PPT NOTES:

October 14, 2020

Cephalocaudal Trend
 Observable from conception to 5 months when the head grows more than the body.
 It is also applies in the first months after birth when infants learn to use their upper limbs before
their lower limbs.
 The same patter occurs in the head area because the top parts of the head – the eyes and the brain – grow
faster than the lower parts such as the jaw.
Proximodistal Trend
 The pre-natal growth from 5 months to birth when the fetus grows inside of the body outwards.
 This also applies in the first months after birth as shown in the earlier maturation of muscular control
of the trunk and arms, followed by the hands and fingers.

3. Development involves change.

 Children undergo physical, emotional, and mental changes.
4. Early Development is more critical than later development.
 It is at this stage of development where individuals develop the foundations for social relatedness,
emotional well-being, and personal adjustments.
6. Principle of inter-related development
 This states that the tree types of developments that take place in an individual are social, mental and
emotional.
7. There are social expectations for every developmental period which are often referred to as development
tasks.
 At each point in the individual’s development, each one is expected to fulfill certain social expectations.

1. Germinal Period
 Prenatal development takes place in the first two weeks after conception
 It includes the creation of the Zygote, continued cell division and the attachment of the zygote to
the uterine wall.
Inner and Outer Layers of the organism
Blastocyst
 Inner layer of cells.
 Develops later into the embryo.
Trophoblast
 Outer layer of cells.
 Provides nutrition and support for the embryo.
 2. Embryonic Period
 Prenatal development occurs 2 to 8 weeks after conception.
 The zygote will become Embryo.
The following development takes place:
 Cell differentiation intensifies.
 Life-support systems for the embryo develop.
 Organs appear.
3 Layers of cells
 Endoderm
o Inner layer of the cell.
 Ectoderm
o Outermost layer of the cell
o Becomes the nervous, sensory receptors and skin parts.
 Mesoderm
o Middle layer
o Develops into circulatory skeletal, muscular, excretory, and reproductive system.

Organogenesis
 Is the process of organ formation during the first two months of prenatal development.
Three life-support sytems:
 Placenta
o A life support system that consists of disk-shaped group of tissues in which small blood
vessels from the mother and the offspring intertwine but do not join.
 Umbilical Cord
o Contains two arteries and one vein that connects the baby to the placenta.
 Amnion
o is a bag or an envelope that contains a clear fluid in which the developing embryo floats.

3. Fetal Period
 Last from about 2 months after conception until 9 months when the infant is born.
 Dramatic course and organ systems mature to the point at which life can be sustained outside of
the womb.
Infancy (Birth to 2 weeks of life)
 Shortest of all developmental periods
 Infant – suggests extreme helplessness.
Subdivisions of Infancy
 Period of the Partunate
o From the time the fetal body has emerged from the mother’s body and lasts until the
umbilical cord has been cut and tied.
 Period of the Neonate
 o From the cutting and tying of the umbilical cord to the end of second week of the
postnatal life.
Babyhood Stage (2nd week to 2nd year of life)
 Characterized by decreasing dependency for the reason that this is the time when babies achieve enough
body control to become independent.
 Babyhood skills: hand skills and leg skills.
 Crying, cooing, babbling, gesturing, and emotional expressions are examples of pre-speech forms of
communication.
Infancy (Trust vs Mistrust)
 Foundation age when basic behavior patterns are organized.
 A time of extreme dependence on adults.
 Many psychological activities are just beginning – language, symbolic thought, sensorimotor
coordination and learning.
Early Childhood
 These are the toddler and preschool years,
o Toddler – Autonomy vs shame or doubt
o Preschooler – Initiative vs Guilt
 Pre-gang, exploratory, and questioning age, when language and elementary reasoning are acquired and
initial socialization is experienced.
Middle Childhoold (Ages 6-12)
 Learning physical skills necessary for ordinary gamers.
 Learning to get along with age mates.
 Building wholesome attitudes toward oneself as a growing organism.
 Learning an appropriate masculine or feminine social role.
 Developing concepts necessary for everyday living.
 Developing conscience, morality and a scale of values.
 Achieving personal independence.
 Developing attitudes toward social groups and institutions.
Preadolescence or Puberty Stage (10-12 or 13-14 years old)
 A relatively short period lasting from 2-4 years or less.
 Growth spurt – rapid acceleration in height and weight that marks the beginning of adolescence.
Three Stages of Puberty
1. Pre-pubescent – secondary sex characteristics begin their development but their reproductive organs are
not yet fully developed.
2. Pubescent – characterized by menarche for girls and nocturnal emissions for boys.
3. Post Pubescent – secondary sex characteristics become well-developed and sex organs begin to
function in a mature manner.
Early Adulthood (Intimacy vs Isolation)
 Age of adjustment to new patterns of life and new roles such as spouse, parent, and bread winner.
  It is a time of establishing personal and economic independence, career development, selecting a mate,
learning to live with someone in intimate way, starting a family and rearing children.
Middle Adulthood / Middle Age (Generativity vs Stagnation)
 Transition age when adjustments to initial physical and mental decline are experience.
 It is a time of expanding personal and social involvement, and responsibility; of assisting the next
generation in becoming competent and mature individuals; and of reaching and maintaining satisfaction
in career.

October 15, 2020

What is teaching?
Teaching is an organized, purposeful, and deliberate efforts designed to bring about certain specifically
desirable ends in an individual.

