The Child and Adolescent Learners and Learning Principles

Revision Date: September 4, 2023

UNIVERSIDAD DE MANILA
First Semester
College of Education

S.Y. 2023-2024
Mathematics Area

University Vision University Core Values

A leading Higher Education Institution that prepares visionary and ethical leaders who shall create a E – Ethics and Integrity
positive impact in the society Q – Quality and Excellence
U – Unity and Collaboration
University Mission A – Achievement and Passion
L – Leadership and Innovation
Universidad De Manila is committed to provide equal opportunities by developing the learners’ knowledge,
skills, and values, through quality education and technology-driven systems, in a diverse yet inclusive
environment for learning, research, and community engagement

College of Education Vision College Core Values

A local but globally competitive college that envision to be a Center of Excellence in Teacher-Education E - Empowered
that prepares visionary and ethical professionals in a diverse learning environment. D – Dynamic and Globally Competitive
U – Upright Ethically and Morally
College of Education Mission C – Committed to Excellence
A – Adaptable and Resilient
To nurture a life-long gender sensitive environment that promotes quality and excellent education for R – Research and Extension Oriented
the city and the country E – Education with a Heart
We EDUcate, we CARE
Program Outcomes:
The Child and Adolescent Learners and Learning Principles 22
1. Apply scientific and evidence-based practices critical to the educational and learning processes
 2. Demonstrate skillful performance in a variety of physical activities
3. Adapt performance to variety of physical activity settings (e.g., formal classes, recreational, and competitive)
4. Critically examine the curriculum (e.g., content, pedagogy and assessments) and program, and enhance them necessarily
5. Plan and implement the needs of individual and groups in school and/or non-school settings.
6. Use appropriate assessments in, as, and for student or client learning.
7. Use information, media and technology in pedagogy and for lifelong learning.
8. Demonstrate firm work/professional ethics
9. Cultivate solidarity by working and dealing with/relating to others harmoniously
10. Promote the advancement of the profession by making sense of and getting involved in current discourse that impact on the profession
11. Pursue lifelong learning for personal and professional development
12. Communicate effectively with PE practitioners, other professionals and stakeholders
13. Use oral, written, and technology formats deftly.
Grading System:
Class Standing (60%)
 Quizzes
 Recitations
 Attendance
 Assignments
Major Examination (40%)
 Preliminary Examination
 Midterm Examination
 Final Examination
Final Grade = 30% preliminary + 30% midterm + 40% pre-final

The Child and Adolescent Learners and Learning Principles 23

Course Code EDN 211 Course Title The Child and Adolescent Learners and Learning Principles

Pre-requisite Subject None Course Credit 3 units, 3 hrs./wk. (18 weeks, 54 hrs. total)

Course Description

This course focuses on child and adolescent development with emphasis on current research and theories on biological, linguistic, cognitive, social and emotional dimensions of development. Further, this
includes factors that affect the progress of development of the learners and appropriate pedagogical principles applicable for each developmental level of the learners. The course also addresses laws,
policies, guidelines and procedures that provide safe and secure learning environments, and the use of positive and non-violent discipline in the management of learner behavior.

Course Learning Outcomes

At the end of the course, the pre-service teachers can:
1. demonstrate content knowledge and its application within and /or across curriculum teaching areas;
2. demonstrate an understanding of the different research-based theories related to the broad dimensions of child and adolescent development and their application to each particular
developmental level of the learners;
3. demonstrate understanding of pedagogical principles suited to diverse learners’ needs and experiences at different developmental levels;
4. demonstrate knowledge of laws, policies, guidelines and procedures that provide safe and secure learning environments; and
5. demonstrate knowledge of positive and non-violent discipline in the management of learner behavior.

