TAGUM CITY COLLEGE OF SCIENCE & TECHNOLOGY FOUNDATION, INC

Elpidio M. Gazmen Compound, Gazmen Road, Magugpo West, Tagum City

Sec. Reg. No. 200630691 / Tel. No. 370-1488/ 216-6824
E-mail Address: [email protected]

Course Number 121

Course Name: The Child and Adolescent Learner and Learning Principles
Course Credit 3
Course Description This 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 progress of development of the learners and shall include appropriate pedagogical principles applicable for each developmental level.
Contact Hours
/week
Prerequisite None
Course Outcomes At the end of the lesson the students will be able to:
1. Explain learner-centeredness as a philosophy essential to education development
2. Discuss relationship of learner-centeredness and developmentally-appropriate teaching practice;
3. Examine theories of child and adolescent development
4. Analyse learners need at various stages of and with reference to aspects of their development
5. Infer how teaching can be made more effective for learners given their developmental needs
6. Critique teaching policies, programs, practices, and other provisions in terms of developmental appropriateness.
COURSE OUTLINE AND TIME FRAME
WEEK COURSE CONTENT/ SUBJECT MATTER
1 The Learner in Focus
2 Theories of Child and Adolescent Development
3 Theories of Child and Adolescent Development
4 Stages and Aspects of Child Development
5 Stages and Aspects of Child Development
6 Stages and Aspects of Adolescent Development
7 Stages and Aspects of Adolescent Development
8 Effective Learning in Focus
9 Writing of a Learning Plan Based on the Profile of Learner

COURSE LEARNING PLAN

Time Frame Student Learning Outcome (SLO) Topics Teaching Learning Student Assessments Resource Materials
At the end of the lesson the students will be able: Activities (TLAs)

Week 1 Explain learner centeredness as philosophy as Learner in Focus Pre-Assignment Graded Recitation
Interactive Discussion Written Quiz
Open-ended Question Reflective Journal
Flipped Classroom
Model
 Identify the five characteristics of Learner-centred teaching Learner in Focus Jigsaw Group Quiz
Group Presentation Rubric (Role Play)
(Role Play)
Discuss the relationships of learner-centeredness and developmentally Learner in Focus Brainstorming Evaluation of Group Outputs
–appropriate Gallery Walk Class Critiquing
List down the ways to create a teaching plan Group Written Report
Prepare learner-centred activities and how these can be used in the Learner in Focus Concept review Critiquing of Outputs
classroom for child and adolescent learner Provide Guidelines on
what students need to
prepare
Group Sharing
Illustrate the application of learner- centred psychological principles in Learner in Focus Role Play Rubric for Role Play
teaching children and adolescent According to assigned Reflective Journal
grouping
Advocate on the use of learner-centeredness in education Learner in Focus School visit Narrative report from school visit

Week 2  Discuss the different theories of child and development Theories of Child Buzz session: Students Quiz:
 Compare and contrast the different theories using a matrix and Adolescent will discuss with their * Explain how behavioural theories
 List down the strengths and weaknesses of each development Development learner partner the explain development of young
theories A. Behavioral Theories behavioral theories children and adolescent
 Critique school vision mission and goals vis-a-vis child and Psychoanalytic theory *Students will explain the different
adolescent development B. Psychosexual stages of psycho-social and cognitive
Stages of psychosocial Students will answer self- development theories
development assessment test Reflection paper on: The roots and
wings of my personhood
Interactive discussion
Week 3 Discuss how cognitive development explain child and adolescent development Cognitive development theories Gallery Walk: Long Quiz
Stages of cognitive development Students will walk and
critique the group output Journal writing: How do you see the
on the cognitive value/significance of these theories
development
Explain constructivist theory of development Constructivist theories Dramatization: Journal writing:

Students will dramatize

the given situation
Week 4  Explain the prenatal development process that a child went Stages of Aspects Child Carousel Class Critiquing
through Development Brainstorming
 Identify the common hazards to prenatal development A. Prenatal Development Graphic organizer rubric
 Compare and contrast the growth patterns of physical Graphic organizer
development of infants and toddlers making Group Critiquing
 Illustrate through schematic diagram the brain landscapes of B. Birth and Early Infancy
C. Physical Development
infants and toddlers Gallery Walk Video clip rubric

