Republic of the Philippines

Laguna State Polytechnic University

Province of Laguna`

COLLEGE OF TEACHER EDUCATION

I.UNIVERSITY

VISION: LSPU is a center of technological innovation that promotes interdisciplinary learning, sustainable utilization of resources,
collaboration and partnership with the community and stakeholders.

MISSION: LSPU, driven by progressive leadership, is a premier institution providing technology-mediated agriculture, fisheries and
other related and emerging disciplines significantly contributing to the growth and development of the region and nation.

QUALITY POLICY: LSPU delivers quality education through responsive instruction, distinctive research, sustainable extension and
production services. Thus, we commit to continually improve to meet applicable requirements to provide quality, efficient and
effective services to the university stakeholder's highest level of satisfaction through an excellent management system imbued with
utmost integrity, professionalism and innovation.

AN OUTCOMES-BASED LEARNING PROGRAM (Syllabus)

Program: Bachelor of Secondary Education Academic Year: 2024-2025
Course Title: The Child and Adolescent Learning and Learning Principles Semester: First Semester
Pre-Requisites: None No. of Units: 3 No. of Hours: 54

Part 1. Course Description

This course focuses on child and adolescent development with emphasis on the current research and theory on biological,
linguistic, cognitive, social and emotional dimensions of development. Further, this includes factors that affect the progress and
development of the learners and shall include appropriate pedagogical principles applicable for each development level
Part 2. Outcomes-Based Macro Curriculum Framework

Intended Learning Outcomes (ILOs)

Course Intended Learning
Institutional (ILOs) Program Intended Learning Outcomes
Outcomes
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 LSPU Graduate Attributes
When you have fully completed the Bachelor of Secondary Education,
LSPU Graduates is expected to be a:
the graduates have the ability to: (CMO # 75 s. 2017, Sec. 6.)
1. Responsible and Upright Citizen, who a. Articulate the rootness of education in philosophical,  Apply the knowledge and
INTEGRITY

is capable of achieving high level personal socio-cultural, historical, psychological and political skills learned from the course
well-being contributive to the harmony context
and betterment of the profession, family, b. Demonstrate mastery of subject matter/discipline
society, and nation.

2. Professionally Skilled, who applies c. Facilitate learning using a wide range of teaching  Manifest appreciation on the
technological as worker-leader in the field methodologies and delivery modes appropriate to different learning principles
PROFESSIO-

of expertise apt to the global needs. specific learners ang their environments applicable for each child level
NALISM

d. Develop innovative curricula, instructional plans, of development.

teaching approaches and resources for diverse
learners
e. Apply skills in the development and utilization of ICT to
promote quality, relevant and sustainable educational
practices
3. Creative and Critical Thinker, who f. Demonstrate a variety of thinking skills in planning,  Innovate pedagogical
articulates and produces entrepreneurial monitoring, assessing and reporting learning processes approaches that applicable
resources extended to families and and outcomes in every child level.
INNOVATION

community for improvement.

4. Competent Research Oriented g. Practice professional and ethical teaching standards  Develop keen understanding
Individual, who is able to sensitive to the local, national, and global realities on sustainable researches
analyze facts methodically, discover and h. Pursue lifelong learning for personal and professional that may uplift the
establish new theory to use in solving growth through varied experiential and field-based principles and approaches in
problems and decision-making contributory opportunities teaching.
to the sustainability of the needs of
the community.
Part 3. Curriculum Mapping Program Outcomes
a. Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological, and political contexts.
b. Demonstrate mastery of subject matter/discipline.
c. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their
environments.
d. Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners.
e. Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational practices.
f. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes.
g. Practice professional and ethical teaching standards sensitive to the changing local, national, and global realities.

LSPU-ACAD-SF-015 Rev. 1 17 April 2018

 h. Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities.

