Child and Adolescent Learners and Learning Principles This course deals with the study of the patterns of human development especially focusing on the cognitive, biological, social, moral and emotional development of the child and adolescent learners.

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Introduction Pnm I
lJI{IT
t
Basic Concepts and Issues on
Human Bevelopment
* Brenda B, Corpuz, Ph,D,
W NTRoDUCnoN
Every living creature is called to become what it is meant to be.
The caterpillar is meant to become a butterfly; a seed into a full grown
herb, bush or tree; and a human baby into a mature person, the person
'vho is fully alive, the glory of God" in the words of St. Irenaeus.
How this development happens is what we learn in our
biology class. We have seen it to be a fantastic process. So
wonderftrl a process that we can't hetp but experience a feeling of awe
for the Power or the Force or the Principle (theists call this Power or
Force or Principle (God)) behind all these.
The process of development involves beginnings and endings.
What was this organism then? What will this organism be?
A number of researches on human development have been
conducted. A lot of theories on human development have been
forwarded. Researches on human development continue as existing
theories get corrected, complemented or replaced. Up to the present
several issues on human development are uffesolved and so the search
for explanations continue.
In this Unit, you will be acq[ninted with human development as a
pnocess, the developmental'tasks that come along with each developmen-
tal stage and relevant issues that are raised about human development.

3. child and Adolescent Development Looking at Leamers at Difierent Life stages
MoDuLE I
Human Development: Meaning, Q mmr
Concepts and Approaches
- Brenda B. Corpuz, Ph.D.
CHAttENGT
In this introductory Module, you are challenged to:
o define human development in your own words.
. draw some principles of human development.
o distinguish two approaches to human developmenL
After li
$oup, answer
l. Whr
adol
' hyp,
hum
2. Wiil
ofl
3. Will
rate.
4. Wil
grad
5. Do
devr
adul
o, IBSTRA
A
Meaning of
Human
begins at con
includes gro'
positive or ne
Some major
Here an
l. Develop
developr
then wal
the trunl
and fin
infancy,
with ph'
gradually
neck, sh
caudal p
By'
relatively
effective
ment (Sa
ffi tNTRoDucrloN
As you read this textbook and do tlre activity in your small groups,
you are undergoing the process of development. What principles govern
this development proven? What do experts say about development?
These are the concerns of this Module.
ffi&ACrrvrTY
1. Here are picures of Naschielle and Kenn. Each one is a bundle of
possibilities. Describe what they were before birth (their point of
origin) and who they will possibly be after birth unto adulthood.
What will they possibly become? Expound on your answers.

4. groups,
govern
t?
Part I Unit 1 Module 1 - Human Development: Meaning, Concepts andApproaches
Q mmvss
After listening to the predictions given by each member of the
group, answer the following questions:
I. When you gave your own predictions as to the kind of child,
adolescent and adult Naschielle and Kenn may become and
hypothesized on who they once wre you were"referring to
human development. What then is development?
2. Will there be any,thing cornmon in the pattem of development
of Naschielle and Kenn? If yes, what?
3. Will there be differences in their development, e.g. pace or
rat-e of development? What and why?
4. Will the process of development take place very fast or
gradually? Expound on your answer.
5. Do you believe that Naschielle and Kenn will continue to
develop even in adulthood? Or will they stop developing in
adulthood?
' lgstRAfirou
I
Meaning of human development
Human development is the pattern of movement or change that
begins at conception and continues through the life span. Development
includes growth and decline. This means that development can be
positive or negative (Santrock. 2002).
Some major principles of human development
Here are some major principles of human development:
1. Development is relatively orderly. (http://www.cdipage.com/
development.htm) Naschielle and Kenn will learn to sit, crawl
then walk before they can run. The muscular control of the of
the trunk and the arms comes earlier as compared to the hands
and fingers. This is the proximodistal pattern. During
infancy, the greatest groMh always occurs at the top - the head-
with physical growth in size, weight and future differentiation
gradually working its way down from top to bottom (for example,
neck, shoulders. middle trunk and so on). This is the cephalo-
caudal pattern.
By understanding how characteristics develop, we can make
relatively accurate and useful predictions about learners and design
effective instructional strategies based on our knowledge of develop-
ment (Santrock,2002)
of
of
point

5. Child and Adolescent.Development: Looking at Leamers at Diftrent Life $ages
While lhe patlern of development is likely to be similar, the
outcomes oJ developmerutal processes and the rate of develop-
ment are likely to vary among individuals. (http:ll
www.cdipage.com/development.htm) - What were shared in the
small group discussion on what Naschielle and Kenn may become
were premised on many o'i'fs".
Meaning if they come from a good
home with loving and caring parents they may develop into warm
and responsible children, adolescents and adults. If they come from
a deprived environnient, they may develop into carefree and irrespon-
sible adolescents and adults.
Naschielle may develop faster and more favorably than Kenn
due to differences in heredity and environment. Since heredity and
environment are different for different people, it seems obvious that
individuals will encounter factors that make them different from
other individuals. As a resulq we can expect individual diferences in
developmental characteristics and variation in the ages when people
will experience events that will influence their development.
Development takes place gradually, (http://www.cdipage.com/
development.htm) Naschielle and-Klnn won't develop into pimply
teenagers overnight. It takes years before they become one. In
fact, that's the way of nature. The bud does not blossom suddenly.
The seed does not germinate ovemight. While some changes occur
in a flash of insight, more often it takes weeks, months, or years
for a person to undergo changes that result in the display of deve-
lopmental characteristics.
Development as a process is complex because it is the
product of hiological, cogiritive and socioemotional
processes (Santrock, 2002),
Biological processes involve changes in the individual's physi-
cal nature. The brains of Naschielle and Kenn develop. They will
gain height and weight. They will experience hormonal changes
when they reach the period of puberty, and cardiovascular decline
as they approach late adulthood. All these show the biological
processes in development.
Cognitive processes involve changes in the individual's
thought, intelligence, and language. Naschielle and Kenn develop
from mere sounds to a word becoming two words, the two
words becoming a sentence. They would move on to memorizing
their first prayer, singing Bayang Magiliw.in every flag ceremony
to imagining what it would be like to be a teacher or a pilot,
playing chess and solving a complex math problem. All these
2. reflect th
Sor
relationsh
personalit
smile u
and eve
what the
a fine la
of facto
end up
reflect th
Th'
inextrici
separate
developn
and |'.las
father ar
on their
consequ
revert to
so forth
process '
TWo approa
If you
from birth to i
in late old agt
if you believe
as it does dur
What t
Baltes (Santro
following char
l. Deve
devel
2. Devt
biolor
3. Deve
the ll
4. Der',
being
3.
4.

6. ', the
l*elop-
(http://
in the
become
a good
fro warm
csne from
inespon-
tran Kenn
ious that
tfrom.
m
people
.com/
irno pimply
one. In
pa1 of deve-
lc it is the
fuemotional
ilidual's physi-
bp. They will
nonal changes
rscular decline
rhe biological
r individual's
Kenn develop
ords, the two
to memorizing
flag ceremony
rcr or a pilot,
lem. All these
and
Part I Unit 1 Module 1 - Human Developmeht: Meaning, Concepts and Approaches
reflect the role of cognitive processes in development.
Sosieemotional processes include changes in the individual's
relationships with other people, changes in emotions, and changes in
personality. As babies, Naschielle and Kenn responded with a sweet
smile when affectionately touched and frowned when displeased
and even showed temper tantrum when they could not get or do
what they wanted. From aggressive children, they may develop into
a fine lady and a gentleman or otherwise, depending on a myriad
of factors. They may fall in love and get inspired for life or may
end up betrayed, deserted and desperate afterwards. All these
reflect the role of socioemotional processes in development.
These biological, cognitive and socioemotional processes are
inextricably intertwined. While these p,rocesses are studied
separately, the effect of one process or factor on a person's
development is not isolated from the other processes. tf Kenn
and ]rlaschielle were undemourished and troubled by the thought of
father and mother about to separate, they could not concentrate
on their studies and consequently would fail and repeat. As a
conseq.uence, they may lose face and drop out of school,
revert to illiteracy, become unskilled, unemployed and so on and
so forth. See how a biological process, affects the cognitive
process which in turn, affects the socioemotional process.
Two approaches to human development
If you believe that Nikki and Kenn will show extensive change
Eorn birth to adolescence, little or no change in adulthood and decline
h late old age, your appf,oach to development is traditional. In contrasl
if you believe that even in adulthood developmental change takes place
as it does during childhood, your approach is termed life-span approach.
What are the characteristics of the life-span perspective? Paul
Baltes (Santrock, 2002), an expert in life-span development, gives the
frllowing characteristios:
l. Development is lifelong. It does not end in adulthood. No
developmental stage dominates development.
2. Development is multidimensional. Development consists of
biological, cognitive, and socio-emotional dimensions.
3. Development is plastic. Development is possible throughout
the life-span.
4. Development is contextual. Individuals are changing
beings in a changing world.

7. Child and Adolescent Development: Looking at Leamers at Difierent Life Stages
5. Development involves growth, maintenance and regula-
tion. Growth, maintenance and regulation are three (3) goals
of human development. The goals of individuals vary among
developmental stages. For instance, as individuals reach middle
and late adulthood, concern with growth gets into the back
stagei while maintenance and regulation take the center stage.
Principles of chitd development and learning that inform practice
Below are the principles of child development and leaming which
are the bases of developmentally appropriate practice (DAP) in early
childhood program for children from birth through age 8, which were
stated in the position paper of the National Association for the Education
of Young Children (2009). They affirm the principles of human
development and characteristics of life-span development approach we
just discussed. Find out which one is a re-statement of the principles of
human development.
l. All the domains of development and leaming-phy'sical, social
and emotional, and cognitive-are importang and they are closely
interrelated. Children's development and leaming in one domain
influence and are influenced by what takes place in other
domains.
Many aspects of children's learning and development follow
well documented sequences, with later abilities, skills, and
knowledge building on those already acquired.
Development and leaming proceed at varying. rates from child
to child, as well as at uneven rates across different areas of
a child's individual functioning.
Development and leaming result from a dynamic and continu-
ous interaction of biological maturation and experience.
Early experiences have profound effects, both cumulative and
delayed, on a child's development and leaming; and optimal
periods exist for certain types of development and leaming to
occur.
Development proceeds toward greater complexity, self-regula-
tion, and symbolic or representational capacities.
Children develop best when they have secure, consistent rela'
tionships with responsive adults and opportunities for positive
relationships with peers.
8. Development and learning occur in and are ipfluenced by
multiple social and cultural contexts.
9. Always mentally active in seeking to understand the world
around them, children learn in a variety of ways; a wide
range of teaching strategies and interactions are effective in
supporting all these kinds of leaming.
10.
il.
t2.
Play
well
tencr
Dev
chall
masl
pracl
chik
learn
thesr
devel
This cou
adolescent, wh
will be occupi
significance is
ment that inch:
hood? You can
ybu relate to
students, to ol
education stak
continuous prc
2.
J.
4.
5.
$nrrucr
[. "Growth il
a. What d
Define de'
developme
State the :
perspectiv(
teachingJe
as you te:
Research I
developme
a. Illustratr
b. How d
pnrximo
pencils
than th
practice
develop
4.
7.

