
THE WHY AND HOW OF SCHOOL AND
COMMUNITY PARTNERSHIP
(CHAPTER 6)
WHAT CAN COMMUNITY DO FOR SCHOOLS?
1. BRIGADA ESKWELA
 This program engages all education
stakeholders to contribute their time, effort
and resources in ensuring that public schools
facilities are set in time for the forthcoming
school opening.
 Takes place more or less than two weeks
before classes begin (institutionalized since
2009 when DepEd issued DepEd Order
#100)
2. CURRICULUM DEVELOPMENT
 Use of community resources for learning e.g
museum, elders of the community as key
informants in research or resource persons in
the study of local history.
5. Youth Development Program
 The young may involve themselves in Youth
Development Programs and develop their
skills and talents, learn how to deal positively
with peers and adults and serve as resources
in their communities.
6. Community Services
 Students are participating in tutorial
programs,
community
reforestation
programs, clean up drive for a river, assisting
in medical mission; school head involved in
planning local celebrations, teachers
managing programs, projects, activities;
school band playing in fiesta parade.
WHAT CAN SCHOOLS DO FOR COOMUINITIES
IN RETURN?
3. WORK EXPERIENCE PROGRAM
 Business establishments and offices in the
community can serve as training ground for
learners.
 Some schools call it “service learning” since
it actively involves students in a wide range
of experiences which benefits students and
the community at the same time fulfilling the
requirement of a curriculum.
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Example: work immersion of Senior High
School students where in students are given the
opportunity to work in relevant establishments or
offices in the community to help develop in them
“the competencies”, work ethics and values
relevant to pursuing further education and/or
joining the world of work.
Opportunities provided by partner offices for
immersion:
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To become familiar with the work place
For employment simulation
To apply their competencies in areas of
specialization/applied subjects in authentic
work environments
(Enclosure to DepEd Order No. 30. 3. 2017)
4. Remediation and Enrichment Classes
Parents and retired teachers may be involved
in the School Reading Remediation and
Learning Enrichment Programs.
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Classroom used by community organizations
for meetings
Schools as polling place and venue for medical
mission which it may co-sponsor with the Rural
Health Unit
Used by the Rural Health Unit (RHU) for
mother’s class on child care
Schools as Evacuation centers
School as facilities for community assemblies
Schools basketball court used for local
celebrations and barangay sports league
Schools conduct livelihood skills-training
programs for parents and out-of-school youths
by using school resources
Livelihood skills-training for parents and outof-school youths by teachers themselves.
“Kiddie Cop” Classes

Cops lectures on good manners and right conduct,
drug addiction, child abuse, child welfare
Pembo Angels Magic Spot (SPAMS)

The volunteer environmental steward-students of
Pembo Elementary School, while magic spots
were the small dumpsites or empty lots in the
barangay which were converted by the students
into vegetable gardens.
Project BOWLS
(Brain Operates Well on Loaded Stomach)

Feeding program for the underweight and the
malnourished in the school.
Project REACH
Revitalized Enthusiasm for Assistance to Children of
Humanity
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Each teacher adopts one student and acted as
his/her mentor for the entire school year.
The teacher provides free tutorial to the adopted
student during his/her free time, visits the
student’s family every now and then and in some
instances gave the student a daily allowance of 10
pesos from the teacher’s own pocket.
Urbanidad Kids

Ideal students who acted as role models for the
students and the Pembo Community. They were
the cleanest, most well-mannered and most
diligent in class.
Pen sa Panapon

