Republic of the Philippines

SOUTHERN LEYTE STATE UNIVERSITY

Main Campus, Sogod, Southern Leyte
website: www.slsuonline.edu.ph
email: slsumaincampus@gmail.com/
op@slsuonline.edu.ph telefax: (053) 577-8299

THE CHILD
AND
ADOLESCENT
LEARNER
AND
LEARNING
PRINCIPLES

MODULE 4

1
 TABLE OF CONTENTS
TOPICS PAGES
Module Guide 3
Keywords to Remember 3
Intended Learning Outcome 3
Introduction 3
LESSON 1 4-5

 Emotional Development

Lesson 2 – Social Development 5-6

Lesson 3 – Social Cognitive Theory 6-7

Lesson 4 –Stages of Social-Emotional Development in 7-10
Children and Teen-agers
Lesson 5 - Moral Development 10 - 12

 Lawrence Kolhberg Theory

 Carrol Gilligan’s Theory

Lesson 6 – The Theory of Emotional Development 13

Lesson 7 – The Socialization Process 13-14
Lesson 8 – Personality Development 14-15
Lsson 9 – Factors Affecting Emotional Development 15-17

Assessment 17-19
References 20

2
 Module 5
Social and Emotional Development of Children and Adolescent

MODULE GUIDE

In this module, we will explore how the social and emotion of children and
adolescent develops. You will know the importance of providing a healthy environment in
developing the social and emotional aspects of children and adolescents. As we continue
our discussion on this topic you will learn to understand that children’s emotional growth
progresses through a sequence, and their ability to interact and relate with people depends
on the kind of environment the caring adults provide to them.

KEYWORDS TO REMEMBER

Learning Environment – This is the kind of environment that is full enjoyment and
excitement while children is learning to relate and interact with the people around them

INTENDED LEARNING OUTCOMES

Recognize how children and adolescents develop their social and emotional skills

INTRODUCTION

Studying the social and emotional development of children and adolescent is

essential for this will provide insight to how these aspects develop. Parents and educators
need to have enough information on what to do in case they encounter difficulties along
the way as they explore the world around them. It also helps establish their identity, and in
dealing with the people, they interact with every day.

DISCUSSION

3
LESSON 1 – Emotional Development

Emotional development refers to the ability of children to share and give meaning
to their feelings. Among these feelings are love, trust, frustration, anger, and fear. Emotions
reflect a person’s innermost thoughts and feelings. The emotional responses of children are
expressed through their behavior on how they interpret the situations and events they
experienced every day. Gestures speak louder than words, through their gestures and the
manner it is said determines their emotions toward something. Laughing, crying, being
angry, or remaining calm are the bases of child’s social and emotional reaction. Hidelbrand
(1995) states that all children have many emotions, including feelings of happiness, love,
fear, sadness, anger, and jealousy. Emotions according to him are never good nor bad, but
instead as an expression only of the feelings that a child is experiencing. It is only through
understanding how they express their emotions that parents, caregivers, and teachers are
better able to nurture and guide children.
During the early childhood stage, children openly express their feelings and often have
strong emotional outbursts. This stage is the emotional stage of children. At this stage
children are very egocentric or self-centered, that is, they can view things only within their
selves. Although they are egocentric but they are capable of comforting another person
who is experiencing sadness or discomfort. They may give a touch, a hug, or a pat on the
back. They may offer to share a toy or anything to the other person. Aside from being
egocentric they are pleasure seeker and want immediate satisfaction on what they desire.
They are insistent and burst out to anger when they cannot get what they want and very
excited to try something new, giggles with pleasure when they are successful in doing it
and cry in frustration when they cannot make it. Sometimes they feel ready to tackle the
world and suddenly become shy and frightened. The reason for this action maybe they have
realized that they are not ready yet to face the situation. This stage is also the stage of
negativism, or a tendency to resist commands from the people around them. They are now
beginning to seek independence. Independence comes from a sense of security and
opportunities for freedom. Children develop independence slowly and unevenly. During
the preschool years, children shift quickly from one intense emotion to another and back
again. They have not learned to change their reactions according to the situation. They will
cry as hard when they could not see their caregivers or their mother and laugh when they
are just within their sight.
Children’s emotional growth progresses through a sequence. The period of emotional calm
is observed longer than the times when children are experiencing emotional swings. By
age nine or ten, most children are learning to control their emotions. They may still get
angry, particularly if they feel someone is unfair. However, their anger is less likely to
result in physical outburst than it did in earlier years.
Adolescence stage is the time of excitement and discovery, as well as confusion and doubt.
Therefore, adolescents’ emotions may change from day to day or even from hour to hour.
At this age, individuals are often surprised by their mood swings. Despite all the interaction

4
 with others, adolescents may still feel very lonely. They are learning who they are and
trying to gain independence.

