Siargao Island Institute of Technology

Dapa, Siargao Island, Province of Surigao del Norte http://www.siit.edu.ph

COLLEGE OF TEACHER EDUCATION

Course Syllabus

VMGO VISION

A leading academic institution trailblazing global competence and high moral values in Siargao Island.

MISSION
To achieve this vision, SIIT commits itself to:
 Render excellent educational service to contribute to the socio-economic growth of Siargao Island;
 Develop innovations in Education to produce well-rounded, highly competitive and transformative individuals;
 Uphold SIIT core values core values in all its undertakings in technology of social change.
CORE VALUES
 Excellence
 Respect
 Integrity
 Diversity
 Service
 Spirituality
GOALS
1. To develop teachers who are self-reliant and responsive to the needs of times, and
2. To provide dynamic leadership in the development of programs for would-be teachers, teachers, school administrators, and the community.

OBJECTIVES
1. To produce technologically skilled and globally competitive teachers;
2. To equip students with academic competencies and prepare them for professional roles as teachers;
3. To develop competence that address issues and concerns towards quality instruction and capability building;
4. To strengthen institutional and global-linkages, collaboration and networking for the sharing of expertise and resources; and
5. To initiate knowledge-based projects for sustainability.
6. To keep abreast with the curricular and pedagogical trends.
Course Title The Child and Adolescent Learner & Learning Principles
Course Number EDUC 1
Number of Units Three (3) Units
Course Description The Child and Adolescent Development (CHAD) major focuses on the developmental processes that occur from conception through the end of adolescence. Students gain a
comprehensive overview of typical and atypical development through exploration of empirically derived milestones across biological, cognitive, and psychosocial developmental
domains. Course topics focus on developmental trajectories, theories, developmental research methods, ethics, and contexts of development. Throughout the curriculum, special
emphasis is placed on the interaction of the individual and environment in the unfolding of development. Students acquire knowledge through exposure to relevant scientific
 literature, research projects, observations, and fieldwork. This course prepares teachers, service providers and community mental health professionals to apply developmental theories
and research to the understanding of social learning and behavior challenges of children and adolescents. The course focuses on the developmental process and addresses differences
between normal development and developmental differences from early childhood/preschool through adolescence and young adulthood.
Instructor Ma. Clarisse G. Domagtoy, LPT
Academic Year/Term First Semester, A.Y. 2020-2021
Course Prerequisites
Institutional Outcomes SIIT is committed to produce graduates who are:
 Excellent in community services.
 Responsive and appreciative of the different values, empowered and committed to social transformation.
 Competent with knowledge, skills, & attitudes needed in the global market.
 Professionally, socially, ethically & spiritually responsible.
 God fearing.
Program Outcomes  An ability to engage in a lifelong learning and understanding of the need to keep current of the developments in the specific field of practice.
 An ability to effectively communicate orally and in writing using English language.
 An ability to effectively and efficiently transfer the knowledge to the students through classroom strategies and management.
 An ability to work independently or as a team in the department.
 An ability to recognize and demonstrate professional, social, intellectual and spiritual responsibility
 An ability to create networking and linkages among stakeholders.
 An ability to think creatively and innovatively.
Resources/Materials  LCD Projector
 Books and Magazines
 Laboratory Manual
Course Learning Outcomes At the end of the course, the students should be able to:
Knowledge
1. Describe the development of children's ability to understand and express emotions from infancy through adolescence, and explain how teachers can foster the
development of emotional competence in the classroom.
2. Explain how conceptions of ability, early learning experiences, parenting practices, gender, racial and ethnic background, and socioeconomic status may influence
achievement motivation.

