THE CHILD AND ADOLESCENTLEARNERS AND

LEARNING PRINCIPLES

The Child and Adolescent Learners and Learning Principles Page 2

MODULE 1
Introduction
The Child and Adolescent Learners and Learning Principles Page 3
TIME FRAME: Weeks | 2 hours
READ ME!!!!
The learner is the center of the instruction. The world of instruction
revolves around the learner. This module introduces you to the fourteen (14)
learner-centered principles which shall be used throughout as a guide in
determining appropriate pedagogy for learners at different life stages.
Learning Outcomes: At the end of this module, you will be able to:
a) Explain the fourteen (14) principles.
b) Advocate for the use of the 14 principles in the teaching-learning process.
c) Identify ways on how to apply the 14 principles in instruction as a future
teacher.
DO THIS ACTIVITY, before you read about the Learner- Centered Principles.
1. Examine the title, “Learner- Centered Principles”. Quickly jot down at least
10 words that come to you mind in a short bondpaper.
2. Go back to each word and write phrases about why you think the word can
be associated with LCP.
COMPREHEND 
LEARNER-CENTERED
PSYCHOLOGICAL PRINCIPLES (LCP)
COGNITIVE AND METACOGNITIVE FACTORS
Nature of the learning process
The learning of complex subject matter is most effective
when it is intentional process of constructing meaning
from information and experiences.
 There are different types of learning processes, for example. Habit
formation in motor learning; and learning that involves the generation
of knowledge, or cognitive skills and learning strategies.
 Successful learners are active, goal-directed, self-regulating, and
assume personal responsibility for contributing to their own learning.