LESSON 2: SOCIAL DEVELOPMENT

The child’s ability to communicate and relate to other people is known as social
development. Children quickly start learning how to get along with others, how to behave
as others expect them to, and how to interconnect. Everyone wishes to have an environment
that is pleasant harmonious and full of enjoyment. The ability to interact and relate with
people depends on the kind of environment the parents provide to their children. One of
the roles of the parents in developing the social and emotional aspects of their children is
to create a welcoming and harmonious environment. The harmonious relationship creates
a good learning experience to children as they associate with people. As they continue
learning in dealing with the people around them, they will discover the importance of being
with people
Relationships are important because they help satisfy many emotional needs. Parents and
relatives help fulfill children’s needs for love, affection, and a sense of belonging. Family,
friends, teachers, and coaches can provide acceptance and approval with a word of praise.
Spending time with family and friends provides the opportunity for children to share ideas,
feelings, and experiences with others. In turn, children develop self-esteem by the way
people respond to them and treat them which would also enhance their self-confidence
level. As children grow older, their drive to be with people increases. They try to make
new acquaintances to gather more friends and find ways to get their attention. Cognitive
and social skills are essentials in dealing with people. Developing cognitive and social
skills of children starts in the family. Parents have to provide and maintain honest and
respectable environment among the members of the family.
As children explore the outside world, their interest in seeking out playmates
broaden and prefers to play and work with them. It is at this stage that their social
skills in handling people are determined. They learn to understand other people.
Reciprocal behavior is evident that develops along with social development. Most
children seek acceptance from children of their age. When they start looking children
at their age, they spend more and more time away from their family. They try to form
a group where they think they are comfortable. They may also develop a special
relationship with their teachers and join organizations in schools like Girl Scouts or
Boy Scouts just to feel a sense of belongingness. Membership in formal organizations
offers new opportunities for social relationships with other children and with adult
leaders and coaches.
As children reach the adolescence stage, their interaction with people widens other
than their family and friends. These may include teachers, religious leaders,
community leaders, political leaders, neighbors and another group whom they want
to belong. Their influence will depend on the conditions of each interaction. Some
may be brief that it may die in a natural manner but others may last a lifetime. By the

5
 time the individual enter adulthood; their relationships with many people will have
had an impact on their lives.

LESSON 3 -SOCIAL COGNITIVE THEORY

Albert Bandura is the most prominent advocate of this theory. He was born on
December 4, 1925 in Mundare, a small town in Alberta, Canada. He holds that learning
is not merely a matter of reacting to stimuli; instead, people apply cognitive processes
to the stimuli they encounter, selecting, organizing, and transforming them. He
believes that it is people’s interpretation of the events and not the stimuli themselves
that control behavior.
In social cognitive theory, cognition which is the ability to acquire knowledge plays a
central role. For social cognitive theorists, learning alters children’s mental
representation of the environment and affects their belief in their effort to change the
environment. Their values and expectations of reinforcement affect whether they will
imitate the behavior they observe. According to them much of what we learn is the
result of learning by observation or modeling. Social learning theory holds that
children, in particular, learn by observing and imitating models (like their parents)
As cited in the book of Rathus, 2008, social cognitive theorists like Albert
Bandura has shown that much of children’s learning occurs by observing parents,
teachers, other children, and characters in the media. Children may need the practice
to refine their skills, but they can acquire the essential knowledge through
observation. Children can also let these skills keep hidden. For example, children and
adults are not likely to imitate aggressive behavior unless they are provoked and
believe that they will be rewarded than punished for aggressive behavior. They
intentionally seek out or create an environment in which reinforces are available. As
an example of how a child’s behavior creates a reinforcing environment, consider the
child who has artistic ability. The child may develop this skill by taking art lessons
and by imitating her art teacher. In this way, he is creating an environment of social
reinforcement in the form of praise from others. This reinforcement, in turn,
influences the child’s view of herself as an artist.
During the middle childhood social cognitive theorists focus on the continued
importance of rewards and modeling. During these years, children are less dependent
on external rewards and punishments and their ability to control their behavior
improves. Direct reward and punishment are one of the mechanisms used by parents
for their children to acquire moral and social standards. For example, parents may
praise a child when she shares her toys with her younger brother. In time, he
incorporates the importance of sharing into his value system. Modeling is another
mechanism used for acquiring self-evaluative standards. Children’s exposure to a
variety of models increases. They are not only exposed to the people they work daily,
but to symbolic models such as; TV characters, or the heroine in a story which are
influential models to children and even to adolescents and young adults.

