San Juan, Baao, Camarines Sur Email Add

BAAO COMMUNITY COLLLEGE
San Juan, Baao, Camarines Sur

Email add: baaocommunitycollege@gmail.com
Outcome-Based Education Syllabus
Name of the Faculty : Hilda B. Babol

Course Title : Child and Adolescent (Learners and Learning Principles)
Course Number : PROF ED 1
Course Placement : BSE 1A,1B,1E,1J,1K,and 1L
Semester/Term : 1st Semester
Time/Room : Blended Learning
Consultation Time :
Consultation Venue : Blended Learning
Course Description :
This course focuses on how children and adolescents learn. This is an important concept for teachers to grasp. It
emphasizes pertinent information, theories, and principles concerning the learner's physical, cognitive, linguistic, social, and
emotional development. It discusses key concepts in child development and addresses teachers' expectations for understanding
perspectives in child and adolescent development. Its mission is to champion and advocate for children's developmental needs.
This course is designed to introduce teacher-education students to human growth, development, and learning—
theories, concepts, stages, and processes—from conception to old age, with a focus on the social, moral, emotional, and cognitive
development of the learners they will be handling and/or dealing with in the course of their chosen career.This intends to provide
them with the knowledge as well as the values and skills necessary to effectively deal with the latter at various levels.
SECTION 1: THE CHILD AND ADOLESCENT LEARNERS
SPECIFIC LEARNING LEARNING PERFORMANCE INSTRUCTIONAL INSTRUCTIONAL ASSESSMENT TIME

LEARNING CONTENT ACTIVITES STANDARDS DELIVERY RESOURCES TASKS FRAMES
OUTCOMES
CHAPTER 1
 Construct a Nature and Engage At the end of the Asynchronous Basic Reading: - Develop a WEEK 1
definition of Principles of  Discuss the lesson 90% of Discussion definition of
human Development constructs and the students are  Rungdin, T. & development.
development 1. Important Terms concepts related to achieve the D. (2019).
and its in the Study of to development, Specific Learning Child and -Formulate
implication. Development and lifespan Outcomes. Adolescent practices in
2. The Processes and perspectives. learners and addressing
Periods in  Form buzz groups learning student needs
Development in discussing the principles. based on
3. Life Span basic issues in Quezon City: human
Perspectives development. Adriana development
4. Basic Issues in  Integrate Publishing Co. definition
Human concepts learned
Development. to the reflection Extended Readings:
in the research  Baltes, P.B.,
integration. Lindenburger,
Explore U., &
 Design a life map Staudinger, U.
showing M. (2006).
significant life Lifespan theory
experiences. in
 Share the developmental
contents of the psychology.
life map. Handbook of
Apply Child
 Construct a Psychology, 1,
definition of 569-664,
development https://doi.org/
based on the 10.1002/97804
perceptions of 70147658.shps
people around the y0111doiorg/1
learner and what 0.1002/978047
was derived from 0147658.chpsy
the life map 0111
presentations.  Darviri, C.,
Demakakos, P.,
Tigani, S.,
Charizani, F.,
Tsiou, C.,
Tsagkari, C., …
Monos, D.
(2009).
Psychological
Dimensions of
Exceptional
Longevity: A
Qualitative
Exploration of
Centenarians’
Experiences,
Personality,
and Life
Strategies, The
International
Journal of
Aging and
Human
Development,
69(2), 101-
118.
https://doi.org/
10.2190/AG.69
.2.b
CHAPTER 2
 Distinguish the The Filipino Child Engage At the end of the Asynchronous Basic Reading: -Develop an WEEK 2-
critical and Adolescents  Provide examples lesson 90% of Discussion infographics 4
development 1. Developmental of developmental the students are And  Rungdin, T. & showcasing
milestones in Milestones milestones to achieve the Individual study D. (2019). children’s
the local 2. The Current State observed among Specific Learning Child and developemntal
context. of Filipino Children children. Outcomes. Adolescent milestones.
 Discuss the learners and
current trends in learning
understanding principles.
children. Quezon City:
 Integrate Adriana
concepts learned Publishing Co.
to the reflection Extended Reading:
in the research  Rungduin, T.,
integration: The & Reyes, Z.
Filipino learner: A (2016). The
socio emotional Filipino learner:
perspective by A
Rungduin and socioemotional
Reyes (2015). perspective.
Explore International
 Identify learner Journal of
activities by Research
observing children Studies in
for an hour and a Education,
half interval. 5(4), 3-17.
 Develop activities https://doi.org/
that will address 2243-7703
the cognitive,
social and
physical needs of
learners.
Apply
 Discuss how the K
to 12 curriculum
addresses
student’s
developmental
needs.
CHAPTER 3
 Associate Perspectives and Engage At the end of the -do- Basic Reading: -Construct WEEK 5-
human Approaches in the  Create buzz lesson 90% of teaching 6
development Study of Human groups to discuss the students are  Rungdin, T. & approaches
perspective and Development issues concerning to achieve the D. (2019). based on
approaches Perspective in Human perspectives of Specific Learning Child and human
with specific Development development. Outcomes. Adolescent development
learning 1. Learning Paradigm  Examine issues learners and perspectives.
learning
principles. 2. Sociocultural concerning principles.
Theories development Quezon City:
3. Ethology among Filipino Adriana
4. System Approach Children. Publishing Co.
 Integrate
concepts learned Extended Readings:
to discuss and  Rungduin, T.,
reflect the major & Reyes, Z.
points in the (2016). The
article titled Filipino learner:
Emerging A
Perspectives on socioemotional
Human perspective.
Development International
Research by Misra Journal of
& Babu, 2014. Research
Explore Studies in
 Design a matrix Education,
of human 5(4), 3-17.
development https://doi.org/
perspectives with 2243-7703
regard to
teacher’s role to  Misra, G., &
learning and Babu N.
student’s (2014).
responsibility to Emerging
learn. perspectives on
 Formulate a human
teaching development
philosophy based research.
on one’s personal Psychological
belief and pledge sudies, 58(4),
to teaching. 349-352.
Apply https://
 Conduct an doi.org/10.100
interview with an 7/s12646-013-
expert in the field 0234-6
about
observations
concerning
students.
SUMMATIVE TEST
SECTION 2: PHYSICAL DEVELOPMENT OF CHILDREN AND ADOLESCENTS
SPECIFIC LEARNING LEARNING PERFORMANCE INSTRUCTIONA INSTRUCTIONA ASSESSMENT TIME