A weekly trash market where students, their
parents and other members of the community
were invited to bring their recyclable garbage.
The project helped the school purchase the
necessary supplies and was able to support 2
students to a 2010 math competition in
Singapore.
SOCIOLOGICAL BASIS OF SCHOOLCOMMUNITY PARTNERSHIP
The Functionalist Theory states that institutions must
perform their respective functions for the stability of
society.
LEGAL BASES FOR PARENTS AND
COMMUNITY INVOLVEMENT
RA 9155, Governance of Basic Education Act,
Section E School Level
(10) Establishing school and community networks and
encouraging the active participation of teachers’
organizations, non-academic personnel of public schools,
and parents-teachers-community associations;
SEC. 3. Purposes and Objectives of RA 9155
(f) To encourage local initiatives for the improvement of
schools and learning centers and to provide the means by
which these improvements may be achieved and sustained
Batas Pambansa Blg. 232 or the Education Act of
1982, Section 7
Every educational institution shall provide for the
establishment of appropriate bodies through which the
members of the educational community may discuss
relevant issues, and communicate information and
suggestions for assistance and support of the school and
for the promotion of their common interest.
RA 8525
Section 3. Adopt-A-School Program Act
It allows private entities to assist a public school, whether
elementary, secondary, or tertiary, preferably located in
any of the twenty (20) poorest provinces identified by the
Presidential Council for Countryside Development or any
other government agency tasked with identifying the
poorest provinces in, but not limited to, the following
areas: staff and faculty development for training and
further education; construction of facilities; upgrading of
existing facilities, provision of books, publications and
other instructional materials; and modernization of
instructional technologies.
Other institutions must come in if one institution fails to
do its part for the sake of society.
Philippine Education for All (EFA) of 2015 Plan
-
“It takes a village to educate a child”
-African Proverb
Educating a child is not solely the responsibility of the
child’s parents or teachers, but rather a collective
responsibility of the entire community which includes
extended family members, neighbors, religious
leaders, and other members of the community.
“Schools shall continue to harness local resources and
facilitate involvement of every sector of the community
in the school improvement process.”
-
EFA 2015 Plan was extended in Education for All
Beyond 2015-2030. Agenda 2030 has 7 new
educational targets from 2015 to 2030 that must
involve education stakeholders which in essence is
school- community partnership.
RA 9155
“Governance of Basic Education Act of 2001”
SEC 3, (d). To ensure that schools and learning centers
receive the kind of focused attention they deserve and that
educational programs, projects and services take into
account the interests of all members of the community;
d. Children need more models
5. Adopt-a-School Program allows private entities to
assist which schools? D
a. Public elementary schools
b. Public secondary schools
c. Public tertiary schools
d. Public schools in all levels
SEC 3, (e). To enable the schools and learning centers to
reflect the values of the community by allowing
teachers/learning facilitators and other staff to have the
flexibility to serve the needs of all learners;
SEC 3, (f). To encourage local initiatives for the
improvement of schools and learning centers and to
provide the means by which these improvements may be
achieved and sustained;
LET CLINCHERS
1. Which is TRUE of a school and community
partnership? C
a. Community helps school.
b. School is a recipient of assistance from
community
c. Both school and community benefit
d. Both school and community lose
2. Which program is a proof of school and community
partnership where every month of May education
stakeholders contribute their time, talent and treasure
to ensure that school facilities are set in time for the
school opening? C
a. Parents and Teachers Association Assembly
b. School Governing Council Annual Assembly
c. Brigada Eskwela
d. Palarong Pambansa
3. Which Statement is TRUE of school and community
partnership? A
a. Elders in the community can be key informants of
a research in local history
b. Parents can help school only in terms of school
facilities
c. Donations from politicians are not accepted to
prevent electioneering
d. Only school benefits from the partnership
4. “It takes a village to educate a child.” Which does this
statement imply? B
a. PTA is more enough partnership
b. Institutionalize school-community partnership
c. School can substitute for absentee parents
ORGANIZATIONAL LEADERSHIP
(CHAPTER 8)
A leader can achieve only the organizational goals by
exercising his leadership functions and appropriate
actions with people.
Such action can be summed in two word HUMAN
TOUCH
H- Hearing people’s valuable experience and ideas
U- Understand their feelings
M- Motivating their desires
A- Acknowledging their efforts
N- Noting and notifying them of their progress
T- Training for development of knowledge
O- Opening the eyes for their greater vision
U- Using the expertise of others as individuals
C-Counselling to inspire others
H- Honoring achievements and performance
ORGANIZATIONAL LEADERSHIP
Has the responsibility of leading an organization or group
towards achieving goals and objectives.
In organizational leadership, Leaders help set strategic
goals for the organization while motivating individuals
within the organization to successfully carry out
assignments in order to realize those goals.
School Head

