IFUGAO STATE UNIVERSITY

LAMUT CAMPUS

COLLEGE OF EDUCATION

CHILD AND ADOLESCENT

LEARNER AND LEARNING
PRINCIPLES
(PROF ED 121)

FIRST SEMESTER SY 2020 – 2021

Prepared by:

PRIMO G. WHIGAN, JR,

Email – [email protected]
Messenger – Primo Whigan
CP # - 09773031821

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 CHAPTER 1
THE CHILD AND THE ADOLESCENT LEARNER

Learning Outcomes: At the end of the chapter, you should be able to:
1. examine the different facts and principles of growth and
development;
2. explain the different developmental changes and point out
their applications to classroom situations;
3. discuss the factors that influence growth and development;
4. identify the different stages of development and tell when they
normally occur;
5. discuss the importance of studying human development in the
teaching-learning process; and
6. give insights from articles or from interviews about
development of children and adolescents.

THE LEARNER

 Teachers have to continually improve themselves with the

teaching competencies with which to guide student learning.
 Teaching and learning are psychological principles.
 Teachers have to select and use the methods and techniques that
will promote effective teaching.
 The teacher has to be competent and more professional in dealing
with educational problems, particularly in various classroom
situations.

There are 3 components of the educative process:

1. the learner
2. the learning process
3. the learning situation

 The center on any educative process in a school is the learner

 It is the task of the teacher to guide the learner in the learning
processes at various stages of his development.
 The teacher’s success will depend greatly to growth and
developmental characteristics of the learner.
 The success of the teacher will also depend upon his
understanding of each learner as a unique individual who is
responding to a very complex environment.

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DEVELOPMENT

 It is a progressive series of gradual, orderly, and coherent type

leading to the individual’s maturation.
 Involves changes from simplicity to complexity.
 Implies an increasingly progressive maturity of behavior.
 Refers to qualitative changes.
 Involves the emerging and expanding of the capacities of the
individual to provide greater facility in functioning.
 Implies a progressive change of an individual’s pattern of reaction.

Principles of Developmental Change

1. Phylogenetic Principle

 Development follows an orderly sequence that is gradual

and predictable and is true to all individuals.
 The predictable trends of development are
a. Cephalocaudal – development proceeds from head to
foot direction. For example, a baby can see first before
he develops the ability to walk.
b. Proximodistal – those parts near or at the center
develop earlier than those parts away from the center.
A two-week old infant can raise his arm but cannot
still hold.

2. Ontogenetic Principle

 the rate of development is unique to each individual. This

means that different individuals develop in different rates.
There are potentials or characteristics that are developed by
some individuals but may not be developed by others,
 This is brought about by:
a. heredity
b. environmental influences

CAUSES OF DEVELOPMENT

1. Maturation
 attaining a level of development at which some specified
mental function or type of behavior ordinarily appears.
 Development of all aspect of personality – physical, mental,
social, emotional, moral.

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 The significance of maturation for the educator
consists in the fact that the placement of many aspects of
the school curriculum is determined by the maturational
status of the learners. The level of maturation dictates what
lessons to be learned, how the lessons are to be taught, what
activities are supposed to be undertaken and others.

Principles of Maturation

a. Learning depends upon the biological basis being present as

well as the opportunity to practice.
b. Chronological age and maturational age, although related, are
not synonymous.
c. Although overall maturational development is forward and
continuous, the parents should expect to see plateaus and
regressions in the child’s development.
d. The more biologically mature a child is, the easier for him to
learn a given task.
e. The child’s maturational development progresses from general
to specific behavior.
f. The child usually gives signals indicating his maturational
readiness for a given task.
g. Training given after maturational readiness maybe less
efficient.

2. Learning

 development that comes from exercise and effort.

 It is the result of the experiences or activities of the child
himself.
 An individual develops characteristics or potentials because
he learns.

SIGNIFICANT FACTS ABOUT DEVELOPMENT

1. Early foundations are critical.

How a child adjusts and behaves as he grows older is
determined by the patterns of behavior established during the
early years. Guidance, motivation, and training are very
important during the early years. Optimum environment will
result in maximum expression of the characteristics or traits
present in the individual.