Program Outcomes
Professional Course
A B C D E F G H
Prof Ed- 1The Child and Adolescent Learning and Learning I P P D D P D P
Principles
Legend:
I – Introduced
P – Practiced skills with supervision
D – Demonstrated skills without supervision
Part 4. Teaching and Learning Matrix

Week Intended Learning Outcomes (ILOs) Course Teaching-Learning Activities Assessment Tasks
Contents
1 ILOs 1. Topic 1: Class  Each participant briefly introduces  Provide a brief self-introduction, including
 Articulate a clear and engaging self-introduction Orientation themselves, sharing their name and your name, background, and one
that effectively communicates personal and a fun fact. interesting fact about yourself.
professional background, highlighting key  Present a concise overview of the  Summarize the key points of the
experiences and skills. course's vision, mission, and quality university's vision, mission, and quality
 Apply organizational vision, mission, and quality policy. policy. Explain why they are important for
policy to guide decision-making, demonstrating  Provide a brief overview of the your educational journey.
a clear understanding of their relevance within course syllabus, emphasizing  Identify and briefly describe three key
the course context. important sections like schedule, elements or topics from the course
 Interpret and implement course syllabus topics, assignments, and grading. syllabus that you find particularly
guidelines, displaying an understanding of  Invite participants to share one interesting or relevant to your learning
learning objectives and expectations to expectation they have for the course, goals.
facilitate successful participation. focusing on what they hope to gain  Share one specific expectation you have
 Strategically allocate presentation topics to or achieve. for this course. Explain why this
ensure comprehensive coverage of the course  Assign or let participants select expectation is important to you and how it
material and effectively explain and apply topics for their presentations, aligns with your learning objectives.
assessment rubrics for enhanced assignment ensuring clarity on deadlines.  Ask participants to select one topic they
and presentation quality.  Briefly go over the rubric, explaining are interested in for their presentation and
how it will be used to evaluate provide a one-sentence overview of what
presentations. you plan to cover.
 Address any questions or concerns,  Review the provided rubric for
and conclude the orientation with a assessments. Identify one aspect of the
positive note. rubric that you believe is crucial for a
successful presentation and briefly explain
why.

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2-3 ILOs 2. Topic 2.  Prepare a Report: Students need Reflection 2.
 Define human development in your own words. Human to prepare a detailed report. This  You are a bundle of possibilities. You are
 Draw some principles of human development development: report should include definitions, key meant to develop like any other living
 Distinguish two approaches to human meaning points, examples, and personal thing or else you will rut. Remember
development. concepts and insights about the topic. “Growth is an evidence of life.” If you are
approaches.  Presentation: Each student will alive, then you must be growing and
present their report to the class. The developing. Are you on your way to
presentation should be engaging, development?
informative, and should encourage  As a teacher, you are a facilitator of the
class discussion. development of learners. Read and reflect
 Discussion Participation: After on how one great teacher played a role in
each presentation, there will be a the fantastic development of a child. Here
brief class discussion. is a true-to-life story of Teddy.
ILOs 3. Topic 3. The Reflection 3.
 Define developmental tasks in your own words Stages of  Reflect on your early childhood. middle and
 Identify developmental stages of learners in Development -do- late childhood days. Were you able to
different curriculum year levels and acquire the developmental tasks expected
 Describe the developmental tasks in each Development of early, middle. late childhood and
stage. Tasks adolescence. What facilitated your
 State for yourself how these developmental acquisitions of the ability to perform such
tasks affect your role as a facilitator of learning tasks? Write your reflections.
 Having mastered the developmental tasks
of early childhood middle and late
childhood and adolescence, reflect on what
you should do as a teacher to facilitate
your students' acquisition of these
developmental tasks. Write down your
reflections.
ILOs 4. Topic 4. Issues Reflection 4.
 Be able to take an informed stand/position on on Human -do-  Relate what you learned here to your
the three (3) issues on development. Development personal development. Reflect on your own
personal development. What has helped
you become the person that you are now?
Is what you have become a product of the
mere interaction of heredity and
environment? Or is what you have become
a product of both heredity and
environment interacting and what you
have decided or determined yourself to
become? (Self-determination or freedom is
a third factor). Write your reflections.