8. l
t
t
I
I
p regula-
[t l goals
pv among
hdr middle
I dre back
lcr stage.
p practice
tsng which
P; in early
:hich were
I Education
of human
poach we
linciples of
iial, social
' are closely
sre domain
ce in other
rent follow
skills, and
from child
nt areas of
rrd continu-
nc€.
rulative and
md optimal
leaming to
self-regula-
sistent rela'
for positive
iluenced by
I the world
rys; a wide
effective in
Part I Unit 1 Module 1 - Human Danelopment: ilteaning, Concepts and Approacfies
10. Play is an important vehicle for developing self-regulation as
well as for promoting language, cognition, and social compe-
tence.
ll. Development and learning advance when children are
challenged to achieve at a level just beyond their current
mastery, and also when they have many opportunities to
practice newly acquired skills.
12. Children's experiences shape their motivation and approaches to
learning, such as persistence, initiative, and flexibility; in tum,
these dispositions and behaviors affect their learning and
development.
This course is focused on the development of the child and the
&lescent, who are your clientele in basic education. Necessarily, you
rfll be occupied only with the child and adolescent. So then, of what
ipificance is your understanding of life-span development, a develop-
urt ffrat includes the entire human lift cycle from conception to adult-
bod? You can apply what you will leam about life-span development as
yin relate to yourself, to your fellow teachers, to parents of ydur
sdents, to other colleagues in the teaching profession and to other
oducation stakeholders. It is inspiring to note that development is a
cuttinuous process.
+
{SmrucATroil
*Growth is an evidenpe of life."
a. What does this mean?
Define development in your own words. Translate the meaning of
development in Filipino and iri your local dialect.
State the 5 major principles of human development from a life-span
perspective. Give at least one application of each principle in the
teachingJeaming process. What have these principles to do with you
as you teach learners?
Research further on the cephalocaudal and proximodistal patterns of
development.
a. Illustrate both patterns by a drawing or diagram.
b. How do you app.ly your knowledge of cephalocaudal and
proximodisal pattems of development in your teaching? Hint The
pencils of pre-K, Kindergartners and Grade t pupils are bigger
than those of pupils in the higher Grade levels. Does this
practice have something to do with proximodistal patterns of
development?

9. Child and Adolescent Development: Looking at Leamers at Different Life Stages
5. Interpret the following quotations in relation to human
development:
a. "Every man is in certain respects like all other men, like some
other men, no other man." (Murray, H.A. & C. Kluckhohn)
b. "Man is an unfinished'project. He is always in the process of
becoming."
6. In the light of researches on human developmen! which of the trvo
approaches is closer to the truth traditional or lifespan? Why?
7. If your approach to human development is traditional, are the
characteristics of human development from a life-span perspective
acceptable? Explain your answer.
/
rr [lil
: BIG IDTAS
Do the following to ensure mastery of the big ideas presented in
this chapter.
Meaning of human development
Four principles of human development and ttreir educational implica-
tions.
F
4. Two appn
l--
lDevelopment o
I
@
I
lDevelopmental
I
of studv
L
5. Characteri
perspecti
3. Patterns of development
a. The direction of groMh
from
b. The direction of growth
from
following the cephalocaudal pattern
to , the
following the proximodistal
to the
paffern is
Principle
a.
Educationat lmplication
b.
c.
d.

10. human
F some
ohn)
ress of
itre trvo
hy?
are the
Epective
pnted in
implica-
Part I Unit 1 Module 1 - Human Developinent Meaning, Concepts and Approaches
{ Two approaches to human development
Ibaditional vs. Life-span Approach
Characteristics of human development from a life-span
perspective.
Danelopment during childhood
[helopment during adulthood
lbelopmental stage/s as focus
d strdy

11. Child and Adolescent Developrnent Looking at Learners at Difierent Life Stages
6. ln , one sentence, "write the principlb
expressed in this Venn diagram. .'
on human'development
MREtLt(
Guide Ques
l. You are a
other livi
evidence
developinl
2. As a tea<
Read anc
fantastic
Teddy en
As he stood ;
school, she t
looked at het
Howbver, tht
slumped in h
Mrs. Thompst
hb did not p,
messy and tt
could be un,
would actualt
pen,. making
popers.
At the schoo
review each
However, u'hr
Teddyb first
ready laugh.
isajoytob
on excellent
because his r
a struggle. I
been hard o'
show much i
steps aren't
withdrawn a
have many fi
7. Discuss the meaning of the quotations written beneath the title of
these Unit and Module. Relate the quotation to your life.
,':^'t
-
-
-'---
'
.:,, RISEARCH
*__tu
Research and reid any'research on human development' Give an
abstract of the research by stating the:
l.) problem
2.) methods
3.) findings
4.) conclusions
q- ffsI YouR ultDtRsTAttDtt{G
Put a y' check before a correct statement and an I before a
wrong one. [f you put l, explain whY.
l.Development is a pattern of change.
2. Development is either growth or decline.
3.From both traditional and life-span perspectives'development is
lifelong.
4.ln the development process, there are things that hold true to
all people.
5. Individuals develop uniformly.
6.Developmtint is predictable because it follows an orderly
process.
7. Development is unidimensional.
8. Development takes place in a vacuum.
9.The effect of biological process on development is
isolated from the effect of cognitive and socioemotional
processes.

12. lopment
title of
Give atr
before a
pment is
d true to
orderly
ment is
motional
Pa( I Unit 1 Module 1 - Human Development: Meaning, Concepts andApproaches
&REttECroN
Gukle Questions:
I- You are a bundle of possibilities. You are meant to develop like any
other living thing or else you will rut. Remember "Growth is an
evidence of life." If you are alive, then you must be growing and
developing. Are you on your way to development?
i As a teacher, you are a facilitator of the development of learners.
Read and reflect on how one great teacher played a role in the
fantastic development of a child. Here is a true-to-life story of
Teddy emailed to me by a a dear friend.
ls lp stood in front of her 5't' grade class on the very fir* day of
rlnol, she told the children an untruth. Like most teachers, she
bked at her students and said that she loved them all the same.
Hov?ver, that was impossible. Because there in the front row,
fuiped in his seat, was a little boy named kddy Stoddard.
Ifrs Thompson had watched kddy the year before and noticed that
b did not play well with the other children, that his clothes wdre
rcssy and that he constantly needed a both. In addition, Teddy
could be unpleasant. It got to the point where Mrs. Thompson
wuld actually take delight in making his papers with a broad red
pn, making bold Xb and then putting a big "F" ot the top of his
FWTS.
It the school where Mrs. Thompson taught, she was required to
t*'iew each child's past records and she put Teddyb off until last.
Ho*,ever, when she reviewed his file, she was in for a surprise.
Teddy's first grade teacher wrote, 'Teddy is a bright child with a
rcady laugh. He does his work neatly and has good manners... He
is a joy to be around...'His second grade teacher wrote, 'kddy is
sr excellent student, well liked by his classmates but he is troubled
bcause his mother has a terminal illness and life at home must be
a struggle. His third grade teacher wrote, 'His motherb death has
ben hard on him. He tries to do his best but his father doesn't
dpw much interest, and his home life will soon affect him if some
geps aren'l taken. Teddy's fourth grade teacher wrote, 'Teddy is
vithdrawn and doesn't show much interest in school. He doesn't
lruve many friends and he sometimes sleeps in 'class.'

13. Child and Adolescent Development: Looking at Leamers at Different Life Stages
By now, Mrs. Thompson realized the problem and she was usktmed
of herself. She felt even worse when her students brouglot her
Christmas presents wropped in beautiful ribbons anel brigi',i pilpet',
except for kddyls. llis present was clumsily wrapped in the heavy,
brown paper that he got from a grocery bag. Mrs Thompson took
pains to open it in the middle of the other presents. Some of the
children started to laugh when she found a rhinestone brdcelet with
some of the stones missing, ond a bottle thot was one-quarter full
of perfume... But she stifled the children's laughter when she
exclaimed how pretty the bracelet was, putting it on, and dabbing
some of the perfume on her wrist. Teddy Stoddard stayed after
school that day just long enough to soy, 'Mrs. Thompson, you
smelled just like my Mom used to.'
After the children, she cried for at least an hour. On that very day,
she quit teaching reading, writing and arithmetic. Initead, she began
to teach children. Mrs. Thompson paid particular attention to Teddy.
As she worked with him, his mind seemed to come alive. The more
she encouraged him, the faster he responded. By the end of the
yean kddy had become one of the smartest children in the class
and, despite her lie that she would love all the children the .tame,
Teddy became one of her 'teacher' pets..
A year later she found a note under her door, from Teddy, telling
her that she was the best teacher he ever had in his v,hole life.
Six years went by befare she got another note from kddy. I{e then
wrote that he had finished high schobl, third in his class, and she
was still the best tea'cher he ever had in his life.
Four. years after that, she got another lette4 saying that while things
had been tough at times, he'd stayed in school, had stuck with it,
and would soon graduate from college with the highest of honors.
He gssured Mr,s. Thompson that she was still the best ant{ favorite
teacher he had ever had in his whole life.
Then four years passed and yet another letter cqme. This time he
explained that after he got his bachelor s degree, he decided to' g:a
a little .further. The letter explained that she was still the best and
.favorite teacher he ever had. But now his name was a little
longer... The letter u,as signed, Theodore F. Stoddard, M.D.
The story does not end there. You see there was yet another letter
that spring. kddy said he had met this girl and was going to be
married. He explained that his father died a couple of years ogo
Par
ond he was v'o
wedding in the
the groom. Of
wore that brac(
over, she mad'
remembered his
They hugged ,
Thompson's eat
Thank you so't
that I could mt
Mrs. Thompson
'You have it a
could make a
wu.'
(For you that do
Des Moines that
Writi down

14. 9,::;itt']'l(d
giit her
J Ddper,
I leavy,
bn took
I o-f the
,let with
ner full
ben she
dabbing
rci aJier
on. you
en' day,
e began
o Teddy.
he more
I o.f the
he class
P Some,
relling
! ife.
Iie then
attd she
le rhings
';: ith il,
' honors.
.:uvorite
time he
zci to go
be.st o.nd
i; little
).
er letter
ag to be
TQrS AgO
Part I Unit 1 Module 1 - Human Development:.Meaning, Concepts andApproaches
and he was wondering f Mrs. Thompson might agree to sit at the
wedding in the place that was usually reserved for the mother of
the groom. Of course, Mrs. Thompson did. And guess what? She
wore that bracelet, the one .with several rhinestones missing. Morg-
over, she made sure she was wearing the perfurne that Teddy
remembered his mother wearing on their last christmas togethen
They hugged each other and Dr. Stoddard whispered in Mrs.
Thompson's eor, 'Thank you, Mrs. Thornpson for believing in me.
Thank you so -much
for making me feel important a:nd showing me
that I could make a dffirence.'
Mrs. Thompson, with tears in her eyes, whispered back. She said,
'You have it all wrong. You were the one who taught me that I
could make a dffirence. I didn't know how to teach until I mer
w.t.'
(For you that don't know, Teddy stoddard is the doctor at rowa Methodist in
Des Moines that has the Stoddard Cancer Wing,)
Writd down your reflections.
t
,e

15. Child and Adolescent Development: Looking at Leamers at Different Life Stages
rllroDulE 2
The Stages of Development and
Developmental Tasks ffiffii 0.,'
Study tt
pictures, then
l. Do the
2. Symboli
for the
3. If you
you lik
group.
G+
Soro
Pre.natal perir
Referring
following questi,
"How ./i't
and gyov, and
what v,ill it bt
born is on a t
(HAtI.tNGT
In this Module you are challenged to:
o define developmental tasks in your own words.
o identify developmental stages of learners in different curriculum
year levels.
o describe the developmental tasks in each stage.
o state for yourself how these developmental tasks affect your role
as a facilitator of learning.
W TNTRoDUCTToN
For every developmental stage, there is ari expected developmental
task. What happens when the expected developmental tasks are not
achieved at the corresponding developmental stage? How can you help
children achieve these developmental tasks?