Goals of the learning process

The successful learner, over time and with support and
instructional guidance, can create meaningful, coherent
representations of knowledge.
 The strategic nature of learning requires students to be goal-directed.
 To construct useful representations of knowledge and to acquire the
thinking and learning strategies necessary for continued learning
success across the life span, students must generate and pursue
personally relevant goals.
 Educators can assist learners in creating meaningful learning goals that
are consistent with both personal and educational aspirations and
interest.
Construction of knowledge
The successful learner can link new information with
existing knowledge in meaningful ways.
 Knowledge widens and deepens as students continue to build links
between new information and experiences and their existing knowledge
base. The nature of these links can take a variety of forms, such as
adding to, modifying, or reorganizing existing knowledge or skills.
 Educators can assist learners in acquiring and integrating knowledge by
a number of strategies that have been shown to be effective with learners
of varying abilities, such as concept mapping and thematic organization
or categorizing.
Strategic thinking
The successful learner can create and use a repertoire of
thinking and reasoning strategies to achieve complex
learning goals.
 Successful learners use strategic thinking in their approach to learning,
reasoning, problem solving and concept learning.
 They continue to expand their repertoire of strategies by reflecting on the
methods they use to see which work well for them, by receiving guided
instruction and feedback and by observing or interacting with
appropriate models.
 Learning outcomes can be enhanced if educators assist learners in
developing, applying, applying and assessing their strategic learning
skills.
Thinking about thinking
Higher order strategies for selecting and monitoring mental
operations facilitate creative and critical thinking
 Successful learners can reflect on how they think and learn, set
reasonable learning or performance goals, select potentially appropriate
learning strategies or methods, and monitor their progress toward thee
goals.
 Instructional methods that focus on helping learners develop these
higher orders (metacognitive) strategies can enhance student learning
and personal responsibility for learning.
Context of learning
Learning is influenced by environmental factors, including
culture, technology and instructional practices.
 Teachers play a major interactive role with both the learner and the
learning environment.
 Group influences on students can impact many educationally relevant
variables such as motivation, orientation toward learning, and ways of
thinking.
 Technologies and instructional practices must be appropriate for
learner’s level of prior knowledge.
 The classroom environment can also have significant impacts on student
learning.
MOTIVATIONAL AND AFFECTIVE FACTORS
Motivational and Affective influences on learning
What and how much is learned is influenced by the
learner’s motivation. Motivation to learn, in turn, is
influenced by the individual’s emotional states, beliefs,
interest and goals and habits of thinking.
 The rich internal world of thoughts, beliefs, goals and expectations for
success or failure can enhance or interfere with the learner’s quality of
thinking and information processing.
 Students’ beliefs about themselves as learners and the nature of
learning have a marked influence on motivation.
The Child and Adolescent Learners and Learning Principles Page 6
Intrinsic motivation to learn
The learner’s creativity, higher order thinking, and natural
curiosity all contribute to motivation to learn. Intrinsic
motivation is stimulated by tasks of optimal novelty and
difficulty, relevant to personal interests, and providing for
personal choice and control.
 Intrinsic motivation is facilitated on tasks that learners perceive as
interesting and personally relevant and meaningful.
 it is also facilitated on tasks that are comparable to real-world
situations and meet needs for choice.
Effects of motivation on effort
Acquisition of complex knowledge and skills requires
extended learner effort and guided practice. Without
learners’ motivation to learn, the willingness to exert this
effort is unlikely without coercion..
 Effort is another major indicator of motivation to learn.
 Educators need to be concerned with facilitating motivation by
strategies that enhance learner effort and commitment to learning and
to achieving high standards of comprehension and understanding.
DEVELOPMENTAL AND SOCIAL FACTORS
Developmental influences on learning
As individuals develop, there are different opportunities
and constraints for learning. Learning is most effective
when differential development within and across physical,
intellectual, emotional, and social domains is taken into
account.
 Individual learn best when material is appropriate to their developmental
level and is presented in an enjoyable and interesting way.
Social influences on learning
Learning is influenced by social interactions,interpersonal
relations and communication with others.
 Individual learn best when material is appropriate to their developmental
level and is presented in an enjoyable and interesting way.
 Learning settings that allow for social interactions, and that respect
diversity, encourage flexible thinking and social competence.
The Child and Adolescent Learners and Learning Principles Page 7
INDIVIDUAL DIFFERENCES FACTORS
Individual differences in learning
Learners have different strategies, approaches and
capabilities for learning that are a function of prior
experience and heredity.
 Individuals are born with and develop their own capabilities and
talents.
 The interactions between learner differences and curricular and
environmental conditions are another key factor affecting learning
outcomes.
Learning and diversity
Learning is most effective when differences in learners’
linguistic, cultural, and social backgrounds are taken into
account.
 When learners perceive that their individual differences in abilities,
backgrounds, cultures, and experiences are valued, respected and
accommodated in learning tasks and contexts, levels of motivation and
achievement are enhanced.
Standards and assessment
Setting appropriately high and challenging standards and
assessing the learner as well as learning progress—
including diagnostic, process, and outcome assessment—an
integral parts of the learners process.
 Assessment provides important informant information to both the
learner and teacher at all stages of the learning process..
 Ongoing assessment of the learners understanding of the curricular
materials can provide valuable feedback to both learners and teachers
about progress toward the learning goals.
Application of this 14 principles will be
done as you explore the rest of the
modules
Reflection:

What I learn What is not clear to me

What I learned  What is not clear
not to me?
The Child and Adolescent Learners and Learning Principles Page 9
MODULE 2
Basic ConceptS and Issues on Human Development
Learning Outcomes: At the end of this
module, you will be able to:
a) Define human development.
b) Distinguish between the traditional and life-span
approach of development.
c) Describe the developmental tasks in each
developmental stage
d) Explain some issues on development.
e) Demonstrate appreciations of the role of
teachers as consumers and producers of
developmental research.