Leads the school and community formulate the
vision, mission, goals, and school improvement
plan.
MANAGER VS. LEADERS
MANAGERS
Administer
Their process is transactional; meet objectives and
delegate tasks
Work Focused
The goal is to get things done. They are skilled at
allocating work.
Have Subordinates
They create circles of power and lead by authority.
Do Things Right
Managers enact the existing culture and maintain status
quo.
LEADERS
Innovate
Their process is transformational; develop a vision and
find a way forward
People Focused
The goals include both people and results. They care
about you and want you to succeed
Have Followers
They create circles of influence and lead by inspiring.
Do the Right Thing
Leaders shape the culture and drive integrity
TYPES OF SKILLS DEAMNDED OF LEADERS
3 BROAD TYPES OF SKILLS
1. TECHNICAL SKILLS refers to any type of process
or technique like sending e-mail, preparing a power
point presentation. Involves psychomotor skills and
things.
2. HUMAN SKILLS ability to work effectively with
people and to build teamwork. Also referred to as
people skills or soft skills. Concerns relationship
with people
3. CONCEPTUAL SKILLS the ability to think in
terms of models, frameworks and broad relationship
such as long range plans. Conceptual skills deals with
ideas.
LEADERSHIP STYLES
1. AUTOCRATIC LEADERS do decision making
by themselves
2. CONSULTATIVE
LEADERS
allow
participation of the members of the organization
by consulting them by make the decision by
themselves
3. DEMOCRATIC LEADERS allow the members
of the organization to fully participate in decision
making.
4. LAISSEZ
FAIRE
OR
FREE-REIN
LEADERSHIP avoid responsibility and leave
the members of the organization to establish their
own work. This leadership style leads to kanyakanya mentality, one weakness of the Filipino
character.
-between the four types of leadership. Consultative and
democratic only allows members participation. Between
the 2, democratic style is genuinely participative because
it abides by the rules of the majority.
THE SITUATIONAL LEADERSHIP MODEL
Effective leaders adapt their leadership style to the
situation of the members of the organization, to the
readiness and willingness of group members.
4 BEHAVIOR
LEADERSHIP
STYLE
OF
SITUATIONAL
S1. SELLING/DIRECTING individuals lack the
specific skills required for the job in hand and they are
willing to work at the task. They are novice but
enthusiastic.
S2. TELLING/COACHING individuals are more able
to do the task; however, they are demotivated for this job
or task; unwilling to do the task.
S3. PARTICIPATING/SUPPORTING individuals are
experienced and able to do the task but lack the
confidence or the willingness to take on responsibility
S4. DELEGATING individuals are experienced at the
task, and comfortable with their own ability to do it well.
They are able and willing to not only do the task, but to
take responsibility for the task
SERVANT LEADERSHIP
ROBERT K. GREENLEAF (1977)
Servant first. It begins with the natural feeling that one
wants to serve. Then conscious choice brings one to
aspire to lead. The best test is: do those served grow as
persons? Do they, while being served, become healthier,
wiser, freer, more autonomous,. More likely themselves to
become servants? And, what is the effect on the least
privileged in society; will the benefit. Or, at least, not be
further deprived? (Greenleaf, 1997/2002, p. 27)
JESUS CHRIST
Greatest teacher of humankind, he was a servant-leader.
He taught his disciples “he who wants to great must be
the servant of all.”
TRANSFORMATIONAL LEADERSHIP
Transformational leaders is not content with status quo
and sees the need to transform the way the organization
thinks, relates and does things.
Transformational school leaders sees school culture as it
could be and should be, not as it is and so plays his/her
role as visionary, engager, learner, collaborator, and
instructional leader.
Makes positive changes in the organization by
collaboratively developing new vision for the
organization and mobilizing members to work towards
that vision.
Let’s Check for Understanding
TRUE OR FALSE
1. Leadership is interchangeable with management
because they mean the same. FALSE
2. A leader cannot be a manager and a manager cannot
be a leader at the same time. FALSE
3. In the laissez faire leadership style, the leader fully
interferes in the decision making of his/her followers.
FALSE
4. In the consultative style of leadership, members of the
organization arrive at the decision. FALSE
5. In the democratic style of leadership, the members of
the organization are consulted in decision making.
FALSE
6. The autocratic leader consults his/her followers.
FALSE
7. A transformational leader is content with status quo.
FALSE
8. In situational leadership, if followers are “unwilling
and unable” to do the job, leader must resort to
delegating. FALSE
9. In situational leadership, if followers are “willing and
able” to do the job, leader must resort to telling.
FALSE
10. Transformational leadership is focused on
innovations. TRUE
11. Innovations when relevant do not need to be
sustained. FALSE
LET CLINCHERS
1. Which is the essence of servant-leadership? A
a. Leading is serving.
b. Leading is making your subordinates feel your
power over them
c. Leading is ensuring that yourself is the first
d. Leading is changing.
2. What is the message of situational leadership? B
a. A leader is first a servant
b. A leader must fit leadership style to the follower’s
level of readiness and willingness
c. A leader can choose the leadership style that fit
him the most.
d. Authoritarian leadership is best because
organization accomplishes much
3. Who is most interested in improving the present status
quo of an institution? C
a. The authoritarian leader
b. The laissez faire type of leader
c. The transformational leader
d. The servant leader
4. What must a leader do if wants an innovation to affect
substantially and positively school culture? A
a. Sustain the innovation
