FIELD STUDY 1 LEARNING EPISODE Learner Diversity:

Developmental
FS 1 2 Characteristics, Needs and
Interest
Spark Your Interest
Episode 2 provides me with an opportunity to observe learners of different ages and grade
levels. It highlight the differences in their characteristics and needs. As a future teacher, it is
important for me to determine my learners’ characteristic and needs so that I will be able to plan
and implement learning activities and assessment that are all developmentally appropriate.

TARGET Your Intended Learning Outcome

 At the end of the episode, I must be able to describe the characteristics, needs and
interests of learners from different developmental levels. (3.1.1)

REVISIT the Learning Essentials

Here are major principles of development relevant to this episode:

1. Development is relatively orderly. Development follows directional pattern such as, from
the head to the toe (cephalocaudal), and from the center of the body then outwards
(proximodistal).
2. Development takes place gradually.
3. All domains of development and learning-physical, social and emotional, and cognitive
are important, and they are closely interrelated. (NAEYC, 2009)
4. Development proceeds towards greater complexity, self-regulation, symbolic, or
representational capabilities. (NAEYC, 2009)
 OBSERVE, ANALYZE, REFLECT

Activity 2.1 Observing learners characteristics at different stages

Resource Teacher: _________________ Teacher’s Signature: ____________ School: _________

Grade/Year Level: _________________ Subject Area: __________________ Date: ___________

To realize the Intended Learning Outcomes, I will work your way through these steps:
Step 1 Observe 3 groups of learners from different levels (preschool, elem., and high school)
Step 2 Describe each of the learners based on my observations.
Step 3 Validate my observation by interviewing the learners.
Step 4 Compare them in terms of their interests and needs.

OBSERVE

Use the observation guide and matrices provided for you to document your observations.
An Observation Guide for the Learners’ Characteristic

Read the following statements carefully. Then write your observation report on the provided space. Your teacher may
also recommend another observation checklist if a more detailed observation is preferred.

Physical

1. Observe their gross motor skills. How they carry themselves. How they move, walk, run, go up the stairs, etc.

2. Are gross movements clumsy or deliberate/smooth?

3. How about their fine motor skills? Writing, drawing, etc.

Social

1. Describe how they interact with teachers and other adults.

2. Note how they also interact with peers. What do they talk about? What are their concerns?

Emotional

1. Describe the emotional disposition or temperament of the learners. (happy, sad, easily cries, mood-shifts)

2. How do they express their wants/needs? Can they wait?

3. How do they handle frustrations?

4. Describe their level of confidence as shown in their behavior. Are they self-conscious?

Cognitive

1. Describe their ability to use words to communicate their ideas. Note their language proficiency.

2. Describe how they figure out things. Do they comprehend easily? Look for evidence of their thinking skills.

3. Were there opportunities for problem solving? Describe how they showed problem solving
abilities.
 Development Preschooler Elementary High School
Domain Indicate age range of Indicate age range of Indicate age range of
children observed: children observed: children observed:

Physical Walking Runs quickly and leaps He can walk on his

Gross-motor skills Runs without slipping with both feet to own, run faster, leap
Jump in and sustain correctly move body higher, and draw
balance parts simple lines and
figures.
Fine-motor skills can hold the crayon
and pencil
Self-help skills

Others
Social Basic questions are Able to speak if asked Conversation between
Interaction with answered communicate with a teacher and a student
Teachers ability to play with his others might be initiated by
or her peers in a the student with his or
Interaction with cooperative manner her friends or
classmates/friends classmates

Interests

Others
Emotional Happy Energetic Constantly curious
Moods and likes jokes impatient about new things and
temperament, impatient. easily distracted want to learn new
expression of feelings attention span is things
limited

Emotional
Independence easily breaks down in
tears
Others
Cognitive Listens Able to understand Able to understand
Communication skills able to speak words what others tell them clearly to what
someone said to them
Thinking skills

Problem-solving

Others
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 sample indicators. You may
add other aspects which you may have observed.

ANALYZE

Write the most salient developmental characteristics of the learner you observed. Based
on these characteristics, think of implications for the teacher.
Example:
Salient Characteristics Implications to the Teaching-
Level
Observed Learning Process
Preschool  Preschoolers like to  Therefore, the teacher
Age range of learners observed: move around a lot. should remember to
use music and
movement activities not
just in PE but in all
subject areas.
 Therefore, teachers
should not expect
preschoolers to stay
seated for a long period
of time.

Salient Characteristics Implications to the Teaching-

Level
Observed Learning Process
Preschool  Able to voice out an  Since a result, teachers
Age range of learners opinion should act and conduct
observed:  Critically observant appropriately, as they
 Able to express will serve as role
themselves more models for pupils in the
profoundly formation of
appropriate attitudes
and values.
Elementary  Less Egocentric.  The teacher must
Age range of learners  More Independent. handle them with
observed:  Become Discouraged extreme caution.
Easy Pedagogy must allow
children to accomplish
things on their own with
the teacher's
supervision.
 High School  Need opportunities for  Teacher must let the
Age range of learners self-expression. students do the task on
observed their own.

REFLECT
1. While you were observing the learners, did you recall your own experiences when you
were their age? What similarities or differences do you have with the learners you
observed?
I recall my experiences when I was just the same with their age, I am optimistic and
curious. As I recall, the first day of school was a time when I was frightened to be alone and
meet people other than my family and playmates, and it was a time when I was afraid to be alone
and meet new people. With the progression of time, we gain a lot of knowledge in the Day Care
Center with the help of my teacher. We delivered poems, performed songs, played games, and
wrote letters, among other activities. 
2. 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?
I can't forget Mrs. Cervantes, a teacher who is concerned not only with her pupils'
academic requirements, but also with their emotional needs. She instilled in me values that
stressed the importance of my actions and the ability to discern between good and bad. She
continually reminded me of what it meant to be a decent child in our community, despite the fact
that I was still quite naive at the time. It wasn't until later that I realized what she had said and
what she meant. It was a lesson I'll remember for the rest of my life because it functioned as my
guideline up until today.

3. Share your other insights here.

Every person progresses through the phases of growth in the same order, although not at
the same time or at the same rate.
 SHOW Your Learning Artifacts

Which is your favorite theory of development. How can this guide you as a future
teacher? Clip some reading about this theory and paste them here.
Jean Piaget's theory of cognitive development: Intellectual and Developmental. It
helped me in comprehending the huge disparities between each learner in all aspects of
learning. No two children are alike, as my teachers often remind me. They study at their own
pace and with their own drive. It is also influenced by his own experiences and the milieu in
which he is engaged.