Personal

Development
Quarter 1 – Module 3:
Developmental Stages in Middle
and Late Adolescence
Personal Development– Grade 11
Alternative Delivery Mode
Quarter 1 – Module 3: Developmental Stages in Middle and Late
Adolescence
First Edition, 2020

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Published by the Department of Education

Nicolas T. Capulong, PhD, CESO V
Ronilo AJ K. Firmo, PhD, CESO V
Librada M. Rubio, PhD

Development Team of the Module

Writer: Czarina Y. Reyes
Editors: Fernebert L. Ganiban
Ann Christian A. Francisco
Reviewers: Angelica M. Burayag, PhD
Nelie D. Sacman, PhD
Annie P. Francisco
Layout Artist: Agnes P. Baluyot
Management Team:
Nicolas T. Capulong, PhD, CESO V
Librada M. Rubio, PhD
Angelica M. Burayag, PhD
Ma. Editha R. Caparas, PhD
Nestor P. Nuesca, EdD
Ramil G. Ilustre, PhD
Larry B. Espiritu, PhD
Rodolfo A. Dizon, PhD
Nelie D. Sacman, PhD

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 Personal
Development
Quarter 1 – Module 3:
Developmental Stages in Middle
and Late Adolescence
Introductory Message

For the facilitator:

Welcome to the Personal Development Alternative Delivery Mode (ADM) Module

on Developmental Stages in Middle and Late Adolescence!

This module was collaboratively designed, developed and reviewed by educators

both from public and private institutions to assist you, the teacher or facilitator
in helping learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace. Furthermore, this also aims to
help learners acquire the needed 21st century skills while taking into
consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you guide the learners.

As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing
them to manage their own learning. Furthermore, you are expected to
encourage and assist the learners as they do the tasks included in the module.

For the learner:

Welcome to the Personal Development Alternative Delivery Mode (ADM) Module

on Developmental Stages in Middle and Late Adolescence!

The hand is one of the most symbolized parts of the human body. It is often
used to depict skill, action, and purpose. Through our hands, we may learn,
create and accomplish. Hence, the hand in this learning resource signifies that
you as a learner is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies
in your own hands!

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This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace. You will be
enabled to process the contents of the learning resource while being an active
learner.

This module has the following parts and corresponding icons:

This will give you an idea of the skills or

What I Need to Know competencies you are expected to learn in
the module.
This part includes an activity that aims to
What I Know check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.
This is a brief drill or review to help you
What’s In link the current lesson with the previous
one.
In this portion, the new lesson will be
What’s New introduced to you in various ways such as
in a story, a song, a poem, a problem
opener, an activity or a situation.
This section provides a brief discussion of
What is It the lesson. This aims to help you discover
and understand new concepts and skills.
This comprises activities for independent
What’s More practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
This includes questions or blank
What I Have Learned sentences/paragraphs to be filled in to
determine what you have learned from the
lesson.
This section provides an activity which will
What I Can Do help you transfer your new knowledge or
skill into real life situations or concerns.
This is a task which aims to evaluate your
Assessment level of mastery in achieving the learning
competency.
In this portion, another activity will be
Additional Activities given to enrich your knowledge or skill of
the lesson learned. This also tends
retention of learned concepts.
This contains answers to all activities in
Answer Key the module.

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At the end of this module, you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other
activities included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with
it.

If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

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 What I Need to Know

Lesson 1 – Understanding Development Process, Stages and Task

 Developmental Stages
 Havighurst’s Developmental Task During The Life Span

After going through this module, you are expected to:

1. classify various developmental tasks according to developmental stage;

2. evaluate their development in comparison with people of the same age,
group; and
3. list ways to become responsible adolescents prepared for adult life.

What I Know

Direction: Write T if the statement is TRUE and F if the statement is FALSE.

________1. Ideal self is how one aspire to be.

________2. Self-knowledge refers to awareness of oneself.

________3. There is negotiation that exists between the two selves which is
complex because there are numerous exchanges between the ideal
and actual self.

