QUIRINO STATE UNIVERSITY

DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

Module 1 INTRODUCTION
Lesson I. Learner-Centered Psychological Principles
Competencies 1. Explain the 14 learner-centered principles
2. Advocate for the use of the 14 principles in the teaching-learning process
3. Identify ways on how to apply the 14 principles in instruction as future teacher
Discussion Learner-Centered Psychological Principles (LCP)
The learner is the center of instruction. The world of instruction revolves around the
learner. The Learner-Centered Psychological Principles were put together by the American
Psychological Association as a guide in determining appropriate pedagogy for learners at
different life stages. The 14 psychological principles pertain to the learner and the learning
process. The 14 principles are divided into four factors.

Cognitive & Motivational &

Metacognitive Factor Affective Factors
(6 Factors) (3 Principles)

14 Learner-
Centered
Principles
Developmental & Individual
Social Factors Difference Factors
(2 Principles) (3 Principles)
Cognitive and Metacognitive Factors
1. Nature of the learning process
The learning of complex subject matter is most effective when it is an intentional process
of constructing meaning from information and experience.
 Learning in schools emphasizes the use of intentional processes that
students can use to construct meaning from information, experiences, and
their own thoughts and beliefs.
 Successful learners are active, goal-directed, self-regulating, and assume
personal responsibility for contributing their own learning
2. Goals of the Learning
The successful learner, over time and with support and instructional guidance, can
create meaningful, comprehensible representation of knowledge.
 To construct representation of knowledge and to acquire the thinking and
learning strategies necessary for continued learning success across the life
span, students must create and pursue personally relevant goals. Over the
time, students understanding can be refined by filling gaps, resolving
inconsistencies, and deepening their understanding of the subject matter so
that they can reach their goals.
3. Construction of Knowledge
The successful learner can link new information with existing knowledge in
meaningful ways.
 Knowledge widens and deepens as students continue to build links between
new information and experiences and their existing knowledge base. These

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.

“Molding Minds, Shaping Future”

 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

links may lead into adding, modifying or reorganizing existing skills.

4.Strategic Thinking
The successful learner can create and use repertoire of thinking and reasoning
strategies to achieve complex learning goals.
 Students understand and continuously use a variety of strategies to help
them reach learning and performance goals, and to apply their knowledge in
real life situation.
5. Thinking about Thinking
Higher order strategies for selecting and monitoring mental operations facilitate
creative and critical thinking.
 Through generating alternative methods to reach their goals, students know
what to do if a problem arises or if they are not making sufficient progress
towards goals. They reflect for themselves and will find ways on how to
improve their selves.
6. Context of Learning
Learning is influenced by environmental factors, including culture, technology, and
instructional practices.
 Motivation, orientation toward learning, and ways of thinking are variables
that culture or group influences great.
 Technologies and instructional practices must be appropriate for learner’s
level of prior knowledge, cognitive abilities and their learning and thinking
strategies.
 The home student lives, the classroom he go, and the people whom he
always with have a significant impact on the student learning.
Motivational and Affective Factors
7. Motivational and emotional influences on learning
What and how much is learned is influenced by the learner’s motivation. Motivation to
learn, in turn, is influenced by individual’s emotional states, beliefs and goals and
habits of thinking.
 Student’s beliefs about themselves as learners and the nature of learning
have a marked influence on motivation. Motivational and emotional factors
also influence both quality of thinking and information processing as well as
an individual’s motivation to learn.
 Positive emotions such as curiosity, generally enhance motivation and
facilitate learning and performance. While negative emotions like anxiety,
panic insecurity and related thoughts like fearing, worrying about
competence and failure generally detract from motivation, interfere with
learning, and contribute to low performance.
8. Intrinsic motivation to learn
The learner’s creativity, higher order thinking, and natural curiosity all contribute to
motivation to learn. Intrinsic motivation is stimulated by tasks of optimal novelty and
difficulty, relevant to personal interests, and providing for personal choice and control.
 Curiosity, flexible and insightful thinking, and creativity are major
indicators of the learner’s intrinsic motivation to learn, which is in large
part a function of meeting basic needs to be competent and to exercise
personal control.
 Intrinsic motivation is facilitated on tasks that learners perceive as

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.

