Field Study 1

Learning Diversity: Developmental Characteristics, Needs and Interests

NAME: Abellanosa, Shiela Mae L. DATE: Sep. 29, 2021

COURSE/YEAR/GROUP: BEED 1V – G2 LLH: Initao

Learning Development Matrix

Development Preschool Elementary High School

Domain
(5 Years Old) (10 Years Old) (15 Years Old)

Physical

 Gross motor  Five-year-olds are  Have developed  Starts to develop the

skills more likely to move control of their large complex muscle
around than older and small muscles. abilities required for
children. They are They are able to enjoy sports, develops an
naturally active and activities that use interest in active
enjoy exercising their these skills, such as outdoor activities,
large muscles by basketball, dancing, and often finds
walking, running, and soccer. hobbies.
climbing, and so on.

 Fine motor  Children can copy  With less effort, they

skills geometric shapes can draw and write  With both hands, they
with their hands and correctly. They can can control little and
fingers, draw a also build basic huge objects. Their
person with a head, constructions out of writing is getting
body, arms, and legs, wood and other better, and they can
dress and undress materials. now comfortably
themselves, write create paragraphs.
some small and
capital letters from
the alphabet, and eat
with a fork and spoon.

 Self-help skills  Children at this age  Children at this age

and Others can dress can stay home alone  They've grown up and
independently, feed and are capable of learned to take care of
themselves without doing basic themselves. They are
difficulty, take a bath, household chores more self-sufficient
brush their teeth, such as cleaning. and capable of
comb their hair and They can also look for performing complex
can express their younger siblings and household tasks such
emotions. are able to use basic as laundry, cooking,
hand tools. toilet cleaning,
ironing clothes, and
keeping everything in
order and clean.

Social

 Interaction  They are likely to  They started to feel  As teachers'

with Teachers interact and respond ashamed of asking approaches become
with teachers, questions, and the more formal, then
especially during interaction was interaction tends to
discussions, and they decrease.
 are fond of asking
questions.
 Interaction  They love to interact  They love to interact 
with with one another,
Classmates particularly in their
plays. The interaction
is very active.
 Interest  They love to play  They’re becoming
And Others with their mates and
explore new things
around them.
Emotional
 Moods and  Children under 5  At 10 years of age,
Temperament, years old are much
Expression of better at handling
feeling, and their emotions and
Emotional are more likely to
Independence express their feelings
easily. When they get
mad, they've started
to use mean words
instead of getting
physical or throwing
a tantrum to other
children.
Cognitive
 Communication  At the age of 5,  10 year olds enjoy
Skills cognitive abilities may
 Thinking Skills occur from the
 Problem- influence of the
Solving skills environment. Children
 Others: are more likely to
explore simple things
and usually gear their
cognitive development
toward play with their
friends. They start
simple conversations,
understand simple
things from their
surroundings, and start
to solve problems as
they are more curious
about things they
encounter.
minimized as it started
to be formal.
with peers and share
their own opinions on
things. The
interaction focuses on
the things around
them.
 They’re becoming
independent and like
to do extraordinary
activities with
friends.
 At the age of 15,
children are
developing a better
sense of who they are
in the world. They
can control their
emotions and are
better at handling
conflicts and making
solutions with
friends. At the same
time, their emotions
are unpredictable
because of their mood
swings, particularly
with girls reaching
puberty.
 They have already
putting themselves in
more difficult
situations and
participating in
difficult activities.
They can
communicate
effectively with their
peers, including those
who are older. They
are critical thinkers
who seek solutions to
problems. They also
enjoy manipulating
objects and creating
something out of
them, such as making
toys out of various
materials.
They love to interact
with their classmates
and discuss more
personal things. The
interaction becomes
more interesting.
mature and focusing
more on their
appearance on how
they appear to others.
children may become
more aware of their
abilities and become
more conscious of
how they appear to
others. They engage
fewer conflicts but
become more
emotional and
stressed by conflicts
like grades,
relationships, and
teenage issues.
improved their
communication
abilities. They are
capable of
communicating and
expressing
themselves in a
variety of ways.
Critical thinking has
improved there, and
students have begun
to comprehend world
challenges. They
become more
involved in
community projects
or activities as their
influence in the
environment or
society grows, and
they try to discover
answers to society's
problems.
Analyze

Write the most salient developmental characteristic of the learners you observed. Based on these
characteristics. Think of its implication for the teacher.

Level Salient Characteristic Implication to the Teaching-

Learning Process

Preschool: 5 Years Old They like to play a lot. -The teacher should integrate
play in activities.

-The teacher should also

Elementary: 10 Years Old
They are more independent.
provide manipulative objects
like toys and other learning
materials.
-The teacher should allow self-
pace activities.

-The teacher should also

High School: 15 Years Old
encourage group activities to
understand social relationships
towards other peers.
They are developing community -The teacher should let them
consciousness. engage in a community project
or events such in a program.

-The teacher should expose

them to sports and other
activities.

Reflect
1. While you were doing the activity, did you recall your own experiences when you were
their age? What similarities and differences do you have with the learners you observe?

 While doing in the activity, I reflected on my own experiences when I was their age. But, unlike
other kids, I was not confident in expressing myself and my abilities, and until high school, I was
even a shy girl. When I looked at those children, ages 5, 10, and 15 years old, they all had unique
ways of living. Even if all of the five-year-old children are at the same developmental stage, they
each have their own unique way of interpreting and understanding things, as well as their own
developmental style. Indeed, even if we share the same experiences in life, we all have different
ways of living it.

2. Think of a teacher you cannot forget for positive and negative reasons. How did she/he
affect you?

 Way back in my third year high school, I had a teacher in English who gave me a grade of zero after
all the effort I put into making an essay and reciting it in front of my classmates. Actually, it was
the most awful event of my life. I cannot imagine that she gave that kind of score. She can give me a
5, a 10, or even a 15 over 50, and not with a zero. But that experience made me realize that I
should do all my best, don’t lose hope, and take away all my shyness because it cannot give me a
wonderful life. Starting that day, I began to believe in myself and to be as good as others.

3. What is your challenge now as soon to be a teacher in the elementary grades?

 Being a teacher is my ultimate challenge to myself, because since then I have wanted to conquer
my shyness and become more confident, which I have seen in this profession. Regarding children
with different learning perspectives, I am confident that I can pass on the struggles and hardships
encountered along the way. Because I believe that if your dream and your passion all come
together, then nothing is impossible and everything will be great as long as we all have love and
dedication.