Elements of teaching-learning process (Aquino 1974)

 Teacher
 Learner
 Classroom
 Curriculum
 Materials of Instruction
 Adminitration
Teacher
 Professional Qualities
o Content knowledge
o Strategies/techniques
o Classroom management abilities
o Learning materials
 Personal Qualities
o Kind
o Compassionate
o Patient
 Types of Power
o Expert Power
o Referent Power
o Legitimate Power
Roles of Classroom Teachers
 Manager  Model
 Counselor  Public relations specialist
 Motivator  Parent-surrogate
 Leader  Facilitator
 Instructor
Learner
 Subject of the schooling press
 Classifications of the learners:
o Pupil
o Student
5 Elements
1. Ability
 Physical and Mental
2. Aptitude
3. Interest
4. Family and Cultural Background
5. Attitudes
 Curiosity, Responsibility, Creativity, Persistence
Learning Environment
 A place where formal learning occurs
 Conducive to the teaching learning process.
o Activities are well organized.
o Mutual sharing of responsibility.
o Pleasant and hygienic conditions prevail.

Four factors in Learning Environment

1. Physical Environment
 Location, size, shape, construction of the room itself, furniture, lightning, heating, etc.
2. Emotional Environment
 Emotional adjustment and mental health of the children
 Learners need to feel secure.
3. Intellectual Environment
 Patterns of behavior, interaction pattern, qualities of interaction, attributes that help the
learner think clearly, critically and creatively.
4. Social Climate
 Autocratic, Laissez-faire and Democratic.
Facilitative Learning Environment (Pine and Horne 1990)
 Encourage people to be active.
 Promotes and facilitates the individual’s discovery of the personal meaning of idea.
 Emphasizes the uniquely personal and subjective nature of learning.
 Consistently recognizes people’s right to make mistakes
 Tolerates ambiguity
 Evaluation is a cooperative process with emphasis on self evaluation.
 Encourages openness of self.
 People are encouraged to trust themselves as well as in external sources.
Principles of Learning
 Learning is an experience which occurs inside the learner and is activated by the learner.
 Learning is the discovery of the personal meaning and relevance of ideas.
 Learning (Behavioral Change) is a consequence of experience.
 Learning is a cooperative and collaborative process.
  Learning is evolutionary process.
 Learning is sometimes a painful process.
 One of the richest resources of learning is the learner himself.
 The process of learning is emotional as well as intellectual.
 The process of problem solving and learning are highly unique and individual.
Law of Learning
 Law of Effect – action depends on consequences.
 Law of Exercise – Repetition
 Law of Readiness – emphasize of needs for motivational activities
 Law of Primacy – First knowledge is important and will be remembered
 Law of Recency – latest, new topic will be remembered
 Law of Intensity – The more intense the teaching, the more your students learn.
 Law of Freedom – Not restricted.
Objective-Related Principles of Teaching
 Begin with an end in mind
 Share lesson objective with the students
 Lesson objectives must be in two or three domains

1. Cognitive domain
 Blooms Taxonomy – Anderson Taxonomy

Original Blooms Revised Blooms

Evaluation Creating
Synthesis Evaluating
Analysis Analyzing
Application Applying
Comprehension Understanding
Knowledge Remembering

Bloom’s Taxonomy
 Remembering – Recall, define, recognize or identify.
 Understanding – demonstrate understanding by translating it.
 Applying – performing concrete actions
 Analyzing – break information to its parts
 Evaluating – make judgment
 Creating putting parts together.

2. Affective domain – David Krathwohl

 R-eceiving
 R-esponding
 V-aluing
 O-rganization
 C-haracterization

3. Psychomotor domain – Anita Harlow

 Non-discursive communication
 Skilled movements
  Physical Activities
 Perceptual
 Basic Fundamental Movement
 Reflex Movements

October 21, 2020

Erik Erikson
Psychosocial Theory
 Trust vs Mistrust – Infancy (Birth to 1 ½ years)
 The infant develops a sense of trust when interactions provide reliability, care, and affection.
 A lack of this will lead to mistrust.
Stage 1 – Infancy (1 to 1 ½ years)
Psychosocial Crisis
 Trust vs Mistrust

A. Maladaptation
 Sensory Maladjustment
 Overly trusting, gullible, cannot believe that anyone would mean them harm.
B. Malignancy
 Withdrawal
 Characterized by depression, paranoia, possibly psychosis.
C. Virtue
 Hope
 The belief that even when things are not going well, they will work out well in the
end.
 Autonomy vs Shame or Doubt - Toddlers
 This stage occurs between the ages of 18 months to approximately age 2 to 3 years.
 The infant develops a sense of personal control over physical skills and a sense of
independence.
 Erikson states it is critical that parents allow their children to explore the limits of their
abilities within an encouraging environment which is tolerant of failure.
 Success leads to feelings of autonomy, failure results in feelings of shame and doubt.
Stage 2 – Early Childhood (18 mos. – 3 or 4 years)
Psychosocial Crisis
 Autonomy vs Shame or Doubt
A. Maladaptation
 Impulsiveness
 Shameless willfulness leads to jumping into things without proper consideration.
B. Malignancy
 Compulsiveness
 Feels as if everything must be done perfectly, mistakes must be avoided at all costs.
C. Virtue
 Willpower or Determination
  “can do” attitude.

 Initiative vs Guilt Preschool Years (3-5 years)

 This stage occurs during the preschool years, between the ages of three and five.
 The child begins to assert control and power over their environment by planning activities,
accomplishing tasks and facing challenges.
 Success at this stage leads to a sense of purpose.
 If initiative is dismissed or discouraged, either through criticism or control, children
develop a sense of guilt.
Stage 3 – Early Childhood (3 or 4 years to 5 or 6 years)
 Psychosocial crisis
o Initiative vs Guilt