________4. The actual self is built on self-knowledge.

________5. Knowing yourself makes you accept your strengths and limitations
and helps you deal with others better.

________6. Knowledge is required for setting goals which means creating an

action plan to achieve them and which includes risk assessment.

________7. Persistence makes you keep moving forward regardless of emerging

obstacles.

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________8. Determination allows you to focus only on achieving a specific goal
without being distracted by less important things or spontaneous
desires.

________9. It increases efficiency by adopting new ways of achieving goals when

obtaining a new experience.

________10.Most failures emanate from strengths that are recognized.

What’s In

PERSONAL EFFECTIVENESS

Personal effectiveness means making use all the personal resources–

talents, skills, energy and time, to enable you to achieve life goals. Your
knowledge of yourself and how you manage yourself impact directly your
personal effectiveness.

Experience includes knowledge and skills that we acquire in the process

of cognitive and practical activities.

Knowledge is required for setting goals, defining an action plan to

achieve them and risk assessment.

Skills also determine whether real actions are performed in accordance

with the plan. If the same ability is used many times in the same situation, then
it becomes a habit that runs automatically, subconsciously. Here are some
skills that will greatly increase the efficiency of any person who owns them:

1. Determination. It allows you to focus only on achieving a specific goal

without being distracted by less important things or spontaneous desires. It
may be developed with the help of self-discipline exercise.

2. Self-confidence. It appears in the process of personal development, as a

result of getting aware of yourself, your actions and their consequences. Self-
confidence is manifested in speech, appearance, dressing, gait, and physical
condition. To develop it, you need to learn yourself and your capabilities, gain
positive attitude and believe that by performing right actions and achieving right
goals you will certainly reach success.

3. Persistence. It makes you keep moving forward regardless of emerging

obstacles – problems, laziness, bad emotional state, etc. It reduces the costs of

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overcoming obstacles. It can also be developed with the help of self-discipline
exercise.

4. Managing stress. It helps combat stress that arises in daily life from the
environment and other people. Stress arises from the uncertainty in an
unknown situation when a lack of information creates the risk of negative
consequences of your actions. It increases efficiency in the actively changing
environment.

5. Problem-solving skills. They help cope with the problems encountered with
a lack of experience. It increases efficiency by adopting new ways of achieving
goals when obtaining a new experience.

6. Creativity. It allows you to find extraordinary ways to carry out a specific

action that no one has tried to use. It can lead to a decrease or an increase of
costs, but usually the speed of action is greatly increased when using creative
tools.

7. Generating ideas. It helps you achieve goals using new, original,

unconventional ideas. Idea is a mental image of an object formed by the human
mind, which can be changed before being implemented in the real world. For
generating ideas you can use a method of mental maps, which allows you to
materialize, visualize and scrutinize all your ideas, which in turn contributes to
the emergence of new ideas. These are just some, but the most important
personal effectiveness skills which make the achievement of any goal easier and
less costly.

What’s New

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

“Maturity is achieved when a person postpones immediate pleasures

for long-term values.” ~Joshua L. Liebman

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Lesson Understanding
1 Development Process,
Stages, and Task
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 development 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.

What is It

Table 1: Developmental Stages and Its Characteristics

Developmental Stage Characteristics

Age when hereditary endowments and sex
1. Pre-natal (Conception to
are fixed and all body features, both
birth)
external and internal are developed.
Foundation age when basic behavior is
2. Infancy (Birth to 2 years) organized and many ontogenetic maturation
skills are developed.
Pre-gang age, exploratory, and questioning.
3. Early Childhood (2 to 6 Language and elementary reasoning are
years) acquired and initial socialization is
experienced.
Gang and creativity age when self-help
2. Late Childhood (6 to 12
skills, social skills, school skills, and play
years)
are developed.

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3. Adolescence (puberty to
18 years)
4. Early Adulthood (18 to 40
years)
Transition age from childhood to adulthood
when sex maturation and rapid physical
development occur resulting to changes in
ways of feeling, thinking and acting.
Age of adjustment to new patterns of life
and roles such as spouse, parent and bread
winner.