The Child and Adolescent Learners and Learning Principles 24

 Time Intended Learning Outcomes (ILOs) Teaching Learning Activities
Content Assessment Task
Allotment
Week 1-2 At the end of the unit, the pre-service Unit 1 – Basic Concepts
teacher (PST) can:

a. explain the basic concepts related to child and A. Definitions of Child and Adolescent Learners Facilitated discussion using comparative Summative quizzes
adolescent development; and 1. Definitions from UNESCO, UNICEF and study. A comparative discussion of the definition
WHO and characteristics of child and adolescent
b. explain how current research and theories on Unit learning log or reflective journal.
learners coming from various sources or
child and adolescent authorities.

development contribute to Advanced reading/research. Topics on

teaching and learning within and across different B. Growth and Development: Nature or growth and development may be given in Infographic. The PST, individually or in small
areas. Nurture? advance to PSTs in small groups to prepare groups, will explain the
them for debate and further discussions. basic concepts related to child and
C. Periods of Development
adolescent learners’ development
D. Developmental Tasks and Education and growth using text and graphic
(Havighurst) presentation or infographic. The output will be
Explicit Instruction. This shall involve presented in class or
modelling, guided learner practice and exhibited in a gallery.
E. Domains of Development independent learner practice. Current research
1. Biological shall be used to highlight key concepts, with Debate. Debate may also be used
2. Cognitive emphasis on the integration of theory into to assess PSTs’ understanding of
3. Socio-emotional practice. Online journal search strategies will the “nature or nurture” issue based
also be introduced to promote PSTs’ academic on their research. Groupings will be
F. Context and Development literacy. pre-determined to guide PSTs in
their research. Premium will be
G. Development and Pedagogy: given on the justifications and clarity of points.
Theory and Research
1. Theories and hypotheses
2. Methodology Library/Online research. This involves the
3. Integrating theory and practice systematic gathering of
information in order to write a
paper, create a presentation, or
complete a project. As used in this
context, pre-service teachers shall
gather research information on
identified topics from journals. The
preservice teachers shall focus on
the research Problem, Theories,

The Child and Adolescent Learners and Learning Principles 25

 Methodology, Findings and Discussion of
Results. Insights, reflections and discussions
regarding integrating theory into teaching and
learning based on research knowledge shall be
given emphasis.
Output: Matrix or poster of the research material.

Week 3-5 At the end of the unit, the pre-service teacher (PST) Unit 2 – Biological Development
can:

a. discuss the concepts and theories related to the A. Biological Beginnings Interactive instruction and facilitated Concept Maps. PSTs, in small groups, illustrate
biological/physical development of children discussion. A historical overview on biological the mental connections they make between
and adolescents; and B. Physical and Motor development of children and adolescents may major concepts or other concepts they have
Development introduced. learned about a topic. Other organizers may be
b. make connections, using knowledge on Timelines focusing on major used whenever appropriate.
current research literature, between C. Neuroscience and Brain contributors/contributions to the field of Output: The concept map will be presented and
development
biological development theories and biological psychology will be useful in the used to discuss the research-based concepts
developmentally appropriate teaching discussion of the concepts and theories. and theories related to the biological/physical
D. Factors Affecting Biological/ Physical
approaches suited to Video clips and multimedia presentations may development of children and adolescents.
Development
learners’ gender, needs, strengths, be used to supplement the discussion of Assessment shall be based on detail of content,
interests and experiences. E. Theories concepts on biological development. relationship of concepts, discussion and
1. Developmental Milestones (Gesell) presentation.
2. Ecological Systems Theory
(Bronfenbrenner) Library/Online research. This involves the Simulations. This presents cases, problems,
systematic gathering of information in order to scenarios, etc. in which the students must role
F. Current Research and Pedagogical write a paper, create a presentation, or play. A critical situation is discussed and
Applications complete a project. As used in this context, analyzed, and decisions are made about how to
preservice teachers shall gather research resolve the situation using knowledge derived
information on identified topics from journals. from library or online research. A problem-
The preservice teachers shall focus on the solving organizer (refer to Annex B) may be used
research Problem, Theories, to aid in the
Methodology, Findings and decision making.

The Child and Adolescent Learners and Learning Principles 26

 Discussion of Results, as well as, applications
and implications of biological development
theories to teaching child and adolescent Poster presentations. Poster presentations may
learners. be an alternative to simulations. Knowledge and
information derived from library/online research
may be presented explaining the connections of
biological development theories to teaching
approaches suited to learners’ gender, needs,
strengths, interests and experiences. An
alternative to
poster presentation is the Research Literature
Matrix (refer to Annex C).

