11

PERSONAL
DEVELOPMENT
LEARNER'S ACTIVITY SHEET
Quarter 1 – Week 3:
Developmental Stages in
Middle and Late Adolescence
PERSONAL DEVELOPMENT – Grade 11
Learner's Activity Sheet
Quarter 1 – Week 3: Developmental Stages in Middle and Late Adolescence
First Edition, 2021

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LEARNER’S ACTIVITY SHEET IN PERSONAL DEVELOPMENT (G11)

QUARTER 1, WEEK 3

Name:__________________________________ Grade & Section: ______________________

School: _________________________________ Teacher: ______________________________

Developmental Stages in Middle and Late Adolescence

“The desire for self- improvement is vital. There is no point in pushing children; they need
to be the ones who want to learn new skills”
-Tony Buzan

Competencies:
Discuss developmental tasks and challenges being experienced during adolescence
EsP-PD11/12DS-Ic-3.1
Evaluate one’s developmental through the help of significant people around him/her
(peers, parents, siblings, friends, teachers, community leaders EsP-PD11/12DS-Ic-
3.2

General Reminders: Use this activity sheet with care. Ask your subject teacher for
specific instructions on where to put your answers for this specific LAS. Read the
directions carefully before doing each task. Make sure to accomplish all the tasks provided
herein to facilitate learning.

Explore

MY PERSONAL TIMELINE

A personal timeline portrays the influential events and happenings of a person’s

life so that he can understand where he has gone wrong and right in the past. It helps to
plan the future in a better constructive way.
Direction: Using a bond paper, write the major events in your life and the significant
people in your life. You may add your age, specific dates and places. You may draw the
timeline horizontally, vertically, diagonally or even using ups and down depending on your
imagination. Be creative in your representations. You may also use symbols, figures and
drawings. Think of a title for your personal timeline. You may use crayons or art materials
depending on the available resources or just a simple paper and pen may be fine.
 Learn

Developmental Stages in Middle and Late Adolescence

Big Question: How can you as an adolescent be prepared for adult life by accomplishing
various developmental tasks according to developmental stages?

DEVELOPMENTAL STAGES

Human Development focuses on human growth and changes across the lifespan,
including physical, cognitive, social, intellectual, perceptual, personality and emotional
growth. The study of human developmental stages is essential to understanding how
humans learn, mature and adapt. Throughout their lives, humans go through various
stages of development. The human being is either in a state of growth or decline, but either
condition imparts change. Some aspects of our life change very little over time, are
consistent. Other aspects change dramatically. By understanding these changes, we can
better respond and plan ahead effectively.
HAVIGHURST`S DEVELOPMENTAL TASKS DURING THE LIFE SPAN

Robert J. Havighurst elaborated on the Developmental Tasks Theory in the most

systematic and extensive manner. His main assertion is that development is continuous
throughout the entire lifespan, occurring in stages, where the individual moves from one
stage to the next by means of successful resolution of problems or performance of
developmental tasks.
These tasks are those that are typically encountered by most people in the culture
where the individual belongs. If the person successfully accomplishes and masters the
developmental task, he feels pride and satisfaction, and consequently earns his
community or society’s approval. This success provides a sound foundation which allows
the individual to accomplish tasks to be encountered at later stages.
Conversely, if the individual is not successful at accomplishing a task, he is
unhappy and is not accorded the desired approval by society, resulting in the subsequent
experience of difficulty when faced with succeeding developmental tasks. This theory
presents the individual as an active learner who continually interacts with a similarly
active social environment. Havighurst proposed a bio psychosocial model of development,
wherein the developmental tasks at each stage are influenced by the individual’s biology
(physiological maturation and genetic makeup), his psychology (personal values and goals)
and sociology (specific culture to which the individual belongs).

Infancy and Early Middle Childhood (6-12) Adolescence (13-18)

Childhood (0-5)
• Learning to walk
• Learning to take solid
foods
• Learning to talk
• Learning to control the
elimination of body wastes
• Learning sex differences
and sexual modesty
• Acquiring concepts and
language to describe social
and physical reality
• Readiness for reading
• Learning to distinguish
right from wrong and
developing a conscience
• Learning physical skills
necessary for ordinary
games
• Building a wholesome
attitude towards oneself
• Learning to get along with
age-mates
• Learning an appropriate
sex role
• Developing fundamental
skills in reading, writing,
and calculating
• Developing concepts
necessary for everyday
living
• Developing conscience,
morality, and a scale of
values
• Achieving personal
independence • Developing
acceptable attitudes toward
society
• Achieving mature
relations with both sexes
• Achieving a masculine or
feminine social role
• Accepting one’s physique
• Achieving emotional
independence of adults
• Preparing for marriage
and family life
• Preparing for an economic
career • Acquiring values
and an ethical system to
guide behavior
• Desiring and achieving
socially responsibility
behavior
 Early Adulthood (19- 30) Middle Adulthood (30-60)
• Selecting a mate • Helping teenage children
• Learning to live with a to become happy and
partner responsible adults
• Starting a family • Achieving adult social
• Rearing children and civic responsibility
• Managing a home • Satisfactory career
• Starting an occupation achievement
• Assuming civic • Developing adult leisure
responsibility time activities
• Relating to one’s spouse
as a person
• Accepting the
physiological changes of
middle age
• Adjusting to aging parent
Practice Exercises/Activity
Activity: WORKSHEET ON DEVELOPMENTAL TASKS OF BEING IN GRADE 11
Direction: Using the Developmental Tasks Summary Table above, assess your own level
of development as a Grade 11 student.
What are the What are the expected
expected tasks you tasks you have partially
have successfully accomplished?
accomplished?
Later Maturity (61+)
• Adjusting to decreasing
strength and health
• Adjusting to retirement
and reduced income
• Adjusting to death of
spouse
• Establishing relations
with one’s own age group
• Meeting social and civic
obligations
• Establishing satisfactory
living quarters
What are the expected
tasks you have not
accomplished?
 Engage

Activity: Answer the following:

1. Discuss the characteristics of an adolescent and its developmental tasks.

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

2. How can adolescents be prepared for adult life?

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

3. Is accomplishing various developmental tasks according to developmental

stages let you prepare for adult life? In what ways?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

4. Can you identify or list at least 5 ways to become responsible adolescent

prepared for adult life?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

Apply

Connections Between Thoughts, Feelings and Behaviors in Actual Life Situations

Direction: Using sheets of bond paper write a story or a script or present a comic strip
showing the connections between thoughts, feelings, and behaviors in life situations that
you have experienced or have experienced by your friend or a family member. You will be
rated for this activity based on the following criteria:
Description Highest Score Score Obtained
The information or content is 6
appropriate for the topic
The message was effectively 6
communicated to the readers
The presentation or the output is 3
generally entertaining and
creative
TOTAL 15
 Post Test

Essay Writing: In a separate sheet of paper, write an essay that answers the questions
below. Use the rubric below as a guide.

1. Which of Havighurt’s developmental tasks for adolescents have you fulfilled?

2. Which of them are you still working on?

Description Score Score Obtained

Content provided are correct and 5
appropriate
Sufficient elaboration of key ideas 5
and examples are provided
The essay is clear and organized 3
Grammar and usage are correct 2
TOTAL 15