Transition age when adjustments to initial

5. Middle Age (40 years to physical and mental decline are
retirement) experienced.

Retirement age when increasingly rapid

6. Old Age (Retirement to physical and mental decline are
death) experienced.

What’s More

Reading:
HAVIGHURST`S DEVELOPMENTAL TASKS DURING THE LIFE SPAN

Robert J. Havighurst elaborated 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).

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 THE DEVELOPMENTAL TASKS SUMMARY TABLE

Infancy and Early Middle Childhood

Childhood (0-5) (6-12)
 Learning to walk  Learning physical skills
 Learning to take necessary for ordinary
solid foods games
 Learning to talk  Building a wholesome
 Learning to control attitude toward oneself
the elimination of  Learning to get along
body wastes with age-mates
 Learning sex  Learning an appropriate
differences and sex role
sexual modesty  Developing fundamental
skills in reading,
 Acquiring concepts  Writing, and calculating
and language to  Developing concepts
describe social and necessary for everyday
physical reality living
 Readiness for  Developing conscience,
reading morality, and a scale of
 Learning to values
distinguish right  Achieving personal
from wrong and independence
developing a  Developing acceptable
conscience attitudes toward society
Adolescence (13-18)
 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

What I Can Do

MY PERSONAL TIMELINE!

Direction: Using a bond paper, list down the major events that happened in
your life and the people who have played a significant role in your life. You may
include your age as to when those events happened, their specific dates and the
places they occurred.

It may be drawn vertically or horizontally depending on what you like.

Symbols, figures and drawings to make it more meaningful may also be used.
You may use crayons and other art materials depending on the available
resources that you have to make it more creative.

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 A personal timeline portrays the important events of a person’s life so
that s/he can understand where s/he has gone wrong and right in the past. It
helps to plan the future in a better constructive way.

At the end of it, think of a title for your personal timeline.

Rubrics:

Organization 50 points
Creativity 30 points
Neatness 20 points
TOTAL 100 points

What I Have Learned

Direction: After writing your Personal Timeline, make a reflection about it and
answer the following questions. Write it on a separate sheet of paper.

Rubrics:

Relevance 50 points
Organization / Flow 30 points
Neatness 20 points
TOTAL 100 points

1. Is there a ‘center’ or a central theme in your timeline and life? If you will give
a title for your timeline what would it be and why?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

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2. Identify the turning points in your timeline. What are the thoughts, feelings
and actions that you have experienced

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

3. Who are/were the most significant people in your life? Why?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

4. If you could change or add something or someone in your timeline,

what/who would that be? If there is, how would each of these changes or
additions affect your life, or even change its present course?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

5. Continue to your future, where do you want to be 10 years from now? What
do you expect for your future timeline?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

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 Assessment

Direction: Using the Developmental Tasks Summary Table above, list down
your own level of development as a Grade 11 student. Write it on a separate
sheet of paper.

What are the expected

What are the expected What are the expected
tasks you have
tasks you have partially tasks you have not
successfully
accomplished? accomplished?
accomplished?

Additional Activities

Direction: Answer the following questions after reflecting, understanding and

loving yourself. Write it on a separate sheet of paper.

Rubrics:

Relevance 50 points
Organization / Flow 30 points
Neatness 20 points
TOTAL 100 points

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1. As a Grade 11 student, what are the developmental tasks expected of you?
Rate yourself from 1-10 (10 as the highest) whether you have accomplished
those expected tasks?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

2. Do you think you are ready for this transition which would mean additional
responsibilities and greater accountability? If yes, what are the ways you can
think of to better plan your future? If no, what are the expected tasks you
need to work on to prepare you?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

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Answer Key

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References

Source: Gazzingan, Leslie B., Francisco, Joseph C., Aglubat, Linofe R., Parentela,
Ferdinand O., Tuason, Vevian T Psychology: Dimensions of the Human
mind. Mutya Publishing House Inc., 2013.

Source: Psychology Notes Headquarters- https//www.PsychologyNotesHQ.com

Source: Personal Development- Reader First Edition 2016

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