultural Colleges Association of the Philippines (ACAP)
 Republic of the Philippines

CAPIZ STATE UNIVERSITY

Fuentes Drive, Roxas City, Capiz, Philippines
Tel. No. (036) 6214-578 Fax No. (036) 6214-578
website: www.capsu.edu.ph email address:
roxas@capsu.edu.ph

 Research in Child and Adolescent Development

- Teachers as Consumers/End Users of Research
- Teachers as Researchers
- The Scientific Method
- Research Designs
- Data-Gathering Techniques
- Ethical Principles
- The Data Privacy Act of 2012 (RA 10173)
- Impact of Teachers’ Research Involvement on Teachers

Discussion:

Human development is the pattern of movement or change that begins at conception and
continues through the lifespan.

Two approaches to human development:

1. Traditional approach – If you believe that a child shows extensive change from
birth to adolescence, little or no change in adulthood and decline in late old age.
2. Life-span approach – If you believe that even in adulthood developmental change
takes place as it does during childhood.

Characteristics of human development from a life-span perspective according to Paul

Baltes (Santrock, 2002)
1. Development is lifelong. It does not end in adulthood. No developmental stage
dominates development.
2. Development is plastic. Development is possible throughout the lifespan.
3. Development is multidimensional.
- Development as a process is complex because it is the product of biological,
cognitive and socioemotional processes (Santrock, 2002).
- Development is relatively orderly. (http://www.cdipage.com/development.htm)
- Development takes place gradually.
(http://www.cdipage.com/development.htm)
4. Development is contextual. Individuals are changing beings in a changing world.
5. Development involves growth, maintenance and regulation.

Concept of developmental tasks

Developmental task is defined as one that arises at a certain period in our life, the
successful achievement of which leads to happiness and success with later tasks while
failure leads to unhappiness, social disapproval, and difficulty with later tasks (Havighurts,
1972).

Accredited: Accrediting Agency of Chartered Colleges and Universities of the Philippines (AACCUP)
Member: Philippine Association of State Universities and Colleges (PASUC)
Agricultural Colleges Association of the Philippines (ACAP)
 Republic of the Philippines

CAPIZ STATE UNIVERSITY

Fuentes Drive, Roxas City, Capiz, Philippines
Tel. No. (036) 6214-578 Fax No. (036) 6214-578
website: www.capsu.edu.ph email address:
roxas@capsu.edu.ph

Developmental stages
The eight (8) developmental stages cited by Santrock are the same with
Havighurst’s six (6) developmental stages only that Havighurst did not include prenatal
period. Havighurst combined infancy and early childhood while Santrock mentioned them
as two (2) separate stages.

The developmental tasks (Santrock, 2002)

1. Prenatal period (from conception to birth) – It involves tremendous growth – from

a single cell to an organism complete with brain and behavioral capabilities.
2. Infancy (from birth to 18-24 months) – A time of extreme dependence on adults.
Many psychological activities are just beginning – language, symbolic thought,
sensorimotor coordination and social learning.
3. Early childhood (end of infancy to 5-6 years (Grade 1) – These are the preschool
years. Young children learn to become more self-sufficient and to care for
themselves, develop school readiness skills and spend many hours in play with
peers.
4. Middle and late childhood (6-11 years of age, the elementary school years) – The
fundamental skills of reading, writing and arithmetic are mastered. The child is
formally exposed to the larger world and its culture. Achievement becomes a more
central theme of the child’s world and self-control increases.

Accredited: Accrediting Agency of Chartered Colleges and Universities of the Philippines (AACCUP)
Member: Philippine Association of State Universities and Colleges (PASUC)
Agricultural Colleges Association of the Philippines (ACAP)
 Republic of the Philippines

CAPIZ STATE UNIVERSITY

Fuentes Drive, Roxas City, Capiz, Philippines
Tel. No. (036) 6214-578 Fax No. (036) 6214-578
website: www.capsu.edu.ph email address:
roxas@capsu.edu.ph

5. Adolescence – (10-12 years of age ending up to 18-22 years of age). Begins with
rapid physical changes – dramatic gains in height and weight, changes in body
contour; and the development of sexual characteristics such as enlargement of the
breasts, development of pubic and facial hair, and deepening of the voice. Pursuit
of independence and identity are prominent. Thought is more logical, abstract and
idealistic. More is spent outside of the family.