16. Part I Unit 1 Module 2 -The Stages of Development and Developmental Tasks
nt and
brpuz, Ph.D.
curriculum
mt vour role
br elopmental
asks are not
can you help
ffiffiACTI,TTY
Study the pictures and the descriptions below each set of
pictures, then answer the following questions.
l. Do the pictures suggest the respective developmental stages?
2. Symbolize each developmental stage. Give a symbol that stands
for the developmental task for each stage.
3. lf you were given a chance, which developmental stage would
you like to be in? Why? Share your, answers with your small
group.
7-8 WeekHuman Emhryo
Sour<:e : h.! tp : lwwta)rtn^e hmd. cttnt,l ba ht.i
slideshow.conteption
Sow'ce: Santrock, J.W'. Lfe-Span Development, &th Editbn, 2002.
Pre-natal period
Referring to pre-natal developrnent, Santrock (2002) asked the
following questions sr-rccintly':
"Hov, .fiont .so sintple u beginning tlo endles.s .fbrms develop
and grow and mutura'? W'hut u,u.s this organism, u,hal is it now, and
whot u,ill it become'? Birth's./i"agile moment arrive,s, when the new-
born is on a thtre,vhold hetween two u,orlds."

17. Child and Adolescent Development: Looking at Leamers at Different Life Stages
Photos by Socrates Paclibar and Peter Mauris Dicang
Infancy (from birth to 2 years)
A,s newborn., we were not empty-headed organisms. We cried,
kickecl, coughed, sucked, saw, heard and tasted. We slept a lot and
occasionally we smiled, although the meaning of our smiles was not
entirely clear. We crau,led and then we walked, a .journey of a
thousand miles beginning with a single step. ...Sometimes we
conformed, sometimes others conformed to us. Our development was
a conlinuous creation o.f complex forms, and our helpless kind
demanded the meeting eyes of love. We split the universe into two
halves: "me qnd not me." And we juggled the need to curb our
own u,ill with becoming what we could will freely. (Santrock,.2002)
Photos by Glori
Early.Childh
In early
four years ot
our lives so
grasped yet.
mythologies
took wings. 7
small world
people. When
be confused rt

18. i. Ilb cried,
,t a lot and
iles was not
turney of a
netimes we
'opment was
ipless kind
'se into two
lo curb our
tock, .2402)
Part I uhit 1 Module 2 - The stages of Development and Developmentat rasks
Hnotos by Gtoria C. eldham, Lovelyn and Socrates paclibar
Early.Childhood (3 to 5 years)
In early childhootl, our greatest untold poem was being only
four years old.^ We skipped, played, and ran all day long, never in
our lives so busy, bu.sy becoming sdmething we had not quite
grasped yet- who knew.our thoughts, which worked up into small
mythologies all our own. our thoughts and images and drawings
took wings. The blossoms qf our heart, no wind courd touch. our
small world widened as u,e discovered new refuges and new
people. When u,e said "1" we mednt something totally unique, not to
be confused with any other." (Santrock; 2002)
Photos by Gloria C. Oldham, Lovelyn

19. child and Adolescent Development: Looking at Leamers at Different Life stages
Photos Socrates Paclibar and Nicolas
Middte and Late Childhood (6-12 years)
"In middle and late childhood, we were on a dffirent plane,
belonging to a generation and a feeling properly our own. It is the
wisdom of human development that at no other time we ane mone
ready to learn than at the end of early childhood's period of
expansive imagination. Our thirst was to know and to understond.
Our parents continued to cradle our lives but our growth was
also being shaped by successive choirs of friends. We did not
think much about the ./uture or the past, but enjoyed the present."
(Except .for a .fev' words, the paragraph is taken from Santrock,
2002)
Adolescence
"In no o
for us. We c
the zodiac'. .ll'
tried on one ;
We v,anted on
up the prftit
found that .fir
dance. In out
acquainted u'it
confined to o
fragile cable
generation v,a
two but lastin
roots, the otht

20. Part I unit 1 Modure 2 - The stages of Deveropment and Deveropmentar rasks
Photos by socrates and Lovelyn c. paclibar and Emma A. Nicolas
I plane,
b is the
? mone
riod of
brstand.
tth was
did not
|esent."
tntrock,
Adolescence (13-18 years)
"In no order of' thing.s u,as adorescence, the simpre time of tife
for us. we clothed our.s,erves u,ith rainbows and went ,brave
es
the zodiac',.flashing ./iom onc encr o.f the v,orrd to the other we
tried on one .fhce ctfier onother, .vearching ./br a face of our own.
we wanted our parent.s ro uncrerstand us and hoped they wourd give
u! the privilege qf unclerstanding rhem. Wi *rntia to fty but
found that .firsl we had to learn to- stand and walk and climb and
dance. In our most pimply antl awkv,ard moments we became
acquainted u'ith .sex. we prayed .furiousry at adurt games but were
confined to ct society o/' our ou)n peers. ou, geniration was the
fragile cable b), u'hic,h the besr antl the ,ori, of our parents,
generation was tran,tmitted to rhe pre.sent. In the end, there were
lwo but lasting bcque.st.s,ur parenrs courd reave us - one being
roots, the other u,ing,s. (Santrock, 2002)

21. child and Adolescent Development: Looking at Learners at Different Life stages
by L. Ruth Lovelyn C. and Emma A. Nicolas
Early adulthood (19-29 years)
Early aclulthoocl is a time for work and a time for love,
sometime,s leaving little time .for anything else. For some of us, find-
ing our place in adult society and committing to a more stable life
toke longer than we imagine. We still ask ourselves who we are
and wonder if it isn't enough .iust to be. Our dreams continue and
our thoughts ore bold but at. some point we become more pragTtatic.
Sex and love are powerful passions in our lives - at times angels
o.f light, at other times o.f' torment. And we possibly will never
know lhe ktve o.f our porents until we become parents ourselves.
(Santrock, 2002).
Uiddle adul
In mi,idi
:!B- Fot'sctntc
*" neeti lr, ,i
fri coutltura,
agc. titore tint
mie. howa.,'ct
rpec'ial .fltr.',
discipline oi
ryed adults v
,an-r ili ti r;:;,
"S*rtrror'k. lttr

22. time for love,
tme of us, find-
norc stable life
gs v,ho we are
s continue and
more pragmatic.
at times angels
blv will never
rents ourselves.
Part I unit 1 Modure 2 - The stages of Development and Developmental rasks
Photos by Soc & Lovelyn Paclibar, L. Ruth c. Taylor, Lilian Marie c. Dicang
Mirldle adulthood (30-60 years)
In midtlle ad,rlthood uthat ute hav,e been forms what we will
be. I;or sonte o.f- u,s. midtlla age is such a fogg place, a time when
we neecl lo di.;c'over v'hut v,e are running .from and to and why.
we compare ou, li.fb v'ilh v,hat vts 1t6vts5J to make it. In middle
age, tnora tintc.ttrclchc,s he.fitre us and some evaluations have to be
made, hov,ever reluctanrlv. A,s rhe young/old polarity greets us with a
special .f'orce. y,e neetl to .join the daring of youth with the
discipline o.f-age in u v,o)t rhar does justice to both. As middle-
aged uclttlt, y,a (,ot11(: to ,sen,e that thc generations of living things
pass in tt .shrtrr v'ltilc rrntl lika runnar,s hand on the torch o.f li.fe.
(,untn,r'k. )0())t

23. child and Adolescent Development: Looking at Learners at Different Life Stages
Photos by Rodel ts. uarpto, ulona u. ulonam, Lovelyrr ,. Tdurrucrr
Nicolas
Late adulthood (61 years and above)
"The rht,thnt and nteaning of human development eventually
wencl their t4taj) lo lute odulthood, when each of us stands alone at
the heart o./'the etrrth antl "suddenly it is evening"' We shed the
leaves of youth and are stripped by the winds of time down to the
truth. We learn that tife is lived forward but understood baclanard.
We trace the connection between the end and the beginning of life
and try to .figure out v,hat this whole show is about before it is
ot)er. (Jltintarelv t4'e come to knout thal we are what survives of us'
(Sanrrock, 2002).
Quruus
How n
these s
giw b
Havigh
l. ird
2. mi
3.d
4. ea
5. mi
6. ld
Whd "r
What t
Dma
m€nt 0
Refer t
the ne:
HaYidt
L
3.
,t
l.
5.
by Rodel B. CarPio, Lovelyn Paclibar,

24. Part I Unit t Modub 2 - Tlre $ages of Darebpnpnt and Dewlopnental Taslc
Q mlrYsrs
l. How many developmental stages were described? How do
these stages compare to Havighurst's. develop;nental stages
given below?
Havighurst has identified six major age periods:
l. infancy and earlf childhood (0-5 years),
2. middle childhood (6-12 years),
3. adoleicence (13-18 years), .
4. early adulthood (19-29 years),
5. middle adulthood (30-60 years), and
6. later maturiry (61+).
What is an outstanding trait or behavior of each stage?
What .task/s is/are expected of each developmental stage?
Does a developmental task in a higher level require accomplistr-
ment of the lower level developmental tasks?
Refer to Havighurt's Developmental Tasks given in the table on
the next page. Match the descriptions given by Santrock. Ar€
Havighurst and Santrock saying the same things?
2.
3.
4.
t eventually
nds alone at
ll e shed the
dov'n to the
,d backward.
nning of life
be,fore it is
rvives of us.
r, Emma A.