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2. Maturation and learning play important roles in
development.
Maturation enables phylogenetic functions such as
walking, sitting and creeping to develop. If the bones and
muscles of the legs do not mature, the baby will not develop
the ability to stand and walk. Maturation also provides the
raw material for learning. In ontogenetic functions like
dancing, swimming, biking, writing, learning in the form of
training is important. Without proper training, the child will
not develop these functions.

3. Development follows an orderly pattern which is predictable.

There are orderly patterns of physical, motor, speech, and
intellectual development. Babies, for instance, creep and crawl
before they walk. Interest in the opposite sex appears only
when pubertal changes have taken place. Since the child’s
development is definite and predictable, the adult can make
the necessary planning and preparation for his training and
education.

4. All individuals are different.

All individuals are different – biologically and genetically,
even in the case of identical twins. Since individuals are
different, no two people are expected to have the same
behavior and reaction to the same environmental stimuli.
Different individuals have different characteristics, potentials,
personalities, and achievements. There are learners who are
fast and slow, active and passive, extrovert and introvert, etc.
the teacher should make the necessary and appropriate
adjustments to fit into these differences among the learners.

5. Each phase of development has characteristic behavior.

At each age, some traits develop more rapidly and more
conspicuously than others of these though are carry-overs of
behavior characteristics of earlier stages. The needless
dependency and helplessness of some older people, for
example, may readily be a carry-over of dependency developed
during the early years of life. Babies and younger children
usually cry and exhibit temper tantrums. Children in the
elementary are playful. Adolescents develop attraction to
opposite sex. Learning activities provided by the teacher
should suit these characteristic behaviors.

6. Each phase of development has hazards.

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 There is ample evidence that each stage in growth and
development has associated developmental hazards. The
hazards may be physical, psychological, or environmental
which requires adjustment problems. Accidents and ailments
are common to babies and children. Inability to make the right
decisions and emotional problems are hazards during
adolescence. It is essential that the individuals who are in-
charge of the training and education of the child should be
aware of the hazards in each period. This will enable them to
prevent or at least to alleviate these hazards.

7. There are expectations for every stage of development.

Every cultural group expects its members to master certain
essential skills and acquire certain approved patterns of
behavior at various ages during the life span. These are what
we call developmental tasks. A developmental task is a task
that arises at or about a certain period in the life span of the
individual, successful achievement of which leads to
happiness and success with later tasks, while failure leads to
unhappiness and difficulty with later tasks.
Children of ages 5-6 are expected to count, write their
names, take a bath by themselves and put on their dresses.
Grade 6 pupils who are 12 on the average are expected to
master language and MDAS before they enter the secondary
schools. High school and college students are expected to be
more responsible and independent in their activities.
Parents at home and teachers in school are responsible in
helping children master these tasks.

8. Development is aided by stimulation.

While most development occurs as a result of maturation,
learning, and environmental experiences, much can be done to
aid development so that it will reach to its full potential.
Moving the limbs stimulate motor development like walking.
Frequent talking to infants aid in the development of speech.
Learners would develop interest in classroom activities if they
are properly motivated. Those who remain physically and
mentally active in old age show far less deterioration than do
those who adopt the “rocking chair philosophy” of aging.

9. Development is affected by cultural changes.

Because an individual’s development is molded to conform
to cultural standards and ideals, changes in these standards
affect the development pattern.

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 There are differences of children trained by the parents as
compared to those reared by grandparents. Children also
differ when trained or reared under one-parent and two-parent
homes. Differences in lifestyle may also have an influence on
the development of children.
10. There are traditional beliefs about people of all ages.
These beliefs about physical and psychological
characteristics affect the judgments of others as well as
their self-evaluations.

PRINCIPLES OF GROWTH & DEVELOPMENT

1. The processes of growth and development are continuous,

gradual, and orderly.
2. Development progresses from the simple to the highly complex.
3. The various aspects of development are interrelated and
interdependent.
4. The processes of growth and development are influenced by
heredity and environment.
5. Individual differences occur in growth and development.
6. Growth and development may be accelerated or retarded.
7. The rate of development is more rapid in the early years of life.
8. Generally, girls mature more rapidly than boys.

FACTORS INFLUENCING DEVELOPMENT

A. Major Factors

1. Heredity
 nature’s way of passing on to children the actual and
potential characteristics of parents.

What are inherited?

a. Physical traits like
 Eye color and shape
 Hair
 Skin color
 Nose
 Height
 Body build
 Shape of face
 Some physical defects
- fused digits
- polydactyl

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  b. Mental traits like
 Level of intelligence
 Special abilities
- mathematical
- artistic
- musical
- literary
 Some mental defects

Inherited talents can only be developed to their fullest extent

through training, hard work, and practice.