“Molding Minds, Shaping Future”

 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

interesting and personally relevant and meaningful, appropriate in

complexity and difficulty to the learner’s abilities, and on which they believe
they can succeed.
 Intrinsic motivation is also facilitated on tasks that are comparable to real-
world situations and meet the needs for choice and control.
9. Effects of motivation on effort
Acquisition of complex knowledge and skills requires extended learner effort and
guided practice. Without learner’s motivation to learn, the willingness to exert this
effort is unlikely without coercion.
 Effort is another major indicator of motivation to learn. The acquisition of
complex knowledge and skills demands the investment of considerable
learner energy and strategic effort, along with persistence over time.
 Effective strategies include purposeful learning activities, guided by
practices that enhance positive emotions and intrinsic motivation to learn,
and methods that increase learner’s perception that a task is interesting and
personally relevant.
Developmental and Social Factors
10. Developmental influences on learning
As individuals develop, there are different opportunities and constraints for learning.
Learning is most effective when differential development within and across physical,
intellectual, emotional and social domains is taken into account.
 Awareness and understanding of developmental differences among children
with and without emotional, physical or intellectual disabilities, can
facilitate the creation of optimal learning contexts.
11. Social influences on learning
Learning is influenced by social interactions, interpersonal relations, and
communication with others.
 Social interactions, family influences, interactive and collaborative
instructional contexts will give positive learning climate which is essential in
establishing healthier level of thinking, feeling and behaving. Such contexts
help learners feel safe to share ideas, actively participate in learning
process, and create a learning community.
Individual Differences Factors
12. Individual differences in learning
Learners have different strategies, approaches, and capabilities for learning that are
a function of prior experience and heredity.
 Individuals are born with and develop their own capabilities and talents.
They also have their own preferences of how they like to learn and the pace
at which they learn. However, these preferences were not enough to reach
their learning goals. That is why, teachers need to help students examine
their learning preferences to expand or modify them in necessary.
13. Learning and diversity
Learning is most effective when differences in learners’ linguistic, cultural, and
social backgrounds are taken into account.
 Learners perceive that their individual differences in abilities, backgrounds,
cultures, and experiences are valued, respected and accommodated in
learning tasks and contexts, levels of motivation and achievement are

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.

“Molding Minds, Shaping Future”

 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

enhanced.
14. Standards and assessment
Setting appropriately high and challenging standards and assessing the learner as
well as learning progress-including diagnostic, process, and outcome assessment-
are integral parts of the learning process.
 Standardized assessment of learner progress and outcomes assessment
provides one type of information about achievement levels both within and
across individuals that can inform various types of programmatic decisions.
 Self-assessment of learning progress can also improve students self-
appraisal skills and enhance motivation and self-directed learning.
SUMMARY of 14 PRINCIPLES BY ALEXANDER AND MURPHY
1. The Knowledge base. One’s existing knowledge serves as foundation of all future
learning. The learner’s previous knowledge will influence new learning specifically
on how he represents new information, makes associations and filters new
experiences.
2. Strategic processing and control. Learners can develop skills to reflect and
regulate their thoughts and behaviors in order to learn more effectively
(metacognition).
3. Motivation and affect. Factors such as intrinsic motivation (from within), reasons
for wanting to learn, personal goals and enjoyment of learning tasks all have a
crucial role in the learning process.
4. Development and Individual Differences. Learning is a unique journey for each
person because each learner has his own unique combination of genetic and
environmental factors that influence him.
5. Situation or context. Learning happens in the context of society as well as within
an individual.
Enrichment Read a research or study to Learner-Centered Psychological Principles (LCP). Use the format
Activities below in a 1 whole short bond paper.

Problem Research Methodology

Source: (Bibliographical Format)

______________________________________________

Findings
Conclusions

How are the findings of this research useful to teachers?

____________________________________________________________________________________________
Rubrics
5- complete and factual discussion, English construct is outstanding
4 – complete and factual discussion, , English construct is average
3 – complete English construct is average
2 – Have discussion but fair English construct

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.