6. Early adulthood (from late teens or early 20s lasting through the 30s) – It is a time
of establishing personal and economic independence, career development,
selecting a mate, learning to live with someone in an intimate way, starting a
family and rearing children.
7. Middle adulthood (40 to 60 years of age) – It is a time of expanding personal and
social involvement and responsibility; of assisting the next generation in becoming
competent and mature individuals; and of reaching and maintaining satisfaction in
a career.
8. Late adulthood (60s and above) It is a time for adjustment to decreasing strength
and health, life review, retirement, and adjustment to new social roles.

Development is not all nature or all nurture, not all continuity or discontinuity and
not all stability or all change (Lerner, 1998 as quoted by Santrock, 2002). Both nature and
nurture, continuity and discontinuity, stability and change characterize our life-span
development. The key to development is the interaction of nature and nurture rather than
either factor alone (Rutter, 2001 as quoted by Santrock, 2002). In other words, it is a
matter of “both-and” not “either-or”.
Both genes and environment are necessary for a person even to exist. Without
genes, there is no person; without environment, there is no person (Scarr and Weinberg,
1980, quoted by Santrock, 2002). Heredity and environment operate together – or
cooperate and interact – to produce a person’s intelligence, temperament, height, weight…
ability to read and so on.

Accredited: Accrediting Agency of Chartered Colleges and Universities of the Philippines (AACCUP)
Member: Philippine Association of State Universities and Colleges (PASUC)
Agricultural Colleges Association of the Philippines (ACAP)
 Republic of the Philippines

CAPIZ STATE UNIVERSITY

Fuentes Drive, Roxas City, Capiz, Philippines
Tel. No. (036) 6214-578 Fax No. (036) 6214-578
website: www.capsu.edu.ph email address:
roxas@capsu.edu.ph

If heredity and environment interact, which one has a greater influence or

contribution, heredity or environment? The relative contributions of heredity and
environment are not additive. So we can’t say 50% is a contribution of heredity and 50%
of environment. Neither is it correct to say that full genetic expression happens once,
around conception or birth, after which we take our genetic legacy into the world to see
how far it gets us. Genes produce proteins throughout the life span, in many different
environments. Or they don’t produce these proteins, depending on how harsh or
nourishing those environments are. (Santrock, 2002).

Issues on Human Development

There are a number of important issues that have been debated throughout the
history of developmental psychology. The major questions include the following:
 Is development due more to genetics or environment?
 Does development occur slowly and smoothly, or do changes happen in stages?
 Do early childhood experiences have the greatest impact on development or are
later events equally important?

First Issue: Nature vs. Nurture

This is the degree to which human behavior is determined by genetics/biology
(nature) or learned through interacting with the environment (nurture).
Nature refers to the process of biological maturation inheritance and maturation.
One of the reasons why the development of human beings is so similar is because our
common specifies heredity (DNA) guides all of us through many of the same
developmental changes at about the same points in our lives. Nurture refers to the impact
of the environment, which involves the process of learning through experiences.
Philosophers such as Plato and Descartes supported the idea that some ideas are
inborn. On the other hand, thinkers such as John Locke argued for the concept of tabula
rasa—a belief that the mind is a blank slate at birth, with experience determining our
knowledge.
Some aspects of development are distinctly biological, such as puberty. However,
the onset of puberty can be affected by environmental factors such as diet and nutrition.

Second Issue: Continuity vs. Discontinuity

These are two competing theories in developmental psychology that attempt to
explain how people change through the course of their lives, where the continuity theory
says that someone changes throughout their life along a smooth course while the
discontinuity theory instead contends that people change abruptly. These changes can be
described as a wide variety of someone's social and behavioral makeup, like their
emotions, traditions, beliefs.