6
LESSON 4 - STAGES OF SOCIAL-EMOTIONAL DEVELOPMENT IN CHILDREN AND
TEENAGERS

Erik Erikson a well-known psychiatrist and developmental psychologist emphasized that

the socialization process consists of eight phases which are also known as the "eight stages
of man." The basis for the establishment of these eight stages of man is the extensive
experiences of Erickson in psychotherapy, which includes children and adolescents
regardless of their economic status. Every stage according to Erickson undergo difficulties
which is called as the "psychosocial crisis," in which it needs resolution before the next
level is effectively negotiated.
The Psychosocial Theory of Erik Erikson
Stage Age Features
Children’s knowledge of trust and mistrust depend on the
Birth to social care and comfort provided by the parents and
1 year caregivers.
If infants needs are met and If care is inadequate,
environment is friendly and full inconsistent, or
of love, children will have negative, the child will
positive perception of the world, perceive the world with
and they will think that the fear and suspicion.
Learning Basic surrounding is safe and
Trust Versus Basic dependable.
Mistrust Not well-handled, he
becomes insecure and
The virtue of hope is develop.
mistrustful.

Learning 1 to 3 During this stage children, strive to act freely and

Autonomy Versus years independently.
Shame(Will)
When parents are patient, Children who have no freedom
accepting and to do things on their own, will
encouraging, children develop doubt in their ability to
acquire a sense of deal with the environment and
independence. to do something.
Initiative Versus 3 to 6 At this stage, children gain greater freedom in exploring
Guilt (Purpose) years their environment and often attempt tasks that parents do not

7
 approve. This period occurs during what Erikson calls the
“play stage.”
Parents who allow their children Parents who restrain
freedom to explore and master this freedom make
new skills/tasks are giving them a children feel their
chance to develop their initiative. activities are useless
Virtue: Sense of Will or will experience feelings
of guilt about doing
determination
things on their own.
6 to 12 This period reflects the determination of children to master
years what they are doing so that they develop a sense of modesty
and industry.
Parents, educators who support, Parents, educators who
reward and praise children are ignore, reject, ridicule
encouraging and help in children’s effort are
Industry versus developing children’s sense of strengthening feelings
Inferiority industry. Children with full of the of inferiority. The
(Competence) initiative will learn fast enough to shame and guilt-filled
be industrious. child will experience
defeat and inferiority.
Virtue: Competence

12 to 20 Adolescents on this stage focus on developing their own

years identity, or a sense of who they are. They think seriously
about what they believe and what they want to accomplish
in life. They seek independence from parents, achieve
physical maturity and are concerned about what kind of
Learning Identity
persons they are becoming.
versus Role
Looking for an identity, When they fail to
Confusion
adolescents try on many new develop a sense of
(Fidelity)
roles. If they experience identity, role confusion
continuity in their view of self, is experienced. This
identity develops. feeling when not
addressed creates a
Virtue: Fidelity or Loyalty negative feeling which
leads to the so called
identity crisis.
Learning Intimacy Young adults interact and make contact with other people
versus Isolation 20 t0 40 to experience intimacy that could lead to genuine and
(Love) years enduring friendship
Essential to intimacy is the Failure to develop close
ability to share with and care and intimate
for others relationship results in a
feeling of isolation.

8
 Virtue: Love
Generativity is the ability to look outside oneself and be
Learning 40 to concerned with other people. The generative individual is
Generativity versus 65 years productive and happy. This period involves having a sense
Stagnation (Care) of productivity and creativity
The generative The person who fails at this
individual is productive stage becomes
and happy. egocentric, Pre-occupied with
his own thoughts, has no
concern for others. Doing
nothing for a longer time
(stagnation) will lead to feeling
of rejection and lack of self-
worth. Too much concern to
Virtue: Love people results to overextension
(someone who has no time for
himself) according to Erickson.
Integrity versus This stage of reality, recognizing and accepting other.
Despair (Wisdom) Old Individuals in self-improvement or in making contributions
Age to to society taking stock of the years that have gone before.
Death People whose life is full Others experience despair,
of satisfaction are able to feeling that the time is too short
build a meaningful life. for an attempt to start another
Life for them is life and to try out alternative
worthwhile, they love to roads to integrity.
share their experiences to
people. They achieve a
sense of integrity.