b. Introduce innovation one after another
c. Ensure that the innovation is welcomed by all, no
exception
d. School head is the origin of the innovation.
5. Is a manager also a good leader? B
a. Yes
b. It depends on the person
c. Not necessarily
d. It depends on the type of organizational
Cognitive Development of the preschoolers refers to
their reasoning, thinking and understanding.
MODULES 15: PHYSICAL DEVELOPMENT OF
PRE-SCHOOLERS
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Preschooler years is commonly known as “the years
before formal schooling begins.” Roughly covers 3-5
years of age.
Physical growth increases in preschool years, trunk,
arms and legs become longer.
The center of gravity for preschoolers is on the lower
level, right about near the belly button. This give them
more ability to be stable and balanced that a toddler.
5 to 6 years old is the best time to learn skills that
requires balance like biking and skating.
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GROSS AND FINE MOTOR DEVELOPMENT
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Growth Motor Development refers to acquiring
skills that involve the large muscles.
o Locomotor movements that involve going
from one place to another, like walking,
running, climbing, skipping, hopping,
creeping, galloping and dodging.
o Non-locomotor movements where the child
stays in place like stretching, bending,
turning and swaying.
o Manipulative Skills moves that involves
projecting and receiving objects, like
throwing, striking, bouncing, catching and
dribbling.
Fine Motor Development refers to acquiring the
ability to use smaller muscles in the arm, hands and
fingers purposefully like picking, squeezing,
pounding and opening things, holding and using in
writing implement.
Pre-schoolers’ Artistic Development
o Viktor Lowenfield’s Stages of Drawing
 Scribbling Stage begins with large
zigzag lines which later become
circular marking. Soon discrete
shapes are drawn.
 Pre-schematic Stage may include
early representations. Children at this
stage tend to give the same name to
their drawings several times.
 Schematic Stage more elaborate
scenes are depicted. Children usually
draw from experience and exposure.
MODULE 16: COGNITIVE DEVELOPMENT OF
PRE-SCHOOLERS
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Preschoolers’ Symbolic and Intuitive Thinking
o Symbolic Sub-stage is a stage which
children show progress in their cognitive
abilities by being able to draw objects that are
not present, by their dramatic increase in their
language and make believe play.
o Intuitive Sub-stage refers preschooler
children begin to use primitive reasoning and
ask a litany of questions.
Brain Connections in the Preschool Years
o The human brain contains 50 billion of
neurons at birth
o By age 2, children have developed half of the
brain cell connections that will be made
during one’s lifetime.
o Around 6 years of age the brain develops for
more sophisticated thinking patterns.
o The child’s billion cells have the ability to
make almost countless connections that
prepare the child for intricate pathways to
learn language acquire logical mathematical
skills interact with people and grow his
feelings and emotions.
Language Development
o 4 Main Areas
 phonology( speech sounds)
 semantics (word meaning)
 syntax( sentence construction)
 pragmatics( conversation or social
uses of language)
Zone of Proximal Development (ZPD) refers to task
too difficult for a child to master alone but can be
mastered with a guidance and assistance of adults or
more skilled children.
More Knowledge Other(MKO) a term that refers to
the changing over the course of teaching session, with
the more skilled person adjusting guidance to fit the
child’s current performance level.
The Information Processing model is another way
of examining and understanding how children
develop cognitively. This model conceptualized
children’s mental processes through the metaphor of
a computer processing encoding, storing and
decoding data.
15-30 seconds, assuming there is no rehearsal.
In the age of 2 and 5, long term memory also begins
to form, which is why most people cannot remember
anything in their childhood prior to 2 age or 3.
Social experiences includes:
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o Early forms of communication
o Imitation
o Make-believe play
o Language
o Social interaction
Receptive Language
o Standards 1: The child is able to understand
both verbal and non-verbal verbal forms of
communication
Pre Reading and Pre Math( Matching)
o Standards 1.1: The child is able to match
identical objects, colors shapes and symbols.
Pre –Reading and Pre- Math( Copying Letters and
Numbers
o Standards 1.2. The child is able to recite the
alphabet and Numbers in sequence
Domain: Cognitive Development
o Attention and Activity Level
 Standards 1: The child is able to
sustain attention and modulate his
activity at age-expected levels.
Higher –Ordered Mental Abilities
o Standards 1: The child develops basic
concepts pertaining to object constancy,
space time, quantity, serrations etc, and uses
these as the basis for understanding how
materials are categorized in his/ her
environment
Higher- Ordered Mental Abilities ( Cause and
Effect Relationships)
o Standards 1: The child is able to understand
the cause – effect relationships.
Memory: ( Episodic Memory)
o Standards 1: The child is able to recall
people he has met, events, and places he has
been to
Memory: ( Memory for Concept-Based
Knowledge- Semantic)
o Standards 1: The child is able to store verbal
information in short and long term Memory.
Higher – Ordered Mental Abilities ( Logical
Reasoning)
o Standards 1: The child is able to follow the
logic of events and draw accurate conclusions
by evaluating the facts presented to him.
Higher- Ordered Mental Abilities( Planning and
Organizing)
o Standards 1: The child is able to generate
new ideas or concepts, or the new
associations between existing ideas or
concepts.