“Molding Minds, Shaping Future”

 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

1 – answer has no source and English construct is poor

Note: If you wish to submit e-file (pdf format) of your output, you may send it to
czarinafrances.celestino@qsu.edu.ph using this file name format:
LAST NAME-FIRST NAME-SUBJECT- COURSE-YEAR-SECTION-LESSON#
Example: DELA CRUZ-JUAN-EDUC11-BSED1B-LESSON1
Comprehension Encircle the letter that corresponds to your answer.
Check 1. LCP stands for?
a. Learner-Centered Psychosocial Principle
b. Learners-Centered Physiological Principle
c. Learner-Centered Psychological Principle

2. In LCP, there are _______ principles indicated.

a. 4 b. 5 c. 14

3. From Individual difference factors, how many principles are there?

a. 3 b. 4 c. 2

4. One’s existing knowledge serves as the foundation of all future learning.

a. Situation or context b. Motivation c. knowledge base

5. Who summarizes the 14 principles?

a. Robert b. Murphy c. Alfred
Answers:
1. C) 2. C) 3. A) 4. C) 5. B)
References Corpuz, Brenda B. et. al., Child and Adolescent Development: Looking at Learners at Different
Life Stages (2015) Lorimar Publishing, Inc. Cubao, Quezon City
Corpuz, Brenda B. et. al., The Child and Adolescent Learners and Learning Principles (2018)
Lorimar Publishing, Inc. Cubao, Quezon City, Metro Manila
Rungduin, Teresita T. et. al., Child and Adolescent Learners and Learning Principles (2019)
Adriana Publishing, Cubao, Quezon City

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.

“Molding Minds, Shaping Future”

 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

Module 1 BASIC CONCEPTS AND ISSUES ON HUMAN DEVELOPMENT

Lesson 2. Human Development: Meaning, Concepts and Approaches
Competencies 1. Define human development in own words.
2. Distinguish two approaches to human development
Discussion Introduction
Every living creature is called to become what 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 “who is fully alive, of the Glory” 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 wonderful that we can’t help but experience a feeling of awe for the
Power or the Force or the Principle (theist 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 researchers 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 unresolved and so the search for explanation continues.
In this unit, you will be acquainted with human developmental stage, the
developmental tasks that come along with each development.

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

1. Development is relatively orderly. The muscular control of the trunk and the arms
comes earlier as compared to the hands and fingers (proximodistal pattern). During
infancy, the greatest growth always occurs at the top – the head – with physical growth in
size, weight and future differentiation gradually working its way down from the top to
bottom, for example: neck, shoulders, middle trunk and so on (cephalocaudal 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 development (Santrock, 2002).
2. While the pattern of development is likely to be similar, the outcomes of development
processes and the rate of development are likely to vary among individuals. We can expect
individual differences in developmental characteristics and variation in the ages when
people will experience events that will influence their development. 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 environment,
they may develop into carefree and irresponsible adolescents and adults.
3. Development takes place gradually. 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
overnight. 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

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.

“Molding Minds, Shaping Future”

 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

developmental characteristics.
4. Development as a process is complex because it is the product of biological, cognitive
and socio emotional processes (Santrock, 2002). Biological processes involve changes in the
individual’s physical nature. Cognitive processes involve changes in the individual’s
thought, intelligence, and language. Socio emotional processes include changes in
emotions, and changes in personality. These biological, cognitive and socio emotional
processes are inextricably intertwined. While these processes are studied separately, the
effect of one process or factor on person’s development is not isolated from the other
processes. Example, if Michelle and Allan were undernourished 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 consequence, they may lose face and
drop out of school, revert to illiteracy, become unskilled, unemployed and so on and so
forth.