25. Child
and
Adolescent
Development:
Looking
at
Leamers
at
Different
Life
SCages
o
ngsml
I'
Concept
of
ln
each
of
eVery
indir
that
'oarises
al
which
leads
t
to
urthappine
(Havighurst,
I
Developmer
The
eig
with
Havighu
not
include
pr
hood
while
S
developmental
The
develo
Let's
d,
compare
Prenatal
dous
gr,
brain
at
Infancy
depende
ginning
bnd
soc
Early
cl
are
the
self-suf/,
ness
s*,i
Middle
school
;
arithme
larger
t
tral
the,
Adolesc,
of
age)
height
t
ment
o.
breasts,
the
voit
and
l.
2.
3.
4.
5.
Ea
B
-EEq
€g
:e
E
:;
.gri.gE;cagt
SBsE*
ss
+c;+ti.+;EEeEEEHE
o
.f
a-l
9P
bo
6
o
o0
69
,e
€P
o.
F-
E
s
e3
Ei*B
;
B
t
Er
H"Eg
E;Eap.1.g,."*;
aE€
;5
F#E;;
rErg€
EEt
EeegE$-
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+
c.l
.9
>r
>.=
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S'a
cO
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o.
E9
F-
-(c.l*nO
E
E
EE?gE
S
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e&IE
Ls.E
is
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o
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q)
a
o
q)
c)
a

26. Part I Unit 'l Motture 2 - The stages or Deveropment and Deveropmentar rasks
o msmACTtoN
A
Concept of developmental tasks
In each stage of development a certain task or tasks are expected
of every individual. Robert Havighurst defines developmental ask as one
that "arises at a certain period in our life, the successful achievemdrrt of
which leads to happiness and success with rater tasks while failure teads
to unhappiness, social disapprovar, and difficulty with later tasks.,'
(Havighurst, 1972).
Developmental stages
The eight (8) developmental stages cited by Sanhock are the same
with Havighurst's six (6) developmental stages only that Havighurst did
not include prenatal period. Havighurst combined infancy and early child-
hood while santrock mentioned them as two (2) separate stages. These
developmental stages are described more in detail in the next paragraphs.
The developmental tasks (Santrock, 2002)
Let's describe the developmental tasks as described by santrock
and compare them to those listed by Havighurq! himself.
l. Prenatal period (from conception to birth) - It involves tremen-
dous growth- from a single cell to an organism complete with
brain and behavioral capabilities. .
2. Infancy (from birth to lB-24 months) - A time of extreme
dependence on adults. Many psychorogicar activities are just be-
ginning ' language, symbolic thought, sensorimotor cooidination
'and
social learning.
3. Early childhood (end of infancy to 5-6 years (Grade I) - These
are the preschool years. young children learn to become more
self-sufficient and to care .foi themserves, deve'lop school readi-
ness skills and .spend many hours in play with peers.
1. Middte and lare chitdhood (6 -ll years of age, the elementary'
school years) - The fundamentat skitts of reidtng, writing aid
arithmetic are mostered. The chird is formally ixposed io the
larger u,orld and its cuhure. Achievement becomes'a more cen-
tral theme of the childb world and self-control increases.
,. Adolescence - (10 - 12 years of age ending up to Ig-22 years
o! ,Sr) Begins with rapid physical changes-- dramatic gains in
height and weight, changes in body coitour, ond the Zevelop-
mgnt o.f sexual characteristics such as enlargement of the
byeasts, development-of pubic and .facial hair aid deepening of
the voice. Pur.suit of independence and identity are promiieni.

27. Child and Adolescent Development: Looking at Leamers at Different Life Stages
Thought is more logical, absffact and idealistic. More time is
spent outside of the family.
Early adulthood (from late teens or early 20s lasting thruugh
the 30s) - It ls a time of establishing personal and economic
independence,'career development, selecting a mote, learning to
live with someone in an intimate way, starting a family and
rearing children.
Middle adulthood (40 to 60 years of age) - It is a time o!
exponding personal and social involvement and rcsponsibility; of
assisting the next generation in becoming comrytent and mature
individuals; and of reaching and maintaining satisfaction in a
career
Late adulthood (60s atnd above) It is a time for adjustment to
decreasing strength and health, l.ife review, retirement, and
adjustment to new social rules.
#3-Ar
High sch
Allow sma
a. Come
develop
b.Doar
and de
use tl
in the
c. Sing a
Discuss t
lesson. I
iH
BIG IDT
l- Complete
Developn
f Show tl
inclusive
and deve
$,nrnrcArrc]r
l. Answer this question with a learning partner. What are the
implications of these developmental asks to your role as a facilita-
tor of learning? Let's pay panicular ittention to the stages that
correspond to schooling - early childhood, middle and late
childhood and adolescence.
Let's do #1. Early Childhood - What are preschool teachers
supposed to do with preschoolers? Help them develop readiness for
school and not to be too academic in teaching approach. They
ought to give much time for preschoolers to play. Or perhapo help
preschoolers' develop school ftadiness by inEgrating children's games
in school activities.
# 2 - Middle and L,ate childhood
Elementary school teachers ought to help their pupils by

28. I time is
i thruugh
*onomic
tztng to
sily and
I time of
bility: oI
d maturc
|ion in a
Itment to
Dnt, and
I are the
e facilita-
hges that
and late
teachers
dirrcss for
rch. They
ilaps help
n's games
Part I Unit 1 Module 2 - The Stages of Development and Developmental Tag<s
= I - Adolescence
High school teachers ought to help their students by
e -AJlow small groups to do each of the following:
a- Come up with an object to symbolize each period or stage of
development.
b- Do a multimedia presentation of the outstanding characteristics
and developmental tasks of each developmental stage. you may
use the text of Santrock found under each collage of pictures
in the ACTIVITY PHASE of this lesson.
c. Sing an appropriate song for each developmental stage.
a Discuss the meaning of the quotation beneath the title of the
lcsson. Relate it to the stages of development,
F ue DEAS
L Complete this unfinished sentence.
Developmental tasks are
A Show the developmental stages by means of a diagram
inclusive of the ages. write also the outstanding bharacteristic trait
and developmental task of each developmental stage.
w

29. child and Adolescent Development: Loqking at Leamers at Different Life Stages
Tesr voun UnoeRsramtxc
I. Put a check (r/) beside those statements that are correct and an
(t) bebide those that are wrong. If your answer is an l,
explain why.
,
l. Developmental tasks are only for the first 3 stages of
human development.
Failure of achieving developmental tasks in an earlier
stage also means failure for the leamer to master the
developmental task in the next stage.
Preschool age colresponds to early childhood stage.
4. Adolescence is middle and late childhood stage.
.'.
5. Teenage is middle childhood.
6. Mastery of fundamental skills is a major concern during
early childhood.
7. Play is a great need of children in middle olildhood.
8. Preparing children for school readiness is the major
concem of middle childhood.
rnE
2.
f l#l cn
tc 1or r
lEb
iE dt
tlrig rrr
dhd
rdst

30. [rect and an
sr is an I,
t 3 stages of
in an earlier
!o master the
nd stage.
gage.
concern during
lc childhood.
ss is the major
Part I Unit 1 Module 2 - The Stages of Development and Developmental Tasks
MRIruEc,olr
l. Reflect on your early childhood, middle and late childhood days.
Were you able to acquire the developmental tasks expected of early,
middle, late childhood and adolescence. What facilitated your acquisi-
tions of the ability to perform such tasks? Write your reflections:
2. 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.

31. Child and Adolescent Development: Looking at Learners at Different Life Stages
moDuffi 3
lssues on Human Development
- Brenda B. Corpuz, Ph.D.
ttTNGE
kr this lesson you are challenged to take an informed stand/position
on the three (3) issues on development.
W TNTRoDUCTToN
Each of us has his/trer own informal way of looking at our own
and other people'-s development. These paradigms of human development
while obviously lacking in scholastic vigoq provide us with a conceptual
framework for understanding ourselves and others. Scholars have come
up with their own models of human development. Back up by solid
research, they take stand on issues on human development.
ffi&ACTrvril
(This is supposed to be assigned at least more than one week
before the scheduled debate)
Small group Debate
Divide the class into 3 small groups. Let the groups choose their
topic for debate. Here are the topics and issues:
l. Nature versus Nurture - Which has a more significant influence
on human development? Nature or nurture? Nature refers to an
individual's biological inheritance. Nurnre refers to environmental
experiences.
2. Continuity versus Discontinuity - Does development involve
gradual, cumulative change (continuity) or distinct changes
(discon
our de'
acacia
butterfl
3. Stabilit
stabili
experir
d i ffer
develo;
RePort
debate
@, mmv
After e'
teacher facilitl
LWhor
you c1
nature
2. Who I
argun
benryex
3. Who
more
o ngsml
A
The iss
sparked anin
to do well il
society's 'mas
reason molt ,
in old age? |
For children r
poor schoolir
,remove the ',
(Santrock, 20r

32. ,rent
wuz, Ph.D.
hd/position
at our own
bvelopment
t conceptual
have come
p by solid
r one week
choose their
nt influence
refers to an
tvironmental
ent involve
rct changes
Part I Unit 1 Module 3 - lssues on.Human Developrnnt
(discontinuity). To make it more concrete, here is a question: Is
our development like that of a seedling gradually growing into an
acacia tree? Or is it more like that of a caterpillar becoming a
butterfly?
3. Stability vs. Change * Is devetopment be$ described as involving
stability or as involving c.hange? Are we what our first
experiences have made of us or do we develop into someone
different from who 'we were at: an r"rlirr 'point in
,..--:
Report to the whole class what transpired in your small group
debates.
Q nunrYsrs
After every small group presentation to the whole class, the
Eacher facilitates the whole class discussion and asks the following:
l. Who are pro-nature? Pro-nurture? Are there additional r€asons
you can give in favor of nature/nurture? Who are neither for
nature nor nurture? Why?
2. Who go for continuity? Discontinuity? Can you give additional
arguments do defend continuity/discontinuity? Who are in
between continuity and discontinuity? Vhy?
3. Who claims stability is more.correct than change? Change 'is
more corect than stability?
o agsmAcTrou
I
The issues presented can be translated into questions that have
ryarked animated debate among developmentalists. Are girls less likely
m do well in math because of their 'feminine' nature or because of
siety's 'masculine' bias? How extensively can the elderly be trained to
tulson more effectively? How much, if at all, does our memory decline
h old age? Can techniques be used to prevent or reduge the decline?
For children who experienced a world of povea.),, neglect by parents, and
poor schooling in childhood, can enriched experiences in adolescence
.trmove the 'deficits' that they encountered earlier in their development
(Srrnock, 2002)?

