MALLIG PLAINS COLLEGES

Mallig, Isabela

INSTITUTIONAL PURPOSES AND OBJECTIVES

PHILOSOPHY

Every individual has the right to quality education that empowers him to perform efficiently his duties and obligation to society.

VISION

A highly recognized Higher Education Institution that produces competent professional and technical individuals for social economic progress.

MISSION

Train students in competencies and values relevant to socio-economic development comparable to global standards.

OBJECTIVES

Access – To provide access to quality education through affordable means and scholarship grants.
Instruction – To upgrade curricula, academic qualification and instructional competencies of faculty and staff to ensure employability of graduates.
Research – To develop research capabilities of students, faculty and staff; and in still commitment to progressive improvement and the pursuit of excellence through life-long
learning;
Extension – To assist communities through continuing search for socially relevant and beneficial development projects.

GOALS

1. To produce employable graduates with honor, dignity and integrity.

2. To enhance capabilities to employers through professional development program.
3. To render quality services for the satisfaction of stakeholders.
4. To undertake research to address national and global concerns.

OUR CORE VALUES

 Modesty  Honesty
 Professionalism  Excellence
 Commitment  Accountability
 Integrity  Respect
 Fairness  Teamwork
 COLLEGE OF TEACHER EDUCATION
 MALLIG PLAINS COLLEGES
Mallig, Isabela

VISION

The college of Education seeks to be a development center for globally competitive teachers, sufficiently equipped with pedagogical knowledge, skills and attitudes tempered with
desirable social, moral and spiritual values that enhance positive image of the teacher and the teaching profession.

MISSION

To prepare teachers for professional roles in school settings, equipped with necessary knowledge, skills and attitudes of the trade; and steeped with zeal and commitment in the
building of a healthy, productive and values-oriented youth.

OBJECTIVES

To achieve the above it intends:

1. To offer pedagogically guided and upgraded teaching curricular;

2. To develop communicative competence and proficiency in the use of media of instruction in the areas of concentration;

3. To upgrade academic and instructional competencies of the faculty and strengthen their motivation for service and life-long learning;

4. To participate in raising the educational index of the community to insure socio-economic progress;

5. To integrate development of moral character and personal discipline in learning courses subjects in the curriculum and

6. To instill sheer appreciation, love and pride for the teaching profession.

SYLLABUS

Course Name: Child and Adolescent Development

 MALLIG PLAINS COLLEGES
Mallig, Isabela

Course Credits: 3 units

Course Description
This is a professional education course on child and adolescent development. It focuses on the physical cognitive and socio-emotional development. It focuses
on the physical, cognitive and socio-Emotional development of the child and the adolescent and their educational implications. This is introduced with a discussion on
the basic concepts and issues on human development, research in child and human development, the most recent developmental theories, and the development
process before birth, during infancy and toddlerhood.
While the Course is centered on the preschooler, primary and elementary pupil and high school student who are the primary clientele of the would-be teachers,
background knowledge of human development before birth, infancy and toddlerhood is included to give would-be teachers a comprehensive and a better understanding
of the learner in the earlier developmental stages.

Contact Hours/Week: 54 Hours

Prerequisite: None

Course Objectives
At the end of the course, the students are expected to:
 Demonstrate understanding of the process of human development from prenatal period to adolescence along the physical, cognitive and socio-emotional
dimensions from the perspective of various experts.
 Draw implication of these human development concepts to the teaching-learning process, teacher-learning process, teacher-learner relationships and child
care.
 To conduct or summarize researches relevant to child and adolescent development.
 Realize that there are aspects of the human development process that are common to all, common only among groups, and unique to each child.
 Develop genuine appreciation of and respect for the unborn and for every child/learner regardless of his/her developmental stage.

Course Outline and Timeframe

Week Course Content/Subject Matter

1 Overview of the Course and PVMO of M.P.C.
Philosophy, Vision, Mission and Objectives
College of Education Vision, Mission and Objectives

2 Basic Concepts and Issues on Human Development

 MALLIG PLAINS COLLEGES
Mallig, Isabela

1. Human Development: Meaning, Concepts and Approaches

3 2. The Stage of Development and Developmental Tasks

4 3. Issues on Human Development

5 4. Research in Child and Adolescent Development

Development Theories and Other Relevant Theories
5. Freud’s Psychoanalytic Theory
6. Piaget’s Stage of Cognitive Development