Two Approaches to Human Development

If you believe that a child will show extensive change from birth to adolescence, little or
no change in adulthood and decline in late old age, your approach to development is
traditional. In contrast, if you believe that even in adulthood, developmental change takes
place as it does during childhood, your approach then is life-span.
According to Paul Baltes (Santrock, 2002), who is an expert in life-span development,
there are characteristics of human development in life-span approach.
 Development is lifelong. It does not end in adulthood. No developmental stage
dominates development.
 Development is plastic. Development is possible throughout the life-span. No
one is too old to learn. There is no such thing as “I am too old for that”.
 Development is multidimensional. Development consists of biological, cognitive,
and socio-emotional dimensions. Development as a process is complex
because it is the product of biological, cognitive and socio-emotional
processes (Santrock, 2002). Every person will have hormonal changes together
with mental maturity and emotional changes at the same time.
 Development is contextual. Individuals are changing beings in a changing
world. Individuals respond to and act on contexts. Biological make-up, social and
cultural contexts may vary and therefore make them develop differently from one
another.
 Development involves growth, maintenance and regulation. 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 stage
while maintenance and regulation take the center stage.
Enrichment In 1 whole short bond paper, answer the following questions.
Activities I. TRUE OR FALSE. Directions: Write TRUE if the statement is correct otherwise, write
FALSE and explain why.
____1. 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. In the development process, there are things that hold true to all people.
____5. Individuals develop uniformly.
____6. Development is predictable because it follows an orderly process.

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.

“Molding Minds, Shaping Future”

 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

____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 socio-emotional processes.
____10. Growth, maintenance and maturation are three goals of human development.

II. ESSAY. Directions: Interpretation the quotation below. Limit your answer in 3 – 5
sentences only. (10 points)
“Man is an unfinished project. He is always in the process of becoming”.

Scoring Rubric for this Activity

10 Points – Comprehensive answer and includes extensive information
8 Points – Well written answer includes some strong analysis
6 Points – Well written answer but lacks analysis
5 Points – Lacks organization and uses little information
3 Points – Barely addresses the question

Note: If you wish to submit e-file (pdf format) of your output, you may send it to
czarinafrances.celestino@qsu.edu.ph using this file name format:
LAST NAME-FIRST NAME-SUBJECT- COURSE-YEAR-SECTION-LESSON#
Example: DELA CRUZ-JUAN-EDUC11-BSED1B-LESSON1
Comprehension Encircle the letter that corresponds to your answer.
Check 1. How many approaches in human development?
a. 3 b. 4 c. 2
2. There are _____ developmental patterns in human development.
a. 4 b. 6 c. 2
3. What are the three goals of development?
a. Orderly, contextual, proximodistal
b. Plastic, lifelong, multidimensional
c. Growth, Regulation, Maintenance
4. Life-span approach of human development has _____ characteristics.
a. 5 b. 7 c. 4
5. Development as process is a product of cognitive, __________ and biological.
a. Genes b. Economic status c. socio-emotional
Answers:
1. C) 2. C) 3. C) 4. A) 5. C)
References Acero, Victoria D. Ph.D. et.al., Child and Adolescent Development (2008) Rex Book
Store, Manila Philippines.
Corpuz, Brenda B. et. al., Child and Adolescent Development: Looking at Learners at
Different Life Stages (2015) Lorimar Publishing, Inc. Cubao, Quezon City
Corpuz, Brenda B. et. al., The Child and Adolescent Learners and Learning Principles
(2018) Lorimar Publishing, Inc. Cubao, Quezon City, Metro Manila

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.

“Molding Minds, Shaping Future”

 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

Module 1 LESSON 3. THE STAGES OF DEVELOPMENT AND DEVELOPMENTAL TASKS

Competencies 1. Define developmental tasks in your own words
2. Describe developmental tasks in each developmental stages
Discussion
Introduction
There are three kinds of developmental stages in human development. First is the
three stages of human development according to biological terms. Another is the six (6)
human development by Robert Havinghurst. And the last is the eight (8) stages of
development given by Santrock.

Stages of Human Development as to Biological Terms

Germinal Stage
The germinal stage of development is the first and shortest of the stages of the human
lifespan. The germinal stage lasts a total of eight to nine days. It begins in a Fallopian tube
when an ovum is fertilized by a sperm to form a zygote (day 0). The germinal stage
continues as the zygote undergoes several initial cell divisions to a morula.

Embryonic Stage
In many cultures, marriage - along with birth and death - is considered the most
pivotal life event. For pioneering developmental biologist Lewis Wolpert, however, these life
events are overrated. According to Wolpert, "It is not birth, marriage, or death, but
gastrulation, which is truly the most important time in your life." Gastrulation is a major
biological event that occurs early in the embryonic stage of human development.