33. Child and Adolescent Development: Looking at Leamers at Different Life Stages
Based on the presentations, each one has his4rer own explanations
for his/her stand on the developmental issues. What is the right answer?
Up to this time. the debate continues. Researches are on-going. But let
me tell you that most life-span developmentalists recognize that extreme
positions on these issues are unwise. Development is not all nature or
all nurture. not all continuity or discontinuity and not all stability or all
change (Lerner, 1998 as quoted by Santrock, 2002). Both nature and
nunure, continuity and discontinuity, stability and change characterize our
life-span development. ... The key to development is the interaction of
nature and nufture rather than either factor alone (Rutter, 2001 as quoted
by Santrock, 2002). In other words, it is a matter of "both-and" not
"either-or". Just go back to the quote beneath the title of this lesson
and the message gets crystal clear.
To summarize, both genes and environment are necessary for a
person even to exist. Without genes, there is no person; without environ-
ment, there is no pierson (Scan and Weinberg, 1980, quoted by Santrock,
2002). Heredity and environment operate together -or cooperate and
interact - to produce a person's intelligence, temperament, height,
weight... ability to read and so on.
lf heredity and environment interact, which one has a greater
influence or contribution, heredity or environment? The relative contribu-
tions of heredity and environment are not additive. So we can't say
50% is a contribution of heredity and 50o/o of environment. Neither is it
correct to say that full genetic expression happens once, around concep-
tion or birth" after which we take our genetic legacy into the world to
see how far it gets us. Cenes produce proteins throughout the life span,
in many different environments. Or they don't produce these proteins,
depending on lrow harsh or nourishing those environments are. (Santrock,
2002).
@nmrrcAilolr
Let's find out where you can apply what you learned from a
discussion of these developmental issues.
l. Convinced of the interactive influence of heredity and environ-
ment on the development of children, prepare for a powerpoint
presentation for parents to show them how crucial their role is
in the development of their children. Remember that heredity
is already fixed. Their children have been born and they have
passed on these inherited traits at conception and that they
cannot do
how they
by creatir
. heredity, e
conceptior
quality an
tions, and
Do not lose
tion. At the
parents should
development of tl
part.
2. Do the s
Psycholog
a group a
3. Discuss I
"The frigh
parents, pr
4. Here is ,
Months S
2010 Issu
the follor
. Does t
individr
' a persc
. Read tl
highli$
on stal
PERNfu
experir
answer,
How the Fi
What makes
be anxious, over
to heart attacks,
' There's a lir
way we are beca
of our childhood
lifestyle choices
But there's r

34. I
I
t erplanations
[*rt answer?
prng. But let
lOrd extreme
.ll nature or
pbiliry or all
L nature and
rrterize our
fuaaion of
Bl as quoted
hdh-and" not
of this lesson
mssary for a
lhout environ-
I b1' Santrock,
noperate and
ment, height,
has a greater
hive contribu-
rre can't say
t Neither is it
round concep-
r the world to
t the life span,
these proteins,
are. (Sanffock,
earned from a
fy- and environ-
r a powerpoint
il their role is
r that heredity
and they have
and that they
Pad I Unit 'l Module 3 - lssues on Human Development
cannot do anything anymore to change them. So concentrate on
how they can contibute to their children's favorable developr.nent
by creating the environment conducive to development. Like
herediry environment is complex. It includes nutrition as early as
conception, parenting, family dynamics, schooling, neighborhood
quality and biological encounters such as viruses, birth complica-
tions, and even biological events in cells.
Do not lose sight of the objective of your powerpoint presenta-
tion. At the end of your powerpoint presentation, the
parents should go home very much convinced of their role in the
development of their children and get very much inspired to do their
part.
2. Do the same presentation (in # l) to a class in General
Psychology where they discuss the nature-nurture debate or to
a group of student teachers.
3. Discuss the implications of this statement:
"The frightening part about heredity and environment is that.we,
parents, provide both."
4. Here is an intere5ting article titled "How the First Nine
Months Shape the Rest of Your Life" from the October 4,
2010 Issue of Time Magaziits. Read, analyze then answer
the following questions:
. Does the article agree that heredity, ehvironment and
individual's choice are the factors that contribute to what
a person may become? Read that paragraph that tells so.
. Read the 4th paragraph again. Focus. your attention on the
highlighted word, PERMANENTLY. Relate this to the issue
on stability versus change issue on p.3l.Does the word
PERMANENTLY convince you that we are what our first
experiences have made of us (stability)? Explain your
answer.
How the First Nine Months Shape the Rest of Your Life
What makes us the way we are? Why are some people predisposed to
be anxious, overweight or asthmatic? How is it that some of us are prone
to heart attacks, diabetes or high blood pressure?
There's a list of conventional answers to these questions. We aie the
way we are becausq it's in our genes. We tul1l out the way we do because
of our childhood experiences. Or our health aRd well-being stem from the
lifestyle choices we make as adults.
But there's another powerful source of influence you may not have
NT
,.-.
t$

35. Child and Adobscent Development: Looking at Learners at Difrerent LiE Stages
considered: your life as a fetus. The nutrition you received in the womb;
the pollutants, drugs and infections you were exposed to during gestation;
your mother's health and state of mind while she was pregnant with you -
all these factors shaped you as a baby and continue to affect you to this
day.
This is the provocative contention of a field known as fetal orjgins,
whose pioneers assefi that the nine months of gestation constitute the most
consequential period of our lives, PERMANENTLY (Underscoring, ririnel
influencing the wiring of the brain and the functioning of organs such as
the heart, liver and pancreas. ln the literature on the subject, which has
exploded over the past l0 years, you can find references to lhe fetal
origins of canceL cardiovascular disease, allergies, asthma, hypertension,
diabetes, obesity, mental illness. At the farthest edge of fetal-origins
research, scientists are exploring the possibility that intrauterine conditions
influence not only our physical health but also our intelligence, tempera-
ment, even our sanity.
As a journalist who covers science, I was intigued when I first heard
about fetal origins. But two years ago, when I began to delve more deeply
into the field, I had a more personal motivdion: I was, newly pregant. If it
was true that my actions over the next nine months would affect my
offspring for *re rest of his life, I needed to know more.
Of course, no woman who is pregnant today can escape hearing the
niessage that what she does affects her fetus. She hears it at doctor's
appointments, sees it in the pregrrancy guidebooks: Do eat this, don't drink
that, be vigilant but never stressed. Expectant mothers could be forgiven for
feeling that pregnancy is just a nine-month slog full of guilt and devoid of
pleasure, and this research threatened to add to the burden.
But the scientists I met weren't full sf dire warnings but of the excite-
ment of discovery - and the hope thal their discoveries would make a posi-
tive differenge. Research on fetal orlgins is'prompting a revolutionary shift
in thinking about where human 4ualities come from and when they begin
to develop. lt's turning pregDancy inlo a scientific frontier: the National
tnstitutes of Health embarked last year on a multidecade study that will
examine its subjects before they're'born. And it makes the womb a promis-
ing target for prevention, raising hopes of conquering public-health
scourses like obesity and heart disease -;:::
#;;::r2::;:*r,rf;,
,, ilIS
:-, . BIG IDEAS
l. With regard to the nurture-nature, continuity-discontinuity and
change-stability controversies, the wiser stand is
q,rilsr Yo
As far as
correct and
conect statemen
I, explain why.
l. I
(
2.
(
3. I
I
I
w RESTAR(
l. Read tl
Hanis (
201
exF
4. Read o
2. State in
book.
3. a. Wat
H
b. In
*de
and
DO
Mrr,rrc
l. Rela
Reflr
you
. becc
envil
here
decir
orfi

36. k womb;
i gestation;
:it you -
Er to this
il orjgins,
r 6e most
rirg, ririne)
rs such as
*tich has
) the fetal
pcrtension,
ril-origins
conditions
B, tempera-
first heard
ue deeply
lErt. If it
effect my
kring the
d doctoris
don't drink
brgivan for
il devoid of
'tre excite-
*e a posi-
funary shift
they begin
ie National
! that will
b a promis-
rblic-health
cfore birth.
tnr 4, 2010
ntinuity and
Part I Unil 1 Module 3 - lssues on Human Derlebpnrnt
q- fisr YouR uNDtRsrA]tDt]tG
As far as our discussiens are concerned, which statement is
correct and which one is wrong? Put a check (t/) before thb
conoct statement and mark I the lwong one. If you mark a statement
l, explain why.
l. Heredity exerts a greater influence on human
developmdnt than environment.
What has been experienced in the earlier stages of
development can no longer be changed.
From the perspective of life-span developmentalist, later
experiences are the key determinants of a person's
development.
i.1
'
RISIARCH
1_1"
l. R,ead the published book The Nurture Assumption, by Judith
Harris (1998).
2. State in not more than 2 paragraphs the thesis of Judith Harris
book.
3. a. Watch "Lonely Only" in your YouTube. Only Children:
Debunking the Myhs About Single Children.
b. In 1896 Granville Stanley Hall describbd only children as
"deficient on the social side",
*petted'l, 'humol€d", *indulged",
and "spoiled". Today, many consider this a MYTH-WHAI
DO YOU THINK?
For related articles, refer to TIME Magazine, July 19,
2010 issue. State in not more than l0 sentences the position
expressed in the YouTube and in the* Time Magazine.
4. Read on Fetal Origin.
2.
J.
MRErLtcrtol{
l. Relate what you leamed here to your 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
decidpd or determined yourself to become? (Self-determination
ot' freedom is a third factor). Write your reflections.

37. Child and Adolesent Development l-mking at Leamers at Diflgrent Life Stages
rUloDuH 4
Research in Child and Adolescent
Deuelopment
- Maria Rita D, Lucas, Ph.D,
- Brenda B. Corpuz, Ph,D.
CHATTENGE
In this Module challenge yourself to:
. explain the basic principles of research.
demonstrate appreciation of the role of teachers as consumers
and producers of developmental research.
read researches on child and adolescent development and make
simple research abstracts out of researches read.
ffi lNTRoDucItoN
You may have a separate 3-unit course on research. This Module
is not intended to be a substitute for that three-unit course. It is sim-
ply meant to supplement what you got or will'still get in the Research
course.
As you may have noticed, most if not all of what is presented
about the development of the child and the adolescent are products of
research. It might interest you to know how these concepts/theories
were arrived at. Or after having been exposed to a number of
researches cited in this Course, hopefully, you may be so inspired that
you, too, would like to start conducting researches on you own or join a
goup for researh.
ACIIVIil
Read each statement below. Do you agree/disagree with each
statement? Put a check mark y' to indicate your answer.
-
I l. Resean
I tallyint
I
I +. Resean
I valid r
I
I s. Teactx
Loo*,
I ' rather
I aassnc
I 6. Thert
I b""uu
I "ond,
I z. stude
I rived
I "ond,
I
I g. stude
I "ond,
I
I q. ttis
I thet
,@ nnl
Sharc
the right si
side. The t
to the righ
will proce
answers.
o lssr
t'
You
about rese
tive regan
out of res
All
a product
to leam a
appropriat
decisions
Statement Yes No
1. Research is only for those who plan to take
master's degree or doctorate degrees.
2. Research is easy to do.