LEARNING CONTENT ACTIVITES STANDARDS L DELIVERY L TASKS FRAMES
OUTCOMES RESOURCES
CHAPTER 4
 Determine the Prenatal Engage At the end of the Asynchronous Basic Reading: - Write a WEEK 7-8
influence of Development  Discuss the lesson 90% of the Discussion reflection
genetic 1. The Beginning of relevant concepts students are to  Rungdin, T. & paper on
processes in the Life and processes achieve the D. (2019). questions
development of 2. Stages of Prenatal concerning the Specific Learning Child and concerning the
children. Development beginning of life Outcomes. Adolescent (1) Importance
3. Factors Affecting and stages of learners and of parental
Prenatal Development prenatal learning traits to the
development. principles. development
 Form buzz groups Quezon City: of children; (2)
to discuss issues Adriana influence of
affecting prenatal Publishing Co. genetics to
development. Extended Reading: personality,
 Integrate  Plomin, R., intelligence
concepts learned DeFries, J. C., and talents;
to discuss and Knopik, V. S., and (3) effect
reflect the major & Neidershir, of the concepts
points in the J. M. (2016). learned to the
article titled, Top Top 10 teaching-
10 Replicated replicated learning
Findings from finding from processes.
Behavioral behavioral
Genetics, by genetics.
Plomin, DeFries, Perspectives
Knopik, & on
Neiderhiser Psychological
(2016). Science,
Explore 11(1), 3-23.
 Design a personal hhtps://doi.or
family tree g/10.1177/17
focusing on one’s 45691615617
characteristics 439.
and contrasting it
with that if the
parents’ and
siblings’
characteristics.
Apply
 Analyze how
genetics work by
comparing what
characteristics
were inherited
from a child’s
parents.
CHAPTER 5
 Infer learners’ Physical Changes Engage At the end of the Asynchronous Basic Reading: - Construct WEEK 9
behavior from Across Life Stages  Conduct a panel lesson 90% of the Discussion arguments in
the biological 1. Body Systems discussion of how students are to  Rungdin, T. & response to
processes. 2. Physical body systems achieve the D. (2019). questions
Development Across (endocrine, Specific Learning Child and pertaining to
Stages nervous) develop. Outcomes. Adolescent (1) importance
 Highlight learners and of knowledge
developmental learning of biological
milestones principles. processes; (2)
focusing on Quezon City: types of
physical Adriana support
development. Publishing Co. systems that
 Integrate Extended Reading: would facilitate
concepts learned  Cafri, G., the biological
to discuss and Thompson, J. needs; and (3)
reflect the major K., examples of
points in the Ricciardelli, L., facilitating
article titled, McCabe, M., learning
Pursuit of the Smolak, L., & through the
muscular ideal: Yesalis, C. concepts
Physical and (2005). learned.
Psychological Pursuit of the
consequences muscular
and accepted risk ideal: Physical
factors, by (Cafri and
et al., 2005). Psychological
Explore consequences
 Complete the and putative
matrix of risk factors.
endocrine glands Clinical
showing its Psychology
location, Review, 25
hormones (2), 215-239.
produced, https://doi.org
function, over /10.1016/j.cpr
secretion and .2004.09.003
under secretion
results.
 Collect pictures
from the past
until the present
time and
enumerate
changes in
physical
appearance.
Apply
 Conduct a dance
exercise class
with children.
Record accuracy
of movements,
creativity and
physical strength
CHAPTER 6
 Establish the Influences on Engage At the end of the Asynchronous Basic Reading: - Construct WEEK 10
consequences Physical  Creates small lesson 90% of the Discussion arguments in
of parents’ Development and groups to discuss students are to  Rungdin, T. & response to
beliefs and Pedagogical the external achieve the D. (2019). questions
practices on the Implications factors Specific Learning Child and pertaining to
physical 1. Parental contributing to Outcomes. Adolescent (1) importance
development of Contribution physical learners and of knowledge
children. 2. Psychosocial development. learning of biological
Opportunities  Enumerate principles. processes; (2)
3. Physical opportunities for Quezon City: types of
Environment growth with Adriana support
4. Nutritional regard to Publishing Co. systems that
knowledge and psychosocial Extended Reading: would facilitate
practices support and  Telles, S., the biological
nutritional Singh, N., needs; and (3)
knowledge. Bhardwaj, A. examples of
 Integrate K., Kumar, A., facilitating
concepts learned & Balkrishna, learning
to discuss and A. (2013). through the
reflect the major Effect of yoga concepts
points in the or physical, learned.
article titled, cognitive and
Effect of Yoga of emotional
Physical Exercise measures in
on Physical, children: A
Cognitive and randomized
Emotional controlled
measures in trial, Child and
Children by Adolescent
(Telles, Singh, Psychiatry and
Bhardwaj, Kumar, Mental Health,
& Balkrishna, 7(1), 1-16.
2013). https://doi.org
Explore /10.1186/175
 Examine news 3-2000-7-37
articles
concerning
national and
international
health concerns
and provide
implications to
teaching and
learning.
Apply
 Conduct an
interview with
parents regarding
their experiences
of pregnancy,
childbirth, and
child rearing.
SUMMATIVE TEST
SECTION 3: COGNITIVE DEVELOPMENT OF CHILDREN AND ADOLESCENTS