Higher – Ordered Mental Abilities( Cognitive
Flexibility)
o Standards 1: The child is able to shift to
more adaptive cognitive processing strategies
in order to effectively deal with new and
unexpected conditions in his/ her
environment including problem situations.
MODULE 17: SOCIO-EMOTIONAL
DEVELOPMENT OF PRE-SCHOOLERS
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Parten’s stages of Play
o Unoccupied the child appears to be playing
but directs his attention on anything that
interests him.
o Onlooker the child spends time watching
others play. He may talk to them but does not
enter into play with them.
o Solitary Play the child plays with toys
similar to those near him, but only plays
beside and not with them. No interaction
takes place.
o Associative Play the child plays with others.
There in interaction among them, but no task
assignment, rules and organization are agreed
upon.
o Cooperative the child plays with others
bound by some agreed upon rules and roles.
The goal maybe to make something, play a
game, or act out something.
Baumrind’s Caregiving Style
o Authoritative high demandingness/ high
responsiveness
o Permissive low demandingness/ high
responsiveness
o Authoritarian high demandingness/ low
responsiveness
o Negligent
low demandingness/
low
responsiveness
Responsiveness refers to the caregiver behaviors that
pertain to expression of affection and communication.
Involves openness in communication and the
willingness to explain things in ways that the child
will understand.
Demandingness refers to the level of control and
expectations. Involve discipline and confrontation
strategies.
MODULE 18: PHYSICAL DEVELOPMENT OF
PRIMARY SCHOOLERS
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Physical growth during primary school years is slow
but steady.
Average increase in height of a little over two inches
a year in both boys and girls.
Weight gain averages about 6.5 pounds a year.