General Principles of Heredity

a. Heredity is determined at the time of conception.

b. Like begets like.
c. No 2 individuals are exactly alike.
d. Inheritance is not only from the father and mother but also from
the 2 lines of ancestry of both families.
e. Hereditary qualities are not apparent at birth.
f. What is inherited is the total of potentials that can manifest
themselves only in the course of development under suitable
conditions.
g. Acquired characteristics are not inherited.

The practical application by the teacher of the facts of heredity

must be directed toward the discovery of
- native capacities worthy of cultivation;
- native limitations which need compensating through the cultivation
of other traits; and
- toward providing for an environment which will furnish the most
favorable opportunities for healthy development.

2. Environment
 refers to the factors, surrounding conditions, influences, and
forces which modify and exert an influence on growth and
development from the instant of conception.

Environment provides opportunity and plays the greater part in

the education of the child. Hence, the teacher must supply directive
and corrective, as well as preventive treatment, must supply a
classroom environment of the highest type possible.
3. Volition or Will

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 man’s capacity to direct and to restrain thought, emotion, and
action.
Heredity bestows capacity, while environment provides opportunity,
but the power of self-determination or the capacity to choose both
realizes the inherited capacity and utilizes the environmental
opportunities.
B. Specific Factors

1. Intelligence
High grade intelligence is associated with a speeding up of
development, while low-grade intelligence is associated with
retardation. Intelligence has something with the capacity to
choose, to interpret situations and the will enables to control
situations.

2. Sex
At birth, boys ae slightly larger than girls, but girls grow
more rapidly and mature sooner than boys.
It has been found out that boys on the average are better in
mathematics, sciences, and general information compared to
boys. Girls are better in languages.
Sexual differences are also manifested in interests and
behaviors. Girls love watching drama and true-to-life stories
while boys prefer watching action movies and sports.
Girls are more conscious in dressing while boys are less
neat than girls. Girls are fickle-minded while boys have firmer
decisions. Girls generally are more responsible and studious.
Boys are more listless in the class.
Girls are more orderly with their things and with their
rooms.

3. Glandular secretion
The hormones produced by the glands affect the rate and
extent of growth and development. The amount of growth
hormone, for instance, controls the growth of the individual
which may have a subsequent social and emotional effects as
well as the development of interests.

4. Nutrition and health

Growth and development are always equated with good
nutrition and health.

5. Socio-economic status

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 There is a marked difference in the development comparing
children of the rich and of the poor in terms of interests,
potentials, intelligence, socialization, etc.
6. Race and culture
Certain physical, mental, social, and emotional behaviors
are influenced by the culture to which one belongs.

7. Position in the family

There are differences in the behavioral developments
comparing first borns, middle borns, last borns, and only child.
The first borns or the panganay are usually responsibility
oriented and silent in the family; the middle borns are more
socially aggressive; while the youngest or the bunso is the most
talkative and always the baby in the family. The only child is
usually described as one who gets what he wants and less
sociable compared to a child with more siblings.

8. Family relationships
The kind of relationship that exists in the family have
bearing on growth and development. Children of broken
families manifest different social and emotional behaviors.
Parents who are sweet (malambing) have children who do the
same.

9. Training
The development of personalities is affected by the way a
child is rained at home, school, church, and other training
institutions. Children of autocratic parents behave differently
compared to children brought up by democratic parents.
Students of private missionary schools differ in behavior
patterns compared to students in public high schools.
Individual also differ because of differences in religious beliefs
and practices.

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Importance of Studying the Stages of Development

 The stages of development points to the fact that children display

different characteristics.
 The teacher becomes aware of these differences.
 Knowledge of the pattern of human development will help a
teacher to know what to expect of children
 Planning for instruction should be based on certain
developmental principles.

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 The teacher will be able to determine what types of learning and
amount of learning are appropriate for different age groups.
 Knowledge of developmental patterns will allow teachers to
identify learners with developmental lags or delays so as to
provide guidance and intervention as early as possible.