OUTCOMES RESOURCES
CHAPTER 7
 Develop Theories of Engage At the end of the Synchronous Basic Reading: - Develop a WEEK 11
cognitively Cognitive  Conduct a class lesson 90% of the Discussion digitized
simulating Development discussion on how students are to  Rungdin, T. & cognitively
learning 1. Brain Cells Regions the brain works achieve the D. (2019). stimulating
materials and 2. Theories of  Discuss the Specific Learning Child and learning
activities. Cognitive Development theories Outcomes. Adolescent materials.
(Piaget, Vygotsky)  Integrate learners and
concepts learned learning
to discuss and of principles.
cognitive Quezon City:
development. Adriana
 Integrate Publishing Co.
concepts learned Extended Reading:
to discuss and  Grantham-
reflect the major Mcgregor, S.,
points in the Cheung, Y. B.,
article titled, Cueto, S.,
Developmental Glewwe, P.,
Potential in the Ritchter, L., &
First 5 years for Strupp, B.
Children in (2007). Child
Developing development
Countries by in developing
(Grantham- countries 1
Mcgregor et al., Developmenta
2007). l potential in
Explore the first 5
 Compare the years for
cognitive children. The
developmental Lancet, 369,
theories discussed 60-70.
with regard to :  Mangels, J.
(1) view of the A., Butterfield,
child; (2) B., Lamb, J.,
developmental Good, C., &
cognition; (3) Dweck, C. s.
roles of child’s (2006). Why
significant do beliefs
persons; and (4) about
key areas of the intelligence
theory. influence
Apply learning
 Evaluate teachers’ success? A
strategies in social
promoting cognitive
cognition in the neuroscience
classroom by model, 75-86.
observing how https://doi.org
teachers as they /10.1093/scan
hold classes. /nsl013
CHAPTER 8
 Analyze Theories of Engage At the end of the Synchronous Basic Reading: - Write an WEEK 11
functions of Intelligence  Conduct group lesson 90% of the Discussion  Rungdin, T. & analysis of
intelligence in Perspectives on presentations of students are to D. (2019). definitions of
enhancing Human Diversity the basic tenets achieve the Child and intelligence
learning 1. General Mental and assumptions Specific Learning Adolescent and integrate it
experiences. Ability of the intelligence Outcomes. learners and in
2. Fluid and theories. learning understanding
Crystallized Abilities  Integrate principles. how one can
3. Gardner’s Multiple concepts learned Quezon City: enhance
Intelligences to discuss and of Adriana learning
4. Sternberg’s theory cognitive Publishing Co. experiences.
development. Extended Reading:
 Integrate  Grantham-
concepts learned Mcgregor, S.,
to discuss and Cheung, Y. B.,
reflect the major Cueto, S.,
points in the Glewwe, P.,
article titled, Why Ritchter, L., &
do beliefs about Strupp, B.
intelligence (2007). Child
influence learning development
success by in developing
Mangels, countries 1
Butterfield, Lamn, Developmenta
Good, & Dweck, l potential in
(2006). the first 5
Explore years for
 Create a content children. The
map on the Lancet, 369,
understanding of 60-70.
intelligence and  Mangels, J.
discuss similarities A., Butterfield,
and differences B., Lamb, J.,
between and Good, C., &
among theories Dweck, C. s.
Apply (2006). Why
 Organize an do beliefs
interview with about
students across intelligence
levels with regard influence
to their definition learning
of intelligence. success? A
social
cognitive
neuroscience
model, 75-86.
https://doi.org
/10.1093/scan
/nsl013
CHAPTER 9
 Develop Cognitive Engage At the end of the Synchronous Basic Reading: - Develop WEEK 12
teaching Development and  Create learning lesson 90% of the Discussion  Rungdin, T. & teaching
strategies that its Pedagogical groups that will students are to D. (2019). strategies that
promote Implications discuss the achieve the Child and promote
cognition. 1. Teaching Strategies teaching Specific Learning Adolescent cognition.
for Working with (a) strategies that Outcomes. learners and
Pre operational promotes learning
Thinkers; (b) Concrete cognition. principles.
Operational Thinkers;  Integrate Quezon City:
(c) Formal Operational concepts learned Adriana
Thinkers to discuss and Publishing Co.
2. Cognitive Theories’ reflect the major Extended Reading:
Impact on Education points in the  Grantham-
articles examined. Mcgregor, S.,
Explore Cheung, Y. B.,
 Develop teaching- Cueto, S.,
learning activities Glewwe, P.,
that reflect the Ritchter, L., &
principles Strupp, B.
presented in the (2007). Child
lessons. development
Apply in developing
 Validate the countries 1
teaching-learning Developmenta
activities by l potential in
asking experts to the first 5
comment on the years for
developed children. The
strategies. Lancet, 369,
60-70.
 Mangels, J.
A., Butterfield,
B., Lamb, J.,
Good, C., &
Dweck, C. s.
(2006). Why
do beliefs
about
intelligence
influence
learning
success? A
social
cognitive
neuroscience
model, 75-86.
https://doi.org
/10.1093/scan
/nsl013
SUMMATIVE TEST
SECTION 4: LANGUAGE AND LITERACY DEVELOPMENT OF CHILDREN AND ADOLESCENTS