TIME FRAME: 2 Weeks | hours

READ ME!!!!
In this module, you will be acquainted with the human development as a process, the
developmental tasks and issues that come along with each developmental stage. What
happens when the expected developmental tasks are not achieved at the corresponding
developmental stage?
PRE-TEST

Activity:
Task 1: Here are pictures of two different children; each one is a bundle of possibilities What
will they possibly become? Expound your answer.
ABDUL

MARK
Write Development if the statement is TRUE and your last name
if the statement is FALSE on the space provided.
_______1.Development is gradually in order.
_______2. Known as the environmental experiences is stability.
_______3. Development is contextual.
_______4. Developmental stages are is a certain task/s that is expected of every
individual.
_______5. Nurture refers to an individual’s biological inheritance.
_______6. Development takes place gradually.
_______7. One important principle in research is adherence to the scientific
method.
_______8. To serve the genuine purposes of research, researchers are subject to
ethical principles.
_______9.Heredity exerts a greater influence on human development than
environment.
_______10. Early Adulthood is a time for work and time for love.
LESSON 1: HUMAN DEVELOPMENT: MEANING, CONCEPTS AND
APPROACHES
Task 2: Make a PowerPoint presentation that shows different own pictures at different
stages of development. Share it to the class via video using our FB Group.
Analysis
After listening to the prediction given by each member, answer the following questions:
1. When you gave your own predictions as to the kind of child, adolescent, adult Abdul
and Mark may become and hypothesized on who they are once were, you were
referring to human development. What then is human development?
2. Will Mark be able to do what Abdul can? Why or Why not?
3. Will there be anything in common in the pattern of development of the two?
4. Will there be differences in their development? What and why?
5. Do you believe that this two will continue to develop even in adulthood? Or will they
stop developing in adulthood?
Abstraction

If you believe that the two will show extensive change from birth to adolescence,
little or no change in adulthood and decline in late old age, your approach to development is
traditional. In contrast, if you believe that even in adulthood developmental change takes place
as it does during childhood, your approach is termed life-span approach.
Paul Baltes (Santrock, 2002), an expert in life-span development, gives the following
characteristics:
1. Development is lifelong.
2. Development is plastic.
3. Development is multidimensional.
Development is relatively orderly
Development takes place gradually
4. Development is contextual
5. Development involves growth, maintenance and
regulation
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Application
“Gqowth is an evidence of life” oq “development” is an evidence of life. What does this mean?
What does this imply to a peqson’s development?
1. Development will continue even in adulthood.
2. Plasticity refers to the potential for change. Development is possible throughout the lifespan.
No one is too old to learn.
3. Development consists of biological, cognitive, and socio-emotional dimensions. Development
as a process is complex because it is the product of biological, cognitive and socio-emotional
processes (Santrock).
4. Individuals respond to and act on contexts. These contexts include the individual’s biological
make up, physical environment, cognitive processes, and historical, social and cultural
contexts.
5. Growth, maintenance and regulation are three goals of human development. The goals of
individuals vary among developmental stages.
The Child and Adolescent Learners and Learning Principles Page 13
Activity: Study the pictures posted in our Facebook group page.
Task 1: Watch the video I posted in ouq page entitled “The foqmation and development of
fetus in the womb”.
Task 2: Suggest the respective developmental stages? Share your answers in our group page.
Analysis:
Match the descriptions given by Santrock. Are Havingburst and Santrock saying the same
thing? Refer to the posted in our Facebook group.
Abstraction:
LESSON 2: THE STAGES OF DEVELOPMENT AND DEVELOPMENTAL
TASKS
Robert Havighurst defines
developmental task as one that arises at a
certain period in our life, the successful
achievement of which leads to happiness and
success with later tasks while failure leads to
unhappiness, social disapproval and difficulty
with later task. (Havighurst, 1972)
Developmental stages
There are eight (8) developmental
stages by Santrock while six (6) to
Havighurst. Havighurst combined infancy
and early childhood while Santrock
mentioned them as two separate stages
The Child and Adolescent Learners and Learning Principles Page 14
The Developmental tasks
Let describe the developmental tasks and
outstanding trait of each stage as described by
Santrock and compare them to those listed by
Havighurst himself.
1. Prenatal period (from conception to birth) – it involves tremendous growth
from a single to an organism complete with brain and behavioural capabilities.
2. Infancy (from birth to 18-24 months) – a time of extreme dependence on
adults. Many psychological activities are just beginning- language, symbolic
thought, sensorimotor coordination and social learning.
3. Early childhood (end of infancy to 5-6 years (Grade 1) - these are the
preschool years. Young children learn to become more self-sufficient and to care
for themselves, develop school readiness skill and spend many hours in play
with peers
4. Middle and late childhood (6-11 years of age, the elementary school years)
- fundamental skill of reading, writing and arithmetic are mastered. The child is
formally exposed to the larger world and its culture. Achievement becomes a
more central theme of the child’s world and self-control increases.
5. Adolescence- (10-12 years if age ending up to 18-22 years of age) begins
with rapid physical changes- dramatic gains in height and weight, changes in
body contour, and the development sexual characteristic such as enlargement
of the breasts, development of public and facial hair, and deepening of the
voice. Pursuit of independence and identity are prominent. Through is more
logical, abstract and idealistic. More time is spent outside of the family.
6. Early adulthood (from late teens or early 20s lasting through the 30s)- it is
a time of establishing personal and economic independence, career
development, selecting a mate, learning to live with someone in an intimate
way, starting a family and rearing children.
7. Middle adulthood (40 to 60 years of age) – 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 a career.
8. Late adulthood (60 and above) it is a time for adjustment to decreasing
strength and health, life review, retirement, and adjustment to new social roles.

