UNIVERSITY OF
PERPETUAL HELP
SYSTEM DALTA
COURSE REQUIREMENTS
(S-EDUC 100) Child and Adolescent Development
- 1ST SEMESTER SY 2020-2021
Name: JONEL G. DELA CERNA
Professor: DR. JOSEFINA LUMASAC
Date: October 5, 2020
Research Work of the following topicsPlease be guided with the following class requirements, schedules, and deadlines, as
shown on the foregoing outlines:
TOPICS
Basic Concepts
and Issues
on
Human
Development
Deadline
October
2020
25,
Requirements
Learning Task 1
 State at least four (4) major principles of human
development; give the educational implication of
each principle.
ANSWER
1.Social, 2.cognitive, 3. emotional, and 4.physical.
In terms of education, social principle is important
because it helps the child/student learn more by interacting
with other people who have different abilities and talents,
aptitudes, capabilities and skills, interests and ideas, and etc. It
also helps the child/student explore and discover more of
his/her self in all aspects.
The cognitive principle is also important because this
helps the child/student learn through knowledge-based
concepts and ideas. It sharpens their ability to think inside and
outside the box and sharpens their ability to read between the
lines.
The physical principle is also important because it helps
the child/student do everything whatever he wants in order to
get what was meant by the mentor/educator/teacher and
perform accordingly to the assigned tasks.
The emotional principle is also important because it helps
the child/student learn by connecting to other people through
their emotions and feelings and how they act and respond
based on it. This principle is evident with the combination of
social, cognitive, and physical.

Expound on the five (5) major principles of human
development from a life-span perspective.
ANSWER
1. Development is lifelong
Lifelong development means that development is not
completed in infancy or childhood or at any specific age; it
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encompasses the entire lifespan, from conception to death.
The study of development traditionally focused almost
exclusively on the changes occurring from conception to
adolescence and the gradual decline in old age; it was believed
that the five or six decades after adolescence yielded little to
no developmental change at all. The current view reflects the
possibility that specific changes in development can occur
later in life, without having been established at birth. The
early events of one’s childhood can be transformed by later
events in one’s life. This belief clearly emphasizes that all
stages of the lifespan contribute to the regulation of the nature
of human development.
2. Development is multidimensional
By multidimensionality, Baltes is referring to the fact
that a complex interplay of factors influence development
across the lifespan, including biological, cognitive, and socioemotional changes. Baltes argues that a dynamic interaction of
these factors is what influences an individual’s development.
For example, in adolescence, puberty consists of
physiological and physical changes with changes in hormone
levels, the development of primary and secondary sex
characteristics, alterations in height and weight, and several
other bodily changes. But these are not the only types of
changes taking place; there are also cognitive changes,
including the development of advanced cognitive faculties
such as the ability to think abstractly. There are also emotional
and social changes involving regulating emotions, interacting
with peers, and possibly dating. The fact that the term puberty
encompasses such a broad range of domains illustrates the
multidimensionality component of development (think back to
the physical, cognitive, and psychosocial domains of human
development we discussed earlier in this module).
3. Development is multidirectional
Baltes states that the development of a particular domain
does not occur in a strictly linear fashion but that development
of certain traits can be characterized as having the capacity for
both an increase and decrease in efficacy over the course of an
individual’s life.
If we use the example of puberty again, we can see that
certain domains may improve or decline in effectiveness
during this time. For example, self-regulation is one domain
of puberty which undergoes profound multidirectional
changes during the adolescent period. During childhood,
individuals have difficulty effectively regulating their actions
and impulsive behaviors. Scholars have noted that this lack of
effective regulation often results in children engaging in
behaviors without fully considering the consequences of their
actions. Over the course of puberty, neuronal changes modify
this unregulated behavior by increasing the ability to regulate
emotions and impulses. Inversely, the ability for adolescents
to engage in spontaneous activity and creativity, both domains
commonly associated with impulse behavior, decrease over
the adolescent period in response to changes in
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cognition. Neuronal changes to the limbic system and
prefrontal cortex of the brain, which begin in puberty lead to
the development of self-regulation, and the ability to consider
the consequences of one’s actions (though recent brain
research reveals that this connection will continue to develop
into early adulthood).
4. Development is plastic
Plasticity denotes intrapersonal variability and focuses
heavily on the potentials and limits of the nature of human
development. The notion of plasticity emphasizes that there
are many possible developmental outcomes and that the nature
of human development is much more open and pluralistic than
originally implied by traditional views; there is no single
pathway that must be taken in an individual’s development
across the lifespan. Plasticity is imperative to current research
because the potential for intervention is derived from the
notion of plasticity in development. Undesired development or
behaviors could potentially be prevented or changed.
5. Development is contextual
In Baltes’ theory, the paradigm of contextualism refers
to the idea that three systems of biological and environmental
influences work together to influence development.
Development occurs in context and varies from person to
person, depending on factors such as a person’s biology,
family, school, church, profession, nationality, and ethnicity.
Baltes identified three types of influences that operate
throughout the life course: normative age-graded influences,
normative history-graded influences, and non-normative
influences. Baltes wrote that these three influences operate
throughout the life course, their effects accumulate with time,
and, as a dynamic package, they are responsible for how lives
develop.