Week 6-9 At the end of the unit, the pre-service teacher (PST) Unit 3 – Cognitive Development
can:

a. discuss the concepts and theories related to A. Cognitive Development Theories Interactive instruction and facilitated Concept Maps. PSTs, in small groups, illustrate
the cognitive development of children and 1. Piaget discussion. A historical overview on cognitive the mental connections they make between
adolescents; and 2. Vygotsky development of children and adolescents may major concepts or other concepts they have
introduced. learned or researched on about a topic. Other
b. make connections, using knowledge on current B. Intelligence and Individual Differences Timelines focusing on major organizers may be used whenever appropriate.
research literature, between cognitive 1. Concept of Intelligence (Binet) contributors/contributions to the field of Output: The concept map will be presented
development theories and developmentally 2. General Intelligence (Spearman) cognitive psychology will be useful in the and used to discuss the concepts and theories
appropriate teaching approaches suited to 3. Primary Mental Abilities (Thurstone) discussion of the concepts and theories. related to the cognitive development of
learners' gender, needs, strengths, interests and 4. Multiple Intelligences (Gardner) Video clips and multimedia presentations may children and adolescents.
experiences. 5. Triarchic Theory of Intelligence be used to supplement the discussion of Assessment shall be based on detail of content,
(Sternberg) concepts on cognitive development. relationship of concepts, discussion and
6. Cognitive Information Processing presentation.
Theory (Atkinson and Shiffrin)

Library/Online research. This involves the

systematic gathering of information in order to Simulations. This presents cases, problems,
write a scenarios, etc. in which
the students must role play. A

The Child and Adolescent Learners and Learning Principles 27

The Child and Adolescent Learners and Learning Principles 28
 C. Factors Affecting Cognitive paper, create a presentation, or complete a critical situation is discussed and analyzed, and
Development project. As used in this context, preservice decisions are made about how to resolve the
teachers shall gather research information on situation using knowledge derived from library
D. Language Development identified topics from journals. The preservice or online research. A problem-solving organizer
teachers shall focus on the research Problem, (refer to Annex B) may be used to aid in the
E. Factors Affecting Cognitive and Language Theories, Methodology, Findings and decision making.
Development
Discussion of Results, as well as, applications
and implications of cognitive development
F. Current Research and Pedagogical
theories to teaching child and adolescent
Applications
learners.
Poster presentations. Poster presentations may
be an alternative to simulations. Knowledge and
information derived from library/online research
may be presented explaining the connections of
cognitive development theories to teaching
approaches suited to learners’ gender, needs,
strengths, interests and experiences. An
alternative to
poster presentation is the Research Literature
Matrix (refer to Annex C)

Week 10- At the end of the unit, the pre-service teacher (PST) Unit 4 – Social and Emotional Development
13 can:
A.Socio-emotional Development B.
a. discuss the concepts and theories related to the Development of Self and Social Interactive instruction and facilitated Concept Maps. PSTs, in small groups, illustrate
socio-emotional development of children and Understandings discussion. A historical overview on socio- the mental connections they make between
adolescents; 1. Psychoanalytic Theory (Freud) emotional development of children and major concepts or other concepts they have
2. Psychosocial Theory (Erikson) adolescents may introduced. learned about a topic. Other organizers may be
b. make connections, using knowledge on current 3. Social Learning Theory (Bandura) Timelines focusing on major contributors/ used whenever appropriate.
research literature, between socio- emotional contributions to the field of social psychology Output: The concept map will be presented and
development theories and developmentally will be useful in the discussion of the concepts used to discuss the concepts and theories
appropriate teaching approaches suited to and theories. related to the socio-emotional development
Video clips and multimedia presentations may of children and adolescents.
be used to

