Christine Joy Manantan Arco BSED 1-D

ED 203-The Child and Adolescent Learner & Learning Principles

UNIT III. EARLY CHILDHOOD: THE PRESCHOOL YEARS
Lesson 1 -Characteristics, developmental tasks of early childhood, and
physical & motor development

ACTIVITY
PICTURE WITH A #HASHTAG

#taller&leaner
#babyhair
#longface
#roundeyes

ANALYSIS
From the #hashtag you wrote about the picture, what physical characteristics of early
childhood came out?
#PHYSICAL CHARACTERISTICS
From a short chubby toddler who can barely talk suddenly becomes a taller,
leaner child who talks incessantly. I think my trunk and limbs grow longer, and my
abdominal muscles form, I’ve lost my baby fat.
APPLICATION& ASSESSMENT
Shadow a child who’s from 2-6 years old either in your family or
neighborhood for about 3 days. Make a bulleted report of his/her:
 Physical characteristics
 Eating habits and preferences
 Motor skills demonstrated
List them down on the template provided below. You can have several rows
depending on the report you will make.

“SHADOW REPORT”

Physical characteristics Eating habits Motor skills

 Tall but thin.  Need to force just  Can throw and kick
to eat. a ball.

 Have black curly  Don’t eat on time.  Intently looking at

and thick hair. the pictures that
gets his interest.

 Have long arms and  Doesn’t eat  Tear his toys into
legs. vegetables. parts.

 Oval shape face.  Love canned good  Can recognize and

and noodles. draw shapes and
lines.

 Have round black  Prefer biscuits and  Can jump and run.
eyes. junk foods.

 Have thick  Doesn’t drink much  Can cut papers

eyebrows. water. using scissors.

Answers to the following questions.

1. A

2. C

3. C

4. A

5. B
6. C
Lesson 2 -Cognitive Development in Early Childhood

ACTIVITY

Below are behaviors or remarks from children. Your early childhood experiences may
help you arrive at the correct answer. Put a check (✓) on the item that is TRUE of
preschoolers and an (X) on the item that does NOT apply to preschoolers.
✓ 1. "Someone switched on the thunder," a child remarked.
✓ 2. Child silently nods on the telephone to answer his father who is on the other side
of the phone inquiring if Mom is around.
✓ 3. "That tree pushed the leaf off and it fell down," says a child.
✓ 4. A child is presented with two identical beakers each filled to the same level
with liquid. The child is asked if these beakers have the same amount and
she says YES. The liquid from one beaker is poured into a third beaker, which
is taller and thinner than the first two. The child is then asked if the amount
of liquid in the tall, thin beaker is equal to that which remains in one of the
original beakers. The child says YES.
✓ 5. Child asks a series of "why" questions.
✓ 6. Child is strongly influenced by the features that stand out, such as the flashy,
attractive clown.
X 7. Child pays attention to the more relevant dimensions of the task such as
directions for solving a problem and not on the prominent clown, for instance.
✓ 8. Jun does not realize that the juice in each glass can be poured back into the
juice box from which it came.
✓ 9. Mike did not like to share a piece of cake with his younger sister. Mike's
younger sister got sick. Mike concludes that he made his younger sister get
sick.

ANALYSIS
Bring in your childhood memories and experiences as you answer the questions below.
Give reasons for your answers.
1. Which item/s is/are TRUE of preschool children?
In my own experience, I think all the items are true except for number 7. A child
won’t pay more attention on boring things like solving problems. It more likely that a
clown will catch his or her attention, a child is more on adventure and he or she would
love to see lively and colorful things.
2. Which item/s is/are NOT TRUE of preschool children?
In my own experience, I think item number 7 is not true. It more likely that a
clown will catch his or her attention, a child is more on adventure and he or she would
love to see lively and colorful things rather than things that are boring and dull.