Application
Do a multimedia presentation of the outstanding characteristics and developmental
tasks of each developmental stage. You may use the text of Santrock.
The Child and Adolescent Learners and Learning Principles Page 15
Activity: Divide the class into three groups then assigned them to discuss with the
members the assigned topic.
 Nature versus Nurture
 Continuity versus Discontinuity
 Stability versus Change

Analysis:
After every small group presentation to the whole class, identify who claims to be pronature and
pro-nurture, who go for discontinuity and discontinuity and who claims stability
or change.

Abstraction:
Application:
Make a video presentation that shows how the paqents’ role is crucial in the development of
their children. Post your output in our Facebook page.
LESSON 3: ISSUES ON HUMAN DEVELOPMENT
Development is not all nature or all
nurture, not all continuity or
discontinuity, and not all stability or all
change. Both nature and nurture,
continuity and discontinuity and stability
and change characterize our life span
development. The key to development
is the interaction of nature and nurture
rather than either factor alone.
The Child and Adolescent Learners and Learning Principles Page 16
POST-TEST

Reflection:
What I learned  What is not clear
not to me?
Write Development if the statement is TRUE and your last name
if the statement is FALSE on the space provided.
_______1.Development is gradually in order.
_______2. Known as the environmental experiences is stability.
_______3. Development is contextual.
_______4. Developmental stages are is a certain task/s that is expected of every
individual.
_______5. Nurture refers to an individual’s biological inheritance.
_______6. Development takes place gradually.
_______7. One important principle in research is adherence to the scientific
method.
_______8. To serve the genuine purposes of research, researchers are subject to
ethical principles.
_______9.Heredity exerts a greater influence on human development than
environment.
_______10. Early Adulthood is a time for work and time for love.

Module 2 lesson 1 task 2

PANIOROTAN, Farhana H. BSED-III

Module 1: 10 words associated with Learner-centered principles
1. Outcome-based –LCP is an outcome-based education which aims to achieve a specific
objective.
2. Multiple Intelligences –It emphasizes on promoting the multiple intelligences of the
learners in order to highlight the diversity of the learners and their own ability and style for
learning.
3. Productive –It helps the learners to be more productive; to achieve and work on the given
tasks at the right time or in a short period of time.
4. Constructive –It promotes the creativeness of the learners. It helps them have a gradual
progress.
5. Performance –Learner-centered education mainly gives emphasis on the students’
performances rather than the tradition ways which gave emphasis on books and reading.
6. Process –The process of the students’ work has a great impact to its outcome, thus, the
process must be well shaped.
7. Experiences –LCP tends to teach with firsthand experiences in order to achieve a lifelong
learning.
8. Scaffold –The role of a teacher in a Learner-centered education is to scaffold and
facilitate the learning to help the leaners become independent.
9. HOTS –It promotes and gives emphasis on Higher Order Thinking Skills.
10. Active –Learner-centered education encouraged students to be active and participate in
every tasks and to be an initiator of knowledge.