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 ILOs 5. Topic 5. Reflection 5.
 Explain the basic principles of research. Research in -do-  It is said because teachers are overloaded
 Demonstrate appreciation of the role of Child and with work, they usually frown on the
teachers as consumers and producers of Adolescent conduct of research. Reflect on the
developmental research. Development consequences of this attitude. What can be
 Read researches on child and adolescent done to prevent this.
development and make simple research
abstracts out of researches read.
4-6 ILOs 6. Topic 6. Freud Reflection 6.
 Explain Freud’s views about child and ‘s -do-
adolescent development. Psychoanalytic  From Freud ‘s Psychoanalytic Theory, I
 Draw implications of Freud’s theory to Theory learned that…
education.
ILOs 7. Topic 7. Reflection 7.
 Describe Piaget’s stages in your own words. Piaget’s -do-  From Piaget’s Stages of Development, I
 Conduct a simple Piagetian Task interview with Stages of learned that…
children development
 Match Learning activities to the learner’s
cognitive stage.
ILOs 8. Topic 8. Reflection 8.
 Explain the 6 stages of life to someone you care Erikson’s -do-  From Erikson’s Psycho-Social Theory of
about. Psycho-Social Development, I learned that…
 Write a short story of your life using Erickson’s Theory of
stages as framework. Development
 Suggest at least 6 ways on how Erickson’s
theory can be useful for you as a future teacher.
ILOs 9. Topic 9. Reflection 9.
 Explain the stages of moral development. Kohlberg’s -do-  From Kohlberg’s Stages of Moral
 Analyze a person’s level of moral reasoning Stages of Development, I learned that…
based on his responses to moral dilemmas. Moral
 Cite how the theory of moral development can Development
be applied to your work as teacher later on.
ILOs 10. Topic 10. -do- Reflection 10.
 Explain why Vygotsky’s theory is called “Socio- Vygotsky’s  From Vygotsky’s Socio-cultural theory, I
cultural” theory. Socio-cultural learned that…
 Differentiate Piaget and Vygotsky’s views on theory
cognitive development.
 Explain how scaffolding is useful in teaching a
skill.
7-9 ILOs 11. Topic 11. Reflection 11.
 Describe each of the layers of Bronfenbrenner’s Bronfenbrenne -do-  Read a research or study related to
Bioecological Model. r’s Ecological Bronfenbrenner’s theory, Make and fill out
LSPU-ACAD-SF-015 Rev. 1 17 April 2018
  Identify factors in one’s own life that exerted theory your matrix.
influence on one’s development. Problem
 Use the bioecological theory as a framework to Research Methodology
describe the factors that affect a child and Findings
adolescent development. Conclusions
Source (APA format)
ILOs 12. Topic 12. Pre- -do- Reflection 12.
 Trace the course of the pre-natal development Natal Read and reflect on these lines:
that you went through. Development  The heartbeat is observed three weeks
 Explain the most common hazards to pre-natal and one day after fertilization, and the
development. heart will beat 54 million times before
 Become more appreciative of the gift of life birth!
manifested in an anti-abortion stand. At 6 weeks the embryo begins making
spontaneous movements. Touch his mouth
and he will withdraw his head.
At eight weeks, 90% of the anatomical
structures found in adults are present
that's 4000 distinct anatomical structures!
The child has unique fingerprints at 10
weeks - the same fingerprints he or she
keeps throughout life.
 Look at yourself. You are perfectly made.
The cells of your lips are at your lips. Your
mouth is close to your nose. You can
breathe normally. Did it ever occur to you
that it could have been otherwise?
ILOs 13. Topic 13. Reflection 13.
 Trace the physical development that you have Physical -do- Having learned the physical development of
gone through as infants and toddlers. Development of infants and toddlers, as a future parent or as
 Draw implications of these principles and Infants and caregiver of children, reflect
processes to parenting and caregiving Toddlers  What you should do more often for infants
and toddlers
 What you should refrain from doing to
facilitate their growth and development
10 Pass the mid-term examination successfully Mid-term  Scheduled midterm examination Written examination
Examination
11— ILOs 14. Topic 14. Reflection 14.
12  Trace your own cognitive development as Cognitive -do-  Go back to the quotation from Kahlil
infants and toddlers. development Gibran. Reflect on it.
 Draw implications of cognitive development of Infants and  What struck you most in the cognitive
concepts to parenting toddlers development infants and toddlers?
Remember cognitive development
LSPU-ACAD-SF-015 Rev. 1 17 April 2018
 includes development of memory and
acquisition of language.
ILOs 15. Topic 15. Socio- Reflection 15.
 Describe the socio-emotional development emotional -do-  Based on stories you heard from your
processes that you went through as an infant Development of parents and grandparents about your first
and toddler. Infants and three years in the world, reflect on the kind
 State the implications of research findings on Toddlers of home environment you have had as an
infants’ and toddlers’ socio-emotional infant and as child? How has it affected.?
development to parenting and child care.  One theme of Erikson's basic philosophy is
that failure is cumulative. True, in many
cases an individual who to deal with
horrendous circumstances as a child may
be unable to negotiate later stages as
easily as someone who didn't have as
many challenges early on. For example,
we know that orphans who weren’t held or
stroke as infants have the extremely hard
time connecting with other were they
become adults. an Do you believe that