6 7. Erickson’s Psycho-Social Theory of Development

8. Kohlberg’s Stages of Moral Development

7 9. Vygotsky’s Socio-Cultural Theory

10. Bronfenbrenner’s Ecological Theory

8 Development of the Learners at Various Stages

Pre-natal Period
11. Pre-Natal Development

9 Infancy and Toddlerhood

12. Physical Development of Infants and Toddlers

10 13. Cognitive Development of Infants and Toddlers

11 14. Socio-emotional Development of Infants and Toddlers

12 Early Childhood (The Preschooler)

15. Preschooler Physical Development
16. Cognitive Development of the Pre Schoolers

13 17. Socio-Emotional Development of the Pre-schooler Middle Childhood (The Primary Schooler)
18. Physical Development of the Primary Pupil

14 19. Cognitive Development of the Primary Schoolers

 MALLIG PLAINS COLLEGES
Mallig, Isabela

15 20. Socio-emotional Development

16 Late Childhood (The Intermediate Schooler)

21. Physical Development of the Intermediate Pupil
22. Cognitive Development of the Intermediate Pupil

17 23. Socio-emotional Development of the Intermediate Pupil Adolescence (The High School Learner)
24. Physical Development of the High School learners

18 25. Cognitive Development of the High School Learners

26. Socio-emotional Development of the High School

LEARNING PLAN

Desired Learning Outcomes Course Content/ Teaching and Learning Assessment Task Resource Time Table
(DLO) Subject Matter Activities (TLAs) (ATs) Materials

1. Gain deeper understanding  MPC Philosophy, Vision, Mission and  Reading, reciting,  Rubrics  Projector 3 hours
and appreciation of the MPC Objectives explaining and  Laptop
Philosophy, Vision, Mission  College of Education Vision, Mission and expanding on the  Pen
and Objectives Objectives meaning and implications
2. Verbalize and internalize ones of the MPC – PVMO on
role and commitment to the the student behavior
attainment of the MPC PVMO

1. Define human development in I. Basic Concepts and Issues on Human  Group Discussion  Sentence  Laptop 3 hours
your own words Development Completion  Projector
 MALLIG PLAINS COLLEGES
Mallig, Isabela

2. Draw some principles of human 1.1 Human Development: Meaning,

development Concepts and Approaches
3. Distinguish two approaches to
human development

1. Define developmental tasks in 1.2 The Stage of Development and  Group Discussion  Written Quiz  Pictures 3 hours
your own words Developmental Tasks representing
2. Identify development stages of developmental
learners in different curriculum stages
year levels
3. Describe the developmental
tasks in each stage
4. State for yourself how these
developmental tasks affect
your role as a facilitator of
learning

1. Take an informed 1.3 Issues in Human Development  Direct Teaching  Oral Recitation  Laptop 3 hours
stand/position on the three (3)  Projector
issues on development

1. Explain the basic principles of 1.4 Research in Child and Adolescent  Reporting  Oral Recitation  Laptop 1 hour
research Development  Projector
2. Demonstrate appreciation of
the role of teachers as
consumers and producers of
developmental research

1. Explain Freud’s views about 1.5 Freud’s Psychoanalytic Theory  Reporting  Oral Recitation  Laptop 1 hour
child and adolescent  Graphic Organizer  Projector
development  Reflection
2. Draw implications of Freud’s
theory to education

1. Describe Piaget’s stages in 1.6 Piaget’s Stages of Cognitive  Reporting  Paper and  Laptop 1 hour
your own words Development Pencil Test  Projector
2. Conduct a simple Piagetian
 MALLIG PLAINS COLLEGES
Mallig, Isabela

Task interview with children

3. Match learning activities to the
learner’s cognitive stage

1. Explain the eight (8) stages of 1.7 Erickson’s Psycho-Social Theory of  Reporting  Oral Recitation  Laptop 2 hours
life Development  Projector
2. Write a short story of your life
using Erikson’s stages as
framework

1. Explain the stage of moral 1.8 Kohlberg’s Stage of Moral  Reporting Class  Oral Recitation  Laptop 2 hours
development Development  Discussion  Projector
2. Analyze a person’s level of
moral reasoning based on his
responses to moral dilemmas
3. Cite how the theory of moral
development can be applied to
your work as teacher later on