Accredited: Accrediting Agency of Chartered Colleges and Universities of the Philippines (AACCUP)
Member: Philippine Association of State Universities and Colleges (PASUC)
Agricultural Colleges Association of the Philippines (ACAP)
 Republic of the Philippines

CAPIZ STATE UNIVERSITY

Fuentes Drive, Roxas City, Capiz, Philippines
Tel. No. (036) 6214-578 Fax No. (036) 6214-578
website: www.capsu.edu.ph email address:
roxas@capsu.edu.ph

Furthermore, continuity and discontinuity disagree with one another in how they
assess the changes that someone undergoes throughout the course of their life. The
continuity theory examines the way someone changes in a quantitative and continuous
respect. Discontinuity theory, on the other hand, looks at these changes through the lens of
a qualitative analysis with an emphasis on the discontinuous nature of how someone
changes.
Is Child Development continuous or discontinuous? Not all psychologists,
however, agree that development is a continuous process. Some view development as a
discontinuous process. They believe development involves distinct and separate stages
with different kinds of behavior occurring in each stage.
Does change occur smoothly over time, or through a series of predetermined steps?
Some theories of development argue that changes are simply a matter of quantity;
children display more of certain skills as they grow older.

Third Issue: Stability vs. Change

It deals with the issue of whether or not personality traits present during present
during infancy endure throughout the lifespan.
The stability-change debate describes the developmental psychology discussion
about whether personality traits that are present in an individual at birth remain constant or
change throughout the life span. For example, does a naturally extroverted and talkative
baby remain that way for their entire life?
Change Theorists argue that personalities are modified by interactions with family,
experiences at school, and acculturation. Studies of children have often revealed
impressive stability over time in aspects of development such as the attachment to their
parents or in personality. However, there is evidence which suggests a contrary view, that
change is both possible and indeed, is likely under appropriate conditions.
Stability implies personality traits present during infancy endure throughout the
lifespan. In contrast, change theorists argue that personalities are modified by interactions
with family, experiences at school, and acculturation.
This capacity for change is called plasticity. For example, Rutter (1981) discovered
than somber babies living in understaffed orphanages often become cheerful and
affectionate when placed in socially stimulating adoptive homes.

Accredited: Accrediting Agency of Chartered Colleges and Universities of the Philippines (AACCUP)
Member: Philippine Association of State Universities and Colleges (PASUC)
Agricultural Colleges Association of the Philippines (ACAP)
 Republic of the Philippines

CAPIZ STATE UNIVERSITY

Fuentes Drive, Roxas City, Capiz, Philippines
Tel. No. (036) 6214-578 Fax No. (036) 6214-578
website: www.capsu.edu.ph email address:
roxas@capsu.edu.ph

Research in Child and Adolescent Development

Teachers as Consumers/End Users of Research

Research enables teachers to come up with informed decision on what to teach and
how to teach. This involves decisions related to educational policies, curriculum, effective
teaching-learning process, and even those involving research, too.

Teachers as Researchers
The conduct of research does not only belong to thesis and dissertation writers. It is
for students and teachers, too.

The Scientific Method

5 steps of the scientific method
1. Identify and define the problem
2. Determine the hypothesis
3. Collect and analyze data
4. Formulate Conclusions
5. Apply conclusions to the original hypothesis

Research Designs
1. Case Study – an in-depth look at an individual
2. Correlational Study – a research design that determines associations
3. Experimental Study – a research design that determines cause-and-effect
relationships
4. Naturalistic Observation – a research design that focuses on children’s experiences
in natural settings
5. Longitudinal – this research design studies and follows through a single group over a
period of time
6. Cross-sectional – a research strategy in which individuals of different ages are
compared at one time
7. Sequential – This is the combined cross-sectional and longitudinal approaches to
learn about life-span development (Schale, 1993 as cited by Satrock, 2002).
8. Action Research – is a reflective process of progressive problem-solving led by
individuals working with others in teams or as part of a “community of practice” to
improve the way they address issues and solve problems.

Data-Gathering Techniques
1. Observation – behavior is observed in either laboratories or natural settings like
classrooms, home in neighborhood.
2. Physiological Measures – certain indicators of children’s development such as,
among others, heart rate, hormonal levels, bone growth, body weight, and brain
activity are measured.
3. Standardized – these are prepared tests that assess individuals’ performance in
different domains.