3. Distinguish between self-concept and self-esteem, describe developmental changes in children's self-concepts and self-esteem, and discuss ways teachers and
schools can promote positive self-esteem.
4. Evaluate environments to ensure that they meet the developmental needs of children.
5. Summarize the principles of human development.
Skills
1. Demonstrate knowledge of the theories, concepts, developmental processes and empirical approaches in the scientific study of child and adolescent development
from diverse perspectives across the domains of physical, cognitive and social development.
2. Apply and integrate theoretical, research-based and evidence-based knowledge.
3. Analyze and synthesize theories, constructs and processes of child and adolescent development through academic writing and oral presentations.
4. Compose appropriate techniques and construct developmentally appropriate curriculum and learning activities for working with children in a group setting.
Values/Attitudes & Ethics
1. Adopt cultural and intercultural awareness and sensitivity in human development.
2. Accept diversity by teaching tolerance.
3. Anticipate the major milestones of maturation.
4. Appreciate the impact of Child and Adolescent on society and the world
 COURSE MATRIX
Course Intended Instructional Deliveries/ Modality
Session Learning Course Content Face to Face Home-Based Instruction Evidences of Assessment Task
Outcomes Instruction Performance
(CILOs)

PART. IIntroduction…
4-6
1. BASIC CONCEPTS
AND ISSUES ON  Oral quiz on the different
HUMAN interpretations and
DEVELOPMENT
meaning of human
Lecture and class
1.1 Human development
Development: discussion on
Research paper on human
Define human Meaning, Concepts Research further on the
basic concepts development giving its
and Approaches cephalocaudal and  Quiz about different
and issues on abstract stating the
development and 1.2 The Stages of proximodistal patterns of
problem, methods, findings, principles of human
Development and development
human and conclusions.
draw some Developmental development and their
Tasks development
principles of 1.3 Issues on Human educational implications.
Development
human 1.4 Research in Child
and Adolescent
development Development

2. DEVELOPMENTAL  Case studies related to

THEORIES AND
OTHER RELEVANT Freud’s Psychoanalytic
Class discussion Reaction paper on one of
THEORIES Theory.
and reporting on these case studies focusing
From the internet search
Freud’s view on how he explained
2.1 Freud’s engine, just type Freud’s
about human personality development.
Psychoanalytic development.
case studies and find the  Written activity on
pdf ready to download.
Theory Read… providing explanations of

2.2 Piaget’s Stages of Class discussion reality at different stages of

and reporting on Matrix relating the cognitive development.
Cognitive Watch a story involving
Piaget’s Stages of characters to Piaget’s
the interaction of family
Development Cognitive stages of cognitive
members. E.g I am Sam
Development development.
 Describe

developmental
Lecture and class Reflection diary on their  Narrative writing of their
tasks in each discussion on Read on Erikson’s ideas thoughts and insights about
2.3 Erikson’s Psycho- own life story using the
Erikson’s Psycho- about the work he did with each stage in Psycho-social
stage to use Social Theory of Social Theory of the Sioux Indians and his Theory. stages of Psychosocial
Development research on Gandhi.
Development development as
theories as a
framework.
framework to
Class discussion Matrix relating to Kohlberg’s
describe the 2.4 Kohlberg’s Stages and exercises on Theory stating the problem,  Short quiz identifying the
Kohlberg’s Stages Research on the views of research methodology,
of Moral stage of moral
factors that affect of Moral Eliot Turiel (Domain findings and conclusions.
Development Development Theory) and Carol Gilligan development on the given
a child and (Moral Reasoning and
situations.
Gender). Relate them to
adolescent Kohlberg’s Theory  Written activity on the
given application exercises
development. Reaction Paper on Socio-
Cultural Theory in scaffolding.
Class discussion Read a research that is
2.5 Vygotsky’s Socio-
on the various related to Vygotsky’s
Cultural Theory types of Socio- Theory.
Cultural Theory
 Creating graphic organizer
Analysis on
that shows people,
Bronfenbrenner’s different
2.6 Bronfenbrenner’s situations and
Lecture and class Answer the following model also known as
Ecological Theory discussion on sentence completion circumstance that shape
Bioecological Systems
Bronfenbrenner’s items to be posted at
who you are now.
Ecological Theory Google classroom Theory