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Name: __________________________ Date: ________
Course & Year: ___________________ Score:________
ACTIVITY 1.1
MULTIPLE CHOICE. Select the correct or best answer and encircle its
corresponding letter.
1. One significant principle of development is that the head region
develops earlier than the lower parts of the body. This is the
development principle termed
a. Cephalocaudal c. ontogenetic
b. proximodistal d. phylogenetic
2. Which of the following is not a principle of maturation?
a. Chronological age and maturational age are not synonymous.
b. Parents should expect to see plateaus in the child’s
development.
c. The child’s development progresses from general to specific
behavior.
d. The more mature a child is the more difficult for him to learn a
given task.
3. The process by which new individuals are endowed with certain
potentials for his later development is termed
a. Heredity b. maturation c. development d.
learning
4. As individuals traverse the different stages there are changes that
occur. These changes include how they respond and behave
according to their age and to the demand of the period. This is
termed
a. Development b. growth c. maturation d. learning
5. Which of the following is not a description of development?
a. Acquisition of more friends c. increase in height
b. Increase in vocabulary d. change in dressing style
6. Physical development usually occurs before mental development.
In the same manner, mental development occurs ahead of social
development. What does this imply?
a. Development aspects are interrelated and interdependent.
b. Development is gradual.
c. Individual differences occur in growth and development.
d. Development proceeds from simple to complex.
7. Which of the following illustrates the ontogenetic function of
development?
a. Talking b. running c. walking d. dancing
8. A two-week old infant can raise his arm but cannot still hold. This
is explained by the developmental pattern called
a. Phylogenetic b. ontogenetic c. proximodistal d.
cephalocaudal

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9. One of the following statements is true about heredity. Which is
this?
a. The child inherits the traits of either the father or the mother.
b. The child inherits all the characteristics of parents.
c. Hereditary qualities are apparent at birth.
d. Acquired characteristics are not inherited.
10. How does a teacher demonstrate that the course of human
development can be influenced positively by manipulating some
aspects of the internal and external environment?
a. Providing learners with a set of routine activities to be followed
strictly
b. Providing learners with a variety of learning materials and
experiences
c. Arranging the seats in such a way that every learner feels
comfortable
d. Keeping the classroom well ventilated, clean, and orderly
11. It is good to give students challenging and creative learning tasks
because
a. Development is aided by stimulation.
b. Development of individuals is unique.
c. Development is affected by the teacher’s managerial skills.
d. Development is the individual’s choice.
12. Man’s capacity to direct and restrain emotion and action is
termed
a. Environment b. will c. intelligence d. learning
13. Generally, a child learns to add numbers first before he can
multiply and divide. This is due to the fact that development
a. Occurs in an orderly sequence c. starts from general to
specific
b. Proceeds from simple to complex d. takes place in a gradual
manner
14. It refers to the nurture that the child receives from his parents
and from his interaction with the people and things around him.
a. Environment b. parental care c. heredity d. family status
15. The unfolding of the individual’s inherent traits in the successive
stages of growth is
a. maturation b. learning c. heredity d. development
16. One task of the teacher is to discover the innate potentials of
pupils. She can do this by
a. giving more difficult questions c. providing varied activities
b. use of technology in the classroom d. conducting remedial
classes
17. There are no 2 individuals who are the same. Individual
differences, when early recognized and provided for, enable the
teacher to provide different motivations and approaches in

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 guiding the learning process. Each pupil/student differs
physically, mentally, socially, emotionally from other children.
Unless the teacher provides for this nature of the learners, no
amount of modern approaches in teaching can elicit favorable
results.
a. The paragraph highlights the need for motivating learning.
b. Individual differences are an important consideration in guiding
learning.
c. The above paragraph focuses on teacher-learner relationship.
d. The paragraph talks about the nature of the learning process.
18. Individual differences are recognized in the learning process
chiefly to
a. Reduce the possibility of failures in school tasks
b. Assure that the slow learner is not neglected
c. Make the achievement of the learners almost uniform
d. Provide learners opportunities to develop in accordance with
his abilities
19. All of the following are inherited except
a. Height b. interest c. musical ability d. physical defect
20. Those who remain physically fit and mentally active in old age
show far less physical and mental deterioration than do those
who adopt the “rocking chair” philosophy of aging. This points to
the fact that
a. development follows a definite and predictable pattern
b. development is affected by cultural changes
c. development is aided by stimulation
d. development aspects are interrelated

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Name: __________________________ Date: ________
Course & Year: ___________________ Score:________
ACTIVITY 1.2
Significant Facts and Principles of Development
1. Select three (3) from the following principles and discuss by citing
concrete or specific instances. Discuss also their educational
implications (5 points each)
a. Development progresses from general to specific.
b. Development follows an orderly pattern.
c. Development is aided by stimulation.
d. Individual differences occur in growth and development.
e. Early foundations are critical.