Fetal Stage
Nearly nine months so the fetus is fully developed and almost ready to be born. The
fetus has grown tremendously and changed in many other ways since it was a tiny embryo
seven months previously.

Concept of Developmental Tasks

In each stage of development a certain task/s are expected of every individual.
According to Robert Havinghurst (1972), developmental task/s are those “that arises at
certain period in our life, the successful achievement of which leads to happiness and
success with later tasks while failure leads to unhappiness, social disapproval, and
difficulty with later tasks.”

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.

“Molding Minds, Shaping Future”

 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

Havinghurst’s Developmental Stages with Developmental Tasks

1. INFANCY & EARLY CHILDHOOD ( 0-5 years old )
Developmental Task/s:
 Learning to walk, to take solid foods, to talk, to control the elimination of body
wastes, sex differences and sexual modesty, to distinguish right from wrong and
developing a conscience
 Acquiring concepts and language to describe social and physical reality
 Readiness for reading
2. MIDDLE CHILDHOOD ( 6-12 years old )
Developmental Task/s:
 Learning to physical skills necessary for ordinary games, to get along with age-
mates, an appropriate sex role
 Developing fundamental skills in reading, writing and calculating, concepts
necessary for everyday living, conscience, morality & a scale of values
 Building a wholesome attitude toward oneself
 Achieving personal independence
3. ADOLESCENCE ( 13-18 years old )
 Achieving mature relations with both sexes, a masculine or feminine social role,
emotional independence of adults
 Preparing for marriage and family life, an economic career
 Accepting one’s physique
 Acquiring values and an ethical system to guide behavior
 Desiring and achieving socially responsible behavior
4. EARLY ADULTHOOD ( 19-29 years old )
 Selecting a mate, Learning to live with a partner, Starting a family, Rearing
children, Managing a home
 Starting an occupation
 Assuming civic responsibility
5. MIDDLE ADULTHOOD ( 30 to 60 years old )
 Helping teenage children to become happy and responsible adults
 Achieving adult social and civic responsibility
 Satisfactory career achievement
 Developing adult leisure time activities
 Relating one’s spouse as a person
 Accepting the physiological changes of middle age
 Adjusting to aging parents
6. LATE MATURITY ( 61 and over )
 Adjusting to decreasing strength and health, retirement and reduced income, death
of spouse
 Establishing relations with one’s own age group, satisfactory living quarters
 Meeting social and civic obligations

Santrock’s Developmental Stages with Developmental Tasks

1. PRENATAL PERIOD ( from conception to birth )
 Development happens quickly during this stage (tremendous growth from a single

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.

“Molding Minds, Shaping Future”

 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

cell to an organism complete with brain and behavioral capabilities)

2. INFANCY ( Birth to 18-24 months )
 Time of extreme dependence on adults
 Many psychological activities are just beginning ( language, symbolic thought,
sensori- motor coordination & social learning)
3. EARLY CHILDHOOD ( End of infancy to 5-6 years old /preschool years-grade 1)
 Young children learn to become more self- sufficient and care for themselves,
develop school readiness skills and spend many hours in play with peers
4. MIDDLE & LATE CHILDHOOD ( 6-11 years old /elementary school years)
 Fundamental skills of reading, writing, and arithmetic are mastered
 Child is formally exposed to larger world and its culture
 Achievement becomes a more central theme of the child’s world and self-control
increases
5. ADOLESCENCE ( 10-12 years old to 18-22 years old )
 Begins with rapid physical changes (dramatic gains in height in weight, changes in
body contour, and development of sexual characteristics such as enlargement of
breasts, development of pubic and facial hair, deepening of voice)
 Pursuit of independence & identity are prominent
 Thought is more logical, abstract & idealistic
 More time is spent outside family
6. EARLY ADULTHOOD ( Late teens or early 20s to 30s )
 Time of establishing personal & economic independence, career development,
selecting a mate, learning to live with someone in an intimate way, starting a family
& rearing children
7. MIDDLE ADULTHOOD ( 40 to 60 years old )
 Time of expanding personal & social involvement & responsibility
 Assisting next generation in becoming competent & mature individuals, reaching &
maintaining satisfaction in a career
8. LATE ADULTHOOD ( 60s and above )
 Time for adjustment to decreasing strength and health, life review, retirement and
adjustment to new social roles
Enrichment In 1 whole short bond paper, write a reflection guided by the questions given.
Activities
1. Reflect on your early childhood, middle childhood and late childhood days. Were
you able to acquire the developmental tasks expected of those stages? What
facilitated your acquisitions of the ability to perform such tasks?