PRELIMINARY EXAMINATION
 COURSE MATRIX
Course Intended Instructional Deliveries/ Modality
Session Learning Course Content Face to Face Home-Based Evidences of Performance Assessment Task
Outcomes Instruction Instruction
(CILOs)

PART. II
4-6 Development of the  Individual activity on giving their
Learners at Various Illustrations on giving some explanations with the provided
Explain the most Stages Class discussion Read the article hazards to pre-natal questions to discuss about pre-natal
on the definition “Life before development development.
common hazards
3. PRE-NATAL Birth”
of Pre-Natal
PERIOD
to pre-natal Development
3.1 Pre-natal
development
Developme
nt
4. INFANCY AND Graphic presentation of the
TODDLERHOOD milestones of the various
Research and
Lecture and aspects of physical  Oral quiz about the Physical
4.1. Physical study figures of
class discussion development (proximodistal Development of Infants and Toddlers
the human
Development of and cephalocaudal patterns,
on physical, body parts as a
height and weight during
Draw implications Infants and Toddlers person grows
cognitive and infancy and toddlerhood).
 Sharing of ideas and concepts in the
4.2. Cognitive socio-emotional
of the principles class relating to the movie and what
Development of Film viewing Summary outline of the are those cognitive activities that are
development that about the movie “Baby Days Out”
and processes to shown in the film.
Infants and Toddlers have gone movie “Baby
parenting and 4.3. Socio-emotional Days Out”
through as
Analysis based on Nolte’s  Composition own version of Nolte’s
Development of
caregiving. infants and poem. “Children Learn What they Live” Poem
Infants and Toddlers Read the poem or song.
toddlers. “Children Learn
What they Live”
by D. Noltes

MIDTERM EXAMINATION
 COURSE MATRIX
Course Intended Instructional Deliveries/ Modality
Session Learning Course Content Face to Face Home-Based Instruction Evidences of Performance Assessment Task
Outcomes (CILOs) Instruction

5. EARLY
CHILDHOOD
4-6 (The Research on the  Collection of gross Interview a mother about what her
Preschooler) recommended food guide motor and fine motor pre-schooler eats in a week. Write
for pre-schoolers or young activities for pre- down the types of food and compare
5.1. Preschooler’s children. schoolers that it with the recommended food guide.
Physical caregivers and
Development teachers can use to
support their
development.
Identify the different
gross and fine motor Short answer on describing the
Lecture on the  Critique paper on the behaviours to illustrate the
skills to draw 5.2. Cognitive Read the excerpt from excerpt from Albert prescholer’s:
preschool
implications of these Development of Albert Einstein’s biography. Einstein’s biography.
the Preschoolers children’s  Animism
concepts on physical  Egocentrism
development on physical,  Centration
cognitive, and  Lack of conservation
teaching
 Irreversibility
preschoolers socio-emotional  Transductive reasoning
growth.
 Essay about their own
5.3. Socio- Read on Lesbian, Gay,
views on introducing Oral quiz on describing how
Emotional Bisexual, and Transgender
LGBT to pre-schoolers. significant relationships with parents,
Development of (LGBT) issues. siblings and peers affect the pre-
the Preschooler
schooler.
 6. MIDDLE Read more on the
CHILDHOOD Physical Development of  Reflection from the
(The Primary primary schoolers. Focus on topic Physical
Schooler) the current issue on children Development of Primary
about “obesity” to be posted Written activity on the article about
School Children.
6.1. Physical in Google classroom. “obesity”.
Development of
the Primary Pupil