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Name: __________________________ Date: ________
Course & Year: ___________________ Score: _______
ACTIVITY 1.3
Factors Influencing Development

How can the classroom teacher take advantage of the factors of

Heredity and Environment in the planning of lessons, employment
of teaching methods, providing class activities, and structuring
the classroom? Discuss. Provide examples or concrete situations.
(20 points)

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 _________________________________________________________________
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Name: __________________________ Date: ________
Course & Year: ___________________ Score:________
ACTIVITY 1.4
Stages of Growth and Development

Complete the table by filling in the average ages, characteristics, and

hazards. One is given as an example for your basis. (20 points)

STAGE Average Characteristics Hazards

Age
Prenatal

Infancy

Babyhood 2nd week - Beginning of - Accidents due to

after creativity as the the inability of
baby starts to play the baby to
birth to - An appealing age control his body
about 2 because we always - Ailments because
years look at babies as the physiological
cute and nice to condition of the
play with baby is not yet
stable
Early
Childhood

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Middle and
Late
Childhood

Adolescenc
e

Adulthood

Middle Age

Old Age

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Name: __________________________ Date: ________
Course & Year: ___________________ Score:________
ACTIVITY 1.5
Studying Human Development

Why is it important for a teacher to have knowledge on the behavioral

characteristics of children and adolescents? Present at least 5
importance through a graphic organizer.

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Name: __________________________ Date: ________
Course & Year: ___________________ Score:________
ACTIVITY 1.6
A Conversation with the Experienced Teacher

Conduct an Interview with a Teacher in your community who has been

teaching for at least 5 years. Your interview shall include the behavioral
characteristics (physical, mental, social, emotional and moral) of
learners in the different grade levels. Include the adjustments that the
teacher/s make considering the behavioral characteristics of their
learners. Submit a write-up of your interview with an attached
documentation showing that you conducted the interview. You can
enrich your interview with internet surfing and include citations.

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 CHAPTER 2
PHYSICAL DEVELOPMENT
OF CHILDREN AND ADOLESCENTS

Learning Outcomes: At the end of the chapter, you should be able to:

1. describe the physical development during childhood and

adolescence;
2. realize the teacher’s role in helping children and adolescents
master their developmental tasks;
3. discuss how various factors influence physical development
during childhood and adolescence; and
4. display skills in managing sensory and other physical
impairments to optimize the learning opportunities of children.

EARLY CHILDHOOD

 extends from 2 to 6 years

 Begins at the conclusion of babyhood – when dependency is a
thing of the past and is being replaced by growing independence
 Ends at about the time the child enters first grade in school

Characteristics of Early Childhood

A. Names Used by Parents

1. Problem age or troublesome age

 Problems about physical care
 Behavior problems
o children are developing distinctive personalities
o children demand independence
o children are obstinate, stubborn, disobedient, negativistic,
and antagonistic
o children have frequent temper tantrums
o children suffer from jealousies

2. Toy age – children spend much of their time playing with toys

B. Names used by Educators

1. Preschool Age
 time of preparation on the part of the child before he enters
school

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 C. Names used by Psychologists

1. Pregang Age
 children learn the foundations of social behavior as
preparation for the more highly organized social life they will
be required to adjust to when they enter first grade.