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 student’s acquisition of these developmental tasks?

Rubrics in number 1
5- complete, comprehensive, and reflective discussion, English construct is outstanding
4 – complete, comprehensive, and reflective discussion, English construct is average
3 – complete and reflective discussion, English construct is average
2 – reflective discussion but fair English construct
1 – answer is slightly reflective and English construct is poor

Note: If you wish to submit e-file (pdf format) of your output, you may send it to
czarinafrances.celestino@qsu.edu.ph using this file name format:

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.

“Molding Minds, Shaping Future”

 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

LAST NAME-FIRST NAME-SUBJECT- COURSE-YEAR-SECTION-LESSON#

Example: DELA CRUZ-JUAN-EDUC11-BSED1B-LESSON1

Comprehension Put a check () beside those statements that are correct and an () beside those that are
Check wrong.
______1. Developmental tasks are only for the first 3 stages of human development.
______2. Failure of achieving developmental task/s in a certain stage also means failure for
the learner to master the developmental task in the next stage.
______3. Preschool age corresponds 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 concerned during early childhood.
______7. Play is a great need of children in middle childhood.
______8. Preparing children for school readiness is the major concern of middle childhood.

Answers:
1. () 2. () 3. () 4. () 5. () 6. () 7. () 8. ()

References Acero, Victoria D. Ph.D. et.al., Child and Adolescent Development (2008)
Rex Book Store, Manila Philippines.
Corpuz, Brenda B. et. al., Child and Adolescent Development: Looking at
Learners at Different Life Stages (2015) Lorimar Publishing, Inc.
Cubao, Quezon City
Charlesworth, Rosalind, Understanding Child Development 7 th Edition
(2008) Delmar Inc. New York City
Santrock, John W. Child Development 8th Edition (1998) McGraw Hill,
Boston, USA
https://www.verywellmind.com/stages-of-prenatal-development-2795073#:~:text=The%20process%20of%20prenatal
%20development,known%20as%20the%20fetal%20period.

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.

“Molding Minds, Shaping Future”

 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

Module 1 LESSON 4. ISSUES ON HUMAN DEVELOPMENT

Competencies 1. Take a research-based position on the three (3) issues on development
Discussion Introduction
The interaction of heredity and environment is so extensive that to ask which is more
important, nature or nurture, is like asking which is more important to a rectangle, height
or weight.
In this lesson, you are challenged to take an informed stand/position on the three (3)
issues on development.
Each of us has his/her own informal way of looking at our own and other people’s
development. These paradigms of human development while obviously lacking in
scholastic vigor, 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.

Issues on Human Development

1. Nature versus Nurture – Which has more significant influence on human

development? Nature or nurture? Nature refers to an individual’s biological inheritance.
Nurture refers to environmental experiences.

2. Continuity versus Discontinuity – Does development involve gradual, cumulative

change (continuity) or distinct changes (discontinuity). To make it more concrete, here is a
question: Is our development like that of seedling gradually growing into an acacia tree? Or
is it more like that of caterpillar becoming a butterfly?

3. Stability versus Change – Is development best described as involving stability or

as involving change? Are we what our first experiences have made us or do we develop into
someone different from who we were at an earlier point in development?

Abstraction
The issues presented can be translated into questions that have sparked animated
debate among developmentalists. Are girls likely to do well in math because of their
„feminine‟ nature or because of society’s „masculine‟ bias? How extensively can the elderly
be trained to reason more effectively? How much, if at all, does our memory decline in old
age? Can techniques be used to prevent or reduce the decline? For children who
experienced a world of poverty, neglect by parents, and poor schooling in childhood, can
enriched experiences in adolescence remove the „deficits‟ that they encountered earlier in
their development (Santrock, 2002).
Each of us has our own explanations about our stand or opinion on the
developmental issues. What is the right answer? Up to this time, the debate continues.
Researches are on-going. But most life-span developmentalists recognize that extreme
positions on these issues are unwise. Development is not all nature or nurture, not all
continuity or discontinuity and not all stability or all change (Lerner, 1998 as quoted by
Santrock, 2002). Both nature and nurture, continuity and discontinuity, stability and
change characterize our life-span development. The key to development is the interaction
of nature and nurture 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”.
To summarize, both genes and environment are necessary for a person even to exist.
Without genes, there is no person; without environment, there is no person (Scarr and
Weinberg, 1980, quoted by Santrock, 2002). Heredity and environment operate together –

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.