APPLICATION& ASSESSMENT
1. Describe the preschoolers’ behaviors reflecting the following preoperational
cognitive limitation:
a. Animism
 Children tends to attribute life to objects that are not alive.
b. Egocentrism
 The child only sees his point of view and to assume that everyone also has
his same point of view.
c. Centration
 The child is focusing or centering on one characteristic to the exclusion of
others.
d. Irreversibility
 Children fail to understand that some operations or actions can be reversed,
restoring the original situation.
e. Transductive reasoning
 Children do not use deductive or inductive reasoning, they jump from one
particular to another and see cause where none exists.

2. Fill in the matrix and identify developmental practices that can either enhance
or hamper early childhood cognitive development.
Cognitive Development Developmentally Developmentally

appropriate practices inappropriate practices

symbolic thinking Encouraging them to Not encouraging them and

pretend play. You can chip letting them be disruptive
in by pretending to be a and aggressive.
comrade in the game.

language Talking to babies and Teaching your child to

toddlers with simple swear, use “potty talk,” or
language, frequent eye use hurtful or socially
 contact, and unacceptable language.
responsiveness to children's
cues and language
attempts.

attention Getting children's attention Be aggressive and scold

involves them focusing them when they don’t
while ignoring things that focus and pay attention.
may be interesting to them.

memory function By repeating behaviors, Not minding the child who

children's knowledge base makes errors in activities
increases and becomes that involve remembering
more organized. even small amounts of
information.

metacognition Helping your child learn to Giving up on your child and

work through difficult not supporting them in
situations. difficult situations.

Multiple Choice:

1. C

2. A

3. D

4. C

5. D
Lesson 3 - Language Development in Early Childhood

ACTIVITY

Look for a mother of a preschooler who is hands-on in taking

care of her child. She may be a member of your family or
someone in the neighborhood. Make sure that she is a willing
informant to answer the following questions:

1. What were the first one-word utterances of the

child and when did this happen?
 Da, at six months.
2. When did the child begin to communicate in
more or less complete sentences?
 10- 12 months, like “ma, didi”
3. What factors would you consider as having
contributed to the child’s language
development? Briefly describe how.
 People around him, he learns his
language from us, the people he
frequently sees and speak. He surely
loves imitating those around him.
ANALYSIS

Based on your interview responses, what’s your takeaway lessons regarding

language development during the preschool years?

Based on my interview responses, the takeaway lessons regarding language

development during the preschool years is that almost all children learn the rules of
their language at an early age through use, and over time, without formal instruction.
Thus, one source for learning must be genetic. Human beings are born to speak; they
have an innate gift for figuring out the rules of the language used in their environment.
The environment itself is also a significant factor. Children learn the specific variety of
language (dialect) that the important people around them speak. Children do not,
however, learn only by imitating those around them. We know that children work
through linguistic rules on their own. In summary, language occurs through an
interaction among genes (which hold innate tendencies to communicate and be
sociable), environment, and the child's own thinking abilities.

APPLICATION& ASSESSMENT

DYADIC ENCOUNTER
At the start of the lesson, you interviewed the mother of a preschooler.
This time you will involve the child in a dyadic encounter through storytelling.
Choose a Hiligaynon short story or make your own story. Arrange for a time that would
allow you to tell this to the child. You can be as animated as you like assuming the role
of a storyteller. At the end of the narration, ask the child to give the following:
1. Favorite character in the story and why.
2. Short summary of the story.
3. Lesson learned from the story.
Make a two-paragraph report of this encounter.
I tell the story of “The Monkey and the Turtle” to Kevin (a-3-year-old kid) in
Hiligaynon. The entire storytelling was like a roller coaster. From time to time he would
ask “si amo?” “ano to day” “si amo? si bao?”, the same questions all over again. He
would laugh when I portray the monkey and would say “isa pa”. It was amazing to see
him enjoy, though it was a bit tiring.
After the story, I ask him “sin-o uyon mo, si amo o si bao?”. He stares for awhile
and said, “ si amo”. And I think, this is because of how I portrayed the monkey in the
story, he loves watching me do it. He doesn’t mind or get time to understand the story,
it was my action, his focus was on it. And the lesson that I learned after doing the
activity is that the child’s attention is always on the things that can make them laugh or
enjoy.

