VISION

An excellence-driven learner-centered educational institution committed to the holistic formation of the SPCFIANS to become productive and conscientious members of the
global community.

MISSION

St. Paul College Foundation Incorporated provides globally-relevant, research-based and value-laden curricular programs responsive to the dynamic demands of the industries.
To this end, the school:

a.) offers innovative curricular programs geared towards the holistic development of every SPCFIan;
b.) nurtures a culture of research that brings about improvement of instructional delivery and the school’s community extension programs;
c.) forges collaboration with the community that uplifts their economic and living conditions.

MISSION
PROGRAM EDUCATIONAL OBJECTIVES ( BACHELOR OF SECONDARY EDUCATION/ BACHELOR OF ELEMENTARY EDUCATION )
a b c
PEO1: A socially responsible teacher who is at forefront in initiating and implementing advocacies, programs and projects for the advancement   
of his chosen field that are beneficial to the society
  
PEO2: A professional teacher who possesses the traits and characteristics of an effective and efficient leader in his profession.

PE03: A conscientious education practitioner who shows mastery, proficiency and diligence in his work.
PEO4: A flexible education professional who initiates and implements change and innovation as catalyst for the betterment of the people and  
society.
PEO5: An inquisitive teacher who continuously endeavor to search for new knowledge, enabling him to grow personally and professionally.  
 
PEO6: An authentic education professional who works proficiently and honestly, within the bounds of ethical and moral standards.
PEO7: A nationalistic education specialist who advocates programs and projects that are Maka-Diyos and Maka-Tao thereby promoting a  
culture of peace, harmony and justice in the community and in the country.
 GOALS AND OBJECTIVES

CORE VALUES

The Graduate of St. Paul College Foundation Incorporated shall be distinguished as one possessing the following traits and attributes:

SOCIALLY RESPONSIBLE

 Engages on peaceful and harmonious relationship with God and fellowmen in the spirit of love, respect and compassion

PROFESSIONAL

 Perform tasks, duties and responsibilities effectively and efficiently guided by

CONSCIENTIOUS

 Shows dedication, diligence and perseverance in all undertakings and functions

FLEXIBLE

 Manifests the ability to initiate and adapt to changes in response to different circumstances and conditions.

INQUISITIVE

 Shows interest and enthusiasm in search for new knowledge and truth as well as in holisyic development of the total person.

AUTHENTIC

 Conduct one’s self in the quest of being reliable, dependable, honest and trustworthy in word and in deed.

NATIONALISTIC

 Exhibits patriotism allegiance and loyalty to the country by promoting peace, equality and justice.
 COURSE SYLLABUS

1. Course Code: Prof. Ed 1

2. Course Title: The Child and Adolescent Learners & Learning Principles
3. Pre-requisite: None
4. Co-requisite: Child Development
5. Credit Units: 3
6. Course Description: This course focuses on child and adolescent development with emphasis on current research and theory on biological, linguistic, cognitive, social and
emotional dimensions of development. Further, this includes factors that affect the progress of development and shall include appropriate pedagogical principles
applicable for each developmental level.
7. Students Outcomes and Relationship to Educational Objectives:

Program Educational Objectives

Student Outcomes
1 2 3 4 5 6 7
A Demonstrate high level of content and pedagogical knowledge I D D D D R R
B Demonstrate appreciation for diversity D D I R I D D
C Manifest collaborative skills D D R R D D R
D Demonstrate innovative thinking I D D D D R R
E Apply critical and problem solving skills R D D D D I R
F Advocate for children’s rights, equity, community, nationalism, and democratic ideas. D R I I I I D
G Pursue lifelong learning D D D D D D D

8. Course Outcomes (Cos) and Relationship to student Outcomes:

Program Educational Objectives

Course Outcomes
1 2 3 4 5 6 7
1. Explain the nature of the learners and discuss means to effectively deal with them. I I I D I I I
2. Demonstrate understanding of the theories and principles of human growth, development and learning I D D D R R I
3. Apply their knowledge in human growth, development and learning to the teaching-learning process. D D D D D D D

