FIELD STUDY 1

FS Student: Lauderez, Egilyn V. Program/Year Level: BECED-4B

Resource Teacher: Ms. Michelle Lantaca Teacher’s Signature: School:Orani North Elem. School

Grade/Year Level: Kindergarten Subject Area:_______________Date: Nov.3, 2022

Learning Episode 2

LEARNER DIVERSITY: Developmental Characteristics, Needs and Interests

Target:

Describe the characteristics, needs and interests of learners from different developmental levels

Learning Essentials.

Principles of Development

1. Development is relatively orderly. The development follows directional patterns such as

from the head to the toe (cephalocaudal) and from the center of the body then outwards.
(proximodistal)

2. Development takes place gradually.

3. All domains of development and hearing physical, social and emotional and cognitive are
important and they closely interrelated

4. Development proceeds toward greater self-regulation. Symbolic or representational

capabilities.
 FIELD STUDY 1

FS Student: Lauderez, Egilyn V. Program/Year Level: BECED-4B

Resource Teacher:Ms. Ma. Michelle D. LantacaTeacher’s Signature: School: Orani North Elem.
School

Grade/Year Level: Kindergarten Subject Area: _______________Date: Nov.3, 2022

Learning Episode 2:

Activity 2.1

OBSERVING LEARNER CHARACTERISTIC

AT DIFFERENT STAGES

To realize the Intended Learning Outcomes, work your way through these steps:

Step 1 Observe 3 groups of learners from different levels (preschool, elem. And high school).

Step 2 Describe each of the learners based on my observations.

Step 3 Validate my observation by interviewing the learners.

Step 4 Compare them in terms of their interests and needs.

 OBSERVE

Use the observation guide and matrices provided for you to document your observations.

An observation Guide for the Learners’ Characteristics

Read the following statements carefully. Then write your observation report on the provided space.
Your teacher may also recommend another observation checklist if a more detailed observation is
preferred.

Physical
1. Observe their gross motor skills how they carry themselves, how they move, walk, run, go up the
stairs, etc.
2. Are gross movements clumsy or deliberate/smooth?
3. How about their fine motor skills? Writing, drawing, etc.

Social
1. Describe how they interact with teachers and other adults.
2. Note how they also interact with peers. What do they talk about? What are their concerns?

Emotional
1. Describe the emotional disposition or temperament of the learners. (happy, sad, easily cries, mood
shifts)
2. How do they express their wants/needs Can they wait?
3. How do they handle frustrations?
4. Describe their level of confidence as shown in their behavior. Are they self-conscious?

Cognitive
1. Describe their ability to use words to communicate their ideas. Note their language proficiency.
2. Describe how they figure out things. Do they comprehend easily? Look for evidence of their thinking
skills.
3. Were there opportunities for problem solving? Describe how they showed problem solving abilities.
 Learners’ Development Matrix

Record the data you gathered about the learners’ characteristics and needs in the matrix.
This will allow you to compare the characteristics and needs of learners at different levels. The
items under each domain are by no means exhaustive. These are just sample indicators. You may
add other aspects which you may have observed.

Development Preschooler Elementary High School

Domain Indicate age range of Indicate age range of Indicate age range of
Children observed: Children observed: Children observed:
5 years old 11 years old 14 years old

Physical ●He couldn't be ● He can now ●Improvement in

Gross-motor skills signed somewhere. undress or dress. self-consciousness
●He is always ●He can play and physical
running than walking basketball now. awareness.
●Bathing alone. ● ●Have a greater
Able to go to school understanding of their
alone. own physical abilities
and how they come
across to others.
●Now that he has a
powerful body, he
may take part in
school activities that
call for it. He's also
joined the school’s
volleyball team as he
did with the
marathon.

Fine-motor skills ● Just coloring ●Writing by hand ●It is possible to

pictures and writing becomes easier, more write clearly and for a
names, but slowly. natural, and less of an long time.
effort.

● He needs to be ●Forming a distinct

● Sometimes he can
Self-help skills guided. personality.
assist himself.
●Being independent
●Bathroom use and
●Exploring
hygiene
● She handles every
●Assist with
task on her own.
everyday tasks like
picking up toys and
 preparing the table.

Others
Social
Interaction with ●Their teacher is like ●He is a little afraid ●He thinks of his
Teacher a mother to them. of his teacher. teacher as a friend
and a sister.
Interaction with ●They argue a lot yet ●They consider their ●They think of their
Classmates/friends eventually get along. classmates or buddies friends as their best
to be their playmates. friends.

●They share their

secrets with each
other.

●Playing with ●They love talking

●They want to play about their crush.
friends.
Interests outside games like
●Coloring
basketball or ●They like using
●Watching cartoons
volleyball. their phones and
on YouTube.
browsing Facebook.