Virtue: Wisdom

Erickson’s Theory emphasizes that every level in the psychosocial stages of man, the
individual will encounter good and bad, positive and negative experiences during the
socialization process. No one grows up in an environment that provides only one kind of
experience. Parents should always be with their children ready to lift them up when they
encounter failure as they interact with their peers and the people around them. It is not only
offering security that parents can do, while children are in the process of building the kind
of person they are but also providing them a good learning experience that will guide them
to have a life full of contentment when they become old. As a result, the feeling of isolation
will be avoided.

9
LESSON 5 - MORAL DEVELOPMENT

Moral Development is the process of learning standards of right and wrong. In

developing the moral aspect of children, the parents have a major role to do. One of their
responsibilities is to help develop a sense of morality that will guide their behavior.
Though, this process takes many years as children gradually go through different stages of
moral development.
As children develop their cognitive skills, their moral development also evolves. It
usually begins in the early years of early childhood when the child is starting to develop
self-awareness. It is right and proper that at this part of children’s life discipline will be
imposed for them to learn and determine right from wrong and good from bad. Children as
they explore the world, they start to examine the standards and rules they have learned.
They will test these against their experience of what is right and wrong or good and bad.
Eventually, they accept, modify, or reject each standard or rule. Then they use this sense
of morality to guide and direct their future behavior.
At the age of five and seven, children begin to develop their conscience. Conscience
is an inner sense of what is right and wrong behavior. A person’s conscience make children
feel obligated to do what is right or good and to avoid doing what is wrong. Kohlberg stated
that at age thirteen children can tell right from wrong, but this depends on child's
interactions with parents and guardians and peers and the people around him.

Lawrence Kohlberg Theory of Moral Development

Lawrence Kohlberg believed that moral development is complex and continues

over an extended period and occurs in a series of stages. He said that one cannot proceed
to the higher levels of moral reasoning, not unless one has reached, the advanced levels of
cognitive development. There are six classifications in Kohlberg Moral development
which are further subdivided into three stages namely: pre-conventional, conventional, and
post-conventional.
Level Characteristics
Children do not understand the conventions or accepted standards of
Pre-conventional behavior
Stage 1: Obedience and Stage 2: Naively (simply) Egoistic
Punishment Orientation

10
(Preschool and early Children do not consider the Children learn how to receive
point of view of others. They rewards as well as avoid
school-age years
have no sense of right and punishment. Children at this level
wrong. Their main concern is help people who help them and hurt
avoiding punishment. They people who hurt them. They still
follow the rules to avoid evaluate actions regarding of the
punishment. Being right means consequences.
obeying authority.
Children slowly understand the standard way of behaving and
conforms to adult to avoid punishment
Stage 3: Good Boy, Nice Girl Stage 4: Authority and Social
Orientation Order-Maintaining Orientation
This stage behavior shown is Children adopt a law-and-order kind
Level 2: more on maintaining good of thinking. They realize that living
relationships and approval of by the rules wins praise or approval
Conventional Level others. At this stage, children are from others. They begin to see more
(School age and young sensitive to what other people than one side to a situation. The
adolescent age. want and think. A sense of ability to see another’s perspective
reciprocity, or mutual exchange is the beginning of morality. They
between two people, now become increasingly sensitive to
emerges. Children do the right what others want and think. They
thing not only to satisfy their own abide by rules other people have
needs but also to satisfy the needs made.
of others.
Adolescent and adults understand the concepts of human rights,
universality, reciprocity and equality

Level 3: Post- Stage 5: Autonomous Stage 6: Principled.

conventional They comprehend the concept of
human rights. They begin to
understand the notion of the
(Adolescents and
social contract. It is the idea that
Adults, though not members of society must agree
everyone reaches this on rules to live together and settle
level) disputes over competing rights.
At this stage, people develop
universal ethical principles based on
reciprocity and human equality. The
development of a real conscience
enables individuals to value
behavior that respects the dignity of
other people as well as their dignity.
Most people do not reach this stage
until adulthood, if ever. Some never
reach this stage.

Carol Gilligan’s Theory of Moral Development

Carol Gilligan is an American psychologist who was born in 1936 and married to
a lawyer and schoolteacher. A graduate of English Literature and Master’s Degree in

11
 Clinical Psychology and Doctorate in Social Psychology. He started working in 1967,
teaching at Harvard University with Erik Erickson, a famous developmental psychologists.

The moral development theory of Carol Gilligan in women and girls is divided
into three levels.

Level 1 - Moral reasoning is based entirely on what is best for one’s self.

Level 2 - The basis of making decision is the sense of goodness as well as

self-sacrifice.