OUTCOMES RESOURCES
CHAPTER 10
 Distinguish the Principles of Engage At the end of the Synchronous Basic Reading: - Write a WEEK 13
functions Language  Conduct a class lesson 90% of the Discussion position paper
between first Development presentations of students are to  Rungdin, T. & on how
and second 1. Components of the language achieve the D. (2019). children learn
language in the Language theories Specific Learning Child and their language
delivery of 2. Theories of  Organize buzz Outcomes. Adolescent when it comes
instruction Language groups to discuss learners and
Development the learning
3. Developmental developmental principles.
Tasks in Language tasks in language Quezon City:
Development development and Adriana
how the tasks are Publishing Co.
observed among Extended Reading:
children  Split, J. L.,
 Integrate Koomen, H.
concepts learned M. Y., &
to discuss and Harrison, L. J.
reflect the major (2005).
points in the Language
article titled, development
Language in the early
Development in school years:
the Early School The
years by (Split, importance of
Koomen, & close
Harrison, 2015). relationships
Explore with teachers.
 Observe and Developmenta
record a paernt- l Psychology.
child interaction 51(2), 185-
Apply 196.
 Analyze the script https://doi.org
in the parent-child /10.1037/a00
interaction 38540
CHAPTER 11
 Generate Emergent Literacy Engage At the end of the Synchronous Basic Reading: - Create a WEEK 14
possible uses of 1. Perspectives on  Form a group to lesson 90% of the Discussion children’s book
local literature Emergent Literacy discuss students are to  Rungdin, T. & and exhibit the
in providing 2. Developmental perspectives of achieve the D. (2019). book for
quality Perspective emergent literacy Specific Learning Child and teachers’ and
experience. 3. Child and  Discuss issues Outcomes. Adolescent experts’
Environmental related on learners and comments.
Influences emergent literacy learning
 Integrate principles.
concepts learned Quezon City:
to discuss and Adriana
reflect the major Publishing Co.
points in the Extended Reading:
article titled, A  Foster, M. A.,
Model of Home Lambert, R.,
Learning Abbott-Shim,
Environment and M., McCarty,
Social Risk F., & Franze,
Factors in S. (2005). A
Relation to model of
Children’s home learning
Emergent Literacy environment
by Foster, and social risk
Lambert, Abbott- factors in
Shim, McCarty, & relation to
Franze, (2005). children’s
Explore emergent
 Survey children’s literacy and
books and discuss social
the storyline and outcomes.
main characters Early
Apply Childhood
 Create a Research
children’s book Quarterly,
using the 21(1), 13-36.
concepts learned https://doi.org
from the chapter /10.1016/j.ecr
esq.2005.01.0
06
CHAPTER 12
 Analyze the Language Engage At the end of the Synchronous Basic Reading: - Write a WEEK 15
importance of Development and  Discuss the lesson 90% of the Discussion reflection
parental its Pedagocial interventions students are to  Rungdin, T. & paper on the
involvement in Implications Discuss issues achieve the D. (2019). importance of
promoting 1. Interventions for related on Specific Learning Child and parental
emergent Developing Language emergent literacy Outcomes. Adolescent involvement in
literacy amomg 2. Implications of the  Create buzz learners and literacy
children Perspectives Fostering groups to discuss learning development
Emergent Literacy the issues related principles.
Development to how emergent Quezon City:
literacy can be Adriana
further fostered Publishing Co.
 Integrate Extended Reading:
concepts learned  Senechal, M.,
to discuss and & Lefevre, J.
reflect the major (2002).
points in the Parental
article titled, Involvement
Parental in the
Involvement in Development
the Development of Children’s
of Children’s Reading Skill:
Reading Skills by A five- Year
Senechal & Longitudinal
Lefevre, (2002). Study. Child
Explore Development,
 Interview parents 73(2), 445-
on their practices 462.
in teaching their https://doi.org
children how to /10.1111/146
read 7-8624.00417
Apply
 Based on the