2. Exploratory Age / Questioning Age

 children want to know what their environment is, how it

works, how it feels, and how they can be part of it.
 children explore by asking questions

3. Imitative Age / Creative Age

 imitation of the speech and actions of others
 children show creativity in their play

Developmental Tasks of Early Childhood

1. mastery of the basic motor skills

2. learning to control the elimination of body wastes
3. acquiring useful vocabulary and correct
4. pronunciation of words
5. building up comprehension of the meaning of simple statements
and commands
6. learning sexual differences and sexual modesty
7. getting ready to read
8. learning to distinguish right and wrong and learning to develop a
conscience
9. learning to relate emotionally to parents, siblings, and other
people

Physical Developmental During Early Childhood

 Growth during early childhood proceeds at a slow rate compared

with babyhood

1. Height
- average annual increase is 3 inches
- by age 6, the average child measures 46.6 inches

2. Weight
- average annual increase is 3 to 5 lbs
- by age 6, the average child weighs approximately 7 times as much
as they did at birth.
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 - average girl weighs 48.5 lbs
- average boy weighs 49 lbs

3. Body proportions
- “baby look” disappears
- body becomes slender
- decrease in stockiness of trunk
- neck elongates
- a broader flatter chest
- arms and legs lengthen
- hands and feet grow bigger

3. Body proportions
- “baby look” disappears with the decreased stockiness of the
trunk, elongation of the neck and flattening of the abdomen
- differences in body build become apparent in early childhood
 Endomorphic – fat body build
 Ectomorphic – thin body build
 Mesomorphic – sturdy, muscular body build

4. Bones and Muscles

- bones ossify at different rates in different parts of the body, follow
the laws of developmental direction
- muscles become larger, stronger, and heavier

5. Fat
- adipose tissues depend on body build

6. Teeth
- when early childhood ends, the baby teeth become replaced by
permanent teeth starting at the front

Skills of Early Childhood

 Early childhood is the ideal age to learn skills because

 Young children enjoy repetition
 Young children are adventuresome
 Their bodies are still very pliable

 What skills young children learn depends upon

 Their maturational readiness
 Opportunities they are given
 Guidance they receive in mastering the skills
 Home environment
 Sex

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  Socio-economic status, etc

 Hand skills

 Self-feeding and dressing are perfected

 Brushing the hair and bathing
 Throwing and catching balls
 Use of scissors and molding the clay
 Using crayons, pencils, coloring outlined pictures
 Handedness is established

 Leg skills

 Hopping, skipping, jumping, climbing

 Bicycling, swimming, jumping rope, balancing on trails,

dancing
MIDDLE AND LATE CHILDHOOD

 extend from 6 to 12 or 13 years

 the child is in the elementary school
 regarded as the elementary school period

Characteristics of Middle and Late Childhood

A. For Parents

1. Troublesome age
 children are not willing to do what they are told to do –
influence of peers

2. Sloppy age
 tendency to be careless about their appearance and
grooming

3. Quarrelsome age
 fights are common, name-calling, physical attacks

B. For Educators

1. Elementary school age

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 2. Critical period in the achievement drive

C. For Psychologists
1. Gang age

 Acceptance by their age mates

 Desire to participate in group activities

2. Age of conformity

 Willingness to conform to group-approved standards in terms

of appearance, speech, and behavior

3. Creative age

4. Play age

Developmental Tasks for the Elementary School Children

1. Learning physical skills necessary for ordinary games
2. Building a wholesome attitude toward oneself as a growing
organism
3. Learning to get along with age mates
4. Learning to develop appropriate masculine or feminine social roles
5. Developing fundamental skills in reading, writing, and calculating
6. Developing concepts necessary for everyday living
7. Developing a conscience, a sense of morality, and a scale of values
8. Developing attitudes towards social groups and institutions
9. Achieving personal independence

Physical Development During Middle and Late Childhood

1. Growth is relatively slower; average annual increase in height is 1
to 2 inches and weight is 3 to 5 pounds.
2. There is improvement in bodily proportions because of skeletal
and muscular development.
3. There is increase in strength.
4. There is neuro-muscular coordination – needed in writing,
drawing, playing, etc.
5. Speed and coordination increase and many motor skills are
perfected.
6. Permanent dentition.
7. Handedness is well established.

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ADOLESCENCE
Characteristics of Adolescence

1. Adolescence is an important period. The changes that take place

during adolescence are important in forming new adjustments,
new attitudes, values, and interests.

2. Adolescence is a transitional period. Children, when they go from

childhood to adulthood, must put away childish things and they
must also learn new patterns of behavior and attitudes.

3. Adolescence is a period of change. Physical changes are rapid and

parallel with these changes is the change in the general pattern of
behavior, values, and interests.

4. Adolescence is a problem age. Adolescents are confronted with

many problems which are difficult to cope.

5. Adolescence is a time to search for identity. Gradually,

adolescents crave for identity and are no longer satisfied to be like
their peers in every respect, as they were earlier.