38. bscent
ffi.
W)2, Ph.D.
G#"11#iiiA,+S
ffi
re4'.8t;F:iii,w,
ru';#;/ffin
ffiifl::rl1;Ss
E& 1 ..:.:liriiljiliilllLli:
El:-rl:irr.J:iit.+iiili
I-B l'4:::i+l}i$jiili
Part I Unit I Module 4 - Reseamfi in Child andAdolescent Oantqrnent
Statement Yes No
3. Research is all about giving questionnaires and
tallying the responses.
4. Research with one or two rcspondents is not a
valid research.
Teachers, because they are busy in their class-
rooms, are expected to use existing research
rather than conduct their own research in the
classroom.
5.
6.' There is no need to go into research
because a lot of researches have already been
conducted.
7. Students are mere users of knowledge ar-
rived at by research. It is not their task to
conduct research.
8. Students do not possess the qualifications to
conduct research.
9. It is not worth conducting research considering
the time and money it requires.
Q nnnlsrs
Share your answers among classmates. The teacher will designate
the right side of the room as the "Yes" side and the left as the 'No"
side. The teacher will read each statement and the students Will move
to the right or left side of the room based on their answers. Teacher
will process each question by encouraging students to explain their
answers.
o lrstRACTroN
I
Your answers to the short questionnaire indicate your basic attitude
about research. As a pre-service teacher, it is important to have a posi-
tive regard for research. Best practices in education are usually borne
utt of research. Research informs practice.
All of the topics discussed in this book is, in one way or another,
e product of research. Research is a very reliable means for teachers
b leam about child and adolescent development. When conducted in an
apropriate and accurate manner, it becomes a strong basis for making
&cisions about the things you will do as an efflective teacher.
, consumers
t and make
his Module
l It is sim-
b Research
is presented
products of
pts/theories
number of
nspired that
m or join a
r with each
r.

39. Child and Adolescent Developqr6nt Lookiry at Leamers.afDifierent Lih Stages
Teachers as Consumers/End Users of Research
Research gives teachers and also policy-makers important know-
ledge to use in decision-making for the benefit of leamers and their
families. Well-informed teachers are able to use and integrate the most
authoritative research findings. Research enables teachers to come up
with informed debision on what to teach and how to teach. This
involves decisions related to educational policies, curriculum, effective
teaching-learning processes, and even those involving research, too. It can
help us, teachers, to be more knowledgeable about how to fit our
teaching with the developmental levels of our leamers.
Teachers as Researchers
The .
conduct of research does not only belong to thesis and disser-
tation writers. It is for students and teachers, too. Let us leam how to
conduct research by finding out the different research principles and the
research methods and designs with focus on child and adolescent
development.
The Scientific Method
One important principle in research is adherence to'the scientific
method, since research is a systematic and a logical process. As such,
researchers basically follow the scientific method. Dewey gave us 5
steps of the sciehtific method. They are as follows:
f . identifo and define the problem
2. determinL the hypothesis
3. collect and analyze data
4. formulate conclusions
5. apply conclusions to the:original hypothesis
Simply explained, identifying the research problem is the first
step. This is followed by stating a tentative answer to the research
froblem called the hypothesis. The hypothesis is also referred to as an
"educated guess". How correct is your "educated guess" or "hypo-
thesis"? If you research problem is concerned with determining the
cause of an effect or a phenomenon you have to gather and analyze
data derived from an experiment. This is true with experimental
research. However, if your research problem is concemed wittr describing
data and chaiacteristics about the subjects or phenomenon you are
studying, you do not need to perform an experiment. This is descriptive
research. After analyzing the data, you formulate your conclusions.
Compan
if your origiru
jibes with yot
ciginal hypo
llct your ori$
I
Research Dr
Researr
integrity pn
adolescent de
important th
data-gatherir
are given u

40. Part I Unit I Module 4 - Resoarcfi in Child and Adolescent Developrncnt
I know-
nd their
tre most
GOme up
eh. This
'cffective
F. lt can
o fit our
rd disser-
r how to
r and the
ilolescent
scientific
As such,
pve us 5
i the first
research
to as an
r "hypo-
rining the
d analyze
erimental
describing
r you are
lescriptive
rclusions.
Compare your conclusions to your original hypothbsis to find out
if your original hypothesis is correct or not. If your original hypothesis
jibes with your finding and conclusion, afTirm your hypothesis. If your
ciginal hypothesis does not jibe with your finding and conclusions, re-
lxt your original hypothesis.
Research Designs
Researches that are done with high level of quality and
integrity provide us with valuable information about child and
rdolescent development. To be able to conduct quality research, it is
important that you know various research designs and different
deta-gathering techniques used by developmental researchers. Some
at given and described below:
Research Desiqn Descrlption Strenqths, fVeaknesses
l. Case Study An in-depth look
at an individual. information
about an
individual's fiars,
hopes, tantaiiei,
traumatic
experiences,
upbringing, family
relationships,
health, and
anything that
helps a
psychologist
understand that
person's develop-
ment (Santrock,
2002).
Need to exer-
cise caution
when generalizing
from the informa-
tlon; the subject
of a case study
is unique, with a
genetic make-up
and experiences
no one else
shares; involves
judgements of
unknown reliability,
in that usually no
check is made to
see if other
psychologists
agree with
other observa-
tions (Santrock,
2002t.
2. Conelational
Study
A research design
that determines
associations
Useful because
the more strongly
two events are
Because
correlational
research does

41. child and Adolescent Development: Looking at Learners at Different Life Stages
kctrl
rlrlsfia
f' bsect
not involve the
manipulation of
factors, it is not a
dependable way
to isolate cause
(Kantowitz, et al,
2oot cited bv
correlated, the
more we can
predict one from
the other.
Experimental
research is
limited to what
is observable,
testable and
manipulable.
Failure to achieve
randomisation may
limit the extent to
which the studY
sample is rePre-
sentative of the
parent population
and, with it,
of the findings of
the study.
Experimentation
with humans is
subject to a
number of external
influences that
may dilute the
study results
(Donnan, 2000).
A furtrer limitalion of
experimental research
is that subjects maY
change their
behaviour or resPond
in a specific manner
simply because of
awareness
of being observed -
The only true
reliable method
of establishing
cause and
effect.
A research design
that determines
cause-and-effect
relationships.
The experimental
method involves
manipulating one
variable to determine
if changes in one
variable cause
changes in another
variable. This
method relies on
controlled methods,
random assignment
of variables to test
a hypothesis.
3. Experime.ntal

42. Part I Unit I Module 4 - Research in Child and Adolescent Development
-. I
Dhe I
bnof I
lsnotal
Ie way I
! cause I
z,dal, I
Edby I
, 2002). I
ental I
ls I
l wtrat I
dle, I
ildl
5le. I
o *ni.r. I
ntion may I
extent to I
e study I
b repre- I
rof the I
ppulation I
hit, I
nbility I
ndings of I
II
entation I
nans is I
toa I
of externall
es that I
ute the I
sulb I
r, 2000).
I
hilation of I
ntd research l
Seds may I
lsr I
, o, ,.spono
I
cific manner I
rcause of I
ssl
ooserveo - I
Hawthome effect
(Haughey, 1994;
Clifford, 1997).
4. Naturalistic
Observation
A researfi despn hat
focuses on children's
experiences in nafural
settings.'
This does not involve
any intervention or
manipulation on the
part of he researdrer.
This technique in-
volves observing
subjects in their natu-
ial environment. fhis
type of research is
often utilizqd in situa-
tions where conduct-
ing lab research is
unrealistic, cost pro-
hibitive or would un-
duly affect the
subjecfs behavior,
.One of the advantages
of tris type of research
is hat it allows the re-
searcter to directly ob-
serve the subject in a
natural setting.
The disadvantages of
naturalistic observation
indude he fact Srat it
can be difficult to d+
termine the exact
cause of a behavior
and the experimenter
cannot conbol oubide
variables.
5. Longltudinal This research design
studies and follows
through a single
group over a period of
time. The same indi-
viduals a're studied
over a period of time,
usually several years
0r more.
Allows them to record
and monitor develop-
menhl trends
They are expensive
and tim+consurning.
The longer the
study lasts, the more
subjects drop out -
they move, get sick,
lose interest, etc.
Subjects can bias the
because those who
remain may be dis-
similar to those
who drop out.
6. Cross-sectional A research strategy in
which individuals of dif-
ferent ages are com-
pared at one time.
Allows them to record
and monitor develop-
mental trends. The re-
searcher does not
It gives no informaton
about how individuals
change or about tre
stability of their char-

43. chitd and Adolescent Development: Looking at Leamers at Different Life stages
DlteCathering
Deta€dhedq
Tcchnlque
Physiologk=
Ileasures
1 $andardize(
TesG
I ftrvhrs a
Qwsfbnndrr
1. Observatirn
i. trb*smry
ecmb
individuals to grow up
or become older.
Allows them to record
and monitor develop-
mental trends. lt pro-
vides information that
is impossible to obtain
from cross-sectional or
longitudinal approaches
alone (Santrock, 2002).
It is complex, expen-
sive, and time -con-
suming.
7. Sequen$al This is the combined
cross-sectional and
longitudinal approaches
io learn about life-
span development
(Schaie, 1993 cited
by Satrock, 2002).
This starts with a
cross-sectional study
that includes individu-
als of different ages. A
number of months or
years after the initial
assessment , the same
individuals are tested
again{his is he longi-
tudinal aspect of the
.design. At this later
time, a new group of
subjects is assessed at
each grade level.
Appropriate in a par-
ticular setting when the
purpose of study is "to
create changes & gain
information on pro-
cesses and outcome of
the strategies used"
(Hunt 1987).
Uses different methods,
can get the best out of
the different methods
ernployed, if done well.
Stakeholders are in-
cluded throughout and
so researchers are
more likely to make a
'difference'.
Typically takes place
in one organisation
only at a particular
time and muld not be
interpreted within dif-
ferent organisations in
the same way.
Therefore, research
findings are hard
(impossible) to
generalise.
lf research pailcipanB
do not feel they un-
derstand and 'own' he
research proiect, this
could lead to a poten-
tial conflict of interest
between the re-
searcher and those
participating in the
organisation, but also
between the re-
searcher with some
participants, on the
Action research is a
reflective process of
progressive problem-
solving led by individu-
als working with ohers
in teams or as part of
a "community of prac-
tlce' to improve the
way they address is-
sues and solve prob-
lems (Wikipedia, the
free encyclopedia).
ln he mntext of teach-
ing, action researches
of teachers stem from
their own questions
about and reflections
on their everyday
das$room praetice. ,
Aclion Research