D. Perceptual Video clip critiquing

3

Development
Critiquing of Outputs

Output making
( accordion)
Week 5  Identify the different stages of cognitive development and the Cognitive Development
different limitation and achievement of children during a Language Development Inside Outside Circle Pair Quiz
certain stage. Emotional/Social Rubric
 Describe how culture and social interaction affect the Development Interactive Discussion Graded Recitation
cognitive development of a child. Of Early Childhood, Middle
 Explain how language affect child’s cognitive development and Late Childhood Role Play
 Appreciate the different stages of cognitive development and Development
other factors affecting development
 Apply the knowledge in observing and handling situations
regarding children under certain stages of cognitive
development
 Determine the stages of Language Acquisition
 discussthe Ecology of Child Development Ecology of Child Interactive Discussion Oral Recitation Rubric
 create an Action plan on Parenting & the Sensory Ecology of Development
Child Development Action plan making Action plan rubric
 Explain the impact of culture in child’s development Culture and Child Interactive Discussion
 Analyse the concept of school as a place of Cultural Diversity Development Oral Recitation Rubric
for children and adolescents Jigsaw
 Develop an term paper on cultural relativism on children and Rubric
adolescents Term paper
Term paper rubric
Week 6  Identify the characteristics of early, middle and late Stages of Aspects Interactive Lecture Quiz
adolescence. Adolescent Development Panel discussion TimeLine Presentation
Conduct a survey on Rubrics
 Describe the behaviour and attitudes of early, middle and late A. Early Adolescence the needs and Journal Writing
adolescence (Ages 11-14) characteristics of early,
 Craft a profile on the needs and characteristics of early, 1. Views on middle and late
middle and late adolescence. Adolescence by Plato, adolescence.
Aristotle Rousseau, and Hall
2. Physical, Cognitive,
Socio-Emotional and Moral
Development in Early, Middle
and Late Adolescence

Week 7 discuss the key issues in adolescent development B. Key Issues in Adolescent Brainstorming Group Presentation and Rubrics
Development Position paper
1. Marcia’s theory of
Identity Achievement
 2. Strain Theory
3. Focal Theory
4. Parent-Adolescent
Conflicts
Deviant Behaviours
Week 8  Define motivates and related concept - Effective Learning Newspaper clippings Group quiz
 Identify the different motives of the individual In Focus games
 Compare and contrast the
different theories A. Motivation and
of motivation engagement in Demonstration teaching Rubrics for demonstration teaching
 Differentiate the different principles of independent and collaborate learning
learning. Meaning of motivation
and motivational cycle
 generate examples of collaborative and independent learning  Types of motivation
Theories of motivation

 Discuss the principles of collaborative learning; B. Independent and Debate:

 Compare and contrast independent learning from collaborative Collaborative learning Independent versus Essay Writing:
learning; collaborative learning and The students are required to write an
 Decide which effective learning is most appropriate Advantages and disadvantages its implication to essay elaborating their understanding
of independent and collaborative education of independent and collaborative
learning learning

 Explain the concept of classroom management in relation to C. Classroom Panel Discussion: Quiz: compare and contrast concept
learning; management and Concept-based versus based from process based and task
 Discuss the effect of good classroom management to learning; active learning process-based learning based from project based learning
 Enumerate ways to implement classroom management procedures and task-based versus
 Principles of project-based learning
classroom
management
 Types of classroom
management
D. Concept-based versus
process-based
learning

 Advantages and
disadvantages of
concept and process
based learning

 Rationale behind
process based
learning
5

E. Task-based and
project-based learning
 The philosophy behind
task based and project
based learning;
 Effects of task based
and project based
learning
 Advantages and
disadvantages of task
based and project
based learning

References

American Academy of Child and Adolescent’s Facts for Families (2008)

Berlan, E. (n.d.) The Perils of the Pre-Teen Girl: Understanding the Challenges Girls Face in Adolescence

Bornstein M. Cultural approaches to parenting. Hillsdale, NJ: Lawrence Erlbaum Associates; 1991.

Corpuz, B. B. (2010). Child and Adolescent Development. Lorimar Publishing House:Cubao Quezon City.

Essays, UK. (November 2013). Theories of adolescence. Retrieved from: https://www.ukessays.com/essays/psychology /theories of adolescence.php?ref=1

Estrada, A.T. (2011) Developmental Characteristics of Young Children. Rex Bookstore. Manila, Philip

Hart CH, Yang C, Jin S. Parenting and Peer-Group Behavior in Cultural Context. In: Chen X, French DC, Schneider BH, eds. Peer relationships in cultural context. New York, NY: Cambridge University Press; 2006:213-246

Humphrey, N. (2013). Social and Emotional Learning. A critical appraisal. New York. NY, USA: McGraw Hill, Inc. Grad./Cir./006.3/F95
Koops W, Zuckerman M. (2003) Introduction: A historical developmental approach to adolescence. History of the Family, 8, 345-354

McLeod, S. A. (2013). Erik Erikson. Retrieved from www.simplypsychology.org/Erik-Erikson.html

Panju,M. J. (1997). 7 Successful Strategies for to promote Emotional Intelligence. New York. NY, USA: McGraw Hill, Inc.
Grad /Sc15

Prepared by:

Davao City Area Cluster Schools

1. University of Immaculate Conception

2. St. John Paul II College of Davao
3. University of Mindanao Main
4. SAMSON Polytechnic College of Davao