6. Adolescence is a dreaded age. It is a critical age because of the

changes and problems during this period.

7. Adolescence is a time of unrealism. Adolescents have a tendency

to look at life through rose-tinted glasses. They see themselves
and others as they would like them to be rather than as they are.

8. Adolescence is a threshold of adulthood. It is the period when the

individual prepares himself for adult life.

Puberty
Puberty is the onset or beginning of maturity. It denotes the
physical changes characteristic of the beginning of the process of sexual
maturation.

Changes at Puberty or the Secondary Sex Characteristics

1. Menarche – the occurrence of the first menstrual period, the sign

of the attainment of puberty.

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 2. Widening of hips
3. Development of the breast
4. Enlargement of the pelvic breadth
5. Appearance of pubic and axillary hairs
6. Change in body shape and contour
7. Change in voice caused by the enlargement of the larynx
8. Change in the activity of the sweat and oil glands leading to the
development of body odor and acne

Developmental Tasks of Adolescents

1. Achieving new and more mature relations with age mates of both
sexes
2. Achieving a masculine or feminine role
3. Accepting one’s physique and using the body effectively
4. Achieving emotional independence of parents and other adults
5. Achieving assurance of economic independence – to feel able to
make a living
6. Selecting and preparing for an occupation
7. Preparing for marriage and family life
8. Developing intellectual skills and concepts necessary for civic
competence
9. Desiring and achieving socially responsible behavior – to
participate as a responsible adult in the life of the community
10. Acquiring a set of values and an ethical system as a gude to
behavior

Physical Development During Adolescence

1. Pubertal growth spurt – evident increase in height and weight due
to skeletal growth and muscular development
o Girls – at 12.56 years
o Boys – at 17.78 years
2. Physiological growth and development has increased
3. Change in bodily proportions
4. Change in voice due to enlargement of larynx and elongation of
vocal cords
5. Increase in secretory activity of sweat glands, particularly in the
armpits and in the genital regions
6. Activation of oil glands which causes hair to be oily. Overactivity
or malfunctioning of these glands leads to skin eruptions and
blemishes particularly acne.
7. Body becomes almost perfected and body becomes better
proportioned
8. Physical vitality is high and health is good

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Name: __________________________ Date: ________
Course & Year: ___________________ Score:________
ACTIVITY 2.1

TEST I. MULTIPLE CHOICE. Encircle the letter of the correct or best

answer.
1. Children of ages 4 to 11 are interested in playing. As a teacher, what
can you with class activities to fit to this behavior of children?
A. Introduce lessons in the form of games.
B. Let the children play during recess only.
C. Arrange their seats so they will not be playing during classes.
D. Discourage them from playing and let them read their lessons
seriously.
2. Those who teach children in the early childhood stage should be more
attentive and patient with the numerous, endless, and often repetitive
questions of the children. These teachers should realize that
A. children want to talk using their maturing speech organs
B. this is the stage when children enjoy talking more than listening
C. these questions need not be answered as long as the teacher listens
D. children start understanding their experiences and need words to
label them
3. It is the period of transition from childhood to adulthood.
A. puberty B. adolescence C. preadolescence D. late
adolescence
4. Ted, Edz, and Ben try to assert their independence from their parents.
Likewise, they start to develop relationships with the opposite sex.
These characteristics describe the said individuals as
A. adults B. adolescents C. preschoolers D. elementary pupils
5. Adjustment to formal schooling takes place during
A. adolescence B. late childhood C. early childhood D. middle
childhood
6. Early childhood is an exploratory age. One common way by which
individuals in early childhood explore is
A. asking questions C. engaging in group activities
B. Playing bahay-bahayan D. Imitating actions and speech of others
7. The following are developmental tasks of elementary school children
EXCEPT
A. mastery of the basic motor skills C. achieving personal
independence
B. developing appropriate sex roles D. developing concepts for
everyday living
8. Elementary children are careless about their appearance. For this
reason, the period is characterized as

