QUEDDENG, MA.NICA B.

BEED-IV SEPT. 6,2021

FIELD STUDY 1

ACTIVITY 2.1

LEARNERS’ DEVELOPMENT MATRIX

Record the data you gathered about the learners’ characteristics and needs in this matrix. This
will allow you to compare the characteristics and needs of learners at different levels. The items
under each domain are by no means exhaustive. These are just simple indicators. You may add
other aspects which you may have observed.

Development Preschooler Elementary High school

Domain
Indicate age range of Indicate age range of Indicate age range of
children observed: children observed: the children observed:
4-5 6-12 13-16

Physical:
Gross-motor skills Children are They are very Students
playful. alert and walks and
energetic and talks in
active. They subtlety way,
are now aware but still freely
of what or especially if
whom they they are
will be hitting playing.
Fine-motor skills Not so good in Pupils can Could write
writing, write and read cursive
drawing, mostly already. legibly, and
made out of read with
lines. comprehensio
n and using
their eyes.
Self-help skills Can feed their Can feed their Eat with their
selves without selves without friends.

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 assistance of assistance.
others but not in
proper and
messy.
Others
Social:
Interaction with They ask too Pupils ask Selected
Teachers much questions. with sense. students listen
attentively but
some of the
students
engaged in
talking to their
seatmates.
Interaction with They love to Pupils interact Students
Classmates/ Friends play with their with their respect and
classmates then classmates look at their
easily got respectfully teachers as
trouble. and joyfully. role models.
In this age They choose
they start to their boon
select their companion
friends. whom they
get along.
Interests They love to Pupils are now Lean and
play, write and observant and observant.
draw anything sharing of They only
beyond their ideas with share their
interest. their friends ideas and
and teachers. interest with
their closest
friends.
Others
Emotional:
Moods and Shows their Expresses Students at
temperament, emotions when their feelings this age hide
expression of they feel like with their feelings.
feelings. crying, laughing limitation.
out loud or not
to talk.
Emotional Express They tend to They could
independence emotions freely, open up with handle their
say things their friends, emotions.
without proper and selected
thinking. people.
Others They are

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 ashamed of
crying or
showing their
emotions in
public.
Cognitive:
Communication Preschoolers Pupils at this Students talks
Skills love to talk with age can with sense and
their classmates. communicate think twice
well. before talking.
Thinking skills Ideas mostly Ideas are Ideas are
came from their being express freely,
experiences. expressed with communicates
sense and well.
thought.
Problem-solving They are still Might use Can problem
dependent. little help. solve easily.
Others

Write the most salient development of the learners you observed. Based on these characteristics,
think of implications for the teacher.

LEVEL SALIENT IMPLICATION TO THE

CHARACTERISTICS TEACHING-LEARNING
OBSERVED PROCESS

Preschool:  Preschooler’s likes  Educators should use

Age range of learners listen to stories and
observed watch educational
4-5 movies/clips they
could easily
understand the lesson
using this techniques.
They easily motivated
with pictures and
drawings.
visual aids, education
movies and
instructional materials
that will caught their
attention. As much as
possible drawings,
pictures should be
colorful.

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  They like to sing and
dance.

Elementary:  Elementary pupils  Educators should have

Age range of learners have different learning
observed abilities. They are
6-12 more independent,
could listen and focus
during discussion.
They could do their
task independently.
They are keen
observers.
different kind of
approach for diverse
learning abilities of the
pupils.
 Educators should be
aware of what he/she is
teaching and must
master the subject
matter that he/she
conducting.

High school:  Very observant, some  Teachers must possess

Age range of learners are very competitive proper behavior for
observed and some are playful. they will be the role
13-16 model of their
students.

1. Think of a teacher you cannot forget for positive or negative reasons. How did she/he
help or not help you with your needs (physical, emotional, social, and cognitive)? How
did it affect you?
 Sister Nonna, our guidance counselor in highschool. I cannot forget her, way back high
school days I’m really troublesome

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LINK THEORY TO PRACTICE:
Directions: read the items given below and encircle the correct answer.

1. A 14-year old felt ignored by her crush whom she believes is her one true love. She is
crying incessantly and refuses to listen and accept sound advice that the teacher is
offering. Her refusal to accept is because ___________________.
a. She thinks what she feels is too special and unique, that no one has felt like this
before
b. The teenager’s favorite word is “no”, and she will simply reject everything the
teacher says
c. 14-years-old are not yet capable of perspective taking and cannot take the teacher’s
perspective
d. Teenagers never listen to adult advice

2. A preschool teacher is thinking about how best to develop the fine motor skills of the 4-
year-olds. Which of the following should he best consider?
a. Provide daily coloring book activities.
b. Ask the children to do repeated writing drills every day.
c. Encourage children to eat independently.
d. Conduct a variety of fun and challenging activities involving hand muscles daily.

3. Science Teacher Rita showed her class a glass of water with an egg in it. She asked the
class: “What happen to the egg if I add three-tablespoon salt to the glass of water?” This
is hypothesis formulation. What can ou infer about the cognitive developmental stage of
Teacher Rita’s class?
a. Formal operational stage
b. Concrete operational stage
c. Pre-operational stage
d. Between concrete and formal operational stage

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