The Child and Adolescent Learners and Learning Principles 29

 learners’ gender, needs, strengths, C. Development of Motivation and Self- supplement the discussion of concepts Assessment shall be based on detail of content,
interests and experiences. Regulation on socio-emotional development. relationship of concepts, discussion and
1. Content Theories presentation.
- Hierarchy of Needs (Maslow) Library/Online research. This involves the
- ERG Theory (Alderfer) systematic gathering of information in order to
- Theory of Needs write a paper, create a presentation, or Simulations. This presents cases, problems,
(McClelland) complete a project. As used in this context, scenarios, etc. in which the students must role
- Two Factors Theory (Herzberg) preservice teachers shall gather research play. A critical situation is discussed and
2. Process Theories information on identified topics from journals. analyzed, and decisions are made about how to
- Reinforcement Theory (Skinner) The preservice teachers shall focus on the resolve the situation using knowledge derived
- Expectancy Theory (Vroom) research Problem, Theories, Methodology, library or online research. A problem solving
- Goal Setting Theory (Locke) Findings and Discussion of Results, as well as, organizer (refer to Annex B) may be used to aid
- Self-determination Theory (Deci & applications and implications of socio- in the decision making.
Ryan) emotional development theories to teaching
child and adolescent learners. Poster presentations. Research poster
D. Moral Development Theories presentations may be an alternative to
1. Piaget simulations.
2. Kohlberg Knowledge and information derived from
3. Turiel library/online research may be presented
4. Gilligan explaining the connections of socio-emotional
development theories to teaching
E. Current Research and Pedagogical approaches suited to learners’ gender, needs,
Applications strengths, interests and experiences. An
alternative to poster presentation is the
Research Literature Matrix (refer to Annex C)

Week 14- At the end of the unit, the pre-service teacher (PST) Unit 5 – Behavioral Learning Theories
16 can: and Approaches to Learning

A. What is Learning?
a. compare and contrast various approaches to Think-Pair-Share activity. Pairs exchange Comparative Matrix
learning and describe how they are manifested B. Approaches to Learning ideas and insights on “what learning is” and PSTs will compare and contrast
in the classroom; 1. Behavioral “what “What learning is” and “What learning is not”,
b. apply behavior analysis in teaching child and 2. Social cognitive learning is not”. KWHL chart may be used to as well as, the
adolescent learners across curriculum areas; 3. Information processing organize class discussion. PSTs will note: What various approaches to learning using a
4. Cognitive constructivist they Know, what they Want to Comparative Matrix. In addition, PSTs will
describe actual

The Child and Adolescent Learners and Learning Principles 30

The Child and Adolescent Learners and Learning Principles 31
 c. make connections, using knowledge on 5. Social constructivist know, How will they know and what they classroom situations (based on experience or
current research literature, between Learned. observation) manifesting the corresponding
behavioral learning theories and C.Connectionism approach to learning. Outputs shall be
developmentally appropriate teaching D. Conditioning Interactive instruction and facilitated presented in class and will be rated using a
approaches suited to 1. Classical discussion. Timelines focusing on major rubric.
learners’ gender, needs, strengths, 2. Contiguous contributors and their contributions to the field
interests and experiences. 3. Operant of behavioral psychology will be useful in the
discussion of the concepts and theories. Video
E. Behavior Analysis in Education clips and multimedia presentations will greatly
supplement the discussion of concepts on
F. Gestalt-Insight Learning behaviorism and other learning theories.

G. Experiential Learning Theory Library/Online research. This involves the

systematic gathering of information in order to
write a paper, create a presentation, or Interview on Field Experience of Teachers
H. Current Research and Pedagogical
complete a project. As used in this context, PSTs (individually or in small groups) will
Applications
preservice teachers shall gather research interview at least 2 teachers of different grade
information on identified topics from journals. levels. PSTs will ask: (1) what are the challenges,
The preservice teachers shall focus on the especially behavioral, the teachers usually
research the Problem, Theories, Methodology, encountered in teaching, and (2) what course of
Findings and Discussion of Results, as well as, action did the teachers take to overcome these
applications and implications of behavioral challenges? The PSTs will then summarize the
learning theories to teaching child and results in a matrix, apply behavior analysis and
adolescent learners. determine the effectiveness of the course of
action of the teacher using the learning
principles and related research literature, and
recommend a better course of
action, if any.