Level 3 – Valued truth and self-sacrifice are the foundations of feminine

moral reasoning. The reasons they make are outcomes of their
actions and its effects on others.
Carol Gilligan worked closely with Erikson in 1970’s as a research assistant. Her concept
of moral reasoning is similar to the theory of the moral development of Lawrence Kohlberg
but later separated and devised a theory about how girls and women developed moral
reasoning. She argued that Kohlberg theory is bias for he focuses only on a particular group
in conducting interview, the white men, and boys who belonged to wealthy families taken
from the small percentage of the population putting aside the moral reasoning of women
It is on this premise, why she devised a theory and conducted studies to prove that Kohlberg
is wrong. Gilligan’s asserted that women are not inferior with regards to a person’s
privileges and rules. She pointed out that Kohlberg idea is a prejudiced on the part of the
women for according to her women are not moral midgets (unprincipled, no concern for
others). This concept leads her to develop a theory entitled Difference Feminism. It
explains further her argument that women’s way of thinking, feeling, and behavior is in
contrast with men. According to her, the reason why men act differently from women is
because men have standard and are principled compared to women, but it does not mean
that they are inferior to men. Her ideas are written in a book entitled “In a different Voice:
Psychological Theory and Women’s Development. Gilligan earned criticisms that her
theory has no enough basis and that cited studies are found to have no distinction the way
men and women think.

LESSON 6 -THE THEORY OF EMOTIONAL INTELLIGENCE

Peter Salovey and John Mayer are the advocates of this theory which holds that
social and emotional skills are a form of intelligence, just as academic skills. It suggests
that self-awareness and social awareness are best learned during childhood. When
emotional intelligence fails to develop during this stage, the child would most likely
experience depression and aggression. Childhood experiences help mold the brain’s
emotional responses to the challenges the child encounter as he or she socialize with other
people. For this, it is the responsibility of the parents, caregivers, and teachers in giving

12
 proper guidance and teachings to the child on how he could develop his skills in handling
his emotions especially in facing the challenges he encounters along the way.
Children can best learn through the encouragement and motivation from their
parents and the people they cared for them. They can help develop the emotional and social
skills of their children by exposing them to other people’s feelings and teaching them how
to understand the feelings of others, see things from their point of view and letting them
observe their facial expressions and their tone of voices. This technique can help growing
up kids in learning how to control their emotions and how to deal different situations in
times of emotional and social crisis.

LESSON 7 -THE SOCIALIZATION PROCESS

Socialization is the process by which people acquire the attitudes, beliefs and
behavior patterns of society. Parents and family members are the strongest force in
socializing children, even into adulthood. The cultural background of the family helps
determine many of the specific habits and behaviors that children learn. Socialization is
also carried out by neighbors, friends, teachers, religious leaders, and others in the
community.
The period of infancy is the time when infant starts responding to his environment and to
the people around him. He smiles when he is cuddled by somebody and cries when he is
angry and if his diaper is wet. He will just stop crying when adults will take good care of
his needs. The interaction between the baby and other persons who are taking good care of
him is the beginning of the socialization process. Some kinds of behavior are learned by
imitating the actions of family members or by observing how they respond to the babies
own actions. Children quickly discover which actions please their parents and which are
not. It also takes place through direct teaching.
In the process of socialization, children learn the importance of the presence of
others and that they also have needs to satisfy. They became less self-centered and began
to understand what is fair and what is not. They learn to respect rules and limits set by their
parents. They also learn how to handle conflicts, control their anger and settle differences
verbally, without resorting to physical violence as they enter school. However, they may
still need help with understanding how their behavior affects other children or adults. In
school teachers help children learn about the rights of individuals.
Many beliefs and behaviors are so much a part of our society that parents may not
realize that children have to learn them. It is advisable that before criticizing a child’s
behavior, adults should consider whether or not the child understands what behavior is
expected. The socialization process helps children get along well with others in our society.

13
LESSON 8 - PERSONALITY DEVELOPMENT

Gordon Allport (1960) defines personality as “a pattern of habits, attitudes, and