Bones and Muscles

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Childhood years are the peak bone-producing yearsbones grow longer and broader.
Replacement of primary teeth, also n
Known as baby teeth, with permanent teeth occur
around ages 6 to 7 years and up until age 12, most
children will have all their primary teeth replaced.

Motor Development
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Unimanual using of one hand
Bi-manual use of two hands
Coordination is a series of movements organized and
timed to occur in a particular way to bring about a
particular result.
Balance is the child’s ability to maintain the
equilibrium or stability of his/her body in different
positions.
o Static balance is the ability to maintain
equilibrium in a fixed position, like balancing
on one foot.
o Dynamic balance ability to maintain
equilibrium while moving.
Speed is the ability to cover a great distance in the
shortest possible time.
Agility one’s ability to quickly change or shift the
direction of the body.
Power ability to perform a maximum effort in the
shortest possible period.
Issues affecting Physical Development
o Obesity
o Childhood Nutrition malnutrition is still a
major health issue
o Sleep primary school-age children should
sleep 9 to 11 hours a day( including daytime
naps)
MODULE 19: COGNITIVE DEVELOPMENT OF
PRIMARY SCHOOLERS

According to Jean Piaget, intelligence is the basic
mechanism of ensuring balance in the relations
between the person and the environment. For him

intellectual ability is not the same in every stages of
life.
Jeans Piaget’s Concrete Operational Stage 3rd
stage in Piaget’s Theory of Cognitive Development.
It spans from 7 to 11 years old.
o Logic
 Inductive logic involves thinking
from a specific experience to a
general principle.
 Deductive logic or beginning with a
general principle leading to specific
event.
o Reversibility awareness that actions can be
reversed
Cognitive Milestones the stage when they leave
behind egocentric thinking and start to develop a
more mature way of looking things, which greatly
enhances children’s problem-solving skills. Piaget
calls this process DECENTRATION.
Sequential manner means a child needs to
understand numbers before they can perform
mathematical equation.
MODULE 20: SOCIO-EMOTIONAL DEV’T OF
PRIMARY SCHOOLERS
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
Erik Erikson’s 4th stage of Psychosocial
Development
o Industry refers to a child’s involvement in
situations where long, patient work is
demanded of them
o Inferiority the feeling created when a child
gets a feeling a failure when they cannot
finish or master their school work.
MODULE 21: PHYSICAL DEVELOPMENT OF
INTERMEDIATE SCHOOLERS
Early puberty
o BREAST
 GIRLS Small lumps from behind the
nipple may occur, which sometime
could be painful but eventually the
pain goes away
It is normal for on breast to develop
more slowly the other.
 BOYS May also have swelling on
their chest but tends to go away
within a year or two
o GENITALS
 GIRLS the vulva starts to increase a
bit. The vagina gets longer.
The uterus gets bigger.

o
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
BOYS Subtle increase in testicle
size. Penis and scrotum start to grow.
Semen may be released when he is
awake or even during sleep.
HAIR GROWTH
 GIRLS hair will start to grow in the
armpits and pubic areas.
 BOYS hair will start to grow and
become thicker. New hair will also
grow in the armpits and pubic area
around the genitals. May start
developing chest and facial hair.
HEIGHT,
WEIGHT
AND
MUSCLE
DEVELOPMENT
o A child’s weight on average, may be 2.3 to
3.2 kilograms per year.
o An average of 2 ½ inches in height and an
average of an inch in head circumference
each year.
o Growth spurt refers to a period of rapid
physical growth and development that occurs
during puberty.
Motor Skills
o Age 10-11 years, most children will have to
learn to play sports: swimming, basketball,
volleyball, and running.
o From the age of 8, children show greater
coordination in writing. Fine motor skill
develop gradually which may be evidenced
by the size of letters and numbers.
o May produce good quality crafts or have
greater control in playing instruments like
piano or guitar.
Insecurities
o Girls may become concerned about their
weight and decide to eat less.
o Boys may become aware of their stature and
muscle size and strength.
o Appropriate activities must be designed so
that children will be guided into the right
direction.
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Intermediate schoolers greatly enjoys the cognitive
abilities that they can now utilize more effectively as
compared to their thinking skills during primary
years.
Their reading development is marked by a wide
application of word attack. They now have a wide
MODULE 23: SOCIO-EMOTIONAL
DEVELOPMENT OF INTERMEDIATE
SCHOOLERS
5 Types of Peer Status
o Popular frequently nominated as the best
friend and one who is rarely disliked by peers.
o Average receive an average number of
positive and negative nominations from
peers.
o Neglected very seldom nominated as a best
friend but is not really disliked
o Rejected infrequently nominated as a best
friend but one who is also disliked by peers
o Controversial frequently nominated as a
best friend but at the same time is disliked by
peers.
MODULE 24: PHYSICAL DEVELOPMENT OF
HIGH SCHOOL LEARNERS
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MODULE 22: COGNITIVE DEVELOPMENT OF
INTERMEDIATE SCHOOLERS