1. Explain why Vygotsky’s theory 1.9 Vygotsky’s Socio-Cultural Theory  Reporting  Oral Recitation  Laptop 2 hours
is called “Socio-cultural”  Discussion  Projector
theory
2. Differentiate Piaget and
Vygotsky views on cognitive
development
3. Explain how scaffolding is
useful in teaching a skill

1. Describe each of the layers of 1.10 Bronfenbrenner’s Ecological  Reporting Class  Oral Recitation  Laptop 1 hour & 30
Bronfenbrenner’s Bio- theory  Discussion  Projector minutes
ecological Model
2. Identify factors in one’s own
life that exerted influence on
one’s development
3. Use the bioecological theory
 MALLIG PLAINS COLLEGES
Mallig, Isabela

as a framework to describe
the factors that affect a child
and adolescent development

1. Trace the course of the pre- 1. Development of the Learners at  Reporting Class  Oral Recitation  Laptop 3 hours
natal development process Various Stages  Discussion  Projector
that you went through Pre-Natal Period
2. Explain the most common 11. Pre-natal Development
hazards to pre-natal
development become more
appreciative of the gift of life
manifested in an anti-
abortion stand

1. Trace the physical 2. Infancy and Toddlerhood  Reporting Class  Oral Recitation  Laptop 3 hours
development that you have 12. Physical Development of Infants  Discussion  Projector
gone through as infants and and Toddlers
toddlers
2. Draw implications of these
principles and processes to
parenting and caregiving

1. Trace your own cognitive 13. Cognitive Development of Infants  Reporting Class  Graded  Laptop 3 hours
development as infants and and Toddlers  Discussion Recitation  Projector
toddlers
2. Draw implications of cognitive
development concepts to
parenting

1. Describe the socio-emotional 14. Socio-emotional Development of  Reporting  Graded  Laptop 1 hour & 30 minutes
development processes that Infants and Toddlers  Discussion Recitation  Projector
you went through as an infant
and toddler
2. State the implications on
infants and toddlers socio-
emotional development of
 MALLIG PLAINS COLLEGES
Mallig, Isabela

parenting and child care

1. Describe preschool children’s 3. Early Childhood (The Preschooler)  Reporting Class  Oral Recitation  Laptop 1 hour & 30 minutes
physical growth 15. Pre schoolers’ physical  Discussion  Projector
2. Identify the different gross and Development
fine motor skills
3. Draw implications of these
concepts on physical
development on teaching
preschoolers

1. Describe the cognitive 16. Cognitive Development of  Reporting Class  Graded  Laptop 1 hour & 30 minutes
development that takes place Preschoolers  Discussion Recitation  Projector
among preschoolers
2. Apply concepts on
preschoolers cognitive
development in preschool
teaching and in child care
3. Take an informal
stand/position on current pre-
school teaching practices

1. Explain Erickson’s “crisis” of 17. Socio-Emotional Development of  Reporting Class  Graded  Laptop 1hour & 30 minutes
early childhood, initiative the Preschooler  Discussion Recitation  Projector
versus guilt  Pictures
2. Explain the development of
the preschoolers sense of self
and self-esteem
3. Discuss how children develop
gender indentify
4. Describe the stage of play and
how it impacts socio-emotional
development
5. Discuss the different
caregiving styles and their
 MALLIG PLAINS COLLEGES
Mallig, Isabela

effect on preschoolers
6. Describe how significant
relationships with parents,
siblings and peers affect the
preschooler

1. Describe the different physical 4.The Primary Schooler  Reporting Class  Oral Recitaion  Laptop 1 hour & 30minutes
characteristics of early school 18. Physical Development of the  Reflection  Projector
aged children in your own Primary Pupil  Discussion
words
2. Enumerate ideas on how you
can apply the concepts in the
teaching-learning process

1. Describe the characteristics 19. Cognitive Development of Primary  Reporting Class  Oral Recitation  Laptop 3 hours
of children in the concrete Schoolers  Discussion  Projector
operational stage  Picture
2. Explain the importance of
information processing skills
and how they affect the
child’s cognitive development
3. State the different cognitive
milestone in primary
schoolers

1. Identify the different 20. Socio-Emotional Development  Group Report  Written Test  Laptop 3 hours
characteristics of primary  Reflection  Reflection
school aged children in this  Pictures
stage of development
2. Discuss the different factors
that affect the socio-
emotional growth of the
primary schoolers