interviews, select
the best practices
and conduct a
mini-lecture for
other parents to
learn
SUMMATIVE TEST
SECTION 5: SOCIO - EMOTIONAL DEVELOPMENT OF CHILDREN
CHAPTER 13
 Analyze the Theories of Socio- Engage At the end of the Synchronous Basic Reading: - Create a WEEK 15
importance of Emotional  Conduct group lesson 90% of the Discussion children’s book
varying and Development presentations of students are to  Rungdin, T. & and exhibit the
changing social 1. Worldviews of the theories in achieve the D. (2019). book for
identity among Personality socio-emotional Specific Learning Child and teachers’ and
learners Development development Outcomes. Adolescent experts’
2. Socio-Emotional  Organize panel learners and comments.
Developmental discussions of the learning
Theories contextual principles.
3. Learning Theories in theories of socio- Quezon City:
Socio-Emotional emotional Adriana
Development development Publishing Co.
4. Contextual Theories  Integrate Extended Reading:
of Social and concepts learned  Foster, M. A.,
Emotional to discuss and Lambert, R.,
Development reflect the major Abbott-Shim,
points in the M., McCarty,
article titled, F., & Franze,
Emotional S. (2005). A
Development in model of
Children with home learning
Different environment
Attachment and social risk
Histories by factors in
Kochanska, relation to
(2001) children’s
Explore emergent
 Create buzz literacy and
groups to answer social
questions on outcomes.
Erikson’s and Early
Bronfenbrenner’s Childhood
stand on Research
psychosocial Quarterly,
development 21(1), 13-36.
Apply https://doi.org
 Describe the /10.1016/j.ecr
children’s esq.2005.01.0
psychosocial 06
patterns of
development by
interviewing
parents
CHAPTER 14
 Employ moral Theories of Moral Engage At the end of the Synchronous Basic Reading: - Write an WEEK 16
dilemmas in Development  Discuss the lesson 90% of the Discussion analysis paper
understanding 1. Piaget’s Theory theories of moral students are to  Rungdin, T. & on how the
how learners 2. Kohlberg’s Theory development achieve the D. (2019). moral
make moral 3. Turiel’s Theory  Integrate Specific Learning Child and dilemmas
decisions 4. Gilligan’s Theory concepts learned Outcomes. Adolescent developed can
to discuss and learners and be employed in
reflect the major learning class, what
points in the principles. subjects can
article titled, Quezon City: be used in and
Character Adriana the appropriate
Education in Publishing Co. grade levels
Schools by Revell Extended Reading:
& Arthur,(2007)  Revell, L., &
Explore Arthur, J.
 Moral Problems (2007).
and moral Character
decision-making Education in
of students across schools and
grade levels the education
Apply of teachers
 Create moral Journal of
dilemmas for moral
students to think education,
about and answer 36(1), 79-92.
https://doi.org
/10.1080/035
72407011947
38
CHAPTER 15
 Analyze the Socio-Emotional Engage At the end of the Synchronous Basic Reading: - Exhibiting the WEEK 16
gender Development and  Discuss the lesson 90% of the Discussion  Rungdin, T. & children’s book
sensitivity of its Pedagogical theories of students are to D. (2019). experts to
selected Implications gender achieve the Child and comment
materials 1. Theories of Gender development Specific Learning Adolescent -Write an
Development  Integrate Outcomes. learners and analysis paper
concepts learned learning comparing the
to discuss and principles. designed
reflect the major Quezon City: gender book
points in the Adriana with other
article titled, Publishing Co. materials that
Children search Extended Reading: promotes
for Gender cues  Martin, C. L., gender
by (Martin, Ruble, Ruble, D. N., sensitivity
& Szkrybalo, & Szkrybalo,
2002) J. (2002).
Explore Cognitive
 Create an theories of
outline/storyline early gender
of a story development.
highlighting Psychological
gender sensitivity, Bulletin.
respect and 128(6), 903-
empowerment 933.
Apply https://doi.org
 Create a gender /10.1037//003
sensitive 3-
children’s book 2909.128.6.90
3
SUMMATIVE TEST
Prepared by:
HILDA B. BABOL
Instructor