Describe the Teaching- Read and research more on Summary on the research about
the components of the components of
different physical learning process Information-Processing Information-Processing Skills Oral recitation on sharing important
characteristics of Skills focused on: points in class about the components
6.2. Cognitive on the ideas and of Information-Processing Skills
early school-aged Development of  Attention
concepts of early
children and apply the Intermediate  Perception
Pupil school-aged  Memory strategies
these concepts in
the teaching-learning children.
Writing down points for discussion by
process Read more on the Essay about Socioemotional reading the research paper and share
Socioemotional Development of primary insights in class.
Development of primary school children.
school children. Analyse the
6.3. Socio- perspective of teachers on
emotional this stage by reading the
Development of research paper on
the Primary http://www.aare.edu.au/07p
Schoolers ap/bru07322.pdf
PREFINAL EXAMINATION
 COURSE MATRIX
Course Intended Instructional Deliveries/ Modality
Session Learning Course Content Face to Face Home-Based Evidences of Assessment Task
Outcomes (CILOs) Instruction Instruction Performance

7. LATE
CHILDHOOD
(The
Intermediate Research in the area Summary outline on the Design a simple exercise program
Schooler) of physical research about physical appropriate for children ages 9 to
development of development of intermediate 12. Divide program into three parts.
7.1. Physical intermediate schoolers Example and format will be given.
Development of schoolers such as
the Intermediate health issues as
4-6 they may suffer
Pupil
physical conditions.

Discussion on
Design a simple Read more on Graphic organizer on the
ways and Writing activity on the statement
7.2. Cognitive researches relevant following areas in the
exercise given… INTELLIGENCE is….
Development of practices which to the Cognitive teaching-learning process:
program the Intermediate Development of
will aid children
appropriate for Pupil Intermediate School  The Creative Teacher
in successfully Children. 1. The Learning
intermediate Environment
developing 2. The Planning Activities
school children 3. The Designing of IM
physically,
successful
mentally and
development. Graphic organizer on the
7.3. Socio- emotionally. Research on how
factors that greatly affect the Sharing of story with a classmate
Emotional children emotionally
Socio-emotional Development and answer the following questions
Development of respond to the
of Intermediate Schoolers given during the activity.
the Intermediate following events in
Pupil life: based on the research and
readings.
 Death
 Parent’s
separation
 Rejection
 from peers
Journal Entry on how as a
future teacher can you foster Oral recitation giving 5 big ideas
8. the development of about Physical Development of the
ADOLESCENC Surf the net for adolescent high school High School Learners giving also a
E (The High information on the learners. concrete application of each in
School genetic physical personal life.
Learner) features of different
nationalities: such as
8.1. Physical Filipinos, Chinese,
Development Japanese,
of the High Americans, etc. and
School how geography,
Learners climate, nutrition,
and racial mix (as
Illustrate the case of Fil-Ams and
Euro-Asians) affect Reflection on the practices of Special project that give opportunities
biological,
physicality. their past teachers. Which for higher (eg. Workshop, research,
cognitive and ones encouraged your planning and discovering).
cognitive development as an
socio-
adolescent and which ones
emotional Internet research did not?
and report on
changes of
notable adolescent
adolescence, achievers:
8.2. Cognitive Lecture on the
and; analyse
Development definitions and 1. “Little” Stevie
the issues of the High explanations of Wonder who
School the concepts of at age 10
related to
Learners biological wrote his first
physical, changes, musical
puberty, and composition,
cognitive and
transition into “Lonely Boy”
socio- adulthood. 2. Wolfgang
Amadeus
emotional
Mozart at
maturation age 12 wrote
his first
inclusive of
opera.
sexuality, 3. Galileo at
age 17
thereby
began his
 formulating study of
Physics in
positive values
1581.
on adolescent 4. Leonardo Da Summary on the research Student-teachers share real-life
Vinci at age stating the objectives, experiences on their personal
development.
20 was findings, conclusions and development as adolescents.
admitted to recommendations.
the Painters’
Guild in
1472.