Here's my answers!

1. D

2. A

3. A

4. A

5. A

6. Discuss possible explanations for differences in the language development of children

during the preschool years.
So, the possible explanation is that there are many factors that can influence
language development in young children. These include health and physical
development, environment, and cognitive ability.
Lesson 4 - Socio-emotional & Moral Development

ACTIVITY

Observe children in their early childhood years playing in your neighborhood and note
the following:
1. Is there a conversation going on? Describe the conversation that takes place
among and between the children. What are they talking about?
 Yes, there is a small conversation between them. It was like a small talk
about their toys or the things they play and do. It was like a boasting show.
One will say, “nami akon”, and other would reply, “mas nami akon”. One
time they would argue, have small fight but suddenly they would look at
each other and laugh together.
2. Describe what they are playing/what the play is about.
 They are playing in the sand with their trucks and cars. They made a road in
the sand and push their cars along. They put some sand and stone on their
truck like loading it, it was like they are going to deliver.
3. Describe the children's interaction. Indicate if they are on their own, working
together or if there is conflict.

 The interaction was there. They do talk to each other while playing. One
will ask about the opinion of other and will work together.

ANALYSIS
Answer the following questions:
1. Were the children playing on their own or alone even when they were with
others? Describe.
No, the children are mingling with each other. They play, talk, and interact
with everyone.
2. Were there some children playing together with agreed upon rules and roles?
Describe.
I think the children do agree upon the rules and roles they play because
there wasn’t a fight that takes place. It was more of fun and laugh while they play.
3. If you observed conflicts between or among children, how were they resolved?
Did an adult intervene? Or did they manage to resolve it by themselves?
Well, there wasn’t a fight that takes place. It was just a small argument,
and they solve it on their own.
4. Were the children polite? What polite words (Thank you, sorry, etc.) or gestures
did you observe?

Yes, the children were polite. I saw one slide and fell, and the other kid
help him up. The kid who fell says, “thank you” to the one who help him. And one
time I saw a kid who accidentally push his playmate, he said, “sorry”.

APPLICATION & ASSESSMENT

Discuss and describe the different types of parenting styles and how they affect the
development of children’s emotional and social behavior.

Parenting Style Description Effect on children’s emotional and

social behavior

Authoritarian Authoritarian parents value Their children tend to be more

control and unquestioning
parenting discontented, withdrawn, and
obedience. They try to
distrustful.
make children conform to a
set of standards of conduct
and punish them arbitrarily
and forcefully for violating
it. They are more detached
and less warm than other
parents.

Authoritative Authoritative or democratic Their children apparently feel secure

parents value a child’s
parenting in knowing both that they are loved
individuality but also stress
and what is expected of them.
social constraints. They

have confidence in their

ability to guide children,
but they also respect
children’s independent
decisions, interests,
opinions, and personalities.
They are loving and
 accepting but also demand
good behavior, are firm in
maintaining standards and
are willing to impose
limited judicious
punishment, even
occasional mild spanking,
when necessary, within the
context of a warm,
supportive relationship.

Permissive Permissive parents value Their children are less aware of the
self-expression and self-
parenting limits of acceptable behavior. They
regulation. They consider
also exhibit worse impulse control
themselves resources not
models. They make few and have more behavioral problems.
demands and allow
children to monitor their
own activities as much as
possible. They consult with
children about policy
decisions and rarely
punish. They are warm,
non-controlling and
understanding.

Rejecting or Rejecting or neglecting Children of rejecting/neglecting

parents rarely set limits or
Neglectful parents may lack the ability to form
shows positive affection.
close relationships, feel unloved,
Typically, the
rejecting/neglecting parent helpless, and isolated. Children may
is frequently absent or
even develop bitter, hostile and
preoccupied with social and
anxious feelings.
environmental disruptions
(work, divorce, illness,
alcoholism, etc.).
Multiple Choice:

6. D

7. B

8. B

9. D

10. D