“Molding Minds, Shaping Future”

 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

or cooperate and interact – to produce a person’s intelligence, temperament, height,

weight….ability to read and so on.
If heredity and environment interact, which one has a greater influence or
contribution, heredity or environment? The relative contributions of heredity and
environment are not addictive. So we can’t say 50% is a contribution of heredity and 50%
of environment. Neither is it correct to say that full genetic expression happens once,
around conception or birth, after which we take our genetic legacy into the world to see
how far it gets us. Genes produce proteins throughout the life span in many different
environments. Or they don’t produce these proteins, depending on how harsh or
nourishing those environment are (Santrock, 2002).
Enrichment Answer the following essay questions:
Activities
1. With regard to the nurture-nature, continuity-discontinuity and change-stability
controversies, the wiser stand is _____________. Support your answer.
2. Which statement is correct and which is wrong? Put a check () beside those
statements that are correct and an () beside those that are wrong. If you mark it
(), explain why.
______ a) Heredity exerts a greater influence on human development than
environment.
______ b) What has been experienced in the earlier stage of development can no
longer be changed.
______ c) From the perspective of life-span developmentalist, later experiences
are the key determinants of a person’s development.

Rubric for this Activity

20 points – Comprehensive summary and explanation that includes extensive information
18 points – Well-written output that includes some strong analysis
15 points – Well-written output but lack analysis
10 points – Lacks of organization and uses little information
5 points – Barely explain the information

Note: If you wish to submit e-file (pdf format) of your output, you may send it to
czarinafrances.celestino@qsu.edu.ph using this file name format:
LAST NAME-FIRST NAME-SUBJECT- COURSE-YEAR-SECTION-LESSON#
Example: DELA CRUZ-JUAN-EDUC11-BSED1B-LESSON1
Comprehension Fill in the blanks with the correct answer.
Check
1. The term _______ refers to environmental experiences.
2. ______ denotes that people are what their first experiences have made them.
3. Caterpillar becoming of a butterfly is similar to ____________.
4. There are ______ human development controversies.

Answers:
1. Nurture 2. Stability 3. Discontinuity 4. Three

References

Comprehension Encircle the letter of the correct answer.

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.

“Molding Minds, Shaping Future”

 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

Check
1. Which system says that the child can be influenced by other people in their
environment?
a) Exosystem b) Microsystem c) Macrosystem
2. Who is the proponent of ecological theory?
a) Bronfenbrenner b) Piaget c) Freud
3. Which system says that cultural element influences the development of a child?
a) Masosytem b) Chronosystem c) Macrosystem
4. There are _______ system in ecological theory.
a) 5 b) 6 c) 2
5. What is the last last system that were mention in ecological theory?
a) Macrosystem c. Mesosytem d. Chronosystem
Answers
1. B 2. A 3. C 4. A 5. D
References Acero, Victoria D. Ph.D. et.al., Child and Adolescent Development (2008) Rex Book
Store, Manila Philippines.
Corpuz, Brenda B. et. al., Child and Adolescent Development: Looking at Learners at
Different Life Stages (2015) Lorimar Publishing, Inc. Cubao, Quezon City
Corpuz, Brenda B. et. al., The Child and Adolescent Learners and Learning Principles
(2018) Lorimar Publishing, Inc. Cubao, Quezon City, Metro Manila
Charlesworth, Rosalind, Understanding Child Development 7th Edition (2008) Delmar Inc.
New York City
Rungduin, Teresita T. et. al., Child and Adolescent Learners and Learning Principles (2019)
Adriana Publishing, Cubao, Quezon City

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.

“Molding Minds, Shaping Future”