Module 2
Lesson 1: Pre-test
Instruction: Write Development if the statement is true and your last name if the statement is
false on the space provided.
Development 1. Development is gradually in order.
Paniorotan__ 2. Known as the environmental experiences is stability.
Development 3. Development is contextual.
Development 4. Developmental stages are a certain task that is expected of every individual.
Paniorotan¬__ 5. Nurture refers to an individual’s biological inheritance.
Development 6. Development takes place gradually.
Development 7. One important principle in research is adherence to the scientific method.
Development 8. To serve the genuine purposes of research, researchers are subject to ethical
principles.
Paniorotan¬__ 9. Heredity exerts a greater influence on human development than environment.
Development 10. Early Adulthood is a time for work and time for love.
Lesson 1
Task 1: Two different children, Abdul and Mark; each one is a bundle of possibilities. What will
they possibly become?
Judging from the given picture, Abdul and Mark has a very different personality, thus, they
would probably develop and grown into a totally opposite person. From the look of it, Abdul is
the serious type of person who likely tends to do things on his own and how he wants it to be.
He’s more like an introvert person who doesn’t socialize and mingle with other people’s lives,
and probably when he grows up, he’ll be striving for independence.
On the other hand, Mark probably the sociable type who tends to enjoy life as it is. He would
enjoy the benefits of social life, and allow himself to blend into different occasion involving
socialization and such. He’s likely prefer to depend on someone and can’t bear to live without a
companion. He would probably be tailing other people’s ideas and likes rather than his own as he
wants to prioritize other’s before him.
Analysis:
1. When you gave your own predictions as to the kind of child, adolescent and adult Abdul
and Mark may become and hypothesized on who they are once were, you were referring to
human development. What then is human development?
Answer: Human development is the gradual development of a person either physically,
emotionally and spiritually that helps shape his/her future features and capabilities.
2. Will Mark be able to do what Abdul can?
Answer: From my own analysis and opinion, it’s a no. Mark doesn’t tend to do things
independently, though I’m not saying that Mark isn’t competent enough, there are just person in
some cases that are capable of producing something more creative with the collaboration of
others.
3. Will there be anything in common in the pattern of development of the two.
Answer: If we are going to talk about the physical development of the two then I say, yes.
Because we are going through the same pattern over and over again in terms of physical
development. We may vary in physical features and such but the process is still the same.
4. Will there be differences in their development? What and why?
Answer: Yes, there will be tons of differences but let us focus on their development differences
by the influence of their culture and environment. As we can observe from their names, Abdul
and Mark came from different culture and religion and we all know that this aspect of
developmental stages has a major impact toward the child. Mark and Abdul will be taught
differently and adopt a total different behavior through their environment.
5. Do you believe that this two will continue to develop even in adulthood? Or will they
stop developing in adulthood?
Answer: Development is nonstop until the day we die. We continue to develop physically,
emotionally and spiritually. We don’t have control with the physical development we acquire
every now and then because it just happens naturally, but in terms of emotional and spiritual
development, it depends on the person. We choose whether to continue growing or to stop
because we have the control of educating ourselves.
Application:
“Growth” is an evidence of life or “development” is an evidence of life. What does this mean?
What does this imply to a person’s development?
Growth/development is inevitable; as long as we live, we continue to develop physically
and mentally. However, expect that in order to move forward, there are several consequences
and factors we face in our life, and that’s also inevitable, good or bad, we must embrace every
phase of our life because that’s what shapes our development as a human. The interval between
our early stage in life and where we are now plays a major role in our developmental stages.