●They love sharing

their cosmetics like
lip tint and eyeliner.

Others

Emotional

●They can control

Moods and ●They quickly cry their feelings. For ●Their moods change
temperament, example, when they quickly.
even if it's just a
expression of feelings
small thing, stumble, they will not
especially in their cry. They will just ●Quick to mope
toys, if their stand up and continue
playmates get their what they are doing.
toys.

●They can fix a ●They can express

 ●If they are hurt, simple problem. For their feelings.
Emotional they eventually cry example, if they get
independence out loud. hurt while playing, ●They can show what
then get wounded, they really feel.
●They can't control they will just wipe
their feelings. that away and ●They can tell whom
continue playing. they want to be their
Others friends and whom
they don’t want.

Cognitive
Communication skills ●Keeps picking up ●Expands vocabulary ●Double meanings
new words swiftly continuously. and subject terms are
and in great quantity. understood by them.

●At this age, kids are ●Children at this age ●They start to
Thinking skills can exhibit abstract
naturally curious and comprehend ideas
love using their thought. like faith and trust
imaginations to learn instead of merely
about the world understanding
around them, explore concrete things. They
it, and find solutions can also think they
to issues. are special or that
nobody comprehends
them.
●At this age, if
●At this age, if ●They can keep their
Problem-solving problems arise, they
problems arise, they problems to
can resolve them on
always lean on their themselves and ask
their own, especially
parents. their friends for help
with small things.
to resolve them.
Others

ANALYZE

Write the most salient developmental characteristics of the learners you

observed. Based on these characteristics, think of implications for the teacher.
Example:
Level Salient Characteristics Implications to the
Observed Teaching-Learning Process
Preschool  Preschoolers like to  Therefore, the teacher
Age range of learners move around a lot. should remember to
Observed 3-4 use music and
movement activities
not just in PE but in
all subject areas.
 Therefore, teachers
should not expect
preschoolers to stay
seated for a long
period of time.

Level Salient Characteristics Implications to the

Observed Teaching-Learning Process
Preschool
Age range of learners ● A preschooler's constant ● As a result, the instructor
Observed 5-6 years old desire is to play. must make time for playing
in addition to focusing on
academic instruction.

Elementary
Age range of learners ● Children enjoy spending ● As a result, educators must
Observed 10-11 years old time playing sports like assist in educating pupils
basketball. about the advantages of
participating in sports.

High School
Age range of learners ● Students in high school ● Therefore, educators should
Observed 13-14 years old enjoy interacting and keep in mind to plan certain
conversing with one another. activities that will encourage
pupils to interact with others.
 REFLECT

1. While you were observing the learners, did you recall your own experiences when you
were their age? What similarities or differences do you have with the learners you
observed?

I reflected on my own youth while I watched the students in class. As I recalled,

there are numerous parallels and discrepancies. Playing with my students, occasionally
failing to pay attention to the instructor, darting into the classroom, etc. are parallels. The
difference is that I immediately behaved when I received a warning from my teacher
when I was a child, in contrast to today's students who are so defiant and don't pay
attention to their teachers.
2. Think of a teacher you cannot forget for positive or negative reasons. How did she/he
help or not help you with your needs (physical, emotional, social, and cognitive)? How
did it affect you?

The teacher that I cannot forget is my advisor teacher from when I was still in my
first year of high school. I cannot forget her because she didn't allow me to take my
periodic test because my parents couldn't afford to pay my tuition fee. That's why I failed
almost all my subjects.

3. Share your other insights here.

Teaching should focus on subjects that are pertinent to or appropriate to a child's

cognitive level because children are still forming their knowledge and developing it. The
performance of activities beyond a learner's current cognitive capacity must not be
required of a learner. When I become a teacher, I will one day use everything I've learned
to help the kids learn. I'll start teaching soon.

SHOW Your Learning Artifacts

 Which is your favorite theory of development? How can this guide you as a future
teacher? Clip some readings about this theory and paste them here.

Erick Erikson’s Theory: Psychosocial Development

Stage Psychosocial Crisis Basic Virtue Age

1. Trust vs. Mistrust Hope 0 - 1½

2. Autonomy vs. Shame Will 1½ - 3

3. Initiative vs. Guilt Purpose 3-5

4. Industry vs. Inferiority Competency 5 - 12

5. Identity vs. Role Confusion Fidelity 12 - 18

6. Intimacy vs. Isolation Love 18 - 40

7. Generativity vs. Stagnation Care 40 - 65

8. Ego Integrity vs. Despair Wisdom 65+

 Erikson's theory is the one I like because it is accurate to say that childhood and
adult events have an impact on one's personality. There are several stages to
development, and each step is influenced by crises. As a person matures, depending on
the stage to which she or he belongs, he or she will develop knowledge and different
qualities appropriate to his or her age.