there are exceptions? Reflect and, if you
can, cite examples. Don’t forget to give
yourself as an example it can be.
ILOs 16. Topic 16. Reflection 16.
 Describe preschool children’s physical growth. Preschoolers’ -do-  From the Physical Development of
 Identify the different gross and fine motor skills. Physical Preschoolers’, I learned that… Explain
 Draw implications of these concepts on physical Development why?
development on teaching preschoolers
ILOs 17. Topic 17. Reflection 17.
 Describe the cognitive development that takes Cognitive -do-  Read research that is related to one the big
place among preschoolers. Development ideas on the cognitive development of
 Apply concepts on preschoolers’ cognitive of Pre- preschoolers. Make and fill out your matrix.
development in preschool teaching and in child schoolers Problem
care. Research Methodology
 Take an informed stand/position on current Findings
preschool teaching practices. Conclusions
Source (APA format)
ILOs 17. Topic 18. Socio Reflection 18.
 Explain Erickson’s “crisis” of early childhood, Emotional -do-  From Socio Emotional Development of the
initiative versus guilt. Development of Pre-schoolers, I learned that… Explain
 Explain the development of the preschoolers’ the Pre- why?
sense of self and self-esteem. schoolers
 Discuss how children develop gender identity.
LSPU-ACAD-SF-015 Rev. 1 17 April 2018
  Describes the stages of play and how it impacts
socio-emotional development.
 Discuss the different caregiving styles and their
effect on preschoolers.
 Describe how significant relationships with
parents, siblings and peers affect the
preschooler.
13-14 ILOs 18. Topic 19. Reflection 19.
 Describe the different physical characteristics Physical -do-  From the Physical Development of the
of early school aged children in your own Developmen Primary School Children, I learned that…
words. t of the Explain why?
 Enumerate ideas on how you can apply the primary
concepts in this module in the teaching- pupil
learning process.
ILOs 19. Topic 20. Reflection 20.
 Describe the characteristics of children in the Cognitive -do-  From the Cognitive Development of the
concrete operational stage. Developmen Primary School Children, I learned that…
 Explain the importance of information- t of the Explain why
processing skills and how they affect the child’s primary
cognitive development. schoolers
 Stage the different cognitive milestones in
primary-schoolers
ILOs 21. Topic 21. Socio Reflection 21.
 Identify the different characteristics of primary emotional  From the Socioemotional Development of
school-aged children in this stage of development of -do- the Primary School Children, I learned
development. the primary that… Explain why
 Discuss the different factors that affect the schoolers
socio-emotional growth of the primary-
schoolers.
15-16 ILOs 22. Topic 22. Reflection 22.
 Identify the different physical characteristics of Physical  From the Physical Development of
intermediate schoolers. development of -do- Intermediate School Children, I learned
 Discuss ways and practices which will aid the Intermediate that…
children in successfully developing physically. pupil
 Design a simple exercise program appropriate
for intermediate school children.
ILOs 23. Topic 23. Reflection 23.
 Examine the cognitive characteristics of Cognitive  From the Cognitive Development of
intermediate school children. development of -do- Intermediate School Children, I learned
 Discuss important factors that affect the Intermediate that…
cognitive development of intermediate school Pupil
children.
LSPU-ACAD-SF-015 Rev. 1 17 April 2018
  Enumerate ways on how teachers can promote
creativity in the learning environment, learning
activities and instructional materials.
ILOs 24. Topic 24. Socio- -do- Reflection 24.
 Identify the socio-emotional characteristics of emotional  From the Socio-emotional development of
children in their late childhood stage. development of the Intermediate Schoolers, I learned
 Determine the qualities of family life that affect the Intermediate that…
older children’s development including changes Schoolers
in family interactions.
 Interview a parent regarding their child’s socio-
emotional development.
17 ILOs 25. Topic 25. Reflection 1 Reflection 25.
 Define adolescence. Physical Reflect on how as a future teacher can
 Describe the physical and sexual changes development of -do- you foster the development of adolescent
accompanying puberty. the High School high school learners, such that the learners:
 Identify the psychological consequences of early Learners  become aware of the personal transition-
and late maturation in the period of adolescence. problems and stresses- springing from
 Identify symptoms, causes of possible habit physical changes affecting him/her as an
disorders and ways of coping with them. adolescent;
 can overcome possible problems and
stresses as adolescents:
 are capable of identifying the problems
and stresses peculiar to Filipino high
school students, different from students of
other cultures (e.g. Americaris,
Europeans, etc.);
 acquire wholesome and balanced attitude
towards modern IT technology (Internet
surfing, chatting, e-mailing etc.) as a tool
in learning and personal growth;
 develop approaches to foster self-esteem
and wholesome attitude towards their
physical growth (whether
naturally/genetically tall, thin, homely
looking, etc.) among learners;
 can envision lifelong values related to
their physical development (inclusive of
grace and refinement) contributing to
their personal success and a sense of
fulfilment in life.
ILOs 26. Topic 26. Reflection 26.
 Describe the theories of cognitive thinking and Cognitive  Reflect on the practices of your past