1. Identify the different physical 5. Late childhood (The Intermediate  Group Report  Oral Recitation  Laptop 1 hour & 30 minutes
 MALLIG PLAINS COLLEGES
Mallig, Isabela

characteristics of Schooler)  Projector

intermediate schoolers 21. Physical Development of the
2. Discuss the ways and Intermediate Pupil
practices which will aid
children in successfully
developing physically
3. Design a simple exercise
program appropriate for
intermediate school children

1. Examine the cognitive 22. Cognitive Development of  Reporting Group  Oral Recitation  Laptop 1 hour & 30 minutes
characteristics of intermediate Intermediate Schoolers  Discussion  Projector
school children
2. Discuss important factors that
affect the cognitive
development of intermediate
school children
3. Enumerate ways on how
teachers can promote
creativity in the learning
activities and instructional
materials

1. Identify the socio-emotional 23. Socio-Emotional Development of  Reporting Class  Oral Recitation  Laptop 1 hour & 30 minutes
characteristics of children in Intermediate Schooler  Discussion  Projector
their late childhood stage
2. Determine the qualities of
family life that affect older
children’s development
including changes in family
interactions
3. Interview a parent regarding
their child’s socio-emotional
development
 MALLIG PLAINS COLLEGES
Mallig, Isabela

1. Define adolescence 6. Adolescence (The High School  Reporting Class  Oral Recitation  Laptop 1 hour & 30 minutes
2. Describe the physical and Learner)  Discussion  Projector
sexual changes 24. Physical Development of the High  Pictures of
accompanying puberty School Learners teenagers
3. Identify the psychological
consequences of early and
late maturation in the period of
adolescence
4. Identify symptoms, causes of
possible habit disorders and
ways of coping with them

1. Describe the theories of 25. Cognitive Development of the High  Reporting Class  Laptop 1 hour & 30 minutes
cognitive thinking and relate School Learners  Discussion  Projector
these to the phases of
teaching-and-learning
2. Identify the avenues for the
adolescent learner’s acquiring
metacognition, elevating his
thinking ability base
3. Define overachievement and
underachievement and
propose possible solutions to
underachievement
4. Explain the outcomes of the
adolescent’s new thinking
skills, inclusive of
egocentrism, idealism and
increased argumentativeness

1. Identify the socio-emotional 26. Socio-emotional Development  Reporting Class  Oral Recitation  Laptop 1 hour & 30 minutes
changes in the adolescent  Discussion  Written  Projector
2. Describe how self-image Examinations
develops among teens
3. Determine the wholesome
attitudes and values in teen
age friendship
 MALLIG PLAINS COLLEGES
Mallig, Isabela

4. Discern the causes of moral

reasoning and feeling, while
understanding religiously
imposed morality
5. Recognize the need of the
adolescent for freedom and
privacy, also known as
adolescent emancipation

Required Reading (Textbook)

Corpuz, Brenda B. Ph.D. et al – Child and Adolescent Development Lorimar Publishing Inc. 2015

Suggested Readings and References

1. Berk, Laura E. Infants, Children and Adolescent 7 th Edition, Pearson. 2012
2. Early Childhood Care and Development Council (Philippines) 2010. Philippine Early Learning and Development Standards
3. Morrison, George S. Early Childhood Education Today 11th Edition U.S.A. New Jersey 2009
4. Preschoolers Cognitive Development U.S.A. Magna System, 2007
5. Preschoolers Social and Emotional Development Guide U.S.A. Magna System 2008
6. Santrock, John W. Educational Psychology 5th Edition Mc Graw. Hill, 2011
7. Santrock, John W. Life-Span Development 8th Edition. New York. Mc Graw Hill Companies 2011

Course Requirement – None

Grading System

RESEARCH OUTPUT 45 %
(as a subject embodied in the syllabus and as a final requirement)
ORAL REPORT
 Presentation
25 %
 Clarity of explanation
 Ability to answer a question
 Mastery of the topic
FINAL EXAMINATION 20 %

ATTENDANCE 10 %
 MALLIG PLAINS COLLEGES
Mallig, Isabela

TOTAL 100 %

Classroom Policies:
1. Students must be punctual in class.
2. All students must be in uniform.
3. Everyone must participate in class discussion.
4. All students must be always present in class.
5. No “Special Test” be given to those absent during the examinations day unless “sick” with doctors certificate.

Prepared by:

FELONILA L. CATUIZA, Ph. D.

Instructor/Professor

Noted by:

FELONILA L. CATUIZA, Ph. D.

Dean, College of Education