44. Part I Unit I Module 4 - Research in Child and Adolescent Dewlopmed
rnflex, expen-
arrd time -con-
D
cdly takes Place
ne organisation
r at a particular
ad could not be
rpeted within dif-
rt uganisations in
same way.
refore, research
lings are hard
possible) to
eralise.
xeadr particiPanb
not feel they un-
lard and'own'he
nrch proiect, this
I lead to a poten-
conflict of interest
reen the re-
rcher and thoSe
ticipating iir the
rrrsation, but also
ween the re-
lrcher with some
Research Design Description Strengths Weaknesses
one hand and other
members of tn orga
nization, on the,otpr.
Deta-Gathering Techniques
Data-Gathering
Technlque'
Def i n ition/Descri ption
1. Observation Observations can be made in either laboratories dr ma-
terialistic settings. ln naturalistic observation, behavior is
observed in the real world like classrooms, home in
neighborhood.
2. Physiological
Measures
Certain indicators of children's development such
as, arnong others, heart rate, hormonal levels, bone
growth, body weight, and brain activity are measured.
3. Standardized
Tests
These are prepared tests that assess individuals' perfor-
mance in different domains. These tests are administered
in a consistent manner.
4. lnterviews and
Questionnaires
lnvolve aSking the participants to provide information
-
about themselves based on the interview or questionnaire
given by the researcher.
Gathering of data may be conducted through a printed
questionnaire, over the telephone, by mail, in person, or
on-line.
lnformation is obtained by utilizing standardized proce-
dures so that every participant is Bsked the same ques-
tions in the same manner. lt entails asking participants
for information in some structured format.
5. Life-History
Records
Thesp are records of information about a lifetime
chronology of events and activities. They often involve a
combination of data records on education, work, family,
and residence. These include public records or historical
documents or interviews with respondent.
ticipants, on the

45. chikt antt Adolescent Development: Looking at Learners at Different Life stages
Ethical Principles
To serve the genuine purposes of research, teacher researchers
are subject to ethical principles. Just as we have the Code of Ethics
that govems the behavior of teachers, there also exist gthical standards
that guide the conduct of research. These ethical standards serve as
reminders that as researchers, we shguld strive to protect the subjects of
our study and to maintain the integrity of our research. Details of these
ethical principles are found in documents such as the following:
l. Ethical standards of the American Educational Research
Assoc iation http //www.aera.net/uploadedFiles/About-AERA/
Eth icaLStandard s/Eth ical Standards.pdf
' 2. Ethical Standards for Research with Children - Society for
Research in Child Development (USA) http://www.srcd.org/
index.php?optionrcom-content&ask:view&idd8&ltemid: I I 0
3. Standards of the American Psychological Association Conceming
Researc h http ://www. lcsc.edu/po I icy/Po I icy/ I . I I 2a.PDF
We invite you to read and reflect on them.
Common among the three standards given above are the following
considerations for researches conducted with young children and other
vulnerable population which are enumerated by the National Association
for the Education of Young Children (NAEYC).
Some key points are:
l. Research proced'ures must never harm children, physically or
psychologically.
Children and their families have the right to full information
about the research in which they may participate, including pos-
sible risks and benefits. Their decision to participate must be
based on what is called""informed consent." There must be
informed consent procedures with"research participants.
Children's questions about the research should be answered in a
truthful manner and'in ways that children can understand.
Researchers must be honest and clear in their communication.
There should be respect for privacy. Information obtained through
research with children should remain confidential. Researchers
should not disclose personal information or the identity of partici-
pants in written or oral reports and discussions.
Impact of Te
Research
and nothing. t
Evidence sugg
l. teach
rnorc
mone
Pine
2. pa*ic
more
classr
3. teach
leami
(Millr
4. engal
and
edtrct
and
5. teach
and
conn
2007
Teacher
shift from thir
to something
2.
3.
4.

46. lcsearchers
r of Ethics
d standards
ds serve as
r srbjects of
fls of these
ring:
rch
ERA/
Society for
yw.srcd.org/
riFll0
r Conceming
[rc following
en and other
I Association
physically or
I information
ncluding pos-
pate must be
rere must be
ants.
urswered in a
r understand.
nmunication.
ained through
[- Researchers
rity of partici-
Part I Unit I Module 4 - Resebrctr in Child andAdolescent Development
Impact of Teachers' Research Involvement on Teachers
Research itself has proven that teachers have everything to gain
and nothing. to lose when they. get involved in the research process.
Evidence suggests that:
l. teachers who have been involved in resqarch may become
more rcflective, more cnitical ard analytical in their teaching, and
more open and committed to professional development (Oja &
Pine 1989; Henson 1996; Keyes 2000; Rust 2007).
2. participating in teacher research also helps teachers become
more deliberate in their decision-making and actions in the
classroom.
3. teacher research develops the professional dispositions of lifelong
leaming, reflective and mindful teaching, and self-transformation
(Mills 2000; Stringer 2007).
4. engaging in teacher research at any level may lead to rethinking
and reconstructing what it means to be'a teacher or teacher
educator and, consequently, the way teachers relate to children
and students.
5. teacher research has the potential to demonstrate to teachers
and prospective teachers that learning to teach is inherently
connected to learning to inquire (Borko, Liston, & Whitcomb
2007).
Teacher involvement in the conduct of teacher research shows a
*ift from thinking about teacher research as something done ,o teachers
D something done Dy teachers (T.r-ichner 1999; Lampert 2000).

47. child and Adolescent Development: Looking at Leamers at Different Life stages
t A Resear
.ppcars a
. Tde
. Resear
. Date c
. hfiodr
. lrledror
. Findirtr
. Conclu
. Referer
The firs
qtncfun. n
r icue dgt i
*vrt to $c
Ed Tlrc rne
*"*ed in t
fqcd. Ttrc
L curclusion
Fift proble
ft findings ar
t Su$' and
t Absrract.
irr,+ bibliog
ryt
Srrf th€
r clild and
lb using t
-rrch
metl
@,nnrucArlon
l. The class may be divided into groups. Except this Module on
Research. divide the Modules in this book among the groups. Go
over the Modules of the Unit assigned to your group and look
for statements of research findings. If the research design
and the data-gathering techniques were not identified, iden-
tify to the best of your ability what must have been used
in the researches. The Table below can make your task easier.
UniUModule
Statement of
Research Finding
Page
Research
Design Used
Data-
gathering
'technique

48. .
bdule on
ponps. Go
iand look
I design
bd, iden-
cen used
sk easier.
Data-
pthering
:chnique
Pert I Unil I Module 4 - Research in Chitd and Adoies@nt Devetoprnent
L A Research Abstract - A research abstract is a brief summary that
appears at the beginning of the article. It has the following parts:
. lltle
. Researcher/s
. Date of Research
. Intnrduction
. Methods
. Findings/Results of the Study
. Conclusions and Recommendations
. References
The first three (3) are self-explanatory and so need no further
oglanation. The introduction, as the title implies, inffoduces the problem
c issue that is being studied. It includes a concise review of research
rlevant to the topic, theoretical ties, and one or more hypotheses to be
t!!ed. The method section consists of a clear description of the subjects
aaluated in the study, the measures used and the procedures that were
Sllowed. The results section reports the analysis of the data collected.
Tlr conclusions and recommendations state the author/s' answers to the
gecific problems of the studv and suggestions on next steps based on
te findings and conclusions of the study. Methods, Findings/Results of
lhc Study and conclusions and Recommendations constitute ihe nody of
rlc Abstract. The last part of the abstract is the references. These
hclude bibliographic information for each source cited in the research
rport.
Surf the internet for samples of research abstracts/researches
r child and adolescent development. select one research abstract
tlen using the matrix given below, write the problem, the
crcarch methodology, the findings and conclusions.

49. child and Adolescent Development: Looking at Leame6 at Diflerent Lile stages
rI
L Ard
?.Fa
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50. Conclusions
Part I Unit I Module 4 - Research in Child and Adolescent Development
€ sre DEAS
l. Quality research adheres to the scientific method.
L For research on child and adolescent development to serve its
ultimate purpose, researchers must be governed by ethical
principles.
3. There are various research designs and data-gathering techniques.
Which research design and data-gathering technique to use
depends on the nature of the research problem and objective/s of
the research.
4- Teachers are both producers of knowledge when they conduct
research and are consumers or end users of knowledge when
they utilize research findings to improve insffuction.
5. Research has a transformative effect on teachers' self-under-
standing and on their classroom practice. It enables teachers to
develop a better understanding qf themselves, their classrooms,
and their practice through the act of reflective inquiry.
SYNAPSE STRTNGTHTNTRS
research
You may want to replicate a research that you came across
with in your readings of research abstracts (APPLICATION # 2
above). Or you may want to research on a research problem
you consider to be relevant and significant. Have it checked by
your teacher. With your'teacher as resedrch adviser, conduct a
research on the approved problem. Your teacher may set aside
a day or two for the research presentation by group. The
research groups may take turn serving as panel of reactors
during the research presentation. For evaluation, you may use the
Scoring Rubric below for the research paper and the Research
Presentation Rubric for your presentation.

51. I Chird
I
50lr-
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52. Part I Unit I Morlule 4 - Research in Child and Adolescent tlerolopment
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53. ChildandAdolescentDevelopment:LookingatLearnersatDifferentLifeStages
MRErrcrtoN
It is said that because teachers are overloaded with work, they
usually frown on the conduct of research. Reflect on the consequences
of tiris attitude. What can be done to prevent this? Write your
reflections here.
iloDUr
ACTI'
mHrRr
Ja*rnr
Ar 6e ea
. explain
. draw ir
Fnud's v
fi. IIe can b
J his very int
I develop
re cmsideret
fus)- Freud':
;Ap*dory. Hx
tLrricts and d
de of whic
Recall a r
decision. I
vas abouq
1un decisi

54. t work, theY
consequences
P Write your
Freud's Psychoanalytic Theory
- Maria Rita D. Lucas, ph,D,
CHATI.TNGE
At the end of ttris Module, the students are expected to:
' explain Freud's views about child and adolescent development.
. draw implications of Freud's theory to education.
ffi tNrRoDucTroN
rlltoDulE
5
Freud's views about human development are more than a century
old. He can be considered the most well known psychologist becausl
of his very interesting theory about the uncons.iour una-also about
sexual development. Although a lot of his views were criticized and
some considered them debunked, (he himself recanted some of his earlier
views). Freud's theory remains to be one of the most influential in
psychology. His theory sparked the ideas in the brilliant minds of other
theorists and thus became the starting point of many other theories,
notable of which is Erikson's psychosocial theory in Module 7.
ffi&Anrvril
l. Recall a recent incident in your life when you had to make a
decision. Narrate the situation below. Indicate what the decision
was about, the factors that were involved and how you arrived at
your decision

55. child and Adolescent Development: Looking at Learners at Different Life stages
Q nuatYsls
What tactors int'luenced you in making your decision?
Which of the following did you consider most in
decision: what will make you feel satisfied, what is most
practical, or what you' believed was the most moral
Elaborate on your answer.
rnaking your
beneficial or
thing to do?
Jltrd'r S
Freud
u-of p
pclnscxr
Frrd e p
&g ttr r
errn'dS
f,rLTh
pcific cr
-ific
?
f reds ar
rer *ill
Onl
EdL D
frrrig). 1
r Oral Pr
airiies" 'l
r grmg€r
-G- thar i
rr* or (
tfcndent
fr trarld
-iqis and
.{rrl
*eqre in
Dg rtd
-rs
the
hlen or
qI tre -
lrcs ntr
&moc
d persona
-'ra a
qddrc r
Pbni
lb EEnbh.
d.s bo_tr
ffirg tre
,qF bqs r
rs their ft
- drir fi
J. j ABSTRAfi toN /GEN ERAtlzATtoN
I'
As a person grows, the personality is also formed. Many
psychologists present different views'about how personality develops. As
mentioned. Frer-rd presents a very interesting theory about personality. its
components ancl development. Read on and hopefully it will also
somehow lead yolr to understand more your own personality.
As you read through F'reud's, theory, fill out the graphic organizer
below to hightight the important concepts:
lirogt'notrs:ottc.
.'l spec'ilic urctt
thut bet'onrs thc
./bcus ol pleusure
neecls.-l.his nta.t:
hc thc motilh.
unus and thc
genilctls.
l:i.rttt i rtn. llas u I t s
./i'om ./oilure to
sat is.f1' lhe nee ds
of a purticular
psrchosexual
st{tgc.