traits that determine an individual’s characteristics, behavior, and traits.” He further
describes personality as “the dynamic organization within the individual of those
psychophysical systems that determine his character, behavior, and thoughts.”
The Encyclopedia International (1967) describes personality as “the result of the
typical ways in which a person reacts: the product of his motivation, emotion, feeling tones,
style of thinking, and attitudes.” Personality is partly inborn, partly acquired. Such
biological factors as the endocrine glands and nervous system are largely responsible for
the inherited aspects. The acquired aspects are picked up chiefly from the interaction with
the people around us.
Personality, as defined by Winston Churchill, is the dynamic organization of an
individual’s characteristic ways of responding to himself and his experiences.
Almost all of us is wondering why children grew up to be so different from each
other and tried to give explanations based on our understanding and through the theories
that we learned in school and from our readings. Several theories explain why people differ
from each other. One of these theories is developed by the famous psychologist Erik
Erikson who believes that cultural and social influences are an important part of personality
development. He further stated that children form lasting personality characteristics at each
stage of life.
The child’s personality is the product of heredity and environment. The
environment of the child has a great role in providing opportunities for the development
inherited talents. The experiences of the child during each stage of development in the
environment where he grew up can be positive or negative. As previously stated, no one
grows up in a situation that provides only one kind of experience. Some are relatively fixed,
and others are changeable. The relationships the child has with the people around him has
the greatest influence during the early stages of his/her personality development. The
quality of parents’ care has a main role in establishing basic trust in the infant. Children
develop autonomy when their parents and caregivers allow them to explore their world.
Preschoolers develop initiative when family members concentrate on their successes rather
than their failures. School-age children can be very industrious when they are not made to
feel inferior by family members, teachers, and schoolmates. Adolescents can begin to take
responsibility for their identity.

Factors Affecting Social and Emotional Development of Children

1. Parenting - Parenting means providing care, support and love in a way that leads to a
child’s total development. It includes being responsible for the child’s physical, emotional,
social, spiritual and mental needs. It means creating a nurturing environment of attention,
encouragement, and love for the child. Hence, the child’s physical, mental, emotional, and
social needs comprise parenting.

14
 2. Media influence - Media has effect on the behavior of children and adolescents of
today for they tried to imitate almost everything that they can see especially the actions and
appearance of video, movie, and television characters thinking that they will look great
imitating with them. While children do indeed look to the media for role models, parents
still have a tremendous amount of influence in their children’s lives. They have to give
more time to their children so that their children can feel that they are being cared and loved
by them. In so doing, they will not long for somebody who can satisfy their emotional and
social needs.
3. Modeling - According to social learning theorists, much of what we learn is the result
of learning by observation or modeling. In other words, children learn a great deal by
observing and imitating the behavior of others. Parents as a role model should possess the
following qualities: honesty, integrity, compassion, dependability, high standards, and
values.
4. Peer group influence - Peer influence plays an essential role in the social
development of children. Most children seek acceptance from others their age. However,
during adolescence peer pressure is especially widespread. It is the influence of friends or
others of the same age to make someone do whatever the group does. Peer pressure can be
positive, as when it encourages one to join others in a school or community project. It can
be negative, as when it urges one to join others in experimenting with alcohol or drugs.

LESSON 9 - TYPES OF EXCEPTIONALITIES

1. Oppositional Defiant Disorder (ODD)

An individual having this kind of disorder has a rebellious act, disobedient and anger to
persons in authority. Hatred and a predisposition to intentionally annoy and frustrate others
are characteristics of children with ODD. These annoying and irritating behavior forces
parents to ask help by submitting their children to a specialist.This disorder has the
following criteria:
When negativism, aggressiveness, and rebellious behavior occur in a pattern that will last
for six months with the presence of the following characteristics:
1. Has uncontrollable temper
2. Have always arguments with adults
3. Always say No to the request of others
4. Purposely irritates people
5. Keep on blaming others for his misbehavior
6. Quick tempered or easily annoyed by others
7. Is always angry and resentful
8. Is always malicious/hateful and vindictive

The troublesome behavior has effect in social, academic, or occupational functioning

of the child when it occurs always. The behavior typically starts by age 8. Research in this
area continues for the causes are still unidentified. However, there are assumptions that it
may be due to a combination of biology and parenting or environmental factors. The usual

15
pattern of problems to begin is between ages 1-3. Children with parents who are alcohol
dependent and doing something which is against the law will more likely have children
like them because the environment is very influential and children usually modeled what
their parents are doing. Children are good in imitating the behavior of others. They learn
by observing what others are doing. ODD is frequently found in boys. Like other disorder,
it is not easy to detect if the child has this disorder. Careful analysis using instruments and
psychological test are needed to identify if the child has ODD. Medical examination and
psychiatric means are ways use to determine if the person has ODD.

2. Juvenile delinquency
Juvenile delinquency refers to the participation of illegal activities by a young
persons or minors specifically below 18 years old. In the Philippines young person
committing a crime which is 15 years old below has no criminal liability but they will be
turned over to the Department of Social Welfare and Development for proper action. The
DSWD provides intervention programs to lessen criminal acts like; counseling to ensure
that they are given proper direction in life.