Accredited: Accrediting Agency of Chartered Colleges and Universities of the Philippines (AACCUP)
Member: Philippine Association of State Universities and Colleges (PASUC)
Agricultural Colleges Association of the Philippines (ACAP)
 Republic of the Philippines

CAPIZ STATE UNIVERSITY

Fuentes Drive, Roxas City, Capiz, Philippines
Tel. No. (036) 6214-578 Fax No. (036) 6214-578
website: www.capsu.edu.ph email address:
roxas@capsu.edu.ph

4. Interviews and Questionnaires – involve asking the participants to provide

information about themselves based on the interview or questionnaire given by the
researcher.
5. Life-history Records – these are records of information about a lifetime chronology
of events and activities.

Ethical Principles
1. Ethical standards of the American Educational Research Association
http://www.aera.net/uploadedFiles/About_AERA/Ethical_Standards/EthicalStanda
rds.pdf
2. Ethical Standards for Research with Children – Society for Research in Child
Development (USA)
http://www.srcd.org/index.php?option=com_content&task=view&id=68&Itemed=
110
3. Standards of the American Psychological Association Concerning Research
http://www.lcsc.edu/policy/Policy/1.112a.PDF

Read and reflect on them. Some key points which are enumerated by the National
Association for the Education of Young Children (NAEYC):
1. Research procedures must never harm children, physically or psychologically.
2. Children and their families have the right to full information about the research in
which they may participate, including possible risks and benefits.
3. Children’s questions about the research should be answered in a truthful manner
and in ways that children can understand.
4. There should be respect for privacy.

The Data Privacy Act of 2012 (R.A. 10173)

For more details, read RA 10173

Impact of Teachers’ Research Involvement on Teachers

1. Teachers who have been involved in research may become more reflective, more
critical and analytical in their teaching and more open and committed to
professional development (Rust 2007).
2. Participating in teacher research also helps teachers become more deliberate in
their decision-making and actions in the classroom.
3. Teacher research develops the professional dispositions of lifelong learning,
reflective and mindful teaching, and self-transformation (Stringer, 2007).
4. Engaging in teacher research at any level may lead to rethinking and reconstructing
what it means to be a teacher or teacher educator and consequently, the way
teachers relate to children and students.
5. Teacher research has the potential to demonstrate to teachers and prospective
teachers that learning to teach is inherently connected to learning to inquire
(Borko, Liston & Whitcomb 2007)

Accredited: Accrediting Agency of Chartered Colleges and Universities of the Philippines (AACCUP)
Member: Philippine Association of State Universities and Colleges (PASUC)
Agricultural Colleges Association of the Philippines (ACAP)
 Republic of the Philippines

CAPIZ STATE UNIVERSITY

Fuentes Drive, Roxas City, Capiz, Philippines
Tel. No. (036) 6214-578 Fax No. (036) 6214-578
website: www.capsu.edu.ph email address:
roxas@capsu.edu.ph

Evaluation:
1. In the light of researches on human development, which of the two approaches
is closer to the truth – traditional or lifespan? Why? (1-2 paragraphs)
2. Come up with an object to symbolize each period or stage of development.

References:
Corpuz, B.B., Lucas, M.R.D., Borabo, H.G.L., & Lucido, P.I. (2018). The Child
and Adolescent Learners and Learning Principles. Metro Mania:Lorimar Publishing, Inc.
Corpuz, B.B., Lucas, M.R.D., Borabo, H.G.L., & Lucido, P.I. (2015). Child and
Adolescent Development: Looking at Learners at Different Life Stages. Metro
Manila:Lorimar Publishing, Inc.
Havighurst, R.J. (1972). Developmental Task and Education. New York: D.
McKay Company.
Santrock, John W. (2002). Life-Span Development, 8th ed., New York: McGraw-
Hill Companies.
Data Privacy Act of 2012 (R.A. 10173)
http://www.cdipage.com/development.htm
http://www.aera.net/uploadedFiles/About_AERA/Ethical_Standards/EthicalStandards.pdf
http://www.srcd.org/index.php?option=com_content&task=view&id=68&Itemed=110
http://www.lcsc.edu/policy/Policy/1.112a.PDF

Accredited: Accrediting Agency of Chartered Colleges and Universities of the Philippines (AACCUP)
Member: Philippine Association of State Universities and Colleges (PASUC)
Agricultural Colleges Association of the Philippines (ACAP)