Week 17- At the end of the unit, the pre-service teacher (PST) Unit 7 – Safety and Security in the
18 can: Learning Environment

a. discuss the laws, policies, guidelines and A. UN Convention on the Rights of the Child Advanced reading/research. Panel discussion. PSTs, in small groups, will
procedures that protect children’s rights and PD 603 Topics on laws, policies, and present a panel discussion to the class. Panel
procedures that protect children’s

The Child and Adolescent Learners and Learning Principles 32

 and assure their safety and security in B. Anti-Bullying Act of 2013 (Republic Act rights and assure their safety and security in discussions will address laws, policies and
school; and 10627) school may be given ahead to PSTs in small issues on the rights of child and adolescent
b. explain and draw implications of policies groups to prepare them for panel discussion. learners as well as on their safety and security
and procedures on child protection, and C. Child Protection Policy in school.
positive/non-violent discipline in the
management of behavior. D. Positive Discipline Seminar/Colloquium with a resource person Written narrative.
from the field. A basic education master teacher, PSTs will be asked to write a narrative on their
a school head or a colleague may be invited to insights from the panel discussions and the
discuss on laws, policies, and procedures that colloquium capped with insights on the different
protect purposes of professional reflection.
children’s rights and assure their safety and Output: A written narrative with discussions on
security in school, as well as, policies and the implications of policies and procedures on
procedures on child protection, and child protection, and positive/non-violent
positive/non- violent discipline in the discipline in the management of
management of behavior. behavior.

References

Corpuz, B.B., Lucas, M.R.D., Borabo, H.G.L., & Lucido, P.I. (2018) The Child and Adolescent Learners and Learning Principles. Lorimar Publishing, Inc, Quezon City, Philippines.
Corpuz, B.B., Lucas, M.R.D., Borabo, H.G.L., & Lucido, P.I. (2015) Child and Adolescent Development. Lorimar Publishing, Inc, Quezon City, Philippines.
Lucas, Ma. Rita D. & Corpuz, Brenda B. (2014) Facilitating Learning: A metacognitive process. Lorimar Publishing, Inc, Quezon City, Philippines. Cohen, L., Manion, L., Morrison,
K. & Wyse, D. (2010) A Guide to Teaching Practice, 5e. Routeledge, 270 Madison Ave., New York, NY. Santrock, J.W. (2011) Educational Psychology, 5e. McGraw-Hill
Companies, Inc. New York, NY.
Schunk, Dale H. (2012) Learning Theories: An educational perspective, 6e. Pearson Education, Inc. Boston, MA Higher Education Commission (2012) Child Development:
Faculty Resource. Higher Education Commission,Pakistan.

UN-OHCHR (n.d.) 1989 Convention on the Rights of the Child. UN Office of the High Commissioner for Human Rights. Retrieved from
https://www.ohchr.org/Documents/ProfessionalInterest/crc.pdf
Presidential Decree No. 603 (1974) The Child and Youth Welfare Code of the Philippines. Retrieved from https://www.pcw.gov.ph/law/presidential-decree-no-603 Republic Act No.
7610 (1992) Special Protection of Children Against
Abuse, Exploitation and Discrimination Act. Available online: https://www.pcw.gov.ph/sites/default/files/documents/laws/republic_act_7610.pdf
Department Order No. 40, series of 2012 – Child Protection Policy. Available online: http://www.deped.gov.ph/wp-content/uploads/2012/05/ DO_s2012_40.pdf
Department of Education (2015) – Positive discipline in everyday teaching: A primer for Filipino teachers. Available online: https://bulacandeped.com/wp-content/uploads/2016/08/POSITIVE-
DISCIPLINE-IN-EVERYDAY-TEACHING-A-Primer-for-Filipino-Teachers.pdf
UNHCR (2001) Child and Adolescent Development. UNHCR – Action for the Rights of Children Programme. Retrieved from https://www.unhcr.org/protection/children/3bb81bad4/action- rights-
 children-arc-foundations-child-adolescent-development.html
David L (2019), "Summaries of Learning Theories and Models," in Learning Theories. Retrieved from, https://www.learning-theories.com/ Verywell Mind (2019) Theories of Psychology. Retrieved from
https://www.verywellmind.com/theories-of-psychology-4157184

Prepared and revised by: Checked By: Approved by

Dr. Amalfi B. Tabin Jr. Dr. Ronald A. Herrera Jr.