3. Affective (Mood) Disorders

The Affective disorder is also known as mood disorder. According to Ellis (2013),
it is a set of psychiatric diseases in which the main types are depression, bipolar and anxiety
disorders. The indications differ by individual, but they usually affect mood. It is only the
psychiatrist or other trained mental health professional who can analyze if the person has
this kind of disorder through the use of psychiatric evaluation. It interferes with one’s life
especially in associating with the people at home, in school and in the world of work. It
can be treated through the use of medication and psychotherapy giving consideration to the
history of the patient.
The causes of mood disorders are not completely understood. However, a chemical
imbalance in the brain seems to play a major role in the growth of this disorder which is
believed to be hereditary.
Mood episodes or mood disorders can be triggered or imitated by other illnesses,
substance abuse or side effects of medications.

4. Non-verbal Learning Disorder

This kind of disorder is misleading for the reader might think that the individual is
suffering in silence which means that the person’s inability to express his feelings and what
is on his mind using his verbal skill. The person with NVLD is highly verbal. The disorder
will not affect the ability of the child in writing and in talking. The problem is how the
child understands and interpret what he sees and hear from other people. It is the inability
of the person to understand the conversation of others that is why he will have difficulty in
getting more friends. Patino (2014) pointed out, children with NVLD are talkative but have
a problem sharing what they say in a socially appropriate manner and have difficulty in
relaying the most important information. They also lack the ability to organize the
information they receive from others and in understanding higher concepts. They are often
misunderstood by others due to their poor ability sorting out information. They are
perceived by adults and peers as immature. Medical practitioners do not classify this as a

16
mental disorder or a disability covered by the Individuals with Disabilities Education Act
(IDEA). It may still be eligible for special education services if persons with this disability
have a specific learning disability that is interfering with educational progress. Children
with NVLD have difficulty in learning, but they might have high IQ compared to other
children. The causes of this learning disability are still unknown, but developmental
theorist relates this to the functions of the brain.

Patino pointed out the symptoms below of children with NVLD that changes as they
grow older.
1. Recalls information but lacks understanding on its importance.
2. Use the information in an inappropriate social manner.
3. Attentive in listening to details but could not understand the whole thing.
4. Has poor reading comprehension and in solving word problems
5. Has messy handwriting
6. Has poor social skills
7. Has trouble adjusting to changes
8. Very dependent on parents
9. Is fearful of new situations

ASSESSMENT

A. Essay: Explain briefly the following questions below:

1. Define egocentric and explain a child’s egocentric behavior by using
example. (10 pts)
2. What is socialization? Why is it necessary that children should be given
the chance to be with other people? (10 pts)
B. Multiple Choice
Direction: Choose the best answer by writing the letter the letter of your choice
1. A student is finding it hard to read. When the guidance counselor traced the child’s
history, the counselor was able to find out that the student came from a
dysfunctional family, aside from that the child was abused and neglected. What
cold have caused the student’s reading disability?
a. Emotional factors c. Neurological factors
b. Poor teaching d. Immaturity
2. Laughing at a two-year old child wo uttered bad word is not a proper thing to do
because at this stage the child is still______
a. Considering the views of others c. distinguishing sex differences
b. Distinguishing right from wrong d. learning to socialize with others
3. A child who is cold towards the people around him might have failed to attain
what basic goal based on Erickson’s theory on psychological development?
a. Autonomy b. Trust c. Initiative d. Mistrust

17
4. A pregnant unmarried woman aborted her baby to avoid disgrace. Is she morally
justified to do that?
a. No the unborn child cannot be made to suffer the consequences of the sins of
his/her parents.
b. Yes, it can save her and the child from disgrace when he grows up.
c. No abortion is immoral
d. Yes, it is better to prevent the child from coming into the world who will
suffer very much due to the absence of the father.
5. The egocentric behavior of the child is evident at the age of______
a. 2-4 years b. from birth to 1 year old c. 3 to 5 years d. 5 to 6 years
6. During the Piagetian preoperational stage, ________represents the inability to
perceive from the perspective of another person.
a. Egocentrism
b. Transitive inference
c. Assimilation
d. Accommodation
7. The successful resolution of the conflict in Erikson’s psychosocial developmental
stage known _______ as results in the experience of a unified sense of self.
a. Autonomy vs. shame and doubt
b. Identity vs. role confusion
c. Generativity vs. stagnation
d. Trust vs. mistrust
8. Erikson’s psychosocial developmental stage in which success is achieved by
having a secure social attachment with a caregiver is known as:
a. Autonomy vs shame and doubt
b. Integrity vs. despair
c. Generativity vs. stagnation
d. Trust vs. mistrust
9. A turning point in development during which one examines one’s values and
makes decisions about life rules.
a. Ego identity
b. Identity crisis
c. Identity diffusion
d. Exploration