LSPU-ACAD-SF-015 Rev. 1 17 April 2018

 relate these to the phases of teaching and development of -do- teachers. Which ones encouraged your
learning. the High School cognitive development as an adolescent
 Identify the avenues for the adolescent Learners and which ones did not. As a future
learner’s acquiring metacognition, elevating his teacher, what lessons have you learned
thinking ability base. from your past teachers regarding ways of
 Define overachievement and underachievement enhancing adolescents’ cognitive
and propose possible solutions to development?
underachievement.
 Explain the outcomes of the adolescent’s new
thinking skills, inclusive of egocentrism,
idealism and increased argumentativeness.
18 ILOs 27. Topic 27. Reflection 26.
 Identify this socio-emotional changes in the Socioemotion -do-  From the Socio-emotional development of
adolescent. al the High School Learners, I learned that…
 Describe how self-image develops among teens. Development
 Determine the wholesome attitudes and values of the High
in teenage friendship. School
 Discern the causes of moral reasoning and Learners
feeling, while understanding religiously-imposed
morality.
 Recognize the need of the adolescent for
freedom and privacy, also known as adolescent
emancipation
Pass the final exam successfully and comply Final  Scheduled final examination Examination and
with the final requirements of the course Examination Submission of final requirements
Other
requirements

Part 5. References:

Corpuz, Brenda & et Al. (2015). Child and Adolescent Development. Looking at Leaners at different Life Stages. Lorimar Publishing Inc.
Crowley, Kevin (2014), Child Development: A Practical Introduction, SAGE Publication Inc.
Anonat, Rosa (2014), Child and Adolescent Development, Updated and Revised Edition, Book Atbp. Publishing Corp.
Karl, Robert & Cavanaugh, John (2013), Human Development: A Life Span View, Sixth Edition, Cengage Learning Pte Ltd.
Santrock, John W. (2007), Adolescence, Eleventh Edition, University of Texas, Dallas
Crandell, Thomas & Crandell, Connie (2009), Human Development
Rathus, Spencer (2008), Children’s & Adolescence in Development, Third Edition www.brazelton-institute.com/intro.html
www.parentingscience.com/parentingstyles.htm Child and Adolescent Development Module. https://www.unhcr.org/3bb81bad4.pdf
Oswalt A, Child Development Overview Summary.
https://www.gracepointwellness.org/28-child-adolescent-development-overview/article/7931-child-development-overview-summary
12 Principles of Child Development and Learning that Inform Practice https://www.naeyc.org/resources/topics/12-principles-of-child-development
Note:
LSPU-ACAD-SF-015 Rev. 1 17 April 2018
 Enhance your understanding on the different theories by watching the video,
Video: Khan Academy, Freud Psychosexual Development, Piaget's Stages of Cognitive Development, Vygotsky Sociocultural Development, Erikson’s
Psychosocial Development, Kohlberg Moral Development
Part 6. Materials:
Personal Computer, Laptop Computer or Android Cellphone and Stable Internet Connection
Part 7. Assessment (Grading System)