Each developmental stage has its corresponding
developmental tasks. As a facilitator of learning,
how can you apply your knowledge of the
developmental tasks for the following developmental
stages:
ANSWER
Early Childhood
As a facilitator of learning, I will use warm, calm
approach, build trust, use repetition of information, allow
manipulation of objects and equipment, give care with
explanation, reassure not to blame self, explain procedures
simply and briefly, provide safe, secure environment, use
positive reinforcement, encourage questions to reveal
perceptions/feelings, use simple drawings and stories, use play
therapy, with dolls and puppets and stimulate senses: visual,
auditory, tactile, motor.
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Middle and Late Childhood
Encourage independence and active participation, be
honest, allay fears, use logical explanation, allow time to ask
questions, use analogies to make invisible processes real,
establish role models, relate care to other children’s
experiences; compare procedures, use subject-centered focus,
use play therapy, provide group activities, and use drawings,
models, dolls, painting, audio and video tapes.
Adolescence
Establish trust, authenticity, know their agenda, address
fears/concerns about outcomes of illness, identify control
focus, include in plan of care, use peers for support and
influence, negotiate changes, focus on details, make
information meaningful to life, ensure confidentiality and
privacy, arrange group sessions, use audiovisuals, role play,
contracts, reading materials, provide for experimentation and
flexibility.
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Developmental
and
other
Relevant Theories
November 22,
2020
Learning Task 2
1. Compare and contrast the developmental theories of
Freud, Erikson and Piaget by making a matrix showing the
life stage and developmental task of each theory.
Ex.
Life
Stage
Infancy
-2
Developmental
Task
Freud
Erikson
Piaget
2. Do readings on the different developmental theories:
A. Psycho-Social
- Erik Erikson
- John Bowlby
B. Moral Development
-Lawrence Kohlberg
-Carol Gilligan
C. Cognitive
- Jean Piaget
D. Socio-Cultural
- Lev Vygotsky
E. Behavioral
- Ivan Pavlov
- B.F. Skinner
- John B. Watson
Choose two theories that resonated with you from a
teacher’s/would-be teacher’s perspective.
Pre-natal Period, December
Infancy
and 2020
Toddlerhood
6, Learning Task 3
Watch the videos on the links provided:
https://www.youtube.com/watch?v=fKyljukBE70
https://www.youtube.com/watch?v=SBFnO2FCdeE
Write your reflections about the videos that you have seen.
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Early Childhood
(The
Preschooler)
Middle Childhood
(The
Primary
Schooler)
Late Childhood
(The Intermediate
Schooler)
Adolescence
(The High School
Learner)
FINAL EXAM
Learning Task 4
*Choose
only
one, based on the
grade level of the
learners you are
teaching/would
like to teach.
January
2021
24,
Based on studies/principles and your own observations,
briefly discuss the physical, cognitive and socio- emotional
development of the pupils/students that you are currently
teaching/would like to teach.
State why is it important for a teacher to know the growth
and development of the learners s/he is handling.
Timeline.
For your final exam, please think back to your own
childhood and adolescence. Create a timeline of your
growing up, starting with your birth and ending at age 21 or
may be up to stage 6 of Erikson’s Psychosocial
Development Theory, you may include your present status.
For each milestone or event, tell me a little bit about it and
what happened to you during that time. What was that like
for you and for your family?
For the conclusion of your paper, you may describe how
some of these events while you were growing up might have
affected who you are today.
I hope this will help you to reflect on your growing up and
learn more about yourselves. Remember that I am the only
person who will see your assignments, they are private and
confidential.
This reflection hopefully will help you become more
empathetic and understanding with your learners.
Here are some more specific guidelines for this paper:
Timeline Requirement:
Your Timeline involves looking at yourself and your history
through the lens of Child and Adolescent Development.
(You may interview your parents/or those who witnessed
your growing years or from recall/memory)
Starting with your birth and any important facts you know
about your birth, you may then skip a year or two to
significant events in your life, such as learning to walk or
talk, starting school, any important things you remember
like a move to a new town or an illness.
Consider some of the following questions when writing
your timeline:
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What was your earliest memory?
What do you remember about your home and your family
growing up?
What was your home like? Did your family laugh a lot?
Fight a lot?
Did you have siblings? Close friends? Family friends?
What were some activities you and your family did
together? Did you have dinner together? Go on bike rides or
trips?
What was school like for you?
What do you recall about your adolescence? Do
you remember your first crush?
What was High School like?
Do you remember how you felt to graduate from High
School?
How was your college life up to the time that you graduated
from it?
I hope that this will be a thought-provoking and interesting
way for you to get to know yourself better. When we look at
our own histories, we can see how some of the events of our
past have helped to shape who we are today. Conclude your
paper with a look at how your childhood helped shape who
you are today.
*Please apply at least two developmental theories in your
Timeline.
References:
Child and Adolescent Development: Looking at Learners at Different Life Stages (Corpuz,
Lucas, et.al)
Child and Adolescent Development resources from the Internet
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