San Juan, Baao, Camarines Sur Email Add

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

San Juan, Baao, Camarines Sur Email Add

Uploaded by

Copyright:

Available Formats

BAAO COMMUNITY COLLLEGE

San Juan, Baao, Camarines Sur

Outcome-Based Education Syllabus

Name of the Faculty : Hilda B. Babol

SECTION 1: THE CHILD AND ADOLESCENT LEARNERS

SPECIFIC LEARNING LEARNING PERFORMANCE INSTRUCTIONAL INSTRUCTIONAL ASSESSMENT TIME

SECTION 2: PHYSICAL DEVELOPMENT OF CHILDREN AND ADOLESCENTS

SPECIFIC LEARNING LEARNING PERFORMANCE INSTRUCTIONA INSTRUCTIONA ASSESSMENT TIME

SPECIFIC LEARNING LEARNING PERFORMANCE INSTRUCTIONA INSTRUCTIONA ASSESSMENT TIME

SECTION 4: LANGUAGE AND LITERACY DEVELOPMENT OF CHILDREN AND ADOLESCENTS

SPECIFIC LEARNING LEARNING PERFORMANCE INSTRUCTIONA INSTRUCTIONA ASSESSMENT TIME

SECTION 5: SOCIO - EMOTIONAL DEVELOPMENT OF CHILDREN

You might also like