GRADING SCHEME
The following are the allotted points for each course requirement. The table shows the transmutation values for the final course grade.

Quizzes 20%
Class engagement 20%
 Attendance/Behavior
 Recitation
Learning output 20%
 Activities/Seatwork
 Presentation
Major Exams 40%
 Mid-term
 Final
Total /100%

Part 8. Rules on Oral/Online Presentation

1. Absence on the scheduled date of the online presentation means FAILED for the whole course.
2. Online/Virtual Presentation/Reporting is continuous.
3. Preparation problems and or technical delays are not considered excuses for not complying with the aforementioned rules.

Part 9. Assessment Criteria for Presentation/Report Content

Criteria for Assessment:
1. Clarity and Organization (40%):
o Is the content logically organized, with a clear introduction, body, and conclusion?
o Are the key points presented in a way that is easy to follow and understand?
2. Relevance and Accuracy (40%):
o Does the presentation/report cover relevant topics related to fiscal management in educational institutions?
o Are the facts, data, and examples accurate and up-to-date?
3. Engagement and Delivery (20%):
o Does the presenter engage the audience with effective communication and visual aids?
o Is the delivery confident, and does it hold the audience's attention?
LSPU-ACAD-SF-015 Rev. 1 17 April 2018
 Total Score: /100
Part 10. Course Policies
1. Respect means a lot. Pay attention to the discussant and be polite to everyone in the (google) classroom.
2. Give your best on every given task, submit your assignments on time, participate in classroom discussions, and study hard. Show that you
care and determined to learn.
3. Be on time and attend the class regularly. Students who attend class regularly and arrive on time tend to do better work and understand
more.
4. Submit activity sheets on or before their due dates. You will be duly informed and reminded about the deadline for each activity sheet.
Late activity sheets will be accepted, provided there is a valid reason for the delay. However, they cannot be awarded the highest possible
score.
5. Do your activity sheet assignments by your own, but you can ask other ideas if you needed and as your additional learning.
6. If you “borrow” or use an idea from another source (meaning someone other than yourself), be sure to cite that source (or sources).
Enclose quoted material in quotation marks or use italics and write the source. But as much as possible, paraphrase, do not lift. Be
reminded that as per LSPU policy, plagiarism can be grounds for suspension or expulsion.
7. Acknowledge sources and make a bibliography of them at the end of the assignment following APA (American Psychological Association)
guidelines. You can consult http://owl.english.purdue.edu/owl/resource/560/01/ for the APA formats.
8. Always keep a duplicate copy of your activity sheets in your files just in case you need to resubmit them (e.g., they are lost in transit; or
there is a technological glitch).
9. In case of absences, you need to ask your subject teacher for your missed activities.
10. Wear proper uniform.
Part 10. Consultation Schedule:
It is recommended that the student/s first set an appointment to confirm the professor’s availability.
Contact # ______________/e-mail address: augustuiza@gmail.com
Prepared by: Reviewed by: Approved by:

August V. Tuiza, EdD August V. Tuiza, EdD Rosario G. Catapang, PhD

Associate Professor V Undergraduate Programs Coordinator Assoc. /Dean, College of Teacher Education

Note:
This syllabus/outline is subject to change at the discretion of the (associate) professor.

LSPU-ACAD-SF-015 Rev. 1 17 April 2018

LSPU-ACAD-SF-015 Rev. 1 17 April 2018