56. I
i
ling your
trficial or
g to do?
:d. Many
velops. As
onality. its
*ill also
: organizer
Part I Unit I lrlodule 5 - Freud's psychoanaly.tic Theory
Freud's Stages qf Psychosexual Development
Frbud is the most popular psychologist that studied the develop-
ment of personality, als6 probably the most controversial. His theory of
psychosexual development includes five distinct stages. Accordini to
Freud, a person goei through the sequence of*hcsl n* .tug;r:inJ
along the way therb are needs to be met. whether these needs are met
or'noq determines whether the person will develop a healthy personality
or not. Th,e theory is quite interesting for many because Freud identified
specific erogenous zones for each stage ol development. These are
spgcific "pleasure ar€as" that beoome &Oal poins'for the particular stage.
lf needs are not met along the area" a iixation occurs. As an adutt, the
person will'now manifest behaviors related to this erogenous zone.
Oral Stage (birth to 18 months); The erogenous zone is the
mouth. 'During the oral stage, the child is focused on oral pleasures
(sucking). Too much or too little satisfaction can lead to an oral Fixation
or oral Personality which is shown in an increased focus on oral
activities. This type of personality may be oral receptive, that is, have
a stronger tendency to smoke, drink alcohol, overeat, or oral aggres-
sive, that is, with a tendency to bite his or her naits, or use curse
words or even gossip. As a result, these persons may become too
dependent on others, easily fooled, and lack leadership traits. on the
other hand, they ,may also fight these tendencies and become pessi-
mistic and aggressive .in relating with people
Anal Stage (18 months to 3 years). The chitd,s focus.of
pleasure in this stage is .the anus. The child finds satisfaction in elimi-
nating and retaining feces. Through society's expectations, particularly the
parents, the child needs to work on toilet training. Let us remember that
between one year and a half to three years the child's favorite word
might be "No!". Therefore a struggle might exist in the toilet training
process when the child retains feces when asked to eliminate, or may
choose to defecate when asked to hold feces for some reason. tn terms
of personality. fixation during this stage can result in being anal
retentive, an obsession with cleanliness, perfection, and controli-or rnal
expulsive where the person may become messy and disorganized.
Phallic stage (ages 3 to 6). The pleasure or erogenous zone is
the gertitals. During the preschool age, children becornd interested in what
makes boys and girls different. Preschoolers will sometimes be seen
fondling their genitals. Freud's studies led him to bblieve that during this
stage boys develop unconscious sexual desire for their mother. Boys- then
see their father as a rival for her mother's affection. Boys may fear
that their father will punish them for these feelings, thus, the castration

57. childandAdolescentDevelopment:LookingatLeamersatDifferentLifeStages
anxiety. These feelings comprise what Fretrd
1all1d..9:Oiq"^ComPlext
In Greek Mytholog!, oedipus unintentionally killed his father and
rnarried his mother Jocasta.
Psychoanalysts also believed that girls may also have a similar
e*perience, develtping unconscious sexual attraction towards their father'
This is what is ,.f.ir.d to as the Electra Complex'
AccordingtoFreud',outoffearofcastratiollandduetothe
strong competition of their father, boys eventually decide to identify with
therrirathei than fight them. By identifying with their father' tlre boys
;;; ';^r"uiin.
Iharacteristics and identify themselves as males and
*p,",., their sexual feelings toward their mother. A fixation at this Stage
could result in sexual deviancies (both overindulging and avoidance) and
weak or confused sexual identity according to psychoanalysts'
Latency Stage (age 6 to puberty)' It's during. this stage that
sexual urges remai'i r.brJt*0. The children's focus is the acquisition of
physicat"andacademicskills..Boysusuallyrelatemorewithboysand
girls with girls during this stage'
Genital Stage (puberty onwards)' The fifth stage.of psychosexual
developmentbeginsatthestartofpubertywlrensexualurgesareonce
againawak.n"d.lntheearlierStages,adolescentsfbcustheirsexual
uiges towards the opposite sex peers, with the pleasure centered on the
genitals.
Freud's PersonalitY ComPonents
Freuddescribedthepersonalitystructuresashavin$threecompo-
nents, the id, the ego ani the superego' For each person' the first to
.*..g. is the id, iollowed by the ego, and last to develop is the
superego.
While reading about
organizer below to Put Your
the three components, use the graphic
notes and questions about them'.
The id.
a vital role i
baby's essel
principle. lt
needs. So u
consideratior
For example
baby will cr
the child is
attention. th(
Nothin
needs. It is
others. Just
no regard o
id wants sor
The t
preschooler.
begins to e
aware that
knows that
later" so it
such. it is t
help the id
ttre situatior

58. r Complex.
; father and
ie a similar
l their father.
I due to the
irientify with
her. the boys
rs males and
L at this stage
rcidance) and
sts.
is stage that
acquisition of
rith boys and
ps1'chosexual
rqes are once
; their sexual
ntered on the
three compo-
rn. the first to
evelop is the
l the graphic
fiem.
Part I Unit I Module 5 - Freud's Psychoanalytic Theory
The id. Freud says thar, a child is bom with the id. The id plays
r riml role in one's personality because as a baby, it works so that the
bebl's essential needs are met. The id operates on the pleasurb
pinciple. It lbcuses on irnmediate gratification or satisfaction of its
-eds. So whatever feels good now is what it will pursue with no
eonsideratiorr for the reality, logicality or practicality of the situation.
F'or exanrple, a baby is hungry. It's id wants food or mirk... so the
bb1' will cry. when the child needs ro be changed, the id cries. when
fre child is uncomfortable, in pain, too hot, too cord, or just wants
&ntion, the id speaks up until his or her needs are met.
Nothing else matters to the id except the satisfaction of its own
rceds. lt is not oriented towards considering reality nor the needs of
odrers. Just see how babies cry any time of day and night! Absolutely
rc regard of whether momrny is tired or daddy is sleeping. when the
il wants sornething, it wants it now and it wants it fast!
The ego. As the biby turns into a toddler and then into a
peschooler, lre/she relates more with the environment, -the ego slowly
begins to emerge. Tlre ego operates using the reatity principle. It is
auare that others also have needs to be met. It is practical because it
tnorvs that being irnpulsive or selfish can result to negative consequences
hter. so it reasons and considers the best response to situations. As
sch. it is the deciding agent of the personality. Although it f'unctions to
help the id nreet its needs. it always takes into account the reality of
tre situation.
One's
Personality

59. Child and Adolescsnt Dovelopm€nt Loolfirg * Laamers at Dlfferent Life Stages
The superego.:.Near the end of,'the preschool years, or the end
of the phatlic stage, the superego deve.lops. The superego embodies a
person,s morat aspect. This develops from what the parents, teachers
and other persons who exeft influence irnpa( to,be good or moqaL
The superego is likened to conscience bec.rtuse it exerts influence on
what one considers right and wrong.
The Three Components and Personali$ Adjustment
Freud said that .a well-adjusted person is qne who has stnong egp'
who can help satisfi the needs of the id without
^goi18
against the
superego *trlt. ma-intaining the person's sense of what. i.s lo,gi;alt
practicai and real. Of coursi it is not easy for.the ego ts'do..all thu
and strike a balance. lf the id exerts too much power over the ego'
the person becomes too impulsive and pleasure-seeking
-behavior
takes
or., on.', life. On the opposite direction, one may find the superego
so strong that the ego is overpowered. The-person becomes so harsh
and judgmental to himself and others' actions. The person's best effort
to be gioO may still fall short of the superego's sxpectations.
The ability of a leamer to be well-adjusted is largely influenced by
how the leamer was brought up. His exporiences about how his parens
met his needs, the extent io which'he was allowed to do the things he
wanted to do, and also how he was taught about right and wrong, all
figures to the type of personality and consequent adjustment that a
;;; Jff .a.e.' Freui believed that the personality of, an individual is
formed early during the childhood years'
**tfi:1"::rHflr.
Freud said that mosr what we so through in
our lives, emotions, beliefs, feelings, and impulses deep within are not
available to us at a conscious level. He believed that most of what
influence us is our unconscious, The Oedipus dnd Electra Complex
mentioned earlier were both buried down into the unconscious, out of
our awareness due to the extreme anxiety they caused. while these
complexes are in our unconscious, they still influence our thinking,
feeling and doing in perhaps dramatic ways'
The Conscious. Freud also said that all that we are aware of is
stored in our conscious mind. Our conscious mind only comprises a very
small part of who we are so that, in Qur everyday life, we are only-
aware of a very small part of what makes up our personality; most of
what we are is hidden and out of reach'
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Part I Unit I Module 5 - Freud's Psychoanalytic Theory
The subconscious. The last part is the preconscious or subcon-
rious. This is the part of us that we can reach if .prompted, but is
not in our active cdnscious. Its right below the surface, but still
lridden" somewhat unless we search for it. lnformation such as our
tslephone number, some childhood memories, or the hame of your best
ctrildhood friend is stored in the preconscious.
Because the unconscious is so huge, and because we are only aware of
the very small conscious at any given time, Freud used the analogy of
the iceberg to illustrate it. A big part of the iceberg is hidden beneath
the water's surface.
The water, rnay represent all that we are not aware of, have not
experienced, and that has not been made part of our personalities,
referred to as the noncoriscious.
Freud's Conception of the Human Psyche
(The Iceberg Metaphor)
Conscious
Preconscious
Superego
Ego* I.{onconsciotrs
*Note:
Ego is freefloating
in all three levels.