8.3. Socio- Research on any

emotional teenage issue found
Development on pp. 317-325 to be
of the High posted in Google
School classroom
Learners
FINAL EXAMINATION
Course Requirements Learning Papers (Blended) 20%
Class Presentations 20%
Participation/ Interactions 20%
Output/Laboratory Manual 20%
Regular Attendance 20%
TOTAL 100%

Grading System Formative Assessment 30%

(Quizzes, Assignment, Seatwork, etc.)
Summative Assessment 50%
(Prelim, Midterm, Pre-final & Final Exam)
Creative Assessment 20%
(Output)
TOTAL 100%

Course Policies 1. Wearing of Face Mask inside the venue of learning is a must.
2. Physical distancing is always observed in the classroom.
3. Attendance. A student who incurs four (4) absences will be automatically dropped from class. Fifteen-minute tardiness is equivalent to one
absence. If the student is absent during his/her report or demonstration teaching, he/she will not be allowed to report or teach at a later date.
He/she will be automatically given a grade of 70 in this criterion of grading.
4. Late requirements and assignments. Students are encouraged to submit requirements and assignments on time. Grades will be deducted if
assignments and requirements are submitted late. Not submitting assignments within the time allowance agreed by the instructor and the
student is considered non-submission. Non-submission of assignments entails a grade of 70 while non-submission of requirements entails a
final mark of INC.
5. Missed activities and exams. There are no make-up tests for missed activities and exams, except for midterm and final exams, if students
have valid excuse.
6. Plagiarism and cheating. Plagiarized works will be automatically marked 70. Cheating will be dealt with according to the policies stipulated in
the Students’ handbook.
7. Classroom etiquette. Good behavior is expected at all times. Teamwork is highly encouraged. Rude behavior in the class such as howling,
using of phones, being generally disagreeable and argumentative with the presenter, talking while someone is speaking, and the like will be
dealt with according to the OSASS policies.
8. Active Participation in the class discussion and sharing
9. Individual Completion of the research as output
10. Completion of the written examinations
11. Regular attendance in flexible learning modality applied
12. Regular attendance in face to face instruction.
13. Anyone caught cheating or trying to cheat in any manner will be subjected to disciplinary action.
14. The maximum allowable number of absences is 8 to 10 meetings for the whole semester.

Consultation Period The students may visit at the office during _______________________ at __________________.

Course References
 Child and Adolescent Development authors Brenda B. Corpuz Ph.D, Ma. Rita d. Lucas Ph.D, Heidi Grace L. Borabo, Ma.Ed, Paz I. Lucido, Ph.D
Books Child and Adolescent Development by Victorina D. Acero, Ph. D, Evelyn S. Javier, Ph.D, Herminia O. Castro, M.A
Ackerman, C.M. (1937), Identifying gifted adolescents using personality characteristics: Dabrowki’s over-excitabilities.
Adams, G.R. (1985), Ego-identity status, Journal of Personality and Social Psychology, 47, 1091-1104
Trawick-Smith, Jeffrey. Early Childhood Development A Multicultural Perspective USA: Prentice Hall, 4th edition, 2006
UNICEF. Social and Emotional Learning: A Philippine Workshop. Facilitated by the American Institutes for Research
USA: ReadLeaf, 2008

Electronics http://www.cdipage.com/development.htm
http://www.yale.edu/ynhti/curriculum/units/1980/5/80.05.03.x.html#f
http://www.squidoo.com/folicacidpregnant
http://en.wikipedia.org.wiki/Maternal _age_effect
http://www.mamashealth.com/child/inreflex.asp

Links used in the Class

Instruction Socio emotional Development of primary school children http://www.aare.edu.au/07pap/bru07322.pdf

Prepared by: Received by:

MA. CLARISSE G. DOMAGTOY, LPT DAYLINDA J. TAMPUS, Ph.D.

Instructor/Facilitator Dean, College of Criminal Justice Education

Recommending Approval: Approved by:

DAYLINDA J. TAMPUS, Ph.D. SOL F. MATUGAS, Ed.D.

Vice President for Academic Affairs School President