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 A. sloppy age C. problem age
B. playful age D. troublesome age
9. Which of the following is NOT a social expectation for adolescents?
A. Achieving emotional independence
B. Preparing for marriage and family life
C. Selecting and preparing for an occupation
D. Learning fundamental skills in reading, writing, and calculating
10.What is the cause why an individual during puberty becomes very
sensitive in his ways of feeling, acting, and thinking?
A. Adolescents come in contact with their peers during this stage.
B. It is the foundation age when basic behavioral patterns are
organized.
C. It is a transition age when sex maturity and rapid physical
development occur.
D. It is the stage when adolescents learn to become independent from
their parents.
11.The development of secondary sex characteristics usually occurs at
what age range
A. 7 to 9 B. 11 to 14 C. 15 to 17 D. 18 to 21
12.Kindergarten and elementary pupils are often engaged in various games
as their learning activities. What principle is being observed in the
situation?
A. Children need games to relax and enjoy.
B. Teachers need to relax and rest while the children are at play.
C. Games provide wide range of social and cognitive experience.
D. Games are formalized expressions of play and are natural so
children should play.
13.A period of transition, exploration , and experimentation characterized
by new interests and new outlook in life is
A. adulthood B. adolescence C. late childhood D. early childhood
14.The period of middle childhood is also known as
A. primary age B. preschool age C. elementary age D. high school age
15.The following are characteristics of adolescence EXCEPT
A. critical period B. transitional age C. period of change D. period of
realism
16.You have a pupil who is so talkative, naughty, and aggressive that he is
a burden to the entire members of the class. What is the first remedy to
this problem?
A. talk to him seriously C. reprimand him always
B. call the parents for a dialogue D. report the case to the principal
17. Consciousness due to physical changes is a characteristic of
A. adulthood B. adolescence C. late childhood D. early childhood
18. Handedness is well established during

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 A. babyhood B. high school C. preschool age D. elementary period
19. Early childhood is the ideal age for skills development because of the
following EXCEPT
A. young children’s bodies are still very pliable
B. young children are interested in playing
C. young children are adventuresome
D. young children are sloppy
20. Which of the following is correct about physical growth?
A. growth is most rapid during puberty
B. growth is most rapid during childhood
C. growth is most rapid during babyhood
D. growth is most rapid during adulthood
21. Developing fundamental skills in reading, writing, & calculating is
developmental task of
A. preschoolers B. college students C. elementary pupils D. high school
students
22. The growth of pimples usually happens during adolescence because during
this stage
A. the oil glands become activated
B. there is sudden and abrupt increase in height
C. adolescents are making adjustments to the many physical changes
D. adolescents are confronted with emotional problems that cause
stress
23. Most of the time children in the early childhood stage are out experiencing
what their environment is all about. For this reason, early childhood is
regarded as
A. toy age
B. pregang age
C. exploratory age
D. troublesome age
24. Why is early childhood regarded as a troublesome age?
A. Children ask so many questions that are often repetitive.
B. Children spend most of their time playing with their toys.
C. Children start to engage in group activities with their age mates.
D. Children start to become stubborn, negativistic, and antagonistic.
25. Children whose muscles and bones are well developed compared to the
rest of the body are described as
A. ectomorphic B. endomorphic C. mesomorphic D. any of these

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Name: __________________________ Date: ________
Course & Year: ___________________ Score:________
ACTIVITY 2.2
Developmental Tasks
Give three (3) developmental tasks of elementary pupils (for BEE) and
highs school students (for BSE). Discuss how you can be of help in
achieving or mastering those tasks. Cite concrete examples or instances.
(10 pints each)

1. ____________________________________________________________________
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Name: __________________________ Date: ________
Course & Year: ___________________ Score:________
ACTIVITY 2.3
Physical Development of Children and Adolescents

A. Write some factors that shape or influence the physical development

of children and adolescents inside each figure. Below, discuss how
each factor affects physical development. You may interview parents,
teachers, or other authorities. (5 points each)

Physical
Development of
Children and
Adolescents
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B. We read in schools sayings like “A Sound Mind in a Sound Body”.

What does this mean. As a teacher, what can you do to help your
learner develop a sound mind in a sound body? (10 points)
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Name: __________________________ Date: ________
Course & Year: ___________________ Score:________
ACTIVITY 2.4
Helping Learners with Physical Impairments

Surf the internet (Google). Research on Learning Impairments. Identify

some learning impairments experienced by elementary and high school
students. Discuss how you can help those students with such
impairments. You can ask assistance from experienced teachers on
strategies they employ to address physical disabilities or impairments.
(20 points). Don’t forget to make citations when you research.
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