vocabulary which enables them to understand the
meanings of unknown words through context cluesthe “reading to learn” stage in reading development.
Span of attention is dependent on how much is
required by the given task.
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Adolescence is a period of transition in terms of
physical, cognitive and socio-emotional changes.
o Early adolescence characterized by puberty
may come at the ages of 11 and 12.
o Middle adolescence may meet identity
issues within the ages of 14 and 16.
o Late adolescence marks the transition into
adulthood at ages 17 to 20.
Puberty changes
o "Hormone flooding" refers to the sudden
and significant increase in hormonal activity
in the body, particularly during certain stages
of development such as puberty.
o Growth spurts in girls begins at 10 reaching
its peak at 11 and a half, while slowly
continual growth occurs for several more
years. While in boys begins at 12, reaching its
peak at the age of 12 and declining at the age
15 and a half, while slowly continual growth
continues on for several more years.
Factors affecting development
o Hormones
 Secretion
of
gonadotropic
hormones by the anterior pituitary at
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the base of the brain near the
geometric center of the head
 Gonads which are the ovaries and
the testis are the stimulated by the
gonadotropic hormones, in turn
stimulating their own hormones, this
stimulation can cause the secretion of
testosterones for the male and
estrogen for the females.
o Spermache enlargement of the testis gland
that produces sperm in the scrotum
o Menarche first menstruation
Secular trend a phenomenon of more rapid physical
maturation during this century. Refers to a long-term,
gradual change in physical and biological
characteristics observed over generations.
Self-esteem is defined as one’s thoughts and feelings
about one’s self-concept and identity.
MODULE 25: COGNITIVE DEVELOPMENT OF
HIGH SCHOOL LEARNERS
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Corpus callosum is a prominent structure in the brain
that connects the left and right cerebral hemispheres.
Acquisition of new cognitive skills due to brain’s
increasing in weight and refining synaptic
connection.
Myelination is the process of correlated temporal and
parietal areas. Covers the systems whose executive
functions relate to attention, verbal; fluency, language
and planning.
3 peaks of Brain Maturation
o At age 12,15 and 18.5
Piaget’s formal operational thinker
o Propositional thinking making assertions
outside visual evidence, and stating what may
be possible in things not seen by the eyes.
o Relativistic thinking subjectively making an
opinion on facts- involving one’s own bias,
prejudice of distortion of facts- which may be
either right or wrong.
o Real versus possible examining situation
and exploring the possible in terms of
situations or solutions.
Siegler’s Information Processing Skills
o He sees cognitive growth, not as stages of
development, but more of a sequential
acquisition of specific knowledge and
strategies for problem-solving.
Metacognition is the ability to identify one’s own
thinking processes and strategies.
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Characteristics of an overachiever
o Positive self-value self-esteem, confidence
and optimism
o Openness to authority responsive to
expectations of parents and teachers
o Positive interpersonal relations responsive
and sensitive to feelings of others
o Less conflict on the issue of self-autonomy
feels freedom to make right choices, initiates
and leads activities
o Academic orientation disciplined work
habits, high motivation to discover and learn,
interest in study values and varied fields of
study
o Goal orientation efficiency and energy in
organizing,
planning,
setting target,
prioritizing long0term goals over short-term
rewards
o Control over anxiety well composed and
relaxed performance of organized tasks
Behavior and adolescent cognitive growth
o Egocentrism
o Idealism
o Increased argumentativeness
Developing occupational skills (according to
theorist John Holland)
o Realistic prefers practical tasks
o Investigative prefers tasks that are
conceptual
o Conventional prefers structured task that
caters to the needs of others.
o Enterprising prefers independence and
innovation
o Artistic prefers unstructured tasks that shows
ability for self-expression
Adolescents may also show capability of
multitasking.
o Attitudes and Abilities
 Self-reliance working independently
without stress
 Money management not spending
money on luxuries, much less on
drugs and alcohol
 Social responsibility cooperation
and respect for others including
superiors
 Mature work orientation pride in
work and quality of work
 Personal responsibility assuming
tasks
independently
and
competitively
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Positive attitude to work work is
seen as a gainful and wholesome
activity and bot a burden.
MODULE 26: SOCIO-EMOTIONAL
DEVELOPMENT OF HIGH SCHOOL
LEARNERS
Human emotions
o Emotions are commonly known as human
feelings that are manifested by varied
conscious or unconscious moods.
o A subjective reaction to internal and external
stimulus that involves physical change,
action or appraisal.
Positive and Negative Emotions
o Positive emotions joy and interest motivate
the individual to continue his/her behavior.
o Negative emotions may cause withdrawal
from what may be perceived as bad and
dangerous.
o 6 basic emotions according to Charles
Darwin:
 Interest
 Joy/happiness
 Sadness
 Anger
 Disgust
 Fear
Other scientist expand the list adding:
 Love
 Pride
 Hope
 Gratitude
 Compassion
 Jealousy
 Anxiety
Social emotions starts to emerge as early as the
toddler years (15-24 months) comprised by such
feelings as envy, embarrassment, shame, guilt and
pride.
o Girls are more skilled in regulating emotions,
but they are more likely than boys to be
anxious, and twice likely to be depressed.
o Adolescent girls most likely than boy to have
both negative and positive interactions with
family and friends.