10. Below is the idea of Eric Erickson except one

a. Every individual will encounter good and bad, positive and negative
experiences during the socialization process.
b. No one grows up in an environment that provides only one kind of experience.
c. Parents should always be with their children ready to lift them up when they
encounter failure as they interact with their peers and the people around them.
d. a and b.
e. All of the above

18
 11. An individual who has a rebellious act, disobedient and anger to persons in
authority. Hatred and a predisposition to intentionally annoy and frustrate others
are characteristics of children with _______.
a. Oppositional Defiant Disorder c. Affective Mood Disorder
b. Non-verbal Learning Disorder d. Juvenile Delinquency
12. The idea that social and emotional skills are a form of intelligence, just as
academic skills is authored by:
a. Peter Salovey c. Peter Salovey and John Mayer
b. Carol Gilligan b. John Mayer
13. This refers to a child’s growing ability to express his/her feelings
a. Moral development c. Social development
b. Emotional development d. Spiritual development
14. If you are a principal and one of your teacher is not acting the way he/she
should be, how would you address this problem?
a. Explain to the pupils that there are some things that adults can do but
children can’t
b. Be tolerant about the teacher’s behavior
c. In writing, express disapproval of the unbecoming behavior of the teacher
d. Talk to the teacher about the importance of being consistent in one’s
action and in the rules of discipline enforced inside the classroom
15. Jean Jacques Rousseau said that everyone is essentially good. This view can
help a teacher when_____
a. Dealing with misbehaving students
b. Helping the fast learners in class
c. Teaching students with some values
d. Knowing the students potentials

C. Performance Tasks
Make a documentation on the story of your life
Direction: You will be making a story of your life focusing the 5 aspects of
development: physical and motor, language and literacy, cognitive, social, emotional
and moral development. You can put pictures of yours and relate it to the different
levels of development. You will do these by making a scrapbook with description. For
those who are using modular approach you will submit a scrapbook together with the
printed module and for online class you will present the scrapbook through a video.

Criteria:
Originality ------------------------------ 25
Clarity of the Concept/idea------------ 50
Creativity---------------------------------25
Total----------------------100

19
 REFERENCES

Hildebrand, Verna. 1995. “Parenting: Rewards and Responsibilities.”

5thEd. New York: Glencoe/McGraw-Hill.
Hildebrand, Verna. 2001. “Parenting:Rewards and Responsibilities.” 6th
Ed. New York:Glencoe/McGraw-Hill.
` Rathus, Spencer A. 2008. “Childhood and Adolescence:Voyages in
Development.” Canada:Thomson Learning Inc.
Acero, Victotorino O., et. al. 2004. “Human Growth Development and
Learning.” Quezon City:Rex Printing Company, Inc.
Ormrod, Jeanne E. 2008. “Educational Psychology: Developing
Learners.” Pearson: Merill Prentice Hall.
Siruno, R. & Siruno, E. 2002. “Child Growth and Development.”
Phillipines: Rex Bookstore.
Sevilla, Consuelo & et. al. 2002. “General Psychology. 3rd Ed.
Philippines: Rex Bookstore.
Anonat, R. 2009. “Child and Adolescent Development. Mandaluyong
City: Books ATBP. Publishing Corporation.
Jean Piaget (1896-1980) – Stage 1 : The Sociological Model of
Development.AvailableAvailable@<ahraf=http://education.stateuniversity.c
om/page/2325/Piaget – Jean – 1896_1880 html”> Education Encyclopedia –
State University.com>pages>
Editors of Britanica Encyclopedia. 2016.gifted
child.Available@https://www.britannica.com/topic/gifted-child. Retrieved:
September 25, 2016.
(September 13,2016). Asperger syndrome – NAS. Available @
www.autism.org.uk › About autism › What is autism? Retrieved. September 24,
2016.
Gilligan, Carol. Theories of life stages and human development.
Available @human growth.tripod.com. Retrieved: September 26, 2016.
Ellis, M.E. (2013) Affective disorders.
Available@www.healthline.com/health/affective-disorders. Retrieved:
October 2016.
Erika, Patino. Non-Verbal Learning Disabilities. Available@
ldaamerica.org/types-of-learning-disabilities/non-verbal-learning-
disabilities.Retrieved: October 2, 2016.

20