*Level: I- Introduced, R- Reinforced, D- Demonstration

9. Course Coverage:

TEACHING-LEARNING
TIME FRAME TOPICS ASSESSMENT TASK COURSE OUTCOME
ACTIVITIES
I. Basic Concepts and Issues on Human Development  Identify and define some principles of human
PRELIM A. Human Development: Meaning, Concepts, and Approaches Modified True or development.
Buzz Sessions
B. The Core Issues on Human Development False  Determine the Issues on Human Development.
C. Factors Affecting Development Multiple Choice  Evaluate the Human Theories and Other
Group Dynamics
D. Research in Child & Adolescent Development Quiz Relevant Theories
E. Developmental Theories
 Compare and contrast, organize and
synthesize the different researches and
FOUR BROAD DIMENSION OF COGNITIVE DEVELOPMENT Computer-Assisted
PREMIDTERM theories related to the first broad dimensions
A. First Dimension: Physical Development Instruction KWHL Diagram
of child and adolescent development.
A.1 Pre-natal Development
 Demonstrate the locomotor skills (gross and
A.2 Brain Development Guided Learning Performance-based
fine motor skills) with the use of multimedia
A.3 Perceptual Development Assessment
resources.
A.4 Motor Development
 Reflect the insights of physical/biological
development in the educational setting
 Discuss theory of mind, false beliefs, and the
appearance reality distinction as they relate to
Project – but rubric cognitive development during the transition of
MIDTERM B. Second Dimension of Cognitive Development shall be used the child.
Project-based
B.1 Piaget’s Theory of Cognitive Development  Make and interpret representations of
Learning
B.2 Vygotsky’s Theory of Development Frayer Model different theories of the second dimension of
B.3 Information Processing Theory cognitive development through project
Group Dynamics
B.4 Intelligence Theory Multiple Choice making.
Quiz  Apply theories with experiences in a new
context.

 Discuss how language and literacy develop

SEMI-FINALS C. Third Dimension: Language and Literacy Development Report
Think-pair share simultaneously and are interrelated.
C.1 Behaviorist Theory
 Demonstrate ways to nurture and support the
C.2 Nativist Theory Written Test
Reporting developmental process of early language and
C.3 Interactionist Theory (Cognitive and Contextual)
literacy.
C.4 Literacy Development Identification Test
 D. Fourth Dimension: Socio-Emotional & Moral  Articulate and describe the principles of
Development Expository Essay learning and the applicability of the learning
D.1 Erickson’s Theory of Pyscho-Social Theory Group Dynamics Graphic Organizer theories to children and adolescents in their
FINALS
D.2 Bandura’s Social Learning Theory local contexts.
D.3 Lawrence Kohlberg’s Stages of Moral Dimensional Multiple Choice  Differentiate between the socialization
Development Question Approach Quiz approach and the cognitive developmental
D.4 Carol Gilligan’s Theory of Moral Development approach to moral development through
II. Factors that Contribute to Learning Interactive Learning Performance-based diagram
III. Laws of Learning and Other Laws if Learning with Assessment  Discern the causes of moral reasoning and
Pedagogical Relevance religiously-imposed morality

10. Rubrics (Optional):

11. Course Grading:

I. 60% Passing Mark, Transmutation of Raw Scores or Cumulative Related Scores

II. Attendance – 10%
Written Works (Tests, Quizzes, Assignments, Outcomes-based Project and other Outputs) – 20%
Performance (Oral Recitation, Class Participation, Reporting, and other Performances) – 20%
Major Examinations – 50%

12. Reference / Resources:

A. Books
 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, ( 2010) Lorimar Publishing Incorporated, Quezon, City , Manila
 Brown, A.L. & Campione, J.C. (1994). Guided discovery in a community of learners, classroom lessons intergrating cognitive theory and classroom practice.
Cambridge, MA:MIT Press.
 Buhler, C.M. (1999). From birth to maturity: An outline of the psychological development of the child. London: Routledge.
 Cobb, N.J. (2001). The child: Infancy,childhood, and adolescence.Mountain View, CA: Mayfield Publications
 Cole, M, & Cole, S.R. (1993). The development of children (2nd ed.). NY: Scientific American Books.
 Zulueta Francisco M. Principles and Methods of Teaching. ( 2009). National Bookstore. Mandaluyong City.
 Owens, K. (2002). Child and adolescent development: An intergrated approach. Belmont, CA: Wadsworth/Thomson Learning.
 Papalin, D.E. (1999). A child’s world: Infancy through adolescence. Boston: McGraw-Hill.
  Siegler, R.S. (1986). Children’s thinking. Englewood Cliffs, NJ: Prentice Hall.
B. Websites
 Need, H. https://www.g-w.com/pdf/sampchap/9781590708132_ch04.pdf
 http://www.yourrights.org.uk/your-rights/chapters/the-rights-of-the-children-and-young- persons
 http://www. Mamashealth.com/child/inreflex.asp http://www. Cdipage.com/development.htm http://www.
 Republic Act 9208 “ Anti – Trafficking in Persons Act of 2003

13. Date of Revision: February 8, 2019

14. Prepared by: Mr. Rennil S. Bornia

15. Approved by: Mr. Benly S. Formoso Dr. Ferdinand Y. Tomakin

Program Chair, COE Vice-President of Academics and Research